This lesson describes the relationship between the structure and function of the polysaccharides, starch and cellulose. The detailed PowerPoint and accompanying resource have been designed to cover point 4.3 of the Edexcel International A-level Biology specification and includes a focus on the role of the hydrogen bonds between the beta-glucose molecules in the formation of cellulose microfibrils. The structure of amylose and amylopectin was described during a lesson in topic 1, so the start of this lesson challenges the students on their recall of these details. They have to complete a comparison table for these two polysaccharides by identifying the monomer and type of glycosidic bonds that are found in each of the structures. Time is taken to explain how the greater resistance to digestion of amylose means that this carbohydrate is important for plant energy storage whereas the multiple chain ends in the branched amylopectin means that this polysaccharide can be hydrolysed quickly when energy is needed. The rest of the lesson describes the structure of cellulose and focuses on the link between the structure and the need for this polysaccharide to support the plant cell as well as the whole plant. Students will see how every other beta glucose monomer is rotated by 180 degrees and will learn that hydrogen bonds form between these molecules on the same chain as well as between adjacent chains in a cellulose microfibril. The lesson concludes with a quick quiz competition where the students have to compete to open a safe using a combination made up of key values associated with glycogen, starch and cellulose.

This lesson describes how molecular evidence can be used to reveal similarities between closely-related organisms. The PowerPoint and accompanying resources have been primarily designed to cover point 17.3 (b) of the CIE A-level Biology specification and focus on the comparison of protein structure and mitochondrial DNA but can also be used as a revision of related topics that include protein synthesis and gene mutations. The lesson begins with the introduction of convergent evolution, a process where organisms independently evolve to have similar features due to theeir habitation of similar environments. This allows the importance of molecular evidence to be considered to ensure that organisms which are closely related (in terms of evolution) are recognised. The comparison of the primary structure of a protein involved in respiration (cytochrome c) is used to demonstrate how protein sequence data can be useful. At this point, a series of exam-style questions are used to challenge the students on their knowledge of protein synthesis and gene mutations from topics 6 and 16. The remainder of the lesson considers the use of mitochondrial DNA and a study of the mtDNA genomes of 51 gibbons demonstrates how this can provide evidence of relationships, even in organisms that show high taxonomic diversity like these lesser apes.

This is a fully-resourced lesson which uses exam-style questions, engaging quiz competitions, quick tasks and discussion points to challenge students on their understanding of the content of topics P1 & P8 - P15, that will assessed on PAPER 6. It has been specifically designed for students on the Edexcel 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 cover as many specification points as possible but the following sub-topics have been given particular attention: The 13 recall and apply equations tested in PAPER 6 Electrical components and symbols Setting up an ammeter and voltmeter in a circuit Current and potential difference in a series circuit The change in resistance in a LDR, diode, thermistor and filament bulb Mains domestic supply in the UK Plugs and fuses as safety devices Contact and non-contact forces Attraction and repulsion in magnets Magnetic fields Changes of state as physical changes The extension of a spring 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. A revision quiz, consisting of 10 rounds, runs over the course of the lesson and a score sheet is included with the resources to maintain motivation and engagement. 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 6 exam.

This lesson looks at the structure of the DNA that is found in the nucleus, mitochondria and chloroplasts of eukaryotic cells and in prokaryotic cells. Both the engaging PowerPoint and accompanying resources have been designed to cover the first part of point 4.1 of the AQA A-level Biology specification. As students will already have some knowledge of this nucleic acid from GCSE and from the earlier A-level topics, the lesson has been written to build on this prior knowledge and then to add key detail. As well as focusing on the differences between the DNA found in these two types of cells which includes the length, shape and association with histones, the various tasks will ensure that students are confident to describe how this double-stranded polynucleotide is held together by hydrogen and phosphodiester bonds. These tasks include exam-style questions which challenge the application of knowledge as well as a few quiz competitions to maintain engagement.

This fully-resourced lesson distinguishes between active and passive, natural and artificial immunity and describes the principles of vaccinations. The engaging and detailed PowerPoint and accompanying resources which are differentiated have been designed to cover points 4.1.1 (j) & (l) of the OCR A-level Biology A specification and there is also a description and discussion about the concept of herd immunity. In a previous lesson in module 4.1.1, students were introduced to the primary and secondary immune responses so the start of this lesson uses an imaginary game of TOP TRUMPS to challenge them on the depth of their understanding. This will act to remind them that a larger concentration of antibodies is produced in a quicker time in the secondary response. The importance of antibodies and the production of memory cells for the development of immunity is emphasised and this will be continually referenced as the lesson progresses. The students will learn that this response of the body to a pathogen that has entered the body through natural processes is natural active immunity. Moving forwards, time is taken to look at vaccinations as an example of artificial active immunity. Another series of questions focusing on the MMR vaccine will challenge the students to explain how the deliberate exposure to antigenic material activates the immune response and leads to the retention of memory cells. A quick quiz competition is used to introduce the variety of forms that the antigenic material can take along with examples of diseases that are vaccinated against using these methods. The eradication of smallpox is used to describe the concept of herd immunity and the students are given time to consider the scientific questions and concerns that arise when the use of this pathway is a possible option for a government. The remainder of the lesson looks at the different forms of passive immunity and describes the drawbacks in terms of the need for a full response if a pathogen is re-encountered

This engaging lesson describes the relationship between the structure and functions of a phopholipid, focusing on the role performed in membranes. The PowerPoint has been designed to cover specification point 2.2 (g) of the CIE International A-level Biology specification and includes constant references to the previous lesson on the structure and function of triglycerides. The role of a phospholipid in a cell membrane provides the backbone to the whole lesson. A quick quiz round called FAMILY AFFAIR challenges the students to use their knowledge of the structure of a triglyceride to identify the shared features in a phospholipid. This then allows the differences to be introduced, such as the presence of a phosphate group in place of the third fatty acid. Moving forwards, the students will learn that the two fatty acid tails are hydrophobic whilst the phosphate head is hydrophilic which leads into a key discussion point where the class has to consider how it is possible for the phospholipids to be arranged when both the inside and outside of a cell is an aqueous solution. The outcome of the discussion is the introduction of the phospholipid bilayer which is critical for the lesson in topic 4 on the fluid mosaic model. The final part of the lesson describes how proteins found floating in the cell membrane allow both facilitated diffusion and active transport to occur and this also helps to begin the preparations for the upcoming lessons.

This lesson describes how energy is transferred between trophic levels using the terms net and gross primary productivity and calculates the efficiency of this transfer. The PowerPoint and accompanying resources have been designed to cover points 10.2 (i) and (ii) of the Edexcel A-level Biology B specification and the content of the lesson also accounts for the loss of energy between different levels and describes the farming practices that act to reduce these losses. 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 mark schemes that 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 that calculate NPP and N and to recognise the meaning of the components. Once again, this is immediately followed with an opportunity to apply their understanding to selected questions and the students will have to calculate the efficiency of energy transfer. The remainder of the lesson focuses on the ways that energy is lost at each trophic level and the biology behind the following farming practices are discussed: raising herbivores to reduce the number of trophic levels in a food chain intensely rearing animals to reduce respiratory losses in human food chains the use of fungicides, insecticides and herbicides the addition of artificial fertilisers The ethical issues raised by these practices are also considered and alternative methods discussed such as the addition of natural predators and the use of organic fertilisers like manure

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 P1 - P4, that will assessed on PAPER 5. 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 cover as many specification points as possible but the following sub-topics have received particular attention: The size of an atom The differences between isotopes Using the half-life in calculations The 13 recall and apply equations in topics P1 - P4 Electrical circuit symbols Measuring current using an ammeter Current and potential difference in series and parallel circuits Changes in resistance in resistors Mains domestic supply Kinetic, internal and potential energy in a system Calculating specific heat capacity and latent heat Physical and chemical changes Conservation of energy Calculating gravitational potential and kinetic energy Penetrating abilities of the different types of radiation 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 circuit calculations and rearranging formulae and converting between units. Due to the extensiveness of this revision lesson, it is estimated that it will take in excess of 3 or 4 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 5 exam.

An engaging lesson presentation (66 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 module B3 of the OCR Gateway A GCSE Combined Science specification. The topics that are tested within the lesson include: Nervous system Reflexes Hormones Negative feedback The menstrual cycle Controlling reproduction Using hormones to treat infertility Students will be engaged through the numerous activities including quiz rounds like "From Numbers 2 LETTERS" and "Take the IVF Hotseat" whilst crucially being able to recognise those areas which need further attention

This fully-resourced lesson describes the ultrastructure of eukaryotic cells and the role of the RER and Golgi apparatus in protein transport. The engaging and detailed PowerPoint and accompanying exam-question worksheets (which are all differentiated) have been primarily designed to cover point 3.2 of the Pearson Edexcel A-level Biology A (Salters Nuffield) specification but also covers 3.1 which states that students should know that living organisms are made of cells, sharing some common features As cells are the building blocks of living organisms, it makes sense that they would be heavily involved in all of the 8 topics in the Edexcel course and intricate planning has ensured that these links to previously covered topics as well as upcoming ones are made throughout the lesson. A wide range of activities, that include exam-style questions, class discussion points and quick quiz competitions, will maintain motivation and engagement whilst covering the finer details of the following structures: nucleus nucleolus centrioles ribosomes rough endoplasmic reticulum Golgi apparatus lysosomes smooth endoplasmic reticulum mitochondria cell surface membrane As mentioned above, all of the worksheets have been differentiated to support students of differing abilities whilst maintaining challenge Due to the detail that is included in this lesson, it is estimated that it will take in excess of 3 hours of allocated A-level teaching time to go through all of the tasks

This engaging lesson describes the key features of viruses and therefore explains why these microorganisms are non-cellular. The PowerPoint and accompanying resource have been designed to cover specification point 1.2 (f) of the CIE International A-level Biology specification and also includes details of HIV so that students are prepared for this lesson later in topic 10. Details of the COVID-19 epidemic are included in the lesson to increase relevance and to help students to understand this biological topic in greater depth. They will understand that the lack of cell structures results in an non-cellular classification and the fact that it is unable to reproduce without a host is one of the additional reasons that renders it as non-living. The main focus of the lesson is the nucleic acid, the capsid and the attachment proteins that are present in these microorganisms and time is taken to explain how these structures are involved in the infection of a host cell. The lipid membrane is also introduced and links are made to the previous lessons on eukaryotic cells. The final section uses a version of BBC 1’s POINTLESS to introduce a number of viral diseases in animals and the use of a glycoprotein by HIV to attach to helper T cells is briefly introduced.

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 (135 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 lesson has been designed to cover as many of the sub-topics within topics 4, 5 and 6 of the OCR Gateway GCSE Biology A specification but the following sub-topics have been given particular attention: Topic B4: Community-level systems Ecological terms Carbon cycle Topic B5: Genes, inheritance and selection The effect of mutations on phenotypes Single-gene crosses Sex determination Genetic terminology Topic B6: Global challenges Communicable diseases Genetic engineering Vaccinations CHD 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.

This detailed lesson describes the different levels of protein structure and focuses on the bonds that hold these molecules in shape. Both the engaging PowerPoint and accompanying resources have been designed to cover point (i) as detailed in AS unit 1, topic 1 of the WJEC A-level Biology specification and makes continual links to previous lessons such as amino acids & peptide bonds as well as to upcoming lessons like enzymes and antibodies. The start of the lesson focuses on a gene as a sequence of bases that code for the amino acid sequence in a polypeptide and a step by step guide is used to demonstrate how the sequences of bases in a gene acts as a template to form a sequence of codons on a mRNA strand and how this is translated into a particular sequence of amino acids known as the primary structure. The students are then challenged to apply their understanding of this process by using three more gene sequences to work out three primary structures and recognise how different genes lead to different sequences. Moving forwards, students will learn how the order of amino acids in the primary structure determines the shape of the protein molecule, through its secondary, tertiary and quaternary structure and time is taken to consider the details of each of these. There is a particular focus on the different bonds that hold the 3D shape firmly in place and a quick quiz round then introduces the importance of this shape as exemplified by enzymes, antibodies and hormones. Students will see the differences between globular and fibrous protein and again biological examples are used to increase relevance. The lesson concludes with one final quiz round called STRUC by NUMBERS where the students have to use their understanding of the protein structures to calculate a numerical answer.

This is a fully-resourced lesson which uses exam-style questions, engaging quiz competitions, quick tasks and discussion points to challenge students on their understanding of the content of topics B1 & B6 - B9, that will assessed on PAPER 2. It has been specifically designed for students on the Pearson Edexcel 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 key points of each of the sub-topics are embedded. The lesson has been written to take place in numerous shops that could be found on the high street as well as at an urban park to allow the following sub-topics to be covered: Eukaryotes and prokaryotes The prefixes of size and converting between units The cell structures of animal and plant cells The structure of the heart and the circulatory system The features of the alveoli which enable efficient gas exchange Calculating cardiac output Temperature and photosynthesis The role of enzymes in reactions The functions of the components of blood The homeostatic control of blood glucose by insulin secretion Diabetes type I and II Calculating BMI and the link between obesity and diabetes type II The hormones involved in the menstrual cycle The different methods of contraception Estimating population size using sampling results The carbon cycle 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. Due to the extensiveness of this revision lesson, it is estimated that it will take in excess of 3/4 teaching hours to complete the tasks and therefore this can be used at different points throughout the duration of the course as well as acting as a final revision before the PAPER 2 exam

This detailed lesson describes the structure of the mammalian kidney and the nephron. The PowerPoint and accompanying resource have been designed to cover specification point [c] in topic 7 of A2 unit 3 of the WJEC A-level Biology specification. The lesson has been planned to tie in with the other lessons in topic 7 on reabsorption in the proximal tubule and the role of the ADH in the homeostatic balance of blood water potential and a common theme runs throughout to allow students to build their knowledge 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. Please note that there are no electron micrographs of the kidney in this lesson.

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 6 (Groups in the Periodic Table) of the Edexcel GCSE Chemistry specification. The specification points that are covered in this revision lesson include: Explain why some elements can be classified as alkali metals (group 1), halogens (group 7) or noble gases (group 0), based on their position in the periodic table Describe the pattern in reactivity of the alkali metals, lithium, sodium and potassium, with water; and use this pattern to predict the reactivity of other alkali metals Explain this pattern in reactivity in terms of electronic configurations Recall the colours and physical states of chlorine, bromine and iodine at room temperature Describe the pattern in the physical properties of the halogens, chlorine, bromine and iodine, and use this pattern to predict the physical properties of other halogens Describe the reactions of the halogens, chlorine, bromine and iodine, with metals to form metal halides, and use this pattern to predict the reactions of other halogens Describe the relative reactivity of the halogens chlorine, bromine and iodine, as shown by their displacement reactions with halide ions in aqueous solution, and use this pattern to predict the reactions of astatine Explain the relative reactivity of the halogens in terms of electronic configurations Explain why the noble gases are chemically inert, compared with the other elements, in terms of their electronic configurations The students will thoroughly enjoy the range of activities, which include quiz competitions such as “Make sure you check every passage PERIODICALLY” where they have to scan summary passages about the table and decide if it is 100% correct 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 fully-resourced and engaging REVISION LESSON which challenges the students on their knowledge and understanding of the content of module 2.1.2 (Biological molecules) of the OCR A-level Biology A specification. As this topic tends to be poorly understood by students, the lesson has been designed to include a wide range of activities that include differentiated exam questions, quick tasks and quiz competitions which will engage the students whilst they assess their progress. It has been designed to cover as much of the specification as possible but the following sub-topics have received particular attention: Formation of polysaccharides by glycosidic bonds between monomers Recognising monosaccharides, disaccharides and polysaccharides The structure of starch and glycogen in relation to their function as stores and providers of energy Water as a solvent with a high specific heat capacity and a high specific latent heat of vaporisation Structure and bonding in proteins The structure of globular and fibrous proteins as demonstrated by haemoglobin and collagen The structure and function of cellulose Links are made to other topics so that students are able to see how questions can include parts from different Biological concepts

This detailed and engaging lesson focuses on the importance of the excretion of carbon dioxide and urea in humans. It also looks at how the urea is formed as a result of deamination in the liver and as such covers the Core and Supplement content of the early section of topic 13 of the CIE IGCSE Biology specification. The lesson begins with a “Crack the code” type task which will enable the students to learn the meaning of excretion and specifically how it relates to the products of metabolism. Excretion is often confused with egestion by students so this misconception is addressed immediately and as a result they will understand that carbon dioxide and urea have to be excreted whereas faeces is egested. Moving forwards, time is taken to explain why carbon dioxide needs to be excreted and links are made to the earlier topic of enzymes and how a fall in pH could affect their activity. The rest of the lesson focuses on the formation of urea in the liver. Whilst learning about deamination, students will also be introduced to the process of assimilation and the production of rge plasma protein fibrinogen is used to explain the importance of this function of the liver. In addition to understanding checks and prior knowledge checks, quiz competitions are included in the lesson to introduce key terms in a fun and memorable way. This lesson has been designed for students studying the CIE IGCSE Biology course but is also suitable for older students who are starting the topic of excretion or the functions of the liver and want to recall the key facts.

This clear and concise lesson explores the roles of the coenzymes NAD, FAD and coenzyme A in cellular respiration as detailed in point 12.1 (d) of the CIE International A-level Biology specification. As this specification point comes before the specification points concerning the details of the stages of respiration, this lesson has been designed to introduce the key details whilst focusing on their roles. Students will understand that NAD and FAD are reduced upon accepting hydrogen atoms and then carry these protons and electrons to the cristae where they are used in the production of ATP. In addition, they will learn that coenzyme A is used in the link reaction and helps to deliver the acetyl group to the Krebs cycle

This fully-resourced lesson explores how reproductive isolation can potentially lead to the formation of a new species by speciation . The engaging PowerPoint and accompanying resources have been designed to cover point 5.19 of the Pearson Edexcel A-level Biology A (Salters Nuffield) specification which states that students should understand how isolation reduces gene flow between populations which can lead to allopatric or sympatric speciation. The lesson begins by using the example of a hinny, which is the hybrid offspring of a horse and a donkey, to challenge students to recall the biological classification of a species. Moving forwards, students are introduced to the idea of speciation and the key components of this process, such as isolation and selection pressures, are covered and discussed in detail. Understanding and prior knowledge checks are included throughout the lesson to allow the students to not only assess their progress against the current topic but also to make links to earlier topics in the specification. Time is taken to look at the details of allopatric speciation and how the different mutations that arise in the isolated populations and genetic drift will lead to genetic changes. The example of allopatric speciation in wrasse fish because of the isthmus of Panama is used to allow the students to visualise this process. The final part of the lesson considers sympatric speciation and again a wide variety of tasks are used to enable a deep understanding to be developed.