A Science teacher by trade, I've also been known to be found teaching Maths and PE! However, strange as it may seem, my real love is designing resources that can be used by other teachers to maximise the experience of the students. I am constantly thinking of new ways to engage a student with a topic and try to implement that in the design of the lessons.
A Science teacher by trade, I've also been known to be found teaching Maths and PE! However, strange as it may seem, my real love is designing resources that can be used by other teachers to maximise the experience of the students. I am constantly thinking of new ways to engage a student with a topic and try to implement that in the design of the lessons.
This detailed lesson describes how the ventilation rate is controlled by the ventilation centre in the medulla oblongata. The engaging PowerPoint and accompanying resource have been designed to cover the second part of point 7.13 (ii) in unit 5 of the Edexcel International A-level Biology specification.
The previous lesson described the control of heart rate so this lesson has been written to tie in with this and to use this knowledge to further the students understanding of the control of ventilation rate. The lesson begins with a focus on the muscles involved in ventilation, specifically the diaphragm and external intercostal muscles, so that students can understand how their contraction results in an increase in the volume of the thoracic cavity. Boyle’s law is briefly introduced to allow students to recognise the relationship between volume and pressure so that the movement of air with the pressure gradient can be described. Time is then taken to consider the importance of inhalation and an exam-style question challenges the students to explain that a constant supply of oxygen to the alveoli is needed to maintain a steep concentration gradient with the surrounding capillaries. The students are then tasked with writing a description of exhalation at rest using the description of inhalation as their guide. The rest of the lesson focuses on the mechanisms involved in increasing the rate and depth of breathing during exercise. Students will use their knowledge of the control of heart rate to recall that chemoreceptors detect changes in oxygen and carbon dioxide and blood pH and that the medulla oblongata processes the sensory information that it receives before coordinating a response. The final task challenges them to use the information provided in this lesson and the previous one to order 10 detailed descriptions so they can form a complete passage about this control system
All 5 lessons in this lesson bundle are highly detailed to cover the specification points shown below that are found in AS unit 2, topic 1 of the WJEC A-level Biology specification:
The classification of organisms into groups based on their evolutionary relationships
The need for classification
The three-domain classification system
The characteristic features of the five kingdoms of living organisms
The use of physical features and biochemical methods to assess the relatedness of organisms
The concept of species
The use of the binomial naming system
Biodiversity as the variety of organisms found within a specified geographic region
Biodiversity can be assessed in a habitat using Simpson’s index of diversity
Biodiversity can be assessed within a species at a genetic level
Biodiversity can be assessed at a molecular level using DNA fingerprinting
Biodiversity has been generated through natural selection
Anatomical, physiological and behavioural adaptations
As well as the A-level Biology content within the slides, current understanding and prior knowledge checks in the form of exam-style questions, differentiated tasks and quiz competitions are included throughout to allow the students to assess their progress
If you would like to sample the quality of the lessons included in this bundle, then download the classification, species and the binomial naming system lesson as this has been shared for free
This lesson focuses on the key terms associated with ecosystems and describes how populations are affected by a range of factors. The PowerPoint and accompanying resources are part of the 1st lesson in a series of 4 lessons that cover the details of point 7.4 of the AQA A-level Biology specification
As shown in the cover image, a modified version of the quiz competition BLOCKBUSTERS runs throughout the lesson and this introduces new terms as well as challenging students to recall key terms that were encountered in previous topics. These include population, ecosystems, competition, niche, abiotic factors and carrying capacity. Each time a term is met, time is taken to describe its meaning and to explain its relevance and context in this topic of populations in ecosystems. Exam-style questions are also used to challenge the students to apply their understanding and displayed mark schemes allow them to assess their progress. Prior knowledge checks interspersed within the lesson which check on topics such as the nitrogen cycle, adaptations and the biological classification of a species
The engaging PowerPoint and accompanying differentiated worksheets which come as part of this lesson resource have been designed to cover the SUPPLEMENT section of topic 13.1 of the CIE IGCSE Biology specification which states that students should be able to describe the structure and function of the kidneys. Students will initially be introduced to the gross anatomy of the kidneys with the cortex and medulla and the associated ureter before moving on to the fine anatomy of the tubules and focusing on the key functions like ultrafiltration and selective reabsorption. Lots of discussion points and student discovery have been written into the lesson to encourage students to think about why a certain process takes place before attempting to explain it using the Biology. In addition, there are lots of understanding checks and prior knowledge checks so that students are challenged on their knowledge of previously learned topics such as active transport and the components of blood.
The final task of the lesson challenges the students to use their knowledge of the formation of urea from earlier in topic 13 and combine it with what they have learnt in this lesson to arrange statements about the journey of this molecule into the right order
This lesson has been designed for students who are studying the CIE IGCSE Biology course but is suitable for older students who are studying the kidney at A-level and want to recall some of the key details of the structure and function of this organ
Each of the 8 lessons which are included in this bundle are fully-resourced and the PowerPoints and accompanying worksheets cover all of the detailed content in topic 5 (Homeostasis and response) of the AQA GCSE Combined Science specification. Designed to contain a wide range of activities, the students will be motivated and engaged by the various quiz competitions and interesting tasks whilst the understanding and previous knowledge checks will enable them to assess their progress on the current topic as well as challenge them to make links between the topics.
The specification points and lesson topics included in this bundle are:
4.5.1 Homeostasis
4.5.2.1 Structure and function of the nervous system
4.5.3.1 The human endocrine system
4.5.3.2 Control of blood glucose concentration
4.5.3.4 Hormones in human reproduction
4.5.3.5 Contraception
4.5.3.6 The use of hormones to treat infertility
4.5.3.7 Negative feedback
All of these lessons have been written by an experienced teacher for students studying the AQA Combined Science course
This clear and concise lesson explains how the inheritance of two or more genes that have loci on the same autosome demonstrates autosomal linkage. The engaging PowerPoint and associated resource have been designed to cover the part of point 7.1 of the AQA A-level Biology specification which states that students should be able to use fully-labelled genetic diagrams to interpret the results of crosses involving autosomal linkage.
This is a topic which can cause confusion for students so time was taken in the design to split the concept into small chunks. There is a clear focus on how the number of original phenotypes and recombinants can be used to determine linkage and suggest how the loci of the two genes compare. Important links to other topics such as crossing over in meiosis are made to enable students to understand how the random formation of the chiasma determines whether new phenotypes will be seen in the offspring or not. Linkage is an important cause of variation and the difference between observed and expected results and this is emphasised on a number of occasions. The main task of the lesson acts as an understanding check where students are challenged to analyse a set of results involving the inheritance of the ABO blood group gene and the nail-patella syndrome gene to determine whether they have loci on the same chromosome and if so, how close their loci would appear to be.
This lesson has been written to tie in with the other 6 lessons from topic 7.1 (Inheritance) and these have also been uploaded
This bundle contains 7 lessons which combine to cover the content of topic 7.1 (Inheritance) of the AQA A-level Biology specification. All 7 are fully-resourced and contain differentiated tasks which allow students of differing abilities to access the work whilst being challenged. They have been designed to include a wide range of activities that check the understanding of the current topic as well as making links between other parts of this topics and topics covered earlier in the course.
The lessons on codominant and multiple alleles and epistasis are free so you can sample the quality of this bundle before deciding to make a purchase
This lesson guides students through the use of the chi-squared test to determine the significance of the difference between observed and expected results. It is fully-resourced with a detailed PowerPoint and differentiated task worksheets that have been designed to cover the part of point 7.1 of the AQA A-level Biology specification which states that students should be able to use the test to compare the goodness of fit between the observed phenotypic ratios and expected ratios.
The lesson has been written to include a step-by-step guide that demonstrates how to carry out the test in small sections. At each step, time is taken to explain any parts which could cause confusion and helpful hints are provided to increase the likelihood of success in exam questions on this topic. Students will understand how to use the phenotypic ratio to calculate the expected numbers and then how to find the critical value in order to compare it against the chi-squared value. A worked example is used to show the working which will be required to access the marks and then the main task challenges the students to apply their knowledge to a series of questions of increasing difficulty.
This is the final lesson of topic 7.1 (inheritance) and links are made throughout the lesson to earlier parts of this topic such as dihybrid inheritance as well as to earlier topics such as meiosis.
This engaging lesson covers the biological classification of a species, phylogenetic classification and the use of the binomial naming system. The PowerPoint and accompanying resources have been designed to cover point 4.5 of the AQA A-level Biology specification which is titled species and taxonomy.
The lesson begins by looking at the meaning of a population in Biology so that the term species can be introduced. A hinny, which is the hybrid offspring of a horse and a donkey, is used to explain how these two organisms must be members of different species because they are unable to produce fertile offspring. Although the art of courting might be lost on humans in the modern world, the marabou stork is used as an example to show how courtship behaviour is an essential precursor to successful mating in most organisms. Students are encouraged to discuss other examples of courtship behaviour, such as the release of pheromones and birdsong, so that their knowledge and understanding is broad.
Moving forwards, students will learn that species is the lowest taxon in the modern-day classification hierarchy. A quiz runs throughout the lesson and this particular round will engage the students whilst they learn the names of the other 7 taxa and the horse and the donkey from the earlier example are used to complete the hierarchy. Students will understand that the binomial naming system was introduced by Carl Linnaeus to provide a universal name for each species and they will be challenged to apply their knowledge by completing a hierarchy for a modern-day human, by spotting the correct name for an unfamiliar organism and finally by suggesting advantages of this system.
The final part of the lesson briefly looks at how advances in genome sequencing and the comparison of common biological molecules has allowed the relationships between organisms to be clarified.
This is a detailed lesson and it is estimated that it will take around 2 hours of A-level teaching time to cover the content and therefore this specification point.
The Pearson Edexcel A-level Biology A (Salters Nuffield) specification states that a minimum of 10% of the marks across the assessment papers will require the use of mathematical skills. This revision lesson has been designed to include a wide range of activities that challenge the students on these exact skills because success in the maths in biology questions can prove the difference between one grade and the next!
Step-by-step guides are used to walk students through the application of a number of the formulae and then exam-style questions with clear mark schemes (which are included in the PowerPoint) will allow them to assess their progress. Other activities include differentiated tasks, group discussions and quick quiz competitions such as “FROM NUMBERS 2 LETTERS” and “YOU DO THE MATH”.
The lesson has been written to cover as much of the mathematical requirements section of the specification as possible but the following have been given particular attention:
Hardy-Weinberg equation
Chi-squared test
Calculating size
Converting between quantitative units
Standard deviation
Estimating populations of sessile and motile species
Percentages and percentage change
Cardiac output
Geometry
Due to the detail and extensiveness of this lesson, it is estimated that it will take in excess of 2/3 hours of A-level teaching time to work through the activities and it can be used throughout the duration of the course
Each of the 12 lessons included in this bundle have been written to specifically cover the content as detailed in topic 8 of the AQA A-level Biology specification (The control of gene expression). The wide range of activities will maintain engagement whilst supporting the explanations of the biological knowledge to allow the students to build a deep understanding of this potentially difficult topic!
Lessons which cover the following specification points are included in this bundle:
Gene mutations and their effect on the structure of proteins
Most of a cell’s DNA is not translated
Totipotent, pluripotent, multipotent and unipotent stem cells
Regulation of transcription by transcription factors
The role of oestrogen in initiating transcription
Epigenetic control of gene expression in eukaryotes
Inhibition of transcription by increased DNA methylation or decreased acetylation of histones
Translation of mRNA can be inhibited by RNA interference
The main characteristics of benign and malignant tumours
Determining the genome of simpler organisms to determine the proteome and its applications
The development of DNA sequencing methods
The production of DNA fragments through use of enzymes or a gene machine
The role of the PCR to amplify DNA fragments
The transfer of DNA into a host cell
The use of labelled DNA probes to screen patients for heritable conditions, drug responses and to identify health risks
VNTRs
The technique of genetic fingerprinting to analyse DNA fragments
If you would like to see the quality of the lessons, download the producing DNA fragments and DNA methylation and acetylation lessons as these have been uploaded for free
This lesson describes the active loading of sucrose at the source and movement by mass flow to the sink down the hydrostatic pressure gradient. Both the detailed PowerPoint and accompanying resources have been designed to cover points 7.2 (g, h & i) as detailed in the CIE International A-level Biology specification.
The lesson begins by challenging the students to recognise the key term translocation when it is partially revealed and then the rest of the lesson focuses on getting them to understand how this process involves the mass flow of assimilates down the hydrostatic pressure gradient from the source to the sink. It has been written to tie in with 7.1 (d) where the structure of the phloem tissue was initially introduced and the students are continually challenged on their prior knowledge. A step-by-step guide is used to describe how sucrose is loaded into the phloem at the source by the companion cells. Time is taken to discuss key details such as the proton pumping to create the proton gradient and the subsequent movement back into the cells by facilitated diffusion using co-transporter proteins. Students will learn that the hydrostatic pressure at the source is high, due to the presence of the water and sucrose as cell sap, and that this difference when compared to the lower pressure at the sink leads to the movement along the phloem.
A number of quick quiz rounds are included in the lesson to maintain engagement and to introduce key terms and the lesson concludes with a game of SOURCE or SINK as students have to identify whether a plant structure is one or the other (or both)
This fully-resourced lesson describes how antibodies are used in the enzyme-linked immunosorbent assay (ELISA) test. The PowerPoint and accompanying resources are part of the last lesson in a series of 7 which have been designed to cover the details within point 2.4 of the AQA A-level specification. As the last lesson in this sub-topic, prior knowledge checks are included throughout the lesson which challenge the students on their knowledge of antibodies, immunity and protein structure.
The lesson begins by challenging the students to use the details of a poster to recognise that individuals who have recovered from COVID-19 could donate plasma and the antibodies be infused into newly infected individuals. They are then expected to answer a series of exam-style questions where they have to describe the structure of these specific antibodies, recognise this as artificial, passive immunity and describe the potential problems should the virus mutate and the shape of its antigens change. This leads into the introduction of the use of antibodies in other ways, namely the ELISA test. The methodology of this test has been divided into four key steps which students will consider one at a time and then answer further questions about key details such as the immobilisation of the antigen and the removal of proteins and antibodies that have not bound by the washing with the detergent after each step. The lesson focuses on the use of this test for medical diagnosis but other uses such as plant pathology and the detection of allergens is briefly introduced at the end of the lesson.
This concise lesson acts as an introduction to topic 5.3, Energy and Ecosystems, and describes how plant biomass is formed, measured and estimated. The engaging PowerPoint is the 1st in a series of 3 lessons which have been designed to cover the detailed content of topic 5.3 of the AQA A-level Biology specification.
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
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. Due to the clear link to photosynthesis, a series of prior knowledge checks are used to challenge the students on their knowledge of this cellular reaction but as this is the first lesson in the topic, the final section of the lesson looks forwards and introduces the chemical energy store in the plant biomass as NPP and students will also meet GPP and R so they are partially prepared for the next lesson.
This bundle contains a series of 4 lessons which have been designed to cover the content of topic 1.2 of the AQA A-level Biology specification. Prior knowledge check questions are written into each of the lessons to promote continuity and to encourage students to make links between topics.
The wide variety of tasks that are included within the lesson PowerPoints and the accompanying resources cover the following specification points:
Monosaccharides are the monomers from which larger carbohydrates are made
Glucose, galactose and fructose as the common monosaccharides
Maltose, lactose and sucrose are formed by the condensation of two monosaccharides where the reaction forms a glycosidic bond
Glucose has two isomers
Glycogen and starch are formed by the condensation of alpha-glucose
Cellulose is formed by the condensation of beta-glucose
The basic structure and functions of glycogen, starch and cellulose
The use of Benedict’s solution to test for reducing and non-reducing sugars
The use of iodine/potassium iodide to test for starch
If you would like to sample the quality of this lesson bundle, then download the polysaccharides lesson as this has been uploaded for free
This lesson describes how to prepare and examine microscope slides and the use of staining in light microscopy. The PowerPoint and accompanying resources have been designed to cover points 2.1.1 (b & c) of the OCR A-level Biology A specification and describe how the eyepiece graticule and stage micrometer are used to measure the size of an object with a light microscope and the use of eosin and methylene blue.
The main task of this lesson involves a step by step guide which walks students through the methodology and the use of the scale on the stage micrometer to identify the size of the divisions of the eyepiece graticule and this will need them to convert between units. Moving forwards, the students are challenged to apply this method to a series of exam-style questions and the mark scheme is displayed on the PowerPoint so that they can assess their understanding. In the last lesson, they were briefly introduced to the idea that some specimens need to be stained as light passes completely through transparent samples and the remainder of the lesson builds on this knowledge. Students will learn that cell populations, structures within cells and biological tissues can be distinguished using stains and a series of questions will challenge them to make links to biological molecules, organelles and infections. Links are also made to the upcoming topic of epithelial tissue in the respiratory system.
This lesson has been specifically written to tie in with the previous lesson on light and electron microscopes and 2 rounds of the sub-module quiz competition are found in this lesson.
As cells are the building blocks of living organisms, and Biology is the study of life, it’s fairly obvious that a clear understanding of cell structure is going to be critical for the success of an A-level student on the OCR A-level Biology A course. The 6 lessons included in this bundle are highly detailed and have been intricately planned to contain the detail needed at this level and to make links to topics in the other modules of the specification.
The lesson PowerPoints and accompanying resources contain a wide range of tasks which will engage and motivate the students whilst covering the following specification points in module 2.1.1:
The use of microscopy to observe and investigate different types of cell and cell structure in a range of eukaryotic organisms
The use of the eyepiece graticule and stage micrometer
The use of staining in light microscopy
The use and manipulation of the magnification formula
The difference between resolution and magnification
The ultrastructure of eukaryotic cells and the functions of the different cellular components
The interrelationship between the organelles involved in the production and secretion of proteins
The importance of the cytoskeleton
The similarities and differences in the structure and ultrastructure of prokaryotic and eukaryotic cells
If you would like to sample the quality of the lessons included in this bundle, then download “The use of microscopy” and “cytoskeleton” lessons as these have been uploaded for free
This lesson describes how communication occurs between cells by cell signalling. The PowerPoint and accompanying resource have been designed to cover point 5.1.1 (b) of the OCR A-level Biology A specification and focuses on the use of the nervous system for communication between the CNS and effectors and the release of hormones to bring about responses.
As this is one of the first lessons to be delivered in module 5, this lesson has been specifically planned to prepare students for the upcoming topics of neuronal and hormonal communication. Students begin by learning that cell signalling governs the basic activities of cells and coordinates multiple cell actions. Moving forwards, the next part of the lesson focuses on the nervous system and students will learn that an electrical impulse will be conducted on a somatic or an autonomic motor neurone depending upon the type of muscle to be stimulated. This provides some introductory information for modules 5.1.3 and 5.1.5. The remainder of the lesson describes how the hormones that are secreted by the cells of endocrine glands allow communication with target cells and the different actions of peptide and steroid hormones is considered.
This lesson bundle contains 7 lessons which have been designed to cover the Pearson Edexcel A-level Biology A (Salters Nuffield) specification points which focus on the structure of eukaryotic and prokaryotic cells and the functions of their components. The lesson PowerPoints are highly detailed, and along with the accompanying worksheets, they have been planned at length to contain a wide range of engaging tasks which cover the following A-level Biology content found in topics 2, 3 and 4 of the course:
2.2 (i): Know the structure and function of cell membranes
3.1: Know that all living organisms are made of cells, sharing some common features
3.2: Know the ultrastructure of eukaryotic cells, including nucleus, nucleolus, ribosomes, rough and smooth endoplasmic reticulum, mitochondria, centrioles, lysosomes, and Golgi apparatus
3.3: Understand the role of the rough endoplasmic reticulum (rER) and the Golgi apparatus in protein transport within cells, including their role in the formation of extracellular enzymes
3.4: Know the ultrastructure of prokaryotic cells, including cell wall, capsule, plasmid, flagellum, pili, ribosomes, mesosomes and circular DNA
3.6: Understand how mammalian gametes are specialised for their functions (including the acrosome in sperm and the zona pellucida in the egg)
3.13: Understand how the cells of multicellular organisms are organised into tissues, tissues into organs and organs into systems
4.7: Know the ultrastructure of plant cells (cell walls, chloroplasts, amyloplasts, vacuole, tonoplast, plasmodesmata, pits and middle lamella) and be able to compare it with animal cells.
This lesson describes how genetic diversity within, or between species, can be investigated by comparison of characteristics or biological molecules. The PowerPoint and accompanying worksheets are primarily designed to cover the content of point 4.7 of the AQA A-level Biology specification but as this is the last lesson in the topic, it has also been planned to contain a range of questions, tasks and quiz rounds that will challenge the students on their knowledge and understanding of topic 4.
Over the course of the lesson, the students will discover that comparisons of measurable or observable characteristics, DNA and mRNA sequences and the primary structure of common proteins can all be used to investigate diversity. Links are continually made to prior learning, such as the existence of convergent evolution as evidence of the need to compare biological molecules as opposed to the simple comparison of phenotypes. The issues associated with a limited genetic diversity are discussed and the interesting biological example of the congenital dysfunctions consistently found in the Sumatran tigers in captivity in Australia and New Zealand is used to demonstrate the problems of a small gene pool. Moving forwards, the study of the 16S ribosomal RNA gene by Carl Woese is introduced and students will learn that this led to the adoption of the three-domain system in 1990. The final part of the lesson describes how the primary structure of proteins like cytochrome c that is involved in respiration and is therefore found in most living organisms can be compared and challenges the students to demonstrate their understanding of protein synthesis when considering the differences between humans and rhesus monkeys.