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 and fully-resourced lesson describes the relationship between the structure and function of the polysaccharides: glycogen, starch and cellulose. The engaging PowerPoint and accompanying resources have been designed to cover point 1.1 (iv) as it is detailed in the Edexcel A-level Biology B specification and clear links are also made to the previous lessons in this topic where the monosaccharides and disaccharides were introduced.
By the end of this lesson, students should understand how key structural features like the 1 - 4 and 1 - 6 glycosidic bonds and the hydrogen bonds dictate whether the polysaccharide chain is branched or unbranched and also whether it spirals or not.
A range of activities are used to motivate and engage the students as they discover that glycogen is stored in liver and muscle cells, which it is able to do because of its compact structure. They are encouraged to discuss why the branched structure of this polysaccharide means that it can act as an immediate source of energy and they will recognise that hydrolysis reactions at the multiple ends of this chain will release glucose. Following on from the description of the structure of glycogen, students are challenged to design an exam question in the form of a comparison table so that it can be completed as the lesson progresses once they learn more about starch and cellulose. This includes a split in the starch section of the table so that the differing structures and properties of amylose and amylopectin can be considered. In the final part of the lesson, time is taken to focus on the formation of cellulose microfibrils and macrofibrils to explain how plant cells have the additional strength needed to support the whole plant.
Due to the detail included in this lesson, it is estimated that it will take in excess of 2 hours of allocated teaching time to complete
This lesson describes how the primary structure determines the secondary structure, 3D structure and properties of a protein. The detailed and engaging PowerPoint and accompanying resources have been designed to cover points 2.6 (ii) & (iii) of the Edexcel International A-level Biology specification but also makes specific reference to genes and protein synthesis and therefore introduces students to processes covered later in topic 2.
The start of the lesson focuses on the formation of a peptide bond during a condensation reaction so that students can understand how a dipeptide is formed and therefore how a polypeptide forms when multiple reactions occur.
The main part of the lesson describes the different levels of protein structure. A step by step guide is used to demonstrate how the sequences of bases in a gene acts as a template to form a sequence of codons on a mRNA strand and how this is translated into a particular sequence of amino acids known as the primary structure. The students are then challenged to apply their understanding of this process by using three more gene sequences to work out three primary structures and recognise how different genes lead to different sequences. Moving forwards, students will learn how the order of amino acids in the primary structure determines the shape of the protein molecule, through its secondary, tertiary and quaternary structure and time is taken to consider the details of each of these. There is a particular focus on the different bonds that hold the 3D shape firmly in place and a quick quiz round then introduces the importance of this shape as exemplified by enzymes, antibodies and hormones. The lesson concludes with one final task where the students have to identify three errors in a passage about the hydrolysis of a dipeptide or polypeptide.
This revision resource has been designed to include a range of activities such as exam questions, understanding checks and quiz competitions which will motivate the students whilst they assess their understanding of the content found in module 2.1.4 (Enzymes) of the OCR A-level Biology A specification. The resource includes a detailed and engaging Powerpoint (70 slides) and associated worksheets
The range of activities have been designed to cover as much of the content as possible but the following sub-topics have been given particular attention:
The role of enzymes as biological catalysts that lower the activation energy
The lock and key theory and the induced fit hypotheses
The mechanism of enzyme action to include the tertiary structure
The effect of inhibitors on the rate of enzyme-controlled reactions
The effect of pH on the rate of reaction
Coenzymes and cofactors
The idea of an optimum temperature and explaining the decrease in rate when temperatures increase or decrease
Calculating the temperature coefficient
In addition to these topics, some topics from other modules such as the PCR and precursor molecules are tested in order to challenge the students on their ability to make links between the modules.
This bundle of 4 revision lessons has been designed to motivate and engage the students whilst they are being challenged on their knowledge of the content of the following topics in unit 1 (Cells, organ systems and ecosystems) of the WJEC GCSE Biology specification:
Topic 1.1: Cells and movement across cell membranes
Topic 1.2: Respiration and the respiratory system in humans
Topic 1.3: Digestion and the digestive system in humans
Topic 1.4: Circulatory system in humans
Each of the lessons contains a wide range of activities including exam questions and quiz competitions that will prepare the student’s for an end of topic test or terminal examination
This fully-resourced lesson has been designed to cover the content of specification point 5.2.2 (The brain) as found in topic 5 of the AQA GCSE Biology specification. This resource contains an engaging PowerPoint (33 slides) and accompanying worksheets, some of which have been differentiated so that students of different abilities can access the work.
The resource is filled with a wide range of activities, each of which has been designed to engage and motivate the students whilst ensuring that the key Biological content is covered in detail. Understanding checks are included throughout so that the students can assess their grasp of the content. In addition, previous knowledge checks make links to content from earlier topics such as cancer.
The following content is covered in this lesson:
The functions of the cerebral cortex, medulla and cerebellum
Identification of the regions of the brain on an external and internal diagram
The early use of stroke victims to identify functions
The key details of the MRI scanning technique
The difficulties of diagnosing and treating brain disorders and disease
As stated at the top, this lesson has been designed for GCSE-aged students who are studying the AQA GCSE Biology course, but it can be used with A-level students who need to go back over the key points before looking at the functionality of the regions in more detail
This lesson has been designed to cover the content in specification point 17.3 (Mitosis) which is part of topic 17 (Inheritance) of the CIE IGCSE Biology specification. A wide range of activities have been written into the lesson to motivate and engage the students whilst ensuring that the following content of both the Core & Supplement sections are covered in detail.
The duplication of chromosomes before mitosis
Mitosis is a form of division that results in genetically identical cells
The important roles of mitosis for living organisms
Stem cells use mitosis before differentiation to produce specialised cells
Understanding checks have been included in the lesson at regular points to allow the students to assess their understanding as well as previous knowledge checks to topics like organelles in animal and plant cells.
This lesson has been designed for GCSE-aged students but is suitable for older students who are studying mitosis at A-level and need to recall the key points
Each of the 8 lessons which are included in this bundle are fully-resourced and the PowerPoints and accompanying worksheets cover all of the detailed content in topic 5 (Homeostasis and response) of the AQA GCSE Combined Science specification. Designed to contain a wide range of activities, the students will be motivated and engaged by the various quiz competitions and interesting tasks whilst the understanding and previous knowledge checks will enable them to assess their progress on the current topic as well as challenge them to make links between the topics.
The specification points and lesson topics included in this bundle are:
4.5.1 Homeostasis
4.5.2.1 Structure and function of the nervous system
4.5.3.1 The human endocrine system
4.5.3.2 Control of blood glucose concentration
4.5.3.4 Hormones in human reproduction
4.5.3.5 Contraception
4.5.3.6 The use of hormones to treat infertility
4.5.3.7 Negative feedback
All of these lessons have been written by an experienced teacher for students studying the AQA Combined Science course
This bundle contains 7 lessons which combine to cover the content of topic 7.1 (Inheritance) of the AQA A-level Biology specification. All 7 are fully-resourced and contain differentiated tasks which allow students of differing abilities to access the work whilst being challenged. They have been designed to include a wide range of activities that check the understanding of the current topic as well as making links between other parts of this topics and topics covered earlier in the course.
The lessons on codominant and multiple alleles and epistasis are free so you can sample the quality of this bundle before deciding to make a purchase
This engaging and fully-resourced lesson looks at how genetic drift can arise after a genetic bottleneck or as a result of the Founder effect. The detailed PowerPoint and accompanying resources have been designed to cover the fourth part of point 7.3 of the AQA A-level Biology specification which states that students should be able to explain the importance of genetic drift in causing changes in allele frequency in small populations
A wide range of examples are used to show the students how a population that descends from a small number of parents will have a reduction in genetic variation and a change in the frequency of existing alleles. Students are encouraged to discuss new information to consider key points and understanding checks in a range of forms are used to enable them to check their progress and address any misconceptions. Students are provided with three articles on Huntington’s disease in South Africa, the Caribbean lizards and the plains bison to understand how either a sharp reduction in numbers of a new population beginning from a handful of individuals results in a small gene pool. Links to related topics are made throughout the lesson to ensure that a deep understanding is gained.
This fully-resourced lesson looks at the coordination and control of heart rate by the cardiovascular centre in the medulla oblongata. The engaging and detailed PowerPoint and accompanying resources have been designed to cover the second part of point 6.1.3 of the AQA A-level Biology specification which states that students should know the roles and locations of the sensory receptors and the roles of the autonomic nervous system and effectors in the control of heart rate.
This lesson begins with a prior knowledge check where students have to identify and correct any errors in a passage about the conduction system of the heart. This allows the SAN to be recalled as this structure play an important role as the effector in this control system. Moving forwards, the three key parts of a control system are recalled as the next part of the lesson will specifically look at the range of sensory receptors, the coordination centre and the effector. Students are introduced to chemoreceptors and baroreceptors and time is taken to ensure that the understanding of the stimuli detected by these receptors is complete and that they recognise the result is the conduction of an impulse along a neurone to the brain. A quick quiz is used to introduce the medulla oblongata as the location of the cardiovascular centre. The communication between this centre and the SAN through the autonomic nervous system can be poorly understood so detailed explanations are provided and the sympathetic and parasympathetic divisions compared. The final task challenges the students to demonstrate and apply their understanding by writing a detailed description of the control and this task has been differentiated three ways to allow differing abilities to access the work
This lesson has been written to tie in with the previous lesson on the conducting system of the heart which is also detailed in specification point 6.1.3
This detailed, concise lesson describes and explains how the electron transport chain and chemiosmosis are involved in the synthesis of ATP by oxidative phosphorylation. The PowerPoint has been designed to cover point 7.6 of the Pearson Edexcel A-level Biology A (Salters Nuffield) specification and also looks at the role of the enzyme, ATP synthase.
The lesson begins with a discussion about the starting point of the reaction. In the previous stages, the starting molecule was the final product of the last stage but in this stage, it is the reduced coenzymes which release their hydrogen atoms. Moving forwards, the process of oxidative phosphorylation is covered in 7 steps and at each point, key facts are discussed and explored in detail to enable a deep understanding to be developed. Students will see how the proton gradient is created and that the flow of protons down the channel associated with ATP synthase results in a conformational change and the addition of phosphate groups to ADP. Understanding checks are included throughout the lesson to enable the students to assess their progress.
This lesson has been written to tie in with the other uploaded lessons on glycolysis, the Link reaction and Krebs cycle and anaerobic respiration.
This fully-resourced lesson bundle covers the content as detailed in topic 8.4.1 of the AQA A-level Biology specification (recombinant DNA technology). All of the lessons have been written to contain a wide range of activities that will maintain student engagement whilst this potentially difficult concept is explained. Links are continuously made to previous lessons in topic 8 as well as those covered in the AS year (mainly topic 4)
If you would like to see the quality of the lessons, download the producing DNA fragments lesson as this has been uploaded for free
This detailed lesson describes the role of the strand of mRNA, the tRNA molecules, the amino acids and the ribosome during the second stage of protein synthesis - translation. Both the PowerPoint and accompanying resources have been designed to cover the second part of point 6.2 (d) of the CIE International A-level Biology specification and ties in with the first part of this specification point which covered transcription.
Translation is a topic which is often poorly understood and so this lesson has been written to enable the students to understand how to answer the different types of questions by knowing and including the key details of the structures involved. The lesson begins by challenging the students to consider why it is so important that the amino acids are assembled in the correct order during the formation of the chain. Moving forwards, a quick quiz round called “LOST IN TRANSLATION” is used to check on their prior knowledge of the mRNA strand, the tRNA molecules, the genetic code and the ribosomes. The next task involves a very detailed description of translation that has been divided into 14 statements which the students have to put into the correct order. By giving them a passage that consists of this considerable detail, they can pick out the important parts to use in the next task where they have to answer shorter questions worth between 3 and 4 marks. These types of questions are common in the assessments and by building up through the lesson, their confidence to answer this type should increase. The final two tasks of the lesson involve another quiz called “The protein synthesis game”, where the teams compete to transcribe and translate in the quickest time before using all the information from the lessons on protein synthesis to answer some questions which involve the genetic code and the mRNA codon table.
Each of the 12 lessons included in this bundle have been written to specifically cover the content as detailed in topic 8 of the AQA A-level Biology specification (The control of gene expression). The wide range of activities will maintain engagement whilst supporting the explanations of the biological knowledge to allow the students to build a deep understanding of this potentially difficult topic!
Lessons which cover the following specification points are included in this bundle:
Gene mutations and their effect on the structure of proteins
Most of a cell’s DNA is not translated
Totipotent, pluripotent, multipotent and unipotent stem cells
Regulation of transcription by transcription factors
The role of oestrogen in initiating transcription
Epigenetic control of gene expression in eukaryotes
Inhibition of transcription by increased DNA methylation or decreased acetylation of histones
Translation of mRNA can be inhibited by RNA interference
The main characteristics of benign and malignant tumours
Determining the genome of simpler organisms to determine the proteome and its applications
The development of DNA sequencing methods
The production of DNA fragments through use of enzymes or a gene machine
The role of the PCR to amplify DNA fragments
The transfer of DNA into a host cell
The use of labelled DNA probes to screen patients for heritable conditions, drug responses and to identify health risks
VNTRs
The technique of genetic fingerprinting to analyse DNA fragments
If you would like to see the quality of the lessons, download the producing DNA fragments and DNA methylation and acetylation lessons as these have been uploaded for free
Amino acids are the monomers of polypeptides and this lesson describes their structure and makes links to related topics such as genes and dipeptides. The engaging PowerPoint has been designed to cover the first part of point 1.4.1 of the AQA A-level Biology specification and provides a clear introduction to the following lesson on the formation of dipeptides and polypeptides.
The lesson begins with a prior knowledge check, where the students have to use the 1st letters of 4 answers to uncover a key term. This 4-letter key term is gene and the lesson begins with this word because it is important for students to understand that these sequences of bases on DNA determine the specific sequence of amino acids in a polypeptide. Moving forwards, students are given discussion time to work out that there are 64 different DNA triplets and will learn that these encode for the 20 amino acids that are common to all organisms. The main task of the lesson is an observational one, where students are given time to study the displayed formula of 4 amino acids. They are not allowed to draw anything during this time but will be challenged with 3 multiple choice questions at the end. This task has been designed to allow the students to visualise how the 20 amino acids share common features in an amine and an acid group. A quick quiz round introduces the R group and time is taken to explain how the structure of this side chain is the only structural difference, before cysteine is considered in greater detail due to the presence of sulfur atoms. Students are briefly introduced to disulfide bridges so they will recognise how particular bonds form between the R groups in the tertiary structure which is covered in the next lesson. The lesson concludes with one more quiz round called LINK TO THE FUTURE where the students will see the roles played by amino acids in the later part of the course such as translation and mineral ions.
This fully-resourced lesson describes how light intensity, carbon dioxide concentration and temperature limit the rate of photosynthesis. The PowerPoint and accompanying resources have been designed to cover point 5.2.1 (g) (i) of the OCR A-level Biology A specification and also includes a brief consideration of water stress.
The lesson has been specifically written to tie in with the three previous lessons in this module which covered the structure of the chloroplast, the light-dependent and light-independent stages and the uses of TP. Exam-style questions are included throughout the lesson and these require the students to explain why light intensity is important for both reactions as well as challenging them on their ability to describe how the relative concentrations of GP, TP and RuBP would change as carbon dioxide concentration decreases. There are also links to previous topics such as enzymes when they are asked to explain why an increase in temperature above the optimum will limit the rate of photosynthesis. Step by step guides are included to support them to form some of the answers and mark schemes are always displayed so that they can quickly assess their understanding and address any misconceptions.
This fully-resourced lesson describes how the mutations that occur during DNA replication can effect a protein’s primary structure and lead to disorders. The engaging and detailed PowerPoint and accompanying resources have been designed to cover points 2.14 (i) & (ii) as detailed in the Edexcel International A-level Biology specification and focuses on the effects of substitutions, deletions and insertions and considers a real life biological example in sickle cell anaemia.
In order to understand how a change in the base sequence can affect the order of the amino acids, students must be confident in their understanding and application of protein synthesis which was covered in the previous lessons. Therefore, the start of the lesson focuses on transcription and translation and students are reminder of how to use the codon table to identify amino acids. Moving forwards, a task called known as THE WALL is used to introduce to the names of three types of mutation whilst challenging the students to recognise three terms which are associated with the genetic code. The main focus of the lesson is base substitutions and how these mutations may or may not cause a change to the amino acid sequence. The students are challenged to use their knowledge of the degenerate nature of the genetic code to explain how a silent mutation can result. Students will learn that a substitution is responsible for the new allele that causes sickle cell anaemia and they are tested on their understanding through an exam-style question. As with all of the questions, a mark scheme is included in the PowerPoint which can be displayed to allow the students to assess their understanding.
The rest of the lesson looks at base deletions and base insertions and students are introduced to the idea of a frameshift mutation. One particular task challenges the students to evaluate the statement that base deletions have a bigger impact on primary structure than base substitutions. This is a differentiated task and they have to compare the fact that the reading frame is shifted by a deletion against the change in a single base by a substitution
Hours and hours of planning have gone into each and every lesson that’s included in this bundle to ensure that the students are engaged and motivated whilst the detailed content of topic 2 of the Edexcel International A-level Biology specification is covered. Membranes, proteins, DNA and gene expression represent some of the most important structures, molecules and processes involved in this subject and a deep understanding of their role in living organisms is important for a student’s success.
The 20 lesson PowerPoints and accompanying resources contain a wide range of activities which cover the following topic 2 specification points:
Know the properties of gas exchange surfaces in living organisms
Understand how the rate of diffusion can be calculated using Fick’s Law of Diffusion
Understand how the structure of the mammalian lung is adapted for rapid gas exchange
The structure and properties of cell membranes
The movement of free water molecules by osmosis
The movement across membranes by passive and active transport
The role of channel and carrier proteins in membrane transport
The basic structure of an amino acid
The formation of polypeptides and proteins
The structure of proteins
The mechanism of action and specificity of enzymes
Enzymes are biological catalysts
Intracellular and extracellular enzymes
The basic structure of mononucleotides
The structure of DNA and RNA
The process of DNA replication
The nature of the genetic code
A gene as a sequence of bases on DNA that codes for a sequence of amino acids
The process of transcription and translation
Errors in DNA replication give rise to mutations
Mutations give rise to disorders but many mutations have no observable effect
The meaning of key genetic terms
Understanding the pattern of monohybrid inheritance
Sex linkage on the X chromosome
Understand how the expression of a gene mutation in people with cystic fibrosis impairs the functioning of the gaseous exchange, digestive and reproductive systems
The uses and implications of genetic screening and prenatal testing
Due to the detail included in all of these lessons, it is estimated that it will take in excess of 2 months of allocated A-level teaching time to complete the teaching of the bundle
If you would like to sample the quality of these lessons, then download the rapid gas exchange, osmosis, DNA & RNA, genetic code, genetic terms and cystic fibrosis lessons as these have been uploaded for free.
This bundle contains 10 detailed lesson PowerPoints and the variety of tasks that are contained within these slides and the accompanying resources will engage and motivate the students whilst covering the following specification points within topic 1 of the Edexcel International A-level Biology specification:
The importance of water as a solvent in transport
The difference between monosaccharides, disaccharides and polysaccharides
The relationship between the structure and function of monosaccharides
The formation and breakdown of disaccharides
The relationship between the structure and function of glycogen, amylose and amylopectin
The synthesis of triglycerides
The differences between saturated and unsaturated lipids
The relationship between the structure of capillaries, arteries and veins and their functions
Atrial systole, ventricular systole and cardiac diastole as the three stages of the cardiac cycle
The operation of the mammalian heart and the major blood vessels
The role of haemoglobin in the transport of oxygen and carbon dioxide
The oxygen dissociation curve for foetal haemoglobin and during the Bohr effect
The blood clotting process
If you want to sample the quality of this bundle, then download the glycogen, amylose and amylopectin, cardiac cycle and blood clotting lessons as these have been uploaded for free
A detailed lesson presentation (37 slides) and associated worksheets that looks at the different pieces of evidence that scientists use to support evolution and discusses how these support the theory. The lesson begins by challenging students to decide which piece of evidence is the key piece in supporting evolution (fossils). Students will then have to arrange a number of statements to describe how a fossil is formed. Students are introduced to the fossil record and questions are used to check that they understand where the oldest fossils would be found. Moving forwards, students are given three pieces of evidence that would be observed in the fossil record and they are challenged to explain how each of these supports the theory of evolution. Quick competitions are then used to get the students to see some extinct organisms in the Dodo and Woolly Mammoth and again they are questioned on how extinct animals support the theory of evolution. Further evidence in rapid changes in species and molecular comparison is discussed. There are regular progress checks throughout the lesson so that students can assess their understanding and there is a set homework included.
