A Science teacher by trade, I've also been known to be found teaching Maths and PE! However, strange as it may seem, my real love is designing resources that can be used by other teachers to maximise the experience of the students. I am constantly thinking of new ways to engage a student with a topic and try to implement that in the design of the lessons.
A Science teacher by trade, I've also been known to be found teaching Maths and PE! However, strange as it may seem, my real love is designing resources that can be used by other teachers to maximise the experience of the students. I am constantly thinking of new ways to engage a student with a topic and try to implement that in the design of the lessons.
This detailed lesson describes the pressure changes that occur during the cardiac cycle and explains how ECG traces can be interpreted. The PowerPoint and accompanying resources have been designed to cover points 4.4 (iii) & (v) of the Edexcel A-level Biology B specification and focuses on the importance of the valves in ensuring unidirectional movement of blood during the cycle.
The start of the lesson introduces the cardiac cycle as well as the key term systole, so that students can immediately recognise that the three stages of the cycle are atrial and ventricular systole followed by diastole. Students are challenged on their prior knowledge of the structure of the heart as they have to name and state the function of an atrioventricular and semi-lunar valve from an internal diagram. This leads into the key point that pressure changes in the chambers and the major arteries results in the opening and closing of these sets of valves. Students are given a description of the pressure change that results in the opening of the AV valves and shown where this would be found on the graph detailing the pressure changes of the cardiac cycle. They then have to use this as a guide to write descriptions for the closing of the AV valve and the opening and closing of the semi-lunar valves and to locate these on the graph. By providing the students with this graph, the rest of the lesson can focus on explaining how these changes come about. Students have to use their current and prior knowledge of the chambers and blood vessels to write 4 descriptions that cover the cardiac cycle. The final part of the lesson covers the changes in the volume of the ventricle.
The remainder of the lesson focuses on the ECG and explains how these traces can be interpreted to diagnose heart problems. A quiz competition is used to introduce the reference points of P, QRS and T on a normal sinus rhythm before time is taken to explain their representation with reference to the cardiac cycle. Moving forwards, a SPOT the DIFFERENCE task is used to challenge the students to recognise differences between sinus rhythm and some abnormal rhythms including tachycardia and atrial fibrillation. Bradycardia is used as a symptom of sinus node disfunction and the students are encouraged to discuss this symptom along with some others to try to diagnose this health problem.
This detailed and engaging lesson describes how the passive transport of water molecules is brought about by osmosis. The PowerPoint and accompanying resources have been designed to cover the second part of specification point 4.2 (ii) as detailed in the Edexcel A-level Biology B specification and water potential is included throughout which will help students to prepare for core practical 6
It’s likely that students will have used the term concentration in their osmosis definitions at GCSE, so the aim of the starter task is to introduce water potential to allow students to begin to recognise osmosis as the movement of water molecules from a high water potential to a lower potential, with the water potential gradient. Time is taken to describe the finer details of water potential to enable students to understand that 0 is the highest value (pure water) and that this becomes negative once solutes are dissolved. Exam-style questions are used throughout the lesson to check on current understanding as well as prior knowledge checks which make links to previously covered topics such as the lipid bilayer of the cell membrane. The remainder of the lesson focuses on the movement of water between cells and a solution when these animal and plant cells are suspended in hypotonic, hypertonic or isotonic solutions.
This detailed lesson describes the role of haemoglobin in the transport of respiratory gases and compares the dissociation curves for foetal and adult haemoglobin. The PowerPoint and accompanying resource have been designed to cover points 4.5 (i), (ii) and (iv) of the Edexcel A-level Biology B specification.
The structure of haemoglobin was covered during topic 1, so the start of the lesson acts as a prior knowledge check where the students are challenged to recall that it is a globular protein which consists of 4 polypeptide chains. A series of exam-style questions are then used to challenge them to make the link between the solubility of a globular protein and its role in the transport of oxygen from the alveoli to the respiring cells. Moving forwards, the students 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.
This lesson describes how an increased carbon dioxide concentration affects the dissociation of oxyhaemoglobin, the Bohr effect. The PowerPoint and accompanying resources have been designed to cover the second part of point 4.5 (i) of the Edexcel A-level Biology B specification and continually ties in with the previous lesson on the role of haemoglobin and dissociation curves.
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.
This lesson describes the relationship between the structure and function of the xylem and phloem in transport. The engaging and detailed PowerPoint and accompanying resources have been designed to cover point 4.7 (i) of the Edexcel A-level Biology B specification.
The lessons begins by challenging the students to identify the substances that a plant needs for the cellular reactions, where they are absorbed and where these reactions occur in a plant. The aim of this task is to get the students to recognise that water and mineral ions are absorbed in the roots and needed in the leaves whilst the products of photosynthesis are in the leaves and need to be used all over the plant. Students will be reminded that the xylem and phloem are part of the vascular system responsible for transporting these substances and then the rest of the lesson focuses on linking structure to function. A range of tasks which include discussion points, exam-style questions and quick quiz rounds are used to describe how lignification results in the xylem as a hollow tube of xylem cells to allow water to move as a complete column. They will also learn that the narrow diameter of this vessel allows capillary action to move water molecules up the sides of the vessel. The same process is used to enable students to understand how the structures of the companion cells allows assimilates to be loaded before being moved to the sieve tube elements through the plasmodesmata.
This fully-resourced lesson describes how enzymes function intracellularly and extracellularly and explains their mode of action. The engaging PowerPoint and accompanying resources have been designed to cover points 3.1 (a, b & c) and considers the details of Fischer’s lock and key hypothesis and Koshland’s induced-fit model and explains how an enzyme’s specificity is related to their 3D structure and enables them to act as biological catalysts.
The lesson has been planned to tie in with topic 2.3, and to challenge the students on their knowledge of protein structure and globular proteins. This prior knowledge is tested through a series of exam-style questions along with current understanding and mark schemes are included in the PowerPoint so that students can assess their answers.
Students will learn that enzymes are large globular proteins which contain an active site that consists of a small number of amino acids. Emil Fischer’s lock and key hypothesis is introduced to enable students to recognise that their specificity is the result of an active site that is complementary in shape to a single type of substrate. Time is taken to discuss key details such as the control of the shape of the active site by the tertiary structure of the protein. The induced-fit model is described so students can understand how the enzyme-susbtrate complex is stabilised and then students are challenged to order the sequence of events in an enzyme-controlled reaction.
The lesson finishes with a focus on ATP synthase and DNA polymerase so that students are aware of these important intracellular enzymes when learning about the details of respiration and DNA replication before they are challenged on their knowledge of carbohydrates, lipids and proteins from topics 1.2 - 1.4 as they have to recognise some extracellular digestive enzymes from descriptions of their biological molecule substrates.
This lesson describes and explains the effect of an increasing temperature on the rate of an enzyme-catalysed reaction. The PowerPoint and the accompanying resource are part of the 1st lesson in a series of 4 which cover the content detailed in point 3.2 (a) of the CIE A-level Biology specification and this lesson has been specifically planned to tie in with the lesson in 3.1 where the properties of enzymes and their mechanism of action were introduced.
The lesson begins by challenging the students to recognise optimum as a key term from its 6 synonyms that are shown on the board. Time is taken to ensure that the students understand that the optimum temperature is the temperature at which the most enzyme-product complexes are produced per second and therefore the temperature at which the rate of an enzyme-controlled reaction works at its maximum. The optimum temperatures of DNA polymerase in humans and in a thermophilic bacteria and RUBISCO in a tomato plant are used to demonstrate how different enzymes have different optimum temperatures and the roles of the latter two in the PCR and photosynthesis are briefly described to prepare students for these lessons in topics 19 and 13.
Moving forwards, the rest of the lesson focuses on enzyme activity at temperatures below the optimum and at temperatures above the optimum. Students will understand that increasing the temperature increases the kinetic energy of the enzyme and substrate molecules, and this increases the likelihood of successful collisions and the production of enzyme-substrate and enzyme-product complexes. When considering the effect of increasing the temperature above the optimum, continual references are made to the previous lesson and the control of the shape of the active site by the tertiary structure. Students will be able to describe how the hydrogen and ionic bonds in the tertiary structure are broken by the vibrations associated with higher temperatures and are challenged to complete the graph to show how the rate of reaction decreases to 0 when the enzyme has denatured.
Please note that this lesson has been designed specifically to explain the relationship between the change in temperature and the rate of reaction and not the practical skills that would be covered in a core practical lesson
This lesson describes and explains how temperature affects enzyme activity. The PowerPoint and the accompanying resource are part of the 1st lesson in a series of 3 which cover the content detailed in point 1.5 (iv) of the Edexcel A-level Biology B specification and this lesson has been specifically planned to tie in with the previous lesson covering 1.5 (i, ii & iii) where the structure, properties and mechanism of action of enzymes were introduced.
The lesson begins by challenging the students to recognise optimum as a key term from its 6 synonyms that are shown on the board. Time is taken to ensure that the students understand that the optimum temperature is the temperature at which the most enzyme-product complexes are produced per second and therefore the temperature at which the rate of an enzyme-controlled reaction works at its maximum. The optimum temperatures of DNA polymerase in humans and in a thermophilic bacteria and RUBISCO in a tomato plant are used to demonstrate how different enzymes have different optimum temperatures and the roles of the latter two in the PCR and photosynthesis are briefly described to prepare students for these lessons in topics 7 and 5.
Moving forwards, the rest of the lesson focuses on enzyme activity at temperatures below the optimum and at temperatures above the optimum. Students will understand that increasing the temperature increases the kinetic energy of the enzyme and substrate molecules, and this increases the likelihood of successful collisions and the production of enzyme-substrate and enzyme-product complexes. When considering the effect of increasing the temperature above the optimum, continual references are made to the previous lesson and the control of the shape of the active site by the tertiary structure. Students will be able to describe how the hydrogen and ionic bonds in the tertiary structure are broken by the vibrations associated with higher temperatures and are challenged to complete the graph to show how the rate of reaction decreases to 0 when the enzyme has denatured.
Please note that this lesson has been designed specifically to explain the relationship between the change in temperature and the rate of enzyme activity in a reaction and not the practical skills that would be covered in a core practical lesson
This lesson describes the overall reaction of aerobic respiration, introducing the 4 stages before the finer details are covered in the upcoming lessons. The engaging PowerPoint and accompanying resource have been designed to cover points 7.1 (i) and (ii) of the Edexcel International A-level Biology specification and explains how each step in this many-stepped process is catalysed by a specific intracellular enzyme.
The lesson begins with an introduction to glycolysis and students will learn how this first stage of aerobic respiration is also the first stage when oxygen is not present. This stage involves 10 reactions and an opportunity is taken to explain how each of these reactions is catalysed by a different, specific intracellular enzyme. A version of “GUESS WHO” challenges students to use a series of structural clues to whittle the 6 organelles down to just the mitochondrion so that they can learn how the other three stages take place inside this organelle. Moving forwards, the key components of the organelle are identified on a diagram. Students are introduced to the stages of respiration so that they can make a link to the parts of the cell and the mitochondria where each stage occurs. Students will learn that the presence of decarboxylase and dehydrogenase enzymes in the matrix along with coenzymes and oxaloacetate allows the link reaction and the Krebs cycle to run and that these stages produce the waste product of carbon dioxide. Finally, time is taken to introduce the electron transport chain and the enzyme, ATP synthase, so that students can begin to understand how the flow of protons across the inner membrane results in the production of ATP and the the formation of water when oxygen acts as the final electron acceptor.
This detailed lesson describes how urea is produced from excess amino acids and then removed from the bloodstream by ultrafiltration. The PowerPoint and accompanying resources have been designed to cover point 7.19 of the Edexcel International A-level Biology specification.
The first part of the lesson describes how deamination and the ornithine cycle forms urea. Although the students are not required to know the details of the cycle, it is important that they are aware of how the product of deamination, ammonia, is converted into urea (and why). Moving forwards, the rest of the lesson has been written to allow the students to discover ultrafiltration as a particular function of the nehron and to be able to explain how the mechanisms found in the glomerulus and the Bowman’s capsule control the movement of small molecules out of the blood plasma. Key terminology is used throughout and students will learn how the combination of the capillary endothelium and the podocytes creates filtration slits that allow glucose, water, urea and ions through into the Bowman’s capsule but ensure that blood cells and plasma proteins remain in the bloodstream. A number of quiz competitions are used to introduce key terms and values in a fun and memorable way whilst understanding and prior knowledge checks allow the students to assess their understanding of the current topic and to challenge themselves to make links to earlier topics. The final task of the lesson challenges the students to apply their knowledge by recognising substances found in a urine sample that shouldn’t be present and to explain why this would cause a problem
This lesson describes how solutes are selectively reabsorbed in the proximal tubule. The PowerPoint and accompanying resource have been designed to cover the first part of specification point 7.20 of the Edexcel International A-level Biology specification and builds on the knowledge gained in the previous lessons on the microscopic structure of the nephron and ultrafiltration.
The lesson begins by challenging the students to recall the substances that are found in the glomerular filtrate so that each of them can be considered over the course of the rest of the lesson. Moving forwards, the first of the numerous discussion points which are included in the lesson is used to get students to predict the component of the filtrate which won’t be found in the urine when they are presented with pie charts from each of these situations. Upon learning that glucose is 100% reabsorbed, along with most of the ions and some of the water, the rest of the lesson focuses on describing the relationship between the structure of the PCT and the function of selective reabsorption. Again, this section begins by encouraging the students to discuss and to predict which structures they would expect to find in a section of the kidney if the function is to reabsorb. They are given the chance to see the structure (as shown in the cover image) before each feature is broken down to explain its importance. Time is taken to look at the role of the cotransporter proteins to explain how this allows glucose, along with sodium ions, to be reabsorbed from the lumen of the PCT into the epithelial cells. The final part of the lesson focuses on urea and how the concentration of this substance increases along the tubule as a result of the reabsorption of some of the water.
This lesson describes the steps in the emulsion test for lipids and then uses a range of tasks to challenge the students on their knowledge of topic 1.3. The engaging PowerPoint and accompanying resource are part of the last lesson in a series of 3 lessons which have been designed to cover the content of point 1.3 (lipids) of the AQA A-level Biology specification.
The first part of the lesson describes the key steps in the emulsion test for lipids, and states the positive result for this test. There is a focus on the need to mix the sample with ethanol, which is a distinctive difference to the tests for reducing sugars and starch.
The remainder of the lesson uses exam-style questions with mark schemes embedded in the PowerPoint, understanding checks, guided discussion points and quick quiz competitions to challenge the following specification points:
The structure of a triglyceride
The relationship between triglyceride property and function
The hydrophilic and hydrophobic nature of the phospholipid
The phospholipid bilayer of the cell membrane
Cholesterol is also introduced so that students are prepared for this molecule when it is met in topic 2.3 (cell membranes)
This fully-resourced lesson describes the process of contraction of skeletal muscle in terms of the sliding filament theory. The PowerPoint and accompanying resources have been designed to cover point 7.11 of the Edexcel International A-level Biology specification and includes descriptions of the role of actin, myosin, troponin, tropomyosin, calcium ions, ATP and ATPase.
The lesson begins with a study of the structure of the thick and thin filaments. Students will recognise that the protruding heads of the myosin molecule are mobile and this enables this protein to bind to the binding sites when they are exposed on actin. This leads into the introduction of troponin and tropomyosin and key details about the binding of calcium to this complex is explained. Moving forwards, students are encouraged to discuss possible reasons that can explain how the sarcomere narrows during contraction when the filaments remain the same length. This main part of the lesson goes through the main steps of the sliding filament model of muscle contraction and the critical roles of the calcium ions and ATP are discussed. The final task of the lesson challenges the students to apply their knowledge by describing the immediate effect on muscle contraction when one of the elements doesn’t function correctly.
This lesson has been written to tie in with the previous lesson on the structure of skeletal muscle fibre (point 7.10)
This lesson reminds students of the meaning of homeostasis and describes the how thermoregulation maintains the body in dynamic equilibrium during exercise. The PowerPoint has been designed to cover point 7.17 of the Edexcel International A-level Biology specification.
Students were introduced to homeostasis at GCSE and this lesson has been written to build on that knowledge and to add the key detail needed at this level. Focusing on the three main parts of a homeostatic control system, the students will learn about the role of the internal and peripheral thermoreceptors, the thermoregulatory centre in the hypothalamus and the range of effectors which bring about the responses to restore optimum levels.
The following responses are covered in this lesson:
Vasodilation
Increased sweating
Body hairs
In each case, time is taken to challenge students on their ability to make links to related topics such as the arterioles involved in the redistribution of blood and the high specific latent heat of vaporisation of water.
This lesson describes the role of the cardiovascular control centre in the medulla oblongata in the control of heart rate. The engaging and detailed PowerPoint and accompanying resources have been designed to cover the first part of point 7.13 (ii) of the Edexcel International A-level Biology specification and explains how this regulation enables the rapid delivery of oxygen and the removal of carbon dioxide.
This lesson begins with a prior knowledge check where students have to identify and correct any errors in a passage about the conduction system of the heart. This allows the SAN to be recalled as this structure play an important role as the effector in this control system. Moving forwards, the three key parts of a control system are recalled as the next part of the lesson will specifically look at the range of sensory receptors, the coordination centre and the effector. Students are introduced to chemoreceptors and baroreceptors and time is taken to ensure that the understanding of the stimuli detected by these receptors is complete and that they recognise the result is the conduction of an impulse along a neurone to the brain. A quick quiz is used to introduce the medulla oblongata as the location of the cardiovascular centre. The communication between this centre and the SAN through the autonomic nervous system can be poorly understood so detailed explanations are provided and the sympathetic and parasympathetic divisions compared. The final task challenges the students to demonstrate and apply their understanding by writing a detailed description of the control and this task has been differentiated three ways to allow differing abilities to access the work
These 4 lessons cover the content of topic 5.2 of the AQA GCSE Biology specification - The human nervous system. Each of the lesson PowerPoints and their accompanying resources have been designed to contain a wide range of tasks which will engage and motivate the students whilst covering the GCSE content. There are also lots of understanding checks so students can check on their current understanding as well as prior knowledge checks where they are challenged to make links to previously-covered topics.
This fully-resourced lesson describes the relationship between the properties and functions of the fibrous proteins, collagen, keratin and elastin. The detailed PowerPoint and accompanying resources have been designed to cover point 2.1.2 (o) of the OCR A-level Biology A specification but also make links to upcoming topics such as blood vessel structure and the immune system as well as constantly challenging students on their knowledge of proteins from earlier in this module.
The lesson begins by challenging the students to recognise 7 structures found in animals from their descriptions and once they’ve written feathers, cartilage, bones, arteries, tendons, callus and skin into the right places, they will reveal the term fibrous and learn that these types of protein are found in these structures. Using their knowledge of the properties of globular proteins, they will learn that the insolubility of fibrous proteins allows them to form fibres, which perform structural functions. The rest of the lesson focuses on the functions of collagen, keratin and elastin and time is taken to discuss the key details and to make links to future topics so that students can recognise the importance of cross-modular based answers. A series of exam-style questions are used to challenge their knowledge of protein structure as well as their ability to apply their knowledge to an unfamiliar situation when learning that elastin is found in the walls of the urinary bladder. All of the questions have mark schemes embedded into the PowerPoint to allow them to immediately assess their understanding.
This lesson has been specifically planned to tie in with the previous lesson on globular proteins as well as the one preceding that on the structures of proteins
The topics of selection, evolution, biodiversity, classification and conservation are key concepts in Biology, that are regularly assessed in the exams, but are not always that well understood by the students. With this at the forefront of the lesson design, these 16 lesson PowerPoints and their accompanying resources have been intricately planned to cover the detailed content of topics 17 & 18 of the CIE A-level Biology specification through the use of a wide range of tasks to engage and motivate the students. There are plenty of opportunities for the students to assess their current understanding through the completion of exam-style questions and also to check on their prior knowledge by making links to earlier topics.
The following specification points are covered by these lessons:
Topic 17.1: Variation
The differences between continuous and discontinuous variation
Using the t-test to compare the variation of two different populations
The importance of genetic variation in selection
Topic 17.2: Natural and artificial selection
Natural selection
Explain how environmental factors can act as stabilising, disruptive and directional forces of natural selection
Explain how the founder effect and genetic drift may affect allele frequencies in populations
Use the Hardy-Weinberg principle
Topic 17.3: Evolution
The molecular evidence that reveals similarities between closely related organisms
Explain how speciation may occur
Topic 18.1: Biodiversity
Define the terms species, ecosystem and niche
Explain that biodiversity is considered at three levels
Explain the importance of random sampling in determining the biodiversity of an area
Use suitable methods to assess the distribution and abundance of organisms in a local area
Use the Spearman’s rank correlation to analyse relationships between data
Use Simpson’s index of diversity
Topic 18.2: Classification
The classification of species into taxonomic hierarchy
The characteristic features of the three domains
The characteristic features of the kingdoms
Explain why viruses are not included in the three domain classification
Topic 18.3: Conservation
The reasons for the need to maintain biodiversity
Methods of protecting endangered species
The roles of organisations like the WWF and CITES in local and global conservation
If you would like to sample the quality of the lessons that are included in this bundle then download the following as these have been shared for free:
Continuous and discontinuous variation
Molecular evidence & evolution
Spearman’s rank correlation
WWF, CITES and conservation
It is estimated that it will take up to 2 months of A-level Biology teaching time to cover the detail included in these lessons
This lesson describes the principle components of the plasma membrane, focusing on the phospholipid bilayer and membrane proteins. The detailed PowerPoint and accompanying worksheets have been designed to cover the detail in point (a) of AS unit 1, topic 3 of the WJEC A-level Biology specification and clear links are made to Singer and Nicholson’s fluid mosaic model
The fluid mosaic model is introduced at the start so that it can be referenced at appropriate points throughout the lesson. Students were introduced to phospholipids in topic 1 and so an initial task challenges them to spot the errors in a passage describing the structure and properties of this molecule. This reminds them of the bilayer arrangement, with the hydrophilic phosphate heads protruding outwards into the aqueous solutions on the inside and the outside of the cell. In a link to some upcoming lessons on the transport mechanisms, the students will learn that only small, non-polar molecules can move by simple diffusion and that this is through the tails of the bilayer. This introduces the need for transmembrane proteins to allow large or polar molecules to move into the cell by facilitated diffusion and active transport. Proteins that act as receptors as also introduced and an opportunity is taken to make a link to an upcoming topic so that students can understand how hormones or drugs will bind to target cells in this way. Moving forwards, the structure of cholesterol is covered and students will learn that this hydrophobic molecule sits in the middle of the tails and therefore acts to regulate membrane fluidity. The final part of the lesson challenges the students to apply their newly-acquired knowledge to a series of questions where they have to explain why proteins may have moved when two cells are used and to suggest why there is a larger proportion of these proteins in the inner mitochondrial membrane than the outer membrane.
This lesson describes the characteristic features of the Animalia, Plantae, Fungi, Protoctista and Prokaryotae kingdoms. The engaging PowerPoint and accompanying resources have been designed to cover point (d) in AS unit 2, topic 1 of the WJEC A-level Biology specification
This lesson begins with a knowledge recall as students have to recognise that prior to 1990, kingdom was the highest taxa in the classification hierarchy. Moving forwards, they will recall the names of the five kingdoms and immediately be challenged to split them so that the prokaryotae kingdom is left on its own. An opportunity is taken at this point to check on their prior knowledge of the structure of a bacterial cell as covered in unit 1, topic 2. These prior knowledge checks are found throughout the lesson (along with current understanding checks) as students are also tested on their knowledge of the structure and function of cellulose. This is found in the section of the lesson where the main constituent of the wall can be used to distinguish between plantae, fungi and prokaryotae. Quick quiz competitions, such as YOU DO THE MATH and SAY WHAT YOU SEE are used to introduce key values and words in a fun and memorable way. The final part of the lesson looks at the protoctista kingdom and students will come to understand how these organisms tend to share a lot of animal or plant-like features.
Both of the accompanying resources have been differentiated to allow students of differing abilities to access the work and this lesson has been written to tie in with the previously uploaded lesson on classification and the binomial naming system
