This detailed and engaging lesson focuses on the importance of the excretion of carbon dioxide and urea in humans. It also looks at how the urea is formed as a result of deamination in the liver and as such covers the Core and Supplement content of the early section of topic 13 of the CIE IGCSE Biology specification. The lesson begins with a “Crack the code” type task which will enable the students to learn the meaning of excretion and specifically how it relates to the products of metabolism. Excretion is often confused with egestion by students so this misconception is addressed immediately and as a result they will understand that carbon dioxide and urea have to be excreted whereas faeces is egested. Moving forwards, time is taken to explain why carbon dioxide needs to be excreted and links are made to the earlier topic of enzymes and how a fall in pH could affect their activity. The rest of the lesson focuses on the formation of urea in the liver. Whilst learning about deamination, students will also be introduced to the process of assimilation and the production of rge plasma protein fibrinogen is used to explain the importance of this function of the liver. In addition to understanding checks and prior knowledge checks, quiz competitions are included in the lesson to introduce key terms in a fun and memorable way. This lesson has been designed for students studying the CIE IGCSE Biology course but is also suitable for older students who are starting the topic of excretion or the functions of the liver and want to recall the key facts.

This clear and concise lesson covers the Link reaction and its site in the cell as detailed in point 5.2.2 (d) of the OCR A-level Biology A specification. The PowerPoint explains how the product of glycolysis, pyruvate, is decarboxylated and dehydrogenated and combined with coenzyme A to form acetyl coenzyme A which will then enter the Krebs cycle. 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 this stage occurs 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. This lesson has been written to tie in with the other uploaded lessons on glycolysis and the Krebs cycle and oxidative phosphorylation.

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 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 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 describes the importance of the cytoskeleton, and focuses on the role of these proteins in the transport within cells and cell movement. The PowerPoint and accompanying resource have been designed to cover point 2.1.1 (j) of the OCR A-level Biology A specification and has been specifically designed to tie in with The previous lesson covered the ultrastructure of eukaryotic cells and the function of the different cellular components and this lesson has been planned to build on that knowledge to show how the cytoskeleton allows for the movement of these organelles from one part of the cell to another. In particular, the students will recognise how the dragging movement of the motor proteins along the microtubule track is important for the proteins produced at the RER to move to the Golgi before the vesicles are then moved to the membrane for exocytosis. In this way, this lesson also covers specification point 2.1.1 (i). Other examples such as the movement of the synaptic vesicles and the contraction of the spindle fibres during anaphase are used to consolidate understanding further. The cilia and the flagellum are also described and links are made to related topics such as the primary non-specific defences against pathogens. In order to engage and motivate the students during the 7 lessons in this module, a running quiz competition has been written into each of the lessons and 3 rounds are incorporated into this lesson. A quiz scoresheet to keep track of the points is included in this resource.

This fully-resourced lesson explains the relationship between the structure and function of arteries, veins and capillaries. The engaging and detailed PowerPoint and accompanying resources have been designed to cover point 8.1 © of the CIE International A-level Biology specification. This lesson has been written to build on any prior knowledge from GCSE to enable students to fully understand why a particular type of blood vessel has particular features. Students will be able to make the connection between the narrow lumen and elastic tissue in the walls of arteries and the need to maintain the high pressure of the blood. A quick version of the GUESS WHO game is used to introduce smooth muscle and collagen in the tunica media and externa and again the reason for their presence is explored and explained. Moving forwards, the lesson considers the structure of the veins and students are challenged to explain how the differences to those observed in arteries is due to the lower blood pressure found in these vessels. The final part of the lesson looks at the role of the capillaries in exchange. Links are made to diffusion to ensure that students can explain how the red blood cells pressing against the endothelium results in a short diffusion distance. It is estimated that it will take about 2 hours of allocated A-level Biology teaching time to cover the detail included in this lesson

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 detailed lesson describes the structure of the mammalian kidney and the nephron. The PowerPoint and accompanying resource have been designed to cover specification point [c] in topic 7 of A2 unit 3 of the WJEC A-level Biology specification. The lesson has been planned to tie in with the other lessons in topic 7 on reabsorption in the proximal tubule and the role of the ADH in the homeostatic balance of blood water potential and a common theme runs throughout to allow students to build their knowledge gradually and develop a deep understanding of this organ. Students will come to recognise the renal cortex and renal medulla as the two regions of the kidney and learn the parts of the nephron which are found in each of these regions. Time is taken to look at the vascular supply of this organ and specifically to explain how the renal artery divides into the afferent arterioles which carry blood towards the glomerulus and the efferent arterioles which carry the blood away. The main task of the lesson challenges the students to relate structure to function. Having been introduced to the names of each of the parts of the nephron, they have to use the details of the structures found at these parts to match the function. For example, they have to make the connection between the microvilli in the PCT as a sign that this part is involved in selective reabsorption. Please note that there are no electron micrographs of the kidney in this lesson.

This detailed lesson has been planned to cover the 1st part of specification point 5.1.2 © of the OCR A-level Biology A specification which states that students should be able to demonstrate and apply an understanding of the gross structure of the kidney included the detailed structure of the nephron. The lesson was designed at the same time as the other lessons in this topic on ultrafiltration, selective reabsorption and osmoregulation so that a common theme runs throughout and students can build their knowledge up gradually and develop a deep understanding of this organ. Students will come to recognise the renal cortex and renal medulla as the two regions of the kidney and learn the parts of the nephron which are found in each of these regions. Time is taken to look at the vascular supply of this organ and specifically to explain how the renal artery divides into the afferent arterioles which carry blood towards the glomerulus and the efferent arterioles which carry the blood away. The main task of the lesson challenges the students to relate structure to function. Having been introduced to the names of each of the parts of the nephron, they have to use the details of the structures found at these parts to match the function. For example, they have to make the connection between the microvilli in the PCT as a sign that this part is involved in selective reabsorption. This lesson has been designed for students studying on the OCR A-level Biology course

An engaging lesson presentation (80 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 3 (Quantitative chemistry) of the AQA GCSE Chemistry specification (specification point C4.3). The lesson includes useful hints and tips to encourage success in assessments. For example, students are shown how to recognise whether to use Avogadro’s constant or the moles formula in a moles calculation question. The topics that are tested within the lesson include: Conservation of mass and balanced symbol equations Relative formula mass Mass changes when a reactant or product is a gas Moles Amounts of substances in equations Concentration of solutions Atom economy Molar volume Students will be engaged through the numerous activities including quiz rounds like “Number CRAZY” and “In the BALANCE” whilst crucially being able to recognise those areas which need further attention

This lesson explains why large organisms with a low surface area to volume ratio need specialised gas exchange surfaces and a mass transport system. The PowerPoint and accompanying worksheets have been designed to cover points 4.1 (i & ii) of the Edexcel A-level Biology B specification and have been specifically planned to prepare students for the upcoming lessons on gas exchange (4.3) and circulation (4.4) The students are likely to have been introduced to the surface area to volume ratio at GCSE, but understanding of its relevance tends to be mixed. Therefore, real life examples are included throughout the lesson that emphasise the importance of this ratio in order to increase this relevance. A lot of students worry about the maths calculations that are associated with this topic so a step by step guide is included at the start of the lesson that walks them through the calculation of the surface area, the volume and then the ratio. Through worked examples and understanding checks, SA/V ratios are calculated for cubes of increasing side length and living organisms of different size. These comparative values will enable the students to conclude that the larger the organism or structure, the lower the surface area to volume ratio. A differentiated task is then used to challenge the students to explain the relationship between the ratio and the metabolic demands of a single-celled and multicellular organisms and this leads into the next part of the lesson, where the adaptations of large organisms to increase this ratio at the exchange surfaces are covered. The students will calculate the SA/V ratio of a human alveolus (using the surface area and volume formulae for a sphere) and will see the significant increase that results from the folding of the membranes. In addition to the ratio, time is taken to discuss and describe how the maintenance of a steep concentration gradient and a thin membrane are important for the rate of diffusion and again biological examples are used in humans and other organisms to increase the understanding. Fick’s law of diffusion is also introduced as a mechanism to help the students to recall that surface area, concentration difference and thickness of membrane govern the rate of simple diffusion. The final part of the lesson considers how a mass transport system is needed alongside the specialised gas exchange surface to allow the oxygen to be delivered to the respiring cells to enable them to continue to carry out aerobic respiration to generate ATP.

This engaging revision lesson has been designed to guide students through the numerous elements of the OCR A-level Biology A specification which challenge their mathematical skills. A good performance in these MATHS IN BIOLOGY questions across the three assessment papers can prove the difference between a number of grades and this resource provides the students with support and plenty of opportunities to apply their understanding. Both the provided and recall formulae are covered in this lesson and students can assess their progress against the displayed mark schemes with detailed explanations in order to identify any areas which require further attention. The following mathematical skills and formulae are covered during this revision lesson: Hardy-Weinberg principle Chi-squared test Calculating magnification Converting between units of size Standard deviation Mean Estimating populations using sampling results Genetic diversity (polymorphic gene loci) Simpson’s Index of Diversity Percentages Percentage change Cardiac output Respiratory quotient Retention factor The majority of the tasks are differentiated two ways, to allow students of differing abilities to access the work and the different quiz rounds such as “YOU DO THE MATH” and “Fill the VOID” will maintain engagement over the duration of this extensive lesson. It is estimated that this lesson will take in excess of 2 hours teaching time to cover and can be used at different points of the course when these skills need to be tested and honed.

This is a fully-resourced lesson that looks at how the transfer of electrons from metals to non-metals causes ionic bonds and compounds to form and then explores the different properties of these structures. The lesson includes a detailed and engaging lesson presentation (43 slides) and a task worksheet which has been differentiated two ways. The lesson begins by introducing the name of the type of bond, but does not go into any more detail at this stage. This is because the lesson is designed to allow the students to discover that in order for both of the atoms involved to get a full outer shell, electrons have to be transferred from one to the other. Over the course of the lesson, students will recognise that it is the metal that loses the electrons and becomes a positive ion whilst the non-metal gains the electrons and becomes a negative ion. There are lots of discussion and discovery points like this written into the lesson so that students can take ownership for their learning. Students are guided through drawing dot and cross diagrams to represent these compounds and as a result links are made to the topics of naming compounds, writing chemical formulae, forming ions and electron configurations. There are a number of quick competitions in the lesson which introduce new terms to the students. One such competition introduces the term lattice and the lesson builds from here to understand why ionic compounds have high melting and boiling points. Moving forwards, students will also learn that solid ionic compounds cannot conduct electricity whilst those in molten form or in an aqueous solution are able to. The final task of the lesson challenges the students to bring all of the information together they have seen to draw a dot and cross diagram for aluminium oxide, explain how it was formed and then explain how aluminium is extracted from this compound by electrolysis. This final task has been differentiated so that students who need extra assistance can still access the learning. This lesson has been written for GCSE aged students but could be used with higher ability younger students who are pushing on with the elements, compounds and mixtures topic