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.
An engaging lesson presentation (95 slides) and associated worksheets that uses a combination of exam questions, quick tasks and quiz competitions to help the students to assess their understanding of the topics found within TOPIC 4 (Chemical changes) of the AQA GCSE Chemistry specification (specification point C4.4)
The topics that are tested within the lesson include:
Reactivity series
Extraction of metals and reduction
Oxidation and reduction in terms of electrons
Reactions of metals with acids
Neutralisations
Titrations
Electrolysis
Half equations
Students will be engaged through the numerous activities including quiz rounds like “It’s time for ACTION” and “Number CRAZY” whilst crucially being able to recognise those areas which need further attention
A fully-resourced lesson which uses a step-by-step guide to show students how to write fully balanced symbol equations. The lesson includes an engaging lesson presentation (38 slides) and associated worksheets containing questions which iaredifferentiated.
The lesson begins by talking the students through the three steps involved in writing a chemical symbol equation. The first step involves writing in the formula for the elements. Students are introduced to the term, diatomic, and shown the 8 molecules that have to be written as a pair of atoms. Moving forwards, students are shown how to write chemical formulae for ionic compounds. They are reminded of how to use the group of the Periodic Table to work out the ion charge and how this is crucial when writing the formula. They are also shown how to write formulae which include brackets which is necessary when the charged molecules are involved. Finally, students are reminded of the rules of balancing symbol equations. There are progress checks at each stage so that students can assess their understanding and any misconceptions can be be addressed immediately. Time is taken to talk about state symbols, in case the exam question requires these to be included in the equation. The final section of the lesson involves students bringing their new-found skills together to write symbol equations for a range of reactions, including a neutralisation and reversible reaction. This task is differentiated so that students who need a little bit of assistance can still access the work.
This lesson has been written for GCSE students (14-16 year olds in the UK)
This lesson describes the light-dependent reactions of photosynthesis, focusing on the link to the light-independent reactions. The detailed PowerPoint and accompanying resources have been designed to cover the details included in point 5.7 of the Edexcel A-level Biology specification and therefore describes how light energy is trapped by exciting electrons in chlorophyll and the role of these electrons in generating ATP, reducing NADP in photophosphorylation and producing oxygen through photolysis of water.
This is a topic which students tend to find difficult so this lesson has been intricately planned to walk them through each of the key reactions in the light-dependent stage. Time is taken to describe the roles of the major protein complexes that are embedded in the thylakoid membrane and this includes the two photosystems, the proton pump and ATP synthase. A series of exam-style questions have been written that link to other biological topics in this course such as cell structure and membrane transport as well as application questions to challenge them to apply their understanding. Some of these resources have been differentiated to allow students of differing abilities to access the work and to be pushed at the same time. Students will learn that there are two pathways that the electron can take from PSI and at the completion of the two tasks which describe each of these pathways, they will understand how ATP is generated in non-cyclic and cyclic fashion. The final task of the lesson asks them to compare these two forms of photophosphorylation to check that they understand when photolysis is involved and reduced NADP is formed.
Due to the detail included in this lesson, it is estimated that it will take in excess of 2.5 hours of allocated A-level teaching time to complete
This extensive and fully-resourced lesson describes the principles and explains the techniques used in the production of recombinant DNA in genetic engineering. Both the engaging PowerPoint and accompanying resources have been written to cover points 6.1.3 (f) (i & ii) of the OCR A-level Biology A specification.
The lesson begins with a definition of genetic engineering and recombinant DNA to allow students to 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 module 2, 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 second half of the lesson looks at the culture of transformed host cells as an in vivo method to amplify DNA fragments. 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. The following key steps are described and explained:
• 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
• Allow 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.
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.
This is a highly-detailed revision resource which has been designed to be used over a number of lessons and allows teachers to dip in and out of the material as fits to the requirements of their classes and students. The resource consists of an engaging and detailed powerpoint (132 slides) and worksheets which have been differentiated to allow students of differing abilities to be challenged and access the work. The lesson consists of a wide range of activities which will engage and motivate the students and includes exam questions, quiz competitions and quick tasks. The mathematical element of the course is challenged throughout the lesson
The lesson has been designed to cover as many of the sub-topics within topics 5, 6 and 7 of the AQA GCSE Biology specification, and will be covered in paper 2, but the following sub-topics have been given particular attention:
Topic B5: Homeostasis and response
IVF
The central nervous system
The structure and functions of the eye
Diabetes
Control of blood glucose concentration
Topic B6: Inheritance, variation and evolution
The structure and function of DNA
Mutations and their effects on phenotypes
Genetic terminology
Inherited disorders
Classification
Topic B7: Ecology
Ecological terms
The Carbon cycle
This revision resource can be used in the lead up to mocks or the actual GCSE exams and due to its size, it could be repeatably used to ensure that students develop a deep understanding of these topics.
This engaging lesson presentation (58 slides) and associated worksheets uses exam questions with displayed mark schemes, quick tasks and quiz competitions to enable students to assess their understanding of the topics found within module B4 of the OCR Gateway A GCSE Biology specification. The topics which are specifically tested within the lesson include:
Ecosystems, Competition and interdependence, Pyramids of biomass, Efficiency of biomass transfer, The carbon cycle and Decomposers
Students will enjoy the competitions such as "Number CRAZY" and "Take the HOTSEAT" whilst crucially being able to recognise those areas which need their further attention
This fully-resourced lesson describes the relationship between the structure of the chloroplast and its role in the overall reaction of photosynthesis. The detailed PowerPoint and accompanying resources have been designed to cover points 5.5 & 5.9 of the Pearson Edexcel A-level Biology A (Salters Nuffield) specification and provide a thorough introduction to the light-dependent and light-independent reactions which are covered in the next 3 lessons.
Students will have some knowledge of photosynthesis from GCSE and were introduced to the ultrastructure of eukaryotic cells in topics 3 and 4 so this lesson has been written to test and to build on that knowledge. A version of the quiz show POINTLESS runs throughout the lesson and this maintains engagement whilst challenging the students to recall the parts of the chloroplast based on a description which is related to their function. The following structures are covered in this lesson:
double membrane
thylakoids (grana)
stroma
intergranal lamellae
starch grains
chloroplast DNA and ribosomes
Once each structure has been recalled (or introduced) , a range of activities are used to ensure that key details are understood. As the main focus of the lesson is the reaction of photosynthesis, extra time is taken to introduce the details of the light-dependent and light-independent reactions that take place in the grana and stroma respectively. This includes descriptions of the role of the thylakoid membranes in the light-dependent reactions and the importance of ATP and reduced NADP for the reduction of GP to GALP in the Calvin cycle of the light-independent reactions. Links to other related topics are also made throughout and this is exemplified by the final task of the lesson where students are challenged on their recall of the structure, properties and function of starch (as originally covered in topic 1)
As described above, this lesson has been specifically planned to prepare students for the upcoming lessons that cover the details of specification points 5.7 & 5.8 (i) and (ii).
This detailed and engaging lesson uses a range of tasks, discussion points and quick competitions to explore how the structure of metals is related to their properties. The lesson begins by providing the melting points for four metals and challenging the students to work out why mercury would be considered to be the odd one out. This task enables students to recognise that most metals are solid at room temperature and then the next part of the lesson guides students through explaining how this is related to the structure. The range of quick competitions are used to maintain engagement but also to introduce new terms such as lattice and delocalised so that students can recognise these in descriptions and use them accurately in their own. Students will recall that metals are good conductors of electricity and heat and now will be able to explain this with reference to the free electrons. Progress checks are written into the lesson at regular intervals so understanding can be checked at critical points and misconceptions addressed. The final part of the lesson makes link to related topics such as alloys and naming compounds.
This lesson has been written for GCSE aged students.
This fully-resourced lesson describes the ultrastructure of eukaryotic cells and the functions of the different cellular components. The engaging and detailed PowerPoint and accompanying resources have been designed to cover points 2.1.1 (g) & (i) of the OCR A-level Biology A specification and therefore also describes the interrelationship between the organelles involved in the production and secretion of proteins.
As cells are the building blocks of living organisms, it makes sense that they would be heavily involved in all 6 modules in the OCR course and intricate planning has ensured that links to the lessons earlier in module 2.1.1 are made as well as to the upcoming modules.
The lesson uses a wide range of activities, that include exam-style questions, class discussion points and quick quiz competitions, to maintain motivation and engagement whilst describing the relationship between the structure and function of the following organelles:
nucleus
nucleolus
centrioles
ribosomes
rough endoplasmic reticulum
Golgi apparatus
lysosomes
smooth endoplasmic reticulum
mitochondria
cell surface membrane
vacuole
chloroplasts
plasmodesmata
Details of the cilia and flagella are covered in the lesson on the importance of the cytoskeleton.
All of the worksheets have been differentiated to support students of differing abilities whilst maintaining challenge
Due to the detail that is included in this lesson, it is estimated that it will take in excess of 3 hours of allocated A-level teaching time to go through all of the tasks
This fully-resourced lesson describes how Mycobacterium tuberculosis and Human Immunodeficiency virus infect human cells. The PowerPoint and accompanying resources have been designed to cover point 6.6 of the Pearson Edexcel A-level Biology A (Salters Nuffield) specification and ties in directly with the previous lesson where the structure of bacteria and viruses were compared.
The lesson begins by ensuring that students recognise that TB is caused by the infection of a species of bacteria known as Mycobacterium tuberculosis and they will challenged to use their knowledge of scientific classification to recall that this pathogen is found in the mycobacteria genus. At this point, the students are told that the cell walls of this genus contain mycolic acids and later in the lesson they will have to work out that this specialist feature enables this pathogen to survive phagocytosis. A series of exam-style questions will challenge their knowledge of the respiratory and immune systems as they can understand how the bacterium travels to the alveoli where it is engulfed by a macrophage. Key terms like granuloma and necrosis are introduced and the sequence of events that occur following the formation of this aggregate of cells is described.
The structure of viruses was covered during the previous lesson, so this next part of the lesson starts by challenging the students to recall the capsid, genetic material in the form of viral RNA and the lipid envelope. At this point, the students are introduced to gp120, the glycoprotein which is exposed on the surface of the lipid envelope, as this structure is critical for the entry of the virus into host cells. Students will annotate a basic diagram of HIV with these four structures which also has gp41 labelled. A quick quiz competition introduces the names of the enzymes found inside the capsid
Moving forwards, the main task of this part of the lesson describes how HIV binds to the helper T cells, injects its capsid and integrates its DNA into the host’s genome in order to replicate to form virus particles (virions). Students are guided through the formation of a detailed answer about the mechanism of HIV and have to input key terms and structures where information is missing. Students will learn that the increase in the number of virus particles and a decrease in helper T cells and other immune cells results in infections like TB and by opportunistic pathogens and that this stage is recognised as AIDS
An engaging lesson presentation (88 slides) and associated worksheets that uses a combination of exam questions, quick tasks and quiz competitions to help the students to assess their understanding of the topics found within module B3 of the OCR Gateway A GCSE Biology specification.
The topics that are tested within the lesson include:
Nervous system
Reflexes
Hormones
Negative feedback
The menstrual cycle
Controlling reproduction
Using hormones to treat infertility
Controlling body temperature
Controlling blood sugar
Maintaining water balance
Inside the kidney
Students will be engaged through the numerous activities including quiz rounds like "Have they got the right BALANCE?" and "Take the IVF Hotseat" whilst crucially being able to recognise those areas which need further attention
This engaging lesson presentation (52 slides) and associated worksheets uses exam questions with displayed mark schemes, quick tasks and quiz competitions to enable students to assess their understanding of the topics found within module B2 of the OCR Gateway A Combined Science specification. The topics which are specifically tested within the lesson include:
Diffusion, Osmosis, Active transport, Exchange and transport, Circulatory system, Heart and blood, Plant transport systems,
Students will enjoy the competitions such as "Where's Lenny?" and "Take the Hotseat" whilst being able to recognise those areas which need their further attention.
This detailed and fully-resourced lesson describes the relationship between the structure, properties and functions of glycogen, starch and cellulose. The engaging PowerPoint and accompanying resources have been designed to cover specification points 2.1.2 (f) & (g) of the OCR A-level Biology A course and continual links are also made to the previous lessons in this topic where the monosaccharides and disaccharides were introduced.
The lesson begins with the CARBOHYDRATE WALL where students have to use their prior knowledge to collect the 9 carbohydrates on show into 3 groups. This results in glycogen, starch and cellulose being grouped together as polysaccharides and the structure, properties and functions of these large carbohydrates are covered over the course of the lesson. Students will learn how key structural features like the 1 - 4 and 1 - 6 glycosidic bonds and the hydrogen bonds dictate whether the polysaccharide chain is branched or unbranched and also dictate whether the chain spirals or not. Following the description of the structure of glycogen, students are challenged to design an exam question in the form of a comparison table so that it can be completed as the lesson progresses and they learn more about starch and cellulose. This includes a split in the starch section of the table so that the differing structures and properties of amylose and amylopectin can be considered. The importance of the compact structure for storage is discussed as well as the branched chains of amylopectin acting as quick source of energy when it is needed. In the final part of the lesson, time is taken to focus on the hydrogen bonds between rotated glucose molecules on the same chain and between different chains and to explain how the formation of cellulose microfibrils and macrofibrils provides plant cells with the additional strength needed to support the whole plant.
Due to the detail included in this lesson, it is estimated that it will take in excess of 2 hours of allocated teaching time to complete
This is a fully-resourced lesson which uses exam-style questions, quiz competitions, quick tasks and discussion points to challenge students on their understanding of topics B1 - B5, that will assessed on PAPER 1. It has been specifically designed for students on the Pearson Edexcel GCSE Combined Science course who will be taking the FOUNDATION TIER examinations but is also suitable for students taking the higher tier who need to ensure that the fundamentals are known and understood.
The lesson has been written to take place at the local hospital where the students have to visit numerous wards and clinics and the on-site pharmacy so that the following sub-topics can be covered:
Cancer as the result of uncontrolled cell division
The production of gametes by meiosis
Mitosis and the cell cycle
Sex determination
The difference between communicable and non-communicable diseases
The pathogens that spread communicable diseases
Identification of communicable diseases
Treating bacterial infections with antibiotics
Evolution of antibiotic resistance in bacteria
Vaccinations
Genetic terminology
Genetic diagrams
Structures involved in a nervous reaction
A Reflex arc
Risk factors
Chemical and physical defences
Osmosis and percentage gain and loss
Fossils as evidence for human evolution
In order to maintain challenge whilst ensuring that all abilities can access the questions, the majority of the tasks have been differentiated and students can ask for assistance sheets when they are unable to begin a question. Step-by-step guides have also been written into the lesson to walk students through some of the more difficult concepts such as genetic diagrams and evolution by natural selection.
Due to the extensiveness of this revision lesson, it is estimated that it will take in excess of 3 teaching hours to complete the tasks and therefore this can be used at different points throughout the duration of the course as well as acting as a final revision before the PAPER 1 exam.
This is an engaging revision lesson which uses a range of exam questions, understanding checks, quick tasks and quiz competitions to enable students to assess their understanding of the content within topic 3 (Atoms, elements and compounds) of the Cambridge IGCSE Chemistry (0620) specification. The lesson covers the content in both the core and supplement sections of the specification and therefore can be used with students who will be taking the extended papers as well as the core papers.
The specification points that are covered in this revision lesson include:
CORE
State the relative charges and approximate relative masses of protons, neutrons and electrons
Define proton number (atomic number) as the number of protons in the nucleus of an atom
Define nucleon number (mass number) as the total number of protons and neutrons in the nucleus of an atom
Define isotopes as atoms of the same element which have the same proton number but a different nucleon number
Describe the build-up of electrons in ‘shells’ and understand the significance of the noble gas electronic structures and of the outer shell electrons.
Describe an alloy, such as brass, as a mixture of a metal with other elements
Describe the formation of ions by electron loss or gain
Describe the formation of ionic bonds between elements from Groups I and VII
Describe the giant covalent structures of graphite and diamond
Relate their structures to their uses, e.g. graphite as a lubricant and a conductor, and diamond in cutting tools
SUPPLEMENT
Describe the formation of ionic bonds between metallic and non-metallic elements
Explain the differences in melting point and boiling point of ionic and covalent compounds in terms of attractive forces
The students will thoroughly enjoy the range of activities, which include quiz competitions such as “The name’s BOND” where they compete to be the 1st to name the type of bond being described whilst crucially being able to recognise the areas of this topic which need their further attention. This lesson can be used as revision resource at the end of the topic or in the lead up to mocks or the actual GCSE exams
This fully-resourced lesson describes the primary non-specific defences against pathogens in animals. The engaging and detailed PowerPoint and accompanying resources have been designed to cover point 4.1.1 (d) of the OCR A-level Biology A specification and describes the following defences:
skin
key steps of the blood clotting process
release of histamine in the inflammatory response
expulsive reflexes
mucous membranes
There are clear links to topics in modules 2 and 3 in each of these defences so time is taken to consider these during the descriptions. For example, the presence of keratin in the cytoplasm of the skin cells allows the student knowledge of the properties of this fibrous protein to be checked. Other topics that are revisited during this lesson include protein structure, formation of tissue fluid, key terminology and roles of inorganic ions in biological processes.
There is also a section of the lesson which refers to the genetics behind haemophilia and students are challenged to apply knowledge to an unfamiliar situation. This will prepare them for this topic when covered in module 6.1.2
All of the exam-style questions and tasks have mark schemes that are embedded in the PowerPoint and a number of them have been differentiated to allow students of differing abilities to access the work.
This detailed and fully-resourced lesson describes and explains the pressure changes in the heart and arteries and the role of the valves movements in the cardiac cycle. The PowerPoint and accompanying resources have been designed to cover point 3.1.2 (f) of the OCR A-level Biology A specification and also covers the use of the equation stroke volume x heart rate to calculate cardiac output
The start of the lesson introduces the cardiac cycle as well as the key term systole, so that students can immediately recognise that the three stages of the cycle are atrial and ventricular systole followed by diastole. Students are challenged on their prior knowledge of the structure of the heart as they have to name and state the function of an atrioventricular and semi-lunar valve from an internal diagram. This leads into the key point that pressure changes in the chambers and the major arteries results in the opening and closing of these sets of valves. Students are given a description of the pressure change that results in the opening of the AV valves and shown where this would be found on the graph detailing the pressure changes of the cardiac cycle. They then have to use this as a guide to write descriptions for the closing of the AV valve and the opening and closing of the semi-lunar valves and to locate these on the graph. By providing the students with this graph, the next part of the lesson can focus on explaining how these changes come about. Students have to use their current and prior knowledge of the chambers and blood vessels to write 4 descriptions that cover the cardiac cycle. Moving forwards, the students are introduced to the stroke volume and meet normative values for this and for resting heart rate. This will lead into the calculation for cardiac output and a series of questions are used to test their ability to apply this equation as well as to calculate the percentage change which is a commonly assessed mathematical skill.
This lesson has been written to tie in with the other uploaded lessons on the topics detailed in module 3.1.2 (Transport in animals)
An engaging lesson presentation (77 slides) and associated worksheets that uses a combination of exam questions, quick tasks and quiz competitions to help the students to assess their understanding of the topics found within unit C3 (Chemical reactions) of the OCR Gateway A GCSE Chemistry specification.
The topics that are tested within the lesson include:
Formulae of elements and molecules
Formulae of ionic compounds
Conservation of mass
Chemical equations
Half equations
The mole
Exothermic and endothermic reactions
The pH scale
Hydrogen ions and pH
Electrolysis of molten salts
Electrolysis of solutions
Students will be engaged through the numerous activities including quiz rounds like “E Numbers” whilst crucially being able to recognise those areas which need further attention
This lesson describes the in situ and ex situ methods of maintaining biodiversity, and discusses the advantages and disadvantages associated with both. The engaging PowerPoint and accompanying worksheets have been primarily designed to cover point 4.2.1 (h) of the OCR A-level Biology A specification but the lesson has been carefully planned to enable links to be made to some related topics which are found later in the course such as classification, evolution through natural selection and the Founder effect.
Hours of research has gone into the planning of this lesson to source interesting examples that increase the relevance of the biological content concerning in situ conservation, and these include the Lizard National Nature Reserve in Cornwall, the Lake Télé Community reserve in the Republic of Congo and the marine conservation zone in the waters surrounding Tristan da Cunha. Students will learn how this form of active management conserves habitats and species in their natural environment, with the aim of minimising human impact whilst maintaining biodiversity. The main issues surrounding this method are discussed, including the fact that the impact of this conservation may not be significant if the population has lost much of its genetic diversity and that despite the management, the conditions that caused the species to become endangered may still be present. A number of quick quiz competitions are interspersed throughout the lesson to introduce key terms and values in a fun and memorable way and one of these challenges them to use their knowledge of famous scientists to reveal the surname, Fossey. Dian Fossey was an American conservationist and her years of study of the mountain gorillas is briefly discussed along with the issue that wildlife reserves can draw poachers and tourists to the area, potentially disturbing the natural habitat.
To enrich their understanding of ex situ conservation, the better known examples of ZSL London zoo, Kew Gardens and the Millennium Seed Bank Project in Wakehurst are used. Students will understand how conserving animal species outside of their natural habitat enables human intervention that ensures the animals are fed and given medical assistance when needed as well as reproductive assistance to increase the likelihood of the successful breeding of endangered species. As with the in situ method, the disadvantages are also discussed and there is a focus on the susceptibility of captive populations to diseases as a result of their limited genetic diversity. The final part of the lesson considers how seed banks can be used to ensure that plant species avoid extinction and how the plants can be bred asexually to increase plant populations quickly.
Due to the extensiveness of this lesson, it is estimated that it will take in excess of 2/3 hours of allocated A-level teaching time to cover the tasks and content that is included in the lesson.