This lesson describes the non-specific responses of the body to infection which include inflammation, lysozyme action, interferon and phagocytosis. The detailed PowerPoint and accompanying resources have been primarily designed to cover the content of point 6.8 of the Edexcel International A-level Biology specification but key details such as antigen-presentation are also introduced to prepare students for upcoming lessons on the immune response (6.9 & 6.10). At the start of the lesson, the students are challenged to recall that cytosis is a suffix associated with transport mechanisms and this introduces phagocytosis as a form of endocytosis which takes in pathogens and foreign particles. This emphasis on key terminology runs throughout the course of the lesson and students are encouraged to consider how the start or end of a word can be used to determine meaning. The process of phagocytosis is then split into 5 key steps and time is taken to discuss the role of opsonins as well as the fusion of lysosomes and the release of lysozymes. A series of application questions are used to challenge the students on their ability to make links to related topics including an understanding of how the hydrolysis of the peptidoglycan wall of a bacteria results in lysis. Students will be able to distinguish between neutrophils and monocytes from a diagram and at this point, the role of macrophages and dendritic cells as antigen-presenting cells is described so that it can be used in the next lesson. The importance of cell signalling for an effective immune response is discussed and the rest of the lesson focuses on the release of two chemicals - interferons and histamine. During the interferon section, references are made to a previous lesson on HIV structure and action so students can understand how the release of these signalling proteins helps neighbouring cells to heighten their anti-viral defences. A step by step guide is used to describe the release of histamine in the inflammatory response and the final task challenges students to use this support to form a detailed answer regarding the steps in inflammation.

This lesson describes the detailed structure of a skeletal muscle fibre and the structural and physiological differences between fast and slow twitch fibres. The engaging PowerPoint and acccompanying resources have been designed to cover points 7.10 (i) & (ii) of the Edexcel International A-level Biology specification. The start of the lesson uses an identification key to emphasise that skeletal muscle differs from cardiac and smooth muscle due to its voluntary nature. It is important that key terminology is recognised so once myology has been revealed as the study of muscles, key structural terms like myofibril, myofilament and myosin can be introduced. Moving forwards, students will be shown the striated appearance of this muscle so they can recognise that some areas appear dark where both myofilaments are found and others as light as they only contain actin or myosin. A quiz competition is used to introduce the A band, I band and H zone and students then have to use the information given to label a diagram of the myofibril. This part of the lesson has been specifically planned to prepare the students for the upcoming lesson which describes the contraction of skeletal muscles by the sliding filament mechanism The rest of the lesson focuses on the structural and physiological differences between fast and slow twitch fibres and the following characteristics are covered: Reliance on the aerobic or anaerobic pathways to generate ATP Resistance to fatigue mitochondrial density capillary density myoglobin content (and colour) fibre diameter phosphocreatine content glycogen content A wide variety of tasks are used to cover this content and include knowledge recall and application of knowledge exam-style questions with fully-displayed mark schemes as well as quick quiz competitions to maintain motivation and engagement.

This concise lesson has been written to cover specification point 5.1.1 (d) of the OCR A-level Biology A specification which states that students should be able to apply an understanding of the behavioural responses in temperature control in ectotherms. The main aim when designing the lesson was to support students in making sensible and accurate decisions when challenged to explain why these types of organisms have chosen to carry out a particular response. A wide range of animals are used so students are engaged in the content matter and are prepared for the unfamiliar situations that they will encounter in the final exam. Time is also taken to compare ectotherms against endotherms so that students can recognise the advantages and disadvantages of ectothermy. This lesson has been written for A-level students studying on the OCR A-level Biology A course. Lessons on temperature control in endotherms and the principles of homeostasis and cell signalling, which are also in module 5.1.1, are also available so please download those too as they will allow students to make connections between one lesson, the previous and the next.

An engaging lesson presentation (65 slides) and associated worksheets that uses a combination of exam questions, quick tasks and quiz competitions to help the students to assess their understanding of the topics found within unit B1 (Cell-level systems) of the OCR Gateway A GCSE Biology specification The topics that are tested within the lesson include: Plant and animal cells Bacterial cells Light and electron microscopy DNA Transcription and translation Enzymes Photosynthesis Students will be engaged through the numerous activities including quiz rounds like “Shine a LIGHT on any errors" whilst crucially being able to recognise those areas which need further attention

This fully-resourced lesson describes the differences between resolution and magnification, with reference to light and electron microscopy and the engaging PowerPoint and accompanying resources have been designed to cover the content of point 1.1 (d) of the CIE A-level Biology specification. To promote engagement and focus throughout these 3 lessons in topic 1.1 (The microscope in cell studies), the PowerPoint includes an ongoing quiz competition and a score sheet is found within the resources to keep track of the cumulative scores. The quiz rounds found in this lesson will introduce the objective lens powers, the names of the parts of a light microscope and emphasise some of the other key terms such as resolution. The final round checks on their understanding of the different numbers that were mentioned in the lesson, namely the differing maximum magnifications and resolutions. Time is taken to explain the meaning of both of these microscopic terms so that students will understand their importance when looking at the cell structures in topic 1.2. By the end of the lesson, the students will be able to explain how a light microscope uses light to form an image and will understand how electrons transmitted through a specimen or across the surface will form an image with a TEM or a SEM respectively. As detailed above, this lesson has been written to tie in with the previous lesson on measuring cells and units as well as the next lesson on calculating actual size.

This detailed lesson explains how the process of transcription results in the production of the single-stranded nucleic acid, mRNA. Both the detailed PowerPoint and accompanying resource have been designed to specifically cover the third part of point 2.1.3 of the OCR A-level Biology A specification but also provides important information that students can use when being introduced to splicing and gene expression in module 6. The lesson begins by challenging the students to recognise 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 template strand and the other strand is the coding 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. So that they are prepared for module 6, students will learn that the RNA strand formed at the end of transcription in eukaryotes is a primary transcript called pre-mRNA and then the details of splicing are explained. 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 has been written to challenge all abilities whilst ensuring that the most important details are fully explained.

This fully-resourced REVISION LESSON is detailed and engaging and covers the content of topic 18 (Biodiversity, classification and conservation) of the CIE International A-level Biology specification. This topic is often viewed as less interesting than other topics by the students but is well represented in the exams in terms of questions and so a lot of time has gone into the design to include a wide range of activities which will allow them to assess their knowledge whilst remaining motivated. All of the exam questions have full answers so students can identify any missed marks and most of the tasks are differentiated to allow students of differing abilities to access the work and remain challenged. The lesson was planned to cover as much of the specification as possible but the following sub-topics have received particular attention: The biological classification of a species Using Simpsons Index of diversity to calculate the biodiversity of the habitat The reasons to maintain biodiversity Methods of protecting endangered species The use of assisted reproduction in conservation Different methods of sampling The taxonomic hierarchy The characteristic features of the domains and kingdoms Links to the other topics of the specification are made throughout the lesson and there is also a mathematical focus to ensure that the students are comfortable when presented with the numerical challenges Due to the extensiveness of this resource, it is likely to take at least 2 lessons to cover all of the activities

This lesson describes the general structure of the 20 amino acids found in proteins and makes clear links to related topics such as genes. The PowerPoint has been designed to cover specification point 2.1.2 (k) of the OCR A-level Biology A course and provides a clear introduction to the following lesson on the formation of dipeptides and polypeptides. 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. Students will be introduced to the existence of hydrophobic, hydrophilic, acidic and basic R groups so that they are able to apply this knowledge in future lessons where structure and shape is considered. Some time is also given to look at cysteine in greater detail due to the presence of sulfur atoms and once again a link is made to disulfide bridges for upcoming lessons. The lesson concludes with one more quiz round called LINK TO THE FUTURE where the students will see the roles played by amino acids in the later part of the course such as translation and in the formation of dipeptides.

This detailed lesson uses haemoglobin and collagen to describe the relationship between the structure and functions of globular and fibrous proteins. The engaging PowerPoint and accompanying worksheet have been primarily designed to cover specification point 2.3 © of the CIE International A-level Biology course but due to the detailed coverage of haemoglobin, this resource could also be used when teaching a lesson on the role of this protein in topic 8. The first part of the lesson looks at the structure of haemoglobin, and describes how the presence of an iron-containing haem group on the outside of the 4 polypeptide chains explains its ability to form oxyhaemoglobin. Moving forwards, the importance of the solubility of this protein is considered and related to the direction that the hydrophobic R groups point. At this point of the lesson, the students are challenged to construct a comparison table which can be filled in as the lesson progresses and as they are given more details of collagen. The section of the lesson concerning collagen begins with the introduction of its function in the artery wall so that students can recognise how fibrous proteins have roles associated with mechanical strength. Time is taken to discuss their solubility as well as the presence of repetitive amino acid sequences. The remainder of the lesson considers four more proteins and the final task challenges the students to use their completed table to write a summary passage comparing globular and fibrous proteins.

This engaging lesson describes the relationship between the structure and functions of a phopholipid, focusing on the role performed in membranes. The PowerPoint has been designed to cover specification point 2.2 (g) of the CIE International A-level Biology specification and includes constant references to the previous lesson on the structure and function of 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 phospholipid bilayer which is critical for the lesson in topic 4 on the fluid mosaic model. The final part of the lesson describes how proteins found floating in the cell membrane allow both facilitated diffusion and active transport to occur and this also helps to begin the preparations for the upcoming lessons.

This fully-resourced lesson describes the relationship between the structure and properties of triglycerides and considers their roles in living organisms. The engaging PowerPoint and accompanying worksheets have been designed to cover the first part of point 1.3 of the AQA 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. 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 topic 1.2 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 fully-resourced lesson has been written to cover the content as detailed in specification point 1.1 (Sub-cellular structures of eukaryotic and prokaryotic cells) of the Edexcel GCSE Biology & Combined Science specifications. The lesson includes a detailed and engaging PowerPoint (63 slides) which contains a wide range of activities, each of which has been designed to motivate the students whilst covering the content in detail. At the completion of the lesson, students will know the sub-cellular structures that are found in bacterial, animal and plant cells and understand how the presence of these structures relates to the function of these cells. Understanding checks are written into the lesson at regular points so that students can constantly assess their understanding of this specification point and quiz competitions like “FROM NUMBERS 2 LETTERS” and “THE BIG REVEAL” introduce key terms to the students in an interesting and memorable way. This lesson has been designed for GCSE-aged students studying the Edexcel course but is also suitable for younger students who want to learn about cells in more detail at KS3.

This fully-resourced lesson describes the differences between bacteriostatic and bactericidal antibiotics. The engaging PowerPoint and accompanying resources have been designed to cover point 6.13 of the Edexcel International A-level Biology specification but also makes continual links to earlier lessons in topic 6 as well as related topics from the previous year such as protein synthesis from topic 2 The lesson begins by challenging the students to use their knowledge of the previous topic 6 lessons to identify the suffixes cidal and static. Students will learn that when the prefix is added, these form the full names of two types of antibiotics. Their understanding of terminology is tested further as they have to recognise that Polymyxin B is an example of a bactericidal antibiotic as its actions would result in the death of the bacterial cell. Tetracycline is used as the example of a bacteriostatic antibiotic and students will discover that its prevention of the binding of tRNA that inhibits protein synthesis and this reduction and stopping of growth and reproduction is synonymous with these drugs. Students are challenged on their knowledge of translation and will also be given time for a class discussion to understand that these antibiotics encourage the body’s immune system to overcome the pathogen in natural, active immunity. The final part of the lesson uses a quick quiz competition and a series of exam-style questions to ensure that students can recognise the different antibiotics from descriptions.

This engaging and detailed lesson looks at the roles of the Link reaction and the Krebs cycle as the stages of aerobic respiration which occur in the mitochondrial matrix. Both the PowerPoint and the accompanying resource have been designed to cover point 7.5 of the Pearson Edexcel A-level Biology A (Salters Nuffield) specification. The lesson begins with a challenge, where the students have to recall the details of glycolysis in order to form the word matrix. This introduces the key point that these two stages occur in this part of the mitochondria and time is taken to explain why the reactions occur in the matrix as opposed to the cytoplasm like glycolysis. Moving forwards, the Link reaction is covered in 5 detailed bullet points and students have to add the key information to these points using their prior knowledge as well as knowledge provided in terms of NAD. The students will recognise that this reaction occurs twice per molecule of glucose and a quick quiz competition is used to test their understanding of the numbers of the different products of this stage. This is just one of the range of methods that are used to check understanding and all answers are explained to allow students to assess their progress. The rest of the lesson focuses on the Krebs cycle. In line with the detail of the specification, students will understand how decarboxylation and dehydrogenation reactions result in the regeneration of the 4C compound. It is estimated that it will take about 2 hours of A-level teaching time to cover the detail of the lesson and therefore the detail of the specification point 7.5

This clear and concise lesson explores the roles of the coenzymes NAD, FAD and coenzyme A in cellular respiration as detailed in point 12.1 (d) of the CIE International A-level Biology specification. As this specification point comes before the specification points concerning the details of the stages of respiration, this lesson has been designed to introduce the key details whilst focusing on their roles. Students will understand that NAD and FAD are reduced upon accepting hydrogen atoms and then carry these protons and electrons to the cristae where they are used in the production of ATP. In addition, they will learn that coenzyme A is used in the link reaction and helps to deliver the acetyl group to the Krebs cycle

A concise lesson presentation (26 slides) that looks at how sexual reproduction leads to variation and considers the advantages and disadvantages of this form of reproduction. The lesson begins by getting the students to recognise that sexual reproduction needs two parents and therefore two gametes. Time is taken to ensure that students understand that these gametes are produced by meiosis and therefore contain the haploid number of chromosomes. Key terminology like haploid and zygote are used throughout the lesson. This lesson is suitable for both KS3 and GCSE students

This lesson has been designed to act as an introduction to the anatomy of the kidney before students move on to study each structure of the nephron in more detail. The lesson considers both the gross anatomy, in terms of the renal cortex and medulla and then looks at the functional unit of the nephron. The function of the different parts of the nephron are briefly discussed and the features that relate to function are considered. This lesson has been designed for A-level students but could be used with higher ability GCSE students.

This revision resource has been designed to include a range of activities that will engage the students whilst they assess their understanding of the content of topic B8 (Gas exchange and respiration) of the CIE IGCSE Combined Science specification for examination in June and November 2020 and 2021. Exam questions, quick tasks and quiz competitions such as “The BIG REVEAL” will challenge the students on their recall of the content as well as their ability to apply this knowledge. The lesson was written to cover as much of the content as possible, but the following topics have received particular attention: The role of cilia, goblet cells and mucus in the trachea and bronchi The effects of the chemicals in tobacco smoke on gas exchange Efficient gas exchange at the alveoli The composition of inhaled and exhaled air Aerobic respiration as the chemical reaction that releases energy The uses of energy in the human body This resource contains an engaging PowerPoint (54 slides) and associated worksheets and is ideal for use at the end of this topic or in the lead up to mocks or the actual terminal exams

Water is very important for living organisms because of its numerous properties and this lesson focuses on its role as a solvent in transport. The engaging and detailed PowerPoint and accompanying worksheet have been designed to cover point 1.2 of the Pearson Edexcel A-level Biology A specification and also explains the importance of the dipole nature for this role in transport. A mathematical theme runs throughout the lesson as students have to match the numbers calculated in the starter task to water statistics, such as the percentage of the volume of blood plasma that is water. This has been included to try to increase the relevance of each property so that it can be described in a biological context. Time is taken at the beginning of the lesson to describe the structure of water in terms of the covalent bonds between the oxygen and hydrogen atoms as well as the hydrogen bonds which form between molecules because of its polarity. Students will understand how water is a solvent which means that it is critical for transport in animals, a topic covered in the next few lessons but also for transport in plants as discussed in topic 4. The high heat capacity and latent heat of vaporisation of water is also discussed and explained through the examples of thermoregulation and the maintenance of a stable environment for aquatic animals. The final part of the lesson focuses on the involvement of water in condensation and hydrolysis reactions, two reactions which must be well understood for topic 1 and 2 and the formation and breakage of polysaccharides, lipids, polypeptides and polynucleotides.

This fully-resourced lesson uses the lac operon as an example to describe how gene expression is regulated and controls cell processes and structures. The detailed PowerPoint and accompanying resources have been designed to cover the details of specification point 3.12 of the Pearson Edexcel A-level Biology A course. This is one of the more difficult concepts in this A-level course and therefore key points are reiterated throughout this lesson to increase the likelihood of student understanding and to support them when trying to make links to actual biological examples in living organisms. There is a clear connection to transcription and translation as covered in topic 2, so the lesson begins by reminding students that in addition to the structural gene in a transcription unit, there is the promotor region where RNA polymerase binds. Students are introduced to the idea of transcription factors and will understand how these molecules can activate or repress transcription by enabling or preventing the binding of the enzyme. At this point, students are challenged on their current understanding with a series of questions about DELLA proteins so they can see how these molecules prevent the binding of RNA polymerase. The main section of the lesson focuses on the lac operon. Students will be able to visualise the different structures that are found in this unit of DNA and time is taken to go through the individual functions. A step by step guide is used to walk students through the sequence of events that occur when lactose is absent and when it is present before they are challenged to apply their understanding to an exam question. The final section of the lesson looks at one further example with oestrogen and the ER receptor.