A Science teacher by trade, I've also been known to be found teaching Maths and PE! However, strange as it may seem, my real love is designing resources that can be used by other teachers to maximise the experience of the students. I am constantly thinking of new ways to engage a student with a topic and try to implement that in the design of the lessons.
A Science teacher by trade, I've also been known to be found teaching Maths and PE! However, strange as it may seem, my real love is designing resources that can be used by other teachers to maximise the experience of the students. I am constantly thinking of new ways to engage a student with a topic and try to implement that in the design of the lessons.
This lesson describes and explains how the contraction of the heart chambers during atrial and ventricular systole and the relaxation during diastole causes blood to flow through the heart. The engaging PowerPoint and accompanying resource have been designed to cover the first part of point B3 of UNIT 2 of the Pearson BTEC Level 3 National Diploma in Sport and Exercise Science specification.
The students will have already encountered aspects of the cardiac cycle in unit 1 and this lesson aims to build on that knowledge. Students will be reminded that the sequence of events known as the cardiac cycle can be split into three parts, which are atrial systole, ventricular systole and diastole. There is a particular focus on the role of the AV and semi-lunar valves in the control of blood flow and students are challenged to explain how pressure changes cause these valves to open or close. The final task of the lesson involves a quiz round called “RECYCLE THIS?” where the teams have to use their knowledge of the cardiac cycle and the function and anatomy of the heart and blood vessels from a previous lesson to spot any errors in the description of blood flow through the heart
This lesson has been specifically designed to tie in with the next lesson outlined in the specification on the neural control of the cardiac cycle
This lesson describes and explains how the contraction of the heart chambers during atrial and ventricular systole and the relaxation during diastole causes blood to flow through the heart. The engaging PowerPoint and accompanying resource have been designed to cover the 2nd point of the “Cardiovascular system at rest” topic in 1.1.b of the OCR A-level PE specification
The students will have already encountered aspects of the cardiovascular system earlier in this section and this lesson aims to build on that knowledge. Students will be introduced to the sequence of events known as the cardiac cycle and will learn that the cycle can be split into three parts, which are atrial systole, ventricular systole and diastole. There is a particular focus on the role of the AV and semi-lunar valves in the control of blood flow and students are challenged to explain how pressure changes cause these valves to open or close. The final task of the lesson involves a quiz round called “RECYCLE THIS?” where the teams have to use their knowledge of the cardiac cycle and the structures of the heart and blood vessels to spot any errors in the description of blood flow through the heart
This lesson explains how to use the endings -ide and -ate when naming compounds. The lesson PowerPoint and accomapnying worksheet have been designed to cover point 1.25 of the Edexcel GCSE Chemistry specification and also covers that point in the Chemistry section of the Combined Science course
The lesson begins with some simple multiple choice questions to check that students can spot the chemical symbol and definition of an element, but more importantly pick out the formula for a compound. Time is taken to go through the explanation of why substances are elements or compounds and specific examples given. A quick understanding check, in the form of a competition called “To COM or NOT TO COM”,is used to check that students can identify elements or compounds from a name or given formula. The remainder of the lesson focuses on naming compounds. Students are challenged to spot a pattern when presented with the names of two compounds, which contain 2 elements only. For both compounds that contain 2 elements or 3 or more, the rules to naming are introduced before examples are shown so that students can visualise how to construct their answer. They are then given an opportunity to apply this to a number of questions in the set tasks. The last part of the lesson moves this forward by looking at how these same rules can be applied when the chemical formula of a compound is given and this is related to another topic as they are challenged to write a word equation containing a range of compounds when presented with the symbol equation. Progress checks are written into the lesson at regular intervals so that students can constantly assess their understanding.
Although this is written for Edexcel GCSE students, it is perfectly suitable for use with younger students who are learning about elements, compounds and mixtures and the teacher wants to push them onwards
This lesson describes how to calculate the relative formula mass from simple chemical formulae and for those that include brackets. The PowerPoint and the accompanying worksheet have been designed to cover point 1.43 of the Edexcel GCSE Chemistry specification and also covers that point in the Chemistry section of the Combined Science course.
The lesson contains a wide range of tasks, understanding checks and quick quiz competitions to guide students through calculating the relative formula mass for substances with a range of chemical formulae. The relative formula mass is required in a lot of calculations, such as those that involve moles, so it is an important skill to get right. Worked examples are used throughout the lesson to visualise the metho for the students. Initially, students will learn how to calculate the mass from simple formulae before helpful hints are provided for harder formulae such as those that contain a bracket. Students are given the chance to apply their knowledge by proving that mass is conserved in a reaction and this prepares them for an upcoming lesson.
This lesson has been written for GCSE students but could be used with higher ability KS3 students in lessons that are looking to push knowledge forward
This lesson explains the properties of the fullerenes and focuses on graphene in terms of its structure and bonding. The PowerPoint and the accompanying resources have been designed to cover point 1.38 of the Edexcel GCSE Chemistry specification and also covers that same point on the Combined Science course.
The lesson begins by recalling the definition of an allotrope. The students are then introduced to graphene and will begin to understand how this covalent structure is related to graphite and will know the shared properties of these two materials. Time is taken to ensure that students can explain why graphene is able to conduct electricity. Moving forwards, students will meet the family of allotropes known as the fullerenes and will learn some important details about a few of these including C60
This lesson describes the differing properties of metals and non-metals and also relates this to their position in the Periodic Table. The lesson PowerPoint has been designed to cover points 1.18, 1.40 & 1.42 of the Edexcel GCSE Chemistry specification and this also covers those same points on the Combined Science course.
The lesson contains a range of tasks including guided discussion points and quick quiz competitions which will engage and motivate the students whilst introducing key properties such as malleability and the ability to conduct electricity. Time is also taken to consider where the metallic and non-metallic elements are found in the Periodic Table and a series of progress checks will challenge the students to link together properties with position.
This lesson describes how the alveoli are adapted for gas exchange by diffusion between the air in the lungs and the blood capillaries. The PowerPoint and accompanying resource are part of the second lesson in a series of 2 which have been designed to cover the content of point 8.2 & 8.3 of the Edexcel GCSE Biology and Combined Science specifications.
During the 1st lesson in this series, the students were shown how to calculate the surface area to volume ratio and so this lesson begins by challenging them to recall that the larger the organism, the smaller the ratio. This is done through the PLAY YOUR CARDS RIGHT format as shown in the cover picture, and leads into the key idea that complex multicellular organisms like humans have developed a range of different adaptations to increase this ratio at their exchange surfaces. Moving forwards, time is taken to consider and discuss how the following adaptations of the alveoli affect the rate of diffusion:
large surface area
lining of the alveoli consisting of a single layer of flattened cells
maintenance of a steep concentration gradient
Each feature is related to diffusion and current understanding and prior knowledge checks are used to allow the students to assess their progress and to challenge them to make links to other topics of the course. All exam questions have mark schemes embedded into the PowerPoint
This lesson describes the key difference between scalar and vector quantities and introduces examples of physical factors that fit into each group. The PowerPoint has been designed to cover points 2.1 - 2.4 of the Edexcel GCSE Physics and Combined Science specifications.
The lesson begins with an introduction of the fact that some quantities are scalar and some are vector. A quick competition is used to introduce the key term, magnitude, and students will learn that scalar quantities such as speed have a size but are missing something else. A guided discussion period then challenges them to consider what that missing element might be, and this leads into the completion of the scalar definition. The next task then challenges the students to use this completed definition to write a similar one for a vector quantity. They will learn that velocity is a vector due to its magnitude and specific direction and then a series of exam questions are used to challenge their current understanding in terms of changes in speed and velocity at a crossroads. The mark scheme for each of the questions is embedded into the PowerPoint.
The remainder of the lesson uses another competition to introduce acceleration, momentum, energy, force, mass and weight as scalar or vector quantities and the students are challenged one final time as they have to explain why weight is an example of a vector quantity.
This lesson introduces the alkanes as a group of hydrocarbons and explains how to draw their displayed formula and work out the general formula. The PowerPoint is part of the second lesson in a series of 2 which have been designed to cover point 7.1.1 of the AQA GCSE Chemistry & Combined Science specifications.
The students were introduced to crude oil and hydrocarbons in the previous lesson so this one begins by introducing the fact that most of the hydrocarbons in crude oil are alkanes. The students are challenged to recall that covalent bonds will hold hydrogen and carbon together and they will learn that every carbon atom has four covalent bonds. This fact is used in the step by step guide as they are shown how to draw the displayed formula for methane. Moving forwards, a quick competition is used to introduce the next three members of the group in ethane, propane and butane, and the students have to apply their understanding by drawing the formula to find the molecular formula. The general formula for the alkanes is determined and then a series of exam questions will challenge them to apply this to work out numbers of carbon or hydrogen atoms or to write a formula.
This fully-resourced lesson describes the characteristics and physiology of the glycolytic pathway and explains its role in ATP production for exercise. Both the PowerPoint and accompanying resources have been designed to cover the 2nd part of points 1.4.4 & 1.4.5 as detailed in the Edexcel A-level PE specification
The lesson begins by challenging the students to explain which out of stored ATP, phosphocreatine and glycogen in a muscle would be depleted after 10 seconds of intense exercise. This introduces glycogen as the starting substance in the glycolytic pathway and students will use their prior knowledge to recognise that the 1st step in this pathway involves the breakdown of glycogen to glucose. The main part of the lesson focuses on glycolysis and the key details of this step are discussed and explained, such as the net yield of ATP. Moving forwards, the students will learn how the product of glycolysis, pyruvate, is converted to lactate but does not result in the formation of any more ATP and this small yield of just 2 ATP means that this pathway is quickly fatigued. The lesson finishes by covering the duration of exercise that can be supported by the glycolytic pathway as the dominant energy provider.
This lesson has been specifically written to tie in with the next lesson on the aerobic pathway as well as making links to a previous lesson on the ATP-PC pathway
This fully-resourced lesson describes the energy production for sport and exercise by the lactate system. Both the PowerPoint and accompanying resources have been designed to cover the 3rd part of point A7 in UNIT 1 of the Pearson BTEC Level 3 National Diploma in Sport and Exercise Science specification.
The lesson begins by challenging the students to explain which out of stored ATP, phosphocreatine and glycogen in a muscle would be depleted after 10 seconds of intense exercise. This introduces glycogen as the starting substance in the lactate system and students will use their prior knowledge to recognise that the 1st step in this system involves the breakdown of glycogen to glucose. The main part of the lesson focuses on glycolysis and the key details of this step are discussed and explained, such as the net yield of ATP. Moving forwards, the students will learn how the product of glycolysis, pyruvate, is converted to lactate but does not result in the formation of any more ATP and this small yield of just 2 ATP means that this system is quickly fatigued. The lesson finishes by covering the duration of exercise that can be supported by the lactate system as the dominant energy provider.
This lesson has been specifically written to tie in with the next lesson on the aerobic system as well as making links to a previous lesson on the ATP-PC system
As the monomers of proteins, amino acids are extremely important and this lesson describes their structure and roles in organisms. The engaging PowerPoint has been designed to cover point (h) as detailed in AS unit 1, topic 1 of the WJEC A-level Biology specification and provides a clear introduction to the following lesson on the protein structures.
The lesson begins with a prior knowledge check, where the students have to use the 1st letters of 4 answers to uncover a key term. This 4-letter key term is gene and the lesson begins with this word because it is important for students to understand that these sequences of bases on DNA determine the specific sequence of amino acids in a polypeptide. Moving forwards, students are given discussion time to work out that there are 64 different DNA triplets and will learn that these encode for the 20 amino acids that are common to all organisms. The main task of the lesson is an observational one, where students are given time to study the displayed formula of 4 amino acids. They are not allowed to draw anything during this time but will be challenged with 3 multiple choice questions at the end. This task has been designed to allow the students to visualise how the 20 amino acids share common features in an amine and an acid group. A quick quiz round introduces the R group and time is taken to explain how the structure of this side chain is the only structural difference, before cysteine is considered in greater detail due to the presence of sulfur atoms. Students are briefly introduced to disulfide bridges so they will recognise how particular bonds form between the R groups in the tertiary structure which is covered in the next lesson. One more quiz round called LINK TO THE FUTURE is used to demonstrate the range of roles played by amino acids in the later part of the course such as translation and mineral ions. The final part of the lesson considers challenges the students on their knowledge of hydrolysis reactions as they have to spot the errors in a passage about the breakdown of polypeptides and dipeptides.
This engaging lesson describes the relationship between the structure, properties and functions of phospholipids, focusing on its role in membranes. The PowerPoint has been designed to cover the second part of point (f) as detailed in AS unit 1, topic 1 of the WJEC A-level Biology specification and includes constant references to the previous lesson on triglycerides.
The role of a phospholipid in a cell membrane provides the backbone to the whole lesson. A quick quiz round called FAMILY AFFAIR, challenges the students to use their knowledge of the structure of a triglyceride to identify the shared features in a phospholipid. This then allows the differences to be introduced, such as the presence of a phosphate group in place of the third fatty acid. Moving forwards, the students will learn that the two fatty acid tails are hydrophobic whilst the phosphate head is hydrophilic which leads into a key discussion point where the class has to consider how it is possible for the phospholipids to be arranged when both the inside and outside of a cell is an aqueous solution. The outcome of the discussion is the introduction of the bilayer which is critical for the lesson in AS unit 1, topic 3 on the fluid mosaic model. The final part of the lesson explains how both facilitated diffusion and active transport mean that proteins are found floating in the cell membrane and this also helps to briefly prepare the students for upcoming topic 3 lessons.
This lesson describes the Krebs cycle as a stage of aerobic respiration that liberates energy to produce ATP and reduced NAD and releases carbon dioxide. The PowerPoint and accompanying resource have been designed to cover specification point [c] in topic 3 of A2 unit 3 of the WJEC A-level Biology specification.
The lesson begins with a version of the Impossible game where students have to spot the connection between 8 of the 9 terms and will ultimately learn that this next stage is called the Krebs cycle. The main part of the lesson challenges the students to use descriptions of the main steps of the cycle to continue their diagram of the reactions. Students are continually exposed to key terminology such as decarboxylation and dehydrogenation and they will learn where carbon dioxide is lost and reduced NAD and FAD are generated. They will also recognise that ATP is synthesised by substrate level phosphorylation. The final task challenges them to apply their knowledge of the cycle to work out the numbers of the different products and to calculate the number of ATP that must be produced in the next stage
This lesson has been designed to tie in with the other uploaded lessons on glycolysis and the electron transport chain (in oxidative phosphorylation).
This lesson introduces and explains the meaning of 11 key terms associated with the genetic inheritance topic. The PowerPoint and accompanying resources have been designed to cover point 6.1.6 of the AQA GCSE Combined Science specification and include explanations of genome, chromosome, gene, allele, genotype, homozygous, heterozygous, phenotype, dominant, recessive and gamete.
The key term, genome, was met earlier in topic 6 so the lesson begins with a knowledge retrieval with the definition for this term. As the genome is the entire DNA of an organism, the next task challenges the students to identify three errors in a passage about DNA. This challenges their recall of the structure of this chemical as a double helix, its location in an eukaryotic cell in the nucleus and an understanding that the gene codes for the sequence of amino acids in a specific protein. This leads into discussions about chromosomes and genes and time is taken to explain that homologous chromosomes have the same genes at the exact same gene loci. The students will learn that alternative forms of the gene (alleles) can be found at these loci and that these structures explain the differences in inherited characteristics. Moving forwards, the main section of the lesson describes the link between the dominant and recessive alleles, homozygous and heterozygous genotypes, and the physical expression as the phenotype. The final key term is gamete, and the students are challenged to recognise a definition for this term using their knowledge of meiosis. Two progress and understanding checks complete the lesson and check on the students’ ability to recognise and write definitions for these 11 terms and to use them accurately in a written description
This lesson explains that velocity is speed in a stated direction and then describes how to use the distance and time to calculate speed. The PowerPoint and accompanying resources have been designed to cover points 2.5 & 2.6 of the Edexcel GCSE Physics & Combined Science specifications.
The lesson begins with a prior knowledge check, where the students are challenged to use their understanding of the last lesson on scalar and vector quantities to complete a definition about velocity. This vector quantity is involved in the calculation of acceleration, momentum and in an equation of motion and this is briefly introduced to the students. Moving forwards, they are challenged to recall the equation to calculate speed that should have been met at KS3 as well as in Maths. The remainder of the lesson focuses on the use of this equation as well as rearrangements to change the subject. A series of step by step guides are used to model the workings required in these calculations and then the students have to apply their understanding to a series of exam questions. Mark schemes for each of the questions are embedded in the PowerPoint and the question worksheet has been differentiated two ways to provide assistance to students who are finding it difficult.
This lesson describes the main characteristics of benign and malignant tumours. The PowerPoint and accompanying resource are part of the 1st lesson in a series of 2 lessons which have been planned to cover the content of point 8.2.3 of the AQA A-level biology specification.
This lesson begins by challenging the students to recognise the process of mitosis from a single clue. This single clue is “a controlled process” and has been designed to remind them that mitosis is a process controlled by genes. A quick quiz round challenges their recall of the details of the mitotic cell cycle to reveal the key term, tumour, and this introduces the idea that a mutation to one of the genes leads to uncontrolled cell division and the formation of tumours.
Moving forwards, the lesson considers the features of benign tumours, beginning with the key point that these masses of cells are not cancerous. Students will learn that their growth rate is slower than malignant tumours, and due to a covering of fibrous connective tissue, the cells do not invade neighbouring tissues. However, the lesson points out that due to mass effect, benign tumours can cause secondary pathological effects such as organ damage. This leads into a task where the students are challenged on their knowledge of osmoregulation, digestion and blood glucose regulation to identify the tissues which are impacted.
The rest of the lesson describes the features of malignant tumours and time is spent considering how the ability of these cells to metastasise makes them so dangerous.
This revision lesson provides students with the opportunity to assess their understanding of the transport in mammals topic (topic 8). The lesson includes a multiple-choice assessment of 10 questions and a PowerPoint containing the answers, where each answer slide shows the exact specification code to enable students to note the areas which may require extra attention. The PowerPoint also contains additional questions to challenge content from topic 8 of the CIE A-level biology specification (2025 - 2027 update) that isn’t directly covered by the 10 questions.
This lesson has been designed to be used at the end of topic 8, and in the build up to mocks and the final A-level examinations.
This revision lesson provides students with the opportunity to assess their understanding of control and coordination (topic 15). The lesson includes a multiple-choice assessment of 10 questions and a PowerPoint containing the answers, where each answer slide shows the exact specification code to enable students to note the areas which may require extra attention. The PowerPoint also contains additional questions to challenge content from topic 15 of the CIE A-level biology specification (2025 - 2027 update) that isn’t directly covered by the 10 questions.
This lesson has been designed to be used at the end of topic 15, and in the build up to mocks and the final A-level examinations.
This revision lesson provides students with the opportunity to assess their understanding of nucleic acids and protein synthesis (topic 6). The lesson includes a multiple-choice assessment of 10 questions and a PowerPoint containing the answers, where each answer slide shows the exact specification code to enable students to note the areas which may require extra attention. The PowerPoint also contains additional questions to challenge content from topic 6 of the CIE A-level biology specification (2025 - 2027 update) that isn’t directly covered by the 10 questions, and prior knowledge checks to encourage students to make links to content from topics 1 - 5.
This lesson has been designed to be used at the end of topic 6, and in the build up to mocks and the final A-level assessments.