Suited towards KS3 students (yrs 11-14) By the end of the lesson learners should be able to: Identify variation Compare environmental and inherited variation Explain why variation comes about.

By the end of the lesson learners should be able to: Identify the two types of white blood cell. Describe the roles of phagocytes and lymphocytes. Explain why vaccines are an effective way of preparing the body against a pathogen.

By the end of the lesson learners should be able to: Identify the cardiovascular system. Describe how to cholesterol can affect the cardiovascular system. Explain why different treatments are used to treat cardiovascular disease.

By the end of the lesson learners will be able to: Identify parts of a seed. Describe how the pollen grain fertilises the ovule. Explain why seeds will only germinate when exposed to water.

By the end of the lesson learners will be able to: Identify the chemicals found inside a cigarette. Describe how these chemicals affect the body. Explain why more people are starting to use vapes instead of cigarettes.

By the end of the lesson learners should be able to: Identify variation. Describe the process of survival of the fittest. Explain why natural selection requires reproduction.

By the end of the lesson learners will be able to: State what is meant by a fossil. Describe how fossils are formed. Explain why the fossil record is evidence for evolution.

By the end of the lesson learners will be able to: Identify changes that occur during puberty. Describe how testosterone and oestrogen affect the body. Compare the changes that occur in girls to boys.

By the end of the lesson learners will be able to: Identify the 6 types of joints. Describe how these joints allow movement. Explain why some people are hypermobile or double jointed.

By the end of the lesson learners will be able to: State what is meant by unicellular and multicellular. Describe the functions of vacuoles within a unicellular organism. Explain why unicellular organisms are able to survive without additional cells.

By the end of the lesson learners should be able to: Identify 2 methods of pest control. Describe how the 2 methods work in reducing the amount of crop loss. Explain why people choose one method of control over the other.

By the end of the lesson learners should be able to: Identify biotic factors within an ecosystem. Describe how biotic factors can affect an ecosystem. Describe what will happen if the number of prey increases. Explain why it is important for the population of predators to remain below a certain threshold.

By the end of the lesson learners should be able to: Identify the reactants and products of respiration. Describe the process of aerobic respiration. Describe the process of anaerobic respiration. Explain how the body uses both aerobic and anaerobic respiration.

By the end of the lesson learners should be able to: Identify key parts of the female reproductive system. Describe the roles of oestrogen and progesterone. Describe the menstrual cycle. Explain the use of contraception.

By the end of the lesson learners should be able to: List the names and order the stages of the cell cycle including mitosis. Describe what happens in each stage of the cell cycle, including mitosis. Describe how mitosis produces genetically identical, diploid cells. Explain why mitosis is important. Includes an entire slow animation of the entire mitosis process (60 slides) Includes scaffolded questions to allow access for all learners - 74 slides in total. Suitable for KS3 and KS4.

By the end of the lesson learners should be able to: Identify substances that are transported in the xylem and phloem. Describe how a plant transports sucrose and water. Explain why the phloem and xylem are good at their roles of transport.

By the end of the lesson learners should be able to: Identify substances that are present in the soil. Describe how a plant intakes these substances. Compare osmosis and active transport.

By the end of the lesson learners should be able to: Identify genes and alleles. Compare heterozygous and homozygous. Explain how the genotype is linked to the phenotype.

By the end of the lesson learners should be able to: Identify the key ingredients used during DNA extraction. Describe the uses of: Salt, Detergent, Protease, Ethanol, Explain why scientists need to extract DNA.

A comprehension lesson that teaches students about the carbon cycle, how carbon is found and moved throughout the ecosystem. Links here to the impact of increased carbon dioxide in the atmosphere and the forest fires experienced in Australia. Support sheets are also included to guide students should it be needed. Tasks are differentiated to suit the needs of each learner. Progress checks are present after each success criteria Past paper questions from the exam boards: WJEC, Edexcel international and UK including marking schemes. By the end of the lesson students should be able to: Learning objective: Evaluate the stages of the carbon cycle and make links between different processes and the movement of Carbon. Success criteria: I can describe 4 ways in which living organisms relate to Carbon. I can create a flow diagram to show the flow of Carbon. I can evaluate how sections of the Carbon cycle will be impacted by external factors. Powerpoint contains 20 slides and a lesson plan is also attached.