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.
All of the 8 lessons which are included in this bundle have been designed to engage and motivate the students whilst ensuring that the content of topic 2.5 (Response and regulation) of the WJEC GCSE Biology specification is covered in detail. They have been written to contain a wide range of activities which include understanding and prior knowledge checks to allow students to assess their progress as well as quick tasks and quiz competitions so key terms and values can be introduced in a fun and memorable way.
This engaging and detailed resource, which contains a PowerPoint and accompanying worksheets, has been designed to cover the content of point 2.5 (e) of the WJEC GCSE Biology specification that states that students should know the structure and functions of the following 9 parts of the eye:
sclera
cornea
pupil
iris
lens
choroid
retina
blind spot
optic nerve
The lesson was designed to include a wide range of activities to engage and motivate the students so that the knowledge is more likely to stick. These activities include Have you got an EYE for the IMPOSSIBLE, as shown in the cover image, where students have to pick out the 8 structures of the human eye from the list and avoid the IMPOSSIBLE answer. There is also a particular focus on the light-sensitive cells in the retina, the pupil reflex and the change in the shape of the lens to accommodate near and distant objects.
This lesson has been designed for students studying the WJEC GCSE Biology course but is suitable for both older and younger students who may be studying the eye.
This lesson has been designed to cover the content set out in specification point 2.5 (g) of the WJEC GCSE Biology specification which states that students should understand that hormones are chemical messengers which control many body functions. 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:
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 WJEC Biology course but it is suitable for younger students who are looking at this as one of the different organ systems
This concise lesson presentation and accompanying worksheet have been designed to cover the content of point 2.5 (h) of the WJEC GCSE Biology specification which states that students should understand the need to keep blood glucose levels within a constant range. Homeostasis is a running theme throughout the 2.5 topic so this lesson builds on knowledge from earlier topics to ensure that there is a deep understanding.
The lesson begins by introducing glucose and a quiz competition will lead to the range 4 - 7, so that students can recognise that this is the set range within which this molecule’s concentration must be kept. Time is taken to look at some of the health problems that are associated with an increase in concentration above this upper limit and the general Biological knowledge of the students is tested with some questions. Moving forwards, the main task of the lesson involves a step by step guide through the stages in the response to a high blood glucose concentration and shows the students how the release of insulin leads to the uptake of glucose from the blood and a conversion to glycogen by the liver and muscle cells. The summary task at the end challenges the students to bring all of the information together to write a detailed description of this response and this activity is differentiated to aid those students who need extra assistance.
This lesson has been designed for students studying the WJEC GCSE Biology course but could be used with A-level students who are beginning this topic and need to recall the key details.
The engaging Powerpoint and accompanying worksheet which come as part of this lesson resource have been designed to cover specification point 2.5 (k) as detailed in the WJEC GCSE Biology specification which states that students should understand the roles of the effectors in temperature regulation. A wide range of activities which include Biology and Maths tasks and quiz competitions are interspersed with understanding and prior knowledge checks so that students are engaged and motivated whilst learning the key content in a memorable way and checking their progress. Students will learn that the body temperature is maintained at 37 degrees celsius by a homeostatic control system called thermoregulation and will be challenged to recall the topic of enzymes to explain why this is so important. Time is taken to look at the responses brought about the effectors such as vasodilation and shivering and links are made to the structures of the skin such as the involvement of the erector muscles. Students will recognise how these mechanisms lead a decrease or increase in body temperature back to the set point. Links are also made between the Sciences so that there is a deeper understanding of exactly why sweating cools the body down.
This lesson has been designed for students studying the WJEC GCSE Biology course but is suitable for older students who are studying Biology at A-level and need to recall the key details of thermoregulation.
This fully-resourced lesson has been designed to cover the content found in specification point 2.5 (f) of the WJEC GCSE Biology specification which states that students should understand why animals need to regulate the conditions inside their bodies. This resource contains an engaging and detailed PowerPoint (45 slides) and accompanying worksheets
The lesson begins by challenging the student’s literacy skills as they are asked to recognise the key term, optimum, from 6 of its’ synonyms. Moving forwards, a range of quiz competitions are used to introduce the term homeostasis and to provide a definition for this key process. Students are given a newspaper article about water and blood glucose so they can recognise 2 conditions which are controlled in the human body. The next part of the lesson looks at the importance of maintaining the levels of water and glucose by considering the medical problems that could arise if they move away from the optimum levels. Students will learn that body temperature is also controlled and links are made to earlier knowledge as they have to explain why an increase in temperature above the set point would be an issue because of the denaturation of enzymes. The rest of the lesson looks at the three parts that are included in all control systems before a final quiz round introduces the receptors, coordination centre and effectors in the control of body temperature.
As stated at the top, this lesson has been designed for GCSE-aged students who are studying the WJEC GCSE Biology course, but it can be used with A-level students who need to go back over the key points before looking at the process in more detail
This is a fully-resourced lesson consisting of an engaging PowerPoint and differentiated worksheets which have been designed to cover the content of point 2.5 (i) as detailed on the WJEC GCSE Biology specification. This point states that students should demonstrate and apply their knowledge and understanding of how type I and II diabetes are caused and their respective treatments. There are links made throughout the lesson between this topic and the control of blood glucose concentration from specification point 2.5 (h).
The lesson has been designed to take the format of a diabetic clinic where the students perform the duties of the attending doctor. They will move through the different stages of the role which includes identifying symptoms, diagnosis of type I or II and communication with the patients to reveal the findings. The wide range of activities will enable the students to learn how to spot that someone is suffering from diabetes and the similarities and differences between the different types so they can determine which one is being presented. The summary tasks challenge the students to construct a letter to a patient who is suffering from type II and to identify the correct type from another doctor’s letter.
Understanding and previous knowledge checks are interspersed with quiz competitions, like the one shown in the cover image, which make the learning fun and memorable and enable the students to assess their progress.
This lesson has been designed for students studying the WJEC GCSE Biology course but is suitable for both younger and older students who are focusing on this disease
This lesson resource contains a engaging PowerPoint and accompanying worksheets, all of which have been designed to cover the content of specification point 2.5 (d) on the WJEC GCSE Biology specification. This specification point states that students should know the components of a reflex arc. This lesson builds on the knowledge from the previous lesson on the structure and function of the nervous system (2.5b).
The lesson begins by challenging the students to come up with the word reflex having been presented with 5 other synonyms of the word automatic. This leads into a section of discovery and discussion where students are encouraged to consider how a reflex arc can be automatic and rapid despite the fact that the impulse is conducted into the CNS like any other reaction. Students will be introduced to the relay neurone and will learn how this provides a communication between the sensory neurone and the motor neurone and therefore means that these arcs do not involve processing by the brain. Moving forwards, the main task of the lesson challenges the students to write a detailed description of a reflex arc. Assistance is given on the critical section which involves the relay neurone in the spinal cord before they have to use their knowledge of nervous reactions to write a paragraph before and after to complete the description. As a final task, students will have to compare the structure and functions of sensory, motor and relay neurones.
Although this lesson has been designed for students studying on WJEC GCSE Biology course, it is also suitable for older students who are studying reflex reactions at A-level and need to recall the main details.
This resource contains a detailed and engaging PowerPoint and accompanying worksheets, all of which have been designed to cover points 2.5 (a & b) of the WJEC GCSE Biology specification. This specification point states that students should be able to apply their knowledge and understanding of sense organs responding to specific stimuli and the CNS and nerves forming the nervous system.
The lesson begins by introducing the term stimuli and then a quick quiz is used to get their competitive juices flowing as they have to react 1st to recognise the 5 different stimuli. Students will learn that sense organs are groups of receptor cells that respond to one or a few of these stimuli and they will form sentences to describe this role. Moving forwards, the link is made to the nervous system and how electrical impulses conducted on neurones allows communication between these receptors and the CNS and between the CNS and the effectors. At this point, students are challenged on their understanding of the functions of the structures in a nervous reaction as they have to put them into the correct order. They are given a quick and easy way to recognise the difference between a sensory and motor neurone on a diagram and how to use the function to show the direction of conduction. Time is taken to look at the role of a synapse in a reaction. The main task challenges the students to apply their knowledge to the example of a fly being flicked off the arm by forming a full description.
This lesson contains a wide range of activities which include quiz competitions to introduce key terms in a fun and memorable way as well as understanding and prior knowledge checks so that students can assess their grasp of the critical content.
It has been written for students studying the WJEC GCSE Biology course but is also suitable for younger students looking at the nervous system or A-level students who need to recall the key details and structures
This resource contains a detailed and engaging PowerPoint and accompanying worksheets, all of which have been designed to cover point 2.14 of the Edexcel GCSE Biology or Combined Science specification. This specification point states that students should be able to explain the structure and function of a reflex arc including sensory, relay and motor neurones. The lesson builds on the knowledge from point 2.13 where students learnt about the structures in the nervous system.
The lesson begins by challenging the students to come up with the word reflex having been presented with 5 other synonyms of the word automatic. This leads into a section of discovery and discussion where students are encouraged to consider how a reflex arc can be automatic and rapid despite the fact that the impulse is conducted into the CNS like any other reaction. Students will be introduced to the relay neurone and will learn how this provides a communication between the sensory neurone and the motor neurone and therefore means that these arcs do not involve processing by the brain. Moving forwards, the main task of the lesson challenges the students to write a detailed description of a reflex arc. Assistance is given on the critical section which involves the relay neurone in the spinal cord before they have to use their knowledge of nervous reactions to write a paragraph before and after to complete the description. As a final task, students will have to compare the structure and functions of the three neurones.
This lesson contains a wide range of activities which include quiz competitions to introduce key terms and values in a fun and memorable way as well as understanding and prior knowledge checks so that students can assess their grasp of the critical content.
It has been written for students studying the Edexcel GCSE Biology or Combined Science courses but is also suitable for younger students looking at the nervous system or A-level students who need to recall the key details and structures
Each of the 8 lessons which are included in this bundle are fully-resourced and the PowerPoints and accompanying worksheets cover all of the detailed content in topic 5 (Homeostasis and response) of the AQA GCSE Combined Science specification. Designed to contain a wide range of activities, the students will be motivated and engaged by the various quiz competitions and interesting tasks whilst the understanding and previous knowledge checks will enable them to assess their progress on the current topic as well as challenge them to make links between the topics.
The specification points and lesson topics included in this bundle are:
4.5.1 Homeostasis
4.5.2.1 Structure and function of the nervous system
4.5.3.1 The human endocrine system
4.5.3.2 Control of blood glucose concentration
4.5.3.4 Hormones in human reproduction
4.5.3.5 Contraception
4.5.3.6 The use of hormones to treat infertility
4.5.3.7 Negative feedback
All of these lessons have been written by an experienced teacher for students studying the AQA Combined Science course
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.
The engaging PowerPoint and accompanying differentiated worksheets which come as part of this lesson resource have been designed to cover the SUPPLEMENT section of topic 13.1 of the CIE IGCSE Biology specification which states that students should be able to describe the structure and function of the kidneys. Students will initially be introduced to the gross anatomy of the kidneys with the cortex and medulla and the associated ureter before moving on to the fine anatomy of the tubules and focusing on the key functions like ultrafiltration and selective reabsorption. Lots of discussion points and student discovery have been written into the lesson to encourage students to think about why a certain process takes place before attempting to explain it using the Biology. In addition, there are lots of understanding checks and prior knowledge checks so that students are challenged on their knowledge of previously learned topics such as active transport and the components of blood.
The final task of the lesson challenges the students to use their knowledge of the formation of urea from earlier in topic 13 and combine it with what they have learnt in this lesson to arrange statements about the journey of this molecule into the right order
This lesson has been designed for students who are studying the CIE IGCSE Biology course but is suitable for older students who are studying the kidney at A-level and want to recall some of the key details of the structure and function of this organ
The engaging Powerpoint and accompanying worksheet which come as part of this lesson resource have been designed to cover specification point 5.2.4 (Control of body temperature) as detailed in the AQA GCSE Biology specification. A wide range of activities which include Biology and Maths tasks and quiz competitions are interspersed with understanding and prior knowledge checks so that students are engaged and motivated whilst learning the key content in a memorable way and checking their progress. Students will learn that the body temperature is maintained at 37 degrees celsuis by a homeostatic control system called thermoregulation and will be challenged to recall the topic of enzymes to explain why this is so important. Time is taken to look at the responses brought about the effectors such as vasodilation and shivering and students will recognise how these lead a decrease or increase in body temperature back to the set point. Links are also made between the Sciences so that there is a deeper understanding of exactly why sweating cools the body down.
This lesson has been designed for students studying the AQA GCSE Biology course but is suitable for older students who are studying Biology at A-level and need to recall the key details of thermoregulation.
This resource contains a concise, engaging PowerPoint and accompanying worksheets which together cover the content of specification point 7.3 (Thyroxine and the control of metabolic rate as an example of negative feedback) as found on the Edexcel GCSE Biology & Combined Science higher tier specifications. Over the course of the lesson, students will learn about the effects of the release of thyroxine, how this release is regulated by the pituitary gland and hypothalamus and also will understand how this control is an example of negative feedback. Due to the obvious connection to the previously learned endocrine system topic, regular opportunities are taken to check on this prior knowledge and these work well with the understanding checks which allow the students to assess their progress. A quiz competition called FROM NUMBERS 2 LETTERS is used to introduce the key abbreviations in a fun and memorable way, whilst the key details of the content is always at the forefront of the design of the lesson.
This lesson has been written for students studying the higher tier of the Edexcel GCSE Biology or Combined Science courses but it is also suitable for use with A-level students who need to recall the key details of these two hormones
This resource contains an engaging PowerPoint and an accompanying worksheet which together cover the content of specification point 5.3.7 (Negative feedback) as found on the AQA GCSE Biology & Combined Science higher tier specifications. Over the course of the lesson, students will learn about the effects of the release of adrenaline and thyroxine and will understand how the latter is controlled by negative feedback. Due to the obvious connection to the previously learned endocrine system topic, regular opportunities are taken to check on this prior knowledge and these work well with the understanding checks which allow the students to assess their progress. Quiz competitions which include SAY WHAT YOU SEE and FROM NUMBERS 2 LETTERS are used to introduce key terms and abbreviations in a fun and memorable way, whilst the key details of the content is always at the forefront of the design of the lesson.
This lesson has been written for students studying the higher tier of the AQA GCSE Biology or Combined Science courses but it is also suitable for use with A-level students who need to recall the key details of these two hormones
This resource has been designed to cover the higher tier content of specification point 7.8 as detailed in the Edexcel GCSE Biology & Combined Science specifications. The lesson takes the format of a day at a fertility clinic and students will see how three couples, who are at different stages of their currently unsuccessful journey to getting pregnant, are advised and the treatments that could be on offer to them. Discussion points are included throughout the lesson to encourage the students to talk about the Biology and to allow any misconceptions to be addressed if and when they arise. In addition, previous knowledge checks are regular so that the links between this topic and earlier ones such as the hormones in the menstrual cycle and contraception can be made.
Students will be introduced to the abbreviation ART before learning how clomifene is used to treat infertility in women do not ovulate. Time is taken to explore alternative fertility drugs and students are challenged to explain why FSH and LH would be the reproductive hormones contained in these substances. The main focus of the lesson is IVF treatment and the main task culminates with students gaining a number of key points in the for and against argument before being challenged to continue this as a set homework in the form of an evaluation. Quiz competitions are used to introduce key terms in a fun and memorable way and the final task is a mathematical skills check where students will be able to compare the high number of multiple births that are associated with this treatment as compared to the number from natural births.
This lesson has been designed for students studying the Edexcel GCSE Biology or Combined Science course but is also suitable for older students who are looking at this topic
This resource has been designed to cover the higher tier content of specification point 5.3.6 as detailed in the AQA GCSE Biology & Combined Science specifications. The lesson takes the format of a day at a fertility clinic and students will see how three couples, who are at different stages of their currently unsuccessful journey to getting pregnant, are advised and the treatments that could be on offer to them. Discussion points are included throughout the lesson to encourage the students to talk about the Biology and to allow any misconceptions to be addressed if and when they arise. In addition, previous knowledge checks are regular so that the links between this topic and earlier ones such as the hormones in human reproduction and contraception can be made.
Students will learn how a fertility drug may be made available and will be challenged to explain why FSH and LH would be the reproductive hormones contained in these substances. The main focus of the lesson is IVF treatment and this main task culminates with students gaining a number of key points in the for and against argument before being challenged to continue this as a set homework in the form of an evaluation. Quiz competitions are used to introduce key terms in a fun and memorable way and the final task is a mathematical skills check where students will be able to compare the high number of multiple births that are associated with this treatment as compared to the number from natural births.
This lesson has been designed for students studying the AQA GCSE Biology or Combined Science course but is suitable for older students who are looking at this topic.
This resource, which consists of an engaging and detailed PowerPoint and a differentiated worksheet, has been designed to cover the content in the supplement section of topic 14.4 in the CIE IGCSE Biology specification, specifically the control of blood glucose concentration and the symptoms and treatment of diabetes type I. A wide range of activities are found across the lesson which will engage and motivate the students whilst the important content is covered and understanding and previous knowledge checks are included at regular points so students can assess their progress.
The following content is covered across this resource:
The release of insulin by the pancreas when high glucose levels are detected
The role of the liver and muscle cells in the conversion of glucose to glycogen
Negative feedback in this homeostatic control mechanism
Diagnosis and treatment of type I diabetes
Type I diabetes as an autoimmune disease (link to topic 10)
The release of glucagon and the role of the liver cells when blood glucose concentration is low
As shown above, links are made to other topics where possible so students can recognise the importance of making connections between related subjects.
This lesson has been designed for students studying on the CIE IGCSE Biology course but is suitable for older students who are looking at this topic at A-level and need to recall the key details
This resource contains an engaging and detailed lesson PowerPoint and accompanying worksheets which cover the content of both the Core and Supplement sections of topic 14.2 (Sense organs) as detailed in the CIE IGCSE Biology specification. Understanding checks are included at regular points throughout the lesson to allow the students to self-assess their progress and quiz competitions like SAY WHAT YOU SEE and LOOK into these WORDS introduce key terms in a fun and memorable way. The following content is covered across this resource:
The function of the cornea, retina, lens, optic nerve and iris
Identifying these structures and the pupil, fovea and blind spot on a diagram
The roles of the rods and cones in the retina and their distribution
Explain the pupil reflex in terms of the antagonistic action of the muscles in the iris
Accommodation to view near and distant objects
Sense organs and the stimuli to which they respond
This lesson has been designed for GCSE-aged students who are studying the CIE IGCSE Biology course but is suitable for both younger and older students who are studying this organ