This lesson is designed for the NEW AQA AS-level Biology course, particularly the ‘Cells’ module. For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep. You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach! To begin this lesson on cancer, students will review their knowledge of cell processes. They should be able to describe mitosis, the prophase, and cytokinesis in detail. For a quick recap on mitosis students will watch a short video, then use their mini whiteboards to name cell cycles and their roles based the images on the following slides! Students will then learn to calculate miotic index (MI). The following slide features an exam-style chart for them to practice calculating MI values. They will then learn to calculate the time a cell spends in each stage and complete example calculations by showing all of their working on their mini whiteboards. Answers for self-assessment are on the following slide. Using their knowledge on MI and cell stage time students will begin to think about cancer. They should make note of the definitions of key words before moving on. Students will then watch a short video on the cancer genome project and answer four questions in their books while watching. Answers are provided for self-assessment. The cell cycle is controlled at three checkpoints, at which the cell can continue or stop production. Students should make clear note in their books before moving on to discuss how these checkpoints are relevant to cancer. The following slides define proto-oncogenes, oncogenes, and mutated tumour suppressor genes, so students should be able to explain how mutations cause cancer. Students are then taught how cancer treatment works in the cell cycle. The following slide considers the cellular side-effects of treating cancer. To consolidate students will practise an exam-style fill in the blank task. Answers are on the following slide for self-assessment. The plenary task is for students to draft a WhatsApp message to a friend explaining what they have learned about cancer in this lesson. All resources are included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA AS-level Biology course, particularly the ‘Organisms & their Environment’ module. For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep. You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach! This lesson on the gas exchange processes in fish begins with a quick review of the insect exchange system and the advantage of tracheoles being filled with water. Students are then introduced the exchange properties of fish; they should discuss as a class how fish supply respiratory gases to cells within their body tissues. They will then watch a short video and answer exam style questions based on the video. This activity should help students be prepared for a function/feature matching activity; answers are available on the following slide for self-assessment. The next task is to complete sentences explaining the process of gas exchange in fish and defining the features and functions of fish. Answers are on the following slide for self-assessment! Students are then introduced to the counter-current exchange. They should take thorough notes and understand the importance of the process. A video link is available in the notes in order to help consolidate. A worksheet with the appropriate diagrams is included. The following slide reiterates the difference between parallel and counter current flow. Points to note for an exam question are in the notes below, students will have the opportunity to answer exam style questions in the next task and answers are available for self-assessment. This lesson features a lab task for students to dissect and observe gas exchange surfaces in a bony fish. The method is set out on the slides. The lesson ends with a plenary, students should complete an exit card sharing 3 things they’ve learnt, 5 key words, and 1 question to test their peers. All resources are included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This is a homeschool pack designed for the GCSE Biology course, specifically the ‘B1.2 Organisation’ unit of work. For more lessons & homeschool packs designed for KS3 and KS4, please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This comprehensive pack contains twelve pages of information, to meet all learning objectives within the GCSE Biology ‘Organisation’ unit of work. This is followed by seven pages of questions, differentiated to suit a range of abilities, as well as a detailed mark scheme for students/parents to mark and correct answers. The pack covers the following topics: Stem Cells Tissues & organs The human digestive system Human digestive enzymes The blood Blood vessels The heart Helping the heart Breathing & gas exchange Plants tissues & organs Transport in plants Evaporation & transpiration Thanks for looking :), if you have any questions please email me at swift.education.uk@gmail.com.

This is a homeschool pack designed for the GCSE Biology course, specifically the ‘B1.3 Infection & Response’ unit of work. For more lessons & homeschool packs designed for KS3 and KS4, please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This comprehensive pack contains nine pages of information, to meet all learning objectives within the GCSE Biology ‘Infection & Response’ unit of work. This is followed by five pages of questions, differentiated to suit a range of abilities, as well as a detailed mark scheme for students/parents to mark and correct answers. The pack covers the following topics: Heath & Wellness Pathogens & Disease Preventing Infections Defence Mechanisms Antibiotics & Painkillers Vaccination Bacterial Diseases Viral Disease Fungal & Protist Diseases Cancer Antibiotic Resistance Drug Trials Smoking Alcohol Thanks for looking :), if you have any questions please email me at swift.education.uk@gmail.com.

This lesson is designed for the NEW AQA AS-level Biology course, particularly the ‘Cells’ module. For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep. You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach! To begin this lesson on the methods of studying cells, students will review previous lessons by discussing the nature of water and the reasons water is important to living organisms. Students should also discuss the properties of ATP and the importance of those properties. Students will then learn some of the basics of different microscopes. The slides then explain magnification and resolving power. To prepare students to calculate total magnification, the students will work through a review slide on units of measurement then practise some unit conversions on their mini whiteboards! The next few slides define total magnification and explain how to make sense of the actual size of a specimen. The previous exercise on unit conversion will be helpful here! A final example is shown before students are given a task with two magnification questions to complete in their books. They can self-access to the following slide. Students can then complete an included worksheet on magnification calculation, answers are available on the next slide for self or partner-assessment. The attached Magnification Questions sheet also includes worked answers. To explain cell fractionation students will watch a quick video then answer a few questions. The stages of cell fractionation are then set out in detail on the following slides, extra thoughts can be found in the notes below the slides. Students can then complete a grid activity to demonstrate each stage in their books. The plenary task is to create quiz questions to test their peers on the methods of studying cells. All resources are included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA AS-level Biology course, particularly the ‘Biological Molecules’ module. For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep. You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach! This lesson begins with an introduction to proteins, the importance of such molecules in the human body as well as the general structural formula of an amino acid. Students are then shown the structural formula of two amino acids - glycine and alanine - and are asked to used their mini whiteboards to show how a condensation reaction could occur between the two molecules to form a peptide bond. There work can then be checked against the answer provided on the PowerPoint. Over the course of the next few slides, you can run through the main principles of the formation of a protein from the primary -> secondary -> tertiary -> quaternary structure. As students listen to the main principles, they can write these down onto their ‘Protein Summary Sheet’ - provided. Students will then be given a worksheet which shows an image/description of a protein as one of the four levels of protein formation, students have to identify which level it is at (primary, secondary, tertiary, quaternary). Once complete, students can self-assess their work using the answers provided on the PowerPoint. Students will now be introduced to the Biuret test for proteins, which they will need to be able to recite as well as give details of a positve/negative result. The last activity is a past-paper question to test students knowledge of what has been learned this lesson, which can be self-assessed using the mark scheme provided. The plenary requires students to write a twitter message to outline what they have learned this lesson, including #keywords. All resources are included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This is a homeschool pack designed for the GCSE Biology course, specifically the ‘B1.4 Bioenergetics’ unit of work. For more lessons & homeschool packs designed for KS3 and KS4, please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This comprehensive pack contains nine pages of information, to meet all learning objectives within the GCSE Biology ‘Bioenergetics’ unit of work. This is followed by five pages of questions, differentiated to suit a range of abilities, as well as a detailed mark scheme for students/parents to mark and correct answers. The pack covers the following topics: Photosynthesis Structure of plants - Adapated to photosynthesis Rate of photosynthesis Products of photosynthesis Making the most of Photosynthesis Aerobic respiration Anaerobic respiration Response to exercise Metabolism & the liver Thanks for looking :), if you have any questions please email me at swift.education.uk@gmail.com.

This is a homeschool pack designed for the GCSE Biology course, specifically the ‘B1.6 Inheritance, variation & evolution’ unit of work. For more lessons & homeschool packs designed for KS3 and KS4, please visit my shop at: https://www.tes.com/teaching-resources/shop/SWiftScience. This comprehensive pack contains nine pages of information, to meet all learning objectives within the GCSE Biology ‘Inheritance, variation & evolution’ unit of work. This is followed by five pages of questions, differentiated to suit a range of abilities, as well as a detailed mark scheme for students/parents to mark and correct answers. The pack covers the following topics: Types of Reproduction Meiosis Gene Expression & Inheritance DNA Structure & Protein Synthesis Inherited Disorders Genetic Screening Variation Continuous & Discontinuous Variation Selective Breeding Genetic Engineering Ethics of Gene Technologies Evolution by Natural Selection Evidence for Evolution: Fossils Extinction Evolution of Antibiotic Resistant Bacteria Thanks for looking :), if you have any questions please email me at swift.education.uk@gmail.com.

All resources are included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)