This fully-resourced lesson describes the events of the cell cycle so that students can understand how the genetic material behaves in interphase, mitosis and cytokinesis. The detailed PowerPoint and accompanying resources have been designed to cover specification points 2.3 (i), (ii) and (iii) as detailed in the Edexcel A-level Biology B specification. Depending upon the exam board taken at GCSE, the knowledge and understanding of mitosis and the cell cycle will differ considerably between students and there may be a number of misconceptions. This was considered at all points during the planning of the lesson and to address existing errors, key points are emphasised throughout. The cell cycle is introduced at the start of the lesson and the quantity of DNA inside the parent cell is described as diploid and as 2n. A quiz competition has been written into the lesson and this runs throughout, challenging the students to identify the quantity of DNA in the cell (in terms of n) at different points of the cycle. Moving forwards, the first real focus is interphase and the importance of DNA replication is explained so that students can initially recognise that there are pairs of identical sister chromatids and then can understand how they are separated later in the cycle. The main part of the lesson focuses on prophase, metaphase, anaphase and telophase and describes how the chromosomes behave in these stages. An exam style question will check on their knowledge of the organelles from 2.1 and this acts to remind them that centrioles are responsible for the production of the spindle apparatus, Students will understand how the cytoplasmic division that occurs in cytokinesis results in the production of genetically identical daughter cells. This leads into a series of understanding and application questions where students have to identify the various roles of mitosis in living organisms as well as tackling a Maths in a Biology context question. The lesson concludes with a final round of MITOSIS SNAP where they only shout out this word when a match is seen between the name of a phase, an event and a picture

This engaging lesson describes how chromosome mutations result in changes to the number or structure of chromosomes and focuses on Downs and Turner’s syndrome. The PowerPoint and accompanying resources have been designed to cover specification points 2.3 (vi) and (vii) as detailed in the Edexcel A-level Biology B specification. A human karyotype which has not been altered by a mutation is studied at the start of the lesson to allow students to recall the usual number of chromosomes as well as the sex chromosomes. They are then challenged to identify the differences when presented with the karyotypes of sufferers of Downs, Turner’s and Klinefelter’s syndrome. Students will learn that in the majority of cases, these conditions are the result of non-disjunction and having been assisted in the explanation of the outcome for Downs and Klinefelters, they have to form their own for Turner’s. The remainder of the lesson looks at other types of mutations, including translocation, and students will also see how whole sets of chromosomes can be duplicated in polyploidy.

This detailed lesson describes the fluid mosaic model of membrane structure and outlines the roles of the different components . Fully resourced, the PowerPoint and accompanying worksheets have been designed to cover specification point 4.1 (a) of the CIE International A-level Biology specification but as the membranes and target cells are discussed, points 4.1 (b) and © are also partially covered The fluid mosaic model is introduced at the start of the lesson so that it can be referenced at appropriate points throughout the lesson. Students were introduced to phospholipids in topic 2 and so an initial task challenges them to spot the errors in a passage describing the structure and properties of this molecule. This reminds them of the bilayer arrangement, with the hydrophilic phosphate heads protruding outwards into the aqueous solutions on the inside and the outside of the cell. In a link to some upcoming lessons on the transport mechanisms, the students will learn that only small, non-polar molecules can move by simple diffusion and that this is through the tails of the bilayer. This introduces the need for transmembrane proteins to allow large or polar molecules to move into the cell by facilitated diffusion and active transport. Proteins that act as receptors as also introduced and an opportunity is taken to make a link to an upcoming topic so that students can understand how hormones or drugs will bind to target cells in this way. Moving forwards, the structure of cholesterol is covered and students will learn that this hydrophobic molecule sits in the middle of the tails and therefore acts to regulate membrane fluidity. The final part of the lesson challenges the students to apply their newly-acquired knowledge to a series of questions where they have to explain why proteins may have moved when two cells are used and to suggest why there is a larger proportion of these proteins in the inner mitochondrial membrane than the outer membrane.

This fully-resourced lesson has been written to support students to develop a clear understanding of 16 key genetic terms, including the 8 that are detailed in specification point 8.2 (i) of the Edexcel A-level Biology B specification. The 16 terms are genome, gene, chromosome, gene locus, homologous chromosomes, alleles, dominant, recessive, genotype, codominance, multiple alleles, autosomes, sex chromosomes, phenotype, homozygous and heterozygous. As some of these terms were met at GCSE, this fully-resourced lesson has been designed to include a wide range of activities that build on this prior knowledge and provide clear explanations as to their meanings as well as numerous examples of their use in both questions and exemplary answers. The main task provides the students with an opportunity to apply their understanding by recognising a dominance hierarchy in a multiple alleles characteristic and then calculating a phenotypic ratio when given a completed genetic diagram. Other tasks include prior knowledge checks, discussion points to encourage students to consider the implementation of the genetic terms and quiz competitions to introduce new terms, maintain engagement and to act as an understanding check.

This lesson describes the roles of phosphate, calcium, magnesium and nitrate ions in plants. The PowerPoint and accompanying resources have been designed to cover the content of point 1.6 of the Edexcel A-level biology B specification. The lesson begins by challenging the students to recognise DNA, RNA and phospholipids from three clues, and then they are challenged to recognise that these three biological molecules all contain phosphate ions. Moving forwards, a quick quiz round introduces adenosine triphosphate (ATP) and the students will learn that this is a phosphorylated nucleotide which can be hydrolysed to ADP to release energy. Time is taken to explain how this energy can be coupled to processes within cells such as active transport and examples in plants including the absorption of mineral ions and active loading in the phloem are explored. The rest of the lesson describes the role of magnesium in the production of chlorophyll, nitrates to make DNA and amino acids and calcium ions to form calcium pectate in the middle lamellae. There are multiple understanding checks and also prior knowledge checks, where the students recall of the structure and function of haemoglobin is challenged.

This lesson describes the role of reduced NAD and FAD as sources of electrons and protons for the electron transport system. The PowerPoint has been designed to cover the content of topic 3 point (d) of A2 unit 3 as set out in the WJEC A-level biology specification and explains how ATP is produced by oxidative phosphorylation. The lesson begins with a recognition that the start of this stage doesn’t have a carbon-based molecule as was observed with the Krebs cycle. This leads into a discussion period, where the students are challenged to study their notes on glycolysis and the Krebs cycle to suggest which products of these reactions could initiate this stage. This introduces the reduced coenzymes as the sources of electrons and protons for the electron transport system, and as shown in the cover image, a step-by-step guide walks the students through the key parts of this stage. Students will learn about the creation of a proton gradient across the inner mitochondrial membrane and the formation of ATP and water when oxygen acts as the final electron acceptor. This lesson is a follow-on lesson from the previous lessons covering the Krebs cycle, glycolysis and the need for respiration.

This lesson describes the meaning of absorption and action spectra and explains why plants contain several photosynthetic pigments. The PowerPoint and accompanying resources have been designed to cover both specification points in topic 5.6 of the Edexcel A-level biology B specification and includes key information to prepare the students for the photosynthesis lessons in topic 5.7. The students are presented with a picture of a leaf with chlorosis at the start of the lesson and are challenged to explain the appearance and name the ion which is deficient in the soil, drawing on their knowledge from topic 1. The lesson has been intricately planned to build on their limited knowledge of photosynthesis from GCSE, and to introduce key details such as the location of chlorophyll in the photosystems in the thylakoids. The students will learn that there are two forms of chlorophyll a, as well as a chlorophyll b, and a quick quiz round is used to reveal the values of 680 and 700. The absorption spectrum for chlorophyll a and b are displayed and when the students are presented with a spectra, they will discover that there are more chloroplast pigments. The carotenoids are introduced and the students have to interpret the spectra to reveal more details about these pigments. The meaning of an action spectrum is provided and the students are challenged to draw a sketch graph to show how the rate of photosynthesis differs for different wavelengths, before the correlation between the two spectra is considered.

This lesson describes the importance of photosynthetic pigments in photosynthesis. The PowerPoint and accompanying resources are part of the 1st lesson in a series of 2 lessons which have been designed to cover point [c]of module 5.2.1 of the OCR A-level biology A specification and include descriptions of the role of the chlorophylls, carotene and xanthophyll and explains how to interpret absorption and action spectra. . The students are presented with a picture of a leaf with chlorosis at the start of the lesson and are challenged to explain the appearance by drawing on any knowledge from GCSE. The lesson has been intricately planned to build on the previous lesson on the structure of the chloroplast, and the students are reminded that chlorophyll is located in the thylakoids. The students will learn that there are two forms of chlorophyll a, as well as a chlorophyll b, and a quick quiz round is used to reveal the values of 680 and 700. The absorption spectrum for chlorophyll a and b are displayed and when the students are presented with a spectra, they will discover that there are more chloroplast pigments. The carotenoids are introduced and the students have to interpret the spectra to reveal more details about these pigments. The meaning of an action spectrum is provided and the students are challenged to draw a sketch graph to show how the rate of photosynthesis differs for different wavelengths. Due to the similarities in the structure and function between haemoglobin and chlorophyll, the final task is a prior knowledge check about this protein.

This lesson uses real-life examples in plants and animals to explain the need for all living organisms to carry out respiration to provide energy. The PowerPoint and accompanying resources have been designed to cover the content of topic 3 point (a) of A2 unit 3 as detailed in the WJEC A-level Biology specification but can also be used as a revision tool to challenge the students on their knowledge of active transport. As the first lesson in this topic, it has been specifically planned to act as an introduction to this cellular reaction and provides important details about glycolysis, the Krebs cycle and oxidative phosphorylation that will support the students to make significant progress when these stages are covered during upcoming lessons. Students met phosphorylation in topic 2 when considering the light-dependent reactions of photosynthesis and their knowledge of the production of ATP in this plant cell reaction is challenged in this lesson. The students are also tested on their recall of the structure and function of ATP, as covered in AS unit 1, topic 5, through a spot the errors task. By the end of the lesson, the students will be able to explain why the ATP produced in cellular respiration is needed by root hair cells and by companion cells and will be introduced to uses in animals too, such as nervous transmission. They will also be able to name and describe the different types of phosphorylation and will know that ATP is produced by substrate-level phosphorylation in glycolysis and the Krebs cycle and by oxidative phosphorylation in the final stage of aerobic respiration.

This lesson describes how lipids and amino acids are used in respiration, as an alternative to glucose. The PowerPoint and accompanying resources have been designed to cover the content of topic 3 point (f) of A2 unit 3 as set out in the WJEC A-level biology specification. The lesson begins with a challenge, where the students have to recognise the key term substrate using either 1 or 2 descriptions. The definition of a respiratory substrate is provided and students will learn that although glucose is the chief respiratory substrate, lipids and amino acids can be metabolised to generate molecules of ATP. A quick quiz round is used to introduce the relative energy value per gram of carbohydrate and then this is used as a reference value for the remainder of the lesson. Students will learn that the energy value is higher for lipids and this is explained, making reference to the proton gradient in the final stage of aerobic respiration. The final part of the lesson considers amino acids and makes a link to deamination, and explores how the entry point into respiration depends upon the keto acid which was formed. The lesson contains multiple understanding checks and all answers are embedded into the PowerPoint to allow students to assess their progress.

This lesson describes the importance of water and inorganic ions in plants. The PowerPoint and accompanying resources have been designed to cover the content of point 4.8 of the Edexcel International A-level biology specification, and includes details of the roles of nitrate, calcium and magnesium ions. In an earlier lesson, the students explored the relationship between the structure and function of the xylem vessel, so this lesson describes how the properties of water allow movement through the tissue. The students will understand how hydrogen bonds between water molecules leads to cohesion and this coupled with tension, causes the column of water to be pulled towards the leaves by the transpiration pull. Their knowledge and understanding of the role of water in hydrolysis and condensation reactions is challenged, before the role of water as a transport medium for multiple substances, including inorganic ions, is discussed. The rest of the lesson describes the role of magnesium in the production of chlorophyll, nitrates to make DNA and amino acids and calcium ions to form calcium pectate in the middle lamellae. There are multiple understanding checks and also prior knowledge checks, where the students recall of the structure and function of the vacuole and haemoglobin are challenged.

This lesson describes the role of the chlorophylls, carotene and xanthophyll and explains how to interpret absorption and action spectra. The PowerPoint and accompanying resources have been designed to cover points 4 and 5 in topic 13.1 of the CIE A-level biology specification. The students are presented with a picture of a leaf with chlorosis at the start of the lesson and are challenged to explain the appearance by drawing on any knowledge from GCSE. The lesson has been intricately planned to build on the previous lesson on the structure of the chloroplast, and the students are reminded that chlorophyll is located in the thylakoids. The students will learn that there are two forms of chlorophyll a as well as a chlorophyll b, and a quick quiz round is used to reveal the values of 680 and 700. The absorption spectrum for chlorophyll a and b are displayed and when they are presented with a spectra, the students will discover that there are more chloroplast pigments. The carotenoids are introduced and the students have to interpret the spectra to reveal more details about these pigments. The meaning of an action spectrum is provided and the students are challenged to draw a sketch graph to show how the rate of photosynthesis differs for different wavelengths.

This lesson describes the importance of water and calcium, magnesium and nitrate ions in plants. The PowerPoint and accompanying resources have been designed to cover the content of point 4.12 of the Pearson Edexcel A-level biology A (SNAB) specification. In the previous lesson, the students explored the relationship between the structure and function of the xylem vessel, so this lesson describes how the properties of water allow movement through the tissue. The students will understand how hydrogen bonds between water molecules leads to cohesion and this coupled with tension, causes the column of water to be pulled towards the leaves by the transpiration pull. Their knowledge and understanding of the role of water in hydrolysis and condensation reactions is challenged, before the role of water as a transport medium for multiple substances, including inorganic ions, is discussed. The rest of the lesson describes the role of magnesium in the production of chlorophyll, nitrates to make DNA and amino acids and calcium ions to form calcium pectate in the middle lamellae. There are multiple understanding checks and also prior knowledge checks, where the students recall of the structure and function of haemoglobin is challenged.

This lesson describes how chloroplast pigments can be separated by chromatography and the pigments identified by Rf values. The PowerPoint and accompanying resource have been planned to cover point 5.7 of the Edexcel International A-level biology specification and to build and check on the knowledge acquired in the previous lesson on the absorption and action spectrum. The lesson begins with a challenge, where the students must recall that chromatography is the separation method that has a stationary and a mobile phase and then to realise that the chloroplast pigments could be separated using this technique. A step-by-step guide goes through the thin-layer chromatography process, and understanding and prior knowledge checks are used throughout to add key details. Moving forwards, the formula for the retention factor is provided, and the students are challenged to apply this formula to recognise the values for the chlorophylls and the carotenoids to allow them to be identified. All answers to the understanding and prior knowledge checks are embedded into the PowerPoint to allow students to assess their progress.

This lesson describes how thin-layer chromatography can be used to separate photosynthetic pigments. The PowerPoint and accompanying resource are part of the 2nd lesson in a series of 2 lessons which have been planned to cover point [c] of module 5.2.1 of the OCR A-level biology A specification. As mentioned above, this lesson has been designed to build and check on knowledge from the previous lesson which covered the importance of the photosynthetic pigments. The lesson begins by challenging them to recall that chromatography is the separation method that has a stationary and a mobile phase and then to realise that the photosynthetic pigments could be separated using this technique. A step-by-step guide goes through the TLC process, and understanding and prior knowledge checks are used throughout to add key details. Moving forwards, the formula for the retention factor is provided, and the students are challenged to apply this formula to recognise the values for the chlorophylls and the carotenoids. All answers to the understanding and prior knowledge checks are embedded into the PowerPoint to allow students to assess their progress.

This lesson describes how to use thin-layer chromatography to separate and identify chloroplast pigments. The PowerPoint and accompanying resource have been planned to cover point (6) of topic 13.1 of the CIE A-level biology specification and to build and check on the knowledge acquired in the previous two lessons on the structure of the chloroplast and photosynthesis and the chloroplast pigments. As shown in the cover image, the lesson begins by challenging them to recall that chromatography is the separation method that has a stationary and a mobile phase and then to realise that the chloroplast pigments could be separated using this technique. A step-by-step guide goes through the TLC process, and understanding and prior knowledge checks are used throughout to add key details. Moving forwards, the formula for the retention factor is provided, and the students are challenged to apply this formula to recognise the values for the chlorophylls and the carotenoids to allow them to be identified. All answers to the understanding and prior knowledge checks are embedded into the PowerPoint to allow students to assess their progress.

This lesson describes the features of the endocrine system, focusing on the differing actions of peptide and steroid hormones at target cells. The detailed PowerPoint and accompanying resources have been primarily designed to cover point (1) of topic 15.1 of the CIE A-level biology specification but can also be used as a revision tool to check on their knowledge of the role of glucagon in the homeostatic control of blood glucose concentration from topic 14 whilst introducing transcription factors which will be covered in topic 16. Students should have a base knowledge of the endocrine system from GCSE and topic 14 so this lesson has been planned to build on that knowledge and to add the detail needed at this level. The lesson begins by challenging this knowledge to check that they understand that endocrine glands secrete these hormones directly into the blood. Students will learn that most of the secreted hormones are peptide (or protein) hormones and a series of exam-style questions are used to challenge them on their recall of the structure of insulin as well as to apply their knowledge to questions about glucagon. Moving forwards, the students are reminded that hormones have target cells that have specific receptor sites on the surface of their membrane. The relationship between a peptide hormone as a first messenger and a second messenger on the inside of the cell is described to allow students to recall how the activation of cyclic AMP triggers a cascade of events on the inside of the cell. The rest of the lesson focuses on steroid hormones and specifically their ability to pass through the membrane of a cell and to bind to transcription factors, as exemplified by oestrogen.

This lesson describes the mechanism by which the guard cells open and close the stomatal apertures in response to changes in environmental conditions. The PowerPoint and accompanying resources have been designed to cover points 1, 2 and 3 as set out in topic 14.2 of the CIE A-level biology specification (for assessment in 2025 - 2027). The lesson begins with a plant biology check, where the students have to spot the structure which isn’t found in a leaf, and then to spot the three leaf cells. This reveals the palisade and spongy mesophyll cells, but most importantly the guard cells. In a change to the normal, this lesson considers the function of the guard cells first before the structure is considered, and an understanding of the relationship between the two is embedded. Students will understand that there’s a balance between the opening of the stomatal aperture to allow carbon dioxide to diffuse in for photosynthesis, with the closing to reduce transpiration losses. The students’ knowledge of photosynthesis and other related topics are challenged throughout, and answers to all of the questions are found in the PowerPoint to allow the students to assess their progress. The final part of the lesson describes the mechanism by which the guard cells open the stomata, including details of ATP, potassium ions and the movement of water by osmosis.

This lesson describes the role of abscisic acid in the closure of stomata during times of water stress, including the role of calcium ions. The PowerPoint and accompanying resources have been planned to cover the content of point (4) of topic 14.2 of the CIE A-level biology specification (for assessment in 2025-27). The lesson begins with an introduction of water stress and the description of the need for plants to adapt to these conditions because they can’t flee like animals can. A step-by-step guide underpins the lesson, consisting of 8 key steps in the mechanism. A series of tasks run alongside this, supporting the students with their understanding of key substances, such as abscisic acid, calcium ions, and potassium ions. There are multiple understanding checks, with answers embedded into the PowerPoint, to allow students to assess their own progress. There are also prior knowledge checks which encourage students to make links to previously covered content, including the response to a low blood glucose, and also the role of ions in living organisms. This lesson has been specifically designed to follow the lesson on guard cells and stomata, which is also uploaded.