An informative lesson presentation (37 slides) and accompanying worksheets that guides students through the different methods that can be used to rearrange formulae as they will be required to do in the Science exams. The lessons shows them how to use traditional Maths methods involving inverse operations and also equation triangles to come to the same result. These are constantly linked to actual examples and questions to show them how this has to be applied. There are regular progress checks, with explained answers, so that students can assess their understanding.

An engaging lesson presentation (56 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 Topic 6 (Plant structures and their function) of the EDEXCEL GCSE Biology specification The topics that are tested within the lesson include: Photosynthesis and producers The reaction of photosynthesis Limiting factors The structure of root hair cells The structure of the xylem and phloem The effect of environmental factors on the rate of transpiration Students will be engaged through the numerous activities including quiz rounds like “XYLEM vs PHLOEM" and “Shine the LIGHT on any ERRORS” whilst crucially being able to recognise those areas which need further attention

A really engaging and detailed lesson presentation (44 slides) and associated differentiated worksheets that looks at communicable diseases in plants and challenges students to diagnose these diseases in plants. During the lesson the students will take on the role of the “Treeage” (triage) nurse and have to direct each plant to the correct ward in the “CASUALTREE” according to the pathogen which has infected them. They will also have to explain how the symptoms which they have identified were caused and explain the future for this plant, during their time as the “Tree surgeon”. The three diseases included in the lesson are tobacco mosaic virus, crown gall disease and powdery mildew disease. There are regular progress checks throughout the lesson so that students can assess their understanding and there is a set homework included as part of the lesson. This lesson has been designed for GCSE students but is also suitable for A-level students looking at the communicable diseases topic

A fully-resourced lesson which looks at the structure of the human heart and its associated vessels and ensures that students know the journey which blood takes through this organ. The lesson includes an engaging lesson presentation (25 slides), a diagram to label and a worksheet to summarise the journey. The lesson begins with a bit of fun as students see the script to part of an episode from Friends. Students will recognise the alternative definition of the heart and ultimately recall that the function of this organ is to pump blood around the body. Moving forwards, the main task of the lesson involves labelling the four chambers and the blood vessels which bring blood towards and away from the heart. Students are given useful hints along the way to enable them to discover the answers rather than simply being given a finished diagram. Time is taken to look at the valves and discuss their function so that students can understand this role when they encounter them in veins. The lesson concludes with one final task that challenges the students to detail the journey of blood through the heart. There are regular progress checks throughout the lesson to allow the students to check on their understanding. As always, the lesson finishes with a slide containing advanced terminology so that students who have aspirations to take A-level Biology can extend and deepen their knowledge

An engaging lesson presentation (70 slides) which covers a range of communicable diseases which are caused by each of the four pathogens and discusses how the spread of these diseases can be prevented. The lesson begins by challenging the students to make the link between communicable diseases and pathogens and ensures that they are comfortable with protoctists as this is a pathogen that a lot of them will not have met or at least known the name for. Moving forwards, a focus is given to each pathogen, looking at why they are so effective at causing disease and also looks at examples of diseases that they cause. A range of quiz competitions are used to introduce key terms and maintain engagement. The remainder of the lesson focuses on how the spread of these communicable diseases can be prevented and attempts are made to link to other topics such as contraception. Progress checks have been written into the lesson at regular intervals so that students can constantly assess their understanding and any misconceptions can be immediately addressed. This lesson has been written for GCSE students (14 - 16 year olds in the UK) but can be used with both younger and older students.

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 fully-resourced lesson has been designed to cover the content in point 3.17 (Inheritance of ABO blood groups) as detailed in the Edexcel GCSE Biology specification. As specified in this point, students will learn how this inheritance demonstrates both codominance and multiple alleles. 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 constructing genetic diagrams and calculating 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 Edexcel GCSE Biology course but is also suitable for older students who are learning about codominance and multiple alleles at A-level

This engaging and fully-resourced lesson looks at how genetic drift can arise after a genetic bottleneck or as a result of the Founder effect. The detailed PowerPoint and accompanying resources have been designed to cover the second part of point 6.1.2 (e) of the OCR A-level Biology A specification which states that students should be able to demonstrate and apply an understanding of the factors that affect the evolution of a species. A wide range of examples are used to show the students how a population that descends from a small number of parents will have a reduction in genetic variation and a change in the frequency of existing alleles. Students are encouraged to discuss new information to consider key points and understanding checks in a range of forms are used to enable them to check their progress and address any misconceptions. Students are provided with three articles on Huntington’s disease in South Africa, the Caribbean lizards and the plains bison to understand how either a sharp reduction in numbers of a new population beginning from a handful of individuals results in a small gene pool. Links to related topics are made throughout the lesson to ensure that a deep understanding is gained. This lesson has been designed to tie in with another uploaded lesson on types of selection which is part of this specification point

This engaging and fully-resourced lesson looks at the effects of stabilising, directional and disruptive selection as the three main types of selection. The PowerPoint and accompanying resources have been designed to cover the 3rd part of point 7.3 of the AQA A-level Biology specification which states that students should be able to identify each type of selection by its effect on different phenotypes. The lesson begins with an introduction to the mark, release, recapture method to calculate numbers of rabbits with different coloured fur in a particular habitat. This method is covered later in topic 7 so this section of the lesson is designed purely to generate changes in numbers of the organisms. Sketch graphs are then constructed to show the changes in the population size in this example. A quick quiz competition is used to engage the students whilst introducing the names of the three main types of selection before a class discussion point encourages the students to recognise which specific type of selection is represented by the rabbits. Key terminology including intermediate and extreme phenotypes and selection pressure are used to emphasise their importance during explanations. A change in the environment of the habitat and a change in the numbers of the rabbits introduces directional selection before students will be given time to discuss and to predict the shape of the sketch graph for disruptive selection. Students are challenged to apply their knowledge in the final task of the lesson by choosing the correct type of selection when presented with details of a population and answer related questions.

This fully-resourced lesson explores how new species arise when changes in the gene pool of two populations prevents members from interbreeding and producing fertile offspring. The engaging PowerPoint and accompanying resources have been designed to cover the fifth part of point 7.3 of the AQA A-level Biology specification which states that students should be able to describe allopatric and sympatric speciation. The lesson begins by using the example of a hinny, which is the hybrid offspring of a horse and a donkey, to challenge students to recall the biological classification of a species. Moving forwards, students are introduced to the idea of speciation and the key components of this process, such as isolation and selection pressures, are covered and discussed in detail. Understanding and prior knowledge checks are included throughout the lesson to allow the students to not only assess their progress against the current topic but also to make links to earlier topics in the specification. Time is taken to look at the details of allopatric speciation and how the different mutations that arise in the isolated populations and genetic drift will lead to genetic changes. The example of allopatric speciation in wrasse fish because of the isthmus of Panama is used to allow the students to visualise this process. The final part of the lesson considers sympatric speciation and again a wide variety of tasks are used to enable a deep understanding to be developed.

This clear and concise lesson looks at the phenomenon known as the Bohr effect and describes and explains how an increased carbon dioxide concentration effects the dissociation of oxyhaemoglobin. The PowerPoint has been designed to cover the second part of point 3.4.1 of the AQA A-level Biology 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.

This fully-resourced lesson looks at the cardiac cycle and relates the structure and operation of the mammalian heart to its function. The engaging and detailed PowerPoint and accompanying resources have been designed to cover point 1.4 (i) of the Pearson Edexcel A-level Biology A (Salters Nuffield) specification As the structure of the heart was covered at GCSE, the lesson has been planned to build on this prior knowledge whilst adding the key details which will enable students to provide A-level standard answers. The primary focus is the identification of the different structures of the heart but it also challenges their ability to recognise the important relationship to function. For example, time is taken to ensure that students can explain why the atrial walls are thinner than the ventricular walls and why the right ventricle has a thinner wall than the left ventricle. Opportunities are taken throughout the lesson to link this topic to the others found in topic 1 including those which have already been covered like circulatory systems as well as those which are upcoming such as the initiation of heart action. There is also an application question where students have to explain why a hole in the ventricular septum would need to be repaired if it doesn’t naturally close over time. The next part 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 cardiac diastole. Students are challenged 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. It is estimated that it will take in excess of 2 hours of allocated A-level teaching time to cover the detail included in this lesson as required by this specification point

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 mechanism of breathing, including the roles of the ribcage, intercostal muscles and the diaphragm. The content of the engaging PowerPoint has been designed to cover the details of the fifth part of specification point 3.2 of the AQA A-level Biology specification and introduces the antagonistic interaction of the external and internal intercostal muscles. The lesson begins with a focus on the diaphragm and students will discover that this sheet of muscle is found on the floor of the thoracic cavity. Whilst planning the lesson, it was deemed important to introduce this region of the body at an early stage because the best descriptions will regularly reference the changes seen in this cavity. As the mechanism of inhalation is a cascade of events, the details of this process are covered in a step by step format using bullet points. At each step, time is taken to discuss the key details which includes an introduction to Boyle’s law that reveals the inverse relationship between volume and pressure. It is crucial that students are able to describe how the actions of the diaphragm, external intercostal muscles and ribcage result in an increased volume of the thoracic cavity and a subsequent decrease in the pressure, which is below the pressure outside of the body. At this point, their recall of the structures of the mammalian gas exchange system is tested, to ensure that they can describe the pathway the air takes on moving into the lungs. The remainder of the lesson involves a task which challenges the students to describe exhalation and then the accessory muscles involved in forced ventilation are also considered.

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 engaging lesson explains why coenzymes, cofactors and prosthetic groups are needed in some enzyme-controlled reactions. The PowerPoint and accompanying resource have been primarily designed to cover point 2.1.4 (e) of the OCR A-level Biology specification but can also be used as a revision lesson for the roles of ions as was covered back in module 2.1.2. The lesson begins with an introduction of the description of a cofactor and students will learn that some are permanently bound to the enzyme whilst others only form temporary associations. A quick quiz competition runs over the course of the lesson and is used to introduce prosthetic groups, mineral ion cofactors and organic coenzymes and zinc ions with carbonic anhydrase, chloride ions with amylase and NAD are used as examples of each type. The lesson has been planned to make links to related topics such as cations, anions, transport of carbon dioxide and respiration which will test students on their prior knowledge as well as prepare them for these topics in modules 3 and 5.