A considerable amount of time and thought has been put into the design of this extensive resource with the aim of motivating students to evaluate their understanding of the content in modules 1, 2, 4 and 6 of the OCR A-level Biology A specification which can be assessed in PAPER 2 (Biological diversity). The resource includes a detailed and engaging Powerpoint (226 slides) and is fully-resourced with differentiated worksheets that challenge the students on a wide range of topics. The resource has been written to include different types of activities such as exam questions with explained answers, understanding checks and quiz competitions. The aim was to cover as much of the specification content as possible but the following topics have been given particular attention: Genetic terminology Monogenic and dihybrid inheritance Hardy-Weinberg principle Sex-linked diseases Blood clotting The properties of water Codominance and multiple alleles Types of variation Communicable diseases Genetically engineering bacteria to produce insulin Antibiotics and antibiotic resistance Vaccinations Ecological terminology Classification hierachy The genetic code and gene mutations Chi-squared test Epistasis Sampling Selection pressures and types of selection The Carbon cycle Due to the size of the resource and the range of topics that are covered, this is likely to be used over the course of a number of lessons and will enable teachers to pinpoint specific areas to spend more time on. The mathematical element of the course is challenged throughout the lesson and helpful hints are provided to support students in structuring their answers. This resource can be used in the lead up to the actual Paper 2 exam or earlier in the course when a particular area of modules 1, 2, 4 or 6 is being studied. I truly hope that this resource helps your students in their aims to achieve their potential grades.

This is a fully-resourced REVISION lesson that consists of an engaging PowerPoint (121 slides) and associated worksheets that challenge the students on their knowledge of topics B5 - B7 (Homeostasis and response, Inheritance, variation and evolution and Ecology) of the AQA GCSE Combined Science Trilogy specification and can be assessed on PAPER 2. A wide range of activities have been written into the lesson to maintain motivation and these tasks include exam questions (with answers), understanding checks, differentiated tasks and quiz competitions. The lesson has been designed to include as much which of the content that can be assessed in paper, but the following sub-topics have been given particular attention: The structure of DNA Genetic terminology Inheritance crosses Sex determination IVF The structure of the nervous system Reflexes Type I and II Diabetes The main steps in the process of genetic engineering Antibiotic resistance Evolution by natural selection Ecological terms The carbon cycle The mathematic elements of the Combined Science specification are challenged throughout the resource. Due to the size of this resource, it is likely that teachers will choose to use it over the course of a number of lessons and it is suitable for use in the lead up to the mocks or in the lead up to the actual GCSE exams.

This lesson describes how the expression of a gene mutation impairs the functioning of the gaseous and digestive systems in people with cystic fibrosis. The detailed PowerPoint and accompanying worksheets have primarily been designed to cover points 2.12 (ii) and 2.14 of the Pearson Edexcel A-level Biology A (Salters Nuffield) specification but also challenges the students on their knowledge of previously-covered topics including monohybrid inheritance, protein synthesis, genetic code and blood clotting as well as making links to the upcoming topics of loci, organisation of multicellular organisms and post-transcriptional changes. The main focus of the lesson is the CFTR gene and the functions of the ion channel that is synthesised when this gene is expressed. As well as explaining that this channel allows chloride ions to flow across the apical membrane of the epithelial cells, time is taken to emphasise the importance of its inhibition on the ENaC, which prevents the flow of sodium ions back into the cells. A step by step guide is then used to describe the sequence of events that result in mucus which is motile and can be moved by the wafting action of the cilia in healthy individuals. This leads into the section of the lesson which considers the inheritance of cystic fibrosis in an autosomal recessive manner and then focuses on the change in the primary structure of the channel which results from one of over 1500 different gene mutations. Again, the students are guided through the events that lead to the depletion of the apical surface liquid and the cilia being unable to move the viscous mucus. Although the majority of the lesson is described with reference to the gaseous exchange system, the impaired functioning of the digestive system in terms of the blockage of the pancreas and liver secretions is considered and discussed and the students are challenged on their understanding through a range of exam-style questions. All of the questions included in the lesson have mark schemes which are embedded into the PowerPoint and this allows the students to assess their progress. Due to the detailed content of this lesson, it is estimated that it will take in excess of 3 hours of allocated A-level teaching time to cover

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 lesson describes how epigenetics, in the form of increased DNA methylation and decreased histone acetylation, controls gene expression. The PowerPoint and accompanying resources are part of the second lesson in a series of 4 which cover the content of point 8.2.2 (regulation of transcription and translation) of the AQA A-level biology specification. As shown in the cover image, the lesson begins with a challenge, where the students have to recognise the prefix epi. They will learn that this prefix means on or above in Greek meaning epigenetics can be described as factors causing changes to gene function beyond the genetic code. One of several discussion periods is used to encourage them to identify what is not involved here (i.e. gene mutations), and so, epigenetics is introduced as heritable changes in gene function without changes to the base sequence. Moving forwards, the process of DNA methylation is introduced, and students are challenged to predict how the addition of a methyl group could inhibit transcription before they have to use their prior knowledge of key terms to complete a passage about this concept. The details of a study which considered the correlation between DNA methylation and atherosclerosis are provided to broaden their knowledge and then they have to answer questions about the study using their knowledge of content from topics 1 - 7. The remainder of the lesson discusses acetylation and students will learn that the removal of acetyl groups from histones causes the chromatin to become highly condensed and prevents the transcription of the gene.

This detailed lesson describes how gene expression can be changed by epigenetic modification, which is important in ensuring cell differentiation. The PowerPoint and accompanying resources describe DNA methylation, histone modification, and non-coding RNA as methods of modification and are part of the final lesson in a series of 3 lessons that cover the content in point 7.2 of the Edexcel A-level biology B specification (Factors affecting gene expression). HIV, atherosclerosis and cystic fibrosis are included in the lesson to demonstrate the application of this control of gene expression in real biological examples. Students are challenged throughout the lesson on their current understanding as well as their knowledge of previously covered topics which have links and the answers are embedded into the PowerPoint to allow them to assess their progress. The other lessons in this series are uploaded and are titled “transcription factors” and “RNA splicing”.

This revision lesson provides students with the opportunity to assess their understanding of the AQA A-level biology topic 6 content. The lesson includes a multiple-choice assessment of 20 questions which have been written to challenge the content of topic 6 (Organisms respond to changes in their internal and external environments) and a PowerPoint where the answers are revealed, along with explanations and key points related directly to the specification. The PowerPoint also includes other questions about topic 6 that aren’t directly challenged in the 20 questions, as well as prior knowledge checks to encourage the students to make links to content from topics 1 - 5. This resource has been designed to be used at the end of the teaching of topic 6 and/or in the build up to the final A-level assessments. Lessons challenging content from the other 7 specification topics are also uploaded.

This lesson has been designed to provide students with the opportunity to assess their understanding of topic 1 of the AQA A-level biology specification. Included in the lesson is an assessment consisting of 20 multiple choice questions and a PowerPoint containing the answers. The PowerPoint also contains explanations and key points related to the specification, as well as additional knowledge checks to challenge the content which isn’t directly covered by the 20 questions. There are also slides titled “Link to the future” where content is linked to upcoming lessons from topics 2 - 8. This lesson has been planned to be used at the end of topic 1, and/or in the build up to the final A-level assessments. Multiple-choice assessments for the other 7 topics are also uploaded.

This revision lesson provides students with the opportunity to assess their understanding of inheritance (topic 16). The lesson includes a multiple-choice assessment of 10 questions and a PowerPoint containing the answers, where each answer slide shows the exact specification code to enable students to note the areas which may require extra attention. The PowerPoint also contains additional questions to challenge content from topic 16 of the CIE A-level biology specification (2025 - 2027 update) that isn’t directly covered by the 10 questions, and prior knowledge checks to encourage students to make links to content from topics 1 - 15. This lesson has been designed to be used at the end of topic 16, and in the build up to mocks and the final A-level assessments.

This revision lesson provides students with the opportunity to assess their understanding of biological molecules (topic 2). The lesson includes a multiple-choice assessment of 10 questions and a PowerPoint containing the answers, where each answer slide shows the exact specification code to enable students to note the areas which may require extra attention. The PowerPoint also contains additional questions to challenge content from topic 2 of the CIE A-level biology specification (2025 - 2027 update) that isn’t directly covered by the 10 questions. This lesson has been designed to be used at the end of topic 2, and in the build up to mocks and the final A-level assessments.

This lesson describes how the movement of growth factors regulates growth in response to directional stimuli, focusing on gravitropism and phototropism. The PowerPoint and accompanying resources are part of the 1st lesson in a series of 3, which have been designed to cover point 6.1.1 (Survival and response) of the AQA A-level biology specification. The lesson begins with a prior knowledge check, where the students have to identify key terms encountered in topics 1 - 4, and use their 1st letters to form the term, stimuli. Students are reminded of the meaning of a stimulus, and this introduces the need for organisms to detect and respond to stimuli, to increase their chances of survival. This lesson focuses on these responses in flowering plants, and builds on any knowledge they may have gained at GCSE. They should have met auxins at this previous level, but will now be introduced to IAA, and will complete several tasks which check that they understand the key features of these chemicals, such as their location of production and method by which they move through the shoots and roots. The students are guided through the movement of IAA to the shaded side in a shoot during phototropism, and will learn how this uneven distribution leads to uneven growth. An exam-style question presents them with two further scenarios, where the tip of the shoot has been cut off or is covered, and the students need to describe and explain what will happen to the appearance of the shoot after a week. Moving forwards, the students will learn how the pumping of hydrogen ions into the cell wall and the activation of expansin proteins are involved in the cell elongation. The remainder of the lesson discusses the response to gravity and explains how shoots and roots respond differently. The lesson is full of understanding and prior knowledge checks and all answers are embedded into the PowerPoint. The other two lessons in this series of 3 covering 6.1.1 describe taxes and kineses and the protective effect of a simple reflex.

A fully resourced revision lesson which uses a range of exam questions (with explained answers), quick tasks and quiz competitions to enable the students to assess their understanding of the topics found within module 5.1.5 (Plant and animal responses) of the OCR A-level Biology A specification. The topics tested within this lesson include: Investigating tropisms The mammalian nervous system The brain Reflex actions Controlling heart rate Muscle Muscle contraction Student will enjoy the range of tasks and quiz rounds whilst crucially being able to recognise any areas which require further attention

A whole lesson on the topic of active transport which includes a concise lesson presentation (20 slides) and a set of questions that are used to check on the students’ understanding. This lesson is designed for GCSE students (14 - 16 year olds in the UK) but could be used with A-level students who are covering the topic of movement across cell membranes. The main focus of the lesson is to get students to understand that this is an active process which moves substances against the concentration gradient and therefore needs energy for this process. The final part of the lesson looks at the different types of questions that can accompany this topic and a step-by-step guide is used to answer a difficult longer answer question as a class.

A resourced lesson which looks at gas exchange at the alveoli and focuses on how these structures are adapted to carry out efficient gas exchange. The lesson includes an engaging lesson presentation (21 slides) and an associated worksheet. The lesson begins by revisiting the idea of the surface area to volume ratio of small organisms against larger organisms. This will remind students that due to the low surface area to volume ratio of a human, they need to have adaptations at the exchange surfaces to increase the surface area. Moving forwards, a range of competitions are used to introduce students to the numbers and key terms associated with the alveoli. Students will learn how the large number (700 million) of alveoli leads to a large surface area and how a permeable membrane is also essential. Time is written into the lesson to allow students to think about key features, such as the one cell thick lining, and relate this to the rate of diffusion. The lesson concludes with students completing a passage about how the respiratory and circulatory systems work together to maintain a steep concentration gradient between the alveoli and the capillaries. There are regular progress checks throughout the lesson to allow the students to check on their understanding. As always, the lesson finishes with a slide containing advanced terminology so that students who have aspirations to take A-level Biology can extend and deepen their knowledge

A concise, engaging lesson presentation (22 slides) which looks at the different responses of the body as a result of adrenaline release. In line with the actions of adrenaline, the lesson begins with a range of quiz competitions to introduce key terms and responses to the students. Once the students know that it causes both the breathing and heart rate to increase, they are challenged to complete a passage which brings this information together to explain how the increased respiration rate is related to the fight or flight tag line. Moving forwards, students will be introduced to the meaning of the term vasodilation and then asked to consider which organs will need extra blood flow during times of stress and conversely, which tissues can have blood directed away from them. The lesson finishes by looking at how a negative feedback loop is used as the final control to ensure that energy resources are not wasted during times when there is no stress.

A resourced lesson which looks at three of the main components of blood and ensures that students can relate their features to their function. The lesson includes an engaging lesson presentation (31 slides) and an associated worksheet The lesson begins by challenging the students to recognise blood from a description of some of its contents. This will enable students to identify some of the substances like hormones and urea that are carried in the plasma. Moving forwards, the rest of the lesson takes a format where the students have to act as recruitment consultants. They have been given 3 job roles to fill and once they have decided on the right candidates for the job, they need to be able to explain why these have been chosen. Students will go study the red and white blood cells and platelets, focusing on how their different specialised features enable them to effectively carry out their respective functions. Students will be able to compare the cells in terms of size, number of nuclei and ultimately explain why they have their features. There are regular progress checks throughout the lesson to allow the students to check on their understanding. This lesson has been designed for GCSE students but is perfectly suitable to be used with KS3 students who are studying the circulatory system

A thought-provoking and discussion-based lesson which looks at the different ways that biodiversity is being lost across the World. This lesson has been designed for GCSE students and includes a detailed lesson presentation (31 slides) and accompanying worksheet. The lesson begins by challenging the students to use their Biological knowledge to get to a quantitative answer, which is 80%, and then getting them to consider where this much biodiversity would be found around the World. The rainforest plays a key role in the lesson as important discussion topics such as deforestation can easily be related to this area. A range of tasks and discussion points are used to look at the different ways that humans are causing a loss in biodiversity. As well as deforestation, agriculture and eutrophication are explored and related back to the Science. This can be a word heavy topic and therefore a number of quick quiz competitions have been written into the lesson to maintain engagement and energy levels. In addition, progress checks are involved at regular points, including those which challenge mathematical skills in manipulating data. This allows students to constantly assess their understanding.

A detailed lesson which looks at the type of cell division known as mitosis and aims to ensure that students understand that it leads to the production of genetically identical daughter cells. In order to understand this type of cell division and any related topic such as meiosis, students have to be confident with the use of terms like diploid. In addition to this, time is taken to introduce them to a way of considering the quantity of DNA within a cell in terms of n. If they are able to use this correctly, then no matter the organism which is involved in a mitosis exam question, they will be able to answer successfully. Discussion points and progress checks are written into the lesson at regular intervals so their understanding can be assessed. The last part of the lesson provides the students with an opportunity to apply their knowledge of mitosis to a range of exam questions and they can assess against the displayed mark schemes. This lesson has been designed for GCSE students (14 - 16 year olds in the UK) but is also appropriate for older students who want to recap on the key details of the division before extended knowledge is added.