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

Please note that I have merged the content of two lessons into one resource. Trophic levels and biomass transfers 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: 4.7.4; 1, 2, 3 Relevant chapter: B18 Biodiversity and ecosystems. AQA Biology third edition textbook-Page 300-301 Students are required to know the following; 7.4.1 Students should be able to describe the differences between the trophic levels of organisms within an ecosystem. Trophic levels can be represented by numbers, starting at level 1 with plants and algae. Further trophic levels are numbered subsequently according to how far the organism is along the food chain. Level 1: Plants and algae make their own food and are called producers. Level 2: Herbivores eat plants/algae and are called primary consumers. Level 3: Carnivores that eat herbivores are called secondary consumers. Level 4: Carnivores that eat other carnivores are called tertiary consumers. Apex predators are carnivores with no predators. Decomposers break down dead plant and animal matter by secreting enzymes into the environment. Small soluble food molecules then diffuse into the microorganism. 7.4.2 Pyramids of biomass can be constructed to represent the relative amount of biomass in each level of a food chain. Trophic level 1 is at the bottom of the pyramid. Students should be able to construct accurate pyramids of biomass from appropriate data. 7.4.3 Students should be able to: • describe pyramids of biomass • explain how biomass is lost between the different trophic levels. Producers are mostly plants and algae which transfer about 1% of the incident energy from light for photosynthesis. Only approximately 10% of the biomass from each trophic level is transferred to the level above it. Losses of biomass are due to: • not all the ingested material is absorbed, some is egested as faeces • some absorbed material is lost as waste, such as carbon dioxide and water in respiration and water and urea in urine. Large amounts of glucose are used in respiration. Students should be able to calculate the efficiency of biomass transfers between trophic levels by percentages or fractions of mass. Students should be able to explain how this affects the number of organisms at each trophic 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.

The blood 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: 4.2.2.3 Relevant chapter: B4 Organising animals and plants. AQA Biology combined edition textbook-Page 52-53 Students are required to know the following; Blood is a tissue consisting of plasma, in which the red blood cells, white blood cells and platelets are suspended. Students should know the functions of each of these blood components. Students should be able to recognise different types of blood cells in a photograph or diagram, and explain how they are adapted to their functions.

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.

Dialysis lesson created in accordance to the NEW AQA Specification (9-1) for my separates class (Year 10-KS4). It includes: embedded videos, slide animations and a worksheet. *Students only need to know the basic principles of dialysis-they do not need to know about haemodialysis or peritoneal dialysis.* AQA spec link: 5.3.3 Relevant chapter: B12-Homeostasis in action. ( Note: This topic is for BIOLOGY only not for combined science students). AQA Biology third edition textbook-Page 188-189 *The new specification requires students to know the following; People who suffer from kidney failure may be treated by organ transplant or by using kidney dialysis. Students should know the basic principles of the operation of a dialysis machine.

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, quiz, practice exam questions and answers have also been included within the slides. This resource is suitable for separate science students. AQA spec link: Relevant chapter: B5-Communicable diseases . AQA Biology third edition textbook-Page 90-91. *The new specification requires students to know the following; Students should be able to describe the non-specific defence systems of the human body against pathogens, including the: • skin • nose • trachea and bronchi • stomach. Students should be able to explain the role of the immune system in the defence against disease. If a pathogen enters the body the immune system tries to destroy the pathogen. White blood cells help to defend against pathogens by: • phagocytosis • antibody production • antitoxin production.

The human Kidney lesson created in accordance to the NEW AQA Specification (9-1) for my separates class (Year 10-KS4). This is a printer friendly resource it includes an: embedded video, slide animations and a mini exam question. As i taught this lesson in two parts it's only fair i upload the other presentation also (2 for the price of 1). **Knowledge of other parts of the urinary system, the structure of the kidney, and the structure of a nephron is not required.** AQA spec link: 5.3.3 Relevant chapter: B12-Homeostasis in action. ( Note: This topic is for BIOLOGY only not for combined science students). AQA Biology third edition textbook-Page 185-186 *The new specification requires students to know the following; Students should be able to describe the function of kidneys in maintaining the water balance of the body. The kidneys produce urine by filtration of the blood and selective reabsorption of useful substances such as glucose, some ions, And water. Knowledge of other parts of the urinary system, the structure of the kidney, and the structure of a nephron is not required. Students should be able to translate tables and bar charts of glucose, ions, and urea before and after filtration. Students should be able to describe the effect of ADH on the permeability of the kidney tubules. The water level in the body is controlled by the hormone ADH which acts on the kidney tubules. ADH is released by the pituitary gland when the blood is too concentrated and it causes more water to be reabsorbed back into the blood from the kidney tubules. This is controlled by negative feedback.

Health and disease lesson created in accordance to the NEW AQA Specification (9-1) for my combined/additional science class (Year 9-KS4). Includes: slide animations, embedded video, worksheets and practice questions with answers. This resource is suitable for separate science students. AQA spec link: 4.3.1.1 Relevant chapter: B5-Communicable diseases . AQA Biology third edition textbook-Page 76-77. *The new specification requires students to know the following; Students should be able to explain how diseases caused by viruses, bacteria, protists, and fungi are spread in animals and plants. Pathogens are microorganisms that cause infectious disease. Pathogens may be viruses, bacteria, protists, or fungi. They may infect animals and can be spread by direct contact, by water, or by air. Bacteria and viruses may reproduce rapidly inside the body. Bacteria may produce poisons (toxins) that damage tissues and make us feel ill. Viruses live and reproduce inside cells, causing cell damage.

NB: This is a BIOLOGY (SEPARATES) ONLY lesson Plant defence responses lesson created in accordance to the NEW AQA Specification (9-1). Includes: slide animations, embedded videos, differentiated questions, answers have also been included within the slides. This resource is NOT suitable for combined science students. AQA spec link: 4.3.3.2 Relevant chapter: B5-Communicable diseases . AQA Biology third edition textbook-Page 94-95. Students should be able to describe physical and chemical plant defence responses. Physical defence responses to resist invasion of microorganisms: • Cellulose cell walls. • Tough waxy cuticle on leaves. • Layers of dead cells around stems (bark on trees) which fall off. Chemical plant defence responses: • Antibacterial chemicals. • Poisons to deter herbivores. Mechanical adaptations: • Thorns and hairs deter animals. • Leaves which droop or curl when touched. • Mimicry to trick animals.

Types of reproduction lesson created in accordance to the NEW AQA Specification (9-1). Designed for a separates 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. AQA spec link: 6.1.1 Relevant chapter: B13 Genetics and reproduction. AQA Biology third edition textbook-Page 196-197. Specification requires students to know the following; Students should understand that meiosis leads to non-identical cells being formed while mitosis leads to identical cells being formed. Sexual reproduction involves the joining (fusion) of male and female gametes: • sperm and egg cells in animals • pollen and egg cells in flowering plants. In sexual reproduction there is mixing of genetic information which leads to variety in the offspring. The formation of gametes involves meiosis. Asexual reproduction involves only one parent and no fusion of gametes. There is no mixing of genetic information. This leads to genetically identical offspring (clones). Only mitosis is involved. Biology only-6.1.3 Advantages of sexual reproduction: • produces variation in the offspring • if the environment changes variation gives a survival advantage by natural selection • natural selection can be speeded up by humans in selective breeding to increase food production. Advantages of asexual reproduction: • only one parent needed • more time and energy efficient as do not need to find a mate • faster than sexual reproduction • many identical offspring can be produced when conditions are favourable Good luck with your lesson!

Evaporation and transpiration 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. Please note it is not necessary to print the worksheet for this lesson although it’s advisable if you are teaching a low ability class AQA spec link: 4.2.3.2 Relevant chapter: B4 Organising animals and plants. AQA Biology combined/third edition textbook-Page 66-67 Students are required to know the following; Students should be able to explain how the structure of root hair cells, xylem and phloem are adapted to their functions. Root hair cells are adapted for the efficient uptake of water by osmosis, and mineral ions by active transport. Xylem tissue transports water and mineral ions from the roots to the stems and leaves. It is composed of hollow tubes strengthened by lignin adapted for the transport of water in the transpiration stream. The role of stomata and guard cells are to control gas exchange and water loss. AT 6, 7 Investigate the distribution of stomata and guard cells.

Complete lesson on plant and animal cells, suitable for a high 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 this lesson for free! For further enquiries please email paperfriendlyresources@gmail.com Also available via instagram: Paperfriendlyresourcesuk

This worksheet requires students to complete unlabelled diagrams using the AQA Biology textbook (page 188-189). This resource has been created to support the lesson on dialysis (check it out). *Top tip-print 2 copies to 1 A4 page to save printing*. AQA spec link: 5.3.3 People who suffer from kidney failure may be treated by using kidney dialysis. Students should know the basic principles of the operation of a dialysis machine.

Measure the population size of a common species in a habitat. Use sampling techniques to investigate the effect of a factor on the distribution of this species. This lesson was conducted outdoors hence why a powerpoint was not created. This investigation has two parts: Investigating the population size of a plant species using random sampling Investigating the effect of a factor on plant distribution using a transect line. AQA spec link: 4.7.2.1 Relevant chapter: B16 Adaptations, interdependence and competition. AQA Biology third edition textbook-Page 262-263 In doing this practical students should cover these parts of the apparatus and techniques requirements. AT 1 – use appropriate apparatus to record length and area. AT 3 – use transect lines and quadrats to measure distribution of a species. AT 4 – safe and ethical use of organisms and response to a factor in the environment. AT 6 – application of appropriate sampling techniques to investigate the distribution and abundance of organisms in an ecosystem via direct use in the field. AT 8 – use of appropriate techniques in more complex contexts including continuous sampling in an investigation.