This lesson describes how genetic diversity within, or between species, can be investigated by comparison of characteristics or biological molecules. The PowerPoint and accompanying worksheets are primarily designed to cover the content of point 4.7 of the AQA A-level Biology specification but as this is the last lesson in the topic, it has also been planned to contain a range of questions, tasks and quiz rounds that will challenge the students on their knowledge and understanding of topic 4. Over the course of the lesson, the students will discover that comparisons of measurable or observable characteristics, DNA and mRNA sequences and the primary structure of common proteins can all be used to investigate diversity. Links are continually made to prior learning, such as the existence of convergent evolution as evidence of the need to compare biological molecules as opposed to the simple comparison of phenotypes. The issues associated with a limited genetic diversity are discussed and the interesting biological example of the congenital dysfunctions consistently found in the Sumatran tigers in captivity in Australia and New Zealand is used to demonstrate the problems of a small gene pool. Moving forwards, the study of the 16S ribosomal RNA gene by Carl Woese is introduced and students will learn that this led to the adoption of the three-domain system in 1990. The final part of the lesson describes how the primary structure of proteins like cytochrome c that is involved in respiration and is therefore found in most living organisms can be compared and challenges the students to demonstrate their understanding of protein synthesis when considering the differences between humans and rhesus monkeys.

This lesson describes a range of methods that are used to conserve habitats and explains how this frequently involves the management of succession. The engaging PowerPoint and accompanying worksheets are part of the final lesson in a series of 4 lessons which have been designed to cover the content of topic 7.4 (Populations in ecosystems) of the AQA A-level Biology specification Hours of research has gone into the planning of this lesson to source interesting examples that increase the relevance of the biological content and these include the Lizard National Nature Reserve in Cornwall, the Lake Télé Community reserve in the Republic of Congo and the marine conservation zone in the waters surrounding Tristan da Cunha. Students will learn how this form of active management conserves habitats and species in their natural environment, with the aim of minimising human impact whilst maintaining biodiversity. The main issues surrounding this method are discussed, including the fact that the impact of this conservation may not be significant if the population has lost much of its genetic diversity and that despite the management, the conditions that caused the species to become endangered may still be present. To enrich their understanding of the importance of ex situ conservation, the Millennium Seed Bank Project in Wakehurst is used and time is taken to consider how seed banks can be used to ensure that endangered plant species avoid extinction and how the plants can be bred asexually to increase plant populations quickly. The final part of this lesson describes how the active management of a habitat in Downe, Kent, has allowed kidney vetch to flourish, which is critical for the small blue butterfly which feeds, lives, and lays eggs on this plant. This example has been specifically chosen to further emphasise the key point that conservation frequently manages succession.

This lesson explains that autosomal linkage results from the presence of alleles on the same chromosome and uses biological examples to demonstrate this concept. The PowerPoint and accompanying worksheets have been designed to cover point 8.2 (iv) of the Edexcel A-level Biology B specification and supports students in the formation of their descriptions of how these results of these crosses can be explained by the events of meiosis (crossing over) This is a difficult topic which can be poorly understood by students so extra time was taken during the planning to split the concept into small chunks. There is a clear focus on using the number of parent phenotypes and recombinants in the offspring as a way to determine linkage and suggest how the loci of the two genes compare. Important links to other topics such as crossing over in meiosis are made to enable students to understand how the random formation of the point of contact (chiasma) determines whether new phenotypes will be seen in the offspring or not. Linkage is an important cause of variation and the difference between observed and expected results and this is emphasised on a number of occasions and a link to the chi squared test which is covered in an upcoming lesson is also made. The main task of the lesson act as understanding check where students are challenged to analyse the results of genetic crosses involving the inheritance of the ABO blood group gene and the nail-patella syndrome gene n humans and also the inheritance of body colour and wing length in Drosophila.

This lesson describes how to obtain and use sampling results to calculate an estimate for the population size of a sessile, slow-moving or motile organism. The PowerPoint and accompanying worksheets are part of the second lesson in a series of 4 lessons that have been designed to cover the content of topic 7.4 (Populations in ecosystems) of the AQA A-level Biology specification and includes descriptions of the use of randomly placed quadrats, quadrats along a belt transect and the mark-release-recapture method. As you can see from the image, step by step guides are included in the lesson that walk the students through each stage of the calculations and these are followed by opportunities to challenge their understanding by answering exam-style questions. Mark schemes for the 7 questions that are answered over the course of the lesson are embedded into the PowerPoint and this allows the students to assess their progress. When considering the mark-release-recapture method, the assumptions that are made and the precautions that need to be taken are considered and the students are challenged to link the changes in the numbers of rabbits to the topic of stabilising selection.

This lesson describes a range of methods that can be used to assess the distribution and abundance of organisms in a local area. The PowerPoint and accompanying worksheets have been designed to cover points [c] and [d] of topic 18.1 of the CIE A-level Biology specification and describe the use of frame quadrats, line and belt transects, and the mark-release-recapture method. Due to the substantial mathematical content of the A-level Biology exams, as well as descriptions of the different methods, there is a focus on the range of calculations that are used to estimate the population of either sessile or motile species. As shown by the image, step by step guides are used to walk the students through the key stages in these calculations before exam-style questions challenge them to apply their understanding and mark schemes are included in the lesson to allow them to immediately assess their progress. The precautions and assumptions associated with the mark-release-recapture method are discussed and links are made to stabilising selection as covered in topic 17 when considering how the number of species have changed over time.

This lesson discusses the roles of non-governmental organisations such as WWF and CITES in local and global conservation. The PowerPoint and accompanying worksheets have been primarily designed to cover point 18.3 (g) of the CIE A-level Biology specification but as this is a lesson near to the end of topic 18, a number of tasks have been included to test the students on their understanding of 18.1, 18.2 and 18.3. Many hours of research have gone into the planning of this lesson to ensure that a range of interesting biological examples are included, with the aim of fully engaging the students in the material to increase its relevance. The students will learn that the Convention on International Trade in Endangered Species of Wild Fauna and Flora (CITES) was first agreed in 1973 and that 35000 species are currently found in appendix I, II or III. Time is taken to go through the meaning of each appendix and then the following animal and plant species are used to explain the finer details of the agreement and to demonstrate how the conservation of these species has been affected: Tree pangolin, eastern black rhino for CITES appendix I Darwin’s orchid for CITES appendix II Four-horned antelope for CITES appendix III Exam-style questions are used to check on their understanding of the current topic as well as to challenge their knowledge of previously-covered topics such as the functions of keratin, when considering the structure of the rhino horn. Each of these questions has its own markscheme which is embedded in the PowerPoint and this allows the students to constantly assess their progress. The second half of the lesson focuses on the World Wide Fund for Nature (WWF) and again some examples of conservation projects which have been funded by this international organisation are considered. The implementation of wildlife corridors in east Africa to promote migration and interbreeding is discussed and the measures in place to protect the Dinaric region are also described. As detailed at the top, this lesson can be used for revision of some of the content of topic 18 whilst teaching the content of specification point 18.3 (g)

This lesson evaluates the methods used by zoos and seed banks in the conservation of endangered species and their genetic diversity. The PowerPoint and accompanying resources have been primarily designed to cover point 4.21 of the Edexcel International A-level Biology specification but as this is potentially the last lesson in this topic, lots of questions and activities have been included that will challenge the students on their knowledge and understanding of topic 4 (Plant structure and function, Biodiversity and Conservation). Hours of research went into the planning of this lesson to source interesting examples and although the main focus of the lesson is the zoo and seed banks as ex situ conservation methods, the lesson begins with a consideration of the importance of the in situ methods that are used in the Lake Télé Community reserve in the Republic of Congo and the marine conservation zone in the waters surrounding Tristan da Cunha. Students will learn how this form of active management conserves habitats and species in their natural environment, with the aim of minimising human impact whilst maintaining biodiversity. To enrich their understanding of ex situ conservation, the well-known examples of ZSL London zoo, Kew Gardens and the Millennium Seed Bank Project in Wakehurst are used. Students will understand how conserving animal species outside of their natural habitat allows for human intervention that ensures the animals are fed and given medical assistance when needed as well as reproductive assistance to increase the likelihood of the successful breeding of endangered species. An emphasis is placed on the desire to reintroduce the species into the wild and the example of some initial successes with the mountain chicken frog in Dominica and Montserrat is discussed. As stated in the specification point, these methods must be evaluated and therefore the issues are also considered and there is a focus on the susceptibility of captive populations to diseases as a result of their limited genetic diversity. The final part of the lesson considers how seed banks can be used to ensure that plant species, which may contain the molecules for medicine development, avoid extinction, and how the plants can be bred asexually to increase plant populations quickly. Due to the extensiveness of this lesson, it is estimated that it will take in excess of 2/3 hours of allocated A-level teaching time to cover the tasks and content included in the lesson and as explained above, it can also be used as revision of topic 4 content

This lesson evaluates the methods used by zoos and seed banks in the conservation of endangered species. The PowerPoint and accompanying resources have been primarily designed to cover point 4.16 of the Pearson Edexcel A-level Biology A (Salters Nuffield) specification but as this is potentially the last lesson in this topic, lots of questions and activities have been included that will challenge the students on their knowledge of topic 4 (Biodiversity and Natural Resources). Hours of research went into the planning of this lesson to source interesting examples to increase the relevance of the biological content and although the main focus of the lesson is the two ex situ conservation methods, the lesson begins with a consideration of the importance of the in situ methods that are used in the Lake Télé Community reserve in the Republic of Congo and the marine conservation zone in the waters surrounding Tristan da Cunha. Students will learn how this form of active management conserves habitats and species in their natural environment, with the aim of minimising human impact whilst maintaining biodiversity. To enrich their understanding of ex situ conservation, the well-known examples of ZSL London zoo, Kew Gardens and the Millennium Seed Bank Project in Wakehurst are used. Students will understand how conserving animal species outside of their natural habitat allows for human intervention that ensures the animals are fed and given medical assistance when needed as well as reproductive assistance to increase the likelihood of the successful breeding of endangered species. An emphasis is placed on the desire to reintroduce the species into the wild and the example of some initial successes with the mountain chicken frog in Dominica and Montserrat is discussed. As stated in the specification point, these methods must be evaluated and therefore the issues are also considered and there is a focus on the susceptibility of captive populations to diseases as a result of their limited genetic diversity. The final part of the lesson considers how seed banks can be used to ensure that plant species, which may contain the molecules for medicine development, avoid extinction, and how the plants can be bred asexually to increase plant populations quickly. Due to the extensiveness of this lesson, it is estimated that it will take in excess of 2/3 hours of allocated A-level teaching time to cover the tasks and content included in the lesson and as explained above, it can also be used as revision of topic 4 content

This lesson describes how energy is transferred between trophic levels using the terms net and gross primary productivity and calculates the efficiency of this transfer. The PowerPoint and accompanying resources have been designed to cover points 10.2 (i) and (ii) of the Edexcel A-level Biology B specification and the content of the lesson also accounts for the loss of energy between different levels and describes the farming practices that act to reduce these losses. Due to the fact that the productivity of plants is dependent on photosynthesis, a series of exam-style questions have been written into the lesson which challenge the students to explain how the structure of the leaf as well as the light-dependent and light-independent reactions are linked to GPP. All of the exam questions have mark schemes that are included in the PowerPoint to allow students to immediately assess their understanding. A number of quick quiz competitions as well as guided discussion points are used to introduce the formulae that calculate NPP and N and to recognise the meaning of the components. Once again, this is immediately followed with an opportunity to apply their understanding to selected questions and the students will have to calculate the efficiency of energy transfer. The remainder of the lesson focuses on the ways that energy is lost at each trophic level and the biology behind the following farming practices are discussed: raising herbivores to reduce the number of trophic levels in a food chain intensely rearing animals to reduce respiratory losses in human food chains the use of fungicides, insecticides and herbicides the addition of artificial fertilisers The ethical issues raised by these practices are also considered and alternative methods discussed such as the addition of natural predators and the use of organic fertilisers like manure

This lesson describes the inheritance of two non-interacting unlinked genes and guides students through the calculation of phenotypic ratios. The PowerPoint and the accompanying question sheet (which is differentiated) have been designed to cover point 8.2 (iii) of the Edexcel A-level Biology B specification. As the previous lesson described the construction of genetic crosses and pedigree diagrams, students are aware of the methods involved in writing genotypes and gametes for the inheritance of a single gene. Therefore, the start of this lesson builds on this understanding to ensure that students recognise that genotypes contain 4 alleles and gametes contain 2 alleles when two genes are inherited. The students are taken through the steps of a worked example to demonstrate the key steps in the calculation of a phenotypic ratio before 2 exam-style questions challenge them to apply their newly-acquired knowledge. Mark schemes are displayed within the PowerPoint to allow students to assess their progress. The phenotypic ratio generated as the answer to the final question is 9:3:3:1 and time is taken to explain that this is the expected ratio when two heterozygotes for two genes are crossed which they may be expected to use when meeting the chi squared test in an upcoming lesson

This lesson describes how to analyse data using the Spearman rank correlation coefficient. The PowerPoint and accompanying exam-style question are part of the second lesson in a series of 2 lessons which have been designed to cover point 10.1 (vi) of the Edexcel A-level Biology B specification. The first lesson in this series described how to analyse data using the standard deviation and the t-test As with the previous lesson, a step by step guide is used to walk the students through the use of the formula to generate the rank coefficient and to determine whether there is a positive correlation, no correlation or a negative correlation. The students are also reminded of the null hypothesis and will be shown how to accept or reject this hypothesis and to determine significance. The students will work through an example with the class and then are given the opportunity to apply their newly-acquired knowledge to an exam-style question. The mark scheme is displayed on the PowerPoint so they can assess their understanding

This lesson describes how the standard deviation and the t-test are used to analyse data. The detailed PowerPoint and accompanying resources are part of the first lesson in a series of 2 lessons that have been designed to cover point 10.1 (vi) of the Edexcel A-level Biology B specification. The next lesson, which uses skills covered in this lesson and has also been uploaded, describes how to analyse data using the Spearman rank correlation coefficient A step by step guide walks the students through each stage of the calculation of the standard deviation and gets them to complete a worked example with the class before applying their knowledge to another set of data. This data looks at the birth weights of humans on one day in the UK and this is used again later in the lesson to compare against the birth weights of babies in South Asia when using the student’s t-test. The null hypothesis is re-introduced, as it will encountered when considering the chi squared test in topic 8, and students will learn to accept or reject this based upon a comparison of their value against one taken from the table based on the degrees of freedom.

This lesson describes the effect that treaties such as CITES have had on global diversity. The PowerPoint and accompanying worksheets have been primarily designed to cover point 10.4 (ii) of the Edexcel A-level Biology B specification but has been planned to constantly challenge them on their knowledge of topic 3.3 (biodiversity) as a local conservation agreement is also considered Many hours of research have gone into the planning of this lesson to ensure that a range of interesting biological examples are included, with the aim of fully engaging the students in the material to increase its relevance. The students will learn that the Convention on International Trade in Endangered Species of Wild Fauna and Flora (CITES) was first agreed in 1973 and that 35000 species are currently found in appendix I, II or III. Time is taken to go through the meaning of each appendix and then the following animal and plant species are used to explain the finer details of the agreement: Tree pangolin, eastern black rhino for CITES appendix I Darwin’s orchid for CITES appendix II Four-horned antelope for CITES appendix III Exam-style questions are used to check on their understanding of the current topic as well as to challenge their knowledge of previously-covered topics such as the functions of keratin, when considering the structure of the rhino horn. Each of these questions has its own markscheme which is embedded in the PowerPoint and this allows the students to constantly assess their progress. The final part of the lesson considers the Countryside Stewardship Scheme as a local conservation agreements and discusses the reasons behind some of the key points. Students are told that farmers, woodland owners, foresters and land managers can apply for funding for a range of options including hedgerow management, low input grassland, buffer strips, management plans and soil protection options. The importance of the hedgerows for multiple species is discussed, and again a real-life example is used with bats to increase the likelihood of retention. The last task challenges them to use their overall knowledge of biodiversity to explain why buffer strips consisting of multiple types of vegetation are used and to explain why these could help when a farmer is using continuous monoculture.

This lesson describes the international and local conservation agreements that are made to protect species and habitats. The detailed PowerPoint and accompanying worksheets have been designed to cover point 4.2.1 (i) of the OCR A-level Biology A specification and includes details of CITES, CBD and CSS. Many hours of research have gone into the planning of this lesson to ensure that a range of interesting biological examples are included, with the aim of fully engaging the students in the material to increase its relevance. Beginning with the Convention on International Trade in Endangered Species of Wild Fauna and Flora, the students will learn that this was first agreed in 1973 and that 35000 species are currently found in appendix I, II or III. Time is taken to go through the meaning of each appendix and then the following animal and plant species are used to explain the finer details of the agreement: Tree pangolin, eastern black rhino for CITES appendix I Darwin’s orchid for CITES appendix II Four-horned antelope for CITES appendix III Exam-style questions are used to check on their understanding of the current topic as well as to challenge their knowledge of previously-covered topics such as the functions of keratin, when considering the structure of the rhino horn. Each of these questions has its own markscheme which is embedded in the PowerPoint and this allows the students to constantly assess their progress. Moving forwards, the Rio Convention on Biological Diversity is introduced and students will understand that this is a key document regarding sustainable development. The final part of the lesson considers local conservation agreements, focusing on the Countryside Stewardship Scheme and its replacement, the Environmental Stewardship Scheme. Students are told that farmers, woodland owners, foresters and land managers can apply for funding for a range of options including hedgerow management, low input grassland, buffer strips, management plans and soil protection options. The importance of the hedgerows for multiple species is discussed, and again a real-life example is used with bats to increase the likelihood of retention. The last task challenges them to use their overall knowledge of module 4.2.1 (biodiversity) to explain why buffer strips consisting of multiple types of vegetation are used and to explain why these could help when a farmer is using continuous monoculture.

This lesson describes the meaning of the term stem cell and the differences between totipotent, pluripotent and multipotent stem cells. The PowerPoint and accompanying worksheets have been designed to cover points 7.3 (i) and (ii) of the Edexcel A-level Biology B specification meaning that this lesson also contains discussion periods about the potential opportunities to use stem cells from embryos in medicine. The lesson begins with a knowledge recall of the structure of eukaryotic cells and the students have to use the first letters of each of the four answers to reveal the key term, stem cell. Time is then taken to consider the meaning of cellular differentiation, and this leads into the key idea that not all stem cells are equal when it comes to the number of cell types that they have the potential to differentiate into. A quick quiz round introduces the five degrees of potency, and then the students are challenged to use their understanding of terminology to place totipotency, pluripotency, multipotency, oligopotency and unipotency in the correct places on the potency continuum. Although the latter two do not have to be specifically known based on the content of specification point 7.3 (i), an understanding of their meaning was deemed helpful when planning the lesson as it should assist with the retention of knowledge about totipotency, pluripotency and multipotency. These three highest degrees of potency are the main focus of the lesson, and key details are emphasised such as the ability of totipotent cells to differentiate into any extra-embroyonic cell, which the pluripotent cells are unable to do. The morula, and inner cell mass and trophoblast of the blastocyst are used to demonstrate these differences in potency. The final part of the lesson discusses the decisions that the scientific community have to make about the use of pluripotent embryonic stem cells, adult stem cells and also multipotent foetal stem cells As there is a heavy mathematical content in the current A-level Biology exams, a Maths in a Biology context question is included in the lesson (when introducing the morula) to ensure that students continue to be prepared for the numerous calculations that they will have to tackle in the terminal exams. This resource has been differentiated two ways to allow students of differing abilities to access the work

This lesson describes the reasons for the need to maintain biodiversity, which include those which are ecological, economic and aesthetic. The PowerPoint and accompanying resources have been designed to cover point 18.3 (b) of the CIE A-level Biology specification. Many hours of research have gone into the planning of the lesson so that interesting examples are included to increase the relevance of the multitude of reasons to maintain biodiversity. These include the gray wolves and beavers of Yellowstone National Park and the Za boabab in the Madagascar rainforests as examples of keystone species. Students will learn that these species have a disproportionate effect on their environment relative to their abundance and exam-style questions and guided discussion periods are used to challenge them to explain their effect on other species in the habitat. The CIE exams have a heavy mathematical content and this is reflected in this lesson as students are challenged to complete a range of calculations to manipulate data to support their biological-based answers. All of the exam questions that are included throughout the lesson have mark schemes embedded into the PowerPoint to allow the students to assess their progress. Moving fowards, the economic ans aesthetic reasons to maintain biodiversity are considered, and there is a focus on the soil depletion that occurs when a continuous monoculture is used. The 1 Billion tree scheme that began in New Zealand in 2018 is introduced and the reasons that some groups of people are objecting to what they consider to be a pine monoculture are discussed. Students will recognise that the clear felling of the trees dramatically changes the landscape and that the increased runoff that results can have catastrophic affects for both aquatic life and for humans with floods. A number of quiz competitions are included in the lesson to introduce key terms in a fun and memorable way and some of the worksheets have been differentiated to allow students of differing abilities to access the work

This lesson describes and discusses the different methods of protecting endangered species. The engaging PowerPoint and accompanying worksheets have been designed to cover point 18.3 [c] of the CIE A-level Biology specification and the methods described include zoos, botanic gardens, national parks, marine conservation zones and seed banks Hours of research has gone into the planning of this lesson to source interesting examples that increase the relevance of the biological content concerning in situ conservation, and these include the Lizard National Nature Reserve in Cornwall, the Lake Télé Community reserve in the Republic of Congo and the marine conservation zone in the waters surrounding Tristan da Cunha. Students will learn how this form of active management conserves habitats and species in their natural environment, with the aim of minimising human impact whilst maintaining biodiversity. The main issues surrounding this method are discussed, including the fact that the impact of this conservation may not be significant if the population has lost much of its genetic diversity and that despite the management, the conditions that caused the species to become endangered may still be present. A number of quick quiz competitions are interspersed throughout the lesson to introduce key terms and values in a fun and memorable way and one of these challenges them to use their knowledge of famous scientists to reveal the surname, Fossey. Dian Fossey was an American conservationist and her years of study of the mountain gorillas is briefly discussed along with the issue that wildlife reserves can draw poachers and tourists to the area, potentially disturbing the natural habitat. To enrich their understanding of ex situ conservation, the better known examples of ZSL London zoo, Kew Gardens and the Millennium Seed Bank Project in Wakehurst are used. Students will understand how conserving animal species outside of their natural habitat enables human intervention that ensures the animals are fed and given medical assistance when needed as well as reproductive assistance to increase the likelihood of the successful breeding of endangered species. As with the in situ method, the disadvantages are also discussed and there is a focus on the susceptibility of captive populations to diseases as a result of their limited genetic diversity. The final part of the lesson considers how seed banks can be used to ensure that plant species avoid extinction and how the plants can be bred asexually to increase plant populations quickly. Due to the extensiveness of this lesson, it is estimated that it will take in excess of 2/3 hours of allocated A-level teaching time to cover the tasks and content that is included in the lesson.