A Science teacher by trade, I've also been known to be found teaching Maths and PE! However, strange as it may seem, my real love is designing resources that can be used by other teachers to maximise the experience of the students. I am constantly thinking of new ways to engage a student with a topic and try to implement that in the design of the lessons.
A Science teacher by trade, I've also been known to be found teaching Maths and PE! However, strange as it may seem, my real love is designing resources that can be used by other teachers to maximise the experience of the students. I am constantly thinking of new ways to engage a student with a topic and try to implement that in the design of the lessons.
This lesson describes how genetic diversity within, or between species, can be investigated by comparison of characteristics or biological molecules. The PowerPoint and accompanying worksheets are primarily designed to cover the content of point 4.7 of the AQA A-level Biology specification but as this is the last lesson in the topic, it has also been planned to contain a range of questions, tasks and quiz rounds that will challenge the students on their knowledge and understanding of topic 4.
Over the course of the lesson, the students will discover that comparisons of measurable or observable characteristics, DNA and mRNA sequences and the primary structure of common proteins can all be used to investigate diversity. Links are continually made to prior learning, such as the existence of convergent evolution as evidence of the need to compare biological molecules as opposed to the simple comparison of phenotypes. The issues associated with a limited genetic diversity are discussed and the interesting biological example of the congenital dysfunctions consistently found in the Sumatran tigers in captivity in Australia and New Zealand is used to demonstrate the problems of a small gene pool. Moving forwards, the study of the 16S ribosomal RNA gene by Carl Woese is introduced and students will learn that this led to the adoption of the three-domain system in 1990. The final part of the lesson describes how the primary structure of proteins like cytochrome c that is involved in respiration and is therefore found in most living organisms can be compared and challenges the students to demonstrate their understanding of protein synthesis when considering the differences between humans and rhesus monkeys.
This is a highly-detailed revision resource which has been designed to be used over a number of lessons and allows teachers to dip in and out of the material as fits to the requirements of their classes and students. The resource consists of an engaging and detailed powerpoint (132 slides) and worksheets which have been differentiated to allow students of differing abilities to be challenged and access the work. The lesson consists of a wide range of activities which will engage and motivate the students and includes exam questions, quiz competitions and quick tasks. The mathematical element of the course is challenged throughout the lesson
The lesson has been designed to cover as many of the sub-topics within topics 5, 6 and 7 of the AQA GCSE Biology specification, and will be covered in paper 2, but the following sub-topics have been given particular attention:
Topic B5: Homeostasis and response
IVF
The central nervous system
The structure and functions of the eye
Diabetes
Control of blood glucose concentration
Topic B6: Inheritance, variation and evolution
The structure and function of DNA
Mutations and their effects on phenotypes
Genetic terminology
Inherited disorders
Classification
Topic B7: Ecology
Ecological terms
The Carbon cycle
This revision resource can be used in the lead up to mocks or the actual GCSE exams and due to its size, it could be repeatably used to ensure that students develop a deep understanding of these topics.
A fast-paced lesson where the main focus is the description of motion with reference to the forces involved. The lesson begins by introducing the term, terminal velocity, and then through consideration of examples in the English language, students will understand that this is the top velocity. The example of a skydiver is used and whilst the story of the dive is told, students are challenged to draw a sketch graph to show the different stages of this journey. An exemplary answer is used to visualise how the motion should be described. Related topics like free body diagrams and resultant forces are brought into the answer in an attempt to demonstrate how they are all interlinked. The next task asks the students to try to describe the remaining parts of the graph and they can assess against displayed mark schemes. The final part of the lesson looks at the two terminal velocities that they were during the skydive and explains that the increased surface area after the parachute was opened led to the second velocity being lower. The last task challenges the students to use this knowledge to answer a difficult exam question. It has been differentiated so those students who need extra assistance can still access the learning.
This lesson has been written for GCSE students.
This bundle of 4 lessons covers the majority of the content in Topic B4 (Bioenergetics) of the AQA Trilogy GCSE Combined Science & GCSE Biology specifications. The topics covered within these lessons include:
Photosynthesis
Uses of glucose from photosynthesis
Limiting factors
Aerobic respiration
Anaerobic respiration
Response to exercise
All of these lesson presentations and accompanying resources are detailed and engaging and contain regular progress checks to allow the students to constantly assess their understanding.
This lesson focuses on the nature of the genetic code and specifically focuses on the degenerate nature to make a link to gene mutations which is covered later in topic 2. The PowerPoint has been designed to cover point 2.7 of the Pearson Edexcel A-level Biology (Salters Nuffield) specification which states that students should understand how the descriptive terms triplet code, degenerate and non-overlapping relate to the genetic code.
The lesson begins by introducing the terms near universal and non-overlapping in addition to degenerate. A quick quiz competition is used to generate the number 20 so that the students can learn that there are 20 proteinogenic amino acids in the genetic code. This leads into a challenge, where they have to use their prior knowledge of DNA to calculate the number of different DNA triplets (64) and the mismatch in number is then discussed and related back to the lesson topic. Moving forwards, substitutions and deletions are briefly introduced so that they can see how although one substitution can change the primary structure, another will change the codon but not the encoded amino acid. The lesson concludes with a brief look at the non-overlapping nature of the code so that the impact of a base deletion can be understood when covered in greater detail with cystic fibrosis
This fully-resourced lesson explores how other respiratory substrates, such as lipids and proteins, can be used to produce molecules of ATP. The PowerPoint and accompanying resources have been designed to cover the 7th and final part of point 5.2 of the AQA A-level Biology specification which states that students should know how these substrates enter the Krebs cycle.
This lesson has been written to challenge the knowledge of the earlier parts of the topic of respiration and so contains constant prior knowledge checks which come in a range of forms. Students will learn that lipids and proteins can be used as respiratory substrates and will recognise the different ways that they enter the respiratory pathway. Time is taken to look at the beta oxidation pathway and again students are challenged to compare the products of this pathway against that of the Link reaction.
This fully-resourced lesson describes the characteristics and physiology of the glycolytic pathway and explains its role in ATP production for exercise. Both the PowerPoint and accompanying resources have been designed to cover the 2nd part of points 1.4.4 & 1.4.5 as detailed in the Edexcel A-level PE specification
The lesson begins by challenging the students to explain which out of stored ATP, phosphocreatine and glycogen in a muscle would be depleted after 10 seconds of intense exercise. This introduces glycogen as the starting substance in the glycolytic pathway and students will use their prior knowledge to recognise that the 1st step in this pathway involves the breakdown of glycogen to glucose. The main part of the lesson focuses on glycolysis and the key details of this step are discussed and explained, such as the net yield of ATP. Moving forwards, the students will learn how the product of glycolysis, pyruvate, is converted to lactate but does not result in the formation of any more ATP and this small yield of just 2 ATP means that this pathway is quickly fatigued. The lesson finishes by covering the duration of exercise that can be supported by the glycolytic pathway as the dominant energy provider.
This lesson has been specifically written to tie in with the next lesson on the aerobic pathway as well as making links to a previous lesson on the ATP-PC pathway
This fully-resourced lesson describes the blood clotting process and includes the release of thromboplastin and the subsequent conversions to thrombin and fibrin. The engaging PowerPoint and accompanying worksheets have been primarily designed to cover the content detailed in point 1.6 of the Pearson Edexcel A-level Biology A specification but time has been taken to look at haemophilia as a sex-linked disease so that students are prepared for sex-linkage when covered in topic 3.
The lesson begins with the introduction of clotting factors as integral parts of the blood clotting process and explains that factor III, thromboplastin, needs to recalled as well as the events that immediately precede and follows its release. Students will learn how damage to the lining and the exposure of collagen triggers the release of this factor and how a cascade of events then results. Quick quiz rounds and tasks are used to introduce the names of the other substances involved which are prothrombin, thrombin, fibrinogen and fibrin. In a link to the upcoming topic of proteins, students will understand how the insolubility of fibrin enables this mesh of fibres to trap platelets and red blood cells and to form the permanent clot. In the previous lessons, students described the events in atherosclerosis and a link is made to the role of blood clotting in CVD.
The final part of the lesson introduces haemophilia as a sex-linked disease and students are challenged to apply their knowledge to an unfamiliar situation as they have to write genotypes and determine phenotypes before explaining why men are more likely to suffer from this disease than women.
This fully-resourced lesson describes how DNA is replicated semi-conservatively, including the roles of DNA helicase, polymerase and ligase. The detailed PowerPoint and accompanying resources have been designed to cover point 1.4 (ii) of the Edexcel A-level Biology B specification
The main focus of this lesson is the roles of DNA helicase in the breaking of the hydrogen bonds between nucleotide bases, DNA polymerase in forming the growing nucleotide strands and DNA ligase in the joining of the nucleic acid fragments. Time is taken to explain key details, such as the assembly of strands in the 5’-to-3’ direction, so that the continuous manner in which the leading strand is synthesised can be compared against that of the lagging strand. The students are constantly challenged to make links to previous topics such as DNA structure and hydrolysis reactions through a range of exam questions and answers are displayed so that any misconceptions are quickly addressed. The main task of the lesson asks the students to use the information provided in the lesson to order the sequence of events in DNA replication before discussing how the presence of a conserved strand and a newly built strand in each new DNA molecule shows that it is semi-conservative.
This bundle of 4 revision lessons has been designed to motivate and engage the students whilst they are being challenged on their knowledge of the content of the following topics in unit 1 (Cells, organ systems and ecosystems) of the WJEC GCSE Biology specification:
Topic 1.1: Cells and movement across cell membranes
Topic 1.2: Respiration and the respiratory system in humans
Topic 1.3: Digestion and the digestive system in humans
Topic 1.4: Circulatory system in humans
Each of the lessons contains a wide range of activities including exam questions and quiz competitions that will prepare the student’s for an end of topic test or terminal examination
This fully-resourced lesson explores how the structure of capillaries, arteries and veins relate to their functions. The engaging and detailed PowerPoint and accompanying resources have been designed to cover point 1.7 of the Edexcel International A-level Biology specification.
This lesson has been written to build on any prior knowledge from iGCSE or earlier in this topic to enable students to fully understand each type of blood vessel has its particular features. Students will be able to make the connection between the narrow lumen and elastic tissue in the walls of arteries and the need to maintain the high pressure of the blood. A quick version of GUESS WHO is used to introduce smooth muscle and collagen as the substances that are found in the tunica media and externa and again the reason for their presence is explored and explained. The next part of the lesson looks at the role of the capillaries in exchange and links are made to diffusion to ensure that students can explain how the red blood cells pressing against the endothelium results in a short diffusion distance. The remainder of the lesson considers the structure of the veins and students are challenged to explain how the differences to those observed in arteries is due to the lower blood pressure found in these vessels. Valves are introduced and important mechanisms like the skeletal muscle pump are discussed to ensure that students can understand how the return of blood to the right atrium of the heart is maintained.
A highly engaging lesson presentation (60 slides) and accompanying worksheets that uses exam questions (with explained answers), quick tasks and competitions to allow students to assess their understanding of the topic of Genes and Health (Topic 2). Students will have fun whilst recognising those areas of the specification which need further attention. Competitions include "Blockbusters" Hotseat" and "james BOND" so that literacy and numeracy skills are tested along with the content knowledge.
This lesson bundle contains 9 lessons which have been designed to cover the Edexcel International A-level Biology specification points which focus on the structure and function of the biological molecules, including water, carbohydrates, lipids and proteins. The lesson PowerPoints are highly detailed, and along with their accompanying worksheets, they have been planned at length to contain a wide range of engaging tasks which cover the following A-level Biology content that’s found in topics 1, 2 and 4 of the course:
1.1: Understand the importance of water as a solvent in transport, including its dipole nature
1.2 (i): Know the difference between monosaccharides, disaccharides and polysaccharides, including glycogen and starch (amylose and amylopectin)
1.2 (ii): Be able to relate the structures of monosaccharides, disaccharides and polysaccharides to their roles in providing and storing energy
1.4: Know how monosaccharides join to form disaccharides (sucrose, lactose and maltose) and polysaccharides (glycogen and amylose) through condensation reactions forming glycosidic bonds, and how these can be split through hydrolysis reactions
1.5 (i): Know how a triglyceride is synthesised by the formation of ester bonds
during condensation reactions between glycerol and three fatty acids.
1.5 (ii): Know the differences between saturated and unsaturated lipids
2.6 (i): Know the basic structure of an amino acid
2.6 (ii): Understand the formation of polypeptides and proteins (amino acid
monomers linked by peptide bonds in condensation reactions)
2.6 (iii): Understand the significance of a protein’s primary structure in determining its three-dimensional structure and properties (globular and fibrous proteins and the types of bonds involved in its three-dimensional structure)
4.3: Understand the structure and function of the polysaccharides starch and
cellulose, including the role of hydrogen bonds between β-glucose molecules in
the formation of cellulose microfibrils
Hours and hours of planning have gone into each and every lesson that’s included in this bundle to ensure that the students are engaged and motivated whilst the detailed content of topic 2 of the Edexcel International A-level Biology specification is covered. Membranes, proteins, DNA and gene expression represent some of the most important structures, molecules and processes involved in this subject and a deep understanding of their role in living organisms is important for a student’s success.
The 20 lesson PowerPoints and accompanying resources contain a wide range of activities which cover the following topic 2 specification points:
Know the properties of gas exchange surfaces in living organisms
Understand how the rate of diffusion can be calculated using Fick’s Law of Diffusion
Understand how the structure of the mammalian lung is adapted for rapid gas exchange
The structure and properties of cell membranes
The movement of free water molecules by osmosis
The movement across membranes by passive and active transport
The role of channel and carrier proteins in membrane transport
The basic structure of an amino acid
The formation of polypeptides and proteins
The structure of proteins
The mechanism of action and specificity of enzymes
Enzymes are biological catalysts
Intracellular and extracellular enzymes
The basic structure of mononucleotides
The structure of DNA and RNA
The process of DNA replication
The nature of the genetic code
A gene as a sequence of bases on DNA that codes for a sequence of amino acids
The process of transcription and translation
Errors in DNA replication give rise to mutations
Mutations give rise to disorders but many mutations have no observable effect
The meaning of key genetic terms
Understanding the pattern of monohybrid inheritance
Sex linkage on the X chromosome
Understand how the expression of a gene mutation in people with cystic fibrosis impairs the functioning of the gaseous exchange, digestive and reproductive systems
The uses and implications of genetic screening and prenatal testing
Due to the detail included in all of these lessons, it is estimated that it will take in excess of 2 months of allocated A-level teaching time to complete the teaching of the bundle
If you would like to sample the quality of these lessons, then download the rapid gas exchange, osmosis, DNA & RNA, genetic code, genetic terms and cystic fibrosis lessons as these have been uploaded for free.
This fully-resourced lesson describes the ultrastructure of a prokaryotic cell including the nucleoid, plasmid, 70S ribosomes and cell wall. The engaging PowerPoint and accompanying resources have been designed to cover specification point 2.1 (iii) of the Edexcel A-level Biology B specification but has been specifically designed to be taught after the lesson on the ultrastructure of eukaryotic cells, specification point 2.1 (v), so that comparisons can be drawn.
A clear understanding of terminology is important for A-level Biology so this lesson begins with a challenge, where the students have to come up with a 3-letter prefix that they believe will translate as before or in front of . This leads into the discovery of the meaning of prokaryote as before nucleus which acts to remind students that these types of cell lack this cell structure. Links to the previous lessons on the eukaryotic cells are made throughout the lesson and at this particular point, the students are asked to work out why the DNA would be described as naked and to state where it will be found in the cell. Moving forwards, the students will discover that these cells also lack membrane bound organelles and a quick quiz competition challenges them to identify the specific structure that is absent from just a single word. In addition to the naked DNA, students will learn that there are also ribosomes in the cytoplasm and will discover that these are smaller than those found in the cytoplasm of an eukaryotic cell (but the same size as those in chloroplasts and mitochondria). The remainder of the lesson focuses on the composition of the cell wall, the additional features of prokaryotic cells such as plasmids and there is also the introduction of binary fission as the mechanism by which these organisms reproduce so that students can recognise that prokaryotic cells do not contain centrioles
Both lessons in this bundle are detailed and engaging and use regular understanding checks (with answers embedded into the PowerPoints) to enable the students to assess their progress. The lessons have been planned to cover these points from topic 2.2 of the AQA A-level biology specification:
Eukaryotic cells show a cell cycle
DNA replication occurs during interphase of the cell cycle
Mitosis is part of the cell cycle
The behaviour of chromosomes in interphase, prophase, metaphase, anaphase and telophase
Division of the cytoplasm during cytokinesis produces two new cells
Calculation of the mitotic index
This detailed lesson describes the structure and properties of the cell membrane, focusing on the phospholipid bilayer, cholesterol and membrane proteins. The detailed PowerPoint and accompanying resources have been designed to cover the details of point 2.2 (i) of the Edexcel International A-level Biology specification and clear links are made to Singer and Nicholson’s fluid mosaic model which is covered in the following lesson
Students met triglycerides in topic 1 and so a quick quiz competition at the start of the lesson challenges their recall of the structure of these lipids so that they can recognise the similarities and differences to the structure of phospholipids. Time is taken to look at the differing properties of the phosphate head and the fatty acid tails in terms of water and the class is challenged to work out how the phospholipids must be arranged when there’s an aqueous solution on the inside and outside of the cell. This introduces the bilayer arrangement, with the hydrophilic phosphate heads protruding outwards into the aqueous solutions on the inside and the outside of the cell. In a link to some upcoming lessons on the transport mechanisms, the students will learn that only small, non-polar molecules can move by simple diffusion and that this is through the tails of the bilayer. This introduces the need for transmembrane proteins to allow large or polar molecules to move into the cell by facilitated diffusion and active transport. Proteins that act as receptors as also introduced and an opportunity is taken to make a link to an upcoming topic so that students can understand how hormones or drugs will bind to target cells in this way. Moving forwards, the structure of cholesterol is covered and students will learn that this hydrophobic molecule sits in the middle of the tails and therefore acts to regulate membrane fluidity. The final part of the lesson challenges the students to apply their newly-acquired knowledge to a series of questions where they have to explain why proteins may have moved when two cells are fused and to suggest why there is a larger proportion of these proteins in the inner mitochondrial membrane than the outer membrane.
This lesson explains how to calculate the mitotic index and then explores what a high value may indicate about the tissue that was sampled. The PowerPoint and accompanying resources are part of the 2nd lesson in a series of 3 which have been planned to cover the content of point 2.2 of the AQA A-level biology specification.
As shown in the cover image, the lesson begins with a bit of fun, as the students are challenged to use three clues to identify three uses of the term index in biology. They’ll learn that the index of diversity is covered in a topic 4 lesson and that this lesson focuses on the mitotic index. The students are challenged on their knowledge of the mitotic cell cycle throughout the lesson and one of these questions is used to introduce the meaning of the index and the formula. A series of exam-style questions challenge them to apply their understanding, and the answers are embedded into the PowerPoint to enable the students to assess their progress. Moving forwards, the different meanings of high values are considered, including growing and repairing tissues, and then to explain how an elevated mitotic index can indicate that cell division has become uncontrolled. This prepares students for the next lesson where tumour formation and cancer will be covered.
“Overall, at least 10% of the marks in assessments for biology will require the use of mathematical skills”
This sentence is taken directly from the AQA A-level Biology specification and clearly shows that being able to apply these skills in the context of biology will have a significant impact on a student’s chances of success.
This bundle has been created to cover as much of those mathematical skills as possible
A revision lesson is also included in this bundle which acts as a fun and engaging revision of the range of calculations
This bundle contains 8 revision lessons which use multiple-choice assessments consisting of 20 questions to challenge the students on their knowledge and understanding of all 8 topics in the AQA A-level biology specification. In addition to the assessments, each lesson includes a PowerPoint which reveals the answers and contains additional questions to check on further knowledge and detail.
If you would like to sample the quality of these lessons, then download the topic 1 and 6 revision lessons as these have been uploaded for free.
