A full differentiated lesson covering ‘Ecosystems and interaction between organisms’ form the Edexcel GCSE specification but can be used for others. The lesson covers key definitions, interdependence, abiotic vs biotic factors and touches on energy transfer in ecosystems. Differentiated tasks included throughout with answers included for ease of use.

A full lesson based on the OCR-A SOW but can be used for others. The lesson covers meiosis in sexual reproduction and the stages of meiosis 1 and 2. Students are directed to take note of key sections using red font. Students then apply their knowledge to a card sort activity which can be glued to A3 paper to create a revision resource on meiosis. The lesson then progresses to cover ‘cross over’ and ‘independent assortment’ ahead of PP questions and a final reflective plenary. All answers are included into the slides for each activity allowing for self/peer correction. Timers are included to promote pace.

A full lesson based on the new AQA (B10.3) SOW but can be used for others. The lesson recaps the types of neurones, covers synapse and then the reflex arc. A range of activities are included alongside a worksheet which consolidates learning across B10. All answers are included through animation to facilitate self/peer marking and timers are included to promote pace. The plenary is based on student reflection upon their progress against the learning objectives.

A full lesson based on the OCR-A SOW but may be used for others. The lesson covers distribution, abundance percentage cover, random sampling, frame quadrats, point quadrats and transects. Student learning is assessed at 3 stages with the use of past paper questions. Answers are included for self/peer marking.

This is a full differentiated lesson based on the new AQA (B4.1) SOW but can be used for others. The lesson starts with a short video on blood components to incite interest. There is then a short talk on blood plasma, RBCs, WBC and platelets - students fill in a table as you progress through the slides. Students then apply their knowledge to a differentiated question grid challenge, and self/peer mark. The practical is based on students using microscopes to observe blood components (microscopes and preprepared slides required) and answering questions. A stretch activity is included for the more able, again answers are included to facilitate self/peer marking. The plenary consists of students reflecting upon their progress against the learning objectives, peers can select one another to share answers.

A full lesson based on the new AQA (B5.6) SOW. This lesson uses cordyceps fungi to incite interest during the starter. It then focuses on athletes foot and rose black spot - red font is used to indicate where students should take notes. A differentiated question grid is used to apply learning/conduct AFL (answers included). The lesson then covers malaria ahead of a final PP question (answers included). There is then a short quiz based on the lessons content - students can be elected to answer by throwing round a soft toy or whiteboards can be used. A final ‘back up’ plenary involves students reflecting upon their progress against the learning objectives.

A full differentiated lesson based on the OCR-A SOW and delivered to an A2 class. The lesson covers eating and exercise and their effects on blood glucose, the pancreas, islet of Langerhans and the effects of insulin and glucagon. Student understanding is assessed by a differentiated question grid challenge (answers included). The lesson then progresses to cover negative feedback, and the depolarisation of beta cells with a simple reorder task for AFL afterwards (answers included). A PP question is included for further application of knowledge/AFL (answers included). The plenary is based on student reflection upon their progress against the learning objectives. Timers are included to promote pace.

A full differentiated lesson based on the new AQA (B6.1) SOW. The lesson uses video, animation and think pair and share activities to teach the concepts of vaccination and herd immunity. Student understanding is assessed/applied through the use of a differentiated question grid and past paper questions (answers included). The plenary is based on students reflecting upon their progress against the learning objectives.

Slides to introduce PAG 3.3, guidelines on what the students need to complete, an experimental approach to suggest to the students and an example data set to use as a back-up. The suggested experiment included should be practical to most school/college sites.

This lesson is tailored to the new OCR-A SOW. Please note this is a follow on lesson to a free resource which can be found here: https://www.tes.com/teaching-resource/gene-expression-lac-operon-complete-lesson-a2-11780445 This lesson expands on the above to cover introns, exons and mRNA editing, cAMP is post transnational regulation of gene expression, body plans (Hox genes), and apoptosis and mitosis in the regulation of body plans. All answers incorporated into the slides or attached in included mark scheme, animation is included to facilitate self correction/questioning and timers are included to promote pace.

A full lesson based on the OCR-A SOW but could be used for others. This lesson was delivered to an A2 class but the content is quite simple making it suitable for AS alike. This lesson covers genetic and environmental factors within inheritance, using chlorosis in plants and body mass in animals as examples for the latter. The role of sexual reproduction in genetic variation is then studied, alongside homozygous and heterozygous inheritance and continuous/discontinuous variation. A range of activities (including 2 past paper questions) are used to apply knowledge/check for understanding at certain stages within the lesson. Timers are included to promote pace and all answers are included via animation. Self/peer marking follows each activity.

The free resource that precedes this lesson can be found here: https://www.tes.com/teaching-resource/gene-expression-lac-operon-complete-lesson-a2-11780445 This particular lesson expands on the previous two to cover the response of genes to stimuli, the types of genetic mutation and neutral, beneficial and harmful mutations. All answers are incorporated into the slides or attached in the included mark scheme.

Includes comprehensive slides with extension work, support sheet for less able, card sort activity, product critique activity and differentiated question grid. All incorporated into the slides, no additional material needed. Used for year 8 class based on Activate text book, could be used for year 9 or a more able year 7 class.

A full, differentiated lesson based on the new AQA (B4.2) SOW. This lesson starts off with a brief video to introduce the topic and then covers arteries, veins and capillaries in detail. Student understanding is checked via a differentiated question grid challenge. Students then attempt a past paper question (9 marks) and peer/self mark. The lesson then covers double circulation and its advantages. Another PP question is used for students to apply their learning. Peer/self marking facilitates AFL. A plenary question involves students comparing the efficiency of a fishes circulatory system to our own. Again this can be self/peer assessed. Students then finally reflect on their learning progress against the learning objectives. All answers are included within the slides, and timers are used to promote pace. LO are ranked based on the new 1-9 system.

A full lesson based on the Activate 1 (WS 1.3) SOW but can be used for others. This lesson covers experimental variables, recording data, calculating the mean and graph drawing. The main activity involves students doing a simple experiment (2 different types of ball and meter rulers required), recording their results and drawing a bar chart. The plenary is based on students reflecting upon their progress against the learning objectives.

A complete lesson based on the new AQA (B4.5) SOW. The lesson covers the structure of the gas exchange system, the role of diffusion, the diaphragm and intercostal muscles and the adaptations of the alveoli. Learning is assessed at 4 stages by think pair and share, a sentence reorder task and past exam questions (answer included). The plenary is based on students reflecting upon their progress against the learning objectives.

A full lesson based on the new AQA (B5.5) SOW. The lesson covers salmonella food poisoning, gonorrhoea, and bacterial diseases in plants. Student understanding is checked at various stages with answers included via animation. The two main activities include a differentiated question grid challenge and a PP question (answers also included). Images and video are used to incite student interest. The plenary is based upon students reflecting upon their progress against the learning objectives.

A full lesson based on the Activate 1 (WS 1.2) SOW but can be used for others. The lesson teaches experimental planning, accuracy and precision, uncertainty, repeatability and reproducibility. A range of activities are included, all the required answers are incorporated into the slides. If you like this lesson visit my shop for superior teaching resources: https://www.tes.com/teaching-resources/shop/matt_nick1in

A full lesson based on the new AQA (B5.3) SOW but could be used for others. The lesson uses the plague to incite interest (first 2 slides) and then moves onto the work of Ignaz Semmelweis (literacy exercise taken from other TES author). The lesson then briefly discusses other important discoveries and ways to prevent the spread of communicable diseases; hygiene, destroying vectors, vaccination and isolating infected individuals. A differentiated question grid is used to apply student learning. The plenary is based on the students reflecting upon their progress against the learning objectives. If you like this resource please visit my shop for more: https://www.tes.com/teaching-resources/shop/matt_nick1in

A full lesson based on the OCR-A SOW and delivered to an A2 class. The lesson covers the organisation of genes in prokaryotes and eukaryotes, transcription factors and the lac operon. The activity is taken (and corrected) from another TES author. Regulation at the post transcriptional and post-transnational levels is covered in a following lesson. If you like this resource please visit my shop for more: https://www.tes.com/teaching-resources/shop/matt_nick1in