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.
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
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.
This bundle contains 17 fully-resourced and detailed lessons that have been designed to cover the content of topic 7 of the AQA A-level Biology specification which concerns genetics, populations, evolution and ecosystems. The wide range of activities included in each lesson will engage the students whilst the detailed content is covered and the understanding and previous knowledge checks allow them to assess their progress on the current topic as well as challenging them to make links to other related topics. Most of the tasks are differentiated to allow differing abilities to access the work and be challenged.
The following sub-topics are covered in this bundle of lessons:
The use of genetic terminology
The inheritance of one or two genes in monohybrid and dihybrid crosses
Codominant and multiple alleles
The inheritance of sex-linked characteristics
Autosomal linkage
Epistasis as a gene interaction
The use of the chi-squared test
Species exist as one or more populations
The concepts of gene pool and allele frequency
Calculating allele frequencies using the Hardy-Weinberg principle
Causes of phenotypic variation
Stabilising, directional and disruptive selection
Genetic drift
Allopatric and sympatric speciation
Species, populations, communities and ecosystems
Factors affecting the populations in ecosystems
Estimating the size of a population using randomly placed quadrats, transects and the mark-release-recapture method
Primary succession, from colonisation by pioneer species to climax community
Conservation of habitats frequently involves the management of succession
This is one of the 8 topics which have to be covered over the length of the 2 year course and therefore it is expected that the teaching time for this bundle will be in excess of 2 months
If you want to see the quality of the lessons before purchasing then the lessons on codominant and multiple alleles, epistasis and phenotypic variation are free resources to download
This bundle of 8 revision lessons have been designed to include a range of exam questions (with explained answers), differentiated tasks and quiz competitions to enable students to assess their understanding of the Pearson Edexcel A-level Biology A (Salters Nuffield) specification content.
The 8 topics that are covered in the specification are included in this bundle and are:
Topic 1: Lifestyle, Health and Risk
Topic 2: Genes and Health
Topic 3: Voice of the Genome
Topic 4: Biodiversity and natural resources
Topic 5: On the wild side
Topic 6: Infection, immunity and forensics
Topic 7: Run for your life
Topic 8: Grey matter
Students will enjoy the range of activities, which provide a much needed alternative to their other revision methods, and these lessons can be used throughout the duration of the course, as an end of topic revision lesson or in the lead up to mocks or the actual A-level terminal exams
This fully-resourced lesson focuses on the events of meiosis which specifically contribute to genetic variation. The detailed PowerPoint and accompanying resources have been designed to cover the 4th and final part of point 4.3 of the AQA A-level Biology specification which states that students should be able to describe how meiosis produces daughter cells that are genetically different from each other.
In order to understand how the events of meiosis like crossing over and random assortment and independent segregation can lead to variation, students need to be clear in their understanding that DNA replication in interphase results in homologous chromosomes as pairs of sister chromatids. Therefore the beginning of the lesson focuses on the chromosomes in the parent cell and this first part of the cycle and students will be introduced to non-sister chromatids and the fact that they may contain different alleles which is important for the exchange that occurs during crossing over. Time is taken to go through this event in prophase I in a step by step guide so that the students can recognise that the result can be new combinations of alleles that were not present in the parent cell. Moving forwards, the lesson explores how the independent segregation of chromosomes and chromatids during anaphase I and II results in genetically different gametes. The final part of the lesson looks at the use of a mathematical expression to calculate the possible combinations of alleles in gametes as well as in a zygote following the random fertilisation of haploid gametes. Understanding and prior knowledge checks are interspersed throughout the lesson as well as a series of exam questions which challenge the students to apply their knowledge to potentially unfamiliar situations.
Due to the detail of this lesson, it is estimated that this will take about 2 hours of A-level teaching time to deliver
This is a fully-resourced revision resource which has been designed to encourage students to evaluate their understanding of the content in TOPIC 4 of the AQA A-level Biology specification (Genetic information, variation and relationships between organisms) . The resource includes an engaging PowerPoint (96 slides) and associated worksheets, some of which have been differentiated to allow those struggling with the content to access the work.
The wide range of activities which includes exam questions, quick tasks and quiz competitions will motivate the students whilst they assess their knowledge and recognise those areas which require even further attention. The lesson has been designed to cover as many sub-topics as possible but the following have been given particular attention:
Classification hierarchy
DNA in prokaryotes and eukaryotes
The binomial naming system
Phylogeny
Modern day classification using biological molecules
Calculating biodiversity
Selection pressures and types of selections
Transcription
Gene mutations
Physiological, behavioural and anatomical adaptations
Meiosis and variation
Non-disjunction
The mathematical element of this topic and the course is challenged throughout the lesson and helpful hints are regularly provided to help students to structure their answers. This resource can be used as a revision aid at the end of the topic, in the lead up to AS or A2 mocks or in the lead up to the actual terminal A-level exams.
An engaging lesson presentation (75 slides) and associated worksheets that uses a combination of exam questions, quick tasks and quiz competitions to help the students to assess their understanding of the topics found within unit B7(Ecology) of the AQA GCSE Biology specification (specification unit B4.7).
The topics that are tested within the lesson include:
Communities
Abiotic factors
Biotic factors
Levels of organisation
Recycling materials
Decomposition
Deforestation
Global warming
Trophic levels
Pyramids of biomass
Transfer of biomass
Students will be engaged through the numerous activities including quiz rounds like “Number CRAZY" whilst crucially being able to recognise those areas which need further attention
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
This bundle contains 18 detailed and engaging lessons which cover the following specification points in module 3 (Exchange and transport) of the OCR A-level Biology A specification:
3.1.1: Exchange surfaces
The need for specialised exchange surfaces
The features of an efficient exchange surface
The structures and functions of the components of the mammalian gaseous exchange system
The mechanism of ventilation in mammals
The mechanisms of ventilation and gas exchange in bony fish and insects
3.1.2: Transport in animals
The double, closed circulatory system in mammals
The structure and functions of arteries, arterioles, capillaries, venules and veins
The formation of tissue fluid from plasma
The external and internal structure of the heart
The cardiac cycle
How heart action is initiated and coordinated
The use and interpretation of ECG traces
The role of haemoglobin in transporting oxygen and carbon dioxide
The oxygen dissociation curve for foetal and adult haemoglobin
3.1.3: Transport in plants
The structure and function of the vascular systems in the roots, stems and leaves
The transport of water into the plant, through the plant and to the air surrounding the leaves
The mechanism of translocation
As well as the detailed A-level Biology content of the PowerPoint slides, the resources contain a wide range of tasks including guided discussion points, exam-style questions and quiz competitions which will engage and motivate the students
This is a fully-resourced revision lesson that includes a detailed and engaging powerpoint (81 slides) that uses a combination of exam questions, understanding checks, quick differentiated tasks and quiz competitions to enable students to assess their understanding of the content found within Topic 8 (Grey Matter) of the Pearson Edexcel A-level Biology A (Salters Nuffield) specification.
The specification points that are tested within the lesson include:
Know the structure and function of sensory, relay and motor neurones including the role of Schwann cells and myelination.
Understand how the nervous systems of organisms can cause effectors to respond to a stimulus.
Understand how the pupil dilates and contracts.
Understand how a nerve impulse (action potential) is conducted along an axon including changes in membrane permeability to sodium and potassium ions and the role of the myelination in saltatory conduction.
Know the structure and function of synapses in nerve impulse transmission, including the role of neurotransmitters, including acetylcholine.
Understand how IAA bring about responses in plants to environmental cues
Know the location and functions of the cerebral hemispheres, hypothalamus, cerebellum and medulla oblongata in the human brain.
Understand how magnetic resonance imaging (MRI), functional magnetic resonance imaging (fMRI), positron emission tomography (PET) and computed tomography (CT) scans are used in medical diagnosis and the investigation of brain structure and function.
Understand how imbalances in certain, naturally occurring brain chemicals can contribute to ill health, including dopamine in Parkinson’s disease and serotonin in depression, and to the development of new drugs.
Understand the effects of drugs on synaptic transmissions, including the use of L-Dopa in the treatment of Parkinson’s disease and the action of MDMA in Ecstasy.
Students will be engaged by the numerous quiz rounds such as “From NUMBERS 2 LETTERS” and “COMMUNICATE the WORD” whilst crucially being able to recognise those areas which require their further attention during general revision or during the lead up to the actual A-level terminal exams
This fully-resourced lesson looks at the structures that make up the gross anatomy of the heart and also covers the calculation of cardiac ouput. The engaging and detailed PowerPoint and accompanying resources have been designed to cover the 4th part of point 3.4.1 of the AQA A-level Biology specification which states that students should be able to describe the gross structure of the human heart and be able to use the equation stroke volume x heart rate to calculate cardiac output.
As this topic was covered at GCSE, the lesson has been planned to build on this prior knowledge whilst adding the key details which will enable students to provide A-level standard answers. The primary focus is the identification of the different structures of the heart but it also challenges their ability to recognise the important relationship to function. For example, time is taken to ensure that students can explain why the atrial walls are thinner than the ventricular walls and why the right ventricle has a thinner wall than the left ventricle. Opportunities are taken throughout the lesson to link this topic to the others found in topic 3.4.1 such as blood circulation and the cardiac cycle. Moving forwards, the students are introduced to the stroke volume and meet normative values for this and for resting heart rate. This will lead into the calculation for cardiac output and a series of questions are used to test their ability to apply this equation as well as percentage change.
This lesson looks at the use of the polymerase chain reaction (PCR) as an in vitro method to amplify DNA fragments as part of the recombinant DNA technology process. The clear PowerPoint has been designed to cover the second part of point 8.4.1 of the AQA A-level Biology specification.
A quick quiz competition is used to introduce the PCR abbreviation before students are encouraged to discuss the identity of the enzyme involved and to recall the action of this enzyme. Students will learn that this reaction involves cyclical heating and cooling to a range of temperatures so the next part of this lesson looks at these particular temperatures so the important parts of each of the steps can be understood. Time is taken to examine the key points in detail, such as the specific DNA polymerase that is used and how it is not denatured at the high temperature as well as the involvement of the primers.
An engaging lesson presentation (33 slides) and associated worksheets that introduces students to classification using the taxonomic levels and teaches them how to name species using the binomial naming system. The students are told about the domain system, as developed by Carl Woese, but then the lesson focuses on showing them the seven levels that come after this. Students are challenged to understand how the levels differ from each other in terms of sharing characteristics. Time is taken to focus on the five kingdoms and links are made to other topics such as prokaryotic cells to test their previous knowledge. Moving forwards, students are shown how the genus and species are used in the binomial naming system before being given lots of opportunities to assess their understanding through questions.
This lesson has been written for GCSE students but is suitable for all age ranges
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 3 (Exchange and transport) of the OCR A-level Biology specification.
The topics tested within this lesson include:
Exchange surfaces
Mammalian gaseous exchange system
Tissues in the gaseous exchange system
Transport in animals
Blood vessels
Exchange at the capillaries
ECG
Transport of oxygen
Transport in plants
Transport tissues
Movement of water through plants
Transpiration
Translocation
Student will enjoy the range of tasks and quiz rounds whilst crucially being able to recognise any areas which require further attention
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 lesson bundle contains 10 lesson PowerPoints and their accompanying resources which are filled with a wide variety of tasks to motivate and engage the students whilst covering the detailed content of topic 4 of the Pearson Edexcel A-level Biology A (Salters Nuffield) specification. Extensive planning has gone into each lesson to ensure that understanding is complete and that students are challenged to make links to previously covered topics.
The tasks include exam-style questions, differentiated tasks, guided discussion points and quick quiz competitions and together these cover the following specification points in topic 4:
The meaning of the terms biodiversity and endemism
Measuring biodiversity within a habitat using species richness and within a species by calculating the heterozygosity index
Comparing biodiversity between habitats by calculating an index of diversity
The concept of niche and examples of behavioural, anatomical and physiological adaptations
Natural selection can lead to adaptation and evolution
The Hardy-Weinberg equation can be used to see whether a change in allele frequency is occurring in a population over time
Reproductive isolation can lead to the formation of new species
Classification is built around the species concept
Critical evaluation of new data by the scientific community, which leads to new taxonomic groupings
The ultrastructure of plant cells
The structure and function of the polysaccharides starch and cellulose
The similarities and differences between the structures, position and function of sclerenchyma fibres, xylem vessels and phloem
Evaluate the methods used by zoos and seed banks in the conservation of endangered species and their genetic diversity
If you would like to sample the quality of the lessons in this bundle, then download the isolation and speciation, ultrastructure of plant cells and xylem, phloem and sclerenchyma lessons as these have been uploaded for free
This lesson bundle contains 8 detailed lesson PowerPoints and their accompanying resources and all of them have been planned at length to engage and motivate the students whilst covering the biological content of module 4.1.1 of the OCR A-level Biology A specification. The wide range of tasks which are contained with each of these lessons cover the following specification points:
The different types of pathogen that can cause communicable diseases in plants and animals
The means of transmission of animal and plant communicable pathogens
The primary non-specific defences against pathogens in animals
The structure and mode of action of phagocytes
The structure, different roles and modes of action of B and T lymphocytes in the specific immune response
The primary and secondary immune responses
The structure and general functions of antibodies
An outline of the action of opsonins, agglutinins and anti-toxins
The difference between active and passive immunity, and between natural and artificial immunity
Autoimmune diseases
The principles of vaccination and the role of vaccination programmes in the prevention of epidemics
If you would like to sample the quality of the lessons in this bundle, then download the “Transmission of animal and plant pathogens” and “immunity & vaccinations” lessons as these have been uploaded for free
This concise lesson covers the content of specification point 5.1.5 (l) of the OCR A-level Biology A specification which states that students should be able to demonstrate and apply an understanding of the action of neuromuscular junctions. Due to a number of similarities between these structures and cholinergic synapses, this lesson uses prior knowledge of these connections between neurones to build a good understanding of the junctions. Students will discover that the events that occur at an axon tip mirror those which happen at the pre-synaptic bulb and this is then developed to look at the differences in terms of the events once the acetylcholine has bound to its receptor sites. There is a focus on the structure of the sarcolemma and time is taken to explain how the action potential is passed from this membrane to the transverse tubules in order to stimulate the release of calcium ions from the sarcoplasmic reticulum. As a result, this lesson ties in nicely with the following lesson on the contraction of skeletal muscle and students will be able to link the binding to troponin in that lesson to the release of these ions from this lesson.
Both of the main tasks of the lesson have been differentiated so that students of all abilities can access the work and make progress.
This lesson has been designed for those students studying on the OCR A-level Biology course and ties in nicely with the other uploaded lessons on module 5.1.5 (Animal and plant responses)
This lesson describes how to obtain and use sampling results to calculate an estimate for the population size of a sessile, slow-moving or motile organism. The PowerPoint and accompanying worksheets are part of the second lesson in a series of 4 lessons that have been designed to cover the content of topic 7.4 (Populations in ecosystems) of the AQA A-level Biology specification and includes descriptions of the use of randomly placed quadrats, quadrats along a belt transect and the mark-release-recapture method.
As you can see from the image, step by step guides are included in the lesson that walk the students through each stage of the calculations and these are followed by opportunities to challenge their understanding by answering exam-style questions. Mark schemes for the 7 questions that are answered over the course of the lesson are embedded into the PowerPoint and this allows the students to assess their progress. When considering the mark-release-recapture method, the assumptions that are made and the precautions that need to be taken are considered and the students are challenged to link the changes in the numbers of rabbits to the topic of stabilising selection.
A highly engaging lesson that looks at the structures that are found in the 1st line of defence and explores the methods of action use by phagocytes and lymphocytes. This lesson has been designed for GCSE students but could be used as an initial recap with A-level students before they go on to learn this topic in greater detail
The lesson begins by introducing the meaning of the 1st line of defence. A quick competition is used to challenge the students to recognise the names of some of these structures when their names have some letters missing. Time is taken to discuss the action of the cilia and skin and then students are challenged to make links to the related topics of enzymes and pH as they complete a passage about the role of hydrochloric acid in the stomach. Moving forwards, students will learn that there are two types of white blood cells, phagocytes and lymphocytes, and the details of their actions is explored. Key points such as the specificity of antibodies and the involvement of enzymes are discussed in detail so that this topic can be understood to the depth needed at this level. In addition to a number of games to maintain engagement, progress checks are written into this at regular intervals to allow the students to assess their understanding.