This fully-resourced lesson describes the meaning of the terms stem cell, pluripotency and totipotency. The PowerPoint and accompanying worksheets have been designed to cover points 3.11 (i) and (ii) of the Pearson Edexcel A-level Biology A (Salters Nuffield) specification and therefore this lesson also contains discussion periods where the topic is the decisions that the scientific community have to make about the use of stem cells in medical therapies. The lesson begins with a knowledge recall of the structure of eukaryotic cells and the students have to use the first letters of each of the four answers to reveal the key term, stem cell. Time is then taken to consider the meaning of cellular differentiation, and this leads into the key idea that not all stem cells are equal when it comes to the number of cell types that they have the potential to differentiate into. A quick quiz round introduces the five degrees of potency, and then the students are challenged to use their understanding of terminology to place totipotency, pluripotency, multipotency, oligopotency and unipotency in the correct places on the potency continuum. Although the latter three do not have to be specifically known based on the content of specification point 3.11 (i), an understanding of their meaning was deemed helpful when planning the lesson as it should assist with the retention of knowledge about totipotency and pluripotency. These two highest degrees of potency are the main focus of the lesson, and key details are emphasised such as the ability of totipotent cells to differentiate into any extra-embroyonic cell, which the pluripotent cells are unable to do. The morula, and inner cell mass and trophoblast of the blastocyst are used to demonstrate these differences in potency. The final part of the lesson discusses the decisions that the scientific community have to make about the use of embryonic stem cells, adult stem cells and also foetal stem cells which allows for a link to chorionic villus sampling from topic 2. There is also a Maths in a Biology context question included in the lesson (when introducing the morula) to ensure that students continue to be prepared for the numerous calculations that they will have to tackle in the terminal exams. This resource has been differentiated two ways to allow students of differing abilities to access the work

This lesson describes the meaning of biodiversity, explains how it relates to a range of habitats, and describes how to calculate an index of diversity. The PowerPoint and accompanying worksheets are part of the first in a series of 2 lessons that have been designed to cover the content of topic 4.6 of the AQA A-level Biology specification. The second lesson describes the balance between conservation and farming. A quiz competition called BIOLOGICAL TERMINOLOGY SNAP runs over the course of the lesson and this will engage the students whilst challenging them to recognise species, population, biodiversity, community and natural selection from their respective definitions. Once biodiversity as the variety of living organisms in a habitat is revealed, the students will learn that this can relate to a range of habitats, from those in the local area to the Earth. When considering the biodiversity of a local habitat, the need for sampling is discussed and some key details are provided to initially prepare the students for these lessons in topic 7. Moving forwards, the students will learn that it is possible to measure biodiversity within a habitat, within a species and within different habitats so that they can be compared. Species richness as a measure of the number of different species in a community is met and a biological example in the rainforests of Madagascar is used to increase its relevance. The students are introduced to an unfamiliar formula that calculates the heterozygosity index and are challenged to apply their knowledge to this situation, as well as linking a low H value to natural selection. The rest of the lesson focuses on the index of diversity and a 3-step guide is used to walk students through each part of the calculation. This is done in combination with a worked example to allow students to visualise how the formula should be applied to actual figures. Using the method, they will then calculate a value of d for a comparable habitat to allow the two values to be considered and the significance of a higher value is explained. All of the exam-style questions have mark schemes embedded in the PowerPoint to allow students to continuously assess their progress and understanding.

This detailed lesson describes each of the 4 stages of aerobic respiration and explains how this cellular reaction yields ATP and generates heat. The engaging PowerPoint and accompanying resource have been designed to cover points 5.1 (i) and (ii) of the Edexcel A-level Biology B specificaiton and acts as a clear introduction for the upcoming lessons where the finer details of glycolysis, the Link reaction and Krebs cycle and oxidative phosphorylation are described The lesson begins with an introduction to glycolysis and students will learn how this first stage of aerobic respiration is also the first stage when oxygen is not present. This stage involves 10 reactions and an opportunity is taken to explain how each of these reactions is catalysed by a different, specific intracellular enzyme. A version of “GUESS WHO” challenges students to use a series of structural clues to whittle the 6 organelles down to just the mitochondrion so that they can learn how the other three stages take place inside this organelle. Moving forwards, the key components of the organelle are identified on a diagram. Students are introduced to the stages of respiration so that they can make a link to the parts of the cell and the mitochondria where each stage occurs. Students will learn that the presence of decarboxylase and dehydrogenase enzymes in the matrix along with coenzymes and oxaloacetate allows the link reaction and the Krebs cycle to run and that these stages produce the waste product of carbon dioxide. Finally, time is taken to introduce the electron transport chain and the enzyme, ATP synthase, so that students can begin to understand how the flow of protons across the inner membrane results in the production of ATP and the the formation of water when oxygen acts as the final electron acceptor.

This lesson describes the gross structure of the human gas exchange system and the functions of the structural components like goblet cells. The PowerPoint and accompanying resources have been designed to cover points 9.1 (a & c) of the CIE A-level Biology specification and has been specifically planned to prepare students for an upcoming lesson where the gas exchange between the alveoli and the blood is described. The lesson is filled with a range of activities such as guided discussion periods, exam-style questions (with markschemes) and quiz competitions and these run alongside the slides containing the detailed A-level Biology content to cover the following features: The incomplete rings of cartilage, ciliated pseudostratified columnar epithelium and goblet cells in the trachea The narrowing airways of the primary, secondary and tertiary bronchi The elastic fibres and smooth muscle in the terminal and respiratory bronchioles The pleural cavity and fluid of the lungs When describing the production of mucus by the goblet cells in the trachea, time is taken to consider cystic fibrosis and the inheritance of this autosomal recessive disorder. Students will be supported in working out genotypes from a pedigree tree to prepare them for topic 16 (Inherited change)

This lesson describes the process of gas exchange between air in the alveoli and the blood. The PowerPoint and accompanying worksheet have been designed to cover point 9.1 (d) of the CIE A-level Biology specification Gas exchange at the alveoli is a topic that was covered at GCSE so this lesson has been written to challenge the recall of that knowledge and to build on it. The main focus of the lesson is the type of epithelium found lining the alveoli and students will discover that a single layer of flattened cells known as simple, squamous epithelium acts to reduce the diffusion distance. The following features of the alveolar epithelium are also covered: Surface area Moist lining Production of surfactant The maintenance of a steep concentration gradient As a constant ventilation supply is critical for the maintenance of the steep concentration gradient, the final part of the lesson considers the mechanism of ventilation

This lesson describes why a disease would be deemed to be an autoimmune disease and describes the mechanisms involved in a few examples. The PowerPoint and accompanying worksheets have been primarily designed to cover point 4.1.1 (k) of the OCR A-level Biology A specification, but this lesson can also be used to revise the content of modules 2 and 3 and the previous lessons in 4.1.1 through the range of activities included The lesson begins with a challenge, where the students have to recognise diseases from descriptions and use the first letters of their names to form the term, autoimmune. In doing so, the students will immediately learn that rheumatoid arthritis, ulcerative colitis, type I diabetes mellitus, multiple sclerosis and myasthenia gravis are all examples of autoimmune diseases. The next part of the lesson focuses on the mechanism of these diseases where the immune system cells do not recognise the antigens (self-antigens) on the outside of the healthy cells, and therefore treats them as foreign antigens, resulting in the production of autoantibodies against proteins on these healthy cells and tissues. Key details of the autoimmune diseases stated above and lupus are described and links to previously covered topics as well as to future topics such as the nervous system are made. The students will be challenged by numerous exam-style questions, all of which have mark schemes embedded into the PowerPoint to allow for immediate assessment of progress.

This lesson describes the differences between the primary and secondary responses and describes how the structure of antibodies is related to function. The PowerPoint and accompanying resources have been designed to cover specification points 4.1.1 (g), (h) and (i) as detailed in the OCR A-level Biology A specification and emphasises the importance of memory cells. As memory B cells differentiate into plasma cells that produce antibodies when a specific antigen is re-encountered, it was decided to link the immune responses and antibodies together in one lesson. The lesson begins by checking on the students incoming knowledge to ensure that they recognise that B cells differentiate into plasma cells and memory cells. This was introduced in a previous lesson on the specific immune response and students must be confident in their understanding if the development of immunity is to be understood. A couple of quick quiz competitions are then used to introduce key terms so that the structure of antibodies in terms of polypeptide chains, variable and constant regions and hinge regions are met. Time is taken to focus on the variable region and to explain how the specificity of this for a particular antigen allows neutralisation and agglutination to take place. The remainder of the lesson focuses on the differences between the primary and secondary immune responses and a series of exam-style questions will enable students to understand that the quicker production of a greater concentration of these antibodies in the secondary response is due to the retention of memory cells.

A series of 5 exam questions that challenge students to work out the actual size of a section as seen under a microscope or the magnification. These questions will test their ability to convert between measurements and give answers in micrometers. These questions are suitable for GCSE and A-level students

This is a fully-resourced lesson that covers the details of specification point 5.1.2 (e) of the OCR A-level Biology A specification which states that students should be able to demonstrate and apply an understanding of the effects of kidney failure and its potential treatments. This lesson consists of an engaging PowerPoint (55 slides) and associated differentiated worksheets that look at the diagnosis of a number of different kidney-related conditions and the potential treatments for kidney failure. This lesson is designed to get the students to take on the numerous roles of a doctor who works in the renal ward which include testing, diagnosis and treatment. Having obtained measurements by GFR and results by taking urine samples, hey are challenged to use their knowledge of the function of the kidney to study urine samples (and the accompanying GP’s notes) to diagnose one of four conditions. They then have to write a letter to the patient to explain how they made this diagnosis, again focusing on their knowledge of the structure and functions of the Bowman’s capsule and PCT. The rest of the lesson focuses on haemodialysis, peritoneal dialysis and kidney transplant. There are regular progress checks throughout the lesson so that students can assess their understanding and there are a number of homework activities included in the lesson. This lesson is designed for A-level students who are studying the OCR A-level Biology specification and ties in nicely with the other uploaded lessons on this organ which include the structure and function of the nephron, ultrafiltration, selective reabsorption and osmoregulation.

An engaging lesson presentation (42 slides) and associated worksheet that uses a combination of exam questions, understanding checks, quick tasks and a quiz competition to help the students to assess their understanding of the topics found within the Chemistry unit C5 (Energy changes) of the AQA GCSE Combined Science specification (specification point C5.5). The lesson includes useful hints and tips to encourage success in assessments. For example, students are shown how to use the energy change in a chemical reaction to work out if it is an endothermic or exothermic reaction. The topics that are tested within the lesson include: Endothermic and exothermic reactions Reaction profiles Calculating energy changes in reactions Students will be engaged through the numerous activities including a summary round called “E NUMBERS” which requires them to use all of their knowledge to work out the type of reactions that are shown.

A fully resourced revision lesson which uses a range of exam questions (with explained answers), quick tasks and quiz competitions to enable the students to assess their understanding of the topics found within module 6.3.1 (Ecosystems) of the OCR A-level Biology A specification. The topics tested within this lesson include: Ecosystems Transfer of biomass Recycling within ecosystems Succession Studying ecosystems Student will enjoy the range of tasks and quiz rounds whilst crucially being able to recognise any areas which require further attention

A fully-resourced lesson which looks at the chemical reaction that is aerobic respiration and ensures that students can apply their knowledge to application questions which challenge them to make links to related topics. The lesson includes a practical-based lesson presentation (19 slides) and associated worksheets containing differentiated questions. The aim of the beginning of the lesson involves getting students to understand the term, concentration, so that they are able to use it accurately in their descriptions. This is a term which is commonly wrongly used by students. Moving forwards, students will carry out a practical to collect valid results so that they can apply their knowledge of concentration to explain a trend. Certain practical skills are challenged during the lesson such as the drawing of a results table to display the results. A worksheet containing questions on the practical is differentiated so that students who need assistance are still able to access the learning. This lesson has been designed for GCSE students but can be used with KS3 students who are learning about chemical reactions.

A fully-resourced lesson which explores how the composition of different alloys is related to their properties and their uses. The lesson includes an engaging and informative lesson presentation (38 slides) and an associated differentiated worksheet. The lesson begins by challenging the students to use their Chemistry knowledge of numbers to come up with the letters of the word alloy. Students are introduced to the definition of this key term and then use a wordsearch to find both the names of the alloys but also the metals that are found in these mixtures. The main aim of this lesson is to get students to understand why alloys are chosen for jobs rather than pure metals and there is a focus on atoms and their arrangement. Students are challenged to use the example of copper and brass to complete a summary passage which is differentiated so that those who need more assistance are still able to access the work. The remainder of the lesson focuses on steel and solder, again exploring how their different features are related to how they are used in modern day life. Progress checks have been written into the lesson at regular intervals to allow the students to check their understanding and a range of quick quiz competitions will aid engagement. This lesson has been designed for GCSE students but could be used with KS3 students who are looking at mixtures within the atoms and elements topic.

This lesson has been designed for GCSE students and looks at the key details of two methods that are used to make ethanol, fermentation and the hydration of ethene. Some students may believe that the sole use of ethanol is for alcoholic drinks so the first part of the lesson uses a quick competition to introduce some additional uses. There are a number of these competitions that run during the lesson, in order to maintain engagement but also to introduce key terms and check on understanding in alternative forms. The details of each of the reactions are discussed and related topics are tested through questions and tasks, such as the students being challenged to write symbol equations and adding state symbols and to remember the identification test for carbon dioxide. The final part of the lesson plays one final competition, which is a battle between all of the students to spot which of the two reactions is being described by a clue.