A Science teacher by trade, I've also been known to be found teaching Maths and PE! However, strange as it may seem, my real love is designing resources that can be used by other teachers to maximise the experience of the students. I am constantly thinking of new ways to engage a student with a topic and try to implement that in the design of the lessons.
A Science teacher by trade, I've also been known to be found teaching Maths and PE! However, strange as it may seem, my real love is designing resources that can be used by other teachers to maximise the experience of the students. I am constantly thinking of new ways to engage a student with a topic and try to implement that in the design of the lessons.
This detailed lesson describes how the ventilation rate is controlled by the ventilation centre in the medulla oblongata. The engaging PowerPoint and accompanying resource have been designed to cover the second part of point 7.13 (ii) in unit 5 of the Edexcel International A-level Biology specification.
The previous lesson described the control of heart rate so this lesson has been written to tie in with this and to use this knowledge to further the students understanding of the control of ventilation rate. The lesson begins with a focus on the muscles involved in ventilation, specifically the diaphragm and external intercostal muscles, so that students can understand how their contraction results in an increase in the volume of the thoracic cavity. Boyle’s law is briefly introduced to allow students to recognise the relationship between volume and pressure so that the movement of air with the pressure gradient can be described. Time is then taken to consider the importance of inhalation and an exam-style question challenges the students to explain that a constant supply of oxygen to the alveoli is needed to maintain a steep concentration gradient with the surrounding capillaries. The students are then tasked with writing a description of exhalation at rest using the description of inhalation as their guide. The rest of the lesson focuses on the mechanisms involved in increasing the rate and depth of breathing during exercise. Students will use their knowledge of the control of heart rate to recall that chemoreceptors detect changes in oxygen and carbon dioxide and blood pH and that the medulla oblongata processes the sensory information that it receives before coordinating a response. The final task challenges them to use the information provided in this lesson and the previous one to order 10 detailed descriptions so they can form a complete passage about this control system
As cells are the building blocks of living organisms, and Biology is the study of life, it’s fairly obvious that a clear understanding of cell structure is going to be critical for the success of an A-level student on the OCR A-level Biology A course. The 6 lessons included in this bundle are highly detailed and have been intricately planned to contain the detail needed at this level and to make links to topics in the other modules of the specification.
The lesson PowerPoints and accompanying resources contain a wide range of tasks which will engage and motivate the students whilst covering the following specification points in module 2.1.1:
The use of microscopy to observe and investigate different types of cell and cell structure in a range of eukaryotic organisms
The use of the eyepiece graticule and stage micrometer
The use of staining in light microscopy
The use and manipulation of the magnification formula
The difference between resolution and magnification
The ultrastructure of eukaryotic cells and the functions of the different cellular components
The interrelationship between the organelles involved in the production and secretion of proteins
The importance of the cytoskeleton
The similarities and differences in the structure and ultrastructure of prokaryotic and eukaryotic cells
If you would like to sample the quality of the lessons included in this bundle, then download “The use of microscopy” and “cytoskeleton” lessons as these have been uploaded for free
This lesson describes how to prepare and examine microscope slides and the use of staining in light microscopy. The PowerPoint and accompanying resources have been designed to cover points 2.1.1 (b & c) of the OCR A-level Biology A specification and describe how the eyepiece graticule and stage micrometer are used to measure the size of an object with a light microscope and the use of eosin and methylene blue.
The main task of this lesson involves a step by step guide which walks students through the methodology and the use of the scale on the stage micrometer to identify the size of the divisions of the eyepiece graticule and this will need them to convert between units. Moving forwards, the students are challenged to apply this method to a series of exam-style questions and the mark scheme is displayed on the PowerPoint so that they can assess their understanding. In the last lesson, they were briefly introduced to the idea that some specimens need to be stained as light passes completely through transparent samples and the remainder of the lesson builds on this knowledge. Students will learn that cell populations, structures within cells and biological tissues can be distinguished using stains and a series of questions will challenge them to make links to biological molecules, organelles and infections. Links are also made to the upcoming topic of epithelial tissue in the respiratory system.
This lesson has been specifically written to tie in with the previous lesson on light and electron microscopes and 2 rounds of the sub-module quiz competition are found in this lesson.
It’s fair to say that cell structure and biological molecules are two of the most important topics in the OCR A-level Biology A course and all 19 lessons that are included in this bundle have been planned at length to cover the module 2.1.1 & 2.1.2 specification points in the detail required at this level.
The lesson PowerPoints and their accompanying resources contain a wide range of tasks as well as regular checks to allow students to assess their understanding of the current content as well as prior knowledge checks to emphasise the importance of making links to topics in other modules.
The following specification points in modules 2.1.1 (cell structure) and 2.1.2 (biological molecules) are covered by the lessons in this bundle:
2.1.1
The use of microscopy to observe and investigate different types of cell and cell structure in a range of eukaryotic organisms
The use of the eyepiece graticule and stage micrometer
The use of staining in light microscopy
The use and manipulation of the magnification formula
The difference between magnification and resolution
The ultrastructure of eukaryotic cells and the functions of the different cellular components
The interrelationship between the organelles involved in the production and secretion of proteins
The importance of the cytoskeleton
The similarities and differences between the ultrastructure of prokaryotic and eukaryotic cells
2.1.2
The properties and roles of water in living organisms
The concept of monomers and polymers and the importance of condensation and hydrolysis reactions
The chemical elements that make up biological molecules
The structure and properties of glucose and ribose
The synthesis and breakdown of a disaccharide and a polysaccharide by the formation and breakage of glycosidic bonds
The structure of starch, glycogen and cellulose molecules
The relationship between the structure, function and roles of triglycerides, phospholipids and cholesterol in living organisms
The general structure of an amino acid
The synthesis and breakdown of dipeptides and polypeptides
The levels of protein structure
The structure and function of globular proteins
The properties and functions of fibrous proteins
The key inorganic ions involved in biological processes
The chemical tests for proteins, reducing and non-reducing sugars, starch and lipids
If you would like to sample the quality of the lessons included in this bundle, then download the following lessons as they have been uploaded for free:
The use of microscopy
The importance of the cytoskeleton
Properties and roles of water
Glucose & ribose
General structure of an amino acid
Dipeptides, polypeptides and protein structure
This resource contains an engaging and detailed lesson PowerPoint and accompanying worksheets which cover the content of both the Core and Supplement sections of topic 14.2 (Sense organs) as detailed in the CIE IGCSE Biology specification. Understanding checks are included at regular points throughout the lesson to allow the students to self-assess their progress and quiz competitions like SAY WHAT YOU SEE and LOOK into these WORDS introduce key terms in a fun and memorable way. The following content is covered across this resource:
The function of the cornea, retina, lens, optic nerve and iris
Identifying these structures and the pupil, fovea and blind spot on a diagram
The roles of the rods and cones in the retina and their distribution
Explain the pupil reflex in terms of the antagonistic action of the muscles in the iris
Accommodation to view near and distant objects
Sense organs and the stimuli to which they respond
This lesson has been designed for GCSE-aged students who are studying the CIE IGCSE Biology course but is suitable for both younger and older students who are studying this organ
This resource, which consists of an engaging and detailed PowerPoint and a differentiated worksheet, has been designed to cover the content in the supplement section of topic 14.4 in the CIE IGCSE Biology specification, specifically the control of blood glucose concentration and the symptoms and treatment of diabetes type I. A wide range of activities are found across the lesson which will engage and motivate the students whilst the important content is covered and understanding and previous knowledge checks are included at regular points so students can assess their progress.
The following content is covered across this resource:
The release of insulin by the pancreas when high glucose levels are detected
The role of the liver and muscle cells in the conversion of glucose to glycogen
Negative feedback in this homeostatic control mechanism
Diagnosis and treatment of type I diabetes
Type I diabetes as an autoimmune disease (link to topic 10)
The release of glucagon and the role of the liver cells when blood glucose concentration is low
As shown above, links are made to other topics where possible so students can recognise the importance of making connections between related subjects.
This lesson has been designed for students studying on the CIE IGCSE Biology course but is suitable for older students who are looking at this topic at A-level and need to recall the key details
The engaging PowerPoint and accompanying differentiated worksheets which come as part of this lesson resource have been designed to cover the SUPPLEMENT section of topic 13.1 of the CIE IGCSE Biology specification which states that students should be able to describe the structure and function of the kidneys. Students will initially be introduced to the gross anatomy of the kidneys with the cortex and medulla and the associated ureter before moving on to the fine anatomy of the tubules and focusing on the key functions like ultrafiltration and selective reabsorption. Lots of discussion points and student discovery have been written into the lesson to encourage students to think about why a certain process takes place before attempting to explain it using the Biology. In addition, there are lots of understanding checks and prior knowledge checks so that students are challenged on their knowledge of previously learned topics such as active transport and the components of blood.
The final task of the lesson challenges the students to use their knowledge of the formation of urea from earlier in topic 13 and combine it with what they have learnt in this lesson to arrange statements about the journey of this molecule into the right order
This lesson has been designed for students who are studying the CIE IGCSE Biology course but is suitable for older students who are studying the kidney at A-level and want to recall some of the key details of the structure and function of this organ
Each of the 4 lessons included in this bundle are fully-resourced and have been designed to cover the content as detailed in topic 7.3 (Evolution may lead to speciation) of the AQA A-Level Biology specification. The specification points that are covered within these lessons include:
Phenotypic variation within a species
The effects of stabilising, directional and disruptive selection
The importance of genetic drift in causing changes in allele frequency
Allopatric and sympatric speciation
The lessons have been written to include a wide range of activities and numerous understanding and prior knowledge checks so students can assess their progress against the current topic as well as be challenged to make links to other topics within this module and earlier modules
If you would like to see the quality of the lessons, download the phenotypic variation lesson which is free
This engaging and fully-resourced lesson looks at the myogenic nature of cardiac muscle and explores the roles of the SAN, AVN and Purkyne tissue in the initiation and control of heart action. The PowerPoint and accompanying resources have been designed to cover points 8.2 (d) of the CIE International A-level Biology specification.
The lesson begins with the introduction of the SAN as the natural pacemaker and then time is given to study each step of the conduction of the impulse as it spreads away from the myogenic tissue in a wave of excitation. The lesson has been written to make clear links to the cardiac cycle and the structure of the heart and students are challenged on their knowledge of this system from topic 8.1. Moving forwards, students are encouraged to consider why a delay would occur at the AVN and then they will learn that the impulse is conducted along the Bundle of His to the apex so that the contraction of the ventricles can happen from the bottom upwards. The structure of the cardiac muscle cells is discussed and the final task of the lesson challenges the students to describe the conducting tissue, with an emphasis on the use of key terminology
Due to the detailed nature of this lesson, it is estimated that it will take about 2 hours of A-level teaching time to cover the detail
This fully-resourced looks at the phenomenon known as the Bohr effect and describes and explains how an increased carbon dioxide concentration effects the dissociation of adult oxyhaemoglobin. The PowerPoint and accompanying resources have been designed to cover point 8.1 (g) of the CIE International A-level Biology specification and continually ties in with the previous lesson on the role of haemoglobin in carrying oxygen.
The lesson begins with a terminology check to ensure that the students can use the terms affinity, oxyhaemoglobin and dissociation. In line with this, they are challenged to draw the oxyhaemoglobin dissociation curve and are reminded that this shows how oxygen associates with haemoglobin but how it dissociates at low partial pressures. Moving forwards, a quick quiz is used to introduce Christian Bohr and the students are given some initial details of his described effect. This leads into a series of discussions where the outcome is the understanding that an increased concentration of carbon dioxide decreases the affinity of haemoglobin for oxygen. The students will learn that this reduction in affinity is a result of a decrease in the pH of the cell cytoplasm which alters the tertiary structure of the haemoglobin. Opportunities are taken at this point to challenge students on their prior knowledge of protein structures as well as the bonds in the tertiary structure. The lesson finishes with a series of questions where the understanding and application skills are tested as students have to explain the benefit of the Bohr effect for an exercising individual.
This fully-resourced lesson looks at the structures that make up the gross anatomy of the heart and also covers the calculation of cardiac ouput. The engaging and detailed PowerPoint and accompanying resources have been designed to cover the 4th part of point 3.4.1 of the AQA A-level Biology specification which states that students should be able to describe the gross structure of the human heart and be able to use the equation stroke volume x heart rate to calculate cardiac output.
As this topic was covered at GCSE, the lesson has been planned to build on this prior knowledge whilst adding the key details which will enable students to provide A-level standard answers. The primary focus is the identification of the different structures of the heart but it also challenges their ability to recognise the important relationship to function. For example, time is taken to ensure that students can explain why the atrial walls are thinner than the ventricular walls and why the right ventricle has a thinner wall than the left ventricle. Opportunities are taken throughout the lesson to link this topic to the others found in topic 3.4.1 such as blood circulation and the cardiac cycle. Moving forwards, the students are introduced to the stroke volume and meet normative values for this and for resting heart rate. This will lead into the calculation for cardiac output and a series of questions are used to test their ability to apply this equation as well as percentage change.
This engaging lesson looks at the role of haemoglobin in carrying oxygen and carbon dioxide. The PowerPoint has been designed to cover point 8.1 (f) of the CIE International A-level Biology specification and includes references to the role of carbonic anhydrase and the formation of haemoglobinic acid and carbaminohaemoglobin.
The lesson begins with a version of the quiz show Pointless to introduce haemotology as the study of the blood conditions. Students are told that haemoglobin has a quaternary structure and are challenged to use their prior knowledge of biological molecules to determine what this means for the protein. They will learn that each of the 4 polypeptide chains contains a haem group with an iron ion attached and that it is this group which has a high affinity for oxygen. Time is taken to discuss how this protein must be able to load (and unload) oxygen as well as transport the molecules to the respiring tissues. Students will plot the oxyhaemoglobin dissociation curve and the S-shaped curve is used to encourage discussions about the ease with which haemoglobin loads each molecule. The remainder of the lesson looks at the different ways that carbon dioxide is transported around the body that involve haemoglobin. Time is taken to look at the dissociation of carbonic acid into hydrogen ions so that students can understand how this will affect the affinity of haemoglobin for oxygen in an upcoming lesson on the Bohr effect.
This fully-resourced lesson looks at the double, closed circulatory system as found in a mammal and considers how the pulmonary circulation differs from the systemic circulation. The engaging PowerPoint and accompanying resources have been designed to cover point 8.1 (a) of the CIE International A-level Biology specification
The lesson begins with a focus on the meaning of a double circulatory system and checks that students are clear in the understanding that the blood passes through the heart twice per cycle of the body. Beginning with the pulmonary circulation, students will recall that the pulmonary artery carries the blood from the right ventricle to the lungs. An opportunity is taken at this point to check on their knowledge of inhalation and the respiratory system as well as the gas exchange between the alveoli and the capillary bed. A quick quiz is used to introduce arterioles and students will learn that these blood vessels play a crucial role in the changes in blood pressure that prevent the capillaries from damage. When looking at the systemic circulation, time is taken to look at the coronary arteries and renal artery as students have to be aware of these vessels in addition to the ones associated with the heart. In the final part of the lesson, students are challenged to explain how the structure of the heart generates a higher pressure in the systemic circulation and then to explain why the differing pressures are necessary.
As a result of the constant reference to the heart, the blood vessels and the blood, students will be reminded that these are the components of the circulatory system
This engaging lesson covers the biological classification of a species, phylogenetic classification and the use of the binomial naming system. The PowerPoint and accompanying resources have been designed to cover point 4.5 of the AQA A-level Biology specification which is titled species and taxonomy.
The lesson begins by looking at the meaning of a population in Biology so that the term species can be introduced. A hinny, which is the hybrid offspring of a horse and a donkey, is used to explain how these two organisms must be members of different species because they are unable to produce fertile offspring. Although the art of courting might be lost on humans in the modern world, the marabou stork is used as an example to show how courtship behaviour is an essential precursor to successful mating in most organisms. Students are encouraged to discuss other examples of courtship behaviour, such as the release of pheromones and birdsong, so that their knowledge and understanding is broad.
Moving forwards, students will learn that species is the lowest taxon in the modern-day classification hierarchy. A quiz runs throughout the lesson and this particular round will engage the students whilst they learn the names of the other 7 taxa and the horse and the donkey from the earlier example are used to complete the hierarchy. Students will understand that the binomial naming system was introduced by Carl Linnaeus to provide a universal name for each species and they will be challenged to apply their knowledge by completing a hierarchy for a modern-day human, by spotting the correct name for an unfamiliar organism and finally by suggesting advantages of this system.
The final part of the lesson briefly looks at how advances in genome sequencing and the comparison of common biological molecules has allowed the relationships between organisms to be clarified.
This is a detailed lesson and it is estimated that it will take around 2 hours of A-level teaching time to cover the content and therefore this specification point.
The Pearson Edexcel A-level Biology A (Salters Nuffield) specification states that a minimum of 10% of the marks across the assessment papers will require the use of mathematical skills. This revision lesson has been designed to include a wide range of activities that challenge the students on these exact skills because success in the maths in biology questions can prove the difference between one grade and the next!
Step-by-step guides are used to walk students through the application of a number of the formulae and then exam-style questions with clear mark schemes (which are included in the PowerPoint) will allow them to assess their progress. Other activities include differentiated tasks, group discussions and quick quiz competitions such as “FROM NUMBERS 2 LETTERS” and “YOU DO THE MATH”.
The lesson has been written to cover as much of the mathematical requirements section of the specification as possible but the following have been given particular attention:
Hardy-Weinberg equation
Chi-squared test
Calculating size
Converting between quantitative units
Standard deviation
Estimating populations of sessile and motile species
Percentages and percentage change
Cardiac output
Geometry
Due to the detail and extensiveness of this lesson, it is estimated that it will take in excess of 2/3 hours of A-level teaching time to work through the activities and it can be used throughout the duration of the course
This lesson describes the active loading of sucrose at the source and movement by mass flow to the sink down the hydrostatic pressure gradient. Both the detailed PowerPoint and accompanying resources have been designed to cover points 7.2 (g, h & i) as detailed in the CIE International A-level Biology specification.
The lesson begins by challenging the students to recognise the key term translocation when it is partially revealed and then the rest of the lesson focuses on getting them to understand how this process involves the mass flow of assimilates down the hydrostatic pressure gradient from the source to the sink. It has been written to tie in with 7.1 (d) where the structure of the phloem tissue was initially introduced and the students are continually challenged on their prior knowledge. A step-by-step guide is used to describe how sucrose is loaded into the phloem at the source by the companion cells. Time is taken to discuss key details such as the proton pumping to create the proton gradient and the subsequent movement back into the cells by facilitated diffusion using co-transporter proteins. Students will learn that the hydrostatic pressure at the source is high, due to the presence of the water and sucrose as cell sap, and that this difference when compared to the lower pressure at the sink leads to the movement along the phloem.
A number of quick quiz rounds are included in the lesson to maintain engagement and to introduce key terms and the lesson concludes with a game of SOURCE or SINK as students have to identify whether a plant structure is one or the other (or both)
This fully-resourced lesson describes the behaviour of chromosomes during interphase, mitosis and cytokinesis in the cell cycle. The detailed PowerPoint and accompanying resources have been designed to cover the first half of point 2.2 as detailed in the AQA A-level Biology specification whereas uncontrolled cell division and cancer and binary fission are covered in upcoming lessons.
Depending upon the exam board taken at GCSE, the knowledge and understanding of mitosis and the cell cycle will differ considerably between students and there may be a number of misconceptions. This was considered at all points during the planning of the lesson and to address existing errors, key points are emphasised throughout. The cell cycle is introduced at the start of the lesson and the quantity of DNA inside the parent cell is described as diploid and as 2n. A quiz competition has been written into the lesson and this runs throughout, challenging the students to identify the quantity of DNA in the cell (in terms of n) at different points of the cycle. Moving forwards, the first real focus is interphase and the importance of DNA replication is explained so that students can initially recognise that there are pairs of identical sister chromatids and then can understand how they are separated later in the cycle. The main part of the lesson focuses on prophase, metaphase, anaphase and telophase and describes how the chromosomes behave in these stages. Centrioles were not covered in the topic 2.1 lessons on cell structures so a quick task will introduce them to these organelles who are responsible for the production of the spindle apparatus, Students will understand how the cytoplasmic division that occurs in cytokinesis results in the production of genetically identical daughter cells. This leads into a series of understanding and application questions where students have to identify the various roles of mitosis in living organisms as well as tackling a Maths in a Biology context question. The lesson concludes with a final round of MITOSIS SNAP where they only shout out this word when a match is seen between the name of a phase, an event and a picture.
This fully-resourced lesson guides students through the construction of genetic crosses and pedigree diagrams for the inheritance of a single gene. The clear PowerPoint and accompanying resources have been designed to cover point 8.2 (ii) of the Edexcel A-level Biology B specification and includes the inheritance of multiple allele characteristics as well as those that demonstrate codominance.
In order to minimise the likelihood of errors and misconceptions, step by step guides have been included throughout the lesson to support the students with the following:
Writing parent genotypes
Working out the different gametes that are made following meiosis
Interpreting Punnett crosses to work out phenotypic ratios
Students can often find pedigree trees the most difficult to interpret and to explain so exemplar answers are used as well as differentiated worksheets provided to support those students who need extra assistance.
This bundle contains 19 PowerPoint lessons which are highly-detailed and are fully-resourced with differentiated worksheets. Intricate planning means that the wide range of activities included in these lessons will engage and motivate the students, check on their current understanding and their ability to make links to previously covered topics and most importantly will deepen their understanding of the following specification points in topic 2 (Cells) of the AQA A-level Biology specification:
Structure and function of the organelles in eukaryotic cells
The specialised cells in complex, multicellular organisms
The structure of prokaryotic cells
The structure of viruses which are acellular and non-living
The principles and limitations of optical, transmission electron and scanning electron microscopes
Measuring the size of an object under an optical microscope
Use of the magnification formula
The behaviour of chromosomes during the stages of the cell cycle
Binary fission
The basic structure of cell membranes
The role of phospholipids, proteins, glycoproteins, glycolipids and cholesterol
Simple diffusion
Facilitated diffusion
Osmosis, explained in terms of water potential
The role of carrier proteins and the hydrolysis of ATP in active transport
Co-transport as illustrated by the absorption of sodium ions and glucose by the cells lining the mammalian ileum
Recognition of different cells by the immune system
The identification of pathogens from antigens
The phagocytosis of pathogens
The cellular response involving T lymphocytes
The humoral response involving the production of antibodies by plasma cells
The structure of an antibody
The roles of plasma cells and memory cells in the primary and secondary immune response
The use of vaccines to protect populations
The differences between active and passive immunity
The structure of the human immunodeficiency virus and its replication in helper T cells
How HIV causes the symptoms of AIDS
Why antibiotics are ineffective against viruses
The use of antibodies in the ELISA test
If you would like to sample the quality of these lessons, then download the eukaryotic animal cells, viruses, microscopes, osmosis, lymphocytes, HIV and AIDS lessons as these have been shared for free.
This fully-resourced lesson describes genetic diversity as the number of genes in a population and explains how this is increased by polymorphic gene loci. The engaging PowerPoint and accompanying differentiated resources have been primarily designed to cover the first part of point 4.4 of the AQA A-level Biology specification but also introduces inheritance and codominance so that students are prepared for these sub-topics when covering topic 7 in the following year.
In order to understand that 2 or more alleles can be found at a gene loci, students need to be confident with genetic terminology, so the start of the lesson focuses on key terms including gene, locus, allele, recessive, genotype and phenotype. A number of these will have been met at GCSE, as well as during the earlier lessons in topic 4 when considering meiosis, so a quick quiz competition is used to check on their recall of the meanings of these terms. The CFTR gene is then used as an example to demonstrate how 2 alleles results in 2 different phenotypes and therefore genetic diversity. Moving forwards, students will discover that more than 2 alleles can be found at a locus and they are challenged to work out genotypes and phenotypes for a loci with 3 alleles (shell colour in snails) and 4 alleles (coat colour in rabbits). At this point, the students are introduced to codominance and again they are challenged to apply their understanding to a new situation by working out the number of phenotypes in the inheritance of blood groups. The lesson concludes with a brief consideration of the HLA gene loci, which is the most polymorphic loci in the human genome, and students are challenged to consider how this sheer number of alleles can affect the chances of tissue matches in organ transplantation.
