Please note that I have merged the content of two lessons into one resource. Trophic levels and biomass transfers lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability class, although content can be adjusted to suit any ability. This lesson Includes powerpoint timers, slide animations, past paper questions, self-assessment, interactive mark scheme, embedded videos and review. For general enquiries or support please email: Paperfriendlyresources@gmail.com NB: If you are unable to play embedded videos please view slide notes for link. * AQA spec link: 4.7.4; 1, 2, 3 Relevant chapter: B18 Biodiversity and ecosystems. AQA Biology third edition textbook-Page 300-301 Students are required to know the following; 7.4.1 Students should be able to describe the differences between the trophic levels of organisms within an ecosystem. Trophic levels can be represented by numbers, starting at level 1 with plants and algae. Further trophic levels are numbered subsequently according to how far the organism is along the food chain. Level 1: Plants and algae make their own food and are called producers. Level 2: Herbivores eat plants/algae and are called primary consumers. Level 3: Carnivores that eat herbivores are called secondary consumers. Level 4: Carnivores that eat other carnivores are called tertiary consumers. Apex predators are carnivores with no predators. Decomposers break down dead plant and animal matter by secreting enzymes into the environment. Small soluble food molecules then diffuse into the microorganism. 7.4.2 Pyramids of biomass can be constructed to represent the relative amount of biomass in each level of a food chain. Trophic level 1 is at the bottom of the pyramid. Students should be able to construct accurate pyramids of biomass from appropriate data. 7.4.3 Students should be able to: • describe pyramids of biomass • explain how biomass is lost between the different trophic levels. Producers are mostly plants and algae which transfer about 1% of the incident energy from light for photosynthesis. Only approximately 10% of the biomass from each trophic level is transferred to the level above it. Losses of biomass are due to: • not all the ingested material is absorbed, some is egested as faeces • some absorbed material is lost as waste, such as carbon dioxide and water in respiration and water and urea in urine. Large amounts of glucose are used in respiration. Students should be able to calculate the efficiency of biomass transfers between trophic levels by percentages or fractions of mass. Students should be able to explain how this affects the number of organisms at each trophic level.

The role of negative feedback lesson created in accordance to the NEW AQA Specification (9-1) for my separates class (Year 10-KS4). This content is for HIGHER TIER only. Includes: slide animations, embedded video, practice exam question with mark scheme. This resource is suitable for combined science students. May needed to be edited for foundation students. AQA spec link: 5.3.7 Relevant chapter: B11 Hormonal coordination. AQA Biology third edition textbook-Page 166-167. Specification requires students to know the following; Students should be able to explain the roles of thyroxine and adrenaline in the body. Adrenaline is produced by the adrenal glands in times of fear or stress. It increases the heart rate and boosts the delivery of oxygen and glucose to the brain and muscles, preparing the body for ‘flight or fight’. Thyroxine from the thyroid gland stimulates the basal metabolic rate. It plays an important role in growth and development. Thyroxine levels are controlled by negative feedback.

Removing waste products lesson created in accordance to the NEW AQA Specification (9-1) for my separates class (Year 10-KS4). Includes: slide animations and worksheet. AQA spec link: 5.3.3 Relevant chapter: B12.2-Removing waste products . ( Note: This topic is for BIOLOGY only not for combined science students). AQA Biology third edition textbook-Page 184-185 *The new specification requires students to know the following; Students should be able to explain the effect on cells of osmotic changes in body fluids. Water leaves the body via the lungs during exhalation. Water, ions, and urea are lost from the skin in sweat. There is no control over water, ion, or urea loss by the lungs or skin. Excess water, ions, and urea are removed via the kidneys in the urine. If body cells lose or gain too much water by osmosis they do not function efficiently. The digestion of proteins from the diet results in excess amino acids which need to be excreted safely. In the liver these amino acids are deaminated to form ammonia. Ammonia is toxic and so it is immediately converted to urea for safe excretion.

Please note that this resource contains two lessons worth of content. Factors affecting food security and making food production efficient lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability class, although content can be adjusted to suit any ability. This lesson Includes powerpoint timers, slide animations, past paper questions, self-assessment, interactive mark scheme, embedded videos and review. For general enquiries or support please email: Paperfriendlyresources@gmail.com NB: If you are unable to play embedded videos please view slide notes for link. * AQA spec link: 4.7.5; 1, 2, 3 Relevant chapter: B18 Biodiversity and ecosystems. AQA Biology third edition textbook-Page 304-307 Students are required to know the following; 7.5.1 Students should be able to describe some of the biological factors affecting levels of food security. Food security is having enough food to feed a population. Biological factors which are threatening food security include: • the increasing birth rate has threatened food security in some countries • changing diets in developed countries means scarce food resources are transported around the world • new pests and pathogens affect farming • environmental changes affect food production, such as widespread famine occurring in some countries if rains fail • cost of agricultural inputs • conflicts have arisen in some parts of the world over the availability of water or food. Sustainable methods must be found to feed all people on Earth. 7.5.2 The efficiency of food production can be improved by restricting energy transfer from food animals to the environment. This can be done by limiting their movement and by controlling the temperature of their surroundings. Some animals are fed high protein foods to increase growth. 7.5.3 Fish stocks in the oceans are declining. It is important to maintain fish stocks at a level where breeding continues or certain species may disappear altogether in some areas. Control of net size and the introduction of fishing quotas play important roles in conservation of fish stocks at a sustainable level.

The impact of change lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability class, although content can be adjusted to suit any ability. This lesson Includes powerpoint timers, slide animations, self-assessment, interactive mark scheme, embedded videos and review. For general enquiries or support please email: Paperfriendlyresources@gmail.com ***Paper friendly tips: Only print slide 8 for students that cannot see the board clearly. Print the worksheet as two pages to one, this will need to be quarted with a guillotine and you’ll have enough for four students! NB: If you are unable to play embedded videos please view slide notes for link. * AQA spec link: 4.7.2.4 Relevant chapter: B18 Biodiversity and ecosystems. AQA Biology third edition textbook-Page 296-297 Students are required to know the following; Students should be able to evaluate the impact of environmental changes on the distribution of species in an ecosystem given appropriate information. Environmental changes affect the distribution of species in an ecosystem. These changes include: •• temperature •• availability of water •• composition of atmospheric gases. The changes may be seasonal, geographic or caused by human interaction. WS 1.4 There are links with this content to Biodiversity and the effect of human interaction on ecosystems.

As I embark on to my fifth year of teaching I can still remember my training year as a SCITT trainee, five years since then I’ve had the pleasure to mentor my own student. I have attached a document which contains the teacher standards but more importantly examples that will help you gather the evidence you need for your evidence folder. Please email me at paperfriendlyresources@gmail.com if you any further enquiries or if you would like some friendly teaching advice!

The human population explosion lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability class, although content can be adjusted to suit any ability. Students are expected to demonstrate their graph skills this lesson as well as interpret data. This lesson Includes powerpoint timers, slide animations, questions with markscheme and embedded video’s and mini review. ***Paper friendly tips: Avoid printing the markscheme provided, unless required, an interactive markscheme has been included in the powerpoint. Print two worksheets to one page to save paper. Instruct able students to copy out the table on slide 14 . NB: If you are unable to play embedded videos please view slide notes for link. * AQA spec link: 4.7.3.1; 3.2; 3.3 Relevant chapter: B18 Biodiversity and ecosystems. AQA Biology third edition textbook-Page 286-287 Students are required to know the following; Biodiversity is the variety of all the different species of organisms on earth, or within an ecosystem. A great biodiversity ensures the stability of ecosystems due to the interdependencies of one species on another for food, shelter, and the maintenance of the physical environment. The future of the human species on Earth relies on us maintaining a good level of biodiversity. Many human activities are reducing biodiversity and only recently have measures been taken to try to stop this reduction. Rapid growth in the human population and an increase in the standard of living mean that increasingly more resources are used and more waste is produced. Unless waste and chemical materials are properly handled, more pollution will be caused. Humans reduce the amount of land available for other animals and plants by building, quarrying, farming, and dumping waste.

Evolution and speciation lesson created in accordance to the NEW AQA Specification (9-1). Designed for a separates class. Includes: embedded videos and timers, slide animations, practice questions with answers on slides, worksheet and an interactive quiz. NB: If you are unable to play videos a URL link can be found in the slide notes. AQA spec link: 4.6.3.2 Relevant chapter: B15 Genetics and evolution. AQA Biology trilogy edition textbook-Page 240-241 Students are required to know the following; Students should be able to: • describe the work of Darwin and Wallace in the development of the theory of evolution by natural selection • explain the impact of these ideas on biology. Alfred Russel Wallace independently proposed the theory of evolution by natural selection. He published joint writings with Darwin in 1858 which prompted Darwin to publish On the Origin of Species (1859) the following year. Wallace worked worldwide gathering evidence for evolutionary theory. He is best known for his work on warning colouration in animals and his theory of speciation. Alfred Wallace did much pioneering work on speciation but more evidence over time has led to our current understanding of the theory of speciation. Students should be able to describe the steps which give rise to new species. WS 1.1 The theory of speciation has developed over time

Sustainable food production lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability class, although content can be adjusted to suit any ability. This lesson Includes powerpoint timers, slide animations, past paper questions, self-assessment, interactive mark scheme, embedded videos and review. For general enquiries or support please email: Paperfriendlyresources@gmail.com NB: If you are unable to play embedded videos please view slide notes for link. * AQA spec link: 4.7.5; 3, 4 Relevant chapter: B18 Biodiversity and ecosystems. AQA Biology third edition textbook-Page 308-309 Students are required to know the following; Fish stocks in the oceans are declining. It is important to maintain fish stocks at a level where breeding continues or certain species may disappear altogether in some areas. Control of net size and the introduction of fishing quotas play important roles in conservation of fish stocks at a sustainable level. Students should be able to describe and explain some possible biotechnical and agricultural solutions, including genetic modification, to the demands of the growing human population. Modern biotechnology techniques enable large quantities of microorganisms to be cultured for food. The fungus Fusarium is useful for producing mycoprotein, a protein-rich food suitable for vegetarians. The fungus is grown on glucose syrup, in aerobic conditions, and the biomass is harvested and purified. A genetically modified bacterium produces human insulin. When harvested and purified this is used to treat people with diabetes. GM crops could provide more food or food with an improved nutritional value such as golden rice.

Germination Practical (RP 8). This practical was completed in 2 lessons. Students are required to collect data outside of lesson time. I’ve attached both lessons, mock data (lesson 2) and a sign in sheet so you can create your own groups and student rota. Good luck! Lesson 1: Demo provided, students set up their practical, three conditions were created; full light-by windowsill, partial light-underneath windowsill and darkness-cupboard. The remainder of the lesson was spent discussing how to collect data, the student rota was explained. Students also used this time to assign roles to one another. Opportunity to collect data at break/lunch over 7 days (excluding weekends). Lesson 2: Interpreting data, working out averages, plotting graph, biological drawings. Conclusion and evaluation of practical was given as homework. Overall, this practical was very easy to set up but very fiddly to organise. Students need to take active approach as this practical needs to be done over 7 consecutive days, ownership to students. Mustard seeds were quick to germinate but were very poor at demonstrating phototropism. I would probably use coriander seeds next time. Also in the dark condition shoots grew very long, this confused students as light was absent (due to Etiolation), to complex for GCSE students to comprehend. Spec ref: 5.4.1 Required practical: Investigate the effect of light or gravity on the growth of newly germinated seedlings. Record results as both length measurements and as careful, labelled biological drawings to show the effects.

Investigating the effect of temperature on the rate of decay of fresh milk by measuring pH change (RP 10-separate science). This practical was completed in one lesson, students were asked to construct a graph from their data for homework. I have included how i conducted the practical in the slide notes. AQA spec link: 4.7.2.3 Relevant chapter: B17 Organising an ecosystem. AQA Biology third edition textbook-Page 282-283 Students are required to know the following; Required practical activity 10: investigate the effect of temperature on the rate of decay of fresh milk by measuring pH change. AT skills covered by this practical activity: AT 1, 3, 4 and 5. This practical activity also provides opportunities to develop WS and MS. Details of all skills are given in Key opportunities for skills development.

NB: This is a BIOLOGY (SEPARATES) ONLY lesson Plant defence responses lesson created in accordance to the NEW AQA Specification (9-1). Includes: slide animations, embedded videos, differentiated questions, answers have also been included within the slides. This resource is NOT suitable for combined science students. AQA spec link: 4.3.3.2 Relevant chapter: B5-Communicable diseases . AQA Biology third edition textbook-Page 94-95. Students should be able to describe physical and chemical plant defence responses. Physical defence responses to resist invasion of microorganisms: • Cellulose cell walls. • Tough waxy cuticle on leaves. • Layers of dead cells around stems (bark on trees) which fall off. Chemical plant defence responses: • Antibacterial chemicals. • Poisons to deter herbivores. Mechanical adaptations: • Thorns and hairs deter animals. • Leaves which droop or curl when touched. • Mimicry to trick animals.

Dialysis lesson created in accordance to the NEW AQA Specification (9-1) for my separates class (Year 10-KS4). It includes: embedded videos, slide animations and a worksheet. *Students only need to know the basic principles of dialysis-they do not need to know about haemodialysis or peritoneal dialysis.* AQA spec link: 5.3.3 Relevant chapter: B12-Homeostasis in action. ( Note: This topic is for BIOLOGY only not for combined science students). AQA Biology third edition textbook-Page 188-189 *The new specification requires students to know the following; People who suffer from kidney failure may be treated by organ transplant or by using kidney dialysis. Students should know the basic principles of the operation of a dialysis machine.

Evidence for evolution lesson created in accordance to the NEW AQA Specification (9-1). Designed for higher ability class, although content can be adjusted to suit any ability. Includes: embedded videos and timers, slide animations, practice questions with answers on slides, worksheet and an interactive quiz. NB: If you are unable to play videos a URL link can be found in the slide notes. AQA spec link: 4.6.3.4 Relevant chapter: B15 Genetics and evolution. AQA Biology third edition textbook-Page 242-243 Students are required to know the following; Students should be able to describe the evidence for evolution including fossils and antibiotic resistance in bacteria. The theory of evolution by natural selection is now widely accepted. Evidence for Darwin’s theory is now available as it has been shown that characteristics are passed on to offspring in genes. There is further evidence in the fossil record and the knowledge of how resistance to antibiotics evolves in bacteria.

C13-The Earth’s atmosphere-History of our atmoshphere lesson created in accordance to the NEW AQA Specification (9-1). Designed for a mixed ability year 11 separates class, although content can be adjusted to suit any ability. Includes: slide animations, embedded videos, and homework with answers as well as a interactive review task. If for any reason the video link does not work, a URL has also been included in the notes. For further enquiries please email paperfriendlyresources@gmail.com AQA spec link: 4.9.1.2, 3 Theories about what was in the Earth’s early atmosphere and how the atmosphere was formed have changed and developed over time. Evidence for the early atmosphere is limited because of the time scale of 4.6 billion years. One theory suggests that during the first billion years of the Earth’s existence there was intense volcanic activity that released gases that formed the early atmosphere and water vapour that condensed to form the oceans. At the start of this period the Earth’s atmosphere may have been like the atmospheres of Mars and Venus today, consisting of mainly carbon dioxide with little or no oxygen gas. Volcanoes also produced nitrogen which gradually built up in the atmosphere and there may have been small proportions of methane and ammonia. When the oceans formed carbon dioxide dissolved in the water and carbonates were precipitated producing sediments, reducing the amount of carbon dioxide in the atmosphere. No knowledge of other theories is required. Students should be able to, given appropriate information, interpret evidence and evaluate different theories about the Earth’s early atmosphere. 9.1.3 Algae and plants produced the oxygen that is now in the atmosphere by photosynthesis, which can be represented by the equation: 6CO2 + 6H2O C6H12O6 + 6O2 carbon dioxide + water glucose + oxygen Algae first produced oxygen about 2.7 billion years ago and soon after this oxygen appeared in the atmosphere. Over the next billion years plants evolved and the percentage of oxygen gradually increased to a level that enabled animals to evolve.

Making the most of photosynthesis lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability class and HIGHER TIER ONLY students. You will require access to computers/tablets for this lesson as it is heavily research based. You may decide to set this part of the spec as homework although my students thoroughly enjoyed designing the most affordable greenhouse. * NB: If you are unable to play embedded videos please view slide notes for link. Enjoy this lesson for free as a token of appreciation for all the hard work you've done this term :) AQA spec link: 4.4.1.2 Relevant chapter: B8 Photosynthesis. AQA Biology third edition textbook-Page 128-129 Students are required to know the following; Limiting factors are important in the economics of enhancing the conditions in greenhouses to gain the maximum rate of photosynthesis whilst still maintaining profit.

To use a light microscope to observe, draw and label a selection of plant and animal cells. AQA spec link: 4.1.1.5 Relevant chapter: B1 Cells and organisation. AQA Biology third edition textbook-Page 4-5 In doing this practical students should cover these parts of the apparatus and techniques requirements. Biology AT 1 – use appropriate apparatus to record length and area. Biology AT 7 – use a microscope to make observations of biological specimens and produce labelled scientific drawings