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.
This lesson describes succession as the gradual, progressive changes in a ecosystem, moving from colonisation by the pioneer species to a climax community. The detailed PowerPoint and accompanying resources have been designed to cover point 6.3.1 (d) of the OCR A-level Biology specification, and therefore the lesson also describes deflected succession and the formation of a plagioclimax community.
As shown in the cover image, the lesson uses a step by step guide to describe primary succession, introducing the different species at each stage, and explaining the vital roles they each perform. Time is taken to explain how the initial colonisation by algae and lichens as pioneer species is critical to form soil, which wasn’t previously present on the bare ground. The real-world example of Surtsey is used to increase relevance and students will hear about the changes that have occurred on this island over the last 67 years. Understanding checks are included at regular points to allow the students to assess their progress, and prior knowledge checks challenge them to recall content from earlier modules. Answers to all of the checks are embedded in the PowerPoint.
The final part of the lesson considers how many ecosystems are prevented from reaching their climax community and this is known as deflected succession. Human influences are explored and again, real examples are used.
All 4 lessons included in this bundle are fully-resourced and have been designed to cover the content as detailed in topic 6.2 (Nervous coordination) of the AQA A-Level Biology specification. The specification points that are covered within these lessons include:
The structure of a myelinated motor neurone
The establishment of a resting potential
Depolarisation
All or nothing principle
Factors affecting the speed of conductance
The lessons have been written to include a wide range of activities and numerous understanding and prior knowledge checks so students can assess their progress against the current topic as well as be challenged to make links to other topics within this module and earlier modules
If you would like to sample the quality of the lessons, download the saltatory conduction lesson which is free
This bundle of 5 lessons have been designed to cover the content of point 6.4.3 of the AQA A-level biology specification, which is titled “Control of blood water potential”. The lessons describe the structure of the glomerulus, Bowman’s capsule, PCT, loop of Henle, DCT and collecting duct, and explain how these structures are related to their respective functions. Each lesson is filled with a variety of tasks which will engage the students whilst ensuring that the detailed content is delivered. There are multiple understanding and prior knowledge checks to allow the students to assess their progress against the current topic and their ability to recall relevant content from previous topics. All answers to these checks are embedded into the PowerPoint.
This lesson describes how the structure, actions and function of the loop of Henle in the kidney is pivotal in the production of urine. The PowerPoint and accompanying resource are part of a series of 4 lessons which have been designed to cover point 5.1.2 [c] of the OCR A-level biology A specification, which is titled "the structure, mechanisms of action and functions of the mammalian kidney.
The lesson begins by challenging the students to recognise that the glomerular filtrate entering the loop will only contain water, ions and urea if the kidneys are functioning properly. Time is then taken to look at the structure of the loop of Henle, focusing on the descending and ascending limbs, and their differing permeabilities. Students will be reminded that this part of the nephron is located in the renal medulla, before a step-by-step guide is used to describe how the transfer of ions from the ascending limb to the descending limb, creates a very negative water potential in this region of the kidney. This allows water to move out of the descending limb to the tissue fluid and then into the capillaries.
The next part of the lesson challenges students to consider the bigger picture as they learn that this decreasing water potential in the medulla allows water to be reabsorbed from the filtrate in the collecting duct too.
The remainder of the lesson uses the real-world examples of the hopping mouse and kangaroo rat to check student understanding, and there are also prior knowledge checks to encourage students to make links to relevant content from earlier topics. All answers are embedded into the PowerPoint.
Each of the 8 lessons that are included in this bundle are fully-resourced and have been designed to cover the content as detailed in topic 6.4 (Homeostasis is the maintenance of a stable internal environment) of the AQA A-Level Biology specification. The specification points that are covered within these lessons include:
The principles of homeostasis
The importance of maintaining temperature and blood glucose concentrations
Negative feedback systems
The action of insulin, glucagon and the role of the liver in blood glucose control
The role of adrenaline
The causes of type I and II diabetes and their control
The structure of the nephron and its numerous roles
The formation of the glomerular filtrate by ultrafiltration
Reabsorption of glucose and water by the proximal convoluted tubule
Maintaining a gradient of sodium ions in the medulla by the loop of Henle
The roles of the hypothalamus, the posterior pituitary gland and ADH in osmoregulation
The lessons have been written to include a wide range of activities and numerous understanding and prior knowledge checks so students can assess their progress against the current topic as well as be challenged to make links to other topics within this topic and earlier topics
If you would like to see the quality of the lessons, download the ultrafiltration lesson which is free
This lesson describes how an ever decreasing water potential is created in the renal medulla to enable water reabsorption in the loop of Henle and collecting duct. The PowerPoint and accompanying resource are part of the 4th lesson in a series of 5 lessons which have been designed to cover point 6.4.3 (Control of blood water potential) of the AQA A-level biology specification.
The lesson begins by challenging the students to recognise that the glomerular filtrate entering the loop will only contain water, ions and urea if the kidneys are functioning properly. Time is then taken to look at the structure of the loop of Henle, focusing on the descending and ascending limbs, and their differing permeabilities. Students will be reminded that this part of the nephron is located in the renal medulla, before a step-by-step guide is used to describe how the transfer of ions, particularly sodium ions, from the ascending limb to the descending limb, creates a very negative water potential in this region of the kidney. This allows water to move out of the descending limb to the tissue fluid and then into the capillaries.
The next part of the lesson challenges students to consider the bigger picture as they learn that this decreasing water potential in the medulla allows water to be reabsorbed from the filtrate in the collecting duct too.
The remainder of the lesson uses the real-world examples of the hopping mouse and kangaroo rat to check student understanding, and there are also prior knowledge checks to encourage students to make links to relevant content from earlier topics. All answers are embedded into the PowerPoint.
This lesson describes the meaning of excretion, as well as the role of the liver, kidneys, lungs and the skin in the removal of carbon dioxide and urea. The engaging PowerPoint and accompanying resources have been designed to cover point 5.1.2 (a) of the OCR A-level Biology specification and also explains the importance of excretion for homeostasis.
The lesson begins by reminding students that excretion is one of the 7 characteristics of living organisms, as introduced within MRS GREN when they were younger. An A-level worthy definition of excretion is then introduced, and time is taken to ensure that students recognise that substances must be products of metabolism to be deemed to be excreted. In line with this, the students are challenged to spot that urea and carbon dioxide need to be excreted whilst faeces is egested.
Moving forwards, the role of the liver and then the kidneys in the excretion of urea are described. There is a focus on terminology, specifically prefixes and suffixes, to allow students to understand the meaning of deamination which occurs in the liver. The lesson doesn’t go into huge detail about this process and the subsequent ornithine cycle as these are both covered in an upcoming lesson about the functions of the liver. The transport of carbon dioxide is revisited and prior knowledge checks are used to allow the students to assess their recollection of hydrogen carbonate ions and carbaminohaemoglobin. All answers to these checks as well as any understanding checks are embedded into the PowerPoint.
The final part of the lesson explores how the skin is involved in excretion and a link is made to the maintenance of internal conditions within narrow limits by homeostasis.
This bundle of 4 lessons covers the content of module 5.1.1 of the OCR A-level Biology A specification, titled communication and homeostasis. As this module tends to be one of the first to be taught in the second year of the course, it’s extremely important that links are made to upcoming topics as well as challenging the students on their prior knowledge of modules 2 - 4. This is achieved through a wide range of tasks, that include exam-style questions, differentiated tasks and guided discussion periods. Quick quiz competitions are also used to introduce key terms and values in a fun and memorable way.
The following specification points are covered by the 4 lesson PowerPoints and accompanying resources included in this bundle:
The communication between cells by cell signalling
The principles of homeostasis
The differences between negative and positive feedback
The physiological and behavioural responses involved in temperature control in endotherms and ectotherms
As detailed above, these lessons have been specifically planned to tie in with the other parts of module 5, including neuronal communication, hormonal communication and animal and plant responses.
If you would like to sample the quality of the lessons in this bundle, then download the principles of homeostasis and temperature control in ectotherms lessons as these have been uploaded for free
Photosynthesis and respiration are two of the most commonly-assessed topics in the terminal A-level exams but are often poorly understood by students. These 14 lessons have been intricately planned to contain a wide range of activities that will engage and motivate the students whilst covering the key detail to try to deepen their understanding and includes exam-style questions so they are prepared for these assessments.
The following specification points in modules 5.2.1 and 5.2.2 of the OCR A-level Biology A course are covered by these lessons:
The structure of a chloroplast and the sites of the two main stages of photosynthesis
The light-dependent stage of photosynthesis
The fixation of carbon dioxide and the light-independent stage of photosynthesis
The uses of triose phosphate
Factors affecting photosynthesis
The need for cellular respiration
The structure of the mitochondrion
The process and site of glycolysis
The link reaction and its site in the cell
The process and site of the Krebs cycle
The importance of coenzymes in cellular respiration
The process and site of oxidative phosphorylation
The chemiosmostic theory
The process of anaerobic respiration in eukaryotes
The relative energy values of carbohydrates, lipids and proteins as respiratory substrates
The use of the respiratory quotient
Due to the detail of these lessons, it is estimated that it will take in excess of 2 months of A-level lessons to cover this module
If you would like to sample the quality of the lessons, download the uses of triose phosphate, link reaction and respiratory substrates lessons as these have been shared for free
This lesson bundle contains 5 fully-resourced lessons which will engage and motivate the students whilst covering the content of module 5.2.1 of the OCR-A-level Biology A specification in the depth of detail required to support them to answer assessment questions on this topic of PHOTOSYNTHESIS confidently. This cellular reaction can be poorly understood by students so intricate planning has gone into the design of the lesson PowerPoints and accompanying resources to ensure that key details are embedded and reinforced throughout and that knowledge acquired in previous lessons is regularly checked.
The following specification points are covered by the lessons in this bundle:
The structure of the chloroplasts and the two main stages of photosynthesis
The light-dependent stage of photosynthesis
The fixation of carbon dioxide and the light-independent stage of photosynthesis
The uses of triose phosphate
Factors affecting photosynthesis
If you would like to sample the quality of the lessons, then download the “uses of triose phosphate” lesson as this has been shared for free
This lesson bundle contains 5 detailed lesson PowerPoints and their accompanying resources which have been designed to cover the content of module 5.1.4 (Hormonal communication) of the OCR A-level Biology A specification. They contain a wide variety of tasks which include exam-style questions with displayed mark schemes that challenge the students on their current understanding as well as their ability to make links to previously covered topics.
The following specification points are covered in this bundle:
Endocrine communication by hormones
The structure and functions of the adrenal glands
The histology of the pancreas
The regulation of blood glucose concentration by the release of insulin and glucagon
The control of insulin secretion
The difference between type I and II diabetes mellitus
The potential treatments for diabetes mellitus
If you would like to sample the quality of the lessons in this bundle, then download the endocrine communication lesson as this has been uploaded for free
This bundle of 20 lessons covers the majority of the content that’s included in modules 5.1.1 - 5.1.4 of the OCR A-level Biology A specification. All of the lessons are highly detailed and have been planned at length to ensure that they are filled with a wide range of tasks to engage and motivate the students whilst checking on their understanding.
The following specification points are covered by the lessons in this bundle:
5.1.1: Communication and homeostasis
The communication between cells by cell signalling
The principle of homeostasis
The physiological and behavioural responses involved in temperature control in endotherms and ectotherms
5.1.2: Excretion as an example of homeostatic control
The functions of the mammalian liver
The gross structure and histology of the kidney
The processes of ultrafiltration and selective reabsorption
The control of the water potential of the blood
The effects of kidney failure and its potential treatments
5.1.3: Neuronal communication
The roles of mammalian sensory receptors in converting stimuli into nerve impulses
The structure and functions of sensory, relay and motor neurones
The generation and transmission of nerve impulses in mammals
The structures and roles of synapses in transmission
5.1.4: Hormonal communication
Endocrine communication by hormones
The structure and functions of the adrenal glands
The structure of the pancreas
The regulation of blood glucose concentration
The difference between diabetes mellitus type I and II
The potential treatments for diabetes mellitus
It is estimated that it will take in excess of 2 months of allocated A-level teaching time to cover the detail included in these lessons
If you would like to sample the quality of the lessons in this bundle, then download the following lessons as they have been shared for free:
The principles of homeostasis
Temperature control in ectotherms
The functions of the liver
The structure of the kidney
The generation and transmission of nerve impulses
Endocrine communication
This lesson describes the structure of the mammalian liver, focusing on the blood vessels and bile canaliculi, as well as the hepatocytes. The PowerPoint and accompanying resources are part of the 1st lesson in a series of 2 lessons which cover point 5.1.2 (b) of the OCR A-level biology A specification.
As shown on the cover image, the lesson begins with a challenge, where the students have to recognise that the liver is supplied with oxygenated blood by the hepatic artery. Three editions of the quiz “SAY WHAT YOU SEE” are used to introduce three key terms in an engaging and memorable fashion which are hepatic portal vein, sinusoids, and bile canaliculi. Following the introduction of the hepatic portal vein and sinusoids, the students will understand that the liver is supplied by two vessels and that the blood mixes in the sinusoids. Time is then taken to focus on the hepatocytes, through 3 exam-style questions that consider the type of epithelium these liver cells are found in, the microvilli on their surface and the organelles which are abundant based on function.
Moving forwards, the lesson discusses the function of the stellate cells that are found in the space of Disse, before a task challenges their recall of content from a previous lesson to reveal the name of the cells that move within the sinusoids, the Kupffer cells. Students will learn that these macrophages breakdown the haemoglobin in old erythrocytes to form bilirubin. This reminds them that liver cells produce bile and the remainder of the lesson discusses how this fluid flows along the bile canaliculi to the ductules which form the common hepatic duct.
The 2nd lesson in this 2-part series describes the functions of the mammalian liver.
All 9 lessons included in this bundle are filled with a variety of tasks to maintain engagement whilst covering the detailed content of module 5.1.2 of the OCR A-level biology specification. There are also multiple understanding checks and prior knowledge checks, with answers embedded into the PowerPoint, which allow the students to assess their progress against the current topic and test their ability to make links to previously covered content. This module titled “Excretion as an example of homeostatic control”, considers the removal of the products of cell metabolism and explores the role of the liver, kidneys (and skin) in this process.
The functions of the liver and structure of the kidney lessons have been uploaded for free, so you could download these first if you would like to view the quality of this bundle.
The specification points not directly covered by the lessons in this bundle are:
(b) (ii)
[c) (ii)
[c] (iii)
(f)
This lesson describes how the loop of Henle acts as a countercurrent multiplier to increase the reabsorption of water. The PowerPoint and accompanying resource are part of the 2nd lesson in a series of 2 lessons which have been designed to cover point 9.9 (iii) of the Edexcel A-level biology B specification but also considers the structure of the kidney in the kangaroo rat and therefore also covers point 9.9 (v).
The lesson begins by challenging the students to recognise that the glomerular filtrate entering the loop will only contain water, ions and urea if the kidneys are functioning properly. Time is then taken to look at the structure of the loop of Henle, focusing on the descending and ascending limbs, and their differing permeabilities. Students will be reminded that this part of the nephron is located in the renal medulla, before a step-by-step guide is used to describe how the transfer of ions, particularly sodium ions, from the ascending limb to the descending limb, creates a very negative water potential in this region of the kidney. This allows water to move out of the descending limb to the tissue fluid and then into the capillaries.
The next part of the lesson challenges students to consider the bigger picture as they learn that this decreasing water potential in the medulla allows water to be reabsorbed from the filtrate in the collecting duct too.
The remainder of the lesson uses the real-world examples of the hopping mouse and kangaroo rat to check student understanding, and there are also prior knowledge checks to encourage students to make links to relevant content from earlier topics. All answers are embedded into the PowerPoint.
