This task is designed for the NEW AQA A-Level Biology, particularly the ‘Cells’ unit. For more resources designed to meet specification points for the NEW AQA A-Level specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This activity is a revision activity for the ‘Cells’ unit, students can either have a card each and the task can be completed as a card loop activity with the whole class. Alternatively, students could work in pairs and be given a set of the shuffled cards, they will then need to arrange the cards into the correct sequence so that the sentences make sense (like dominoes tiles). When students carry out this version of the activity, I often have a prize for the students who complete the task in the fastest time! The solution for this activity is included so you can check their answers. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This task is designed for the NEW AQA A-Level Biology, particularly the ‘Cells’ unit. For more resources designed to meet specification points for the NEW AQA A-Level specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This activity is a revision activity for the ‘Cells’ unit, students can either have a card each and the task can be completed as a card loop activity with the whole class. Alternatively, students could work in pairs and be given a set of the shuffled cards, they will then need to arrange the cards into the correct sequence so that the sentences make sense (like dominoes tiles). When students carry out this version of the activity, I often have a prize for the students who complete the task in the fastest time! The solution for this activity is included so you can check their answers. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This task is designed for the NEW AQA A-Level Biology, particularly the ‘Cells’ unit. For more resources designed to meet specification points for the NEW AQA A-Level specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This activity is a revision activity for the ‘Cells’ unit, students can either have a card each and the task can be completed as a card loop activity with the whole class. Alternatively, students could work in pairs and be given a set of the shuffled cards, they will then need to arrange the cards into the correct sequence so that the sentences make sense (like dominoes tiles). When students carry out this version of the activity, I often have a prize for the students who complete the task in the fastest time! The solution for this activity is included so you can check their answers. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This task is designed for the NEW AQA A-Level Biology, particularly the ‘Cells’ unit. For more resources designed to meet specification points for the NEW AQA A-Level specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This activity is a revision activity for the ‘Cells’ unit, students can either have a card each and the task can be completed as a card loop activity with the whole class. Alternatively, students could work in pairs and be given a set of the shuffled cards, they will then need to arrange the cards into the correct sequence so that the sentences make sense (like dominoes tiles). When students carry out this version of the activity, I often have a prize for the students who complete the task in the fastest time! The solution for this activity is included so you can check their answers. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This task is designed for the NEW AQA A-Level Biology, particularly the ‘Cells’ unit. For more resources designed to meet specification points for the NEW AQA A-Level specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This activity is a revision activity for the ‘Cells’ unit, students can either have a card each and the task can be completed as a card loop activity with the whole class. Alternatively, students could work in pairs and be given a set of the shuffled cards, they will then need to arrange the cards into the correct sequence so that the sentences make sense (like dominoes tiles). When students carry out this version of the activity, I often have a prize for the students who complete the task in the fastest time! The solution for this activity is included so you can check their answers. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA AS-level Biology course, particularly the ‘Organisms & their Environment’ module. For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep. You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach! This lesson on the human gas exchange system begins with a review of gas exchange in plant leaves and insects, and the adaptations each have made in order to reduce water loss. The first task is to fill in the blanks in a paragraph describing gas exchange in mammals, particularly humans. Answers are on the following slide for self-assessment. Students are then introduced, slide by slide, to the features of human’s gas exchange system including the nasal cavity, trachea, bronchus, bronchioles and alveoli. Each slide has a diagram, description of the feature, and explanation of its role in gas exchange. The next task is to list the features of the efficient gas-exchange system in humans, at the epithelium of the alveoli. The adaptations of the alveoli are then expanded upon over the next few slides. Students will use the included worksheet to describe the on the ways which surface area, a permeable barrier, a thin barrier and maintenance of diffusion gradient make for efficient gas exchange. The plenary for this lesson is an anagram challenge! Students can uptake an extra challenge and define each unscrambled word as well. All resources are included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This task is designed for the NEW AQA A-Level Biology, particularly the ‘Cells’ unit. For more resources designed to meet specification points for the NEW AQA A-Level specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This activity is a revision activity for the ‘Cells’ unit, students can either have a card each and the task can be completed as a card loop activity with the whole class. Alternatively, students could work in pairs and be given a set of the shuffled cards, they will then need to arrange the cards into the correct sequence so that the sentences make sense (like dominoes tiles). When students carry out this version of the activity, I often have a prize for the students who complete the task in the fastest time! The solution for this activity is included so you can check their answers. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA AS-level Biology course, particularly the ‘Organisms & their Environment’ module. For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep. You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach! This lesson in the gas exchange in the leaf of a plant and limiting water loss begins with a starter discussion to remind students of the tissues found in leaves and the tracheal system in insects. Students will then be asked to think about the relationship between plant an animal cells and respiration of the two respectively. They should also consider when photosynthesis is taking place, and when it is not. The first task of this lesson is a diagram worksheet to label the structures of a leaf cell. Answers are on the following slide for self-assessment, followed by a light micrograph of leaf structure. The next task is to consider leaf adaptations for photosynthesis and identify the purpose of the adaptation (to absorb light, for gas exchange, reduce water loss, or transport). Answers follow for self-assessment. Students are then introduced to the stomata. They should make notes on the structure when the guard cells are swollen or shrunken. The next task is to answer three summary questions, sample answers are available on the following slide for self-assessment. The problem for all terrestrial organisms is water evaporation from the surface of their bodies. Students are asked to remember the various ways in which insects limit water loss before they are introduced to plant adaptations. Xerophytes are introduced as an example, including cacti and marram grass. Students will then complete a table using information cards about xerophytic adaptation, and four summary questions. Answers for both follow, for self-assessment. The final task is to complete an exam style question to consolidate their learning and self-assess to the sample mark scheme. The plenary is to write three sentences to summarise what they have learnt this lesson! All resources are included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This task is designed for the NEW AQA A-Level Biology, particularly the ‘Cells’ unit. For more resources designed to meet specification points for the NEW AQA A-Level specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This activity is a revision activity for the ‘Cells’ unit, students can either have a card each and the task can be completed as a card loop activity with the whole class. Alternatively, students could work in pairs and be given a set of the shuffled cards, they will then need to arrange the cards into the correct sequence so that the sentences make sense (like dominoes tiles). When students carry out this version of the activity, I often have a prize for the students who complete the task in the fastest time! The solution for this activity is included so you can check their answers. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA AS-level Biology course, particularly the ‘Organisms & their Environment’ module. For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep. You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach! This lesson on the gas exchange processes in fish begins with a quick review of the insect exchange system and the advantage of tracheoles being filled with water. Students are then introduced the exchange properties of fish; they should discuss as a class how fish supply respiratory gases to cells within their body tissues. They will then watch a short video and answer exam style questions based on the video. This activity should help students be prepared for a function/feature matching activity; answers are available on the following slide for self-assessment. The next task is to complete sentences explaining the process of gas exchange in fish and defining the features and functions of fish. Answers are on the following slide for self-assessment! Students are then introduced to the counter-current exchange. They should take thorough notes and understand the importance of the process. A video link is available in the notes in order to help consolidate. A worksheet with the appropriate diagrams is included. The following slide reiterates the difference between parallel and counter current flow. Points to note for an exam question are in the notes below, students will have the opportunity to answer exam style questions in the next task and answers are available for self-assessment. This lesson features a lab task for students to dissect and observe gas exchange surfaces in a bony fish. The method is set out on the slides. The lesson ends with a plenary, students should complete an exit card sharing 3 things they’ve learnt, 5 key words, and 1 question to test their peers. All resources are included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA AS-level Biology course, particularly the ‘Organisms & their Environment’ module. For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep. You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach! This lesson begins by reminding students of the four general things that need to be exchanged between an organism and their environment and the three factors which may affect the rate of diffusion. This discussion leads into the first few slides which explain how an organism like an amoeba gets the substances it needs. A worksheet is included for this lesson for students to complete as they take notes throughout. An amoeba is used as an example of a unicellular organism, which is then compared to insects. The following slides explain the basic form and function of insects, then the process by which they exchange water and O2. Students should take thorough notes on the spiracle, trachea and tracheoles in their books. The slides in this lesson are lecture based and very detailed, students will want to be sure they have a good understanding of the three ways that respiratory gasses move in and out of the tracheal system. The slides explain that gasses move along a diffusion gradient, through mass transport, and as the tracheoles fill with water. A quick check of exam-style questions and mark scheme follows to help students assess their learning. The plenary task is a true or false activity! All resources are included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This task is designed for the NEW AQA A-Level Biology, particularly the ‘Biological Molecules’ unit. For more resources designed to meet specification points for the NEW AQA A-Level specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This activity is a revision activity for the ‘Biological Molecules’ unit, students can either have a card each and the task can be completed as a card loop activity with the whole class. Alternatively, students could work in pairs and be given a set of the shuffled cards, they will then need to arrange the cards into the correct sequence so that the sentences make sense (like dominoes tiles). When students carry out this version of the activity, I often have a prize for the students who complete the task in the fastest time! The solution for this activity is included so you can check their answers. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This task is designed for the NEW AQA A-Level Biology, particularly the ‘Biological Molecules’ unit. For more resources designed to meet specification points for the NEW AQA A-Level specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This activity is a revision activity for the ‘Biological Molecules’ unit, students can either have a card each and the task can be completed as a card loop activity with the whole class. Alternatively, students could work in pairs and be given a set of the shuffled cards, they will then need to arrange the cards into the correct sequence so that the sentences make sense (like dominoes tiles). When students carry out this version of the activity, I often have a prize for the students who complete the task in the fastest time! The solution for this activity is included so you can check their answers. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA AS-level Biology course, particularly the ‘Organisms & their Environment’ module. For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep. You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach! This lesson in exchange systems begins by asking students to think of example of exchange systems and the substances which would need to be exchanged. The next slide demonstrates the differences in exchange process for single and multicellular organisms. Notes are available under the slide for discussion. Using the pictures on the slides, students will then identify some examples of substances that need to be interchanged between a living organism and its environment. Those images are then ordered specifically on the next slide to demonstrate SA and body size. If multicellular organisms relied on diffusion, they would die, so they have evolved in other ways! Students should identify these evolved features in their next task. They will fill a table out to explain how each feature functions to help organisms exchange the substances they need. They should be able to identify why multicellular organisms need specialised exchange surfaces or systems. The next slides explain Fick’s Law and define important terms before asking students to calculate the surface area of cells. Answers for self-assessment are on the following slide. Students will then complete lab task CP8 to engage with the effect of SA:V ratio on the rate of diffusion. Materials and method are explained on the slides. Exam-style summary questions are included to consolidate the lab task with lecture notes, and answers for self-assessment are on the following slide. As a plenary, students will spend 60 seconds speaking with the person next to them about what they learned from the lesson over all. All resources are included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This task is designed for the NEW AQA A-Level Biology, particularly the ‘Biological Molecules’ unit. For more resources designed to meet specification points for the NEW AQA A-Level specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This activity is a revision activity for the ‘Biological Molecules’ unit, students can either have a card each and the task can be completed as a card loop activity with the whole class. Alternatively, students could work in pairs and be given a set of the shuffled cards, they will then need to arrange the cards into the correct sequence so that the sentences make sense (like dominoes tiles). When students carry out this version of the activity, I often have a prize for the students who complete the task in the fastest time! The solution for this activity is included so you can check their answers. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This task is designed for the NEW AQA A-Level Biology, particularly the ‘Biological Molecules’ unit. For more resources designed to meet specification points for the NEW AQA A-Level specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This activity is a revision activity for the ‘Biological Molecules’ unit, students can either have a card each and the task can be completed as a card loop activity with the whole class. Alternatively, students could work in pairs and be given a set of the shuffled cards, they will then need to arrange the cards into the correct sequence so that the sentences make sense (like dominoes tiles). When students carry out this version of the activity, I often have a prize for the students who complete the task in the fastest time! The solution for this activity is included so you can check their answers. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA AS-level Biology course, particularly the ‘Cells’ module. For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep. You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach! This lesson on Monoclonal Antibodies and their uses begins with a review of antibodies, plasma b-cells and memory b-cells. Students should also describe the humoral immune response to a pathogen. Students are then introduced to monoclonal antibodies through description on the slides and a short video. They should take notes and be prepared to fill in a diagram using the statements on the slide. A complete diagram is on the following slide for self-assessment. The next slides introduce the use of monoclonal antibodies, and then explain how they may be used to target cancer cells, test for pregnancy, and create medical diagnoses. Students will then watch another video which explains pregnancy tests. They will answer a few questions while watching and may self-assess to the answers on the next slide. Another included task asks students to complete a table explaining how monoclonal antibodies are used in various methods, by using information cards posted throughout the room. Using this information students will think > pair > share to discuss ethical issues regarding the production of monoclonal antibodies. They will watch three short vidoes to inform their discussion and should include risks, benefits, and impacts on both the individual and society in their answers. Some sample discussion points are available in the notes below the slide. To consolidate, students will be given a mixture of information cards to sort into a table of advantages and disadvantages of monoclonal antibodies. The plenary task is to create a three-question quiz to test their peers on today’s lesson. All resources are included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA AS-level Biology course, particularly the ‘Cells’ module. For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep. You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach! This lesson on the human immunodeficiency virus begins with a starter discussion on immunity and vaccination. Students should discuss the features of a successful vaccination program, and why vaccination cannot often eliminate a disease. Students are then introduced to the structure of HIV and its function as a retrovirus. To explain the infection process students will watch a short video while answering questions in their books. Answers are available on the following slide for self-assessment. The next task is a worksheet for students to label and correctly describe each stage of HIV infection and replication. They can self-asses to the next slide. Students will then discuss the process by which HIV causes the symptoms of AIDS. The following slides explain the function of antibiotics and explain why these are not suitable for treating viruses. In order to introduce the ELISA test, students will watch two short animations and answer questions in their books. Answers are on the following slide for self-assessment. They should take thorough notes in their book, on two diagrams of indirect and direct ELISA. The plenary is to write a tweet demonstrating their learning, including #keywords! All resources are included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This task is designed for the NEW AQA A-Level Biology, particularly the ‘Biological Molecules’ unit. For more resources designed to meet specification points for the NEW AQA A-Level specifications for Biology, Chemistry and Physics please see my shop: https://www.tes.com/teaching-resources/shop/SWiftScience This activity is a revision activity for the ‘Enzyme Action’ lesson, students can either have a card each and the task can be completed as a card loop activity with the whole class. Alternatively, students could work in pairs and be given a set of the shuffled cards, they will then need to arrange the cards into the correct sequence so that the sentences make sense (like dominoes tiles). When students carry out this version of the activity, I often have a prize for the students who complete the task in the fastest time! The solution for this activity is included so you can check their answers. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)

This lesson is designed for the NEW AQA AS-level Biology course, particularly the ‘Cells’ module. For more lessons designed to meet specification points for the NEW AQA A-level Biology course please visit my shop: https://www.tes.com/teaching-resources/shop/SWiftScience A-Level lesson format: I teach in more of a lecture style compared to GCSE. In the majority of my A-level lessons the beginning portion of the lesson is mainly teacher-led, where students are expected to take notes onto a handout/in their books. This is then mixed in with student-led activities, as well as questions and exam prep. You will find some of my slides have blank spaces for you to add more detail/descriptions/explanations. If you look at the ‘Notes’ section underneath each of these slides, you will find additional content which you can add in as you teach! This lesson begins with a review discussion of antibodies. Students should describe the structure and function of antibodies in addition to the roles of plasma and memory cells. Students are then introduced to the function of vaccines a simulation of immune response through a descriptive graph. They should take notes of the following slides which define immunity, both passive and active. The two forms of immunity are also described as a flowchart, students will use this chart to help them complete the first task of the lesson! Answers are available on the following slide for self-assessment. The second task is to copy and complete a table to summarise active and passive immunity. The next slides introduce the three main types of vaccines, students should take good notes before answering an exam style question. Answers are available on the following slide for self-assessment. Students will then think>pair>share to discuss the features of a successful vaccination program. They should consider side effects, administration, production, and herd immunity. Herd immunity is then defined and used to explain historical examples of population-wide vaccinations. Students will use these slides to inform the next task, in which they’ll be asked to consider why a vaccine may fail to eliminate a disease. They will be given a short reason and asked to describe why this reason impacts immunity. Answers for self-assessment are available on the following slide. The plenary task for this lesson is to create a keywords list from the lesson overall. All resources are included. Thanks for looking, if you have any questions please let me know in the comments section and any feedback would be appreciated :)