Complete lesson on plant and animal cells, suitable for a high ability KS3 class. Suitable to use as part of the ‘Activate’ schemes of work. Resources can be adjusted to meet the needs of your class. Enjoy this lesson for free! For further enquiries please email paperfriendlyresources@gmail.com Also available via instagram: Paperfriendlyresourcesuk

Uses of monoclonal antibodies lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability SEPARATE (trilogy) class, although content can be adjusted to suit any ability. Includes: slide animations, embedded videos,questions with answers on slides and homework, with mark scheme. NB: This resource is for separate science only AQA spec link: 4.3.2.2 Relevant chapter: B6 Preventing and treating diseases. AQA Biology third edition textbook-Page 107-109 Specification requires students to know the following; Students should be able to describe some of the ways in which monoclonal antibodies can be used. •To treat some diseases: for cancer the monoclonal antibody can be bound to a radioactive substance, a toxic drug or a chemical which stops cells growing and dividing. It delivers the substance to the cancer cells without harming other cells in the body. Students are not expected to recall any specific tests or treatments but given appropriate information they should be able to explain how they work. Monoclonal antibodies create more side effects than expected. They are not yet as widely used as everyone hoped when they were first developed.

Making monoclonal antibodies lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability SEPARATE (trilogy) class, although content can be adjusted to suit any ability. Includes: slide animations, embedded videos and practice questions with answers on slides. NB: This resource is for separate science only AQA spec link: 4.3.2.1 Relevant chapter: B6 Preventing and treating diseases. AQA Biology third edition textbook-Page 106-107 Specification requires students to know the following; Students should be able to describe how monoclonal antibodies are produced. Monoclonal antibodies are produced from a single clone of cells. The antibodies are specific to one binding site on one protein antigen and so are able to target a specific chemical or specific cells in the body. They are produced by stimulating mouse lymphocytes to make a particular antibody. The lymphocytes are combined with a particular kind of tumour cell to make a cell called a hybridoma cell. The hybridoma cell can both divide and make the antibody. Single hybridoma cells are cloned to produce many identical cells that all produce the same antibody. A large amount of the antibody can be collected and purified.

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.

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.

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.

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.

Global warming 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, homework, self-assessment, interactive mark scheme, embedded video’s 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: 4.7.3.5 Relevant chapter: B17 Biodiversity and ecosystems. AQA Biology for combined science textbook-Page 240-241 Students are required to know the following; Students should be able to describe some of the biological consequences of global warming. Levels of carbon dioxide and methane in the atmosphere are increasing, and contribute to ‘global warming’.

Maintaining biodiversity lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability trilogy class, although content can be adjusted to suit any ability. This lesson Includes powerpoint timers, slide animations, circus activity, self-assessment, interactive mark scheme, embedded videos and review. For general enquiries or support please email: Paperfriendlyresources@gmail.com ***Paper friendly tips: Print slides 16-23 as two slides per handout, you will only need two copies and can place these around your laboratory. Also print slide 11 approx 1 between 2-3. NB: If you are unable to play embedded videos please view slide notes for link. * AQA spec link: 4.7.3.6 Relevant chapter: B17 Biodiversity and ecosystems. AQA Biology combined science trilogy edition textbook-Page 242-243 Students are required to know the following; Students should be able to describe both positive and negative human interactions in an ecosystem and explain their impact on biodiversity. Scientists and concerned citizens have put in place programmes to reduce the negative effects of humans on ecosystems and biodiversity. These include: • breeding programmes for endangered species • protection and regeneration of rare habitats • reintroduction of field margins and hedgerows in agricultural areas where farmers grow only one type of crop • reduction of deforestation and carbon dioxide emissions by some governments • recycling resources rather than dumping waste in landfill. WS 1.4, 1.5 Evaluate given information about methods that can be used to tackle problems caused by human impacts on the environment. Explain and evaluate the conflicting pressures on maintaining biodiversity given appropriate information.

Deforestation and peat destruction lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability trilogy class, although content can be adjusted to suit any ability. This lesson Includes powerpoint timers, slide animations, paper paper questions, self-assessment activity, may be used as mini-assessment, mark scheme, embedded video’s and review. For general enquiries or support please email: Paperfriendlyresources@gmail.com ***Paper friendly tips: Print the worksheets as two pages to one A4 side-double sided. Alternatively you can email the worksheet to students to complete on laptops/desktops. You do not need to print the mark scheme. NB: If you are unable to play embedded videos please view slide notes for link. * AQA spec link: 4.7.3.3, 3.4 Relevant chapter: B17 Biodiversity and ecosystems. AQA Biology combined science trilogy edition textbook-Page 238-239 Students are required to know the following; 7.3.3 Humans reduce the amount of land available for other animals and plants by building, quarrying, farming, and dumping waste. The destruction of peat bogs, and other areas of peat to produce garden compost, reduces the area of this habitat and thus the variety of different plant, animal, and microorganism species that live there (biodiversity). The decay or burning of the peat releases carbon dioxide into the atmosphere. 7.3.4 Large-scale deforestation in tropical areas has occurred to: • provide land for cattle and rice fields • grow crops for biofuels.

This resource has been uploaded for free to celebrate the two year anniversary of paperfriendlyresources. Thank you for your continuous support and positive feedback! Air pollution lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability trilogy class, although content can be adjusted to suit any ability.Please note this lesson requires computing devices as the main activity requires students to undertake research. This lesson Includes powerpoint timers, slide animations, peer-assessment, mark scheme, embedded video’s and mini review. It also provides students the opportunity to work in groups. ***Paper friendly tips: Print the marking sheets as one A4 page-double sided. Alternatively you can email the marking sheets to students to complete on laptops/desktops. NB: If you are unable to play embedded videos please view slide notes for link. * AQA spec link: 4.7.3.2 Relevant chapter: B17 Biodiversity and ecosystems. AQA Biology combined science trilogy edition textbook-Page 236-237 Students are required to know the following; Pollution can occur: • in air, from smoke and gases such as sulfur dioxide, which contributes to acid rain.

This resource has been uploaded for free to celebrate the two year anniversary of paperfriendlyresources. Thank you for your continuous support and positive feedback! Land and water pollution lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability trilogy 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, homeworks with mark scheme and embedded video’s and mini review. ***Paper friendly tips: Print two homework sheets to one page to save paper. It is not necessary to print slide 7, unless required. NB: If you are unable to play embedded videos please view slide notes for link. * AQA spec link: 4.7.3.2 Relevant chapter: B17 Biodiversity and ecosystems. AQA Biology combined science Trilogy textbook-Page 234-235 Students are required to know the following; Pollution can occur: • in water, from sewage, fertiliser, or toxic chemicals • on land, from landfill and from toxic chemicals such as pesticides and herbicides, which may be washed from land into water. Pollution kills plants and animals which can reduce biodiversity.

The human population explosion lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability trilogy 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: B17 Biodiversity and ecosystems. AQA Biology combined science Trilogy edition textbook-Page 232-233 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.

Maintaining biodiversity 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, circus activity, self-assessment, interactive mark scheme, embedded videos and review. For general enquiries or support please email: Paperfriendlyresources@gmail.com ***Paper friendly tips: Print slides 16-23 as two slides per handout, you will only need two copies and can place these around your laboratory. Also print slide 11 approx 1 between 2-3. NB: If you are unable to play embedded videos please view slide notes for link. * AQA spec link: 4.7.3.6 Relevant chapter: B18 Biodiversity and ecosystems. AQA Biology third edition textbook-Page 298-299 Students are required to know the following; Students should be able to describe both positive and negative human interactions in an ecosystem and explain their impact on biodiversity. Scientists and concerned citizens have put in place programmes to reduce the negative effects of humans on ecosystems and biodiversity. These include: • breeding programmes for endangered species • protection and regeneration of rare habitats • reintroduction of field margins and hedgerows in agricultural areas where farmers grow only one type of crop • reduction of deforestation and carbon dioxide emissions by some governments • recycling resources rather than dumping waste in landfill. WS 1.4, 1.5 Evaluate given information about methods that can be used to tackle problems caused by human impacts on the environment. Explain and evaluate the conflicting pressures on maintaining biodiversity given appropriate information.

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.

Every year we have students that have gone above and beyond within our classes however, they aren’t always acknowledged in reward assemblies because of the large pool of students they are competing against. Most of the certificate templates I found online were either over complicated, childish or both. Students in secondary school wish to be treated as young adults hence, I have created a sophisticated certificate, one that students would be proud to take home. Reward the students in your biology classes for their achievement and effort using these certificates, download for free and edit away! If you like this certificate but don’t teach biology, edit away! P.S I have attached PDF and Word doc versions, I recommend you print your certificates as PDF.

This lesson has recently been ammended to include recent events regarding climate change Global warming 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, homework self-assessment, interactive mark scheme, embedded video’s 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: 4.7.3.5 Relevant chapter: B18 Biodiversity and ecosystems. AQA Biology third edition textbook-Page 294-295 Students are required to know the following; Students should be able to describe some of the biological consequences of global warming. Levels of carbon dioxide and methane in the atmosphere are increasing, and contribute to ‘global warming’.