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.

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

Cloning lesson created in accordance to the NEW AQA Specification (9-1). Designed for higher ability separates class, although content can be adjusted to suit any ability. Includes: questions, slide timers, slide animations, interactive answers on slides, worksheet and a plenary. *This lesson includes a practical which is not required. * NB: This lesson is for SEPARATE science ONLY AQA spec link: 4.6.2.5 Relevant chapter: B14 Variation and evolution. AQA Biology third edition textbook-Page 226-227. Students are required to know the following; Tissue culture: using small groups of cells from part of a plant to grow identical new plants. This is important for preserving rare plant species or commercially in nurseries. Cuttings: an older, but simple, method used by gardeners to produce many identical new plants from a parent plant. Embryo transplants: splitting apart cells from a developing animal embryo before they become specialised, then transplanting the identical embryos into host mothers. WS 1.3, 1.4 Explain the potential benefits and risks of cloning in agriculture and in medicine and that some people have ethical objections. There are links with this content to Advantages and disadvantages of sexual and asexual reproduction (biology only) and Selective breeding.

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.

The artificial control of fertility (contraception) lesson created in accordance to the NEW AQA Specification (9-1) for my separates class (Year 10-KS4). Includes: slide animations, embedded video and practice questions (homework) with mark scheme. This resource is suitable for combined science students. AQA spec link:5.3.5 Relevant chapter: B11.7-The artificial control of fertility . AQA Biology third edition textbook-Page 172-173. *The new specification requires students to know the following; Students should be able to evaluate the different hormonal and non-hormonal methods of contraception. Fertility can be controlled by a variety of hormonal and non-hormonal methods of contraception. These include: • oral contraceptives that contain hormones to inhibit FSH production so that no eggs mature • injection, implant, or skin patch of slow release progesterone to inhibit the maturation and release of eggs for a number of months or years • barrier methods such as condoms and diaphragms which prevent the sperm reaching an egg • intrauterine devices which prevent the implantation of an embryo or release a hormone • spermicidal agents which kill or disable sperm • abstaining from intercourse when an egg may be in the oviduct • surgical methods of male and female sterilisation.

Evaporation and transpiration 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.Includes powerpoint timers, slide animations, embedded video’s and mini review. NB: If you are unable to play embedded videos please view slide notes for link. Please note it is not necessary to print the worksheet for this lesson although it’s advisable if you are teaching a low ability class AQA spec link: 4.2.3.2 Relevant chapter: B4 Organising animals and plants. AQA Biology combined/third edition textbook-Page 66-67 Students are required to know the following; Students should be able to explain how the structure of root hair cells, xylem and phloem are adapted to their functions. Root hair cells are adapted for the efficient uptake of water by osmosis, and mineral ions by active transport. Xylem tissue transports water and mineral ions from the roots to the stems and leaves. It is composed of hollow tubes strengthened by lignin adapted for the transport of water in the transpiration stream. The role of stomata and guard cells are to control gas exchange and water loss. AT 6, 7 Investigate the distribution of stomata and guard cells.

Rates of decomposition lesson created in accordance to the NEW AQA Specification (9-1). Designed for a separate class only, although content can be adjusted to suit any ability. Required practical has been taught in a separate lesson. Includes powerpoint timers, slide animations, embedded video’s and mini review. NB: If you are unable to play embedded videos please view slide notes for link. 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; Students should be able to explain how temperature, water and availability of oxygen affect the rate of decay of biological material. Students should be able to: • calculate rate changes in the decay of biological material Gardeners and farmers try to provide optimum conditions for rapid decay of waste biological material. The compost produced is used as a natural fertiliser for growing garden plants or crops. Anaerobic decay produces methane gas. Biogas generators can be used to produce methane gas as a fuel.

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.

Stem cells dilemmas lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability separates class, although content can be adjusted to suit any ability. Includes: slide animations, embedded video, practice questions with answers on slides. AQA spec link: 4.1.2.3 Relevant chapter: B2 Cell division. AQA Biology third edition textbook-Page 32-33 Specification requires students to know the following; In therapeutic cloning an embryo is produced with the same genes as the patient. Stem cells from the embryo are not rejected by the patient’s body so they may be used for medical treatment. The use of stem cells has potential risks such as transfer of viral infection, and some people have ethical or religious objections. Stem cells from meristems in plants can be used to produce clones of plants quickly and economically. •• Rare species can be cloned to protect from extinction. •• Crop plants with special features such as disease resistance can be cloned to produce large numbers of identical plants for farmers.

How plants use glucose 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. Includes powerpoint timers, slide animations, embedded video’s, practice questions, peer assessment worksheet and mini review. *Top paper friendly tip: the information in the ‘How to use glucose’ worksheet can also be found in the textbook therefore isn’t required to be printed.* NB: If you are unable to play embedded videos please view slide notes for link. AQA spec link: 4.4.1.3 Relevant chapter: B8 Photosynthesis. AQA Biology third edition textbook-Page 128-129 Students are required to know the following; The glucose produced in photosynthesis may be: •• used for respiration •• converted into insoluble starch for storage •• used to produce fat or oil for storage •• used to produce cellulose, which strengthens the cell wall •• used to produce amino acids for protein synthesis. To produce proteins, plants also use nitrate ions that are absorbed from the soil. AT 8-Tests to identify starch, glucose and proteins using simple qualitative reagents

DNA and the genome lesson created in accordance to the NEW AQA Specification (9-1). Designed for a TRILOGY class, although content can be adjusted to suit any ability. Includes: slide animations, embedded videos and practice questions with answers on slides as well as a quiz. AQA spec link: 6.1.4 Relevant chapter: B13 Genetics and reproduction. AQA trilogy textbook-Page 166-167. Specification requires students to know the following; Students should be able to describe the structure of DNA and define genome. The genetic material in the nucleus of a cell is composed of a chemical called DNA. DNA is a polymer made up of two strands forming a double helix. The DNA is contained in structures called chromosomes. A gene is a small section of DNA on a chromosome. Each gene codes for a particular sequence of amino acids, to make a specific protein. The genome of an organism is the entire genetic material of that organism. The whole human genome has now been studied and this will have great importance for medicine in the future. Students should be able to discuss the importance of understanding the human genome. This is limited to the: • search for genes linked to different types of disease • understanding and treatment of inherited disorders • use in tracing human migration patterns from the past

Classification 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: 4.6.4 Relevant chapter: B14 Genetics and evolution. AQA combined trilogy edition textbook-Page 198-199 Students are required to know the following; Traditionally living things have been classified into groups depending on their structure and characteristics in a system developed by Carl Linnaeus. Linnaeus classified living things into kingdom, phylum, class, order, family, genus and species. Organisms are named by the binomial system of genus and species. Students should be able to use information given to show understanding of the Linnaean system. Students should be able to describe the impact of developments in biology on classification systems.

Exchanging materials lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability separates class, although content can be adjusted to suit any ability. Includes: slide animations, practice questions with answers on slides, worksheet, and homework (with MS) AQA spec link: 4.1.3.1 Relevant chapter: B1 Cell structure and transport. AQA Biology third edition textbook-Page 22-23 Specification requires students to know the following; A single-celled organism has a relatively large surface area to volume ratio. This allows sufficient transport of molecules into and out of the cell to meet the needs of the organism. Students should be able to calculate and compare surface area to volume ratios. Students should be able to explain the need for exchange surfaces and a transport system in multicellular organisms in terms of surface area to volume ratio. Students should be able to explain how the small intestine and lungs in mammals, gills in fish, and the roots and leaves in plants, are adapted for exchanging materials. In multicellular organisms, surfaces and organ systems are specialised for exchanging materials. This is to allow sufficient molecules to be transported into and out of cells for the organism’s needs. The effectiveness of an exchange surface is increased by: •• having a large surface area •• a membrane that is thin, to provide a short diffusion path •• (in animals) having an efficient blood supply •• (in animals, for gaseous exchange) being ventilated.

Factors affecting transpiration 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.Includes powerpoint timers, slide animations, embedded video’s and mini review. NB: If you are unable to play embedded videos please view slide notes for link. AQA spec link: 4.2.3.2 Relevant chapter: B4 Organising animals and plants. AQA Biology combined/third edition textbook-Page 68-69 Students are required to know the following; Students should be able to explain the effect of changing temperature, humidity, air movement and light intensity on the rate of transpiration. •plot and draw appropriate graphs, selecting appropriate scales for axes

Fossils and extinction lesson created in accordance to the NEW AQA Specification (9-1). Designed for higher ability (trilogy/combined) 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: 4.6.3.5 Relevant chapter: B14 Genetics and evolution. AQA Biology trilogy edition textbook-Page 192-193 Students are required to know the following; Fossils are the ‘remains’ of organisms from millions of years ago, which are found in rocks. Fossils may be formed: • from parts of organisms that have not decayed because one or more of the conditions needed for decay are absent • when parts of the organism are replaced by minerals as they decay •as preserved traces of organisms, such as footprints, burrows and rootlet traces. Many early forms of life were soft-bodied, which means that they have left few traces behind. What traces there were have been mainly destroyed by geological activity. This is why scientists cannot be certain about how life began on Earth. WS 1.3 Appreciate why the fossil record is incomplete.