This detailed lesson introduces the four stages of aerobic respiration and looks at the relationship between structure and function of the mitochondrion. The engaging PowerPoint and accompanying resource have been designed to cover points 12.2 (a) and (i) of the CIE International A-level Biology specification which states that students should be able to demonstrate and apply an understanding of the inner and outer mitochondrial membranes, cristae, matrix and mitochondrial DNA. The lesson begins with an introduction to glycolysis and students will learn how this first stage of aerobic respiration is also the first stage when oxygen isn’t present. A version of “GUESS WHO” challenges students to use a series of structural clues to whittle the 6 organelles down to just the mitochondrion so that they can learn how the other three stages take place inside this organelle. Moving forwards, the key components of the organelle are identified on a diagram. Students are introduced to the stages of respiration so that they can make a link to the parts of the cell and the mitochondria where each stage occurs. Students will learn that the presence of decarboxylase and dehydrogenase enzymes in the matrix along with coenzymes and oxaloacetate allows the Link reaction and the Krebs cycle to run. Finally, time is taken to introduce the electron transport chain and the enzyme, ATP synthase, so that students can begin to understand how the flow of protons across the inner membrane results in the production of ATP.

This fully-resourced looks at the phenomenon known as the Bohr effect and describes and explains how an increased carbon dioxide concentration effects the dissociation of adult oxyhaemoglobin. The PowerPoint and accompanying resources have been designed to cover point 8.1 (g) of the CIE International A-level Biology specification and continually ties in with the previous lesson on the role of haemoglobin in carrying oxygen. The lesson begins with a terminology check to ensure that the students can use the terms affinity, oxyhaemoglobin and dissociation. In line with this, they are challenged to draw the oxyhaemoglobin dissociation curve and are reminded that this shows how oxygen associates with haemoglobin but how it dissociates at low partial pressures. Moving forwards, a quick quiz is used to introduce Christian Bohr and the students are given some initial details of his described effect. This leads into a series of discussions where the outcome is the understanding that an increased concentration of carbon dioxide decreases the affinity of haemoglobin for oxygen. The students will learn that this reduction in affinity is a result of a decrease in the pH of the cell cytoplasm which alters the tertiary structure of the haemoglobin. Opportunities are taken at this point to challenge students on their prior knowledge of protein structures as well as the bonds in the tertiary structure. The lesson finishes with a series of questions where the understanding and application skills are tested as students have to explain the benefit of the Bohr effect for an exercising individual.

This engaging lesson introduces the classification system developed by Carl Linnaeus as well as the three-domain system developed by Carl Woese. The PowerPoint and accompanying resources (which contain exam-style questions) have been planned to cover the content of specification point 6.4 of the AQA GCSE biology and combined science specifications. The lesson begins with an introduction of the key term, population, and describes the biological meaning of this commonly-used word. The first of several prior knowledge checks then challenges the students on their knowledge of chromosome numbers in gametes following meiosis as well as zygotes and this introduces the hinny as the offspring of a horse and donkey. Students will learn that as the hinny is infertile, this explains why the horse and donkey are not members of the same species. The binomial name using the genus and species for a modern-day human is discussed before a quick quiz is then used to introduce the classification taxa that come above the genus. A series of 3 exam-style questions will challenge the students on their understanding of the 7 taxa and the naming system, and the answers are embedded into the PowerPoint to allow students to assess their work. The remainder of the lesson describes the three-domain system that was developed following improvements in scientific equipment such as microscopes.

This engaging lesson introduces adaptations as either behavioural, structural or functional, and forges links to other topics including natural selection. The PowerPoint and accompanying resources have been planned to cover the content of point 7.1.4 of the AQA GCSE biology and combined science specification, and therefore also describes extremophiles. The lesson begins with a prior knowledge check of topic 6.4, as students must complete a KEY POINT to describe how evolution through natural selection gives rise to phenotypes best suited to their environment. This leads into the description of these phenotypes or features as adaptations. The 1st of several guided discussion periods provides students with the opportunity to consider how adaptations support an organism’s ability to survive. As shown in the cover image, a quick quiz is then used to reveal the three types of adaptations, and students are given support and tips to prevent common mistakes, such as confusion between functional and structural. An exam-style question involving Marram grass challenges students to categorise 6 adaptations as either behavioural, structural or functional, and then further questions link to knowledge about osmosis and stomata and transpiration. The key term, extremophile, is introduced through a quick quiz and students will consider why an environment or habitat might be deemed to be extreme. The final task of the lesson uses a species of bacteria living in volcanic geysers to challenge their understanding of the current topic of adaptations and extremophiles, as well as challenging knowledge from earlier topics including classification, the cell cycle and denaturation.

This is an engaging REVISION lesson which uses a range of exam questions, understanding checks, quick tasks and quiz competitions to enable students to assess their understanding of the content within topic 5 (Forces) of the AQA GCSE Physics (8463) specification. The specification points that are covered in this revision lesson include: Scalar and vector quantities Contact and non-contact forces Gravity Work done and energy transfer Forces and elasticity Moments Speed Velocity Acceleration Newton’s laws Stopping distance Momentum Conservation of momentum Changes in momentum The students will thoroughly enjoy the range of activities, which include quiz competitions such as “Fill the VOID” where they have to compete to be the 1st to complete one of the recall equations whilst all the time evaluating and assessing which areas of this topic will need their further attention. This lesson can be used as revision resource at the end of the topic or in the lead up to mocks or the actual GCSE exams

This lesson describes the experimental methods using quadrats and transects to determine distribution and abundance of species in an ecosystem. The PowerPoint and accompanying resources are part of the second lesson in a series of 2 lessons which have been planned to cover the content of specification point 7.2.1 (Levels of organisation) as described in the AQA GCSE biology and combined science specifications. The lesson begins by challenging the students to recognise the term “random” using four synonyms. This introduces quadrats as a piece of equipment that are fundamental to a random sampling method to determine abundance. The steps of the method are described and students are shown how the estimate population size using the mean and the area of the habitat. Time is taken to consider quadrats which do not have an area of 1 metre squared and the adjustments to the method which will be needed. A series of exam-style questions allow the students to assess their understanding and the mark schemes are embedded into the PowerPoint. The remainder of the lesson considers the use of transects in determining distribution and again a series of tasks, including prior knowledge checks, will allow the students to assess their progress. The first lesson in this series of 2 lessons describes the levels of organisation in an ecosystem and how feeding relationships can be represented in a food chain.

This lesson provides opportunities for students to consider the impact of the selective breeding of food plants and domesticated animals. The PowerPoint and accompanying resources have been primarily designed to cover the content set out in point 6.2.3 of the AQA GCSE biology and combined science specifications, but also challenges students on previously-covered topics including sexual reproduction and inheritance. The lesson begins with a picture of a cow auction and the students are asked to suggest what the farmers might be considering before making a bid. This leads into the concept of selective breeding and students will understand that this process has been used for thousands of years. A step-by-step guide goes through the 5 simple steps to selective breeding, and opportunities are taken to challenge current understanding and prior knowledge through exam-style questions. The answers to all questions are embedded into the PowerPoint to allow students to assess their progress. The remainder of the lesson considers the issues with selective breeding, including the reduction in the size of the gene pool, and the health problems that are associated with animals that have been selectively bred for certain features.

This lesson recaps on the cell cycle including mitosis and uses this to introduce meiosis as the type of cell division which forms gametes. The PowerPoint and accompanying resources have been designed to challenge the students on their recall and understanding of the content of specification points 1.2.1 and 1.2.2, before covering the content of 6.1.2 as set out in the AQA GCSE biology and combined science specifications. The lesson begins with a challenge, where the students have to recognise that the connection between carbon, cell, water and menstrual, is that they are all biological cycles. This leads into the statement that the cell cycle can include mitosis or meiosis, and that a cell cycle occuring in the reproductive organs will include meiosis. The cell cycle including mitosis was covered in topic 1, so the first part of the lesson uses a range of activities to challenge the students on this cycle, ensuring that the events of the 1st stage (interphase), mitosis and the 3rd stage (cytokinesis) are recalled correctly. Moving forwards, students will learn that the cell cycle including meiosis also contains this 1st stage, where the DNA replicates and cell structures duplicate. An exam-style question challenges them to recognise why a diagram doesn’t represent mitosis, and therefore allows the students to learn that meiosis involves two sets of division and forms four genetically unidentical daughter cells, which are the gametes. The answers to all of the understanding checks and prior knowledge checks are embedded in the PowerPoints so students can assess their progress throughout.

This lesson describes how feeding relationships with a community can be represented by food chains. The PowerPoint and accompanying resources are part of the 1st lesson in a series of 2 lessons, which have been designed to cover the content of the point 7.2.1 of the AQA GCSE biology and combined science specifications. The lesson also challenges knowledge from The lesson begins by challenging the students to recognise the connection between the key terms producer, herbivores and carnivores. This task reminds students about food chains and that these diagrams begin with a producer, who photosynthesise. At this point, students are challenged with 5 multiple-choice questions about photosynthesis which was covered in topic 4 and the answers are embedded into the PowerPoint to assess their understanding. Moving forwards, a quick quiz is used to introduce the term, biomass, and students will construct food chains to show how this biomass is transferred between organisms via trophic levels. Students will learn that the organisms in the food chain can be categorised based on their nutrition, or by position, as they learn that producers are eaten by primary consumers, who are eaten by secondary consumers. The remainder of the lesson considers prey-predator cycles and challenges students to explain how the numbers of these organisms rises and falls in cycles. The second lesson in this series of lessons is also uploaded and covers the distribution and abundance in an ecosystem and is titled “Sampling within an ecosystem”.