This fully-resourced lesson describes the relationship between the structure, properties and functions of triglycerides in living organisms. The engaging PowerPoint and accompanying worksheets have been designed to cover the first part of point (f) as detailed in AS unit 1, topic 1 of the WJEC A-level Biology specification and links are also made to related future topics such as the importance of the myelin sheath for the conduction of an electrical impulse which is covered in A2. The lesson begins with a focus on the basic structure and roles of lipids, including the elements that are found in this biological molecule and some of the places in living organisms where they are found. Moving forwards, the students are challenged to recall the structure of the carbohydrates from earlier in topic 1 so that the structure of a triglyceride can be introduced. Students will learn that this macromolecule is formed from one glycerol molecule and three fatty acids and have to use their understanding of condensation reactions to draw the final structure. Time is taken to look at the difference in structure and properties of saturated and unsaturated fatty acids and students will be able to identify one from the other when presented with a molecular formula. The final part of the lesson explores how the various properties of a triglyceride mean that it has numerous roles in organisms including that of an energy store and source and as an insulator of heat and electricity.

This lesson ensures that students know the meaning of key ecological terms and explains how biotic and abiotic factors control the distribution of organisms. The engaging PowerPoint and accompanying resources have been designed to cover points 5.1, 5.2 and 5.3 of the Pearson Edexcel A-level Biology A (Salters Nuffield) specification and therefore cover the biological definitions of ecosystem, community, population and habitat. A quiz round called REVERSE Biology Bingo runs throughout the lesson and challenges students to recognise the following key terms from descriptions called out by the bingo caller: community ecosystem abiotic factor photosynthesis respiratory substrate biomass calorimetry distribution niche The ultimate aim of this quiz format is to support the students to understand that any sugars produced by photosynthesis that are not used as respiratory substrates are used to form biological molecules that form the biomass of a plant and that this can be estimated using calorimetry. Links are made to photosynthesis and net primary productivity as these will be met later in topic 5 as well as challenging their prior knowledge of adaptations, classification and biological molecules. The final part of the lesson uses an exam-style question to get the students to recognise that biotic and abiotic factors control the distribution of organisms in a habitat and to recall the concept of niche.

This fully-resourced lesson describes the modes of action of the T and B lymphocytes in the immune response. The detailed PowerPoint and accompanying resources have been designed to cover point 2.4 of the CIE A-level Biology specification and the structure of antibodies and the roles of memory cells is also briefly introduced. Antigen presentation was introduced at the end of the previous lesson so the task at the start of this lesson challenges students to recognise the name of this process and then they have to spot the errors in the passage that describes the details of this event. This reminds them that contact between the APC and T lymphocytes is necessary to elicit a response which they will come to recognise as the cellular response. A series of quick quiz rounds reveals key terms in a memorable way and one that is introduced is helper T cells. Time is then taken to describe the importance of cell signalling for an effective response and students will learn how the release of chemicals by these cells activates other aspects of the response. The role of the killer T cells is also described before an exam-style question is used to check on their understanding at this point of the lesson. This leads into the section of the lesson that deals with the humoral response and students will understand how this involves the antibodies that are produced by the plasma cells that are the result of clonal selection and expansion. The remainder of the lesson focuses on the role of the antibodies and the attachment of phagocytes to opsonins.

A fully-resourced lesson that looks at the different sampling methods that can be used to estimate the populations of animals and plants in a habitat and to analyse how their distribution is affected, The lesson includes a detailed and engaging lesson presentation (56 slides) and differentiated worksheets so that students of different abilities are challenged and can access the work. The lesson begins by looking at the use of a quadrat to estimate the population of plants in a habitat. There is a focus on the mathematical calculations associated with the method and students are given hints and worked examples so that any common misconceptions are addressed. Moving forwards, students are introduced to the capture-mark-recapture technique to sample animals. The rest of the lesson looks at alternative pieces of apparatus, such as the sweep net, and discusses situations when these would be used. This lesson has been written for GCSE students (14 - 16 year olds in the UK) but is appropriate for both younger students who are learning about ecology and also for A-level students who need a recap on this topic.

This fully-resourced lesson describes how the mutations that occur during DNA replication can effect a protein’s primary structure and lead to disorders. The engaging and detailed PowerPoint and accompanying resources have been designed to cover points 2.14 (i) & (ii) as detailed in the Edexcel International A-level Biology specification and focuses on the effects of substitutions, deletions and insertions and considers a real life biological example in sickle cell anaemia. In order to understand how a change in the base sequence can affect the order of the amino acids, students must be confident in their understanding and application of protein synthesis which was covered in the previous lessons. Therefore, the start of the lesson focuses on transcription and translation and students are reminder of how to use the codon table to identify amino acids. Moving forwards, a task called known as THE WALL is used to introduce to the names of three types of mutation whilst challenging the students to recognise three terms which are associated with the genetic code. The main focus of the lesson is base substitutions and how these mutations may or may not cause a change to the amino acid sequence. The students are challenged to use their knowledge of the degenerate nature of the genetic code to explain how a silent mutation can result. Students will learn that a substitution is responsible for the new allele that causes sickle cell anaemia and they are tested on their understanding through an exam-style question. As with all of the questions, a mark scheme is included in the PowerPoint which can be displayed to allow the students to assess their understanding. The rest of the lesson looks at base deletions and base insertions and students are introduced to the idea of a frameshift mutation. One particular task challenges the students to evaluate the statement that base deletions have a bigger impact on primary structure than base substitutions. This is a differentiated task and they have to compare the fact that the reading frame is shifted by a deletion against the change in a single base by a substitution

This engaging revision lesson challenges the students on their knowledge of the communicable diseases topic as detailed in the AQA GCSE combined science specification. The PowerPoint and accompanying resources include a range of tasks that enable the students to assess their knowledge of the 7 viral, bacterial, fungal and protist infections that are listed in topic B3.1. This lesson has been designed to be used as a final revision resource as the GCSE exams approach, or as part of revision for an end of topic test.

This revision lesson will challenge the students on their understanding of the details of photosynthesis (topic B4.1 of the AQA GCSE specification). It has been designed to be used in the final weeks before the GCSE exams, or in the lead up to mocks or an end of topic test, and provides multiple opportunities for the students to check their understanding of the reaction, limiting factors, the inverse square law and the uses of glucose. The lesson contains a range of tasks, including exam-style questions and quizzes, that will maintain engagement whilst allowing any misconceptions or mistakes to be addressed.

This detailed and engaging lesson describes the different ecological techniques used to assess the abundance and distribution of organisms in a habitat. In line with point 10.1 (iv) of the Edexcel A-level biology B specification, the following techniques are included in the PowerPoint and accompanying resources: quadrats (of differing areas) transects ACFOR scale percentage cover The mathematical element of the course is challenged in the early stages of this lesson, when the students have to estimate the populations of different plant species using data obtained with a quadrat. Understanding checks are used throughout the lesson to allow the students to assess their progress against the current topic and they are encouraged to consider the advantages and disadvantages of each technique.

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.

This clear and concise lesson covers the Link reaction and its site in the cell as detailed in point 5.2.2 (d) of the OCR A-level Biology A specification. The PowerPoint explains how the product of glycolysis, pyruvate, is decarboxylated and dehydrogenated and combined with coenzyme A to form acetyl coenzyme A which will then enter the Krebs cycle. The lesson begins with a challenge, where the students have to recall the details of glycolysis in order to form the word matrix. This introduces the key point that this stage occurs in this part of the mitochondria and time is taken to explain why the reactions occur in the matrix as opposed to the cytoplasm like glycolysis. Moving forwards, the Link reaction is covered in 5 detailed bullet points and students have to add the key information to these points using their prior knowledge as well as knowledge provided in terms of NAD. The students will recognise that this reaction occurs twice per molecule of glucose and a quick quiz competition is used to test their understanding of the numbers of the different products of this stage. This is just one of the range of methods that are used to check understanding and all answers are explained to allow students to assess their progress. This lesson has been written to tie in with the other uploaded lessons on glycolysis and the Krebs cycle and oxidative phosphorylation.

This lesson describes the general structure of the 20 amino acids found in proteins and makes clear links to related topics such as genes. The PowerPoint has been designed to cover specification point 2.1.2 (k) of the OCR A-level Biology A course and provides a clear introduction to the following lesson on the formation of dipeptides and polypeptides. The lesson begins with a prior knowledge check, where the students have to use the 1st letters of 4 answers to uncover a key term. This 4-letter key term is gene and the lesson begins with this word because it is important for students to understand that these sequences of bases on DNA determine the specific sequence of amino acids in a polypeptide. Moving forwards, students are given discussion time to work out that there are 64 different DNA triplets and will learn that these encode for the 20 amino acids that are common to all organisms. The main task of the lesson is an observational one, where students are given time to study the displayed formula of 4 amino acids. They are not allowed to draw anything during this time but will be challenged with 3 multiple choice questions at the end. This task has been designed to allow the students to visualise how the 20 amino acids share common features in an amine and an acid group. A quick quiz round introduces the R group and time is taken to explain how the structure of this side chain is the only structural difference. Students will be introduced to the existence of hydrophobic, hydrophilic, acidic and basic R groups so that they are able to apply this knowledge in future lessons where structure and shape is considered. Some time is also given to look at cysteine in greater detail due to the presence of sulfur atoms and once again a link is made to disulfide bridges for upcoming lessons. The lesson concludes with one more quiz round called LINK TO THE FUTURE where the students will see the roles played by amino acids in the later part of the course such as translation and in the formation of dipeptides.

This engaging lesson describes the relationship between the structure and functions of a phopholipid, focusing on the role performed in membranes. The PowerPoint has been designed to cover specification point 2.2 (g) of the CIE International A-level Biology specification and includes constant references to the previous lesson on the structure and function of triglycerides. The role of a phospholipid in a cell membrane provides the backbone to the whole lesson. A quick quiz round called FAMILY AFFAIR challenges the students to use their knowledge of the structure of a triglyceride to identify the shared features in a phospholipid. This then allows the differences to be introduced, such as the presence of a phosphate group in place of the third fatty acid. Moving forwards, the students will learn that the two fatty acid tails are hydrophobic whilst the phosphate head is hydrophilic which leads into a key discussion point where the class has to consider how it is possible for the phospholipids to be arranged when both the inside and outside of a cell is an aqueous solution. The outcome of the discussion is the introduction of the phospholipid bilayer which is critical for the lesson in topic 4 on the fluid mosaic model. The final part of the lesson describes how proteins found floating in the cell membrane allow both facilitated diffusion and active transport to occur and this also helps to begin the preparations for the upcoming lessons.

This clear and concise lesson explores the roles of the coenzymes NAD, FAD and coenzyme A in cellular respiration as detailed in point 12.1 (d) of the CIE International A-level Biology specification. As this specification point comes before the specification points concerning the details of the stages of respiration, this lesson has been designed to introduce the key details whilst focusing on their roles. Students will understand that NAD and FAD are reduced upon accepting hydrogen atoms and then carry these protons and electrons to the cristae where they are used in the production of ATP. In addition, they will learn that coenzyme A is used in the link reaction and helps to deliver the acetyl group to the Krebs cycle

This lesson describes how the action of the radial and circular muscles of the iris causes the pupil to dilate or contract. The PowerPoint has been designed to cover point 8.6 (ii) of the Edexcel International A-level Biology specification and includes key details such as the innervation of the smooth muscles by divisions of the autonomic nervous system. Students will learn how: the contraction of the radial muscles pulls the iris radially and enlarges the pupil, allowing more light to enter when an individual is in a room with dim light and that this contraction is the result of the conduction of an electrical impulse along a sympathetic motor neurone. the contraction of the circular muscles constricts the pupil to reduce the light that enters the eye, in order to prevent damage to the photosensitive cells in the retina. This is the result of innervation by an impulse conducted along a parasympathetic neurone

This lesson describes the importance of the cytoskeleton, and focuses on the role of these proteins in the transport within cells and cell movement. The PowerPoint and accompanying resource have been designed to cover point 2.1.1 (j) of the OCR A-level Biology A specification and has been specifically designed to tie in with The previous lesson covered the ultrastructure of eukaryotic cells and the function of the different cellular components and this lesson has been planned to build on that knowledge to show how the cytoskeleton allows for the movement of these organelles from one part of the cell to another. In particular, the students will recognise how the dragging movement of the motor proteins along the microtubule track is important for the proteins produced at the RER to move to the Golgi before the vesicles are then moved to the membrane for exocytosis. In this way, this lesson also covers specification point 2.1.1 (i). Other examples such as the movement of the synaptic vesicles and the contraction of the spindle fibres during anaphase are used to consolidate understanding further. The cilia and the flagellum are also described and links are made to related topics such as the primary non-specific defences against pathogens. In order to engage and motivate the students during the 7 lessons in this module, a running quiz competition has been written into each of the lessons and 3 rounds are incorporated into this lesson. A quiz scoresheet to keep track of the points is included in this resource.

This fully-resourced lesson explains the relationship between the structure and function of arteries, veins and capillaries. The engaging and detailed PowerPoint and accompanying resources have been designed to cover point 8.1 © of the CIE International A-level Biology specification. This lesson has been written to build on any prior knowledge from GCSE to enable students to fully understand why a particular type of blood vessel has particular features. Students will be able to make the connection between the narrow lumen and elastic tissue in the walls of arteries and the need to maintain the high pressure of the blood. A quick version of the GUESS WHO game is used to introduce smooth muscle and collagen in the tunica media and externa and again the reason for their presence is explored and explained. Moving forwards, the lesson considers the structure of the veins and students are challenged to explain how the differences to those observed in arteries is due to the lower blood pressure found in these vessels. The final part of the lesson looks at the role of the capillaries in exchange. Links are made to diffusion to ensure that students can explain how the red blood cells pressing against the endothelium results in a short diffusion distance. It is estimated that it will take about 2 hours of allocated A-level Biology teaching time to cover the detail included in this lesson

This fully-resourced lesson looks at the double, closed circulatory system as found in a mammal and considers how the pulmonary circulation differs from the systemic circulation. The engaging PowerPoint and accompanying resources have been designed to cover point 8.1 (a) of the CIE International A-level Biology specification The lesson begins with a focus on the meaning of a double circulatory system and checks that students are clear in the understanding that the blood passes through the heart twice per cycle of the body. Beginning with the pulmonary circulation, students will recall that the pulmonary artery carries the blood from the right ventricle to the lungs. An opportunity is taken at this point to check on their knowledge of inhalation and the respiratory system as well as the gas exchange between the alveoli and the capillary bed. A quick quiz is used to introduce arterioles and students will learn that these blood vessels play a crucial role in the changes in blood pressure that prevent the capillaries from damage. When looking at the systemic circulation, time is taken to look at the coronary arteries and renal artery as students have to be aware of these vessels in addition to the ones associated with the heart. In the final part of the lesson, students are challenged to explain how the structure of the heart generates a higher pressure in the systemic circulation and then to explain why the differing pressures are necessary. As a result of the constant reference to the heart, the blood vessels and the blood, students will be reminded that these are the components of the circulatory system