I am a Secondary Science Teacher specialising in Biology at iGCSE, AS and A Level. I have 10 years of experience teaching and leading in both the UK and abroad which has exposed me to a number of different curriculums, exam board specifications and students of a wide range of abilities, something that my resources shared here will reflect.
I am a Secondary Science Teacher specialising in Biology at iGCSE, AS and A Level. I have 10 years of experience teaching and leading in both the UK and abroad which has exposed me to a number of different curriculums, exam board specifications and students of a wide range of abilities, something that my resources shared here will reflect.
Through this fully resourced lesson students will determine how the kidney nephrons carry out filtration. They will first identify the major structures of the kidney and nephron, they will then describe the route urine takes as it passes through the kidney and they will finish by explaining how filtration occurs in the glomerulus and the products of this filtrate. Students will also have the opportunity to apply their knowledge and understanding to exam style questions.
Through this fully resourced lesson students will consolidate their understanding of the nervous system, they will also have the opportunity to apply their knowledge and understanding to exam style questions throughout. They will start by describe the structure and functions of neurons, they will then compare the somatic and autonomic nervous systems before finally analysing the importance of different receptors.
Through this fully resourced lesson students will explore the human excretory organs and their products. They will first define excretion, then will then differentiate between excretion and egestion before finally determining the waste products of the main excretory organs. Students will also have the opportunity to apply their knowledge and understanding to exam style questions.
Through this fully resourced lesson students will communicate how embryology and fossils provide evidence for evolution. They will first describe how shared features in embryos provide evidence for evolution. They will then go on to explain how homologous and vestigial structures provide evidence for evolution. They will finally infer why transitional fossils are important to studying evolution by exploring derived and ancentral features using the Archaeopteryx as an example. Students will also have the opportunity to apply their knowledge and understanding to exam style questions.
Through this fully resourced lesson students will determine how natural selection is the mechanism for evolution. Students will first identify how adaptations lead to increased survival rate, they will then describe the 4 basic principles of natural selection and finally explain why natural selection could not occur if organisms did not have to compete for resources. Students will also have the opportunity to apply their knowledge and understanding to exam style questions.
Through this fully resourced lesson students will explore Darwin’s theory of evolution. They will first compare scientific laws and theories, they will then complete a reading comprehension task to consider how Darwin developed the theory of evolution before discussing why Darwin’s theory of evolution has faced criticism throughout history and applying their knowledge and understanding to exam style questions.
Through this fully resourced lesson students will consolidate their understanding of DNA technology and its uses through revising key concepts and applying their knowledge and understanding to exam style questions.
Students will begin by recalling what is meant by the term genetic engineering, they will then describe the steps involved in creating a many copies of recombinant DNA and finally explain how DNA sequencing and the PCR are used.
Through this fully resourced lesson students will explore how the human genome project may impact human health in the future. They will first recall the steps involved in the synthesis of a protein, they will then break down the word proteomics to understand its meaning before conducting independent research into examples of protein abnormalities to identify causes of disease. Students will then finally apply their understanding to some exam style questions.
Through this fully resourced lesson students will determine the steps involved in carrying out a DNA microarray analysis. They will first describe what a microarray is and recall their understanding of the term bioinformatics. They will then explore why microarrays are useful before finally analysing the results of a DNA microarray analysis.
Through this fully resourced lesson students will explore how the human genome project may impact human health in the future. They will first recall their knowledge of DNA, RNA and nucleotides. They will then learn what SNPs are, compare pharmacogenomics and gene therapy and discuss the moral and ethical concerns regarding gene therapy.
This lesson continues with Topic 22 - Nutrient Cycles of the Oxford AQA International A Level Biology course. Having also taught AQA and Pearson Edexcel for a number of years I can confirm that this lesson is also suitable for the delivery of these courses.
Through this fully resourced lesson students will determine the role of microorganisms in the nitrogen cycle. They will start by recalling why nitrogen is needed by oraganisms and how they obtain. Students will then study a nitogen cycle in order to discuss its key features, processses and microorganisms involved. Then as a group students will create their own nitreogen cycle before applying their knowledge to a number of practice and past paper questions. Peer assessment is embedded at the end of the lesson and mark schemes and suggested responses provided throughout.
This lesson continues with Topic 22 - Nutrient Cycles of the Oxford AQA International A Level Biology course. Having also taught AQA and Pearson Edexcel for a number of years I can confirm that this lesson is also suitable for the delivery of these courses.
Through this fully resourced lesson students will explore the causes and consequences of global warming. They will start by identify the major greenhouse gases, they will then explain why greenhouse gases in the atmosphere are increasing through creating and annotating a diagram to show the Earth’s greenhouse effect. The main activity in this lesson is an extended writing task where students are tasked with analysing data to determine whether the relationship between carbon dioxide in the atmosphere and global temperature shows correlation or causation.
This lesson introduces Topic 22 - Nutrient Cycles of the Oxford AQA International A Level Biology course. Having also taught AQA and Pearson Edexcel for a number of years I can confirm that this lesson is also suitable for the delivery of these courses.
Through this fully resourced lesson students will evaluate the importance of photosynthetic organisms and decomposers in the carbon cycle. Students will start by recalling carbon-containing compounds and comparing organic and inorganic compounds. They will then interpret a carbon cycle to explain how carbon is cycled in ecosystems and determine the role of carbon sinks, decomposers and photosynthetic organisms in the carbon cycle.
This bundle provides all the teaching resources required for the delivery of the Energy and Ecosystems topic (Chapter 21) of the Oxford AQA International A Level course. Having also taught AQA and Pearson Edexcel for a number of years I can confirm that these resources are also suitable for the delivery of these courses. Through this series of 8 fully resourced lessons students will acquire knowledge and skills in the following areas:
Lesson 1: how energy is transferred within food chains and webs. Students will start by recalling their GCSE knowledge of food chains and webs. They will describe how energy is transferred between organisms in the ecosystem and apply their knowledge to past paper questions.
Lesson 2: how energy is lost along a food chain. Students will start by identifying how how energy is lost along a food chain, they will then calculate energy transfers including a description of the terms net primary production and gross primary production. Students will finish the lesson by applying their knowledge acquired to past paper questions on this topic.
Lesson 3: will reflect upon their knowledge and understanding of populations, photosynthesis and respiration. They will identify their strengths and areas for development and they will respond to the feedback they were given by their teacher. They will then prepare for RP9, investigating the effect of competition on seedling growth, as this needs to be completed over a number of lessons.
In this resourse package I have included the week 6 assessment, mark scheme, RP9 student and teacher sheet from Oxford AQA and an accompanying PowerPoint to guide students and teachers through the lesson.
Lesson 4: will differentiate between pyramids of number, biomass and energy. They will first recall their GCSE knowledge of pyramaids of biomass and number, they will then observe their germinating seeds for RP9 in continuation from the previous lesson where they prepared their seeds in petri dishes and construct a suitable results table to collect their data over the next 5 lessons. Students will then be introduced to pyramids of energy and compare them to pyramids of number and biomass.
Lesson 5: how productivity is increased in agricultural ecosystems. They will start by compare natural and agricultural ecosystems. They will then observe their germinating seeds in continuation of RP9 before exploring the concept of productivity including calculations and studying how agricultural ecosystems are manipulated to improve productivity through creating a a leaflet or presentation to educate young farmers about how to increase the productivity of their crops.
Lesson 6: how the biological control of pests can increase productivity and reduce environmental impact. They will start by being given time to observe their germinating seeds in continuation of RP9 before exploring the features of an effective pesticide and debating whether chemical pesticides, biological control or a system that incorporates a range of techniques is best for controlling pests and thus increasing agricultural productivity. Students will finish the lesson by completing a mathematical problem solving question.
Lesson 7: explore features of intensive rearing of livestock. They will start by being given time to observe their germinating seeds in continuation of RP9 before exploring the transfer of energy through livestock including the equation, P = I - (F + R + U), for this and explaining how rearing animals intensively increases the efficiency of energy conversion. Students will also evaluate data considering economic, environmental and ethical issues involved with increasing productivity in the final part of this lesson.
Lesson 8: consolidate their understanding of energy and ecosystems through applying their understanding to unfamiliar scenarios and diagrams. They will start by being given time to observe their germinating seeds in continuation of RP9 for the last time. In this lesson they will also take measurements of the length of the root and shoot of their germinated seeds and carry out a Spearman’s rank calculation in order to see if there is a significant difference in germination and initial growth in the seedlings at different densities of sowing. The PowerPoint resource guides students through this process. Students will then attempt a number of past paper questions and reflect upon reflect upon their understanding of Chapter 21 - Energy and Ecosystems and their progress this academic year so far.
This lesson continues with Topic 21 - Energy and Ecosystems of the Oxford AQA International A Level Biology course.
Through this fully resourced lesson students will consolidate their understanding of energy and ecosystems through applying their understanding to unfamiliar scenarios and diagrams. They will start by being given time to observe their germinating seeds in continuation of RP9 for the last time. In this lesson they will also take measurements of the length of the root and shoot of their germinated seeds and carry out a Spearman’s rank calculation in order to see if there is a significant difference in germination and initial growth in the seedlings at different densities of sowing. The PowerPoint resource guides students through this process. Students will then attempt a number of past paper questions and reflect upon reflect upon their understanding of Chapter 21 - Energy and Ecosystems and their progress this academic year so far.
This lesson continues with Topic 21 - Energy and Ecosystems of the Oxford AQA International A Level Biology course. Having also taught AQA and Pearson Edexcel for a number of years I can confirm that this lesson is also suitable for the delivery of these courses.
Through this fully resourced lesson students will explore features of intensive rearing of livestock. They will start by being given time to observe their germinating seeds in continuation of RP9 before exploring the transfer of energy through livestock including the equation, P = I - (F + R + U), for this and explaining how rearing animals intensively increases the efficiency of energy conversion. Students will also evaluate data considering economic, environmental and ethical issues involved with increasing productivity in the final part of this lesson.
This lesson continues with Topic 21 - Energy and Ecosystems of the Oxford AQA International A Level Biology course. Having also taught AQA and Pearson Edexcel for a number of years I can confirm that this lesson is also suitable for the delivery of these courses.
Through this fully resourced lesson students will analyse how the biological control of pests can increase productivity and reduce environmental impact. They will start by being given time to observe their germinating seeds in continuation of RP9 before exploring the features of an effective pesticide and debating whether chemical pesticides, biological control or a system that incorporates a range of techniques is best for controlling pests and thus increasing agricultural productivity. Students will finish the lesson by completing a mathematical problem solving question.
This lesson continues with Topic 21 - Energy and Ecosystems of the Oxford AQA International A Level Biology course. Having also taught AQA and Pearson Edexcel for a number of years I can confirm that this lesson is also suitable for the delivery of these courses.
Through this fully resourced lesson students will explore how productivity is increased in agricultural ecosystems. They will start by compare natural and agricultural ecosystems. They will then observe their germinating seeds in continuation of RP9 before exploring the concept of productivity including calculations and studying how agricultural ecosystems are manipulated to improve productivity through creating a a leaflet or presentation to educate young farmers about how to increase the productivity of their crops.
This lesson continues with Topic 21 - Energy and Ecosystems of the Oxford AQA International A Level Biology course. Having also taught AQA and Pearson Edexcel for a number of years I can confirm that this lesson is also suitable for the delivery of these courses.
Through this fully resourced lesson students will differentiate between pyramids of number, biomass and energy. They will first recall their GCSE knowledge of pyramaids of biomass and number, they will then observe their germinating seeds for RP9 in continuation from the previous lesson where they prepared their seeds in petri dishes and construct a suitable results table to collect their data over the next 5 lessons. Students will then be introduced to pyramids of energy and compare them to pyramids of number and biomass.
This lesson continues with my series of lessons on Topic 21 - Energy and Ecosystems of the Oxford AQA International A Level Biology course. In the lesson series this lesson should be used after students have sat the week 6 assessment on Topics 18-20 and the teacher has marked this to be returned at the start of the lesson.
Through this fully resourced lesson students will reflect upon their knowledge and understanding of populations, photosynthesis and respiration. They will identify their strengths and areas for development and they will respond to the feedback they were given by their teacher. They will then prepare for RP9, investigating the effect of competition on seedling growth, as this needs to be completed over a number of lessons.
In this resourse package I have included the week 6 assessment, mark scheme, RP9 student and teacher sheet from Oxford AQA and an accompanying PowerPoint to guide students and teachers through the lesson.
