This lesson describes how biodiversity is generated through natural selection and leads to behavioural, anatomical and physiological adaptations. The PowerPoint and accompanying resources have been designed to cover specification points (m) & (n) in AS unit 2, topic 1 of the WJEC A-level Biology specification President Trump’s error ridden speech about antibiotics is used at the beginning of the lesson to remind students that this is a treatment for bacterial infections and not viruses as he stated. Moving forwards, 2 quick quiz competitions are used to introduce MRSA and then to get the students to recognise that they can use this abbreviation to remind them to use mutation, reproduce, selection (and survive) and allele in their descriptions of evolution through natural selection. The main task of the lesson challenges the students to form a description that explains how this strain of bacteria developed resistance to methicillin to enable them to see the principles of natural selection. This can then be used when describing how the anatomy of the modern-day giraffe has evolved over time. The concept of convergent evolution is introduced and links are made to the need for modern classification techniques as covered earlier in topic 1. Moving forwards, students will understand how natural selection leads to adaptations and a quick quiz competition introduces the different types of adaptation and a series of tasks are used to ensure that the students can distinguish between anatomical, behavioural and physiological adaptations. The Marram grass is used to test their understanding further, before a step by step guide describes how the lignified cells prevent a loss of turgidity. Moving forwards, the students are challenged to explain how the other adaptations of this grass help it to survive in its environment. A series of exam-style questions on the Mangrove family will challenge them to make links to other topics such as osmosis and the mark schemes are displayed to allow them to assess their understanding. The final part of the lesson focuses on the adaptations of the anteater but this time links back to the topic of taxonomy and students have to answer questions about species and classification hierarchy. Due to the extensiveness of this lesson and the detail contained within the resources, it is estimated that it will take in excess of 2 hours of allocated A-level teaching time to deliver this lesson.

This lesson explains the meaning of biodiversity and describes how it can be assessed in a habitat, in a species level at a genetic level and at a molecular level. The engaging PowerPoint and accompanying resources have been designed to cover points (h-l) in AS unit 2, topic 1 of the WJEC A-level Biology specification but as a lot of genetic content is covered when considering diversity within a species, this lesson can be used as an introduction to the upcoming topics of inheritance A quiz competition called BIOLOGICAL TERMINOLOGY SNAP runs over the course of the lesson and this will engage the students whilst challenging them to recognise key terms from their definitions. This quiz introduces biodiversity, loci, allele and recessive and each of these terms is put into context once introduced. Once biodiversity has been revealed, the students will learn that they are expected to be able to assess the biodiversity within a habitat and within a species and at a molecular level. The variety of alleles in the gene pool of a population increases the genetic diversity so a number of examples are used to demonstrate how the number of phenotypes increases with the number of alleles at a locus. The CFTR gene is used to demonstrate how 2 alleles results in 2 different phenotypes and therefore genetic diversity. Moving forwards, students will discover that more than 2 alleles can be found at a locus and they are challenged to work out genotypes and phenotypes for a loci with 3 alleles (shell colour in snails) and 4 alleles (coat colour in rabbits). Moving forwards, a step by step guide to complete a worked example to calculate a value of D using Simpson’s index of diversity. Students are challenged with a range of exam-style questions where they have to apply their knowledge and all mark schemes are displayed and clearly explained within the PowerPoint to allow students to assess their understanding and address any misconceptions if they arise. The final part of the lesson considers how DNA fingerprinting can be used to assess biodiversity at a molecular level and again a series of exam-style questions are used to challenge the students to apply their newly-acquired knowledge to an unfamiliar situation.

This detailed and fully-resourced lesson describes and explains the pressure changes in the heart and arteries and the role of the valves movements in the cardiac cycle. The PowerPoint and accompanying resources have been designed to cover point 3.1.2 (f) of the OCR A-level Biology A specification and also covers the use of the equation stroke volume x heart rate to calculate cardiac output The start of the lesson introduces the cardiac cycle as well as the key term systole, so that students can immediately recognise that the three stages of the cycle are atrial and ventricular systole followed by diastole. Students are challenged on their prior knowledge of the structure of the heart as they have to name and state the function of an atrioventricular and semi-lunar valve from an internal diagram. This leads into the key point that pressure changes in the chambers and the major arteries results in the opening and closing of these sets of valves. Students are given a description of the pressure change that results in the opening of the AV valves and shown where this would be found on the graph detailing the pressure changes of the cardiac cycle. They then have to use this as a guide to write descriptions for the closing of the AV valve and the opening and closing of the semi-lunar valves and to locate these on the graph. By providing the students with this graph, the next part of the lesson can focus on explaining how these changes come about. Students have to use their current and prior knowledge of the chambers and blood vessels to write 4 descriptions that cover the cardiac cycle. Moving forwards, the students are introduced to the stroke volume and meet normative values for this and for resting heart rate. This will lead into the calculation for cardiac output and a series of questions are used to test their ability to apply this equation as well as to calculate the percentage change which is a commonly assessed mathematical skill. This lesson has been written to tie in with the other uploaded lessons on the topics detailed in module 3.1.2 (Transport in animals)

This detailed and fully-resourced lesson describes the relationship between the structure, properties and functions of glycogen, starch and cellulose. The engaging PowerPoint and accompanying resources have been designed to cover specification points 2.1.2 (f) & (g) of the OCR A-level Biology A course and continual links are also made to the previous lessons in this topic where the monosaccharides and disaccharides were introduced. The lesson begins with the CARBOHYDRATE WALL where students have to use their prior knowledge to collect the 9 carbohydrates on show into 3 groups. This results in glycogen, starch and cellulose being grouped together as polysaccharides and the structure, properties and functions of these large carbohydrates are covered over the course of the lesson. Students will learn how key structural features like the 1 - 4 and 1 - 6 glycosidic bonds and the hydrogen bonds dictate whether the polysaccharide chain is branched or unbranched and also dictate whether the chain spirals or not. Following the description of the structure of glycogen, students are challenged to design an exam question in the form of a comparison table so that it can be completed as the lesson progresses and they learn more about starch and cellulose. This includes a split in the starch section of the table so that the differing structures and properties of amylose and amylopectin can be considered. The importance of the compact structure for storage is discussed as well as the branched chains of amylopectin acting as quick source of energy when it is needed. In the final part of the lesson, time is taken to focus on the hydrogen bonds between rotated glucose molecules on the same chain and between different chains and to explain how the formation of cellulose microfibrils and macrofibrils provides plant cells with the additional strength needed to support the whole plant. Due to the detail included in this lesson, it is estimated that it will take in excess of 2 hours of allocated teaching time to complete

This lesson describes the in situ and ex situ methods of maintaining biodiversity, and discusses the advantages and disadvantages associated with both. The engaging PowerPoint and accompanying worksheets have been primarily designed to cover point 4.2.1 (h) of the OCR A-level Biology A specification but the lesson has been carefully planned to enable links to be made to some related topics which are found later in the course such as classification, evolution through natural selection and the Founder effect. Hours of research has gone into the planning of this lesson to source interesting examples that increase the relevance of the biological content concerning in situ conservation, 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. A number of quick quiz competitions are interspersed throughout the lesson to introduce key terms and values in a fun and memorable way and one of these challenges them to use their knowledge of famous scientists to reveal the surname, Fossey. Dian Fossey was an American conservationist and her years of study of the mountain gorillas is briefly discussed along with the issue that wildlife reserves can draw poachers and tourists to the area, potentially disturbing the natural habitat. To enrich their understanding of ex situ conservation, the better known examples of ZSL London zoo, Kew Gardens and the Millennium Seed Bank Project in Wakehurst are used. Students will understand how conserving animal species outside of their natural habitat enables human intervention that ensures the animals are fed and given medical assistance when needed as well as reproductive assistance to increase the likelihood of the successful breeding of endangered species. As with the in situ method, the disadvantages are also discussed and there is a focus on the susceptibility of captive populations to diseases as a result of their limited genetic diversity. The final part of the lesson considers how seed banks can be used to ensure that plant species avoid extinction and how the plants can be bred asexually to increase plant populations quickly. Due to the extensiveness of this lesson, it is estimated that it will take in excess of 2/3 hours of allocated A-level teaching time to cover the tasks and content that is included in the lesson.

A fully-resourced lesson which includes a detailed and engaging lesson presentation (36 slides) and an assistance worksheet for those students who feel that they need extra assistance with the final description. This lesson looks at how body temperature is controlled in humans through a homeostatic mechanism and includes details of a negative feedback loop. The lesson begins with a three pronged task where students have to use the clues to come up with the word homeostasis and the number 37 and then see if they can make the link in the human body. Time is taken to ensure that students recognise why maintaining the temperature around this set-point is so crucial in terms of the effectiveness of enzymes in reactions. There is a real focus on key terminology throughout such as thermoreceptors and hypothalamus and guidance is given on how to use these terms accurately. Discussion points and progress checks are written into the lesson at regular intervals so that students are encouraged to challenge the Biology whilst being able to assess their understanding. They are shown how to write a detailed description of the response to an increase in temperature so they are able to form their own description of the response to a fall in temperature. This lesson has been written for GCSE students but is perfectly suitable for older students studying thermoregulation at A-level and want to revisit the knowledge.

This lesson describes the main stages of meiosis, focusing on the events which contribute to genetic variation and explains its significance in life cycles. The detailed PowerPoint and accompanying resources have been designed to cover points 2.1.6 (f) & (g) of the OCR A-level Biology A specification and includes description of crossing over, independent assortment, independent segregation and the production of haploid gametes In order to understand how the events of meiosis like crossing over and independent assortment and independent segregation can lead to variation, students need to be clear in their understanding that DNA replication in interphase results in homologous chromosomes as pairs of sister chromatids. Therefore the beginning of the lesson focuses on the chromosomes in the parent cell and this first part of the cycle and students will be introduced to non-sister chromatids and the fact that they may contain different alleles which is important for the exchange that occurs during crossing over. Time is taken to go through this event in prophase I in a step by step guide so that the students can recognise that the result can be new combinations of alleles that were not present in the parent cell. Moving forwards, the lesson explores how the independent assortment and segregation of chromosomes and chromatids during metaphase I and II and anaphase I and II respectively results in genetically different gametes. The key events of all of the 8 phases are described and there is a focus on key terminology to ensure that students are able to describe genetic structures in the correct context. The final part of the lesson looks at the use of a mathematical expression to calculate the possible combinations of alleles in gametes as well as in a zygote following the random fertilisation of haploid gametes. Understanding and prior knowledge checks are interspersed throughout the lesson as well as a series of exam-style questions which challenge the students to apply their knowledge to potentially unfamiliar situations. This lesson has been specifically planned to lead on from the previous two lessons on the cell cycle and the main stages of mitosis and constant references are made throughout to encourage students to make links and also to highlight the differences between the two types of nuclear division

This fully-resourced lesson describes the primary non-specific defences against pathogens in animals. The engaging and detailed PowerPoint and accompanying resources have been designed to cover point 4.1.1 (d) of the OCR A-level Biology A specification and describes the following defences: skin key steps of the blood clotting process release of histamine in the inflammatory response expulsive reflexes mucous membranes There are clear links to topics in modules 2 and 3 in each of these defences so time is taken to consider these during the descriptions. For example, the presence of keratin in the cytoplasm of the skin cells allows the student knowledge of the properties of this fibrous protein to be checked. Other topics that are revisited during this lesson include protein structure, formation of tissue fluid, key terminology and roles of inorganic ions in biological processes. There is also a section of the lesson which refers to the genetics behind haemophilia and students are challenged to apply knowledge to an unfamiliar situation. This will prepare them for this topic when covered in module 6.1.2 All of the exam-style questions and tasks have mark schemes that are embedded in the PowerPoint and a number of them have been differentiated to allow students of differing abilities to access the work.

This lesson explains the need for specialised exchange surfaces and uses examples to describe the features of an efficient exchange surface. The PowerPoint and accompanying worksheets have been designed to cover points 3.1.1 (a & b) of the OCR A-level Biology A specification and also have been specifically planned to prepare the students for the upcoming lessons in module 3 on gas exchange and mass transport in animals. 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. As well as making links to upcoming topics, prior knowledge checks are used to challenge the students on their knowledge of previously-covered modules which include inorganic ions, organelles, cell membrane transport and tissues.

This is a fully-resourced REVISION lesson which challenges the students on their knowledge of the content in TOPIC B5 (Health, disease and the development of medicines) of the Edexcel GCSE Combined Science specification. The lesson uses an engaging PowerPoint (79 slides) and accompanying worksheets to motivate students whilst they assess their understanding of this topic. The lesson has been designed in the way that the students have to work their way through a series of wards at the hospital which deals with communicable diseases caused by a range of pathogens and the non-communicable diseases ward such as the cardiac ward where CHD patients are assessed and treated. A range of exam questions, differentiated tasks and quiz competitions back up the engaging lesson and are used to test the following sub-topics: Bacterial, fungal and viral diseases in animals and plants Treatment of bacterial infections with antibiotics Preventing and reducing the spread of pathogens Vaccinations The physical and chemical defences of the human body The risk factors of CHD The range of surgical treatments for CHD Calculating the BMI Smoking and cardiovascular diseases The mathematical element of the course is also tested throughout the lesson and students are given helpful hints on exam techniques and how to structure answers. This resource is suitable for use at the end of topic B5 or in the lead up to mocks or the actual GCSE exams.

This lesson explains that biodiversity is considered at three levels and describes how the Simpson’s Index of Diversity is used to calculate the biodiversity within a habitat. The engaging and detailed PowerPoint and accompanying resources have been designed to cover points 18.1 (a, b & f) of the CIE A-level Biology specification and also covers the meaning of ecosystems and niche as well as some other important ecological terms that are related such as abiotic factors and population. A quiz competition called BIOLOGICAL TERMINOLOGY SNAP runs throughout the lesson and has been included to engage the students whilst challenging them to recognise key terms from their definitions. This quiz will introduce species, ecosystems, biodiversity, endemic, heterozygote, distribution and natural selection and each of these terms is put into context once introduced. A series of exam-style questions to challenge the students to explain how the distribution of fish is affected by abiotic factors in an ecosystem. Once biodiversity is revealed through the quiz competition, the students will learn that they need to consider biodiversity within a habitat, within a species and within different habitats so that they can be compared. The rest of the lesson uses step by step guides, discussion points and selected tasks to demonstrate how to determine species richness and the Simpson’s index of diversity. The heterozygosity index is also introduced as a means to consider genetic variation. Students are challenged with a range of exam-style questions where they have to apply their knowledge and all mark schemes are displayed and clearly explained within the PowerPoint to allow students to assess their understanding and address any misconceptions if they arise This is a detailed lesson with a lot of tasks (some of which are differentiated), so it is estimated that it will take in excess of 2 hours of allocated A-level teaching time to cover all of the content

This detailed lesson describes how recombinant DNA is produced using restriction endonucleases and DNA ligase and is inserted into other cells. The engaging PowerPoint and accompanying resources have been designed to cover points 8.18 & 8.19 of the Edexcel International A-level Biology specification. The lesson begins with a definition of genetic engineering and recombinant DNA to allow students to begin to understand how this process involves the transfer of DNA fragments from one species to another. Links are made to the genetic code and transcription and translation mechanisms, which were met in topic 2, in order to explain how the transferred gene can be translated in the transgenic organism. Moving forwards, the method involving reverse transcriptase and DNA polymerase is introduced and their knowledge of the structure of the polynucleotides and the roles of enzymes is challenged through questions and discussion points. Restriction endonucleases are then introduced and time is taken to look at the structure of a restriction site as well as the production of sticky ends due to the staggered cut on the DNA. A series of exam-style questions with displayed mark schemes are used to allow the students to assess their current understanding. The second half of the lesson looks at the culture of transformed host cells as an in vivo method to amplify DNA fragments. Students will learn that bacterial cells are the most commonly transformed cells so the next task challenges their recall of the structures of these cells so that plasmid DNA can be examined from that point onwards. Time is taken to explore the finer details of each step such as the addition of the promoter and terminator regions, use of the same restriction enzyme to cut the plasmid as was used to cut the gene and the different types of marker genes. As well as understanding and prior knowledge checks, quick quiz competitions are used throughout the lesson to introduce key terms such as cDNA and EcoR1 in a fun and hopefully memorable way

This fully-resourced lesson explains how individuals develop immunity and includes a focus on the different types (active, passive, natural, artificial). The engaging PowerPoint and accompanying resources have been designed to cover point 6.12 of the Pearson Edexcel A-level Biology A specification and there is also a description and discussion of herd immunity to increase the relevance to the current epidemic with COVID-19. The lesson begins with a series of exam-style questions which challenge the students to demonstrate and apply their understanding of the immune response as covered in the previous lessons on topics 6.8 & 6.9. In answering and assessing their answers to these questions, the students will recognise the differences between the primary and secondary immune responses and are then encouraged to discuss how the production of a larger concentration of antibodies in a quicker time is achieved. The importance of antibodies and the production of memory cells for the development of immunity is emphasised and this will be continually referenced as the lesson progresses. The students will learn that this response of the body to a pathogen that has entered the body through natural processes is natural active immunity. Moving forwards, time is taken to look at vaccinations as an example of artificial active immunity. Another series of questions focusing on the MMR vaccine will challenge the students to explain how the deliberate exposure to antigenic material activates the immune response and leads to the retention of memory cells. A quick quiz competition is used to introduce the variety of forms that the antigenic material can take along with examples of diseases that are vaccinated against using these methods. The eradication of smallpox is used to describe the concept of herd immunity and the students are given time to consider the scientific questions and concerns that arise when the use of this pathway is a possible option for a government. The remainder of the lesson looks at the different forms of passive immunity and describes the drawbacks in terms of the need for a full response if a pathogen is reencoutered.

This lesson describes the extracellular action of peptide hormones and the role played by steroid hormones in binding to DNA transcription factors. The detailed PowerPoint and accompanying resources have been designed to cover point 7.22 of the Edexcel International A-level Biology specification and focuses on the differing effects of these two types of hormones on their target cells Students should have a base knowledge of the endocrine system from GCSE 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 their membrane. The relationship between a peptide hormone as a first messenger and a second messenger on the inside of the cell is covered in detail in an upcoming lesson but students are briefly introduced to G proteins and cyclic AMP so they are prepared. 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. Students covered transcription and the control of gene expression in topics 2 and 3 so the final tasks challenge their recall of these concepts

This lesson describes how the nervous system detects stimuli, focusing on the detection of light by the rods in the the retina of mammals. The PowerPoint has been designed to cover the content of specification point 8.8 of the Edexcel International A-level Biology specification and includes descriptions of the roles of rhodopsin, opsin, retinal, sodium ions, cation channels and hyperpolarisation in the formation of action potentials in the optic neurones. The lesson begins by using a quiz to get the students to recognise the range of stimuli which can be detected by receptors. This leads into a task where the students have to form 4 sentences to detail the stimuli which are detected by certain receptors and the energy conversion that happen as a result. Students will be introduced to the idea of a transducer and learn that receptors always convert to electrical energy which is the generator potential. It is likely that students will be aware that the human retina contains rod and cone cells, so the next part of the lesson builds on that knowledge and adds the detail needed at this level. Students will discover that the optical pigment in rod cells is rhodopsin and that the bleaching of this into retinal and opsin results in a cascade of events that allows an action potential to be initiated along the optic nerve. Time is taken to go through the events that occur in the dark and then the students are challenged to use this as a guide when explaining how the events differ in the light. Key terms like depolarisation and hyperpolarisation, that were met earlier in topic 8, are used to explain the changes in membrane potential and the resulting effect on the connection with the bipolar and ganglion cells is then described. The remainder of the lesson focuses on the Pacinian corpuscle and describes how this responds to pressure on the skin, resulting in the opening of the sodium channels and the flow of sodium ions into the neurone to cause depolarisation

This revision lesson has been designed to challenge the students on their use of a range of mathematical skills that could be assessed on the AQA GCSE Combined Science papers. The mathematical element of the AQA GCSE Combined Science course has increased significantly since the specification change and therefore success in those questions which involve the use of maths can prove to be the difference between one grade and another or possibly even more. The engaging PowerPoint and accompanying resources contain a wide range of activities that include exam-style questions with displayed mark schemes and explanations so that students can assess their progress. Other activities include differentiated tasks, class discussion points and quick quiz competitions such as “YOU DO THE MATH” and “FILL THE VOID”. The following mathematical skills (in a scientific context) are covered in this lesson: The use of Avogadro’s constant Rearranging the formula of an equation Calculating the amount in moles using mass and relative formula mass Calculating the relative formula mass for formulae with brackets Using the Periodic Table to calculate the number of sub-atomic particles in atoms Changes to electrons in ions Balancing chemical symbol equations Converting between units Calculating concentration in grams per dm cubed and volumes of solutions Calculating size using the magnification equation Using the mean to estimate the population of a sessile species Calculating percentages to prove the importance of biodiversity Calculating percentage change Calculating the acceleration from a velocity-time graph Recalling and applying the Physics equations Understanding prefixes that determine size Leaving answers to significant figures and using standard form Helpful hints and step-by-step guides are used throughout the lesson to support the students and some of the worksheets are differentiated two ways to provide extra assistance. Due to the detail of this lesson, it is estimated that it will take in excess of 3 hours of GCSE teaching time to cover the tasks and for this reason it can be used over a number of lessons as well as during different times of the year for revision.

This fully-resourced lesson describes the relationship between the structure of the chloroplast and its role in the overall reaction of photosynthesis. The detailed PowerPoint and accompanying resources have been designed to cover points 5.5 & 5.9 of the Pearson Edexcel A-level Biology A (Salters Nuffield) specification and provide a thorough introduction to the light-dependent and light-independent reactions which are covered in the next 3 lessons. Students will have some knowledge of photosynthesis from GCSE and were introduced to the ultrastructure of eukaryotic cells in topics 3 and 4 so this lesson has been written to test and to build on that knowledge. A version of the quiz show POINTLESS runs throughout the lesson and this maintains engagement whilst challenging the students to recall the parts of the chloroplast based on a description which is related to their function. The following structures are covered in this lesson: double membrane thylakoids (grana) stroma intergranal lamellae starch grains chloroplast DNA and ribosomes Once each structure has been recalled (or introduced) , a range of activities are used to ensure that key details are understood. As the main focus of the lesson is the reaction of photosynthesis, extra time is taken to introduce the details of the light-dependent and light-independent reactions that take place in the grana and stroma respectively. This includes descriptions of the role of the thylakoid membranes in the light-dependent reactions and the importance of ATP and reduced NADP for the reduction of GP to GALP in the Calvin cycle of the light-independent reactions. Links to other related topics are also made throughout and this is exemplified by the final task of the lesson where students are challenged on their recall of the structure, properties and function of starch (as originally covered in topic 1) As described above, this lesson has been specifically planned to prepare students for the upcoming lessons that cover the details of specification points 5.7 & 5.8 (i) and (ii).

This lesson describes the light-dependent reactions of photosynthesis, focusing on the link to the light-independent reactions. The detailed PowerPoint and accompanying resources have been designed to cover the details included in point 5.7 of the Edexcel A-level Biology specification and therefore describes how light energy is trapped by exciting electrons in chlorophyll and the role of these electrons in generating ATP, reducing NADP in photophosphorylation and producing oxygen through photolysis of water. This is a topic which students tend to find difficult so this lesson has been intricately planned to walk them through each of the key reactions in the light-dependent stage. Time is taken to describe the roles of the major protein complexes that are embedded in the thylakoid membrane and this includes the two photosystems, the proton pump and ATP synthase. A series of exam-style questions have been written that link to other biological topics in this course such as cell structure and membrane transport as well as application questions to challenge them to apply their understanding. Some of these resources have been differentiated to allow students of differing abilities to access the work and to be pushed at the same time. Students will learn that there are two pathways that the electron can take from PSI and at the completion of the two tasks which describe each of these pathways, they will understand how ATP is generated in non-cyclic and cyclic fashion. The final task of the lesson asks them to compare these two forms of photophosphorylation to check that they understand when photolysis is involved and reduced NADP is formed. Due to the detail included in this lesson, it is estimated that it will take in excess of 2.5 hours of allocated A-level teaching time to complete

This revision resource has been designed to cover the content in both topic 11 (Gas exchange) and topic 12 (Respiration) of the CIE IGCSE Biology specification for examination in June and November 2020 and 2021. The topics have been combined because of the huge crossover and the aim was to encourage students to see those connections and to make the Biological links. The resource contains an engaging and detailed PowerPoint (77 slides) and associated worksheets, some of which have been differentiated to provide assistance for those students who need it. Included in the resource are exam questions, quick tasks and quiz competitions which try to cover as much content as possible with the following areas receiving particular attention: The internal and external structure of the trachea The structure of the alveoli to allow efficient gas exchange The role of the ribs, intercostal muscles and diaphragm in ventilation The differences in composition between inspired and expired air Aerobic respiration in seeds The uses of energy in the body of humans Anaerobic respiration and the oxygen debt This resource contains a large emphasis on the mathematical element of the Biology course. Students are guided through key skills such as percentage change and then challenged to apply

This engaging and detailed lesson presentation (43 slides) uses a step by step guide to take students through the important scientific skill of drawing graphs to represent data and address all the misconceptions and misunderstandings that often accompany this topic. The lesson begins by explaining to the students how to decide whether data should be represented on a line graph or a bar chart and a competition called "To BAR or not to BAR" is used to allow them to check their understanding while maintaining motivation. Moving forwards, students are shown a 6 step guide to drawing a line graph. Included along the way are graphs that are wrong and explanations as to why so that students can see what to avoid. There are continuous progress checks and a homework is also included as part of the lesson. This lesson is written for students of all ages who are studying Science.