The human population explosion lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability class, although content can be adjusted to suit any ability. Students are expected to demonstrate their graph skills this lesson as well as interpret data. This lesson Includes powerpoint timers, slide animations, questions with markscheme and embedded video’s and mini review. ***Paper friendly tips: Avoid printing the markscheme provided, unless required, an interactive markscheme has been included in the powerpoint. Print two worksheets to one page to save paper. Instruct able students to copy out the table on slide 14 . NB: If you are unable to play embedded videos please view slide notes for link. * AQA spec link: 4.7.3.1; 3.2; 3.3 Relevant chapter: B18 Biodiversity and ecosystems. AQA Biology third edition textbook-Page 286-287 Students are required to know the following; Biodiversity is the variety of all the different species of organisms on earth, or within an ecosystem. A great biodiversity ensures the stability of ecosystems due to the interdependencies of one species on another for food, shelter, and the maintenance of the physical environment. The future of the human species on Earth relies on us maintaining a good level of biodiversity. Many human activities are reducing biodiversity and only recently have measures been taken to try to stop this reduction. Rapid growth in the human population and an increase in the standard of living mean that increasingly more resources are used and more waste is produced. Unless waste and chemical materials are properly handled, more pollution will be caused. Humans reduce the amount of land available for other animals and plants by building, quarrying, farming, and dumping waste.

Please note that this resource contains two lessons worth of content. Factors affecting food security and making food production efficient lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability class, although content can be adjusted to suit any ability. This lesson Includes powerpoint timers, slide animations, past paper questions, self-assessment, interactive mark scheme, embedded videos and review. For general enquiries or support please email: Paperfriendlyresources@gmail.com NB: If you are unable to play embedded videos please view slide notes for link. * AQA spec link: 4.7.5; 1, 2, 3 Relevant chapter: B18 Biodiversity and ecosystems. AQA Biology third edition textbook-Page 304-307 Students are required to know the following; 7.5.1 Students should be able to describe some of the biological factors affecting levels of food security. Food security is having enough food to feed a population. Biological factors which are threatening food security include: • the increasing birth rate has threatened food security in some countries • changing diets in developed countries means scarce food resources are transported around the world • new pests and pathogens affect farming • environmental changes affect food production, such as widespread famine occurring in some countries if rains fail • cost of agricultural inputs • conflicts have arisen in some parts of the world over the availability of water or food. Sustainable methods must be found to feed all people on Earth. 7.5.2 The efficiency of food production can be improved by restricting energy transfer from food animals to the environment. This can be done by limiting their movement and by controlling the temperature of their surroundings. Some animals are fed high protein foods to increase growth. 7.5.3 Fish stocks in the oceans are declining. It is important to maintain fish stocks at a level where breeding continues or certain species may disappear altogether in some areas. Control of net size and the introduction of fishing quotas play important roles in conservation of fish stocks at a sustainable level.

Exchanging materials lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability separates class, although content can be adjusted to suit any ability. Includes: slide animations, practice questions with answers on slides, worksheet, and homework (with MS) AQA spec link: 4.1.3.1 Relevant chapter: B1 Cell structure and transport. AQA Biology third edition textbook-Page 22-23 Specification requires students to know the following; A single-celled organism has a relatively large surface area to volume ratio. This allows sufficient transport of molecules into and out of the cell to meet the needs of the organism. Students should be able to calculate and compare surface area to volume ratios. Students should be able to explain the need for exchange surfaces and a transport system in multicellular organisms in terms of surface area to volume ratio. Students should be able to explain how the small intestine and lungs in mammals, gills in fish, and the roots and leaves in plants, are adapted for exchanging materials. In multicellular organisms, surfaces and organ systems are specialised for exchanging materials. This is to allow sufficient molecules to be transported into and out of cells for the organism’s needs. The effectiveness of an exchange surface is increased by: •• having a large surface area •• a membrane that is thin, to provide a short diffusion path •• (in animals) having an efficient blood supply •• (in animals, for gaseous exchange) being ventilated.

Evolution and speciation lesson created in accordance to the NEW AQA Specification (9-1). Designed for a separates class. Includes: embedded videos and timers, slide animations, practice questions with answers on slides, worksheet and an interactive quiz. NB: If you are unable to play videos a URL link can be found in the slide notes. AQA spec link: 4.6.3.2 Relevant chapter: B15 Genetics and evolution. AQA Biology trilogy edition textbook-Page 240-241 Students are required to know the following; Students should be able to: • describe the work of Darwin and Wallace in the development of the theory of evolution by natural selection • explain the impact of these ideas on biology. Alfred Russel Wallace independently proposed the theory of evolution by natural selection. He published joint writings with Darwin in 1858 which prompted Darwin to publish On the Origin of Species (1859) the following year. Wallace worked worldwide gathering evidence for evolutionary theory. He is best known for his work on warning colouration in animals and his theory of speciation. Alfred Wallace did much pioneering work on speciation but more evidence over time has led to our current understanding of the theory of speciation. Students should be able to describe the steps which give rise to new species. WS 1.1 The theory of speciation has developed over time

Complete lesson Includes:worksheet with mark scheme, embedded videos, slide timers, slide animations, interactive answers on slides, and a plenary.

Germination Practical (RP 8). This practical was completed in 2 lessons. Students are required to collect data outside of lesson time. I’ve attached both lessons, mock data (lesson 2) and a sign in sheet so you can create your own groups and student rota. Good luck! Lesson 1: Demo provided, students set up their practical, three conditions were created; full light-by windowsill, partial light-underneath windowsill and darkness-cupboard. The remainder of the lesson was spent discussing how to collect data, the student rota was explained. Students also used this time to assign roles to one another. Opportunity to collect data at break/lunch over 7 days (excluding weekends). Lesson 2: Interpreting data, working out averages, plotting graph, biological drawings. Conclusion and evaluation of practical was given as homework. Overall, this practical was very easy to set up but very fiddly to organise. Students need to take active approach as this practical needs to be done over 7 consecutive days, ownership to students. Mustard seeds were quick to germinate but were very poor at demonstrating phototropism. I would probably use coriander seeds next time. Also in the dark condition shoots grew very long, this confused students as light was absent (due to Etiolation), to complex for GCSE students to comprehend. Spec ref: 5.4.1 Required practical: Investigate the effect of light or gravity on the growth of newly germinated seedlings. Record results as both length measurements and as careful, labelled biological drawings to show the effects.

The artificial control of fertility (contraception) lesson created in accordance to the NEW AQA Specification (9-1) for my separates class (Year 10-KS4). Includes: slide animations, embedded video and practice questions (homework) with mark scheme. This resource is suitable for combined science students. AQA spec link:5.3.5 Relevant chapter: B11.7-The artificial control of fertility . AQA Biology third edition textbook-Page 172-173. *The new specification requires students to know the following; Students should be able to evaluate the different hormonal and non-hormonal methods of contraception. Fertility can be controlled by a variety of hormonal and non-hormonal methods of contraception. These include: • oral contraceptives that contain hormones to inhibit FSH production so that no eggs mature • injection, implant, or skin patch of slow release progesterone to inhibit the maturation and release of eggs for a number of months or years • barrier methods such as condoms and diaphragms which prevent the sperm reaching an egg • intrauterine devices which prevent the implantation of an embryo or release a hormone • spermicidal agents which kill or disable sperm • abstaining from intercourse when an egg may be in the oviduct • surgical methods of male and female sterilisation.

Genetic engineering lesson created in accordance to the NEW AQA Specification (9-1). Designed for higher ability (trilogy/combined) class, although content can be adjusted to suit any ability. Includes: embedded videos and timers, slide animations, practice questions with answers on slides. NB: If you are unable to play videos a URL link can be found in the slide notes. AQA spec link: 4.6.2.4 Relevant chapter: B13 Variation and evolution. AQA Biology trilogy edition textbook-Page 186-187. Students are required to know the following; Students should be able to explain the potential benefits and risks of genetic engineering in agriculture and in medicine and that some people have objections. Concerns about GM crops include the effect on populations of wild flowers and insects. Some people feel the effects of eating GM crops on human health have not been fully explored.

Feeding relationships lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability class, although content can be adjusted to suit any ability. Includes powerpoint timers, slide animations, embedded video’s and mini review. NB: If you are unable to play embedded videos please view slide notes for link. AQA spec link: 4.7.2.1 Relevant chapter: B16 organising an ecosystem. AQA Biology combined edition textbook-Page 224-225 Students are required to know the following; Students should understand that photosynthetic organisms are the producers of biomass = for life on Earth. Feeding relationships within a community can be represented by food chains. All food chains begin with a producer which synthesises molecules. This is usually a green plant or alga which makes glucose by photosynthesis. Producers are eaten by primary consumers, which in turn may be eaten by secondary consumers and then tertiary consumers. Consumers that kill and eat other animals are predators, and those eaten are prey. In a stable community the numbers of predators and prey rise and fall in cycles. WS 1.2 Interpret graphs used to model predator-prey cycles. Students should be able to interpret graphs used to model these cycles.

This lesson has been created in accordance to the NEW AQA Specification (9-1) for my combined/additional science class (Year 9-KS4). Includes: slide animations, embedded video, worksheet and answers have also been included within the slides. This resource is suitable for separate science students. AQA spec link: 4.3.1.4 and 4.3.1.5 Relevant chapter: B5-Communicable diseases . AQA Biology third edition textbook-Page 88-89. *The new specification requires students to know the following; Rose black spot is a fungal disease where purple or black spots develop on leaves, which often turn yellow and drop early. It affects the growth of the plant as photosynthesis is reduced. It is spread in the environment by water or wind. Rose black spot can be treated by using fungicides and/or removing and destroying the affected leaves. The pathogens that cause malaria are protists. The malarial protist has a life cycle that includes the mosquito. Malaria causes recurrent episodes of fever and can be fatal. The spread of malaria is controlled by preventing the vectors, mosquitos, from breeding and by using mosquito nets to avoid being bitten.

Adult cell cloning lesson created in accordance to the NEW AQA Specification (9-1). Designed for higher ability separates class, although content can be adjusted to suit any ability. Includes: embedded videos and timers, slide animations, practice questions with answers on slides, worksheet and an interactive quiz. NB: If you are unable to play videos a URL link can be found in the slide notes. NB: This lesson is for SEPARATE science ONLY AQA spec link: 4.6.2.5 Relevant chapter: B14 Variation and evolution. AQA Biology third edition textbook-Page 228-229. Students are required to know the following; Adult cell cloning: • The nucleus is removed from an unfertilised egg cell. • The nucleus from an adult body cell, such as a skin cell, is inserted into the egg cell. • An electric shock stimulates the egg cell to divide to form an embryo. • These embryo cells contain the same genetic information as the adult skin cell. • When the embryo has developed into a ball of cells, it is inserted into the womb of an adult female to continue its development. WS 1.3, 1.4 Explain the potential benefits and risks of cloning in agriculture and in medicine and that some people have ethical objections. There are links with this content to Advantages and disadvantages of sexual and asexual reproduction (biology only) and Selective breeding.

AQA A-Level New specification-Structure of the cell surface membrane-Transport 4.1 (3.2.3) Enough content for a double lesson. Includes: questions, embedded videos, slide timers, slide animations, interactive answers on slides, and a plenary. Also includes a 3D model making activity (to be printed on card paper) ALevel Biology Textbook: Section 2 Cells, Chapter 4.1

NB: This resource has been modified since the last reviews* Screening for genetic disorders lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability TRILOGY(combined science) class, although content can be adjusted to suit any ability. Includes: slide animations, embedded videos and practice questions with answers on slides as well as a quiz and worksheet. This video contains many videos and is a great lesson to spark a debate. I'd appreciate a review after your lesson :) AQA spec link: 6.1.7 Relevant chapter: B13 Genetics and reproduction. AQA trilogy textbook-Page 174-175.

To use a light microscope to observe, draw and label a selection of plant and animal cells. AQA spec link: 4.1.1.5 Relevant chapter: B1 Cells and organisation. AQA Biology third edition textbook-Page 4-5 In doing this practical students should cover these parts of the apparatus and techniques requirements. Biology AT 1 – use appropriate apparatus to record length and area. Biology AT 7 – use a microscope to make observations of biological specimens and produce labelled scientific drawings

Making the most of photosynthesis lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability class and HIGHER TIER ONLY students. You will require access to computers/tablets for this lesson as it is heavily research based. You may decide to set this part of the spec as homework although my students thoroughly enjoyed designing the most affordable greenhouse. * NB: If you are unable to play embedded videos please view slide notes for link. Enjoy this lesson for free as a token of appreciation for all the hard work you've done this term :) AQA spec link: 4.4.1.2 Relevant chapter: B8 Photosynthesis. AQA Biology third edition textbook-Page 128-129 Students are required to know the following; Limiting factors are important in the economics of enhancing the conditions in greenhouses to gain the maximum rate of photosynthesis whilst still maintaining profit.

Complete lesson on Muscles , suitable for a mixed ability KS3 class. Suitable to use as part of the ‘Activate’ schemes of work. Resources can be adjusted to meet the needs of your class. Enjoy for FREE For further enquiries please email paperfriendlyresources@gmail.com Also available via instagram: Paperfriendlyresourcesuk