How plants use glucose 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, practice questions, peer assessment worksheet and mini review. *Top paper friendly tip: the information in the ‘How to use glucose’ worksheet can also be found in the textbook therefore isn’t required to be printed.* NB: If you are unable to play embedded videos please view slide notes for link. AQA spec link: 4.4.1.3 Relevant chapter: B8 Photosynthesis. AQA Biology third edition textbook-Page 128-129 Students are required to know the following; The glucose produced in photosynthesis may be: •• used for respiration •• converted into insoluble starch for storage •• used to produce fat or oil for storage •• used to produce cellulose, which strengthens the cell wall •• used to produce amino acids for protein synthesis. To produce proteins, plants also use nitrate ions that are absorbed from the soil. AT 8-Tests to identify starch, glucose and proteins using simple qualitative reagents

Diet, exercise and disease 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: 4.2.2.6 Relevant chapter: B7 Non-communicable diseases. AQA Biology combined textbook-Page 104-105 Students are required to know the following; • discuss the human and financial cost of these non-communicable diseases to an individual, a local community, a nation, or globally • explain the effect of lifestyle factors including diet, alcohol, and smoking on the incidence of non-communicable diseases at local, national, and global levels. Risk factors are linked to an increased rate of a disease. They can be: • aspects of a person’s lifestyle • substances in the person’s body or environment. A causal mechanism has been proven for some risk factors, but not in others. • The effects of diet and exercise on cardiovascular disease. • Obesity as a risk factor for Type 2 diabetes. Many diseases are caused by the interaction of a number of factors. Students should be able to understand the principles of sampling as applied to scientific data in terms of risk factors. Students should be able to translate information between graphical and numerical forms; and extract and interpret information from charts, graphs and tables in terms of risk factors. Students should be able to use a scatter diagram to identify a correlation between two variables in terms of risk factors.

The history of genetics 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: 4.6.3.3 Relevant chapter: B15 Genetics and evolution. AQA Biology trilogy edition textbook-Page 234-235 Students are required to know the following; Students should be able to: • describe the development of our understanding of genetics including the work of Mendel • understand why the importance of Mendel’s discovery was not recognised until after his death. In the mid-19th century Gregor Mendel carried out breeding experiments on plants. One of his observations was that the inheritance of each characteristic is determined by ‘units’ that are passed on to descendants unchanged. In the late 19th century behaviour of chromosomes during cell division was observed. WS 1.1 Our current understanding of genetics has developed over time. In the early 20th century it was observed that chromosomes and Mendel’s ‘units’ behaved in similar ways. This led to the idea that the ‘units’, now called genes, were located on chromosomes. In the mid-20th century the structure of DNA was determined and the mechanism of gene function worked out. This scientific work by many scientists led to the gene theory being developed.

Accepting Darwin’s ideas 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. **Please note the homework and markscheme from the lesson on theories of evolution (B15.2) has also been included in this resource. ** AQA spec link: 4.6.3.1 Relevant chapter: B15 Genetics and evolution. AQA Biology trilogy edition textbook-Page 238-239 Students are required to know the following; Darwin published his ideas in On the Origin of Species (1859). There was much controversy surrounding these revolutionary new ideas. The theory of evolution by natural selection was only gradually accepted because: • the theory challenged the idea that God made all the animals and plants that live on Earth • there was insufficient evidence at the time the theory was published to convince many scientists • the mechanism of inheritance and variation was not known until 50 years after the theory was published.

Thermoregulation 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. AQA spec link: 5.2.4 Relevant chapter: B12-Homeostasis in action. ( Note: This topic is for BIOLOGY only not for combined science students). AQA Biology third edition textbook-Page 182-183 *The new specification requires students to know the following; Body temperature is monitored andcontrolled by the thermoregulatory centre in the brain. The thermoregulatory centre contains receptors sensitive to the temperature of the blood. The skin contains temperature receptorsand sends nervous impulses to the thermoregulatory centre. If the body temperature is too high, blood vessels dilate (vasodilation) and sweat is produced from the sweat glands.Both these mechanisms cause a transfer of energy from the skin to the environment. If the body temperature is too low, blood vessels constrict (vasoconstriction), sweating stops, and skeletal muscles contract (shiver). Students should be able to explain how these mechanisms lower or raise body temperature in a given context.

Removing waste products lesson created in accordance to the NEW AQA Specification (9-1) for my separates class (Year 10-KS4). Includes: slide animations and worksheet. AQA spec link: 5.3.3 Relevant chapter: B12.2-Removing waste products . ( Note: This topic is for BIOLOGY only not for combined science students). AQA Biology third edition textbook-Page 184-185 *The new specification requires students to know the following; Students should be able to explain the effect on cells of osmotic changes in body fluids. Water leaves the body via the lungs during exhalation. Water, ions, and urea are lost from the skin in sweat. There is no control over water, ion, or urea loss by the lungs or skin. Excess water, ions, and urea are removed via the kidneys in the urine. If body cells lose or gain too much water by osmosis they do not function efficiently. The digestion of proteins from the diet results in excess amino acids which need to be excreted safely. In the liver these amino acids are deaminated to form ammonia. Ammonia is toxic and so it is immediately converted to urea for safe excretion.

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.

Gene expression and mutation lesson created in accordance to the NEW AQA Specification (9-1). NB: BIOLOGY ONLY-HT. Designed for higher ability class, although content can be adjusted to suit any ability. Includes: embedded videos and timers, slide animations, practice questions with answers on slides. AQA spec link: 6.1.5 Relevant chapter: B13 Genetics and reproduction. AQA Biology third edition textbook-Page 206-207. Specification requires students to know the following; (HT only) Mutations occur continuously. Most do not alter the protein, or only alter it slightly so that its appearance or function is not changed. (HT only) A few mutations code for an altered protein with a different shape. An enzyme may no longer fit the substrate binding site or a structural protein may lose its strength. (HT only) Not all parts of DNA code for proteins. Non-coding parts of DNA can switch genes on and off, so variations in these areas of DNA may affect how genes are expressed.

NB-This resource has been edited since the last review* [30/9/17] 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. 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 Biology third edition textbook-Page 214-215. Some disorders are inherited. These disorders are caused by the inheritance of certain alleles. • Polydactyly (having extra fingers or toes) is caused by a dominant allele. • Cystic fibrosis (a disorder of cell membranes) is caused by a recessive allele. Students should make informed judgements about the economic, social and ethical issues concerning embryo screening, given appropriate information. WS 1.3 Appreciate that embryo screening and gene therapy may alleviate suffering but consider the ethical issues which arise.

Specialisation in animal cells 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: slide animations, embedded videos and practice questions with answers on slides. AQA spec link: 1.1.3 Relevant chapter: B1 Cell structure and transport. AQA Biology third edition textbook-Page 10-11 Specification requires students to know the following; Students should be able to, when provided with appropriate information, explain how the structure of different types of cell relate to their function in a tissue, an organ or organ system, or the whole organism. Cells may be specialised to carry out a particular function: •• sperm cells, nerve cells and muscle cells in animals

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.

Hormones and menstrual cycle lesson created in accordance to the NEW AQA Specification (9-1) for my separates class (Year 10-KS4). Includes: slide animations, embedded video, worksheet and practice questions with mark scheme. This resource is suitable for combined science students. *Note-For higher tier only* AQA spec link:5.3.4 Relevant chapter: B11 -Hormonal coordination . AQA Biology third edition textbook-Page 170-171. *The new specification requires students to know the following; Students should be able to explain the interactions of FSH, oestrogen, LH and progesterone, in the control of the menstrual cycle. Students should be able to extract and interpret data from graphs showing hormone levels during the menstrual cycle.

Eukaryotic cell structure lesson created in accordance to the NEW AQA Biology 7402 Specification (2017) . 3.2 Cells This resource contains a double lessons worth of material Designed for highly able A-level class. Includes: questions, embedded videos, worksheet, homework, slide timers, slide animations, interactive answers on slides, worksheet and a plenary. AQA Specification reference: 3.2.1.1 ALevel Biology Textbook: Section 2 Cells, Chapter 3.4

Metabolism and the liver 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: 4.4.2.1 Relevant chapter: B9 Respiration. AQA Biology third edition textbook-Page 140-141 Students are required to know the following; Students should be able to explain the importance of sugars, amino acids, fatty acids and glycerol in the synthesis and breakdown of carbohydrates, proteins and lipids. Metabolism is the sum of all the reactions in a cell or the body. The energy transferred by respiration in cells is used by the organism for the continual enzyme controlled processes of metabolism that synthesise new molecules. Metabolism includes: •conversion of glucose to starch, glycogen and cellulose •the formation of lipid molecules from a molecule of glycerol and three molecules of fatty acids • the use of glucose and nitrate ions to form amino acids which in turn are used to synthesise proteins • respiration •breakdown of excess proteins to form urea for excretion. All of these aspects are covered in more detail in the relevant specification section but are linked together here.

Rates of decomposition lesson created in accordance to the NEW AQA Specification (9-1). Designed for a separate class only, although content can be adjusted to suit any ability. Required practical has been taught in a separate lesson. 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: 4.7.2.3 Relevant chapter: B17 organising an ecosystem. AQA Biology Third edition textbook-Page 282-283 Students are required to know the following; Students should be able to explain how temperature, water and availability of oxygen affect the rate of decay of biological material. Students should be able to: • calculate rate changes in the decay of biological material Gardeners and farmers try to provide optimum conditions for rapid decay of waste biological material. The compost produced is used as a natural fertiliser for growing garden plants or crops. Anaerobic decay produces methane gas. Biogas generators can be used to produce methane gas as a fuel.

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: questions, slide timers, slide animations, interactive answers on slides, worksheet and a plenary. *This lesson includes a practical which is not required. * 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 226-227. Students are required to know the following; Tissue culture: using small groups of cells from part of a plant to grow identical new plants. This is important for preserving rare plant species or commercially in nurseries. Cuttings: an older, but simple, method used by gardeners to produce many identical new plants from a parent plant. Embryo transplants: splitting apart cells from a developing animal embryo before they become specialised, then transplanting the identical embryos into host mothers. 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.