This is a fully-resourced lesson which uses exam-style questions, quiz competitions, quick tasks and discussion points to challenge students on their understanding of topics B5 - B7, that will assessed on PAPER 2. It has been specifically designed for students on the AQA GCSE Combined Science course who will be taking the FOUNDATION TIER examinations but is also suitable for students taking the higher tier who need to ensure that the fundamentals are known and understood. The lesson has been written to take place at a health clinics day at the local hospital so that the following sub-topics could be covered: Control of blood glucose concentration Diabetes type I and II The endocrine system The menstrual cycle Roles of the female and male reproductive hormones Sexual and asexual reproduction Meiosis and gametes Sex determination Contraception Evolution of antibiotic-resistant bacteria Genetic terminology Inheritance of genetic disorders The central nervous system A reflex arc Classification systems and the binomial naming system Structural adaptations Carbon cycle and climate change In order to maintain challenge whilst ensuring that all abilities can access the questions, the majority of the tasks have been differentiated and students can ask for extra support when they are unable to begin a question. Step-by-step guides have also been written into the lesson to walk students through some of the more difficult concepts such as genetic diagrams and interpreting the results and evolution by natural selection. Due to the extensiveness of this revision lesson, it is estimated that it will take in excess of 3 teaching hours to complete the tasks and therefore this can be used at different points throughout the course as well as acting as a final revision before the PAPER 2 exam.

This is a fully-resourced revision lesson that uses a combination of exam questions, understanding checks, quick tasks and quiz competitions to enable students to assess their understanding of the content found within Topic 6 (Organisms respond to the changes in the internal and external environment) of the AQA A-level Biology specification. The sub-topics and specification points that are tested within the lesson include: Nerve impulses Synaptic transmission Skeletal muscles are stimulated to contract by nerves and act as effectors The principles of homeostasis and negative feedback Control of blood glucose concentration Students will be engaged through the numerous quiz rounds such as “Communicate the word” and “Only CONNECT” whilst crucially being able to recognise those areas which require their further attention during general revision or during the lead up to the actual A-level terminal exams

A series of 5 exam questions that challenge students to work out the actual size of a section as seen under a microscope or the magnification. These questions will test their ability to convert between measurements and give answers in micrometers. These questions are suitable for GCSE and A-level students

This fully-resourced lesson has been designed to cover the content of specification point 5.3.3 (Maintaining water and nitrogen balance in the body) as found in topic 5 of the AQA GCSE Biology specification. This resource contains an engaging and detailed PowerPoint (59 slides) and accompanying worksheets, which have been differentiated so that students of different abilities can access the work. The detail of the content and this resource means that it is likely to take more than 1 lesson to go through the tasks. 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 good detail. Understanding checks are included throughout so that the students can assess their grasp of the content. In addition, prior knowledge checks make links to content from earlier topics such as homeostasis, osmosis and active transport. The following content is covered in this lesson: The importance of controlled water levels for cellular function The ways that water is lost and removed from the body The formation of urea by deamination Filtration of the blood by the kidney Selective reabsorption of useful molecules from the kidney to the blood The effect of ADH on the permeability of the tubules of the kidney Dialysis and transplant as possible treatment options for kidney failure 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 function of the nephron in more detail

This is a fully-resourced revision lesson that uses a combination of exam questions, understanding checks, quick tasks and quiz competitions to enable students to assess their understanding of the content found within Topic 2 (Cells) of the AQA A-level Biology specification. The sub-topics and specification points that are tested within the lesson include: Structure of eukaryotic cells Structure of prokaryotic cells and of viruses All cells arise from other cells Transport across cell membranes Cell recognition and the immune response Students will be engaged through the numerous quiz rounds such as “Make sure you are very SPECIFIC” and “Can I have a P please Bob” whilst crucially being able to recognise those areas which require their further attention during general revision or during the lead up to the actual A-level terminal exams

This fully-resourced lesson describes the relationship between the structure and the function of the heart, arteries, veins and capillaries. The engaging and detailed PowerPoint and accompanying resources have been designed to cover point 4.1 (i) as detailed in the Edexcel A-level Biology Bspecification. The structure of the heart is a topic which was covered in part at GCSE so this lesson has been written to build on that prior knowledge. The main task of the first half of the lesson involves students labelling the different structures as they are recalled. Time is taken at appropriate points to look at some of the structures and concepts in further detail. For example, students will learn that humans have a double circulatory system, which will prepare them for the next lesson, and are challenged to explain why a hole in the septum would cause health issues for an affected individual By the end of the first part of the lesson, the students will be able to identify the following structures and describe their individual functions: • right and left atria • right and left ventricles • septum • tricuspid and bicuspid valve • semi-lunar valves • pulmonary artery and pulmonary vein • vena cava • aorta Moving forwards, the lesson focuses on the link between the structure of a particular type of blood vessel and its function. Students will be able to make the connection between the narrow lumen and elastic tissue in the walls of arteries and the need to maintain the high pressure of the blood. A quick version of the GUESS WHO game is used to introduce smooth muscle and collagen in the tunica media and externa and again the reason for their presence is explored and explained. Moving forwards, the lesson considers the structure of the veins and students are challenged to explain how the differences to those observed in arteries is due to the lower blood pressure found in these vessels. The final part of the lesson looks at the role of the capillaries in exchange. Links are made to diffusion to ensure that students can explain how the red blood cells pressing against the endothelium results in a short diffusion distance. It is estimated that it will take in excess of 2 hours of allocated A-level Biology teaching time to cover the detail included in this lesson

An engaging lesson presentation (67 slides) and associated worksheets that uses a combination of exam questions, quick tasks and quiz competitions to help the students to assess their understanding of the topics found within Topic 1 (Key concepts in Biology) of the EDEXCEL GCSE Combined Science specification The topics that are tested within the lesson include: Eukaryotic and prokaryotic cells Microscopes The relationship between quantitative units Enzyme activity The effect of temperature on enzyme activity Digestive enzymes as biological catalysts Transporting substances in and out of cells Calculating gain and loss of mass in osmosis Students will be engaged through the numerous activities including quiz rounds like “Eukaryotic vs Prokaryotic" and “ORDER, ORDER” whilst crucially being able to recognise those areas which need further attention

This detailed and engaging lesson describes how the roles of hydrogen, iron, sodium and phosphate ions are based on their properties. The PowerPoint and accompanying worksheet have been designed to cover point 1.8 of the AQA A-level Biology specification. The lesson begins with a made-up round of POINTLESS where students have to use their prior knowledge of topic 1 to identify four biological molecules. All four of these molecules are connected by a phosphate group and this acts to remind students that phosphate ions are a component of both DNA and ATP. Moving forwards, the rest of the lesson explores the role of hydrogen ions in pH, iron in haemoglobin and sodium in the co-transport of glucose and amino acids. The lesson has been written so that links can be made to upcoming topics including the regulation of heart rate, transport of oxygen and selective reabsorption in the nephron of the kidney.

This extensive and fully-resourced lesson describes the steps in the production of recombinant DNA in genetic technology. Both the engaging PowerPoint and accompanying resources have been written to cover all of the detailed content of topic 19.1 of the CIE International A-level Biology specification apart from the polymerase chain reaction and gel electrophoresis as these are found in other uploaded lessons. The lesson begins with a definition of recombinant DNA to allow students to begin to understand how this process involves the transfer of DNA fragments from one species to another. Links are made to the genetic code and transcription and translation mechanisms, which were met in topic 6, in order to explain how the transferred gene can be translated in the transgenic organism. Moving forwards, the method involving reverse transcriptase and DNA polymerase is introduced and their knowledge of the structure of the polynucleotides and the roles of enzymes is challenged through questions and discussion points. Restriction enzymes are then introduced and time is taken to look at the structure of a restriction site as well as the production of sticky ends due to the staggered cut on the DNA. A series of exam-style questions with displayed mark schemes are used to allow the students to assess their current understanding. The second half of the lesson looks at the culture of transformed host cells as an in vivo method to amplify DNA fragments. Students will learn that bacterial cells are the most commonly transformed cells so the next task challenges their recall of the structures of these cells so that plasmid DNA can be examined from that point onwards. The following key steps are described and explained: • Remove and prepare the plasmid to act as a vector • Insert the DNA fragment into the vector • Transfer the recombinant plasmid into the host cell • Identify the cells which have taken up the recombinant plasmid • Allow the transformed host cells to replicate and express the novel gene Time is taken to explore the finer details of each step such as the addition of the promoter and terminator regions, use of the same restriction enzyme to cut the plasmid as was used to cut the gene and the different types of marker genes. As well as understanding and prior knowledge checks, quick quiz competitions are used throughout the lesson to introduce key terms such as cDNA and EcoR1 in a memorable way. Due to the detail that is included in this lesson, it is estimated that it will take in excess of 3 hours to cover the points

This fully-resourced lesson explains the meaning of gross and net primary production and net production and describes how they are calculated. The PowerPoint and accompanying resources are part of the second lesson in a series of 3 lessons which have been designed to cover the detail in point 5.3 of the AQA A-level Biology specification. Due to the fact that the productivity of plants is dependent on photosynthesis, a series of exam-style questions have been written into the lesson which challenge the students to explain how the structure of the leaf as well as the light-dependent and light-independent reactions are linked to GPP. All of the exam questions have displayed mark schemes which are included in the PowerPoint to allow students to immediately assess their understanding. A number of quick quiz competitions as well as guided discussion points are used to introduce the formulae to calculate NPP and N and to recognise the meaning of the components. Once again, this is immediately followed by the opportunity to apply their understanding to selected questions. As well as linking to photosynthesis from earlier in topic 5, this lesson has been specifically planned to challenge students on their understanding of ecosystem terminology from the previous lesson as well as preparing them for the next lesson on the efficiency of energy transfer

This fully-resourced lesson describes the structure of HIV, its replication inside helper T cells and EXPLAINS how it causes the symptoms of AIDS. The PowerPoint and accompanying resources are part of the 5th lesson in a series of 7 that cover the details of point 2.4 of the AQA A-level Biology specification. The structure of viruses was covered during the lessons in topic 2.1, so this lesson starts by challenging the students to recall the capsid, genetic material in the form of viral RNA and the lipid envelope. At this point, the students are introduced to gp120, the glycoprotein which is exposed on the surface of the lipid envelope, as this structure is critical for the entry of the virus into host cells. Students will annotate a basic diagram of HIV with these four structures which also has gp41 labelled. A quick quiz competition introduces the names of the enzymes found inside the capsid and the students will learn that integrase allows the viral DNA to be integrated into the host’s genome whilst reverse transcriptase catalyses the reaction to form DNA from RNA. A prior knowledge check challenges the students to identify the helper T cells from a description of their function and they are informed that these immune cells have the CD4 glycoprotein on their surface. Moving forwards, the main part of the lesson describes how HIV binds to the helper T cells, injects its capsid and integrates its DNA into the host’s genome in order to replicate to form virus particles (virions). Students are guided through the formation of a detailed answer about the mechanism of HIV and have to input key terms and structures where information is missing. Students will learn that the increase in the number of virus particles and a decrease in helper T cells and other immune cells results in infections like TB and by opportunistic pathogens and that this stage is recognised as AIDS The final part of the lesson challenges the students to explain why antibiotics are ineffective against viruses through a series of exam-style questions and the final task gets them to work as a class where they have to study the replication process once more to suggest drug actions that might be used to treat HIV

This fully-resourced lesson explores how glucose as well as the other respiratory substrates, such as lipids and proteins, can enter the respiratory pathway and therefore can be respired to produce molecules of ATP. The engaging PowerPoint and accompanying resources have been designed to cover points 5.2.2 (j) and (k) of the OCR A-level Biology A specification which states that students should know the difference in the relative energy values of carbohydrates, lipids and proteins and be able to use and interpret the respiratory quotient. This lesson has been written to challenge current understanding as well as the knowledge of glycolysis, the link reaction and Krebs cycle and so contains regular prior knowledge checks which come in a range of forms. Students will learn that lipids and proteins can be used as respiratory substrates and will recognise the different ways that they enter the respiratory pathway. A quick quiz competition is used to introduce the mean energy value for carbohydrates and students are challenged to predict how the values for lipids and proteins will compare. As a result, students will recognise that a greater number of hydrogen atoms results in a greater availability of protons to form the chemiosmotic gradient to fuel the production of ATP. The rest of the lesson focuses on the calculation of the respiratory quotient and time is taken to look at how the result can be interpreted to determine which substrates were respired.

An engaging lesson presentation (73 slides) and associated worksheets that uses a combination of exam questions, quick tasks and quiz competitions to help the students to assess their understanding of the topics found within unit B5 (Homeostasis and response) of the AQA GCSE Combined Science specification (specification unit B4.5). The topics that are tested within the lesson include: Structure and function of the nervous system Human endocrine system Hormones in human reproduction Contraception The use of hormones to treat infertility Negative feedback Students will be engaged through the numerous activities including quiz rounds like “Take the IVF Hotseat” whilst crucially being able to recognise those areas which need further attention

This lesson describes a range of methods that are used to conserve habitats and explains how this frequently involves the management of succession. The engaging PowerPoint and accompanying worksheets are part of the final lesson in a series of 4 lessons which have been designed to cover the content of topic 7.4 (Populations in ecosystems) of the AQA A-level Biology specification Hours of research has gone into the planning of this lesson to source interesting examples that increase the relevance of the biological content and these include the Lizard National Nature Reserve in Cornwall, the Lake Télé Community reserve in the Republic of Congo and the marine conservation zone in the waters surrounding Tristan da Cunha. Students will learn how this form of active management conserves habitats and species in their natural environment, with the aim of minimising human impact whilst maintaining biodiversity. The main issues surrounding this method are discussed, including the fact that the impact of this conservation may not be significant if the population has lost much of its genetic diversity and that despite the management, the conditions that caused the species to become endangered may still be present. To enrich their understanding of the importance of ex situ conservation, the Millennium Seed Bank Project in Wakehurst is used and time is taken to consider how seed banks can be used to ensure that endangered plant species avoid extinction and how the plants can be bred asexually to increase plant populations quickly. The final part of this lesson describes how the active management of a habitat in Downe, Kent, has allowed kidney vetch to flourish, which is critical for the small blue butterfly which feeds, lives, and lays eggs on this plant. This example has been specifically chosen to further emphasise the key point that conservation frequently manages succession.

This fully-resourced lesson looks at the use and interpretation of electrocardiogram (ECG) traces and focuses on their use in the diagnosis of CVD and other heart conditions. The engaging PowerPoint and accompanying resources have been designed to cover point 3.1.2 (h) of the OCR A-level Biology A specification and continual links are made to linked topics from earlier in this module The lesson has been written to take place in an imaginary cardiology ward where the students are initially challenged on their knowledge of the symptoms and risk factors of CVD before looking at testing through the use of ECGs and diagnosis. The main focus of the lesson is the ECG and a quiz competition is used to introduce the reference points of P, QRS and T before time is taken to explain their representation with reference to the cardiac cycle. Moving forwards, a SPOT the DIFFERENCE task is used to challenge the students to recognise differences between sinus rhythm and some abnormal rhythms including tachycardia and atrial fibrillation. Bradycardia is used as a symptom of sinus node disfunction and the students are encouraged to discuss this symptom along with some others to try to diagnose this health problem.

This revision resource has been designed with the simple aim of motivating the students whilst they assess their understanding of the content found in topic 8 (The control of gene expression) of the AQA A-level Biology specification. This topic is regularly regarded as the most difficult by the students and therefore time has been taken to explain the important concepts so that key points are recalled and retained. The resource includes a detailed and engaging Powerpoint (108 slides) and associated worksheets, some of which are differentiated to allow students of differing abilities to access the work. 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 genetic code Substitution mutations and their impact on the primary structure Addition and deletion mutations and the frameshift Benign and malignant tumours The role of oncogenes and tumour-suppressor genes in cancer DNA methylation Genetic modification of bacteria to produce human insulin PCR Gel electrophoresis and its application in disease detection Potency of cells The range of activities include exam questions and understanding checks as well as quiz competitions to maintain student engagement. Revision resources are also available for the other 7 topics on the AQA A-level Biology specification

This revision resource has been filled with a range of activities that will motivate the students whilst they assess their understanding of the content found in module 4.2.1 (Biodiversity) of the OCR A-level Biology A specification. The content of this module is regularly assessed in the exams and therefore time has been taken to design the lesson to encourage recall. The resource includes a detailed and engaging Powerpoint (80 slides) and associated worksheets, some of which are differentiated to allow students of differing abilities to access the work. 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: Considering biodiversity at different levels including species biodiversity Calculating the biodiversity of a habitat using the Simpsons index of diversity Assessing genetic diversity by looking at polymorphic gene loci Zoos as an ex situ method of maintaining biodiversity The factors affecting biodiversity There is a real emphasis on the mathematical element of the course in this lesson as students are challenged to apply the formulae in this module as well as more general skills such as percentage change. There are also links to topics from other modules such as selection pressures and codominance so students can experience the need to make connections between modules

This detailed lesson has been planned to cover the 1st part of specification point 5.1.2 © of the OCR A-level Biology A specification which states that students should be able to demonstrate and apply an understanding of the gross structure of the kidney included the detailed structure of the nephron. The lesson was designed at the same time as the other lessons in this topic on ultrafiltration, selective reabsorption and osmoregulation so that a common theme runs throughout and students can build their knowledge up gradually and develop a deep understanding of this organ. Students will come to recognise the renal cortex and renal medulla as the two regions of the kidney and learn the parts of the nephron which are found in each of these regions. Time is taken to look at the vascular supply of this organ and specifically to explain how the renal artery divides into the afferent arterioles which carry blood towards the glomerulus and the efferent arterioles which carry the blood away. The main task of the lesson challenges the students to relate structure to function. Having been introduced to the names of each of the parts of the nephron, they have to use the details of the structures found at these parts to match the function. For example, they have to make the connection between the microvilli in the PCT as a sign that this part is involved in selective reabsorption. This lesson has been designed for students studying on the OCR A-level Biology course

This is an engaging revision lesson which uses a range of exam questions, understanding checks, quick tasks and quiz competitions to enable students to assess their understanding of the content within topic 1 (Characteristics and classification of living organisms) of the CIE IGCSE Biology specification, for examination in 2020 and 2021. The lesson covers the content in both the core and supplement sections of the specification and therefore can be used with students who will be taking the extended papers as well as the core papers. The specification points that are covered in this revision lesson include: CORE Describe the characteristics of living organisms by defining the terms movement, respiration, sensitivity, growth, reproduction, excretion and nutrition State that organisms can be classified into groups by the features that they share Define and describe the binomial system of naming species as an internationally agreed system in which the scientific name of an organism is made up of two parts showing the genus and species List the main features used to place animals and plants into the appropriate kingdoms SUPPLEMENT Explain that classification systems aim to reflect evolutionary relationships Explain that classification is traditionally based on studies of morphology and anatomy Explain that the sequences of bases in DNA and of amino acids in proteins are used as a more accurate means of classification Explain that organisms which share a more recent ancestor (are more closely related) have base sequences in DNA that are more similar than those that share only a distant ancestor List the main features used to place all organisms into one of the five kingdoms: Animal, Plant, Fungus, Prokaryote, Protoctist List the features of viruses, limited to protein coat and genetic material The students will thoroughly enjoy the range of activities, which include quiz competitions such as “Are you the KING of the KINGDOMS” where they have to name the kingdoms involved based on a feature whilst crucially being able to recognise the areas of this topic which need their further attention. This lesson can be used as revision resource at the end of the topic or in the lead up to mocks or the actual IGCSE exams

This lesson has been designed to cover the content of specification point 4.1.1.1 (Eukaryotes and prokaryotes) of the AQA GCSE Biology and Combined Science course. The understanding of this topic is fundamental to a lot of the later topics on the course so time has been taken to ensure that the key details are covered whilst engagement levels are kept high through the range of activities. The lesson begins by asking students to copy a diagram of a bacterial cell from memory before challenging them to recognise anything that is missing so they can discover the lack of the nucleus. Students are introduced to the idea of a prokaryotic cell before important questions are answered such as the fact that the cell still has DNA despite the absence of the nucleus. Key terms such as plasmid are introduced to the students through the use of quiz competitions in an effort to increase the likelihood of these words being remembered. Moving forwards, eukaryotic cells are considered and the common features of both of the cells are discussed and recalled. Finally, students are asked to compare both types of cells in terms of their size before being challenged on a range of mathematical skills in which they have to convert between the units of centimetres, millimetres, micrometres and nanometres.