Evidence for evolution lesson created in accordance to the NEW AQA Specification (9-1). Designed for higher ability class, although content can be adjusted to suit any ability. Includes: embedded videos and timers, slide animations, practice questions with answers on slides, worksheet and an interactive quiz. NB: If you are unable to play videos a URL link can be found in the slide notes. AQA spec link: 4.6.3.4 Relevant chapter: B15 Genetics and evolution. AQA Biology third edition textbook-Page 242-243 Students are required to know the following; Students should be able to describe the evidence for evolution including fossils and antibiotic resistance in bacteria. The theory of evolution by natural selection is now widely accepted. Evidence for Darwin’s theory is now available as it has been shown that characteristics are passed on to offspring in genes. There is further evidence in the fossil record and the knowledge of how resistance to antibiotics evolves in bacteria.

This lesson has been created in accordance to the NEW AQA Specification (9-1) for my combined/additional science class (Year 9-KS4). Includes: slide animations, embedded video, worksheet, quiz, practice exam questions and answers have also been included within the slides. This resource is suitable for separate science students. AQA spec link: Relevant chapter: B5-Communicable diseases . AQA Biology third edition textbook-Page 90-91. *The new specification requires students to know the following; Students should be able to describe the non-specific defence systems of the human body against pathogens, including the: • skin • nose • trachea and bronchi • stomach. Students should be able to explain the role of the immune system in the defence against disease. If a pathogen enters the body the immune system tries to destroy the pathogen. White blood cells help to defend against pathogens by: • phagocytosis • antibody production • antitoxin production.

The history of genetics lesson created in accordance to the NEW AQA Specification (9-1). Designed for a separates class. Includes: embedded videos and timers, slide animations, practice questions with answers on slides, worksheet and an interactive quiz. NB: If you are unable to play videos a URL link can be found in the slide notes. AQA spec link: 4.6.3.3 Relevant chapter: B15 Genetics and evolution. AQA Biology trilogy edition textbook-Page 234-235 Students are required to know the following; Students should be able to: • describe the development of our understanding of genetics including the work of Mendel • understand why the importance of Mendel’s discovery was not recognised until after his death. In the mid-19th century Gregor Mendel carried out breeding experiments on plants. One of his observations was that the inheritance of each characteristic is determined by ‘units’ that are passed on to descendants unchanged. In the late 19th century behaviour of chromosomes during cell division was observed. WS 1.1 Our current understanding of genetics has developed over time. In the early 20th century it was observed that chromosomes and Mendel’s ‘units’ behaved in similar ways. This led to the idea that the ‘units’, now called genes, were located on chromosomes. In the mid-20th century the structure of DNA was determined and the mechanism of gene function worked out. This scientific work by many scientists led to the gene theory being developed.

NB: This is a BIOLOGY (SEPARATES) ONLY lesson Plant defence responses lesson created in accordance to the NEW AQA Specification (9-1). Includes: slide animations, embedded videos, differentiated questions, answers have also been included within the slides. This resource is NOT suitable for combined science students. AQA spec link: 4.3.3.2 Relevant chapter: B5-Communicable diseases . AQA Biology third edition textbook-Page 94-95. Students should be able to describe physical and chemical plant defence responses. Physical defence responses to resist invasion of microorganisms: • Cellulose cell walls. • Tough waxy cuticle on leaves. • Layers of dead cells around stems (bark on trees) which fall off. Chemical plant defence responses: • Antibacterial chemicals. • Poisons to deter herbivores. Mechanical adaptations: • Thorns and hairs deter animals. • Leaves which droop or curl when touched. • Mimicry to trick animals.

Dialysis lesson created in accordance to the NEW AQA Specification (9-1) for my separates class (Year 10-KS4). It includes: embedded videos, slide animations and a worksheet. *Students only need to know the basic principles of dialysis-they do not need to know about haemodialysis or peritoneal dialysis.* AQA spec link: 5.3.3 Relevant chapter: B12-Homeostasis in action. ( Note: This topic is for BIOLOGY only not for combined science students). AQA Biology third edition textbook-Page 188-189 *The new specification requires students to know the following; People who suffer from kidney failure may be treated by organ transplant or by using kidney dialysis. Students should know the basic principles of the operation of a dialysis machine.

Types of reproduction lesson created in accordance to the NEW AQA Specification (9-1). Designed for a separates class, although content can be adjusted to suit any ability. Includes: slide animations, embedded videos and practice questions with answers on slides as well as a quiz. AQA spec link: 6.1.1 Relevant chapter: B13 Genetics and reproduction. AQA Biology third edition textbook-Page 196-197. Specification requires students to know the following; Students should understand that meiosis leads to non-identical cells being formed while mitosis leads to identical cells being formed. Sexual reproduction involves the joining (fusion) of male and female gametes: • sperm and egg cells in animals • pollen and egg cells in flowering plants. In sexual reproduction there is mixing of genetic information which leads to variety in the offspring. The formation of gametes involves meiosis. Asexual reproduction involves only one parent and no fusion of gametes. There is no mixing of genetic information. This leads to genetically identical offspring (clones). Only mitosis is involved. Biology only-6.1.3 Advantages of sexual reproduction: • produces variation in the offspring • if the environment changes variation gives a survival advantage by natural selection • natural selection can be speeded up by humans in selective breeding to increase food production. Advantages of asexual reproduction: • only one parent needed • more time and energy efficient as do not need to find a mate • faster than sexual reproduction • many identical offspring can be produced when conditions are favourable Good luck with your lesson!

NB-This resource has been edited since the last review* [30/9/17] Screening for genetic disorders lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability TRILOGY(combined science) class, although content can be adjusted to suit any ability. Includes: slide animations, embedded videos and practice questions with answers on slides as well as a quiz. This video contains many videos and is a great lesson to spark a debate. I'd appreciate a review after your lesson :) AQA spec link: 6.1.7 Relevant chapter: B13 Genetics and reproduction. AQA Biology third edition textbook-Page 214-215. Some disorders are inherited. These disorders are caused by the inheritance of certain alleles. • Polydactyly (having extra fingers or toes) is caused by a dominant allele. • Cystic fibrosis (a disorder of cell membranes) is caused by a recessive allele. Students should make informed judgements about the economic, social and ethical issues concerning embryo screening, given appropriate information. WS 1.3 Appreciate that embryo screening and gene therapy may alleviate suffering but consider the ethical issues which arise.

C13-The Earth’s atmosphere-Our evolving atmosphere lesson created in accordance to the NEW AQA Specification (9-1). Designed for a mixed ability year 11 separates class, although content can be adjusted to suit any ability. Includes: slide animations, embedded videos, and homework with answers as well as a interactive review task. If for any reason the video link does not work, a URL has also been included in the notes. For further enquiries please email paperfriendlyresources@gmail.com AQA spec link: 4.9.1.1, 2, 4 AQA spec link: For 200 million years, the proportions of different gases in the atmosphere have been much the same as they are today: • about four-fifths (approximately 80%) nitrogen • about one-fifth (approximately 20%) oxygen • small proportions of various other gases, including carbon dioxide, water vapour, and noble gases. Volcanoes also produced nitrogen which gradually built up in the atmosphere and there may have been small proportions of methane and ammonia. Algae and plants decreased the percentage of carbon dioxide in the atmosphere by photosynthesis. Carbon dioxide was also decreased by the formation of sedimentary rocks and fossil fuels that contain carbon. Students should be able to: • describe the main changes in the atmosphere over time and some of the likely causes of these changes • describe and explain the formation of deposits of limestone, coal, crude oil, and natural gas.

Diet, exercise and disease lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability class, although content can be adjusted to suit any ability. Includes powerpoint timers, slide animations, embedded video's, worksheet and mini review. NB: If you are unable to play embedded videos please view slide notes for link. AQA spec link: 4.2.2.6 Relevant chapter: B7 Non-communicable diseases. AQA Biology combined textbook-Page 104-105 Students are required to know the following; • discuss the human and financial cost of these non-communicable diseases to an individual, a local community, a nation, or globally • explain the effect of lifestyle factors including diet, alcohol, and smoking on the incidence of non-communicable diseases at local, national, and global levels. Risk factors are linked to an increased rate of a disease. They can be: • aspects of a person’s lifestyle • substances in the person’s body or environment. A causal mechanism has been proven for some risk factors, but not in others. • The effects of diet and exercise on cardiovascular disease. • Obesity as a risk factor for Type 2 diabetes. Many diseases are caused by the interaction of a number of factors. Students should be able to understand the principles of sampling as applied to scientific data in terms of risk factors. Students should be able to translate information between graphical and numerical forms; and extract and interpret information from charts, graphs and tables in terms of risk factors. Students should be able to use a scatter diagram to identify a correlation between two variables in terms of risk factors.

The impact of change lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability class, although content can be adjusted to suit any ability. This lesson Includes powerpoint timers, slide animations, self-assessment, interactive mark scheme, embedded videos and review. For general enquiries or support please email: Paperfriendlyresources@gmail.com ***Paper friendly tips: Only print slide 8 for students that cannot see the board clearly. Print the worksheet as two pages to one, this will need to be quarted with a guillotine and you’ll have enough for four students! NB: If you are unable to play embedded videos please view slide notes for link. * AQA spec link: 4.7.2.4 Relevant chapter: B18 Biodiversity and ecosystems. AQA Biology third edition textbook-Page 296-297 Students are required to know the following; Students should be able to evaluate the impact of environmental changes on the distribution of species in an ecosystem given appropriate information. Environmental changes affect the distribution of species in an ecosystem. These changes include: •• temperature •• availability of water •• composition of atmospheric gases. The changes may be seasonal, geographic or caused by human interaction. WS 1.4 There are links with this content to Biodiversity and the effect of human interaction on ecosystems.

Theories of evolution lesson created in accordance to the NEW AQA Specification (9-1). Designed for a separates class. Includes: embedded videos and timers, slide animations, practice questions with answers on slides, worksheet and an interactive quiz. NB: If you are unable to play videos a URL link can be found in the slide notes. AQA spec link: 4.6.3.1 Relevant chapter: B15 Genetics and evolution. AQA Biology trilogy edition textbook-Page 236-237 Students are required to know the following; Charles Darwin, largely as a result of observations on a round the world expedition, linked to developing knowledge of geology and fossils, proposed the theory of natural selection: • Individual organisms within a particular species show a wide range of variation for a characteristic. • Individuals with characteristics most suited to the environment are more likely to survive to breed successfully. • The characteristics that have enabled these individuals to survive are then passed on to the next generation. Other theories, including that of Jean-Baptiste Lamarck, are based mainly on the idea that changes that occur in an organism during its lifetime can be inherited. We now know that in the vast majority of cases this type of inheritance cannot occur. A study of creationism is not required.

Accepting Darwin’s ideas lesson created in accordance to the NEW AQA Specification (9-1). Designed for a separates class. Includes: embedded videos and timers, slide animations, practice questions with answers on slides, worksheet and an interactive quiz. NB: If you are unable to play videos a URL link can be found in the slide notes. **Please note the homework and markscheme from the lesson on theories of evolution (B15.2) has also been included in this resource. ** AQA spec link: 4.6.3.1 Relevant chapter: B15 Genetics and evolution. AQA Biology trilogy edition textbook-Page 238-239 Students are required to know the following; Darwin published his ideas in On the Origin of Species (1859). There was much controversy surrounding these revolutionary new ideas. The theory of evolution by natural selection was only gradually accepted because: • the theory challenged the idea that God made all the animals and plants that live on Earth • there was insufficient evidence at the time the theory was published to convince many scientists • the mechanism of inheritance and variation was not known until 50 years after the theory was published.

Removing waste products lesson created in accordance to the NEW AQA Specification (9-1) for my separates class (Year 10-KS4). Includes: slide animations and worksheet. AQA spec link: 5.3.3 Relevant chapter: B12.2-Removing waste products . ( Note: This topic is for BIOLOGY only not for combined science students). AQA Biology third edition textbook-Page 184-185 *The new specification requires students to know the following; Students should be able to explain the effect on cells of osmotic changes in body fluids. Water leaves the body via the lungs during exhalation. Water, ions, and urea are lost from the skin in sweat. There is no control over water, ion, or urea loss by the lungs or skin. Excess water, ions, and urea are removed via the kidneys in the urine. If body cells lose or gain too much water by osmosis they do not function efficiently. The digestion of proteins from the diet results in excess amino acids which need to be excreted safely. In the liver these amino acids are deaminated to form ammonia. Ammonia is toxic and so it is immediately converted to urea for safe excretion.

To use a light microscope to observe, draw and label a selection of plant and animal cells. AQA spec link: 4.1.1.5 Relevant chapter: B1 Cells and organisation. AQA Biology third edition textbook-Page 4-5 In doing this practical students should cover these parts of the apparatus and techniques requirements. Biology AT 1 – use appropriate apparatus to record length and area. Biology AT 7 – use a microscope to make observations of biological specimens and produce labelled scientific drawings

Measure the population size of a common species in a habitat. Use sampling techniques to investigate the effect of a factor on the distribution of this species. This lesson was conducted outdoors hence why a powerpoint was not created. This investigation has two parts: Investigating the population size of a plant species using random sampling Investigating the effect of a factor on plant distribution using a transect line. AQA spec link: 4.7.2.1 Relevant chapter: B16 Adaptations, interdependence and competition. AQA Biology third edition textbook-Page 262-263 In doing this practical students should cover these parts of the apparatus and techniques requirements. AT 1 – use appropriate apparatus to record length and area. AT 3 – use transect lines and quadrats to measure distribution of a species. AT 4 – safe and ethical use of organisms and response to a factor in the environment. AT 6 – application of appropriate sampling techniques to investigate the distribution and abundance of organisms in an ecosystem via direct use in the field. AT 8 – use of appropriate techniques in more complex contexts including continuous sampling in an investigation.

C2-Development of the periodic table homework created in accordance to the NEW AQA Specification (9-1). This is a great flip learning activity, give yourself a little break and allow your students to present their timelines/fact sheets :) For further enquiries please email paperfriendlyresources@gmail.com Also available via instagram: Paperfriendlyresourcesuk AQA spec link: 4.1.2.2