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 bundle of 17 lessons covers the majority of the content in Topic B6 (Global challenges) of the OCR Gateway A GCSE Combined Science specification. The topics covered within these lessons include:
Investigating distribution by sampling
Increasing biodiversity
Loss of biodiversity
Selective breeding
Genetic engineering
Producing a GMO
Health and disease
Communicable diseases
Stopping the spread of diseases
Plant diseases
The Human Body Defences
Blood clotting
Using vaccines In the prevention of disease
Antibiotics
Developing drugs
Non-communicable diseases
Treating cardiovascular diseases
Organ transplants
Stem cells in medicine
All of these lesson presentations and accompanying resources are detailed and engaging and contain regular progress checks to allow the students to constantly assess their understanding.
This bundle of 11 lessons covers the majority of the content in Topic B3 (Organism level systems) of the OCR Gateway A GCSE Combined Science specification. The topics covered within these lessons include:
The nervous system
Hormones and the endocrine system
Adrenaline
Negative feedback loops
Thyroid gland and thyroxine
The menstrual cycle
Contraception
Using hormones to treat infertility
Homeostasis
Controlling blood glucose
Diabetes
All of these lesson presentations and accompanying resources are detailed and engaging and contain regular progress checks to allow the students to constantly assess their understanding.
A fully-resourced lesson which has been designed for GCSE students and includes an engaging lesson presentation and associated worksheets. This lesson looks at the three limiting factors of photosynthesis, focusing on the graphs that they produce and ensures that students can explain why temperature is a factor.
This lesson begins by introducing the students to the definition of a limiting factor. They are challenged to recognise that it would be photosynthesis which is limited by carbon dioxide concentration and light intensity. The third factor, temperature, is not introduced until later in the lesson so that students are given thinking time to consider what it might be. Having been presented with two sets of data, students are asked to draw sketch graphs to represent the trend. The limiting factors on the light intensity graph are taught to the students so they can use this when working out the limiting factors on the carbon dioxide graph. The remainder of the lesson focuses on temperature and more specifically why a change in this factor would cause a change in the rate of photosynthesis because of enzymes. The student’s knowledge of that topic is tested alongside. Progress checks have been written into the lesson at regular intervals so that students can constantly assess their understanding.
This bundle of 9 lessons covers the majority of the content in the sub-topic B3.2 (The endocrine system) of the OCR Gateway A GCSE Biology specification. The topics covered within these lessons include:
Hormones
Negative feedback
The menstrual cycle
Controlling reproduction
Using hormones to treat infertility
Plant hormones
All of these lesson presentations and accompanying resources are detailed and engaging and contain regular progress checks to allow the students to constantly assess their understanding
This bundle of 7 lessons covers the majority of content in Topic B4(Community-level systems) of the OCR Gateway A GCSE Biology specification. The topics covered within these lessons include:
Ecosystems
Abiotic and biotic factors
Competition and interdependence
Efficiency of biomass transfer
The Carbon cycle
The Nitrogen cycle
Decomposers
All of these lesson presentations and accompanying resources are detailed and engaging and contain regular progress checks to allow the students to constantly assess their understanding.
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.
This lesson looks at the two stages of protein synthesis, transcription and translation, and focuses on the key details that students need to understand this potentially difficult topic. The lesson presentation has been deliberately written in a concise way to encourage the students to summarise the two stages and pick out the key points which will enable them to form longer answers when necessary. The lesson begins by introducing the students to RNA, and a quick check is done to see how much they can recall about the other nucleic acid, DNA. Moving forwards, students are challenged to study the structure of DNA and RNA in SPOT THE DIFFERENCE before being challenged to explain why RNA is necessary in this process. Time is taken to look at important sections such as complimentary base pairing and the identification of amino acids from the codon. A number of quick competitions have been written into the lesson to maintain engagement and the progress checks are regular so that students assess their understanding and any misconceptions can be quickly identified and addressed.
This lesson has been written for GCSE students but should a teacher want to teach an introduction lesson on protein synthesis before going into more detail at a later date, then this would be suitable.
This bundle of 19 lessons covers the majority of the content in Topic B6 (Global challenges) of the OCR Gateway A GCSE Biology specification. The topics covered within these lessons include:
Investigating distribution by sampling
Increasing biodiversity
Loss of biodiversity
Selective breeding
Genetic engineering
Producing a GMO
Health and disease
Communicable diseases
Stopping the spread of diseases
Plant diseases
Plant defences
The Human Body’s Defences
Blood clotting
The uses of vaccines
Monoclonal antibodies
Antibiotics
Developing drugs
Non-communicable diseases
Treating cardiovascular diseases
Organ transplants
Stem cells in medicine
All of these lesson presentations and accompanying resources are detailed and engaging and contain regular progress checks to allow the students to constantly assess their understanding.
This bundle of 10 lessons covers a lot of the content in Topic B3 (Genetics) of the Edexcel GCSE Biology specification. The topics covered within these lessons include:
Advantages and disadvantages of asexual reproduction
Advantages and disadvantages of sexual reproduction
The role of meiosis
The structure of DNA
Transcription and translation
Understanding and using genetic terminology
Monohybrid inheritance
Sex determination
Sex linkage
The causes of variation
All of these lesson presentations and accompanying resources are detailed and engaging and contain regular progress checks to allow the students to constantly assess their understanding.
This fully-resourced lesson explores the inheritance of genetic characteristics that involve multiple alleles and codominant alleles. The engaging and detailed PowerPoint and differentiated worksheets have been designed to cover the part of point 6.1.2 (b[i]) which states that students should be able to demonstrate and apply their knowledge and understanding of genetic diagrams to show patterns of inheritance including multiple and codominant alleles.
The main part of the lesson uses the inheritance of the ABO blood groups to demonstrate how the three alleles that are found at the locus on chromosome 9 and the codominance of the A and B alleles affects the phenotypes. Students are guided through the construction of the different genotypes and how to interpret the resulting phenotype. They are challenged to use a partially completed pedigree tree to determine the blood group for some of the family members and to explain how they came to their answer. To further challenge their ability to apply their knowledge, a series of questions about multiple alleles and codominance in animals that are not humans are used.
The final part of the lesson makes a link back to module 4 and the correlation between a high proportion of polymorphic gene loci and an increase in genetic diversity. Students will be expected to make links between module 4 and 6 as part of papers 2 and 3, so this demonstrates how exam questions can do just that
This is an engaging and informative lesson that looks at the properties of water and challenges students to be able to explain how these properties are related to the numerous functions of this biological molecule. This lesson focuses on the link between properties and functions which is the area where students commonly struggle.
A range of tasks and activities, including a quick competition are used to introduce the different properties and the key terms and then time is taken to look at how this property enables water to be used for a range of functions. Students will learn that water has both a high specific heat capacity and a high latent heat of vaporisation and be able to explain why this is important. Water is a crucial solvent which enables it to perform many roles in living organisms and these are explored. Progress checks are written into the lesson at regular intervals so that students can constantly assess their understanding and build on any knowledge that was there from GCSE.
This fully-resourced lesson explores the contributions of chromosome mutations to genetic variation. The engaging PowerPoint and accompanying worksheets have been designed and written to cover the part of point 6.1.2 (a) of the OCR A-level Biology A specification which states that students should be able to demonstrate and apply their knowledge and understanding of the contribution of genetic factors to phenotypic variation
Over the course of the lesson, students will encounter a number of chromosome mutations and see the conditions which they cause. Time is taken to look at non-disjunction and how this can result in Down, Turner’s and Klinefelter’s syndromes. Students are guided through a description of the formation of gametes and zygotes with abnormal numbers of chromosomes before being challenged to describe the formation of a zygote with Turner’s syndrome. Moving forwards, translocation and polyploidy are also discussed. Progress checks are written into the lesson at regular intervals, that not only check the learning from this lesson but also from related topics (such as meiosis) and this enables the students to constantly assess their understanding.
This bundle of 8 lessons covers the majority of the content in Topic B3 (Infection and response) of the AQA GCSE Biology specification. The topics covered within these lessons include:
Communicable diseases
Viral diseases
Bacterial diseases
Fungal diseases
Protist diseases
Human defence systems
Preventing disease by vaccinations
Antibiotics
Discovery and development of drugs
Producing monoclonal antibodies
Uses of monoclonal antibodies
Plant disease
Plant defence responses
All of these lesson presentations and accompanying resources are detailed and engaging and contain regular progress checks to allow the students to constantly assess their understanding.
This engaging lesson looks at the role of haemoglobin in transporting oxygen and carbon dioxide and compares the dissociation curves for foetal and adult haemoglobin. The detailed PowerPoint has been designed to cover points 3.1.2 (i & j) of the OCR A-level Biology A specification and includes references to the role of carbonic anhydrase and the formation of haemoglobinic acid and carbaminohaemoglobin.
The lesson begins with a version of the quiz show Pointless to introduce haemotology as the study of the blood conditions. Students are told that haemoglobin has a quaternary structure and are challenged to use their prior knowledge of biological molecules to determine what this means for the protein. They will learn that each of the 4 polypeptide chains contains a haem group with an iron ion attached and that it is this group which has a high affinity for oxygen. Time is taken to discuss how this protein must be able to load (and unload) oxygen as well as transport the molecules to the respiring tissues. Students will plot the oxyhaemoglobin dissociation curve and the S-shaped curve is used to encourage discussions about the ease with which haemoglobin loads each molecule. At this point, foetal haemoglobin and its differing affinity of oxygen is introduced and students are challenged to predict whether this affinity will be higher or lower than adult haemoglobin and to represent this on their dissociation curve.
The remainder of the lesson looks at the different ways that carbon dioxide is transported around the body that involve haemoglobin. Time is taken to look at the dissociation of carbonic acid into hydrogen ions so that students can understand how this will affect the affinity of haemoglobin for oxygen in an upcoming lesson on the Bohr effect.
It is estimated that it will take in excess of 2 hours of A-level teaching time to cover the detail of these two specification points as covered in this lesson
This fully-resources lesson looks at the phenomenon known as the Bohr effect and describes and explains how an increased carbon dioxide concentration affects the dissociation of oxyhaemoglobin. The PowerPoint has been designed to cover the second part of point 3.1.2 (j) of the OCR A-level Biology A specification and continually ties in with the previous lesson on the role of haemoglobin.
The lesson begins with a terminology check to ensure that the students can use the terms affinity, oxyhaemoglobin and dissociation. In line with this, they are challenged to draw the oxyhaemoglobin dissociation curve and are reminded that this shows how oxygen associates with haemoglobin but how it dissociates at low partial pressures. Moving forwards, a quick quiz is used to introduce Christian Bohr and the students are given some initial details of his described effect. This leads into a series of discussions where the outcome is the understanding that an increased concentration of carbon dioxide decreases the affinity of haemoglobin for oxygen. The students will learn that this reduction in affinity is a result of a decrease in the pH of the cell cytoplasm which alters the tertiary structure of the haemoglobin. Opportunities are taken at this point to challenge students on their prior knowledge of protein structures as well as the bonds in the tertiary structure. The lesson finishes with a series of questions where the understanding and application skills are tested as students have to explain the benefit of the Bohr effect for an exercising individual. These questions are differentiated to allow students of differing abilities to access the work and to be challenged
This is an informative lesson that builds on the knowledge that students gained at GCSE on the topic of inheritance to enable them to carry out genetic crosses for the inheritance of a single gene at A-level. The start of the lesson focuses on the terminology that is associated with this topic which has to be recognised and understood if students are going to be able to begin a cross. Time is taken to go over key points such as the genotypes and working out the different possible gametes that would be produced by meiosis. Students can save time by only showing the different gametes so assistance is given on this. As can be seen from the cover image, a step by step guide is used to go through a number of examples so that students can visualise how to set out their diagrams in order to maximise the marks gained. There are progress checks written into the lesson throughout so that assessment is constant.
This lesson can be taught alongside another upload called “understanding genetic trees”
This lesson focuses on the nature of the genetic code in terms of being near universal, non-overlapping and degenerate and specifically focuses on this latter term to explain how a mutation may not result in a change to the sequence of amino acids. The PowerPoint has been designed to cover point 2.1.3 (f) of the OCR A-level Biology A specification and there are clear links to gene mutations which students will meet in module 6.
The lesson begins by introducing the terms near universal and non-overlapping in addition to degenerate. A quick quiz competition is used to generate the number 20 so that the students can learn that there are 20 proteinogenic amino acids in the genetic code. This leads into a challenge, where they have to use their prior knowledge of DNA to calculate the number of different DNA triplets (64) and the mismatch in number is then discussed and related back to the lesson topic. Moving forwards, base substitutions and base deletions are briefly introduced so that they can see how although one substitution can change the primary structure, another will change the codon but not the encoded amino acid. The lesson concludes with a brief look at the non-overlapping nature of the code so that the impact of a base deletion (or insertion) can be understood when covered in greater detail in module 6.
This lesson describes the active loading of assimilates like sucrose at the source and the translocation along the phloem to the sink. Both the detailed PowerPoint and accompanying resources have been designed to cover point 3.1.3 (f) of the OCR A-level Biology A 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 3.1.3 (b) where the structure of the phloem tissue was initially introduced and the students are continually challenged on this 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 particular plant structure is one or the other (or both)
This is an engaging lesson that looks at the structures and actions of the two parts of the autonomic nervous system (ANS) and shows students where this particular system fits into the whole organisation of the nervous system.
The lesson begins by introducing the students to the idea that motor neurones are not simply somatic motor neurones but will actually be classified as autonomic motor neurones if they innervate the involuntary muscles. A range of tasks, progress checks and quick competitions are used during the lesson to engage the students in this topic and show them how it relates to other topics such as motor neurones and neurotransmitters. Key terminology is used throughout, such as ganglions, so that students can recognise and access the marks if an exam question on this topic arises.
This lesson has been written for A-level students