This detailed lesson describes the differences between monosaccharides, disaccharides and polysaccharides. The PowerPoint and accompanying resource have been designed to cover point 1.1 (i) that’s detailed in the Edexcel A-level Biology B specification and the aim of this lesson is to provide the students with key details to prepare them for the upcoming lessons on the carbohydrate groups. The lesson begins with a made-up round of the quiz show POINTLESS, where students have to try to identify four answers to do with carbohydrates. In doing so, they will learn or recall that these molecules are made from carbon, hydrogen and oxygen, that they are a source of energy which can sometimes be rightly or wrongly associated with obesity and that the names of the three main groups is derived from the Greek word sakkharon. A number of quick quiz rounds have been written into the lesson to introduce key terms in a fun and memorable way and the first round allows the students to meet some of common monosaccharides. Moving forwards, students will learn that a disaccharide is formed when two of these monomers are joined together and they are then challenged on their knowledge of condensation reactions which were originally encountered during the lesson on water. Students will understand how multiple reactions and multiple glycosidic bonds will result in the formation of a polysaccharide and glycogen and starch are introduced as well as amylose and amylopectin as components of this latter polymer. The final part of the lesson considers how hydrolysis reactions allow polysaccharides and disaccharides to be broken back down into monosaccharides.

This fully-resourced lesson describes the different effects that gene mutations can have on the amino acid sequence of a protein. The engaging and detailed PowerPoint and accompanying resources have been designed to cover points 1.4 (viii) & (ix) as detailed in the Edexcel A-level Biology B specification and includes substitutions, deletions and insertions and considers a real life example in sickle cell anaemia. In order to understand how a change in the base sequence can affect the order of the amino acids, students must be confident in their understanding and application of protein synthesis which was covered earlier in this topic. Therefore, the start of the lesson focuses on transcription and translation and students are guided through the use of the codon table to identify amino acids. Moving forwards, a task called known as THE WALL is used to introduce to the names of three types of gene mutation whilst challenging the students to recognise three terms which are associated with the genetic code. The main focus of the lesson is substitutions and how these mutations may or may not cause a change to the amino acid sequence. The students are challenged to use their knowledge of the degenerate nature of the genetic code to explain how a silent mutation can result. Students will learn that a substitution is responsible for the new allele that causes sickle cell anaemia and they are tested on their understanding through an exam-style question. As with all of the questions, a mark scheme is included in the PowerPoint which can be displayed to allow the students to assess their understanding. The rest of the lesson looks at base deletions and base insertions and students are introduced to the idea of a frameshift mutation. One particular task challenges the students to evaluate the statement that base deletions have a bigger impact on primary structure than base substitutions. This is a differentiated task and they have to compare the fact that the reading frame is shifted by a deletion against the change in a single base by a substitution

This detailed lesson describes the process of translation at the ribosome and includes detailed descriptions of the roles of the mRNA, tRNA and rRNA. The PowerPoint and accompanying resources have been designed to cover the second part of point 1.4 (vi) of the Edexcel A-level Biology B specification and this lesson also includes continual links to the previous lessons in this topic on transcription and the structure of DNA and RNA. Translation is a topic which is often poorly understood and so this lesson has been written with the aim of supporting the students to answer the different types of questions that can arise. The lesson begins by challenging the students to consider why it is so important that the amino acids are assembled in the correct order during the formation of the chain. Moving forwards, a quick quiz round called “LOST IN TRANSLATION” is used to check on their prior knowledge of the mRNA strand, the tRNA molecules and the ribosomes. The next task involves a very detailed description of translation that has been divided into 14 statements which the students have to put into the correct order. By giving them a passage of this detail, they can pick out the important parts to use in the next task where they have to answer shorter questions worth between 3 and 4 marks. These types of questions are common in the assessments and by building up their knowledge across the lesson, their confidence to tackle this type of question should increase. The final two tasks of the lesson involve another quiz, where the teams compete to transcribe and translate in the quickest time before using all that they have absorbed to answer some questions which involve the genetic code and the mRNA codon table

This detailed lesson describes how the anti-sense strand of DNA is used as template to form messenger RNA (mRNA) during transcription. The PowerPoint and accompanying resource have been designed to cover the first part of point 1.4 (vi) as detailed in the Edexcel A-level Biology B specification. The lesson begins by challenging the students to recall that most of the nuclear DNA in eukaryotes does not code for polypeptides. This allows the promoter region and terminator region to be introduced, along with the structural gene. Through the use of an engaging quiz competition, students will learn that the strand of DNA involved in transcription is known as the anti-sense strand and the other strand is the sense strand. Links to previous lessons on DNA and RNA structure are made throughout and students are continuously challenged on their prior knowledge as well as they current understanding of the lesson topic. Moving forwards, the actual process of transcription is covered in a 7 step bullet point description where the students are asked to complete each passage using the information previously provided as well as their own biological knowledge. An exam-style question is used to check on their understanding before the final task of the lesson looks at the journey of mRNA to the ribosome for the next stage of translation.

This lesson describes the structure of messenger and transfer RNA and compares this against the structure of DNA. The engaging and detailed PowerPoint and accompanying resource have been designed to cover points 1.4 (iv) and (v) as detailed in the Edexcel A-level Biology B specification which states that students should be able to describe the structure of the two forms of this nucleic acid. Students were introduced to the detailed structure of a nucleotide and DNA in the first lesson of topic 1.4, so this lesson is written to tie in with those and continuously challenge prior knowledge as well as the understanding of the current topic. The lesson begins with the introduction of RNA as a member of the family of nucleic acids and this enables students to recognise that this polynuclotide shares a number of structural features that were previously seen in DNA. A quiz round called “A FAMILY AFFAIR” is used to challenge their knowledge of DNA to recognise those features that are also found on RNA such as the chain of linked nucleotides, pentose sugars, nitrogenous bases and phosphodiester bonds. The next task pushes them to consider features that have not been mentioned and therefore are differences as they answer a structured exam-style question on how RNA differs from DNA. Students will learn that RNA is shorter than DNA and this leads into the final part of the lesson where mRNA and tRNA are introduced and again they are challenged to use the new information explain the difference in size. Brief details of transcription and then translation are provided so that students are prepared for the upcoming lessons on protein synthesis

This fully-resourced lesson describes how DNA is replicated semi-conservatively, including the roles of DNA helicase, polymerase and ligase. The detailed PowerPoint and accompanying resources have been designed to cover point 1.4 (ii) of the Edexcel A-level Biology B specification The main focus of this lesson is the roles of DNA helicase in the breaking of the hydrogen bonds between nucleotide bases, DNA polymerase in forming the growing nucleotide strands and DNA ligase in the joining of the nucleic acid fragments. Time is taken to explain key details, such as the assembly of strands in the 5’-to-3’ direction, so that the continuous manner in which the leading strand is synthesised can be compared against that of the lagging strand. The students are constantly challenged to make links to previous topics such as DNA structure and hydrolysis reactions through a range of exam questions and answers are displayed so that any misconceptions are quickly addressed. The main task of the lesson asks the students to use the information provided in the lesson to order the sequence of events in DNA replication before discussing how the presence of a conserved strand and a newly built strand in each new DNA molecule shows that it is semi-conservative.

This fully-resourced lesson describes the structure of the DNA, including the structure of the nucleotides and the bonds that form the backbone and double helix. Both the engaging PowerPoint and accompanying resources have been designed to cover specification point 1.4 (i) as detailed in the Edexcel A-level Biology B specification. As students will already have some knowledge of this nucleic acid from GCSE, the lesson has been written to build on this prior knowledge and then to add key detail. Students need to have a clear understanding of the structure of a nucleotide for this topic as well as upcoming lessons on RNA and ATP, so the start of the lesson focuses on these monomers and the three components. Time is taken to look at the bases and students will be introduced to purines and pyrimidines and are reminded of the bonds that form between the complementary base pairs. A series of exam-style questions checks on their current understanding and mark schemes are displayed to enable the students to assess their understanding and to address any misconceptions should they arise. Phosphodiester bonds are also introduced before a quick quiz competition is used to introduce the numbers 5 and 3 so that the directionality of the DNA strand can be explained.

This engaging lesson describes the relationship between the structure, properties and functions of phospholipids, focusing on its role in membranes. The PowerPoint has been designed to cover the second part of point (f) as detailed in AS unit 1, topic 1 of the WJEC A-level Biology specification and includes constant references to the previous lesson on triglycerides. The role of a phospholipid in a cell membrane provides the backbone to the whole lesson. A quick quiz round called FAMILY AFFAIR, challenges the students to use their knowledge of the structure of a triglyceride to identify the shared features in a phospholipid. This then allows the differences to be introduced, such as the presence of a phosphate group in place of the third fatty acid. Moving forwards, the students will learn that the two fatty acid tails are hydrophobic whilst the phosphate head is hydrophilic which leads into a key discussion point where the class has to consider how it is possible for the phospholipids to be arranged when both the inside and outside of a cell is an aqueous solution. The outcome of the discussion is the introduction of the bilayer which is critical for the lesson in AS unit 1, topic 3 on the fluid mosaic model. The final part of the lesson explains how both facilitated diffusion and active transport mean that proteins are found floating in the cell membrane and this also helps to briefly prepare the students for upcoming topic 3 lessons.

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

This engaging lesson describes the structure, properties and functions of the monosaccharides, disaccharides and polysaccharides. The PowerPoint lesson has been designed to cover point [c] as detailed in AS unit 1, topic 1 of the WJEC A-level Biology specification and it makes clear links to the upcoming lessons in this topic on alpha and beta glucose and the properties of starch, glycogen, cellulose and chitin. The lesson begins with a made-up round of the quiz show POINTLESS, where students have to try to identify four answers to do with carbohydrates. In doing so, they will learn or recall that these molecules are made from carbon, hydrogen and oxygen, that they are a source of energy which can sometimes be rightly or wrongly associated with obesity and that the names of the three main groups is derived from the Greek word sakkharon. A number of quick quiz rounds have been written into the lesson to introduce key terms in a fun and memorable way and the first round allows the students to meet some of common monosaccharides. Moving forwards, students will learn that a disaccharide is formed when two of these monomers are joined together and they are then challenged on their knowledge of condensation reactions which were originally encountered during the lesson on water. Students will understand how multiple reactions and multiple glycosidic bonds will result in the formation of a polysaccharide and glycogen, starch and cellulose are recalled and there is a brief introduction to chitin. The final part of the lesson considers how hydrolysis reactions allow polysaccharides and disaccharides to be broken back down into monosaccharides.

This engaging lesson describes the relationship of the fibrous and globular structure of proteins to their function. The PowerPoint and accompanying resource have been primarily designed to cover specification point (j) as detailed in AS unit 1, topic 1 of the WJEC A-level Biology course but due to the detailed coverage of haemoglobin, the start of this lesson could also be used when teaching lessons that cover specification points in AS unit 2, topic 3 on adaptations for transport By the end of the lesson, students will be able to describe that the interactions of the hydrophobic and hydrophilic R groups results in different shapes which differ in their solubility in water and be able to explain the importance of this property with reference to the individual functions of proteins, specifically collagen and haemoglobin. They will also be able to name key individual details for each protein, such as haemoglobin being a conjugated protein and collagen having repeating units and being wound into a triple helix Extra time has gone into the planning of this lesson to ensure that links are continuously made to previous topics such as amino acids and the levels of protein structure as well as to upcoming topics

This detailed lesson describes the different levels of protein structure and focuses on the bonds that hold these molecules in shape. Both the engaging PowerPoint and accompanying resources have been designed to cover point (i) as detailed in AS unit 1, topic 1 of the WJEC A-level Biology specification and makes continual links to previous lessons such as amino acids & peptide bonds as well as to upcoming lessons like enzymes and antibodies. The start of the lesson focuses on a gene as a sequence of bases that code for the amino acid sequence in a polypeptide and a step by step guide is used to demonstrate how the sequences of bases in a gene acts as a template to form a sequence of codons on a mRNA strand and how this is translated into a particular sequence of amino acids known as the primary structure. The students are then challenged to apply their understanding of this process by using three more gene sequences to work out three primary structures and recognise how different genes lead to different sequences. Moving forwards, students will learn how the order of amino acids in the primary structure determines the shape of the protein molecule, through its secondary, tertiary and quaternary structure and time is taken to consider the details of each of these. There is a particular focus on the different bonds that hold the 3D shape firmly in place and a quick quiz round then introduces the importance of this shape as exemplified by enzymes, antibodies and hormones. Students will see the differences between globular and fibrous protein and again biological examples are used to increase relevance. The lesson concludes with one final quiz round called STRUC by NUMBERS where the students have to use their understanding of the protein structures to calculate a numerical answer.

As the monomers of proteins, amino acids are extremely important and this lesson describes their structure and roles in organisms. The engaging PowerPoint has been designed to cover point (h) as detailed in AS unit 1, topic 1 of the WJEC A-level Biology specification and provides a clear introduction to the following lesson on the protein structures. The lesson begins with a prior knowledge check, where the students have to use the 1st letters of 4 answers to uncover a key term. This 4-letter key term is gene and the lesson begins with this word because it is important for students to understand that these sequences of bases on DNA determine the specific sequence of amino acids in a polypeptide. Moving forwards, students are given discussion time to work out that there are 64 different DNA triplets and will learn that these encode for the 20 amino acids that are common to all organisms. The main task of the lesson is an observational one, where students are given time to study the displayed formula of 4 amino acids. They are not allowed to draw anything during this time but will be challenged with 3 multiple choice questions at the end. This task has been designed to allow the students to visualise how the 20 amino acids share common features in an amine and an acid group. A quick quiz round introduces the R group and time is taken to explain how the structure of this side chain is the only structural difference, before cysteine is considered in greater detail due to the presence of sulfur atoms. Students are briefly introduced to disulfide bridges so they will recognise how particular bonds form between the R groups in the tertiary structure which is covered in the next lesson. One more quiz round called LINK TO THE FUTURE is used to demonstrate the range of roles played by amino acids in the later part of the course such as translation and mineral ions. The final part of the lesson considers challenges the students on their knowledge of hydrolysis reactions as they have to spot the errors in a passage about the breakdown of polypeptides and dipeptides.

This detailed lesson describes the properties of water to demonstrate the importance of this molecule for living organisms. The engaging PowerPoint and accompanying resource have been designed to cover the details of specification point (b) of AS unit 1, topic 1 of the WJEC A-level Biology course and has been specifically designed to ensure that each role is illustrated using a specific example. As this is only the second lesson in the biological compounds topic, which is a topic that students tend to find difficult or potentially less engaging, the planning has centred around the inclusion of a wide variety of tasks to cover the content whilst maintaining motivation and engagement. These tasks include current understanding and prior knowledge checks, discussion points and quick quiz competitions to introduce key terms and values in a memorable way. The start of the lesson considers the structure of water molecules, focusing on the covalent and hydrogen bonds, and the dipole nature of this molecule. Time is taken to emphasise the importance of these bonds and this property for the numerous roles of water and then over the remainder of the lesson, the following properties are described and discussed and linked to real-life examples: polarity ability to form hydrogen bonds surface tension as a solvent thermal properties as a metabolite The final part of the lesson introduces condensation and hydrolysis reactions and students will learn that a clear understanding of these reactions is critical as they will reappear throughout the topic in the synthesis and breakdown of biological compounds

This fully-resourced lesson describes genetic biodiversity as the number of genes in a population and considers how it can be assessed. The engaging PowerPoint and accompanying differentiated resources have been primarily designed to cover point 4.2.1 (e) of the OCR A-level Biology A specification but also introduces inheritance and codominance so that students are prepared for these genetic topics when they are covered in module 6.1.2 In order to understand that 2 or more alleles can be found at a gene loci, students need to be confident with genetic terminology. Therefore the start of the lesson focuses on key terms including gene, locus, allele, recessive, genotype and phenotype. A number of these will have been met at GCSE, as well as during the earlier lessons in module 2.1.3 when considering meiosis, so a quick quiz competition is used to check on their recall of the meanings of these terms. The CFTR gene is then used as an example to demonstrate how 2 alleles results in 2 different phenotypes and therefore genetic diversity. Moving forwards, students will discover that more than 2 alleles can be found at a locus and they are challenged to work out genotypes and phenotypes for a loci with 3 alleles (shell colour in snails) and 4 alleles (coat colour in rabbits). Two calculations are provided to the students that can calculate the % of loci with more than one allele and the proportion of polymorphic gene loci. At this point, the students are introduced to codominance and again they are challenged to apply their understanding to a new situation by working out the number of phenotypes in the inheritance of blood groups. The lesson concludes with a brief consideration of the HLA gene loci, which is the most polymorphic loci in the human genome, and students are challenged to consider how this sheer number of alleles can affect the chances of tissue matches in organ transplantation

This fully-resourced lesson describes how the mechanism of natural selection results in changes in a population that are known as adaptations. The PowerPoint and accompanying resources have been designed to cover specification points 4.2.2 (g), (h) and (i) as detailed in the OCR A-level Biology A specification and also considers how antibiotic resistance has implications for human populations. President Trump’s error ridden speech about antibiotics is used at the beginning of the lesson to remind students that this is a treatment for bacterial infections and not viruses as he stated. Moving forwards, 2 quick quiz competitions are used to introduce MRSA and then to get the students to recognise that they can use this abbreviation as a reminder to use mutation, reproduce, selection (and survive) and allele in their descriptions of evolution through natural selection. The main task of the lesson challenges the students to form a description that explains how this strain of bacteria developed resistance to methicillin to enable them to see the principles of natural selection. This can then be used when describing how the anatomy of the modern-day giraffe has evolved over time. The concept of convergent evolution is introduced and links are made to the need for modern classification techniques which was considered in the previous sub-module. Moving forwards, students will understand how natural selection leads to adaptations and a quick quiz competition introduces the different types of adaptation and a series of tasks are used to ensure that the students can distinguish between anatomical, behavioural and physiological adaptations. The Marram grass is used to test their understanding further, before a step by step guide describes how the lignified cells prevent a loss of turgidity. Moving forwards, the students are challenged to explain how the other adaptations of this grass help it to survive in its environment. A series of exam-style questions on the Mangrove family will challenge them to make links to other topics such as osmosis and the mark schemes are displayed to allow them to assess their understanding. The final part of the lesson focuses on the adaptations of the anteater and again current understanding of this topic is tested alongside prior knowledge of classification hierarchy. Due to the extensiveness of this lesson and the detail contained within the resources, it is estimated that it will take in excess of 2/3 hours of allocated A-level teaching time to deliver this lesson.

This fully-resourced lesson describes the differences between continuous and discontinuous variation and intraspecific and interspecific variation. The engaging PowerPoint and accompanying resources have been designed to cover the first part of point 4.2.2 (f) of the OCR A-level Biology A specification but also acts as a revision tool as a number of activities challenge the students on their knowledge of the genetic code and meiosis from modules 2.1.3 and 2.1.6. The students begin the lesson by having to identify phenotype and species from their respective definitions so that a discussion can be encouraged where they will recognise that phenotypic variation between members of the same species is due to both genetic and environmental factors and that this is known as intraspecific variation. The next part of the the lesson focuses on these genetic factors, and describes how mutation and the events of meiosis contribute to this variation. A range of activities, which include exam-style questions and quick quiz rounds, are used to challenge the students on their knowledge and understanding of substitution mutations and deletions, the degenerate and non-overlapping genetic code, crossing over and independent assortment. Another quick quiz round is used to introduce polygenic inheritance and the link is made between this inheritance of genes at a number of loci as an example of continuous variation. In the following task, the students have to determine whether a statement or example represents discontinuous or continuous variation. The final part of the lesson describes a few examples where environmental factors affect phenotype, such as chlorosis in plants.

This fully-resourced lesson describes the differences between continuous and discontinuous variation. The engaging PowerPoint and accompanying resources have been designed to cover point 17.1 (a) of the CIE A-level Biology specification but also acts as a revision of topic 16 as it challenges students on their knowledge of gene mutations and meiosis. The students begin the lesson by having to identify phenotype and species from their respective definitions so that a discussion can be encouraged where they will recognise that phenotypic variation within a species is due to both genetic and environmental factors. The main part of the the lesson focuses on these genetic factors, and describes how mutation and the events of meiosis contribute to this variation. A range of activities, which include exam-style questions and quick quiz rounds, are used to challenge the students on their knowledge and understanding of substitution mutations, deletions, insertions, the genetic code, crossing over and independent assortment. Moving forwards, the concept of multiple alleles is introduced and students will learn how the presence of more than 2 alleles at a locus increases the number of phenotypic variants. Another quick quiz round is used to introduce polygenic inheritance and the link is made between this inheritance of genes at a number of loci as an example of continuous variation. In line with the title of the lesson, the next task challenges them to recognise descriptions and examples which apply to the different types of variations. The final part of the lesson introduces a few examples where environmental factors affect phenotype, such as chlorosis in plants, so that students are prepared for the following lesson.

This engaging lesson uses the example of resistant bacteria and the modern-day giraffe to describe how natural selection occurs. The PowerPoint and accompanying resources have been designed to cover point 17.2 (a) of the CIE A-level Biology specification but also explains that genetic diversity is important for selection and therefore covers 17.1 (d) at the same time. President Trump’s error ridden speech about viruses antibiotics is used at the beginning of the lesson to remind students antibiotics are actually a treatment for bacterial infections. Moving forwards, 2 quick quiz competitions will initially introduce MRSA and then will show the students that they can use this abbreviation to remind them to use mutation, reproduce, selection (and survive) and allele in their descriptions of evolution through natural selection. The main task of the lesson challenges the students to form a description that explains how this strain of bacteria developed resistance to methicillin. In doing so, they will see the principles of natural selection so they can be applied to different situations such as describing how the anatomy of the modern-day giraffe has evolved over time. The final part of the lesson introduces adaptations and convergent evolution and also links to the need for modern classification techniques which is covered later in topic 17.