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 engaging lesson describes how the structure of the mammalian lung is adapted for rapid gaseous exchange. The PowerPoint has been designed to cover point 2.1 (iii) of the Pearson Edexcel A-level Biology A specification and focuses on the essential features of the alveolar epithelium as well as the mechanism of ventilation to maintain a steep concentration gradient for the simple diffusion of oxygen and carbon dioxide.
Gas exchange at the alveoli is a topic that was covered at GCSE and considered during the previous lessons in topic 2.1 so this lesson has been written to challenge the recall of that knowledge and then to build on it. The main focus of the first half of the lesson is the type of epithelium found lining the alveoli and students will discover that a single layer of flattened cells known as simple, squamous epithelium acts to reduce the diffusion distance.
The following features of the alveolar epithelium are also covered:
Surface area
Moist lining
Production of surfactant
The maintenance of a steep concentration gradient is the role of the respiratory system and the next part of the lesson focuses on the diaphragm and intercostal muscles. As the mechanism of inhalation is a cascade of events, the details of this process are covered in a step by step format using bullet points. At each step, time is taken to discuss the key details which includes an introduction to Boyle’s law that reveals the inverse relationship between volume and pressure. It is crucial that students are able to describe how the actions of the diaphragm, external intercostal muscles and ribcage result in an increased volume of the thoracic cavity and a subsequent decrease in the pressure, which is below the pressure outside of the body. At this point, their recall of the structures of the mammalian gas exchange system is tested, to ensure that they can describe the pathway taken by air when moving into the lungs.
This fully-resourced lesson explains how an enzyme’s specificity is related to their 3D structure and enables them to act as biological catalysts. The engaging PowerPoint and accompanying resources have been designed to cover the first parts of specification point 1.4.2 and considers the details of Fischer’s lock and key hypothesis and Koshland’s induced-fit model to deepen student understanding of the mechanism of enzyme action
The lesson has been specifically planned to tie in with related topics that were previously covered such as protein structure and globular proteins. This prior knowledge is tested through a series of exam-style questions along with current understanding and mark schemes are included in the PowerPoint so that students can assess their answers.
Students will learn that enzymes are large globular proteins which contain an active site that consists of a small number of amino acids. Emil Fischer’s lock and key hypothesis is introduced to enable students to recognise that their specificity is the result of an active site that is complementary in shape to a single type of substrate. Time is taken to discuss key details such as the control of the shape of the active site by the tertiary structure of the protein. The induced-fit model is described so students can understand how the enzyme-susbtrate complex is stabilised and then students are challenged to order the sequence of events in an enzyme-controlled reaction.
The lesson finishes with a focus on ATP synthase and DNA polymerase so that students are aware of these important intracellular enzymes when learning about the details of respiration and DNA replication before they are challenged on their knowledge of carbohydrates, lipids and proteins from topics 1.2 - 1.4 as they have to recognise some extracellular digestive enzymes.
This fully-resourced lesson describes the three main stages of the Calvin cycle as fixation, reduction and regeneration. The detailed PowerPoint and accompanying resources have been designed to cover the content of point 13.1 (g) of the CIE A-level Biology specification and detailed planning ensures that continual links are made to the previous lesson on the light-dependent stage so that students understand how the products of that stage, ATP and reduced NADP, are essential for the Calvin cycle
The lesson begins with an existing knowledge check where the students are challenged to recall the names of structures, substances and reactions from the light-dependent stage in order to reveal the abbreviations of the main 3 substances in the Calvin cycle. This immediately introduces RuBP, GP and TP and students are then shown how these substances fit into the cycle. The main section of the lesson focuses on the three phases of the Calvin cycle and time is taken to explore the key details of each phase and includes:
The role of RuBisCO in carbon fixation
The role of the products of the light-dependent stage, ATP and reduced NADP, in the reduction of GP to TP
The use of the majority of the TP in the regeneration of RuBP
A step-by-step guide, with discussion points where the class are given time to discuss the answer to selected questions, is used to show how 6 turns of the cycle are needed to form the TP that will then be used to synthesise 1 molecule of glucose. A series of exam-style questions are included at appropriate points of the lesson and this will introduce limiting factors as well as testing their ability to answer questions about this stage when presented with an unfamiliar scientific investigation. The mark schemes are included in the PowerPoint so students can assess their understanding and any misconceptions are immediately addressed.
This lesson describes the light-dependent stage, focusing on photoactivation of chlorophyll, photolysis of water and the production of ATP and reduced NADP. The detailed PowerPoint and accompanying resources have been designed to cover the details of point 13.1 (f) of the CIE A-level Biology specification and also describes cyclic and non-cyclic photophosphorylation
The light-dependent stage of photosynthesis is a process which students can find difficult to understand in the necessary detail so this lesson has been planned to walk them through all of the key details. Time is taken to describe the roles of the major protein complexes that are embedded in the thylakoid membrane and this includes the two photosystems, the cytochrome proton pump and ATP synthase. A series of exam-style questions have been written that link to other biological topics in this course such as eukaryotic cell structures and membrane transport as well as application questions to challenge them to apply their understanding. Some of these resources have been differentiated to allow students of differing abilities to access the work and to be pushed at the same time. Students will learn that there are two pathways that the electron can take from PSI and at the completion of the two tasks which describe each of these pathways, they will understand how ATP is generated in non-cyclic and cyclic photophosphorylation. The final task of the lesson asks them to compare these two forms of photophosphorylation to check that they understand when photolysis is involved and reduced NADP is formed.
Due to the detail included in this lesson, it is estimated that it will take up to 3 hours of allocated A-level teaching time to complete.
This fully-resourced lesson describes how enzyme and substrate concentration can affect the rate of an enzyme-controlled reaction. The PowerPoint and accompanying resources are the 4th in a series of 5 lessons which cover the detail of point 1.4.2 of the AQA A-level Biology specification. Transcription and translation are also introduced and therefore this lesson could be used in preparation for the detailed lessons in topic 4.2.
The first part of the lesson describes how an increase in substrate concentration will affect the rate of reaction when a fixed concentration of enzyme is used. Time is taken to introduce limiting factors and students will be challenged to identify substrate concentration as the limiting factor before the maximum rate is achieved and then they are given discussion time to identify the possible factors after this point. A series of exam-style questions are used throughout the lesson and the mark schemes are displayed to allow the students to assess their understanding and for any misconceptions to be immediately addressed. Moving forwards, the students have to use their knowledge of substrate concentration to construct a graph to represent the relationship between enzyme concentration and rate of reaction and they have to explain the different sections of the graph and identify the limiting factors.
The final section of the lesson describes how the availability of enzymes is controlled in living organisms. Students will recognise that this availability is the result of enzyme synthesis and enzyme degradation and a number of prior knowledge checks challenge students on their knowledge of proteins as covered in topic 1.4.1
Please note that this lesson explains the Biology behind the effect of concentration on enzyme-controlled reactions and not the methodology involved in carrying out such an investigation as this is covered in a core practical lesson.
This lesson describes and explains how temperature affects enzyme activity. The PowerPoint and the accompanying resource are part of the 1st lesson in a series of 3 which cover the content detailed in point 1.5 (iv) of the Edexcel A-level Biology B specification and this lesson has been specifically planned to tie in with the previous lesson covering 1.5 (i, ii & iii) where the structure, properties and mechanism of action of enzymes were introduced.
The lesson begins by challenging the students to recognise optimum as a key term from its 6 synonyms that are shown on the board. Time is taken to ensure that the students understand that the optimum temperature is the temperature at which the most enzyme-product complexes are produced per second and therefore the temperature at which the rate of an enzyme-controlled reaction works at its maximum. The optimum temperatures of DNA polymerase in humans and in a thermophilic bacteria and RUBISCO in a tomato plant are used to demonstrate how different enzymes have different optimum temperatures and the roles of the latter two in the PCR and photosynthesis are briefly described to prepare students for these lessons in topics 7 and 5.
Moving forwards, the rest of the lesson focuses on enzyme activity at temperatures below the optimum and at temperatures above the optimum. Students will understand that increasing the temperature increases the kinetic energy of the enzyme and substrate molecules, and this increases the likelihood of successful collisions and the production of enzyme-substrate and enzyme-product complexes. When considering the effect of increasing the temperature above the optimum, continual references are made to the previous lesson and the control of the shape of the active site by the tertiary structure. Students will be able to describe how the hydrogen and ionic bonds in the tertiary structure are broken by the vibrations associated with higher temperatures and are challenged to complete the graph to show how the rate of reaction decreases to 0 when the enzyme has denatured.
Please note that this lesson has been designed specifically to explain the relationship between the change in temperature and the rate of enzyme activity in a reaction and not the practical skills that would be covered in a core practical lesson
This lesson describes the structure of enzymes and explains how their specificity enables them to act as catalysts intracellularly and extracellularly. The engaging PowerPoint and accompanying resources have been designed to cover points 1.5 (i), (ii), (iii) & (vii) of the Edexcel A-level Biology B specification and describes Fischer’s lock and key hypothesis and Koshland’s induced-fit model to deepen student understanding of the mechanism of enzyme action
The lesson has been specifically planned to tie in with topic 1.3 where protein structure and globular proteins were covered. This prior knowledge is tested through a series of exam-style questions along with current understanding and mark schemes are included in the PowerPoint so that students can assess their answers.
Students will learn that enzymes are large globular proteins which contain an active site that consists of a small number of amino acids. Emil Fischer’s lock and key hypothesis is introduced to enable students to recognise that their specificity is the result of an active site that is complementary in shape to a single type of substrate. Time is taken to discuss key details such as the control of the shape of the active site by the tertiary structure of the protein. The induced-fit model is described so students can understand how the enzyme-susbtrate complex is stabilised and then students are challenged to order the sequence of events in an enzyme-controlled reaction.
The lesson finishes with a focus on ATP synthase, DNA helicase and DNA polymerase and students are challenged on their recall of DNA replication with an exam question before they are challenged on their knowledge of carbohydrates, lipids and proteins from topics 1.1 - 1.3 as they have to recognise some extracellular digestive enzymes from descriptions of their substrates.
This bundle contains 5 fully-resourced lessons which are highly detailed and will engage and motivate the students whilst the following content that is set out in topic 13 of the CIE A-level Biology specification is covered:
Topic 13.1
Energy transferred as ATP and reduced NADP from the light dependent stage is used during the Calvin cycle to produce complex organic molecules
The sites of the light-dependent and light-independent stages of photosynthesis
The light-dependent stage as the photoactivation of chlorophyll, the photolysis of water and the transfer of energy to ATP and reduced NADP
Cyclic and non-cyclic photophosphorylation
The three main stages of the Calvin cycle
The conversion of Calvin cycle intermediates to carbohydrates, lipids and amino acids
Topic 13.2
Explain the term limiting factor in relation to photosynthesis
Explain the effects of changes in light intensity, carbon dioxide concentration and temperature on the rate of photosynthesis
Explain how an understanding of limiting factors is used to increase crop yields in protected environments
The lesson PowerPoints and accompanying resources contain a wide range of tasks which include exam-style questions, whole class discussion periods and quiz competitions which are designed to introduce key terms and values in a memorable way.
Respiration and photosynthesis are two of the most commonly-assessed topics in the terminal A-level exams but are often poorly understood by students. These 14 lessons have been intricately planned to contain a wide range of activities that will engage and motivate the students whilst covering the key detail to try to deepen their understanding and includes exam-style questions so they are fully prepared for these assessments.
The following specification points in topics 12 and 13 of the CIE A-level Biology course are covered by these lessons:
The need for energy in living organisms
The features of ATP
The synthesis of ATP by substrate-level phosphorylation in glycolysis and the Krebs cycle
The roles of the coenzymes in respiration
The synthesis of ATP through the electron transport chain in the mitochondria and chloroplasts
The relative energy values of carbohydrates, lipids and proteins as respiratory substrates
Determining the respiratory quotient from equations for respiration
The four stages of aerobic respiration
An outline of glycolysis
When oxygen is available, pyruvate is converted into acetyl CoA in the link reaction
The steps of the Krebs cycle
Oxidative phosphorylation
The relationship between the structure and function of the mitochondrion
Distinguish between aerobic and anaerobic respiration in mammalian tissue and in yeast cells
Anaerobic respiration generates a small yield of ATP and builds up an oxygen debt
The products of the light-dependent stage are used in the Calvin cycle
The structure of a chloroplast and the sites of the light-dependent and light-independent stages of photosynthesis
The light-dependent stage of photosynthesis
The three stages of the Calvin cycle
The conversion of Calvin cycle intermediates to carbohydrates, lipids and amino acids
Explain the term limiting factor in relation to photosynthesis
Explain the effects of changes in light intensity, carbon dioxide concentration and temperature on the rate of photosynthesis
Explain how an understanding of limiting factors is used to increase crop yields in protected environments
Due to the detail of these lessons, it is estimated that it will take up to 2 months of allocated A-level teaching time to cover the detail included in the slides of these lessons
If you would like to sample the quality of the lessons, download the roles of the coenzymes, the Krebs cycle and the products of the Calvin cycle lessons as these have been shared for free
This bundle contains 11 fully-resourced lessons which will engage and motivate the students whilst covering the following specification points in topics 7 and 8 of the CIE A-level Biology specification:
TOPIC 7
The structure of xylem vessel elements, phloem sieve tube elements and companion cells
The relationship between the structure and function of xylem vessel elements, phloem sieve tube elements and companion cells
Explain how hydrogen bonding of water molecules is involved with the movement in the xylem by cohesion-tension in transpiration pull and adhesion to cell walls
The pathways and mechanisms by which water and mineral ions are transported from the soil to the xylem and from roots to leaves
Assimilates move between sources and sinks between phloem sieve tubes
The mechanism by which sucrose is loaded into the phloem
The mass flow of phloem sap down a hydrostatic pressure gradient
TOPIC 8
The double, closed circulatory system of a mammal
The relationship between the structure and function of arteries, veins and capillaries
The role of haemoglobin in carrying oxygen and carbon dioxide
The significance of the oxygen dissociation curve of adult haemoglobin at different carbon dioxide concentrations
The external and internal structure of the heart
The cardiac cycle
The role of the SAN, AVN and Purkyne tissue in the initiation and conduction of the heart action
The lesson PowerPoints and accompanying resources contain a wide range of tasks which include exam-style questions with mark schemes, discussion points and quiz competitions that will check on current understanding as well as making links to previously covered topics.
This lesson introduces the differences between ectotherms and endotherms and then describes the behavioural responses of an ecotherm. The PowerPoint and accompanying resource have been designed to cover specification point 9.9 (vi) of the Edexcel A-level Biology B specification which states that students should understand how ectotherms rely on the external environment for their temperature control. The main aim when designing the lesson was to support students in making sensible and accurate decisions when challenged to explain why these types of organisms have chosen to carry out a particular response. A wide range of animals are used so students are engaged in the content matter and are prepared for the unfamiliar situations that they will encounter in the terminal exam. Time is also taken to compare ectotherms against endotherms so that students can recognise the advantages and disadvantages of ectothermy when covered in the following lesson.
This REVISION resource has been written with the aim of motivating the students whilst they are challenged on their knowledge of the content in TOPIC 4 (Natural selection and modification) of the Edexcel GCSE Biology specification. The resource contains an engaging and detailed PowerPoint (82 slides) and accompanying worksheets, some of which are differentiated to provide extra scaffolding to students when it is required.
The wide range of activities have been designed to cover as much of topic 4 as possible but the following sub-topics have been given a particular focus:
The discovery of human fossils
Stone tools as evidence of human evolution
Evolution by natural selection
The development of antibiotic resistance in bacteria
The three domain and five kingdom classification methods
Genetic engineering
Selective breeding
The benefits and risks of genetic engineering and selective breeding for the growing population
The use of fertilisers and biological control
There is a large emphasis on mathematical skills in the new specification and these are tested throughout the lesson.
This resource is suitable for use at the end of topic 4, in the lead up to mocks or in the preparation for the final GCSE exams.
This bundle of 4 revision lessons have been designed to provide the students with lots of opportunities to evaluate their understanding of the topics found in module 4 of the OCR A-level Biology A specification.
The bundle includes lessons which cover the three sub modules 4.1.1 (Communicable diseases), 4.2.1 (Biodiversity) and 4.2.2 (Classification and evolution) as well as a lesson to cover all of module 4 (Biodiversity, evolution and disease).
As this module is often taught near to the end of the AS year, it doesn’t always receive the time that the other modules do. With this in mind, each of the lessons has been written to include a wide range of activities that allow the important details to be covered and any misconceptions addressed.
This REVISION resource has been written with the aim of motivating the students whilst they are challenged on their knowledge of the content in Biology TOPIC 8 (Exchange and transport in animals) of the Edexcel GCSE Combined Science specification. The resource contains an engaging and detailed PowerPoint (90 slides) and accompanying worksheets, most of which are differentiated to allow all abilities to access the work.
The wide range of activities, which include exam questions and quiz competitions, have been designed to cover as much of topic 8 as possible but the following sub-topics have been given a particular focus:
Surface area to volume ratio
Gas exchange at the alveoli
The structure of the blood vessels
The gross structure of the heart and the major blood vessels
Calculating the cardiac output
The functions of the components of the blood
Aerobic vs anaerobic respiration
There is a large emphasis on mathematical skills in the new specification and these are tested throughout the lesson.
This resource is suitable for use at the end of topic 8, in the lead up to mocks or in the preparation for the final GCSE exams.
This lesson has been designed to cover the higher tier content of specification points 7.4 & 7.5 (The hormones involved in the stages of the menstrual cycle) which is found in topic 7 of the Edexcel GCSE Biology & Combined Science specifications. A wide range of activities will engage and motivate the students whilst the content is covered in detail and understanding checks are included at regular points to enable the students to self-assess their new found knowledge. Students will learn about the different stages of the menstrual cycle including menstruation and ovulation and will see how FSH, oestrogen, LH and progesterone interact to control these stages.
This lesson has been designed for GCSE-aged students who are taking the Edexcel GCSE Biology or Combined Science course but it is also suitable for younger students who are looking into this topic as part of the reproduction module
This engaging and detailed lesson has been written to cover the content of points 7.6 & 7.7 (The hormonal and barrier methods of contraception) as detailed in the Edexcel GCSE Biology & Combined Science specifications. This is a topic which can be difficult to teach due to the awkwardness of a class or students believing that they already know all of the information without really knowing the detail which is laid out in the specification. With this in mind, a wide range of activities have been included in the lesson to maintain motivation whilst ensuring that this important detail is covered. Students will learn about a range of hormonal methods including oral contraceptives and progesterone patches and how these methods influence the menstrual cycle. Barrier methods are also discussed and their effectiveness considered. Time is taken to look at alternative methods such as abstaining from sexual intercourse before and after ovulation and sterilisation. Due to the clear link to the topic of the menstrual cycle, previous knowledge checks are written into the lesson and challenge the students on their knowledge of FSH, LH, oestrogen and progesterone. There are also mathematical skills check so that students are prepared for the added mathematical element in this course.
This lesson has been written for GCSE-aged students who are studying on the Edexcel GCSE Biology or Combined Science courses but is suitable for younger students who are looking at contraception in their Science lessons
This lesson has been designed to cover the content set out in specification point 7.1 (The endocrine system) of topic 7 of the Edexcel GCSE Biology & Combined Science courses. A wide range of activities have been written into the lesson with the aim of engaging and motivating the students whilst ensuring that the content is covered in detail. These activities include a number of quiz competitions which will challenge the students to identify an endocrine organ when presented with three organs as well as introducing them to the names of some of the hormones released by the pituitary gland.
The following content is covered in this lesson:
Hormones as chemicals which have a slow but long lasting effect on target organs
The location of the pituitary, adrenal and thyroid glands in the human body
The location of the pancreas, ovaries and testes in the human body
The hormones which are secreted by the endocrine glands
The effects of the hormones on their target organs
This lesson has been written for GCSE-aged students who are studying on the Edexcel courses but it is suitable for younger students who are looking at the different organ systems
This lesson has been designed to cover the content as detailed in points 7.9 & 7.10 (The importance of homeostasis) of the Edexcel GCSE Biology specification. Consisting of a detailed and engaging PowerPoint and accompanying worksheets, the range of activities will motivate the students whilst ensuring that the content is covered in detail. Students will learn how a constant internal environment is maintained by homeostasis before being introduced to some of the factors which are regulated by these systems. Time is taken to look into osmoregulation and thermoregulation in more detail, so that students can explain that maintenance of the body temperature at the set-point allows enzymes to function at their maximum rate. Progress checks are included throughout the lesson so that students can assess their understanding of the content and any misconceptions can be addressed whilst quiz competitions, like SAY WHAT YOU SEE and YOU DO THE MATH, are used to introduce new terms and important values in a fun and memorable way.
This lesson has been written for GCSE-aged students who are studying the Edexcel GCSE Biology specification but can be used with older students who need to recall the idea of homeostasis before taking it to greater depths in their studies.
This lesson has been designed to cover the higher tier content of specification point 5.3.4 (Hormones in human reproduction) which is found in topic 5 of the AQA GCSE Biology & Combined Science specifications. A wide range of activities will engage and motivate the students whilst the content is covered in detail and understanding checks are included at regular points to enable the students to self-assess their new found knowledge.
The following Biology is covered in this lesson:
Reproductive hormones in the development of secondary sexual characteristics
The role of testosterone as the main male reproductive hormone
The role of oestrogen and progesterone in the repair and maintenance of the uterus lining
The role of FSH and LH in the maturation of an egg and ovulation
The interaction of these four hormones in the control of the menstrual cycle
The final part of the lesson involves a number of questions where the students are challenged to apply their knowledge to unfamiliar situations
This lesson has been designed for GCSE-aged students who are taking the AQA GCSE Biology or Combined Science course but it is also suitable for younger students who are looking into this topic as part of the reproduction module
This fully-resourced lesson has been designed to cover the specification point 3.21B (understanding the term co-dominance) as detailed in topic 3 (Reproduction and inheritance) of the Pearson Edexcel IGCSE Biology specification. The lesson uses the inheritance of the ABO blood group system to demonstrate co-dominance. A potentially difficult topic, time has been taken to include guidance sections where students are walked through the interpretation of the different genotypes to find out the phenotypes as well as supporting them through the construction of genetic diagrams and working out the blood groups from pedigree trees. There is a real focus on genetic terminology such as allele, locus, genotype and phenotype so that the understanding is deep and students can use this if they choose to further their studies at A-level.
This lesson has been designed for GCSE-aged students studying the Pearson Edexcel IGCSE Biology course but is also suitable for older students who are learning about codominance (and multiple alleles) at A-level
