Two to three lessons (depending on how far you want to take the debate work) looking at the use and effects of performance enhancing drugs. This lesson follows the SNAB (2015) specification and is introducing students to the use of pre-released materials in preparation for paper 3 of their A2 Biology exams. A paper 3 example question is provided, with mark scheme and the article required to answer the question.

A unit of work to introduce students to the methodology of Aseptic Techniques to lead up and conduct one of the required practicals put forward for the Separate Science students in culturing microorganisms. This work follows the new AQA 2016 Specification for Science (Biology)

A lesson on properties and uses of halogens, aimed at a low ability class. This resource as differentiated worksheets for the starter, video link and worksheet for students to complete, graph drawing task to encourage the development of conclusions and an additional worksheet that can be used a plenary or a homework.

A lesson designed to follow the teaching of eukaryotic cells at AS (following the 2015 SNAB specification). Students look at the key features of prokaryotic cells and make comparisons between the two types of cell.

Lesson includes practical activity for investigating Endothermic and Exothermic Reactions, alternative task is provided if there isn't time for practical work. There are links to uses of endo and exothermic reactions along with a research task for students and exam questions that can be completed.

<p>This is an updated scheme of learning to cover content set out in the AQA 9-1 Chemistry Specification for The Periodic Table, specification references 4.1.2 and 4.1.3 or OUP chapter C2. This is a scheme of 6 lessons covering the following content:</p> <ol> <li>Development of the Periodic Table</li> <li>Metals and Non-metals</li> <li>Group 1 Elements</li> <li>Group 7 Elements</li> <li>Groups 0 Elements</li> <li>Transition Metals</li> </ol> <p>Each lesson contains the following features:<br /> • A PPT to give structure to the entire lesson- timings, video links, key content, key diagrams, tasks and instructions, examples<br /> • A lesson objective explicitly linked to the specification<br /> • Success criteria, deliberately limited to 4, directly linked to the specification<br /> • A “Do Now Activity” for students to complete as they arrive<br /> • A “Do Not Disturb Activity” intentionally no shorter than 10 minutes, giving students time to practice what they have learnt in the lesson and review their learning<br /> • Teacher Script- particularly useful for any non-specialist teachers delivering the content, this ensures that the key information is delivered to students during the lesson.<br /> • A “What Great Looks Like”- this shows an example of the quality of work expected from students if they are to produce a flawless response to a question or task.<br /> • An exit ticket to be given to the teacher at the end of the lesson to inform planning for the following lesson should any re-teach of content be needed.</p> <p>This scheme is written for Year 9 students beginning their GCSE on 3 lessons a week and therefore throughout the scheme there is also:<br /> • Weekly homework tasks, designed to develop long term memory and these focus on the previous topics of motion and the digestive system (to be marked in lesson by students)<br /> • Check point activities to assess students through the topic and inform planning for re-teach before continuing and completing the topic.</p>

A series of lessons following the SNAB A level Biology Specification to complete Core Practical 12: Investigating the effect of temperature on enzyme controlled reactions. The sequence provides student tasks on planning to use equipment to develop methodical ways of thinking, risk assessing the investigation, a method to follow the practical to be provided to students and a data analysis task to encourage students to develop graph drawing skills, calculating rate of reaction by drawing tangents and calculating Q10. A write up form is also provided for students to note down their ideas on hypothesis, conclusions and evaluations.

A couple of lessons I'm using with a Year 13 class following the SNAB 2015 specification covering the principles of homeostasis after covering negative feedback to now look at a examples of negative feedback. The main focus following the specification is thermoregulation and we then discuss the importance of this during exercise. PPT's, lesson notes, worksheets, exam questions and mark schemes provided. These exam questions are from the AQA exam bank, however they are still applicable to what the SNAB students need to cover.

A collection of resources I have picked up and adapted along the way when teaching statistic elements of A Level Biology. These resources focus on Chi Squared and Students T Test. The stats booklet I refer to is an unedited version from another user which can be found via a TES search.

A lesson on functional foods where students look at probiotics, prebiotics and plant stanol esters. The main focus is evaluating their uses and encouraging students to develop arguments for debate.

A scheme of work written to follow the new AQA GCSE specification for Bioenergetics, aimed at teaching those students taking the separate sciences route. Along with the scheme of work is also a lesson by lesson breakdown including PPT's, lesson plans, activities, worksheets, exam questions, mark schemes, required practical information (teacher, technician and student) along with some revision materials.

A lesson I have used in the past to introduce students to a range of Mental Health Issues when introducing the idea of abnormality. There can be some sensitive content during this topic and the use of cartoon characters the students are familiar with gives a light hearted atmosphere and makes them feel comfortable in discussing these ideas, and thinking about what we really mean by 'normal'.

A lesson to bring to a close the topic of rates of reaction with a lower ability GCSE group to cover recap what catalysts do and bring in the idea of catalytic converters. There are also revision maps to cover the whole of the topic in preparation for an end of topic assessment.

First lesson in teaching the AQA 2016 Infection and Response topic covering Communicable Disease (which follows on from the teaching of Non-Communicable Disease from Organisation, so easy links can be made). The PPT acts as information and whole lesson plan. For the demonstration you will need boiling tubes of water, a couple boiling tubes of starch solution and iodine solution. Information hunt and card sort for students to complete along with an assessment question to act as homework.

Content to cover a couple of lessons for introducing Year 12 students to the idea of measuring biodiversity. In this lesson I have focused on:<br /> <br /> - Heterozygosity Index using Natterjack Toads as an example<br /> - Estimating population sizes using mark, release, recapture methods (This links to content students will move onto in Unit 5- On the Wild Side)<br /> <br /> The is a combination of teacher lead content, key terminology, activities for students including a practical, use a practice of calculations and assessment questions which could be covered as homework by students.

A lesson to meet the expectations of the 2016 AQA Biology specification (Separate Science and Trilogy) covering viral diseases, including examples, how they spread and how they can be treated. A fact sheet is also provided so student's can discover more about the key features of viral diseases.

A comprehensive scheme of work following the new 2016 AQA specification for the Bioenergetics topic aimed at students following the Combined Science- Trilogy Route. You will find a scheme with suggested activities and a lesson by lesson guide with PowerPoints, worksheets, assessments and activities for students for complete.

A practical lesson looking at the effect of temperature on rate of reaction, after teaching collision theory. Worksheet includes prediction, equipment list, method and results table, as this was used for a low ability class. The class then draw a graph of their results and link the trend to collision theory in their explanation.

Scheme of work for the new Approaches to Psychology topic added to the AQA Psychology 2015 Specification. The scheme of work links with the Oxford and Cardwell textbooks. It includes homework tasks, assessment tasks and highlights the skills that students can develop. The scheme has been written to work alongside the student topic booklets written by Deb Gajic which are available via rescourcd.com.

A complete body of work following the 2016 specification by AQA for the topic of Cell Biology. This scheme of work is aimed at students completing the Combined Science: Trilogy Qualification. It includes a comprehensive scheme of work with lesson titles, objectives, suggest activities and practical work (as well as the required practicals), resource lists for each lesson, homework and assessment pieces. Each lesson then comes with a range of different resources including PowerPoints, worksheets, method sheets, exam questions and card sorts.

A sequence of lessons for students to complete the Required Practical of testing foods which is expected of both Combined Science Trilogy and Biology students. Starter activities for each lesson provided along with method sheets for students to follow during the practical work. <br /> <br /> These lessons aim at students developing skills of designing results tables and writing risk assessments for practical work. <br /> <br /> After all three practicals have been completed there is then a consolidation task to assess how well the students have understood the methodology and if they can identify positive results.