Topic three lesson five focuses on inheritance. The lesson starts with a key word association. The lesson moves onto look at the most basic variation, male or female, and gives the students the opportunity to make their own observations of a punnet square. The learning journey then looks at cystic fibrosis as a case study to inheritance; both the symptoms and prognosis are discussed. Students then look at pedigree analysis and answer questions regarding it. The main demonstrate activity is differentiated and led by a hinge point question, the lesson concludes with an exit ticket.

Edexcel 9-1 GCSE Biology: Topic 3, lesson 1-7 admin. This resource includes the learning outcomes, exit ticket tracker and an excel lesson schedule. This is not a stand alone resource.

Overarching concepts in biology. The lesson requires microscopes and slides, it focuses on identify the difference between prokaryotes and Eukaryotes. The AFL component is a 10 mark hinge question this lead to a differentiated outcome depending on the score. There is an exit ticket at the end. Lesson allows student to be independent but at the same time provides structure and fits the students needs.

The lesson requires a print out of some of the slides to enable the students to gain the information in a engaging and discovery led way. The students develop their ideas with a differentiated activity before attempting the same exam question to demonstrate their knowledge. There is an exit ticket at the end. The lesson embeds high quality student led learning and matches the learners' needs via differentiated activities.

The lesson requires microscopes and slides, it focuses on identify key organelles in prokaryote cells. There is a differentiated activity to help the students build ideas, this focuses on the dangers as well as key organelles in bacteria. This is followed by a new spec exam question. There is an exit ticket at the end.

The lesson starts with a presentation focus to ensure the students show pride in their work. It then moves in to introduce the main cells of the lesson: cilliated epithelial, sperm and egg. After a brief introduction to these there is a ten minute Kagan activity where students can gather information about the cell before sharing with their group. This rolls into a true or false hinge point question to direct learning via differentiated association squares. The learners solidify their understanding with a Cloze activity before finishing with an exit ticket.

Enzymes higher level lesson based around nutrition (written by Nutrition major) The lesson start with a key word match up to overcome difficulties in language. This is followed by a video with questions to provide an active watch for the students. The lesson assesses learning via a hinge point question and the students move on to attempt a differentiated task. The task looks at various illnesses induced by enzyme deficiency, there are corresponding question to assess the understanding. The lesson concludes with an exit ticket.

The lesson is specific the new Edexcel GCSE and part of topic 5. The lesson starts by engaging the students in what it means to be healthy before to learning outcomes are discussed. The lesson moves to look at the WHO definition of help with memory trigger pictures to help students make associations. After this a graph is interpreted that helps establish the correlation between wealth and health, there are questions to guide thinking and HOTS questions to stretch able students. Definitions of communicable and non-communicable disease are reviewed with students before a work sheet and a further HOTS questions stretch learning and demonstrate understanding the lesson concludes with an exam question and model answer.

The lesson starts by engaging the students in what it means to be healthy before to learning outcomes are discussed. The lesson moves to look at the WHO definition of help with memory trigger pictures to help students make associations. After this a graph is interpreted that helps establish the correlation between wealth and health, there are questions to guide thinking and HOTS questions to stretch able students. Definitions of communicable and non-communicable disease are reviewed with students before a work sheet and a further HOTS questions stretch learning and demonstrate understanding the lesson concludes with an exam question and model answer.

The lesson starts by getting student to make the link between amylase and sugar. Three Key definitions are reviewed before a table and colour scale is given out. The students then experiment with amylase, the method made clear. They then demonstrate their understanding with a graph before reviewing learning with and exit ticket.

The lesson start by looking at variety in plants, this case study in the venus fly trap. There is then a hinge point question to decide the starting point for the SOLO taxonomy task; this starts with basic key word match up and finishes with adaptations of cacti and stomata. This includes both the ppt and the SOLO work sheet.

Here are 4 differentiated worksheets on speed distance time. Bronze worksheet: very basic unit and number manipulation in a scaffold-ed table. Silver worksheet: harder question than bronze yet still within a table structure. Gold worksheet: harder questions than silver with a more open style. Purple worksheet: Exam style open ended questions

This is the Learning Outcome sheet for GCSE Biology, Edexcel Topic 5 - Health and disease. This includes of the combined science biology spec points for topic 5, exit ticket tracker, RAG by learning outcome and entry and exit test tracker. **This resource is not a stand alone resources, to be bought with my other Topic 5 resources.

The lesson is specific the new Edexcel GCSE and part of topic 5 (lesson 2). The lesson starts with a gcse biology question looking at the prevalence of TB and HIV. The learning outcomes are then reviewed before the students attempt an independent research task looking at five communicable diseases and answering questions that lead to an understanding of the learning outcome. Their understanding is assessed by matching question and answer card sort, included were in the download, there is a higher order question two push the top end of students. The lesson concludes with a 10 mark exam question which students record in an exit ticket tracker and rank their learning outcomes. There is a model answer to the ten mark exam question included to ensure consistency for the students.

The lesson starts with a gcse biology question looking at the prevalence of TB and HIV. The learning outcomes are then reviewed before the students attempt an independent research task looking at five communicable diseases and answering questions that lead to an understanding of the learning outcome. Their understanding is assessed by matching question and answer card sort, included were in the download, there is a higher order question two push the top end of students. The lesson concludes with a 10 mark exam question which students record in an exit ticket tracker and rank their learning outcomes. There is a model answer to the ten mark exam question included to ensure consistency for the students.

The lesson starts by recapping what a force diagram is before looking at examples of force diagrams. There is the a active watch video with HOTS questions to answer. The understanding is assessed via a mini-whiteboard identification of forces. The lesson further assesses understanding with a hinge question an this leads a differentiated activity on force diagrams. The lesson concludes with an exit ticket.

The lesson start by looking at the Apollo 8 rocket taking off and introduces the huge unbalanced forces at play. The teacher then lead with a series of images of scuba divers an gives an opportunity to question the class. The lesson builds to start including numbers so the student can calculate the resultant force before the students construct meaning using a simple worksheet on force diagrams. The lesson concludes with a detailed exit ticket.