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 fully-resourced lesson explains how the transcription of target genes can be stimulated or inhibited by transcription factors. Both the PowerPoint and the accompanying resources have been designed to cover the first part of point 8.2.2 of the AQA A-level Biology specification and links are continuously made throughout the lesson to the topic of protein synthesis which was covered in topic 4.2.
The lesson begins with a recall of the meaning of the terms genome and proteome so that a discussion can begin on whether a cell wants to express every gene and produce all of the possible proteins all of the time. As the answer to this is no, the idea of transcription factors is introduced. In order to fully understand this topic, students need to recall that the role of the promoter region is to bind RNA polymerase to initiate transcription. Students will learn that the factors have a DNA-binding domain and that some also have ligand-binding domains which allow molecules like hormones to bind. Moving forwards, the students are introduced to a group of substances called DELLA proteins which inhibit plant development. The way that transcription begins once the inhibition by the proteins has been removed is similar to the action of oestrogen and students are able to use this information as a guide during the final task where they have to order the sequence of events that take place once this steroid hormone binds to its transcription factor.
This detailed and engaging lesson looks at the culture of transformed host cells as an in vivo method to amplify DNA fragments. Both the PowerPoint and accompanying resources have been designed to cover the third part of point 8.4.1 of the AQA A-level Biology specification and ties in with the previous two lessons in this sub-topic on producing DNA fragments and the polymerase chain reaction.
The lesson begins with the introduction of the terms transgenic and transformed. Students will learn that bacterial cells are the most commonly transformed cells so the next task challenges their recall of the structures of these cells so that plasmid DNA can be examined from that point onwards. A quick quiz competition is used to introduce the key term, vector, and then the rest of the lesson looks at the details of the five steps involved in the transformation of the host cell:
Remove and prepare the plasmid to act as a vector
Insert the DNA fragment into the vector
Transfer the recombinant plasmid into the host cell
Identify the cells which have taken up the recombinant plasmid
All the transformed host cells to replicate and express the novel gene
Time is taken to explore the finer details of each step such as the addition of the promoter and terminator regions, use of the same restriction enzyme to cut the plasmid as was used to cut the gene and the different types of marker genes. Links are continuously made to the previous lessons in this topic so that students feel confident to answer assessment questions which bring in knowledge from all of the sections.
This lesson looks at the use of the polymerase chain reaction (PCR) as an in vitro method to amplify DNA fragments as part of the recombinant DNA technology process. The clear PowerPoint has been designed to cover the second part of point 8.4.1 of the AQA A-level Biology specification.
A quick quiz competition is used to introduce the PCR abbreviation before students are encouraged to discuss the identity of the enzyme involved and to recall the action of this enzyme. Students will learn that this reaction involves cyclical heating and cooling to a range of temperatures so the next part of this lesson looks at these particular temperatures so the important parts of each of the steps can be understood. Time is taken to examine the key points in detail, such as the specific DNA polymerase that is used and how it is not denatured at the high temperature as well as the involvement of the primers.
This detailed lesson explores how a range of methods are used to produce fragments of DNA as part of the recombinant DNA technology process. Both the engaging PowerPoint and accompanying resources have been written to cover the first part of point 8.4.1 of the AQA A-level Biology specification and also provides information that will prove useful for the other lessons in this sub-topic on the polymerase chain reaction and using transformed host cells.
The lesson begins with a definition of recombinant DNA technology so that students can begin to understand how this process involves the transfer of DNA fragments from one species to another. Links are made to the genetic code and transcription and translation mechanisms, which were met in topic 4, in order to explain how the transferred gene can be translated in the transgenic organism. Moving forwards, the method involving reverse transcriptase and DNA polymerase is introduced and their knowledge of the structure of the polynucleotides and the roles of enzymes is challenged through questions and discussion points. Restriction enzymes are then introduced and time is taken to look at the structure of a restriction site as well as the production of sticky ends due to the staggered cut on the DNA. A series of exam-style questions with displayed mark schemes are used to allow the students to assess their current understanding. The final part of the lesson looks at the production of synthetic genes of any sequence using gene machines and a series of application questions are used to push the students to consider how this advance in technology could be utilised.
As well as understanding and prior knowledge checks, quick quiz competitions are used throughout the lesson to introduce key terms such as cDNA and EcoR1 in a memorable way.
Each of the 4 lessons in this bundle are fully-resourced and have been designed to cover the content as detailed in topic 6.2 (Protein synthesis) of the CIE International A-Level Biology specification. The specification points that are covered within these lessons include:
A polypeptide is coded for by a gene
A gene mutation is a change in the sequence of nucleotides
Sickle cell anaemia results from a change in the amino acid sequence
Transcription as the production of mRNA from DNA
Information on DNA is used during translation to construct polypeptides
The lessons have been written to include a wide range of activities and numerous understanding and prior knowledge checks so students can assess their progress against the current topic as well as be challenged to make links to other topics within this topic and earlier topics
If you would like to see the quality of the lessons, download the introduction to gene mutations lesson as this has been shared for free
This detailed lesson describes the role of the strand of mRNA, the tRNA molecules, the amino acids and the ribosome during the second stage of protein synthesis - translation. Both the PowerPoint and accompanying resources have been designed to cover the second part of point 6.2 (d) of the CIE International A-level Biology specification and ties in with the first part of this specification point which covered transcription.
Translation is a topic which is often poorly understood and so this lesson has been written to enable the students to understand how to answer the different types of questions by knowing and including the key details of the structures involved. The lesson begins by challenging the students to consider why it is so important that the amino acids are assembled in the correct order during the formation of the chain. Moving forwards, a quick quiz round called “LOST IN TRANSLATION” is used to check on their prior knowledge of the mRNA strand, the tRNA molecules, the genetic code and the ribosomes. The next task involves a very detailed description of translation that has been divided into 14 statements which the students have to put into the correct order. By giving them a passage that consists of this considerable detail, they can pick out the important parts to use in the next task where they have to answer shorter questions worth between 3 and 4 marks. These types of questions are common in the assessments and by building up through the lesson, their confidence to answer this type should increase. The final two tasks of the lesson involve another quiz called “The protein synthesis game”, where the teams compete to transcribe and translate in the quickest time before using all the information from the lessons on protein synthesis to answer some questions which involve the genetic code and the mRNA codon table.
Each of the 3 lessons in this bundle are fully-resourced and have been designed to cover the content as detailed in topic 4.2 (DNA and protein synthesis) of the AQA A-Level Biology specification. The specification points that are covered within these lessons include:
The concept of the genome and the proteome
The structure of mRNA
The structure of tRNA
Transcription as the production of mRNA from DNA
The differences between the outcome of transcription in porkaryotes and eukaryotes
Splicing
Translation as the production of polypeptides from the sequence of codons on mRNA
The lessons have been written to include a wide range of activities and numerous understanding and prior knowledge checks so students can assess their progress against the current topic as well as be challenged to make links to other topics within this topic and earlier topics
If you would like to see the quality of the lessons, download the structure of RNA lesson as this has been shared for free
This detailed lesson describes the role of the mRNA, tRNA, amino acids and the ribosome during the second stage of protein synthesis - translation. Both the PowerPoint and accompanying resources have been designed to cover the third part of point 4.2 of the AQA A-level Biology specification and ties in with the previous lessons in this topic on RNA and transcription.
Translation is a topic which is often poorly understood and so this lesson has been written to enable the students to understand how to answer the different types of questions by knowing and including the key details of the structures involved. The lesson begins by challenging the students to consider why it is so important that the amino acids are assembled in the correct order during the formation of the chain. Moving forwards, a quick quiz round called “LOST IN TRANSLATION” is used to check on their prior knowledge of the mRNA strand, the tRNA molecules, the genetic code and the ribosomes. The next task involves a very detailed description of translation that has been divided into 14 statements which the students have to put into the correct order. By giving them a passage that consists of this considerable detail, they can pick out the important parts to use in the next task where they have to answer shorter questions worth between 3 and 4 marks. These types of questions are common in the assessments and by building up through the lesson, their confidence to answer this type should increase. The final two tasks of the lesson involve another quiz, where the teams compete to transcribe and translate in the quickest time before using all that they have learnt to answer some questions which involve the genetic code and the mRNA codon table.
Each of the 6 lessons which are included in this bundle have been written to specifically cover the content as detailed in topics 6.1 & 6.2 of the CIE International A-level Biology specification. The wide range of activities will maintain engagement whilst supporting the explanations of the biological knowledge to allow the students to build a deep understanding of nucleic acids and protein synthesis
Lessons which cover the following specification points are included in this bundle:
Structure of DNA and RNA
Genes as base sequences that code for polypeptides
Gene mutations
Transcription
Translation
If you would like to see the quality of the lessons, download the lesson on gene mutations as this have been uploaded for free
Each of the 9 lessons which are included in this bundle have been written to specifically cover the content as detailed in topics 4.1, 4.2 and 4.3 of the AQA A-level Biology specification. The wide range of activities will maintain engagement whilst supporting the explanations of the biological knowledge to allow the students to build a deep understanding of genetic information
Lessons which cover the following specification points are included in this bundle:
DNA in prokaryotes and eukaryotes
Genes
Genome, proteome and the structure of RNA
Transcription and splicing
Translation
The genetic code
Gene mutations
Chromosome mutations
Meiosis
If you would like to see the quality of the lessons, download the structure of DNA, RNA and gene mutations lessons as these have been uploaded for free
This detailed lesson explains how the process of transcription results in the production of messenger RNA (mRNA). Both the detailed PowerPoint and accompanying resource have been designed to specifically cover the first part of point 6.2 (d) of the CIE International A-level Biology specification.
The lesson begins by challenging the students to recall that most of the nuclear DNA in eukaryotes does not code for polypeptides. This allows the promoter region and terminator region to be introduced, along with the structural gene. Through the use of an engaging quiz competition, students will learn that the strand of DNA involved in transcription is known as the template strand and the other strand is the coding strand. Links to previous lessons on DNA and RNA structure are made throughout and students are continuously challenged on their prior knowledge as well as they current understanding of the lesson topic. Moving forwards, the actual process of transcription is covered in a 7 step bullet point description where the students are asked to complete each passage using the information previously provided. An exam-style question is used to check on their understanding before the final task of the lesson looks at the journey of mRNA to the ribosome for the next stage of translation.
This lesson has been written to challenge all abilities whilst ensuring that the most important details are fully explained.
Every one of the lessons included in this bundle is detailed, engaging and fully-resourced, and has been written to cover the content as detailed in topic 4 of the AQA A-level Biology specification. The wide range of activities will maintain engagement whilst supporting the explanations of the content to allow the students to build a deep understanding of genetic information, variation and relationships between organisms.
The following 18 lessons covering the 7 sub-topics are included in this bundle:
4.1: DNA, genes and chromosomes
DNA in prokaryotes and eukaryotes
Genes
4.2: DNA and protein synthesis
Genome, proteome and the structure of RNA
Transcription and splicing
Translation
4.3: Genetic diversity can arise as a result of mutation or during meiosis
The genetic code
Gene mutations
Chromosome mutations
Meiosis
4.4: Genetic diversity and adaptation
Genetic diversity
Natural selection
Directional and stabilising selection
Adaptations
4.5: Species and taxonomy
Species and taxonomy
4.6: Biodiversity within a community
Biodiversity within a community
Calculating an index of diversity
The balance between conservation and farming
4.7: Investigating diversity
Investigating diversity
Interpreting mean values and the standard deviation
If you would like to sample the quality of the lessons in this bundle, then download the DNA in prokaryotes and eukaryotes, structure of RNA, gene mutations, natural selection and standard deviation lessons as these have been uploaded for free
This detailed lesson explains how the process of transcription results in the production of mRNA, either directly from DNA in prokaryotes or following splicing in eukaryotes. Both the detailed PowerPoint and accompanying resource have been designed to specifically cover the second part of point 4.2 of the AQA A-level Biology specification but also provides important information that students can use when being introduced to gene expression in topic 8.
The lesson begins by challenging the students to recall that most of the nuclear DNA in eukaryotes does not code for polypeptides. This allows the promoter region and terminator region to be introduced, along with the structural gene. Through the use of an engaging quiz competition, students will learn that the strand of DNA involved in transcription is known as the template strand and the other strand is the coding strand. Links to previous lessons on DNA and RNA structure are made throughout and students are continuously challenged on their prior knowledge as well as they current understanding of the lesson topic. Moving forwards, the actual process of transcription is covered in a 7 step bullet point description where the students are asked to complete each passage using the information previously provided. They will learn that the RNA strand formed at the end of transcription in eukaryotes is a primary transcript called pre-mRNA and then the details of splicing are explained. An exam-style question is used to check on their understanding before the final task of the lesson looks at the journey of mRNA to the ribosome for the next stage of translation.
This lesson has been written to challenge all abilities whilst ensuring that the most important details are fully explained.
This fully-resourced lesson looks at the structure of genes and explores their role as a base sequence on DNA that codes for the amino acid sequence of a polypeptide. Both the PowerPoint and accompanying resource have been designed to cover point 6.2 (a) of the CIE International A-level Biology specification which states that students should understand how a gene codes for a polypeptide.
The lesson begins with a prior knowledge check as the students have to recognise the key term chromosome from a description involving DNA and histones. This allows genes, as sections of a chromosome, to be introduced and the first of a number of quiz rounds is then used to get the students to meet the term locus so that they can understand how each gene has a specific location on a chromosome. Whenever possible, opportunities are taken to make links to the other parts of the CIE specification and this is utilised here as students are reminded that alternative versions of a gene (alleles) can be found at the locus. Moving forwards, students will learn that 3 DNA bases is a triplet and that each triplet codes for a specific amino acid. At this point, the genetic code is introduced and students are challenged to explain how the code contains 64 different triplets. By comparing this number against the number of different amino acids in proteins, students will see how each amino acid is encoded for by more than one triplet and how this explains the degenerate nature of the genetic code which forms a link to an upcoming lesson on gene mutations.
This lesson focuses on the structure of RNA and specifically the similarities and differences between this nucleic acid and DNA. The engaging and detailed PowerPoint and accompanying resource have been designed to cover the second part of point 6.1 (b) of the CIE International A-level Biology specification which states that students should be able to describe the structure of this nucleic acid. Students were introduced to the detailed structure of a nucleotide and DNA in previous lessons, so this lesson is written to tie in with those and continuously challenge prior knowledge as well as the understanding of the current topic.
The lesson begins with the introduction of RNA as a member of the family of nucleic acids and this enables students to recognise that this polynuclotide shares a number of structural features that were previously seen in DNA. A quiz round called “A FAMILY AFFAIR” is used to challenge their knowledge of DNA to recognise those features that are also found on RNA such as the chain of linked nucleotides, pentose sugars, nitrogenous bases and phosphodiester bonds. The next task pushes them to consider features that have not been mentioned and therefore are differences as they answer a structured exam-style question on how RNA differs from DNA. Students will learn that RNA is shorter than DNA and this leads into the final part of the lesson where mRNA and tRNA are introduced and again they are challenged to use the new information explain the difference in size. Brief details of transcription and then translation are provided so that students are prepared for the upcoming lessons on protein synthesis
This lesson looks at the detailed structure of DNA and builds on the knowledge from topic 1 to explain how this nucleic acid differs in the nucleus, mitochondria and chloroplasts of eukaryotic cells and in prokaryotic cells. Both the engaging PowerPoint and accompanying resources have been designed to cover the first part of point 6.1 (b) of the CIE International A-level Biology specification.
As well as focusing on the differences between the DNA found in these two types of cells which includes the length, shape and association with histones, the various tasks will ensure that students are confident to describe how this double-stranded polynucleotide is held together by hydrogen and phosphodiester bonds. These tasks include exam-style questions which challenge the application of knowledge as well as a few quiz competitions to maintain engagement.
This lesson focuses on the structure of RNA and specifically the similarities and differences between this nucleic acid and DNA. The engaging and detailed PowerPoint and accompanying resource have been designed to cover part 1 of point 4.2 of the AQA A-level Biology specification which states that students should be able to describe the structure of molecules of messenger RNA and transfer RNA as well as understand the concept of a genome and proteome. Students were introduced to the detailed structure of DNA in previous lessons covering specification point 4.1, so this lesson is written to tie in with those and continuously challenge prior knowledge as well as understanding of the current topic.
The lesson begins with the introduction of the term genome and proteome and students are challenged to make the link between the genes in an organism and all of the proteins that can be produced by these sequence of bases. Moving forwards, students will learn that RNA is a member of the family of nucleic acids and therefore has a number of structural features that were previously seen in DNA. A quiz round called “A FAMILY AFFAIR” is used to challenge their knowledge of DNA to recognise those features that are also found on RNA such as the chain of linked nucleotides, pentose sugars, nitrogenous bases and phosphodiester bonds. The next task pushes them to consider features that have not been mentioned and therefore are differences as they answer a structured exam-style question on how RNA differs from DNA. Students will learn that RNA is shorter than DNA and this leads into the final part of the lesson where mRNA and tRNA are introduced and again they are challenged to use the new information explain the difference in size. Brief details of transcription and then translation are provided so that students are prepared for the upcoming lessons on protein synthesis.
This fully-resourced lesson looks at the structure of genes and explores their role as a base sequence on DNA that codes for the amino acid sequence of a polypeptide. Both the PowerPoint and accompanying resource have been designed to cover the second part of point 4.1 of the AQA A-level Biology specification and has been written to specifically tie in with the previous lesson on DNA in prokaryotes and eukaryotes.
The lesson begins with a prior knowledge check as the students have to recognise the key term chromosome from a description involving DNA and histones. This allows genes, as sections of a chromosome, to be introduced and the first of a number of quiz rounds is then used to get the students to meet the term locus so that they can understand how each gene has a specific location on a chromosome. Whenever possible, opportunities are taken to make links to the other parts of the AQA specification and this is utilised here as students are reminded that alternative versions of a gene (alleles) can be found at the locus. Moving forwards, students will learn that 3 DNA bases is a triplet and that each triplet codes for a specific amino acid. At this point, the genetic code is introduced and students are challenged to explain how the code contains 64 different triplets. By comparing this number against the number of different amino acids in proteins, students will see how each amino acid is encoded for by more than one triplet and how this explains the degenerate nature of the genetic code. Again, an opportunity is taken to link to gene mutations. Finally, the students are told that most of the nuclear DNA in a eukaryote doesn’t code for a polypetptide and that even within a gene, there are coding and non-coding regions known as exons and introns respectively. The last section of the lesson uses a quiz round to check on all of the key terms which have been met in the two lessons on DNA, genes and chromosomes.
This lesson looks at the structure of the DNA that is found in the nucleus, mitochondria and chloroplasts of eukaryotic cells and in prokaryotic cells. Both the engaging PowerPoint and accompanying resources have been designed to cover the first part of point 4.1 of the AQA A-level Biology specification.
As students will already have some knowledge of this nucleic acid from GCSE and from the earlier A-level topics, the lesson has been written to build on this prior knowledge and then to add key detail. As well as focusing on the differences between the DNA found in these two types of cells which includes the length, shape and association with histones, the various tasks will ensure that students are confident to describe how this double-stranded polynucleotide is held together by hydrogen and phosphodiester bonds. These tasks include exam-style questions which challenge the application of knowledge as well as a few quiz competitions to maintain engagement.