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 is an informative lesson that builds on the knowledge that students gained at GCSE on the topic of inheritance to enable them to carry out genetic crosses for the inheritance of a single gene at A-level. The start of the lesson focuses on the terminology that is associated with this topic which has to be recognised and understood if students are going to be able to begin a cross. Time is taken to go over key points such as the genotypes and working out the different possible gametes that would be produced by meiosis. Students can save time by only showing the different gametes so assistance is given on this. As can be seen from the cover image, a step by step guide is used to go through a number of examples so that students can visualise how to set out their diagrams in order to maximise the marks gained. There are progress checks written into the lesson throughout so that assessment is constant.
This lesson can be taught alongside another upload called “understanding genetic trees”
This lesson focuses on the nature of the genetic code in terms of being near universal, non-overlapping and degenerate and specifically focuses on this latter term to explain how a mutation may not result in a change to the sequence of amino acids. The PowerPoint has been designed to cover point 2.1.3 (f) of the OCR A-level Biology A specification and there are clear links to gene mutations which students will meet in module 6.
The lesson begins by introducing the terms near universal and non-overlapping in addition to degenerate. A quick quiz competition is used to generate the number 20 so that the students can learn that there are 20 proteinogenic amino acids in the genetic code. This leads into a challenge, where they have to use their prior knowledge of DNA to calculate the number of different DNA triplets (64) and the mismatch in number is then discussed and related back to the lesson topic. Moving forwards, base substitutions and base deletions are briefly introduced so that they can see how although one substitution can change the primary structure, another will change the codon but not the encoded amino acid. The lesson concludes with a brief look at the non-overlapping nature of the code so that the impact of a base deletion (or insertion) can be understood when covered in greater detail in module 6.
This lesson describes the active loading of assimilates like sucrose at the source and the translocation along the phloem to the sink. Both the detailed PowerPoint and accompanying resources have been designed to cover point 3.1.3 (f) of the OCR A-level Biology A 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 3.1.3 (b) where the structure of the phloem tissue was initially introduced and the students are continually challenged on this 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 particular plant structure is one or the other (or both)
This is an engaging lesson that looks at the structures and actions of the two parts of the autonomic nervous system (ANS) and shows students where this particular system fits into the whole organisation of the nervous system.
The lesson begins by introducing the students to the idea that motor neurones are not simply somatic motor neurones but will actually be classified as autonomic motor neurones if they innervate the involuntary muscles. A range of tasks, progress checks and quick competitions are used during the lesson to engage the students in this topic and show them how it relates to other topics such as motor neurones and neurotransmitters. Key terminology is used throughout, such as ganglions, so that students can recognise and access the marks if an exam question on this topic arises.
This lesson has been written for A-level students
This fully-resourced lesson looks at the effects of nervous mechanisms on the heart rate. The engaging and detailed PowerPoint and accompanying resources have been designed to cover the part of point 5.1.5 (k) of the OCR A-level Biology A specification which states that students should be able to demonstrate and apply their knowledge and understanding of the control of the heart rate by the cardiovascular centre in the medulla oblongata
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 detailed lesson describes the role of the mRNA, tRNA, rRNA and amino acids during the second stage of protein synthesis - translation. Both the PowerPoint and accompanying resources have been designed to cover the second part of point 2.1.3 (g) of the OCR A-level Biology A specification and continually links back to the previous lessons in this module on the structure of DNA and RNA and the genetic code
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, where the teams compete to transcribe and translate in the quickest time before using all that they have absorbed to answer some questions which involve the genetic code and the mRNA codon table
This lesson focuses on the structure of RNA and specifically the similarities and differences between this nucleic acid and DNA so that students are prepared for the upcoming lessons on transcription and translation. The engaging and detailed PowerPoint and accompanying resource have been designed to cover part 1 of point 2.1.3 (g) of the OCR A-level Biology A specification which states that students should be able to describe the structure of molecules of messenger RNA, transfer RNA and ribosomal RNA. Students were introduced to nucleotides and the detailed structure of DNA in previous lessons, so this lesson is written to tie in with those and continuously challenge prior knowledge as well as understanding of the current topic.
The lesson begins by reminding students that RNA is a member of the family of nucleic acids and therefore has a number of structural features that are commonly shared with DNA. A quiz round called “A FAMILY AFFAIR” is used to challenge their knowledge of DNA to recognise those features that are also found on RNA such as the chain of linked nucleotides, pentose sugars, nitrogenous bases and phosphodiester bonds. The next task pushes them to consider features that have not been mentioned and therefore are differences as they answer a structured exam-style question on how RNA differs from DNA. Students will learn that RNA is shorter than DNA and this leads into the final part of the lesson where mRNA and tRNA are introduced and again they are challenged to use the new information explain the difference in size. Brief details of transcription and then translation are provided so that students are prepared for the upcoming lessons on protein synthesis.
This fully-resourced lesson describes how DNA is replicated during interphase of the cell cycle and explains why it is known as semi-conservative replication. Both the detailed PowerPoint and accompanying resources have been designed to cover the details of point 2.1.3 (e) of the OCR A-level Biology A specification and the occurrence of spontaneous mutations is also discussed in the latter part of the lesson.
As detailed in the specification, the focus of this lesson is the role of the enzymes DNA helicase and polymerase and students are also introduced to DNA ligase to enable them to understand how this enzyme functions to join the nucleic acid fragments. Time is taken to explain key details such as the assembly of strands in the 5’-to-3’ direction so that the continuous manner in which the leading strand is synthesised can be compared against that of the lagging strand. The students are constantly challenged to make links to previous topics such as DNA structure, phosphorylated nucleotides and hydrolysis reactions through a range of exam questions and answers are displayed so any misconceptions are quickly addressed. The final part of the lesson focuses on the occurrence of mistakes by DNA polymerase and also on the quantity of DNA in the cell following replication so that future links can be made to the cell cycle (as covered in module 2.1.6)
This bundle of 3 lessons covers all of the content in the sub-topic B6.1 (Monitoring and maintaining the environment) of the OCR Gateway A GCSE Combined Science specification. The topics and specification points covered within these lessons include:
Be able to explain how to carry out a field investigation into the distribution and abundance of organisms
Be able to estimate population numbers in a given area
Describe both positive and negative human interactions within an ecosystem
Explain human impacts on biodiversity
The benefits and challenges of maintaining local and global biodiversity
All of these lesson presentations and accompanying resources are detailed and engaging and contain regular progress checks to allow the students to constantly assess their understanding.
This bundle of 3 lessons covers all of the content in the sub-topic B3.3 (Maintaining internal environments) of the OCR Gateway A GCSE Combined Science specification. The topics covered within these lessons include:
The importance of maintaining a constant internal environment in response to internal and external change
Explain how insulin controls blood sugar levels
Explain how glucagon controls blood sugar levels
Compare type I and II diabetes
All of these lesson presentations and accompanying resources are detailed and engaging and contain regular progress checks to allow the students to constantly assess their understanding.
This bundle of 4 lessons covers the majority of the content in the sub-topic B5.1 (Inheritance) of the OCR Gateway A GCSE Combined Science specification. The topics covered within these lessons include:
Know the meaning of the different genetic terms
Describe that the genome and its interaction with the environment influence the phenotype
Explain the terms haploid and diploid
Explain the role of meiotic division in forming haploid gametes
Explain single gene inheritance
Predict the results of single gene crosses
Describe sex determination in humans using a genetic cross
All of these lesson presentations and accompanying resources are detailed and engaging and contain regular progress checks to allow the students to constantly assess their understanding.
This bundle of 11 lessons covers the majority of the content in the sub-topic B6.3 (Monitoring and maintaining health) of the OCR Gateway A GCSE Combined Science specification. The topics and specification points covered within these lessons include:
The relationship between health and disease
Different types of diseases
The interactions between different types of diseases
The spread of communicable diseases
Reducing and preventing the spread of communicable diseases
The role of white blood cells and platelets in defence
The non-specific defence systems
The role of the immune system in the defence against disease
The use of vaccines and medicines in the prevention and treatment of disease
The discovery and development of potential new medicines
Risk factors and non-communicable diseases
Treatments for CVD
Stem cells in medicine
All of these lesson presentations and accompanying resources are detailed and engaging and contain regular progress checks to allow the students to constantly assess their understanding.
This bundle of 4 lesson presentations and associated resources cover a lot of the mathematical skills that can be tested in Science. Since the move to the new GCSE specifications, the mathematical element has increased significantly and these lessons act to guide students through these skills. Students are shown how to convert between units, rearrange to change the subject of the formula and to use significant figures and standard form.
This is a detailed and engaging lesson that looks at how molecules move between areas of differing concentrations by diffusion and then explores how this occurs across cell membranes and focuses on the alveoli.
The lesson begins by using a step by step format to write the definition for diffusion so that key terms such as concentration gradient are understood. Students will be introduced to this as a passive process so that they can understand how active transport differs when this is met in another lesson. Progress checks are written into the lesson at regular intervals so that students can assess their understanding against a displayed answer. Moving forwards, the lesson focuses on diffusion across cell membranes and uses the example of the exchange surface of the alveoli and blood capillaries to explore the different features which act to increase the rate of diffusion. The final part of the lesson briefly looks at how the villi in the small intestine increase the rate of diffusion.
This lesson has been written for GCSE aged students. If you’re looking for a lesson on this topic but for older students, then my alternative upload “Simple diffusion” will be more suitable
This is a concise, fast-paced lesson that has been designed to enable students to discover the key structural features of a synapse and be able to write accurate descriptions of the sequence of events that occur at these structures. The neurotransmitter involved is acetyl choline and therefore this is specifically a lesson about cholinergic synapses.
The lesson begins by going through the terminology associated with synapses which includes pre-synaptic terminal or knob, synaptic cleft and post-synaptic neurone. Then time is taken to look at each of the two neurones and the structures found inside the terminal or on the membranes. The main task of the lesson involves a step by step guide through the sequence of events at the synapse. This guide has been written in a bullet point format and students are challenged to use the features they have met and their own Biological knowledge to complete each point. The final part of the lesson looks at how the enzyme acetylcholinesterase is involved in the breakdown and then how the neurotransmitter is re-formed using the ATP generated in the mitochondria
This lesson is written for A-level students
This bundle of 3 lessons looks at the different methods by which molecules move across cell membranes. These lessons have been written for GCSE aged students, but could be used with younger students who are studying this topic and want to be challenged. Students will understand how the passive processes of diffusion and osmosis move molecules with the concentration gradient whilst active transport moves them against the gradient and therefore requires energy in the form of ATP. Time is taken to go through the factors that increase the rate of diffusion as well as relating this to the living organism with examples in the body.
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 Module 2.1.1 (Cell structure) of the OCR A-level Biology A specification.
The sub-topics and specification points that are tested within the lesson include:
The use of microscopy to observe and investigate different types of cells
The use and manipulation of the magnification formula
The difference between magnification and resolution
The ultrastructure of eukaryotic cells and the function of the different cellular components
Interpretation of electron microscope images
The interrelationship between the organelles involved in the production and secretion of proteins
The similarities and differences in the structure and ultrastructure of prokaryotic and eukaryotic cells
Students will be engaged through the numerous quiz rounds such as “It doesn’t HURT to CONVERT” and “Word association game” 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 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 5 (Energy transfers in and between organisms) of the AQA A-level Biology specification.
The sub-topics and specification points that are tested within the lesson include:
The light dependent reaction including the production of ATP and reduced NADP and the photolysis of water
The light-independent reaction to form triose phosphate and regenerate RuBP
Identify environmental factors that limit the rate of photosynthesis
Glycolysis as the first stage of both aerobic and anaerobic respiration
The conversion of pyruvate to lactate
The stages of aerobic respiration that occur in the mitochondria
Losses of energy through food chains
The roles of microorganisms in the nitrogen cycle
The environmental issues of the use of fertilisers as seen with eutrophication
Students will be engaged through the numerous quiz rounds such as “Can you DEPEND on your knowledge” and “Are you on the right PATH” 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