This lesson describes the principles of in situ conservation and considers the benefits as well as the issues that surround this method. The PowerPoint and accompanying resources are part of the first lesson in a series of 2 which have been designed to cover the content of point 3.3 (iii) of the Edexcel A-level Biology B specification. Hours of research have gone into the planning of this lesson to source interesting examples to increase the relevance of the biological content, and these include the Lizard National Nature Reserve in Cornwall, the Lake Télé Community reserve in the Republic of Congo and the marine conservation zone in the waters surrounding Tristan da Cunha. Students will learn how this form of active management conserves habitats and species in their natural environment, with the aim of minimising human impact whilst maintaining biodiversity. The main issues surrounding this method are discussed, including the fact that the impact of this conservation may not be significant if the population has lost much of its genetic diversity and that despite the management, the conditions that caused the species to become endangered may still be present. A number of quick quiz competitions are interspersed throughout the lesson to introduce key terms and values in a fun and memorable way and one of these challenges them to use their knowledge of famous scientists to reveal the surname, Fossey. Dian Fossey was an American conservationist and her years of study of the mountain gorillas is briefly discussed along with the final issue that wildlife reserves can draw poachers and tourists to the area, potentially disturbing the natural habitat.

This fully-resourced lesson has been designed to cover the specification point 3.21B (understanding the term co-dominance) as detailed in topic 3 (Reproduction and inheritance) of the Pearson Edexcel IGCSE Biology specification. The lesson uses the inheritance of the ABO blood group system to demonstrate co-dominance. A potentially difficult topic, time has been taken to include guidance sections where students are walked through the interpretation of the different genotypes to find out the phenotypes as well as supporting them through the construction of genetic diagrams and working out the blood groups from pedigree trees. There is a real focus on genetic terminology such as allele, locus, genotype and phenotype so that the understanding is deep and students can use this if they choose to further their studies at A-level. This lesson has been designed for GCSE-aged students studying the Pearson Edexcel IGCSE Biology course but is also suitable for older students who are learning about codominance (and multiple alleles) at A-level

This is a fully-resourced lesson which uses exam-style questions, quiz rounds, quick tasks and discussion points to challenge students on their understanding of the content of topics B4 - B6, that will assessed on PAPER 2. It has been specifically designed for students on the OCR Gateway A GCSE Combined Science course who will be taking the FOUNDATION TIER examinations but is also suitable for students taking the higher tier who need to ensure that the fundamentals are known and understood. The lesson has been written to take place at the hospital and the students will visit the various wards and health clinics day to check on their knowledge of the following sub-topics : Cancer The production of gametes by meiosis The meaning of diploid and haploid Sex determination The difference between communicable and non-communicable diseases Diseases caused by bacteria, viruses, fungi and protists Treatment of bacterial infections using antibiotics Evolution by natural selection in bacteria Vaccinations Genetic terminology Inheritance of disorders caused by dominant and recessive alleles Risk factors of non-communicable diseases Ecosystems The carbon cycle and the increase in carbon dioxide levels In order to maintain challenge whilst ensuring that all abilities can access the questions, the majority of the tasks have been differentiated and students can ask for extra support when they are unable to begin a question. Step-by-step guides have also been written into the lesson to walk students through some of the more difficult concepts such as genetic diagrams and interpreting the results and evolution by natural selection. Due to the extensiveness of this revision lesson, it is estimated that it will take in excess of 3 teaching hours to complete the tasks and therefore this can be used at different points throughout the duration of the course as well as acting as a final revision before the PAPER 2 exam.

This lesson describes the role of gibberellin in stem elongation, and considers the experimental evidence which supports this theory. The PowerPoint and accompanying resources have been designed to cover specification point 5.1.5 (d) as set out in the OCR A-level biology A specification. The lesson begins with the introduction of the Le gene loci, along with some initial details of this gene’s regulation of height in some plants. The students met gibberellin in a previous lesson in this module on the roles of plant hormones, so the first of several prior knowledge checks is used to challenge them to recall the name of this plant hormone from a description about seed germination. Moving forwards, the students will learn that the enzyme encoded for by the Le gene is involved in the gibberellin synthesis pathway, where it catalyses the conversion of the inactive precursor GA20 to GA1, which is active gibberellin. As this lesson is normally taught before patterns of inheritance in module 6.2.1, a step-by-step guide is used to describe how to use a genetic diagram to predict the phenotypic outcomes. An exam-style question is used to ensure that students recognise that homozygous dominant and heterozygous genotypes would be expressed as tall plants. The next part of the lesson considers the recessive allele, and how the substitution of alanine with threonine affects the shape of the active site, rendering the enzyme as non-functional. The final part of the lesson looks at examples of investigations which have been used to obtain experimental evidence which support the theory of the role of gibberellin in stem elongation. All answers to the knowledge checks are embedded into the PowerPoint to allow students to assess their progress. The role of gibberellin in seed germination is covered in “The roles of plant hormones” lesson which has been uploaded for free.

This lesson describes the role of gibberellin in stem elongation, including the role of the dominant allele, Le, and the recessive allele, le. The PowerPoint and accompanying resources have been designed to cover specification point 16.2 (7) of the CIE A-level biology specification (for assessment in 2025-27). The lesson begins with the introduction of the Le gene loci, along with some initial details of this gene’s regulation of height in some plants. The students met gibberellin in topic 15, so the first of several prior knowledge checks is used to challenge them to recall the name of this plant hormone from a description about seed germination. Moving forwards, the students will learn that the enzyme encoded for by the Le gene is involved in the gibberellin synthesis pathway, where it catalyses the conversion of the inactive precursor GA20 to GA1, which is active gibberellin. As this lesson is part of topic 16, the genetics that underpins the biology is continually referenced, and again, an exam-style question is used to ensure that students recognise that homozygous dominant and heterozygous genotypes would be expressed as tall plants. The rest of the lesson considers the recessive allele, and how the substitution of alanine with threonine affects the shape of the active site, rendering the enzyme as non-functional. All answers to the knowledge checks are embedded into the PowerPoint to allow students to assess their progress.

This lesson describes the mechanism by which the guard cells open and close the stomatal apertures in response to changes in environmental conditions. The PowerPoint and accompanying resources have been designed to cover points 1, 2 and 3 as set out in topic 14.2 of the CIE A-level biology specification (for assessment in 2025 - 2027). The lesson begins with a plant biology check, where the students have to spot the structure which isn’t found in a leaf, and then to spot the three leaf cells. This reveals the palisade and spongy mesophyll cells, but most importantly the guard cells. In a change to the normal, this lesson considers the function of the guard cells first before the structure is considered, and an understanding of the relationship between the two is embedded. Students will understand that there’s a balance between the opening of the stomatal aperture to allow carbon dioxide to diffuse in for photosynthesis, with the closing to reduce transpiration losses. The students’ knowledge of photosynthesis and other related topics are challenged throughout, and answers to all of the questions are found in the PowerPoint to allow the students to assess their progress. The final part of the lesson describes the mechanism by which the guard cells open the stomata, including details of ATP, potassium ions and the movement of water by osmosis.

This lesson describes the differences between skeletal, smooth (involuntary) and cardiac muscle. The PowerPoint and accompanying resources form part of the 1st lesson in a series of 3 lessons which have been planned to cover the content of point 5.1.5 (l) (i) of the OCR A-level biology A specification. The other two lessons are “neuromuscular junctions” and “the sliding filament model of muscular contraction”. The lesson begins with a bit of fun by challenging the students to identify the prep room skeleton from a description and then to recognise that the reason the skeleton doesn’t have free movement or locomotion is because “he” lacks muscles. More specifically, it is the lack of skeletal muscles which prevents bones from moving and this leads into the introduction of this type of muscle tissue as being attached to bones. Time is taken to consider tendons, and more specifically the protein collagen, and students are challenged on their recall of this fibrous protein from module 2.1.2. This lesson contains numerous prior knowledge checks like this, to encourage them to identify the links between topics and modules. All answers to these prior knowledge and understanding checks are embedded into the PowerPoint to allow the students to assess their progress. The structure of skeletal muscle is covered in the 3rd lesson in this series, but this lesson does focus on the structural and functional differences between smooth and cardiac muscle. Students are introduced to intercalated discs and gap junctions in cardiac muscle and are challenged to explain how these features support the stages of the cardiac cycle. Earlier in this module, they covered the regulation of heart rate and a SPOT THE ERRORS task will challenge the detail of their knowledge of this control system. The remainder of the lesson focuses on smooth muscle, using examples in the gut wall, iris and arterial walls to increase relevance.

This lesson describes how thin-layer chromatography can be used to separate photosynthetic pigments. The PowerPoint and accompanying resource are part of the 2nd lesson in a series of 2 lessons which have been planned to cover point [c] of module 5.2.1 of the OCR A-level biology A specification. As mentioned above, this lesson has been designed to build and check on knowledge from the previous lesson which covered the importance of the photosynthetic pigments. The lesson begins by challenging them to recall that chromatography is the separation method that has a stationary and a mobile phase and then to realise that the photosynthetic pigments could be separated using this technique. A step-by-step guide goes through the TLC process, and understanding and prior knowledge checks are used throughout to add key details. Moving forwards, the formula for the retention factor is provided, and the students are challenged to apply this formula to recognise the values for the chlorophylls and the carotenoids. All answers to the understanding and prior knowledge checks are embedded into the PowerPoint to allow students to assess their progress.

This lesson describes the principles of cell fractionation and ultracentrifugation as used to separate cell components. The engaging PowerPoint and accompanying resources are part of the final lesson in a series of 4 lessons which have been planned to cover the details of point 2.1.3 of the AQA A-level biology specification. This lesson begins by informing the students that several of the key terms in this lesson, including the lesson title, end in -ation, and therefore they have to use the clues to work out that the 1st one is cell fractionation. A quiz round like this runs throughout the lesson, introducing homogenisation, filtration and ultracentrifugation in a memorable way. Time is taken to explain each of the processes in detail, and where possible, links are made to previously covered content as well as content that will be met in future lessons. For example, students will learn that the solution must be kept ice-cold and isotonic, and they are challenged to recognise that the low temperature is to reduce the activity of potentially damaging enzymes, before being told that there will be no net movement of water by osmosis because of the isotonic solution. The answers to all understanding and prior knowledge checks are embedded into the PowerPoint to allow students to assess their progress. When explaining the process of ultracentrifugation, the students are given an opportunity to predict which of 6 listed organelles will be found in the 1st pellet because it is the heaviest, right down to the lightest organelle. The lesson finishes with several exam-style questions to check that they’ve understood this separation technique and have a strong knowledge of cells and their organelles. This lesson has been planned to continously link with the other lessons in topic 2.1 (Cell structure).

This lesson explains how labelled DNA probes can be used to screen patients for heritable conditions, their responses to drugs and to identify health risks. The PowerPoint and accompanying resources have been designed to cover the content of point 8.4.2 of the AQA A-level biology specification. The lesson begins by introducing the BRCA genes, and the students will learn how faulty alleles of these two genes can increase an individual’s risk of developing breast cancer. Therefore, there is a need to be able to locate specific alleles like these, and this function is performed by DNA probes. The students are challenged to use the function of the probes to predict their structure and will understand that they are short lengths of single stranded DNA that have a base sequence complementary to the base sequence of part of the target allele. As shown in the cover image, a quick quiz round is used to introduce hybridisation as key term, to ensure that students recognise that the probe will bind if the complementary base sequence is encountered. Moving forwards, a DNA microarray is introduced to show that it’s possible to screen for multiple genes. The remainder of the lesson considers how the DNA probes are used to screen for heritable conditions and drug responses, and real-life examples are used to increase relevance. Prior knowledge checks are embedded throughout the lesson to encourage the students to make links to content from earlier topics including inheritance and genetic drift.

This lesson explains why the conduction of an impulse along myelinated neurones is faster than along unmyelinated neurones. The PowerPoint and accompanying resources have been written to cover point (7) of topic 15.1 of the CIE A-level Biology specification. A wide range of activities are included in this lesson to maintain the motivation of the students whilst ensuring that the detail is covered in depth. Interspersed with the activities are understanding checks and prior knowledge checks to allow the students to not only assess their understanding of the current topic but also challenge themselves to make links to earlier topics such as the movement of ions across membranes and biological molecules. Over the course of the lesson, students consider the structure of the myelin sheath and specifically how the electrical insulation is not complete all the way along. This leaves gaps, known as the nodes of Ranvier, which allow the entry and exit of ions. Saltatory conduction can be poorly explained by a lot of students so time is taken to look at the way that the action potential jumps between the nodes and this is explained further by reference to local currents. The rest of the lesson focuses on the other two factors which are axon diameter and temperature and students are challenged to discover these two by focusing on the vampire squid.

This lesson explains the sliding filament model of muscular contraction, including the roles of troponin, tropomyosin, calcium ions and ATP. The PowerPoint and accompanying resources have been planned to cover the concent of point (12) of topic 15.1 of the CIE A-level Biology specification (for assessment in 2025 - 27). The wide range of activities included in the lesson will engage and motivate the students whilst the understanding and prior knowledge checks will not only allow them to assess their progress but also challenge them to make links to other biology topics. The start of the lesson is designed to encourage the students to consider how a sarcomere can narrow but the lengths of the myofilaments can remain the same. In doing so, they will be introduced to the idea of the sliding filament model and the main task of the lesson involves the formation of a bullet point description of this model where one event is the trigger for the next. Time is taken during this section to focus on the involvement of the calcium ions but also ATP and the idea of the sources of this molecule, including creatine phosphate, are discussed in more detail later in the lesson. The final part of the lesson involves students having to apply their knowledge by describing the effect on muscle contraction when a part of a structure is unable to function correctly.

This lesson describes the structure of the human kidney, focusing on gross structures like the renal artery and vein, before considering the nephron. The detailed PowerPoint and accompanying resource have been planned to cover the content of points (4 & 5) of topic 14.1 of the CIE A-level Biology specification (for assessment in 2025 - 27). The lesson was designed at the same time as the other lessons in this topic on ultrafiltration, selective reabsorption and osmoregulation so that a common theme runs throughout and students can build their knowledge up gradually to develop a deep understanding of this organ. Students will come to recognise the renal cortex and renal medulla as the two regions of the kidney and learn the parts of the nephron which are found in each of these regions. Time is taken to look at the vascular supply of this organ and specifically to explain how the renal artery divides into the afferent arterioles which carry blood towards the glomerulus and the efferent arterioles which carry the blood away. The main task of the lesson challenges the students to relate structure to function. Having been introduced to the names of each of the parts of the nephron, they have to use the details of the structures found at these parts to match the function. For example, they have to make the connection between the microvilli in the PCT as a sign that this part is involved in selective reabsorption.

This detailed lesson describes the different types of plant responses, including responses to abiotic stress and herbivory and the range of tropisms. The PowerPoint and accompanying resources have been primarily designed to cover the content set out in point (a) of module 5.1.5 of the OCR A-level biology A specification, but as the role of auxins in phototropism and gravitropism are also described, some aspects of point (b) are covered. This lesson also acts as an excellent revision tool as the students’ knowledge of previously-covered topics including classification, defences against pathogens, and biological molecules are constantly challenged. The lesson begins with one of these challenges, where the students must recognise 7 key terms from their descriptions and use the respective 1st letters to reveal the key term, stimuli. This leads into the recognition of the need for plants to respond to these changes in the environment to increase their chances of survival. Students will have briefly encountered auxins at GCSE and this first part of the lesson builds on this knowledge, introducing IAA, and ensuring that they know the fundamentals, including how these hormones move from the tips to the growing regions. A series of application questions will challenge them to describe how plants display positive phototropism and roots display positive gravitropism. Moving forwards, the students will learn that nastic responses are independent of the direction of the external stimuli and the Venus flytrap is used as an example. Again, a series of exam-style questions will challenge the students on their knowledge of topics related to this carnivorous plant. The remainder of the lesson considers responses to abiotic stress, such as water stress and the herbivory response, including the production of alkaloids and pheromones. The answers to all understanding checks are embedded into the PowerPoint to allow the students to assess their progress.

This detailed and engaging lesson supports students with their revision in the build up to their UNIT 1 mocks or final assessment. The wide range of tasks and activities will challenge them on their knowledge of Molecules, Diet, Transport and Health (topics 1 and 2) of the Edexcel International A-level biology specification, allowing them to identify any areas which require further attention before the examinations. Included in the range of tasks are exam-style questions and understanding checks and all answers are embedded into the PowerPoint. There are quiz rounds to maintain engagement and to encourage healthy competition, as well as guided discussion periods to provide opportunities for students to support each other. The following content is directly covered by this revision lesson: The nature of the genetic code Globular and fibrous proteins Protein structure Haemoglobin and the affinity for oxygen The role of the heart valves in the cardiac cycle The course of events that lead to atherosclerosis Passive and active transport DNA replication The structure and function of starch Genetic terminology Codominance Sex-linked diseases Many of the tasks have been differentiated to maintain challenge whilst providing access to all. This is an extensive lesson with many tasks so it is estimated that it will take over 3 hours of teaching time if covered in full, but teachers may choose to use sections to focus on a specific topic.

This detailed lesson will support students with their revision for the PAPER 4 mocks or final assessment. The wide range of tasks and activities will challenge their knowledge and understanding of topics 12 - 19 of the CIE A-level biology specification (for assessment in 2025 - 27), allowing them to identify those areas which require further attention before the examinations. Included in the range of tasks are exam-style questions and 34 short-answer understanding checks and all answers are embedded into the PowerPoint. As shown in the cover image, there are several quiz rounds to maintain engagement and to encourage healthy competition, as well as guided discussion periods to provide opportunities for students to support each other. The following content is directly covered by this revision lesson: Directional, disruptive and stabilising selection The evolution of antibiotic resistance Allopatric and sympatric speciation The Founder effect and genetic bottlenecks The Hardy-Weinberg principle Genetic terminology Calculating phenotypic ratios for sex-linked disease and alleles demonstrating codominance Autosomal linkage The events of meiosis which contribute to genetic variation Calculating the chi-squared value Mutations Gel electrophoresis The lac operon as an example of the control of protein production The three-domain system Classification taxa Saltatory conduction Structure of neurones The function of cholinergic synapses The role of abscisic acid and calcium ions in the response to water stress Skeletal muscle contraction Aerobic respiration The connection between the light-dependent and light-independent stages of photosynthesis Calculating the Simpson’s index of diversity Many of the tasks have been differentiated to maintain challenge whilst providing access to all. This is an extensive lesson with many tasks so it is estimated that it will take over 4 hours of teaching time if covered in full, but teachers may choose to use sections to focus on a specific topic. If you would like to view the quality of my revision lessons before buying, then download the PAPER 1 & 2 REVISION lesson as this has been shared for free.