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 describes the relationship between the structure and properties of triglycerides and considers their roles in living organisms. The engaging PowerPoint and accompanying worksheets have been designed to cover the first part of point 1.3 of the AQA A-level Biology specification and links are also made to related future topics such as the importance of the myelin sheath for the conduction of an electrical impulse.
The lesson begins with a focus on the basic structure and roles of lipids, including the elements that are found in this biological molecule and some of the places in living organisms where they are found. Moving forwards, the students are challenged to recall the structure of the carbohydrates from topic 1.2 so that the structure of a triglyceride can be introduced. Students will learn that this macromolecule is formed from one glycerol molecule and three fatty acids and have to use their understanding of condensation reactions to draw the final structure. Time is taken to look at the difference in structure and properties of saturated and unsaturated fatty acids and students will be able to identify one from the other when presented with a molecular formula. The final part of the lesson explores how the various properties of a triglyceride mean that it has numerous roles in organisms including that of an energy store and source and as an insulator of heat and electricity.
This fully-resourced lesson describes the roles of the hypothalamus and the pituitary gland in the control of mammalian plasma concentration. The engaging PowerPoint and accompanying resources have been designed to cover point 7.21 of the Edexcel International A-level Biology specification
The principles of homeostasis and negative feedback were covered in an earlier lesson in topic 7, so this lesson acts to build on that knowledge and challenges them to apply their knowledge. A wide range of activities have been included in the lesson to maintain motivation and engagement whilst the understanding and prior knowledge checks will allow the students to assess their progress as well as challenge themselves to make links to other Biology topics.
The lesson begins with a discussion about how the percentage of water in urine can and will change depending on the blood water potential. Students will quickly be introduced to osmoregulation and they will learn that the osmoreceptors and the osmoregulatory centre are found in the hypothalamus. A considerable amount of time is taken to study the cell signalling between the hypothalamus and the posterior pituitary gland by looking at the specialised neurones (neurosecretory cells). Links are made to the topics of neurones, nerve impulses and synapses and the students are challenged to recall the cell body, axon and vesicles. The main section of the lesson forms a detailed description of the body’s detection and response to a low blood water potential. The students are guided through this section as they are given 2 or 3 options for each stage and they have to use their knowledge to select the correct statement. The final task asks the students to write a detailed description for the opposite stimulus and this task is differentiated so those who need extra assistance can still access the work.
This fully-resourced lesson describes the development of the humoral and cell-mediated immune responses. The detailed PowerPoint and accompanying resources have been designed to cover points 6.7 (ii) & (iii) as detailed in the Edexcel A-level Biology B specification and includes descriptions of the roles of antigen-presenting cells, T helper cells, cytokines, T killer cells, B cells, clonal selection and plasma cells.
Antigen presentation was introduced at the end of the previous lesson so the task at the start of this lesson challenges students to recognise the name of this process and then they have to spot the errors in the passage that describes the details of this event. This reminds them that contact between the APC and T lymphocytes is necessary to elicit a response which they will come to recognise as the cell-mediated response. A series of quick quiz rounds reveals key terms in a memorable way and one that is introduced is helper T cells. Time is then taken to describe the importance of cell signalling for an effective response and students will learn how the release of chemicals by these cells activates other aspects of the response. The role of the killer T cells and their production of cytotoxins is also described before an exam-style question is used to check on their understanding at this point of the lesson. This leads into the section of the lesson that deals with the humoral response and students will understand how this involves the antibodies that are produced by the plasma cells that are the result of clonal selection and expansion. The T and B memory cells are also introduced so that students can understand how they are retained in the body even after the pathogen has been overcome and will play a critical role in the development of immunity. This prepares the students for the next lesson about the role of these memory cells in the secondary immune response.
This fully-resourced lesson describes the structure of the glucose and ribose as monosaccharides and considers their roles in living organisms. The detailed and engaging PowerPoint and accompanying resources have been designed to cover point 1.1 (ii) as detailed in the Edexcel A-level Biology B specification and also considers the structure of galactose, fructose and deoxyribose.
Students were introduced to carbohydrates and monosaccharides in the previous lesson so this lesson builds on that initial understanding and adds key details to their knowledge of this simplest group. Using the molecular formula of glucose as a guide, students will be given the general formula for the monosaccharides and will learn that deoxyribose is an exception to the rule that the number of carbon and oxygen atoms are equal. Moving forwards, students have to study the displayed formula of glucose for two minutes without being able to note anything down before they are challenged to recreate what they saw in a test of their observational skills. At this point of the lesson, the idea of numbering the carbons is introduced so that the different glycosidic bonds can be understood in an upcoming lesson as well as the recognition of the different isomers of glucose. The difference between alpha and beta-glucose is provided and students are again challenged to draw a molecule of glucose, this time for the beta form. The remainder of the lesson focuses on the roles of the 6 monosaccharides and the final task involves a series of application questions where the students are challenged to suggest why ribose could be considered important for active transport and muscle contraction
This fully resourced lesson describes how coordination is brought about through nervous and hormonal control in animals. The detailed PowerPoint and accompanying resources have been primarily designed to cover point 8.7 of the Pearson Edexcel A-level Biology A (Salters Nuffield) specification but it can also be used as a revision lesson as there are numerous prior knowledge checks of the nervous system, muscle contraction, protein structure and the control of gene expression.
The lesson begins by challenging the students to recall that a control system contains sensory receptors, a coordination centre and effectors. The students will learn that the communication between these components is by cell signalling and that the effectors can be muscles which contract or glands that release chemicals. The next part of the lesson looks at the differing responses from the nervous and hormonal systems and discusses how this can be governed by the need for a rapid response or more of a long term effect. In terms of nervous control, the students are challenged on their recall of the sliding filament theory of muscle contraction as covered in topic 7. Moving forwards, the students will learn that hormones can be either peptide or steroid hormones and their action at a target cell differs based on their form. Students are tested on their knowledge of protein structure by a series of exam-style questions on insulin and glucagon. They are reminded that steroid hormones can pass directly through the cell membrane and their knowledge of the control of gene expression by transcription factors is tested through a task involving oestrogen and the ER receptor. The lesson concludes by reminding students that the control of heart rate, as covered in topic 7, is a coordinated response that involves both nervous and hormonal control.
This engaging lesson describes the structure, properties and functions of the monosaccharides, disaccharides and polysaccharides. The PowerPoint lesson has been designed to cover point [c] as detailed in AS unit 1, topic 1 of the WJEC A-level Biology specification and it makes clear links to the upcoming lessons in this topic on alpha and beta glucose and the properties of starch, glycogen, cellulose and chitin.
The lesson begins with a made-up round of the quiz show POINTLESS, where students have to try to identify four answers to do with carbohydrates. In doing so, they will learn or recall that these molecules are made from carbon, hydrogen and oxygen, that they are a source of energy which can sometimes be rightly or wrongly associated with obesity and that the names of the three main groups is derived from the Greek word sakkharon. A number of quick quiz rounds have been written into the lesson to introduce key terms in a fun and memorable way and the first round allows the students to meet some of common monosaccharides. Moving forwards, students will learn that a disaccharide is formed when two of these monomers are joined together and they are then challenged on their knowledge of condensation reactions which were originally encountered during the lesson on water. Students will understand how multiple reactions and multiple glycosidic bonds will result in the formation of a polysaccharide and glycogen, starch and cellulose are recalled and there is a brief introduction to chitin. The final part of the lesson considers how hydrolysis reactions allow polysaccharides and disaccharides to be broken back down into monosaccharides.
This lesson describes the secretion of peptide and steroid hormones by endocrine glands and their differing effects on target cells. The detailed PowerPoint and accompanying resources have been primarily designed to cover point 5.1.4 (a) of the OCR A-level Biology A specification but also makes clear links to upcoming lessons in this module as well as to topics such as transcription factors which are covered in module 6.1.1
Students should have a base knowledge of the endocrine system from GCSE so this lesson has been planned to build on that knowledge and to add the detail needed at this level. The lesson begins by challenging this knowledge to check that they understand that endocrine glands secrete these hormones directly into the blood. Students will learn that most of the secreted hormones are peptide (or protein) hormones and a series of exam-style questions are used to challenge them on their recall of the structure of insulin as well as to apply their knowledge to questions about glucagon. Moving forwards, the students are reminded that hormones have target cells that have specific receptor sites on their membrane. The relationship between a peptide hormone as a first messenger and a second messenger on the inside of the cell is covered in detail in an upcoming lesson but students are briefly introduced to G proteins and cyclic AMP so they are prepared. The rest of the lesson focuses on steroid hormones and specifically their ability to pass through the membrane of a cell and to bind to transcription factors, as exemplified by oestrogen.
This fully-resourced lesson covers part #1 of specification point 6.2.1 of the AQA A-level Biology specification which states that students should know the structure of a myelinated motor neurone and be able to explain why saltatory conduction enables a faster conduction along with the effect of axon diameter and temperature. A wide range of activities have been written into this resource to maintain the motivation of the students whilst ensuring that the detail is covered in real depth. Interspersed with the activities are understanding checks and prior knowledge checks to allow the students to not only assess their understanding of the current topic but also challenge themselves to make links to earlier topics such as the movement of ions across membranes and biological molecules. Time at the end of the lesson is also given to future knowledge such as the involvement of autonomic motor neurones in the stimulation of involuntary muscles.
Over the course of the lesson, students will learn and discover how the structure of a motor neurone is related to its function over conducting impulses from the CNS to the effector. There is a focus on the myelin sheath and specifically how the insulation is not complete all the way along which leaves gaps known as the nodes of Ranvier which allow the entry and exit of ions. Saltatory conduction is poorly explained by a lot of students so time is taken to look at the way that the action potential jumps between the nodes and this is explained further by reference to local currents. The rest of the lesson focuses on the other two factors which are axon diameter and temperature and students are challenged to discover these two by focusing on the vampire squid.
This lesson has been designed for students studying the AQA A-level Biology course
This is a fully-resourced revision lesson that uses a combination of exam questions, understanding checks, quick tasks and quiz competitions to enable students to assess their understanding of the content found within Topic 2 (Cells) of the AQA A-level Biology specification.
The sub-topics and specification points that are tested within the lesson include:
Structure of eukaryotic cells
Structure of prokaryotic cells and of viruses
All cells arise from other cells
Transport across cell membranes
Cell recognition and the immune response
Students will be engaged through the numerous quiz rounds such as “Make sure you are very SPECIFIC” and “Can I have a P please Bob” whilst crucially being able to recognise those areas which require their further attention during general revision or during the lead up to the actual A-level terminal exams
A fully resourced revision lesson which uses a range of exam questions (with explained answers), quick tasks and quiz competitions to enable the students to assess their understanding of the topics found within module 5.1.4 (Hormonal communication) of the OCR A-level Biology A specification.
The topics tested within this lesson include:
Endocrine communication
Adrenal glands
The pancreas and the release of insulin
Regulating blood glucose
Diabetes
Student will enjoy the range of tasks and quiz rounds whilst crucially being able to recognise any areas which require further attention
This lesson describes the mechanisms by which the products of digestion are absorbed by the cells lining the ileum. The PowerPoint and accompanying resources are part of the second lesson in a series of 2 which cover the content detailed in point 3.3 of the AQA A-level Biology specification and focuses on the relationship between the structure and function of this section of the small intestine.
This lesson has been specifically planned to challenge the students on their understanding of digestion in the mouth, the stomach and the duodenum as covered in the previous lesson and to build on this knowledge to allow them to recognise how the products of digestion are then absorbed in the ileum. Time is taken to describe how the folds of the ileum known as villi and the multiple microvilli found on each villus act to significantly increase the surface area for absorption and the adsorption of enzymes. The mechanism of co-transport was described in topic 2.3 so a series of exam-style questions are then used to check that the students can explain how these proteins are used to absorb monosaccharides and amino acids from the ileum. The remainder of the lesson explains why the formation of micelles is critical for the absorption of monoglycerides and fatty acids
This lesson describes how molecules move across the cell membrane by the transport mechanisms of (simple) diffusion and facilitated diffusion. The PowerPoint and accompanying resources are the first lesson in a series of 4 lessons which have been designed to cover the detail of point [c] in unit 1, topic 3 of the WJEC A-level Biology specification and the factors that increase the rate of diffusion are covered along with the limitations imposed by the phospholipid bilayer and the role of channel and carrier proteins.
The structure and properties of cell membranes were described in the lesson covering point (a) of this topic, so this lesson has been written to include continual references to the content of that lesson. This enables links to be made between the movement across a cell membrane with the concentration gradient, the parts of the membrane that are involved and any features that may increase the rate at which the molecules move. A series of questions about the alveoli are used to demonstrate how a large surface area, a short diffusion distance and the maintenance of a steep concentration gradient will increase the rate of simple diffusion. One of two quick quiz rounds is then used to introduce temperature and size of molecule as two further factors that can affect simple diffusion. The remainder of the lesson focuses on facilitated diffusion and describes how transmembrane proteins are needed to move small, polar or large molecules from a high concentration to a lower concentration across a partially permeable membrane
This fully-resourced lesson has been written to cover the content as detailed in specification point 1.1 (Sub-cellular structures of eukaryotic and prokaryotic cells) of the Edexcel GCSE Biology & Combined Science specifications. The lesson includes a detailed and engaging PowerPoint (63 slides) which contains a wide range of activities, each of which has been designed to motivate the students whilst covering the content in detail. At the completion of the lesson, students will know the sub-cellular structures that are found in bacterial, animal and plant cells and understand how the presence of these structures relates to the function of these cells. Understanding checks are written into the lesson at regular points so that students can constantly assess their understanding of this specification point and quiz competitions like “FROM NUMBERS 2 LETTERS” and “THE BIG REVEAL” introduce key terms to the students in an interesting and memorable way.
This lesson has been designed for GCSE-aged students studying the Edexcel course but is also suitable for younger students who want to learn about cells in more detail at KS3.
This lesson describes the classification system, focusing on the biological classification of a species and the 7 taxa found above this lowest taxon. The engaging PowerPoint and accompanying resource have been designed to cover points (a), (b), (f) & (g) in AS unit 2, topic 1 of the WJEC A-level Biology specification and also describes the binomial naming system which uses the genus and species. The lesson also contains links to upcoming lessons where the three-domain classification system and the characteristics of the five kingdoms are covered.
The lesson begins by looking at the meaning of a population in Biology so that the term species can be introduced. A hinny, which is the hybrid offspring of a horse and a donkey, is used to explain how these two organisms must be members of different species because they are unable to produce fertile offspring. Moving forwards, students will learn that classification is a means of organising the variety of life based on relationships between organisms using differences and similarities in phenotypes and in genotypes and is built around the species concept and that in the modern-day classification hierarchy, species is the lowest taxon. A quiz runs throughout the lesson and this particular round will engage the students whilst they learn (or recall) the names of the other 7 taxa and the horse and the donkey from the earlier example are used to complete the hierarchy. Students will understand that the binomial naming system was introduced by Carl Linnaeus to provide a universal name for each species and they will be challenged to apply their knowledge by completing a hierarchy for a modern-day human, by spotting the correct name for an unfamiliar organism and finally by suggesting advantages of this system.
This lesson describes the structures and functions of the components of the mammalian gaseous exchange system. The PowerPoint and accompanying resources have been designed to cover point 3.1.1 [c] of the OCR A-level Biology A specification and contains links to future topics such as transport in animals as well as prior knowledge checks of their recall of the content of previously covered modules.
The lesson is filled with a range of activities such as guided discussion periods, exam-style questions (with markschemes) and quiz competitions and these run alongside the slides containing the detailed A-level Biology content to cover the following features:
The incomplete rings of cartilage, ciliated pseudostratified columnar epithelium and goblet cells in the trachea
The narrowing airways of the primary, secondary and tertiary bronchi
The elastic fibres and smooth muscle in the terminal and respiratory bronchioles and the change from simple columnar epithelium to simple cuboidal epithelium
The large surface area to volume ratio and the simple squamous epithelium of the alveoli
The pleural cavity and fluid of the lungs
When describing the production of mucus by the goblet cells in the trachea, time is taken to consider cystic fibrosis and the inheritance of this autosomal recessive disorder. Students will be supported in working out genotypes from a pedigree tree to prepare them for module 6.1.2 (Patterns of inheritance)
This revision resource has been filled with a range of activities that will motivate the students whilst they assess their understanding of the content found in module 4.2.1 (Biodiversity) of the OCR A-level Biology A specification. The content of this module is regularly assessed in the exams and therefore time has been taken to design the lesson to encourage recall. The resource includes a detailed and engaging Powerpoint (80 slides) and associated worksheets, some of which are differentiated to allow students of differing abilities to access the work.
The range of activities have been designed to cover as much of the content as possible but the following sub-topics have been given particular attention:
Considering biodiversity at different levels including species biodiversity
Calculating the biodiversity of a habitat using the Simpsons index of diversity
Assessing genetic diversity by looking at polymorphic gene loci
Zoos as an ex situ method of maintaining biodiversity
The factors affecting biodiversity
There is a real emphasis on the mathematical element of the course in this lesson as students are challenged to apply the formulae in this module as well as more general skills such as percentage change. There are also links to topics from other modules such as selection pressures and codominance so students can experience the need to make connections between modules
This fully-resourced lesson describes the relationship between the structure and the function of the heart, arteries, veins and capillaries. The engaging and detailed PowerPoint and accompanying resources have been designed to cover point 4.1 (i) as detailed in the Edexcel A-level Biology Bspecification.
The structure of the heart is a topic which was covered in part at GCSE so this lesson has been written to build on that prior knowledge. The main task of the first half of the lesson involves students labelling the different structures as they are recalled. Time is taken at appropriate points to look at some of the structures and concepts in further detail. For example, students will learn that humans have a double circulatory system, which will prepare them for the next lesson, and are challenged to explain why a hole in the septum would cause health issues for an affected individual
By the end of the first part of the lesson, the students will be able to identify the following structures and describe their individual functions:
• right and left atria
• right and left ventricles
• septum
• tricuspid and bicuspid valve
• semi-lunar valves
• pulmonary artery and pulmonary vein
• vena cava
• aorta
Moving forwards, the lesson focuses on the link between the structure of a particular type of blood vessel and its function. Students will be able to make the connection between the narrow lumen and elastic tissue in the walls of arteries and the need to maintain the high pressure of the blood. A quick version of the GUESS WHO game is used to introduce smooth muscle and collagen in the tunica media and externa and again the reason for their presence is explored and explained. Moving forwards, the lesson considers the structure of the veins and students are challenged to explain how the differences to those observed in arteries is due to the lower blood pressure found in these vessels. The final part of the lesson looks at the role of the capillaries in exchange. Links are made to diffusion to ensure that students can explain how the red blood cells pressing against the endothelium results in a short diffusion distance.
It is estimated that it will take in excess of 2 hours of allocated A-level Biology teaching time to cover the detail included in this lesson
This engaging and detailed lesson has been written to cover the content of point 5.3.5 (Contraception) as detailed in the AQA GCSE Biology & Combined Science specifications. This is a topic which can be difficult to teach due to the awkwardness of a class or students believing that they already know all of the information without really knowing the detail which is laid out in the specification. With this in mind, a wide range of activities have been included in the lesson to maintain motivation whilst ensuring that this important detail is covered. Students will learn about a range of hormonal and non-hormonal methods including oral contraceptives, progesterone patches, condoms and diaphragms and IUDs. Time is taken to look at alternative methods such as abstaining from sexual intercourse during the times around ovulation and sterilisation. Due to the clear link to the topic of hormones in human reproduction, previous knowledge checks are written into the lesson and challenge the students on their knowledge of FSH, LH, oestrogen and progesterone. There are also mathematical skills check so that students are prepared for the added mathematical element in this course.
This lesson has been written for GCSE-aged students who are studying on the AQA GCSE Biology or Combined Science courses but is suitable for younger students who are looking at contraception in their Science lessons
This fully-resourced lesson describes the differences between bacteriostatic and bactericidal antibiotics. The engaging PowerPoint and accompanying resources have been designed to cover point 6.13 of the Edexcel International A-level Biology specification but also makes continual links to earlier lessons in topic 6 as well as related topics from the previous year such as protein synthesis from topic 2
The lesson begins by challenging the students to use their knowledge of the previous topic 6 lessons to identify the suffixes cidal and static. Students will learn that when the prefix is added, these form the full names of two types of antibiotics. Their understanding of terminology is tested further as they have to recognise that Polymyxin B is an example of a bactericidal antibiotic as its actions would result in the death of the bacterial cell. Tetracycline is used as the example of a bacteriostatic antibiotic and students will discover that its prevention of the binding of tRNA that inhibits protein synthesis and this reduction and stopping of growth and reproduction is synonymous with these drugs. Students are challenged on their knowledge of translation and will also be given time for a class discussion to understand that these antibiotics encourage the body’s immune system to overcome the pathogen in natural, active immunity.
The final part of the lesson uses a quick quiz competition and a series of exam-style questions to ensure that students can recognise the different antibiotics from descriptions.
This engaging and detailed lesson looks at the roles of the Link reaction and the Krebs cycle as the stages of aerobic respiration which occur in the mitochondrial matrix. Both the PowerPoint and the accompanying resource have been designed to cover point 7.5 of the Pearson Edexcel A-level Biology A (Salters Nuffield) specification.
The lesson begins with a challenge, where the students have to recall the details of glycolysis in order to form the word matrix. This introduces the key point that these two stages occur in this part of the mitochondria and time is taken to explain why the reactions occur in the matrix as opposed to the cytoplasm like glycolysis. Moving forwards, the Link reaction is covered in 5 detailed bullet points and students have to add the key information to these points using their prior knowledge as well as knowledge provided in terms of NAD. The students will recognise that this reaction occurs twice per molecule of glucose and a quick quiz competition is used to test their understanding of the numbers of the different products of this stage. This is just one of the range of methods that are used to check understanding and all answers are explained to allow students to assess their progress. The rest of the lesson focuses on the Krebs cycle. In line with the detail of the specification, students will understand how decarboxylation and dehydrogenation reactions result in the regeneration of the 4C compound.
It is estimated that it will take about 2 hours of A-level teaching time to cover the detail of the lesson and therefore the detail of the specification point 7.5