This REVISION resource has been written with the aim of motivating the students whilst they are challenged on their knowledge of the content in Biology TOPIC 7 (Animal coordination, control and homeostasis) of the Edexcel GCSE Combined Science specification. The resource contains an engaging and detailed PowerPoint (73 slides) and accompanying worksheets, some of which are differentiated to provide extra scaffolding to students when it is required. The wide range of activities have been designed to cover as much of topic 7 as possible but the following sub-topics have been given a particular focus: The causes and treatments of diabetes type I and II The control of blood glucose concentration through the release of insulin and glucagon The importance of homeostasis Calculating BMI The hormones involved in the female menstrual cycle The use of clomifene therapy and IVF in assisted reproductive therapy Hormonal and barrier methods of contraception The actions of adrenaline There is a large emphasis on mathematical skills in the new specification and these are tested throughout the lesson. This resource is suitable for use at the end of topic 7, in the lead up to mocks or in the preparation for the final GCSE exams.

This detailed lesson describes the relationship between the structure, properties and roles of water for living organisms. The engaging PowerPoint and accompanying resource have been designed to cover the details of specification point 2.1.2 (a) of the OCR A-level Biology A course and has been specifically designed to ensure that each role is illustrated using an example in prokaryotes or eukaryotes. As this is the first lesson in the biological molecules sub-module (2.1.2), which is a topic that students tend to find difficult or potentially less engaging, the planning has centred around the inclusion of a wide variety of tasks to cover the content whilst maintaining motivation and engagement. These tasks include current understanding and prior knowledge checks, discussion points and quick quiz competitions to introduce key terms and values in a memorable way. The start of the lesson considers the structure of water molecules, focusing on the covalent and hydrogen bonds, and the dipole nature of this molecule. Time is taken to emphasise the importance of these bonds and this property for the numerous roles of water and then over the remainder of the lesson, the following properties are described and discussed and linked to real-life examples: As a solvent to act as a transport medium in blood plasma Molecules are attracted by cohesive forces to enable transport in the xylem High latent heat of vaporisation for thermoregulation High specific heat capacity for the maintenance of a stable environment Peak density in the liquid form allowing ice to float The final part of the lesson introduces condensation and hydrolysis reactions and students will learn that a clear understanding of these reactions is fundamental as they will reappear throughout the module in the synthesis and breakdown of biological molecules.

This fully-resourced lesson describes the inheritance of genes that are carried on the X chromosome and includes a particular focus on haemophilia in humans. The detailed PowerPoint and associated differentiated resources have been designed to cover specification point 8.2 (v) as detailed in the Edexcel A-level Biology B specification. Key genetic terminology is used throughout and the lesson begins with a check on their ability to identify the definition of homologous chromosomes. Students will recall that the sex chromosomes are not fully homologous and that the smaller Y chromosome lacks some of the genes that are found on the X. This leads into one of the numerous discussion points, where students are encouraged to consider whether females or males are more likely to suffer from sex-linked diseases and they will be challenged to find evidence to support this decision later in the lesson. In terms of humans, the lesson focuses on haemophilia and red-green colour blindness and a step-by-step guide is used to demonstrate how these specific genetic diagrams should be constructed and how the phenotypes should then be interpreted. The final tasks of the lesson challenge the students to carry out a dihybrid cross that involves a sex-linked disease and an autosomal disease before applying their knowledge to a question about chickens and how the rate of feather production in chicks can be used to determine gender. All of the tasks are differentiated so that students of differing abilities can access the work and all exam questions have fully-explained, visual markschemes to allow them to assess their progress and address any misconceptions

This detailed and engaging lesson will support students with their revision in the build up to their PAPER 1 & 2 mocks or final assessments. The wide range of tasks and activities will challenge students on their knowledge of topics 1 - 11 of the CIE A-level biology specification (for assessment in 2025 - 27), allowing them to identify any areas which require further attention before the examinations. Included in the range of tasks are exam-style questions and understanding checks and all answers are embedded into the PowerPoint. There are quiz rounds to maintain engagement and to encourage healthy competition, as well as guided discussion periods to provide opportunities for students to support each other. The following content is directly covered by this revision lesson: The nature of the genetic code The structure of haemoglobin and collagen Fibrous and globular proteins The roles of the heart valves in the cardiac cycle The changes in the quantity of DNA through the mitotic cell cycle The role of DNA polymerase and DNA ligase in DNA replication The behaviour of chromosomes during prophase, metaphase, anaphase and telophase The importance of mitosis for living organisms The bonds formed during translation The structure of starch and cellulose The ultrastructure of eukaryotic cells Calculating the size of an object under an optical microscope Using the image = actual x magnification formula The role of APCs and T helper cells in the immune response Pathogens which cause infectious diseases Many of the tasks have been differentiated to maintain challenge whilst providing access to all. This is an extensive lesson with multiple tasks so it is estimated that it will take over 3 hours of teaching time if covered in full, but teachers may choose to use small sections in shorter lessons to focus on a specific topic.

This detailed and engaging lesson supports students with their revision in the build up to their PAPER 2 mocks or final assessment. The wide range of tasks and activities will challenge students on their knowledge and understanding of the content of topics 1 - 4 and 8 - 10 of the Edexcel A-level biology B specification, allowing them to identify those areas which require further attention before the examinations. Included in the range of tasks are exam-style questions and understanding checks and all answers are embedded into the PowerPoint. As shown in the cover image, there are several quiz rounds to maintain engagement and to encourage healthy competition, as well as guided discussion periods to provide opportunities for students to support each other. The following content is directly covered by this revision lesson: Directional, disruptive and stabilising selection Saltatory conduction The structure of neurones Depolarisation and the initiation of an action potential Hardy-Weinberg principle The Founder effect and population bottlenecks Genetic terminology Codominance Sex linkage and autosomal linkage Chi squared test Myoglobin vs haemoglobin Succession The sympathetic and parasympathetic divisions of the ANS The control of heart rate The functions of the different parts of the brain This is an extensive lesson with many tasks so it is estimated that it will take over 3 hours of teaching time if covered in full, but teachers may choose to use sections to focus on a specific topic. If the students find this lesson useful, there is also a PAPER 1 REVISION lesson uploaded which challenges the content of topics 1 - 7.

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

A concise lesson presentation (26 slides) that looks at how sexual reproduction leads to variation and considers the advantages and disadvantages of this form of reproduction. The lesson begins by getting the students to recognise that sexual reproduction needs two parents and therefore two gametes. Time is taken to ensure that students understand that these gametes are produced by meiosis and therefore contain the haploid number of chromosomes. Key terminology like haploid and zygote are used throughout the lesson. This lesson is suitable for both KS3 and GCSE students

This is a fully-resourced lesson that covers the content of specification point 5.1.5 (l) of the OCR A-level Biology A specification which states that students should be able to demonstrate and apply their knowledge and understanding of the sliding filament model of muscular contraction. The wide range of activities included in the lesson will engage and motivate the students whilst the understanding and previous knowledge checks will not only allow them to assess their progress but also challenge them to make links to other Biology topics. The lesson begins by using an idea from the quiz show POINTLESS to get them to recognise that myology is the study of muscles. This leads nicely into the next task, where they have to identify three further terms (from 12) which will also begin with myo and are the names of structures involved in the arrangement of skeletal muscle. Key terminology is used throughout the lesson so that students feel comfortable when they encounter this in questions. Students are introduced to the sarcomere and the bands and zones that are found within a myofibril so they can discover how most of these structures narrow but the A band, which is the length of the myosin filament, stays the same length between resting and contracted muscle. This has been designed to lead into a discussion point where they are encouraged to consider how the sarcomere can narrow but the lengths of the myofilaments can remain the same. The main task of the lesson involves the formation of a bullet point description of the sliding filament model where one event is the trigger for the next. Time is taken during this section to focus on the involvement of the calcium ions but also ATP and the idea of the sources of this molecule, including creatine phosphate, are discussed in more detail later in the lesson. The final part of the lesson involves students having to apply their knowledge by describing the effect on muscle contraction when a part of a structure is unable to function correctly. This lesson has been designed for students studying the OCR A-level Biology course and ties in nicely with the other lessons on this particular topic such as neuromuscular junctions as well as the other uploaded lessons from module 5

This lesson describes the role of plant hormones in stomatal closure, leaf loss in deciduous plants and seed germination. The extensive and detailed PowerPoint and accompanying resources have been planned to cover the content of point b of module 5.1.5 of the OCR A-level biology A specification. The start of the lesson challenges the students to identify three leaf cells in the list of 11 leaf structures. This introduces guard cells and then the opening between them, the stomatal aperture. Time is taken to go through the process by which the apertures are opened to allow carbon dioxide to diffuse into the leaf for photosynthesis. This provides students with an insight into the movement of potassium ions and water when they are challenged about the closure of these openings in response to water stress. Students will meet abscisic acid and understand how this acts as the first messenger, before calcium ions act as the second messenger to trigger events on the inside of the guard cells. Moving forwards, the role of ethene and auxins in leaf loss and gibberellins in seed germination are described and explained. Multiple opportunities are taken to challenge students on their prior knowledge as well as their current understanding and all answers are embedded into the PowerPoint. This lesson is extensive and it is estimated that it will take 2-3 hours of teaching time to go through all of the tasks and content.

This detailed lesson has been intricately planned to support student revision in the build up to their PAPER 2 mocks or final assessment. The wide range of tasks and activities will challenge students on their knowledge of topics 1 - 4, 7 & 8 of the Pearson Edexcel A-level biology A specification, allowing them to recognise those areas which require further attention before the examinations. Included in the range of tasks are exam-style questions and understanding checks and all answers are embedded into the PowerPoint. There are quiz rounds to maintain engagement and to encourage healthy competition, as well as guided discussion periods to provide opportunities for students to support each other. The following content is directly covered by this revision lesson: Allopatric and sympatric speciation Saltatory conduction The structure of neurones Depolarisation and the initiation of an action potential Hardy-Weinberg principle Genetic terminology Sex linkage and autosomal linkage Aerobic respiration The lower yield of ATP from anaerobic respiration The sliding filament model of muscle contraction The ultrastructure of skeletal muscle Slow and fast twitch muscle fibres The control of heart rate The functions of the different parts of the brain Calculating cardiac output Gene expression as demonstrated by the lac operon The events of atherosclerosis Epigenetics This is an extensive lesson with many tasks so it is estimated that it will take over 3 hours of teaching time if covered in full, but teachers may choose to use sections to focus on a specific topic.

This is a fully-resourced revision lesson that uses a combination of exam questions, understanding checks, quick tasks and quiz competitions to help the students to assess their understanding of the sub-topics found within Topic C4 (Extracting metals and equilibria) of the Edexcel GCSE Combined Science specification. The sub-topics and specification points that are tested within the lesson include: Redox reactions The extraction of metals Extracting metals by heating with carbon and by electrolysis Life cycle assessment Reversible reactions The formation of ammonia as a reversible reaction The conditions for the Haber process Predicting how the position of a dynamic equilibrium is affected by changes in pressure and temperature Students will be engaged through the numerous quiz rounds whilst crucially being able to recognise those areas which require their further attention during general revision or during the lead up to the actual assessment

This detailed and fully-resourced lesson describes the relationship between the structure and function of the polysaccharides: glycogen, starch and cellulose. The engaging PowerPoint and accompanying resources have been designed to cover the third part of point 1.2 of the AQA A-level Biology specification and clear links are also made to the previous lessons in this topic where the monosaccharides and disaccharides were introduced. By the end of this lesson, students should understand how key structural features like the 1 - 4 and 1 - 6 glycosidic bonds and the hydrogen bonds dictate whether the polysaccharide chain is branched or unbranched and also whether it spirals or not. Following the description of the structure of glycogen, students are challenged to design an exam question in the form of a comparison table so that it can be completed as the lesson progresses once they learn more about starch and cellulose. This includes a split in the starch section of the table so that the differing structures and properties of amylose and amylopectin can be considered. In the final part of the lesson, time is taken to focus on the formation of cellulose microfibrils and macrofibrils to explain how plant cells have the additional strength needed to support the whole plant. Due to the detail included in this lesson, it is estimated that it will take in excess of 2 hours of allocated teaching time to complete

This detailed lesson describes the structure of a nucleotide and a phosphorylated nucleotide and explains how polynucleotides are synthesised and broken down. The engaging PowerPoint has been designed to cover points [a], [b] and [c] of module 2.1.3 as detailed in the OCR A-level Biology A specification and links are made throughout to earlier topics such as biological molecules. Students were introduced to the term monomer and nucleotide in the previous module, so the start of the lesson challenges them to recognise this latter term when only the letters U, C and T are shown. This has been designed to initiate conversations about why only these letters were used so that the nitrogenous bases can be discussed later in greater detail. Moving forwards, students will learn that a nucleotide is the monomer to a polynucleotide and that deoxyribonucleic acid (DNA) and ribonucleic acid (RNA) are two examples of this type of polymer. The main part of the lesson has been filled with various tasks that explore the structural similarities and structural differences between DNA and RNA. This begins by describing the structure of a nucleotide as a phosphate group, a pentose sugar and a nitrogenous base. Time is taken to consider the details of each of these three components which includes the role of the phosphate group in the formation of a phosphodiester bond between adjacent nucleotides on the strand. At this point students are challenged on their understanding of condensation reactions and have to identify how the hydroxyl group associated with carbon 3 is involved along with the hydroxyl group of the phosphoric acid molecule. A number of quiz rounds are used during this lesson, as a way to introduce key terms in a fun and memorable way. One of these rounds introduces adenine and guanine as the purine bases and thymine, cytosine and uracil as the pyrimidine bases and the students are shown that their differing ring structures can be used to distinguish between them. The remainder of the lesson focuses on ADP and ATP as phosphorylated nucleotides and links are made to the hydrolysis of this molecule for energy driven reactions in cells such as active transport

This fully-resourced lesson describes how genes can be switched on and off by DNA transcription factors, including hormones. The PowerPoint and accompanying resources have been designed to cover point 7.16 as detailed in the Pearson Edexcel A-level Biology A specification but also links to topic 3 when the lac operon was described in relation to differential gene expression. This is one of the more difficult concepts in this A-level course and therefore key points are reiterated throughout this lesson to increase the likelihood of student understanding and to support them when trying to make links to actual biological examples in living organisms. There is a clear connection to transcription and translation as covered in topic 2, so the lesson begins by reminding students that in addition to the structural gene in a transcription unit, there is the promotor region where RNA polymerase binds. Students are introduced to the idea of transcription factors and will understand how these molecules can activate or repress transcription by enabling or preventing the binding of the enzyme. At this point, students are challenged on their current understanding with a series of questions about DELLA proteins so they can see how these molecules prevent the binding of RNA polymerase. Their remainder of the lesson looks at the ER receptor and students will learn that this factor is normally inactive due to an inhibitor being attached. This will then introduce oestrogen as the hormone which binds to the receptor, causing the inhibitor to be released and activating the factor. The main task then challenges them to order statements containing the detailed events that follow the binding of oestrogen. The lesson in topic 3 on gene expression which describes the lac operon has also been uploaded for free.

This REVISION resource has been designed to motivate and engage students whilst they are challenged on their knowledge of the content in topics C1-C5 of the AQA Trilogy GCSE Combined Science specification which can be assessed on PAPER 3. This is fully-resourced and contains a detailed PowerPoint (170 slides) and accompanying worksheets, some of which have been differentiated. The resource was written with the aim of covering as many C1-C5 sub-topics as possible, but the following ones have received particular focus: The chemical properties of the Group 1, 7 and 0 elements The structure of atoms and ions The properties of ionic compounds Drawing dot and cross diagrams to represent ionic compounds Extracting metals using carbon REDOX reactions Electrolysis of molten salts and solutions Neutralisation reactions Writing balanced chemical symbol equations Simple and giant covalent structures Diamond and graphite Moles and Avogadro’s constant The organisation of the Periodic Table Due to the extensiveness of this resource, it is likely to be used over the course of a number of lessons with a particular class and this allows the teacher to focus in on any sub-topics which are identified as needing more time.

This lesson has been designed to cover the content in points 7.11 and 7.12 of the Edexcel GCSE Biology specification which states that students should be able to explain how thermoregulation takes place, with particular reference to the role of the skin. This resource contains an engaging PowerPoint and a differentiated worksheet, which together use a wide range of activities to motivate the students and to engage them in the content matter. The lesson begins by challenging the students to calculate a number from a series of biological based statements. This number is 37 which introduces the students to this temperature as the set-point at which homeostasis acts to maintain the body temperature. At this point of the lesson, a number of prior knowledge checks are used to challenge the students on their recall of the parts of a control system as well as challenging them to explain why temperatures above or below this set point can be problematic for body reactions. The main part of the lesson goes through the steps in the body’s detection and response to an increase in temperature and students will be introduced to the range of structures involved. Time is taken to focus on the role of the skin as an effector and key details about vasodilation and the production of sweat are discussed at length. The final task challenges the students to use all of the information from earlier in the lesson to write a detailed description of how the body detects and responds to a decrease in temperature. This lesson has been written for students studying on the Edexcel GCSE Biology course but is also suitable for older students who are studying thermoregulation and need to recall the key details.

This lesson describes the structure of a cholinergic synapse and outlines the role of these connections in the nervous system. The fully-resourced lesson has been designed to cover the content of point (9) of topic 15.1 of the CIE A-level biology specification (for assessment in 2025-27). The majority of the lesson uses the cholinergic synapse as the example but other neurotransmitters are considered at the end of the lesson to provide the students with a wider view of this topic. One of the tasks near the beginning of the lesson challenges students to identify 3 terms from a WALL of key terms that could follow synaptic, having been introduced to the synaptic cleft on the previous slide. Not only will this challenge their prior knowledge from lessons earlier in topic 15 but it will also lead to the discovery of four of the structures that are found in a synapse. Moving forwards, students are introduced to acetylcholine as the neurotransmitter involved at cholinergic synapses and they will start to add labels to the structures found in the pre-synaptic bulb. Time is taken to focus on certain structures such as the voltage gated channels as these types of channel were met previously when looking at the depolarisation of a neurone. There is plenty of challenge and discovery as students are pushed to explain why organelles like mitochondria would be found in large numbers in the bulb. With this process being a cascade of events, a bullet point format is used to ensure that the key content is taken in by the students and again key points like exocytosis and the action of acetylcholinesterase are discussed further. The final part of the lesson challenges the application aspect of the subject as students are introduced to unfamiliar situations in terms of synapses with new drugs like MDMA and are asked to work out and explain how these affect the nervous transmission. Understanding checks and prior knowledge checks are included throughout the lesson so that students can not only assess their progress against the current topic but also see whether they can make links to earlier topics.

This lesson describes the structure and function of sensory and motor neurones as well as the role of intermediate neurones. The PowerPoint and accompanying resources have been planned to cover the content of point (3) of topic 15.1 of the CIE A-level Biology specification (for assessment in 2025 - 27) and also focuses on the organisation of the nervous system to support students with their understanding of upcoming content in this topic. The PowerPoint has been designed to contain a wide range of activities that are interspersed between understanding and prior knowledge checks that allow the students to assess their progress on the current topics as well as challenge their ability to make links to topics from earlier in the modules. Quiz competitions like SAY WHAT YOU SEE are used to introduce key terms in a fun and memorable way. The students will be able to compare these neurones based on their function but also distinguish between them based on their structural features. Time is taken to introduce the importance of the myelin sheath that is present in both neurones to allow saltatory conduction to occur.

This lesson describes the key events that occur during interphase, mitosis and cytokinesis in the eukaryotic cell cycle. The PowerPoint and accompanying resources have been designed to cover point 5.1 [c] of the CIE A-level Biology specification and challenges the students on their knowledge of chromosomes from an earlier lesson as well as preparing them for upcoming lessons on the main stages of mitosis and its significance in life cycles The students were introduced to the cell cycle at GCSE so this lesson has been planned to build on that knowledge and to emphasise that the M phase which includes mitosis (nuclear division) only occupies a small part of the cycle. The students will learn that interphase is the main stage and that this is split into three phases, G1, S and G2. A range of tasks which include exam-style questions, guided discussion points and quick quiz competitions are used to introduce key terms and values and to describe the main processes that occur in a very specific order. There is also a focus on the checkpoints, such as the restriction point that occurs before the S phase to ensure that the cell is ready for DNA replication. Extra time is taken to ensure that key terminology is included and understood, such as sister chromatid and centromere, and this focus helps to show how it is possible for genetically identical daughter cells to be formed at the end of the cycle. Important details of mitosis are introduced so students are ready for the next lesson, before the differences in cytokinesis in animal and plant cells are described.

This engaging and fully-resourced lesson describes the relationship between the structure of the chloroplast and its role as the site of photosynthesis. The PowerPoint and accompanying resources have been designed to prepare the students for topic 5.1 (Photosynthesis) of the AQA A-level Biology course Students were introduced to the cell structures in eukaryotic cells in topic 2.1 so this lesson has been written to build on that knowledge. A version of the quiz show POINTLESS runs throughout the lesson and this maintains engagement whilst challenging the students to recall the parts of the chloroplast based on a description which is related to their function. The following structures are covered in this lesson: double membrane thylakoids (grana) stroma intergranal lamellae starch grains chloroplast DNA and ribosomes Once each structure has been recalled, a range of activities are used to ensure that key details are understood such as the role of the thylakoid membranes in the light-dependent reactions and the importance of ATP and reduced NADP for the reduction of GP to TP in the Calvin cycle. This lesson has been specifically written to prepare students for the upcoming lessons on the light-dependent and light-independent reactions