Paperfriendlyresourcesuk
New Resources Coming soon!
PFR resources have been designed to ensure good quality teaching is not compromised by printing restrictions or buffering videos. Lessons that include worksheets have been created for teachers to print at least two copies to an A4 sheet.
Paperfriendlyresourcesuk
New Resources Coming soon!
PFR resources have been designed to ensure good quality teaching is not compromised by printing restrictions or buffering videos. Lessons that include worksheets have been created for teachers to print at least two copies to an A4 sheet.
Feeding relationships lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability class, although content can be adjusted to suit any ability. Includes powerpoint timers, slide animations, embedded video’s and mini review. NB: If you are unable to play embedded videos please view slide notes for link.
AQA spec link: 4.7.2.1
Relevant chapter: B17 organising an ecosystem. AQA Biology third edition textbook-Page 276-277
Students are required to know the following;
Students should understand that photosynthetic organisms are the producers of biomass = for life on Earth. Feeding relationships within a community can be represented by food chains. All food chains begin with a producer which synthesises molecules. This is usually a green plant or alga which makes glucose by photosynthesis.
Producers are eaten by primary consumers, which in turn may be eaten by secondary consumers and then tertiary consumers.
Consumers that kill and eat other animals are predators, and those eaten are prey. In a stable community the numbers of predators and prey rise and fall in cycles.
WS 1.2 Interpret graphs used to model predator-prey cycles.
Students should be able to interpret graphs used to model these cycles.
Factors affecting transpiration lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability class, although content can be adjusted to suit any ability.Includes powerpoint timers, slide animations, embedded video’s and mini review. NB: If you are unable to play embedded videos please view slide notes for link.
AQA spec link: 4.2.3.2
Relevant chapter: B4 Organising animals and plants. AQA Biology combined/third edition textbook-Page 68-69
Students are required to know the following;
Students should be able to explain the effect of changing temperature, humidity, air movement and light intensity on the rate of transpiration.
•plot and draw appropriate graphs, selecting appropriate scales for axes
This bundle only contains the content for SEPARATE science (BIOLOGY ONLY) students. It includes the B5 unit-communicable diseases. All lessons have been done in accordance to the specification requirements. Videos have been embedded for ease of use, and printer friendly resources attached. Search the individual lessons for more information on the lesson content. Save 35% by purchasing this bundle :)
Lesson 1-Heath and disease
Lesson 2-Pathogens and disease
Lesson 3-Growing bacteria in the lab
Lesson 4-RP 2 Microbiology
Lesson 5-Preventing bacterial growth
Lesson 6-Preventing infections
Lesson 7-Viral and bacterial diseases
Lesson 8-Diseases caused by fungi and protist
Lesson 9-Human defense responses
Lesson 10-More about plant diseases
Lesson 11-Plant defence responses
The human population explosion lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability trilogy class, although content can be adjusted to suit any ability. Students are expected to demonstrate their graph skills this lesson as well as interpret data.
This lesson Includes powerpoint timers, slide animations, questions with markscheme and embedded video’s and mini review.
***Paper friendly tips: Avoid printing the markscheme provided, unless required, an interactive markscheme has been included in the powerpoint. Print two worksheets to one page to save paper. Instruct able students to copy out the table on slide 14 .
NB: If you are unable to play embedded videos please view slide notes for link. *
AQA spec link: 4.7.3.1; 3.2; 3.3
Relevant chapter: B17 Biodiversity and ecosystems. AQA Biology combined science Trilogy edition textbook-Page 232-233
Students are required to know the following;
Biodiversity is the variety of all the different species of organisms on earth, or within an ecosystem.
A great biodiversity ensures the stability of ecosystems due to the interdependencies of one species on another for food, shelter, and the maintenance of the physical environment.
The future of the human species on Earth relies on us maintaining a good level of biodiversity. Many human activities are reducing biodiversity and only recently have measures been taken to try to stop this reduction.
Rapid growth in the human population and an increase in the standard of living mean that increasingly more resources are used and more waste is produced. Unless waste and chemical materials are properly handled, more pollution will be caused.
Humans reduce the amount of land available for other animals and plants by building, quarrying, farming, and dumping waste.
Fossils and extinction lesson created in accordance to the NEW AQA Specification (9-1). Designed for higher ability class, although content can be adjusted to suit any ability. Includes: embedded videos and timers, slide animations, practice questions with answers on slides, worksheet and an interactive quiz. NB: If you are unable to play videos a URL link can be found in the slide notes.
AQA spec link: 4.6.3.5
Relevant chapter: B15 Genetics and evolution. AQA Biology third edition textbook-Page 224-245
Students are required to know the following;
Fossils are the ‘remains’ of organisms from millions of years ago, which
are found in rocks. Fossils may be formed:
• from parts of organisms that have not decayed because one or more
of the conditions needed for decay are absent
• when parts of the organism are replaced by minerals as they decay
•as preserved traces of organisms, such as footprints, burrows and
rootlet traces.
Many early forms of life were soft-bodied, which means that they
have left few traces behind. What traces there were have been mainly
destroyed by geological activity. This is why scientists cannot be certain about how life began on Earth.
WS 1.3 Appreciate why the fossil record is incomplete.
6.5.1.4 Resultant forces (Higher tier content) lesson created in accordance to the NEW AQA Specification (9-1).
Includes: slide animations, embedded videos, and worksheet with answers as well as a interactive review task. If for any reason the video link does not work, a URL has also been included in the notes.
For further enquiries please email paperfriendlyresources@gmail.com
(HT only) A single force can be resolved into two components
acting at right angles to each other. The two component forces
together have the same effect as the single force.
This is one of my all time favourite lessons to teach, i’ve had great feedback from my students and would love to inspire more it’s free for that reason alone.
Heart dissection lesson in accordance to the NEW AQA Specification (9-1). Designed for a higher ability class, although content can be adjusted to suit any ability. Includes powerpoint timers, slide animations, embedded video’s and mini review. NB: If you are unable to play embedded videos please view slide notes for link. This is NOT a required practical lesson. This is well worth doing with a separate science group. You may decide to do this practical before theory i’ve taught the theory in a previous lesson.
AQA spec link: 4.2.2.2
Relevant chapter: B4 Organising animals and plants. AQA Biology combined edition textbook-Page 54-55
Students are required to know the following;
Students should know the structure and functioning of the human heart and lungs, including how lungs are adapted for gaseous exchange. The heart is an organ that pumps blood around the body in a double circulatory system. The right ventricle pumps blood to the lungs where gas exchange takes place. The left ventricle pumps blood around the rest of the body. Knowledge of the blood vessels associated with the heart is limited to the aorta, vena cava, pulmonary artery, pulmonary vein and coronary arteries. Knowledge of the names of the heart valves is not required.
This worksheet requires students to complete an unlabelled diagram using the AQA biology textbook (Page 188-189). This worksheet supports the lesson created on dialysis. *Top tip-to save printing print 2 of these pages to 1 A4 *
AQA spec link: 5.3.3 People who suffer from kidney failure may be treated by using kidney dialysis. Students should know the basic principles of the operation of a dialysis machine.
This lessons has been made in accordance to the national curriculum for KS3
Suitable for a high ability KS3 class and to use as part of the ‘Activate’ schemes of work. Resources can be adjusted to meet the needs of your class.
Includes: slide animations, embedded videos, worksheets, and questions with answers as well as a interactive review task. If for any reason the video link does not work, a URL has also been included in the notes.
For further enquiries please email paperfriendlyresources@gmail.com
Praise 10 students with just one A4 print! These praise cards look good in both Colour and Black & White and are completely Editable and paper friendly. Simply include your Schools logo, add your name. To save time, print in advance.
For general enquiries please email me at paperfriendlyresources@gmail.com
Follow me on Instagram for updates @Paperfriendlyresourcesuk
Praise 10 students with just one A4 print! These praise cards look good in both Colour and Black & White and are completely Editable and paper friendly. Simply include your Schools logo, add your name. To save time, print in advance.
For general enquiries please email me at paperfriendlyresources@gmail.com
Follow me on Instagram for updates @Paperfriendlyresourcesuk
This bundle includes the C2 unit-The Periodic table. This bundle is for Combined science ONLY see the following link below for the Separate science bundle:
https://www.tes.com/teaching-resource/aqa-new-specification-c2-the-periodic-table-separate-science-complete-bundle-12392613
All lessons have been done in accordance to the specification requirements. Videos have been embedded for ease of use (no internet connection required although URL has also been provided), and printer friendly resources attached. Search the individual lessons for more information on the lesson content.
Lesson 1-C2.1 History of the Periodic table research task can be set as homework
Lesson 2-C2.2 Part 1: The arrangement of the periodic table
Lesson 3-C2.2-Part 2: The Noble gases
Lesson 4-C2.3 Group 1-Alkali Metals
Lesson 5-C2.4 Group 7-Halogens
Lesson 6-C2.4 Halide Displacement
Lesson 7-C2.5 Explaining trends
Save 15% by purchasing this bundle
Cell division in sexual reproduction, otherwise known as meiosis lesson created in accordance to the NEW AQA Specification (9-1). Designed for a separates class, although content can be adjusted to suit any ability. Includes: slide animations, embedded timers, practice questions with answers on slides, quiz and 6 mark past paper question with ms. *Knowledge of the stages of meiosis is not required.*
AQA spec link: 6.1.1
Relevant chapter: B13 Genetics and reproduction. AQA Biology third edition textbook-Page 198-199.
Specification requires students to know the following; 6.1.2
Students should be able to explain how meiosis halves the number of chromosomes in gametes and fertilisation restores the full number of chromosomes.
Cells in reproductive organs divide by meiosis to form gametes.
When a cell divides to form gametes:
• copies of the genetic information are made
• the cell divides twice to form four gametes, each with a single set of chromosomes
• all gametes are genetically different from each other.
Gametes join at fertilisation to restore the normal number of chromosomes. The new cell divides by mitosis. The number of cells increases. As the embryo develops cells differentiate.
I have designed a mitosis and meiosis revision exam question pack, total marks /20. Contains a range of short and longer answer questions also requires students to interpret diagrams. This is a great piece of homework or mini class test, that can allow you to determine whether your students can distinguish between these two processes. I've attached the mark scheme separately as it's a great self/peer-assessed activity (reduce the marking load).
Inheritance in action lesson created in accordance to the NEW AQA Specification (9-1).
Designed for a TRILOGY class, although content can be adjusted to suit any ability. Includes: slide animations, embedded videos and practice questions with answers on slides as well as a quiz.
AQA spec link: 6.1.6
Relevant chapter: B13 Genetics and reproduction. AQA trilogy textbook-Page 168-169.
Inherited disorders lesson created in accordance to the NEW AQA Specification (9-1).
Designed for a higher ability TRILOGY class, although content can be adjusted to suit any ability. Includes: slide animations, embedded videos and practice questions with answers on slides as well as a quiz. This lesson in particular by students because of the real life implications of genetics. Students particularly enjoyed the cystic fibrosis video. I'd appreciate a review after your lesson :)
AQA spec link: 6.1.7
Relevant chapter: B13 Genetics and reproduction. AQA trilogy textbook-Page 172-173.
NB: This resource has been modified since the last reviews*
Screening for genetic disorders lesson created in accordance to the NEW AQA Specification (9-1).
Designed for a higher ability TRILOGY(combined science) class, although content can be adjusted to suit any ability. Includes: slide animations, embedded videos and practice questions with answers on slides as well as a quiz and worksheet. This video contains many videos and is a great lesson to spark a debate. I'd appreciate a review after your lesson :)
AQA spec link: 6.1.7
Relevant chapter: B13 Genetics and reproduction. AQA trilogy textbook-Page 174-175.
Antibiotics and Painkillers lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability class, although content can be adjusted to suit any ability. Includes: slide animations, embedded videos and practice questions with answers on slides as well as a quiz. Due to this being a very short topic, I decided to teach this over two lessons and included a role play activity, it was thoroughly enjoyed by all three year 10 classes. Please leave a review at the end of the lesson, let me know how the 'doctor, patient' role play is reciprocated :)
AQA spec link: 3.1.8
Relevant chapter: B6 Preventing and treating diseases. AQA Biology third edition textbook-Page 100-101
Specification requires students to know the following;
Students should be able to explain the use of antibiotics and other medicines in treating disease. Antibiotics, such as penicillin, are medicines that help to cure bacterial disease by killing infective bacteria inside the body. It is important that specific bacteria should be treated by specific antibiotics.
WS 1.4
The use of antibiotics has greatly reduced deaths from infectious bacterial diseases. However, the emergence of strains resistant to antibiotics is of great concern.
There are links with this content to Culturing microorganisms (biology only). There are links with this content to Resistant bacteria.
Antibiotics cannot kill viral pathogens. Painkillers and other medicines are used to treat the symptoms of disease but do not kill pathogens. It is difficult to develop drugs that kill viruses without also damaging the body’s tissues.
This bundle includes the B6 unit-Preventing and treating disease. This is a combined science unit. All lessons have been done in accordance to the specification requirements. Videos have been embedded for ease of use (no internet connection required except for a BBC-drug trials video-URL provided), and printer friendly resources attached. Search the individual lessons for more information on the lesson content. Save 23% by purchasing this bundle :)
Lesson 1-Vaccination
Lesson 2-Antibiotics and painkillers (L1) (taught this over 2 lessons, both included in this resource pack).
Lesson 3-Antibiotics and painkillers (L2)
Lesson 4-Discovering drugs
Lesson 5-Developing drugs
Specialisation in animal cells lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability class, although content can be adjusted to suit any ability. Includes: slide animations, embedded videos and practice questions with answers on slides.
AQA spec link: 1.1.3
Relevant chapter: B1 Cell structure and transport. AQA Biology third edition textbook-Page 10-11
Specification requires students to know the following;
Students should be able to, when provided with appropriate information, explain how the structure of different types of cell relate to their function in a tissue, an organ or organ system, or the whole organism. Cells may be specialised to carry out a particular function:
•• sperm cells, nerve cells and muscle cells in animals