RP-Reaction time 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, worksheet and mini review. NB: If you are unable to play embedded videos please view slide notes for link. AQA spec link: 4.5.2 Relevant chapter: B10 The human nervous system. AQA Biology combined edition textbook-Page 135-136 Students are required to know the following; Required practical activity 7: plan and carry out an investigation into the effect of a factor on human reaction time. AT skills covered by this practical activity: AT 1, 3 and 4. This practical activity also provides opportunities to develop WS and MS. Details of all skills are given in Key opportunities for skills development.

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.

The importance of communities 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: 4.7.1.1 Relevant chapter: B15 Adaptations, interdependence and competitions. AQA Biology combined edition textbook-Page 206-207 Students are required to know the following; Students should be able to describe: •different levels of organisation in an ecosystem from individual organisms to the whole ecosystem • the importance of interdependence and competition in a community. An ecosystem is the interaction of a community of living organisms (biotic) with the non-living (abiotic) parts of their environment. To survive and reproduce, organisms require a supply of materials from their surroundings and from the other living organisms there. Plants in a community or habitat often compete with each other for light and space, and for water and mineral ions from the soil. Animals often compete with each other for food, mates and territory. Within a community each species depends on other species for food, shelter, pollination, seed dispersal etc. If one species is removed it can affect the whole community. This is called interdependence. A stable community is one where all the species and environmental factors are in balance so that population sizes remain fairly constant.

Organisms in their environment 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: 4.7.1.2 + 4.7.1.3 Relevant chapter: B15 Adaptations, interdependence and competitions. AQA Biology combined edition textbook-Page 208-209 Students are required to know the following; Students should be able to explain how a change in an abiotic factor would affect a given community given appropriate data or context. Abiotic (non-living) factors which can affect a community are: •• light intensity •• temperature •• moisture levels •• soil pH and mineral content •• wind intensity and direction •• carbon dioxide levels for plants •• oxygen levels for aquatic animals. Students should be able to explain how a change in a biotic factor might affect a given community given appropriate data or context. Biotic (living) factors which can affect a community are: •• availability of food •• new predators arriving •• new pathogens •• one species outcompeting another so the numbers are no longer sufficient to breed.

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: B17 organising an ecosystem. AQA Biology third edition textbook-Page 276-277 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.

Material cycling 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: 4.7.2.2 Relevant chapter: B17 organising an ecosystem. AQA Biology third edition textbook-Page 278-279 Students are required to know the following; Explain the importance of the carbon and water cycles to living organisms. All materials in the living world are recycled to provide the building blocks for future organisms. The carbon cycle returns carbon from organisms to the atmosphere as carbon dioxide to be used by plants in photosynthesis. The water cycle provides fresh water for plants and animals on land before draining into the seas. Water is continuously evaporated and precipitated. Students are not expected to study the nitrogen cycle. Students should be able to explain the role of microorganisms in cycling materials through an ecosystem by returning carbon to the atmosphere as carbon dioxide and mineral ions to the soil.

The carbon cycle 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: 4.7.2.2 Relevant chapter: B17 organising an ecosystem. AQA Biology Third edition textbook-Page 280-281 Students are required to know the following; Explain the importance of the carbon and water cycles to living organisms. All materials in the living world are recycled to provide the building blocks for future organisms. The carbon cycle returns carbon from organisms to the atmosphere as carbon dioxide to be used by plants in photosynthesis. The water cycle provides fresh water for plants and animals on land before draining into the seas. Water is continuously evaporated and precipitated. Students are not expected to study the nitrogen cycle. Students should be able to explain the role of microorganisms in cycling materials through an ecosystem by returning carbon to the atmosphere as carbon dioxide and mineral ions to the soil.

Unit 2-Practical scientific procedures and techniques Learning aim D: Review personal development of scientific skills for laboratory work. How did i teach this? This assignment allows students to review the skills they attained in this unit. It also reiterates the importance of H&S as well as professional practice. Before setting the assignment i first taught three lessons covering the content in Pearson BTEC national-Applied science-Student book 1. Due to the complexity of this assignment i provided my students with a template which covered the P/M/D criteria (download the free template). This prevented students from going off on a tangent and also ensured they had mentioned the key skills for both assignment B and C. NB: Interpersonal skills is the second lesson of the three lessons. Worksheets attached and videos embedded for ease of use.

Investigating the effect of temperature on the rate of decay of fresh milk by measuring pH change (RP 10-separate science). This practical was completed in one lesson, students were asked to construct a graph from their data for homework. I have included how i conducted the practical in the slide notes. AQA spec link: 4.7.2.3 Relevant chapter: B17 Organising an ecosystem. AQA Biology third edition textbook-Page 282-283 Students are required to know the following; Required practical activity 10: investigate the effect of temperature on the rate of decay of fresh milk by measuring pH change. AT skills covered by this practical activity: AT 1, 3, 4 and 5. This practical activity also provides opportunities to develop WS and MS. Details of all skills are given in Key opportunities for skills development.

**Please also download my free lesson on the heart dissection practical, its a fantastic way to engage students. It follows on nicely from this lesson. Link: https://www.tes.com/teaching-resource/aqa-new-specification-heart-dissection-practical-b4-3-11860880 The heart 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: 4.2.2.2 Relevant chapter: B4 Organising animals and plants. AQA Biology combined/third edition textbook-Page 56-57 Students are required to know the following; The heart is an organ that pumps blood around the body in a double circulatory system. The right ventricle pumps blood to the lungs where gas exchange takes place. The left ventricle pumps blood around the rest of the body. Knowledge of the blood vessels associated with the heart is limited to the aorta, vena cava, pulmonary artery, pulmonary vein and coronary arteries. Knowledge of the names of the heart valves is not required. The natural resting heart rate is controlled by a group of cells located in the right atrium that act as a pacemaker. Artificial pacemakers are electrical devices used to correct irregularities in the heart rate.

***Please note this is two lessons comnined into one. *** Tissues, organs and transport systems 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: 4.2.3.1 Relevant chapter: B4 Organising animals and plants. AQA Biology combined/third edition textbook-Page 62-65 Students are required to know the following Students should be able to explain how the structures of plant tissues are related to their functions. Plant tissues include: • epidermal tissues • palisade mesophyll • spongy mesophyll •xylem and phloem •meristem tissue found at the growing tips of shoots and roots. The leaf is a plant organ. Knowledge limited to epidermis, palisade and spongy mesophyll, xylem and phloem, and guard cells surrounding stomata. 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. Phloem tissue transports dissolved sugars from the leaves to the rest of the plant for immediate use or storage. The movement of food molecules through phloem tissue is called translocation. Phloem is composed of tubes of elongated cells. Cell sap can move from one phloem cell to the next through pores in the end walls. Detailed structure of phloem tissue or the mechanism of transport is not required.

Factors affecting 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. AQA spec link: 4.2.3.2 Relevant chapter: B4 Organising animals and plants. AQA Biology combined/third edition textbook-Page 68-69 Students are required to know the following; Students should be able to explain the effect of changing temperature, humidity, air movement and light intensity on the rate of transpiration. •plot and draw appropriate graphs, selecting appropriate scales for axes

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.

Competition in plants 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: 4.7.1.1 Relevant chapter: B15 Adaptations, interdependence and competitions. AQA Biology combined edition textbook-Page 214-215 Students are required to know the following; Plants in a community or habitat often compete with each other for light and space, and for water and mineral ions from the soil. Animals often compete with each other for food, mates and territory. Within a community each species depends on other species for food, shelter, pollination, seed dispersal etc. If one species is removed it can affect the whole community. This is called interdependence. A stable community is one where all the species and environmental factors are in balance so that population sizes remain fairly constant. Students should be able to extract and interpret information from charts, graphs, and tables relating to the interaction of organisms within a community.

Adapt and survive 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: 4.7.1.4 Students should be able to explain how organisms are adapted to live in their natural environment, given appropriate information. Organisms have features (adaptations) that enable them to survive in the conditions in which they normally live. These adaptations may be structural, behavioural, or functional. Some organisms live in environments that are very extreme, such as at high temperature, pressure, or salt concentration. These organisms are called extremophiles. Bacteria living in deep sea vents are extremophiles.

Adaptations in plants 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: 4.7.1.4 Relevant chapter: B15 Adaptations, interdependence and competitions. AQA Biology combined edition textbook-Page 220-221 Students should be able to explain how organisms are adapted to live in their natural environment,given appropriate information.

Adaptations in animals 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: 4.7.1.4 Relevant chapter: B15 Adaptations, interdependence and competitions. AQA Biology combined edition textbook-Page 218-219 Students are required to know the following; Students should be able to explain how organisms are adapted to live in their natural environment, given appropriate information. Organisms have features (adaptations) that enable them to survive in the conditions in which they normally live. These adaptations may be structural, behavioural, or functional.