This lesson explains the principles of the polymerase chain reaction (PCR) and the PowerPoint has been designed to cover point 6.1.3 (d) of the OCR A-level Biology A specification A quick quiz competition is used to introduce the PCR abbreviation before students are encouraged to discuss the possible identity of the enzyme involved and to recall the action of this enzyme. Students will learn that this reaction involves cyclical heating and cooling to a range of temperatures so the next part of this lesson focuses on each temperature and specifically the reasons behind the choice. Time is taken to examine the key points in detail, such as why Taq polymerase has to be used as it is not denatured at the high temperature as well as the involvement of the primers. This process is closely linked to other techniques like electrophoresis which is covered in a later lesson and ties are continuously made throughout the lesson This process is mentioned in other uploaded lessons in this module such as electrophoresis and genetic engineering to allow students to understand how it is critical for DNA analysis

This is an engaging revision lesson which uses a range of exam questions, understanding checks, quick differentiated tasks and quiz competitions to allow students to assess their knowledge of the topic of cells and related topics as covered in the GCSE Biology and GCSE Combined Science courses. As cells are the building blocks of living organisms, a strong understanding of this topic is critical for the success of a student on these two courses. The following topics are covered in this revision lesson: The key differences between eukaryotic and prokaryotic cells The structure of a bacterial cell Specialised cells The individual functions of the organelles Calculating size Students will be engaged through the range of activities which includes quiz competitions such as “CELL, CELL, CELL” where students have to compete to identify specialised cells from descriptions. This lesson can be used at any time during the year as a revision material, in the lead up to mocks or as a final revision lesson before the GCSE terminal exams.

This is an engaging and fully-resourced revision lesson which uses a range of exam questions, understanding checks, quiz tasks and quiz competitions to enable students to assess their understanding of the content within topic 1 (Key concepts in Biology) of the Edexcel GCSE Biology 9-1 specification. The specification points that are covered in this revision lesson include: Explain how the sub-cellular structures of eukaryotic and prokaryotic cells are related to their functions Describe how specialised cells are adapted to their function Know that changes in microscope technology, including electron microscopy, have enabled us to see cell structures and organelles with more clarity and detail than in the past Demonstrate an understanding of the relationship between quantitative units in relation to cells Explain how substances are transported into and out of cells, including by diffusion, osmosis and active transport Core Practical: Investigate osmosis in potatoes Calculate percentage gain and loss of mass in osmosis The students will thoroughly enjoy the range of activities, which include quiz competitions such as “CELL, CELL, CELL” where they have to compete to quickly identify specialised cells from their descriptions 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 GCSE exams.

This is a highly-detailed revision resource which has been designed to be used over a number of lessons and allows teachers to dip in and out of the material as fits to the requirements of their classes and students. The resource consists of an engaging and detailed powerpoint (132 slides) and worksheets which have been differentiated to allow students of differing abilities to be challenged and access the work. The lesson consists of a wide range of activities which will engage and motivate the students and includes exam questions, quiz competitions and quick tasks. The mathematical element of the course is challenged throughout the lesson The lesson has been designed to cover as many of the sub-topics within topics 5, 6 and 7 of the AQA GCSE Biology specification, and will be covered in paper 2, but the following sub-topics have been given particular attention: Topic B5: Homeostasis and response IVF The central nervous system The structure and functions of the eye Diabetes Control of blood glucose concentration Topic B6: Inheritance, variation and evolution The structure and function of DNA Mutations and their effects on phenotypes Genetic terminology Inherited disorders Classification Topic B7: Ecology Ecological terms The Carbon cycle This revision resource can be used in the lead up to mocks or the actual GCSE exams and due to its size, it could be repeatably used to ensure that students develop a deep understanding of these topics.

A fully-resourced lesson which looks at the structures of arteries, veins and capillaries and ensures that students can relate these features to their respective functions. The lesson includes an engaging lesson presentation (41 slides) and a differentiated worksheet The lesson begins by getting the students to come up with a really simple rule to remind themselves that arteries carry blood away from the heart. They are then challenged to extend this definition by considering the pressure of the blood found in arteries. Students will learn that most arteries carry oxygenated blood but will consider and recall the artery which is the exception to the rule. Students are shown a diagram of the basic structure of the artery and the reasons for the narrow lumen and thick muscular wall are explained. Moving forwards, students are challenged to use the work on arteries to sketch a diagram of a vein and to explain why they have given this vessel certain features. A quick competition is then used to check their understand of the work so far whilst introducing valves and again they are given a chance to work out which blood vessel would need these structures in their lumen. The remainder of the lesson focuses on the capillary and time is taken to relate the features to an actual example involving the alveoli of the lungs. 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

An engaging lesson presentation (39 slides) which explores how cells differentiate in order to specialise to become more effective at carrying out a particular function. This lesson focuses on five cells - red blood cells, sperm cells, fat cells, ciliated cells and palisade cells. The lesson begins by challenging the mathematical skills of the students as they have to convert the number 37 trillion into standard form. Students will learn that although all of the cells found in a human would be eukaryotic animal cells, they wouldn’t all be the same. They are introduced to the key term differentiation through a quiz competition and time is taken to ensure that students understand how this process leads to specialisation. The remainder of the lesson concentrates on looking at the function and features of the five cells. Quiz competitions are used throughout to maintain engagement whilst ample time is given to student discussion where they are challenged to consider why a cell would have specialised in such a way. Key terminology is consistently used so that students are not caught off guard in an exam question when this specialist language is used. Regular progress checks are written into the lesson to allow the students to check on their understanding. This lesson has been written for GCSE students but could be used with higher ability KS3 students who are looking to extend their knowledge on the topic of cells.

A fully-resourced lesson which guides students through using genetic trees to work out the genotypes of unknown individuals and also how to work out whether a condition is caused by a dominant or a recessive allele. This lesson includes a detailed lesson presentation (24 slides) and a series of differentiated questions to allow the students to try to apply their new-found knowledge. The lesson begins by challenging students to recall the meaning of the key terms, genotype and phenotype. Time is taken initially to explain how genetic trees can be used in questions. Lots of useful hints are given throughout the lesson, such as filling in the genotypes for those that you already know like the affected in a recessive condition. Moving forwards, a worked example is used to talk the students through a question. Students are then given the opportunity to try a question and this has been differentiated so those who need extra assistance can still access the work. The remainder of the lesson shows the students how they can use the tree to work out whether the condition is caused by a dominant or recessive allele and again a progress check is used so students can assess their understanding. This lesson has been designed for both GCSE and A-level students.

A resourced lesson which looks at the organisation of the human nervous system and explores how these structures are involved in nervous reactions. The lesson includes an engaging lesson presentation (27 slides) and an associated worksheet with an understanding check. The lesson begins by looking at different examples of stimuli and therefore introducing the key term, receptors, as structures which detect these changes in the environment. Moving forwards, a quiz competition is used to introduce the students to the abbreviations CNS and PNS and students will learn the structures that are found in these parts. At this stage of the lesson, a quick understanding check is written into the lesson to see whether students know the functions of each of the structures and check whether they can order them correctly from stimuli to effectors. Students will meet the term synapse and be taught that the conduction across these gaps is slow so that this knowledge can be applied in future lessons on reflexes. The remainder of the lesson challenges the students to apply their new-found knowledge in ordering an example of a nervous reaction.

An engaging lesson presentation (31 slides) and associated worksheet that looks at animal and plant cells as eukaryotic cells. The lesson focuses on the organelles which are found inside these two cells and ensures that students understand the difference between the cells as well as briefly looking at the difference to prokaryotic cells at the end of the lesson. There is a lot of key terminology involved in this topic, so a range of tasks including fun quiz competitions are used to introduce these terms in an engaging manner. The lesson is student based, with the emphasis on them to identify the functions of the different organelles as well as recognising which ones are found in both cells or just plant cells. Discussions are encouraged during the lesson with leading questions, such as questioning whether a red blood cell isn’t actually an eukaryotic cell because of the lack of nucleus. Progress checks have been written into the lesson at regular intervals during the lesson so that students can assess their understanding. This lesson has been written for GCSE students but could be used with KS3 students who are looking to extend their knowledge beyond the basics that they will be taught at this level.

A fully-resourced lesson which includes a detailed and engaging lesson presentation (36 slides) and an assistance worksheet for those students who feel that they need extra assistance with the final description. This lesson looks at how body temperature is controlled in humans through a homeostatic mechanism and includes details of a negative feedback loop. The lesson begins with a three pronged task where students have to use the clues to come up with the word homeostasis and the number 37 and then see if they can make the link in the human body. Time is taken to ensure that students recognise why maintaining the temperature around this set-point is so crucial in terms of the effectiveness of enzymes in reactions. There is a real focus on key terminology throughout such as thermoreceptors and hypothalamus and guidance is given on how to use these terms accurately. Discussion points and progress checks are written into the lesson at regular intervals so that students are encouraged to challenge the Biology whilst being able to assess their understanding. They are shown how to write a detailed description of the response to an increase in temperature so they are able to form their own description of the response to a fall in temperature. This lesson has been written for GCSE students but is perfectly suitable for older students studying thermoregulation at A-level and want to revisit the knowledge.

This engaging lesson guides students through the homeostatic control mechanism which is involved in controlling blood glucose concentrations and focuses on the critical interconversion between glucose and glycogen which is often poorly understood. The lesson begins by introducing glucose and ensuring that students recognise that this is a simple sugar which is critical for respiration. Links are made here and throughout the lesson to relateable topics such as the endocrine system so that students can recognise how exam questions will often encompass more than one topic. Students are challenged to recall knowledge about the pancreas and its release of insulin into the blood to travel to the liver. A quick competition is then used to maintain engagement and to introduce glycogen. Due to the large number of words beginning with g that are involved in this topic, time is taken to describe the role of glycogen so that it is not mistaken for glucose or glucagon. Students will learn how the conversion from glucose to glycogen and also the other way round is critical to how the concentration is controlled. The main student tasks involve them completing a partially finished passage about responding to an increase in blood glucose concentration and then using this as a guide to write their own full versions for when concentrations are low. These are just two of a number of progress checks that are written into the lesson at regular intervals so that students can constantly assess their understanding. This lesson has been written for GCSE students (14 - 16 year olds in the UK) but could be used for A-level lessons that are recapping on this topic before extra knowledge is added at this higher level