Paperfriendlyresourcesuk
New Resources Coming soon!
PFR resources have been designed to ensure good quality teaching is not compromised by printing restrictions or buffering videos. Lessons that include worksheets have been created for teachers to print at least two copies to an A4 sheet.
Paperfriendlyresourcesuk
New Resources Coming soon!
PFR resources have been designed to ensure good quality teaching is not compromised by printing restrictions or buffering videos. Lessons that include worksheets have been created for teachers to print at least two copies to an A4 sheet.
This bundle contains the content for SEPARATE science students. It includes the B18 unit-Biodiversity and ecosystems. All lessons have been done in accordance to the specification requirements and have been pitched to a higher ability class. Videos have been embedded for ease of use, and printer friendly resources attached. Search the individual lessons for more information on the lesson content. Save 24% by purchasing this bundle :) Total = 11 lessons
Lesson 1-The human population explosion
Lesson 2-Land and water pollution
Lesson 3-Air pollution
Lesson 4-Deforestation and peat destruction
Lesson 5-Global warming
Lesson 6-Maintaining biodiversity
Lesson 7-The impact of change
Lesson 8 + 9 -Trophic levels and biomass transfers
Lesson 10-Factors affecting food security
Lesson 11-Making food production efficient
Lesson 12-Sustainable food production
Good luck with your lessons :)
Feeding relationships 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: 4.7.2.1
Relevant chapter: B16 organising an ecosystem. AQA Biology combined edition textbook-Page 224-225
Students are required to know the following;
Students should understand that photosynthetic organisms are the producers of biomass = for life on Earth. Feeding relationships within a community can be represented by food chains. All food chains begin with a producer which synthesises molecules. This is usually a green plant or alga which makes glucose by photosynthesis.
Producers are eaten by primary consumers, which in turn may be eaten by secondary consumers and then tertiary consumers.
Consumers that kill and eat other animals are predators, and those eaten are prey. In a stable community the numbers of predators and prey rise and fall in cycles.
WS 1.2 Interpret graphs used to model predator-prey cycles.
Students should be able to interpret graphs used to model these cycles.
New systems of 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 200-201
Students are required to know the following;
As evidence of internal structures became more developed due to improvements in microscopes, and the understanding of biochemical processes progressed, new models of classification were proposed.
Due to evidence available from chemical analysis there is now a ‘threedomain system’ developed by Carl Woese. In this system organisms are divided into:
•archaea (primitive bacteria usually living in extreme environments)
•bacteria (true bacteria)
•eukaryota (which includes protists, fungi, plants and animals).
WS 1.1 Understand how scientific methods and theories develop over time.
Evolutionary trees are a method used by scientists to show how they believe organisms are related. They use current classification data for living organisms and fossil data for extinct organisms.
Variation 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 and an interactive quiz.
AQA spec link: 4.6.2.1
Relevant chapter: B14 Variation and evolution. AQA Biology third edition textbook-Page 218-219.
Students are required to know the following;
Students should be able to describe simply how the genome and its interaction with the environment influence the development of the phenotype of an organism. Differences in the characteristics of individuals in a population is called variation and may be due to differences in:
• the genes they have inherited (genetic causes)
• the conditions in which they have developed (environmental causes)
• a combination of genes and the environment.
NB: Mutations reference will be taught in the subsequent lesson.
Evolution by natural selection 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 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: 4.6.2.1 + 4.6.2.2
Relevant chapter: B13 Variation and evolution. AQA Biology trilogy edition textbook-Page 180-181.
Students are required to know the following;
Students should be able to:
• state that there is usually extensive genetic variation within a population of a species
• recall that all variants arise from mutations and that: most have no effect on the phenotype; some influence phenotype; very few determine phenotype.
Mutations occur continuously. Very rarely a mutation will lead to a new phenotype. If the new phenotype is suited to an environmental change it can lead to a relatively rapid change in the species.
Students should be able to describe evolution as a change in the inherited characteristics of a population over time through a process of natural selection which may result in the formation of a new species.
The theory of evolution by natural selection states that all species of living things have evolved from simple life forms that first developed more than three billion years ago.
Students should be able to explain how evolution occurs through natural selection of variants that give rise to phenotypes best suited to their environment.
If two populations of one species become so different in phenotype that they can no longer interbreed to produce fertile offspring they have formed two new species.
How the digestive system works 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: 4.2.2.1
Relevant chapter: B3 Organisation and the digestive system. AQA Biology third edition textbook-Page 46-47
Students are required to know the following;
Students should be able to recall the sites of production and the action
of amylase, proteases and lipases.
Students should be able to understand simple word equations but no
chemical symbol equations are required.
Digestive enzymes convert food into small soluble molecules that can be
absorbed into the bloodstream.
Carbohydrases break down carbohydrates to simple sugars. Amylase is
a carbohydrase which breaks down starch.
Proteases break down proteins to amino acids.
Lipases break down lipids (fats) to glycerol and fatty acids.
The products of digestion are used to build new carbohydrates, lipids
and proteins. Some glucose is used in respiration.
This bundle only contains the content for SEPARATE science students. It includes the B16 unit-Adaptation, interdependence and competition. All lessons have been done in accordance to the specification requirements and have been pitched to a higher ability class. Videos have been embedded for ease of use, and printer friendly resources attached. Search the individual lessons for more information on the lesson content. Save 40% by purchasing this bundle :) Total = 8 lessons
These lessons are suitable to teach combined science students.
Lesson 1-The importance of communities
Lesson 2-Organisms in their environment
Lesson 3-Distribution and abundance
Lesson 4-Competition in animals
Lesson 5-Competition in plants
Lesson 6-Adapt and survive
Lesson 7-Adaptations in animals
Lesson 8-Adaptations in plants
Good luck with your lessons :)
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.
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.
Health and disease lesson created in accordance to the NEW AQA Specification (9-1) for my combined/additional science class (Year 9-KS4). Includes: slide animations, embedded video and practice questions with answers. This resource is suitable for separate science students.
AQA spec link: 2.2.5
Relevant chapter: B5-Communicable diseases . AQA Biology third edition textbook-Page 74-75.
*The new specification requires students to know the following;
Students should be able to describe the relationship between health and disease and the interactions between different types of disease. Health is the state of physical and mental wellbeing.
Diseases, both communicable and non-communicable, are major causes of ill health. Other factors including diet, stress, and life situations may have a profound effect on both physical and mental health.
Different types of disease may interact.
• Defects in the immune system mean that an individual is more likely to suffer from infectious diseases.
• Viruses living in cells can be the trigger for cancers.
• Immune reactions initially caused by a pathogen can trigger allergies such as skin rashes and asthma.
• Severe physical ill health can lead to depression and other mental illness.
Students should be able to translate disease incidence information between graphical and numerical forms, construct and interpret frequency tables and diagrams, bar charts and histograms, and use a scatter diagram to identify a correlation between two variables.
Non-communicable diseases 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. There is a strong overlap between this lesson and B5-health to revise what was taught before summer. Includes: slide animations,
AQA spec link: 4.2.2.6
Relevant chapter: B7 Non-communicable diseases. AQA Biology combined textbook-Page 100-101
Specification requires students to know the following;
Risk factors are linked to an increased rate of a disease.
•aspects of a person’s lifestyle
•substances in the person’s body or environment.
A causal mechanism has been proven for some risk factors, but not in
others.
•Carcinogens, including ionising radiation, as risk factors in cancer.
Many diseases are caused by the interaction of a number of factors.
This bundle includes the B7 unit-Non-communicable diseases. This is a combined science unit. All lessons have been done in accordance to the specification requirements. Videos have been embedded for ease of use (no internet connection required although URL has also been provided), and printer friendly resources attached. Search the individual lessons for more information on the lesson content. Save 20% by purchasing this bundle :)
Lesson 1-Non-communicable diseases
Lesson 2-Cancer
Lesson 3-Smoking and risk of disease
Lesson 4-Diet, exercise and disease
Lesson 5-Alcohol and other carcinogens
The blood vessels 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: 4.2.2.2
Relevant chapter: B4 Organising animals and plants. AQA Biology combined/third edition textbook-Page 54-55
Students are required to know the following;
The body contains three different types of blood vessel:
• arteries
• veins
• capillaries.
Students should be able to explain how the structure of these vessels relates to their functions.
Competition in animals 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: 4.7.1.1
Relevant chapter: B15 Adaptations, interdependence and competitions. AQA Biology combined edition textbook-Page 212-213
Students are required to know the following;
Students should be able to describe:
• different levels of organisation in an ecosystem from individual organisms to the whole ecosystem
• the importance of interdependence and competition in a community.
Students should be able to, when provided with appropriate information:
• suggest the factors for which organisms are competing in a given habitat
• suggest how organisms are adapted to the conditions in which they live.
An ecosystem is the interaction of a community of living organisms (biotic) with the non-living (abiotic) parts of their environment. To survive and reproduce, organisms require a supply of materials from their surroundings and from the other living organisms there.
Adapt and survive 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: 4.7.1.4
Students should be able to explain how organisms are adapted to live in their natural environment, given appropriate information.
Organisms have features (adaptations) that enable them to survive in the conditions in which they normally live. These adaptations may be structural, behavioural, or functional.
Some organisms live in environments that are very extreme, such as at high temperature, pressure, or salt concentration.
These organisms are called extremophiles. Bacteria living in deep sea vents are extremophiles.
Evidence for evolution 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: 4.6.3.4
Relevant chapter: B14 Genetics and evolution. AQA Biology trilogy edition textbook-Page 190-191
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.
"Please note this lesson has been changed since the former review, view the comments for more details*
Genetic engineering 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. NB: If you are unable to play videos a URL link can be found in the slide notes.
AQA spec link: 4.6.2.4
Relevant chapter: B14 Variation and evolution. AQA Biology third edition textbook-Page 230-231.
Students are required to know the following;
Students should be able to explain the potential benefits and risks of genetic engineering in agriculture and in medicine and that some people have objections.
Concerns about GM crops include the effect on populations of wild flowers and insects. Some people feel the effects of eating GM crops on human health have not been fully explored.
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.
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.
The best of both worlds lesson created in accordance to the NEW AQA Specification (9-1). Designed for a separates class, although content can be adjusted to suit any ability. Includes: slide animations, embedded timers, practice questions with answers on slides, quiz and 6 mark past paper question with ms. This topic is synoptic and relates to other sections where more detail is given.
AQA spec link: 6.1.3
Relevant chapter: B13 Genetics and reproduction. AQA Biology third edition textbook-Page 200-201.
Specification requires students to know the following;
Some organisms reproduce by both methods depending on the circumstances.
• Malarial parasites reproduce asexually in the human host, but sexually in the mosquito.
• Many fungi reproduce asexually by spores but also reproduce sexually to give variation.
• Many plants produce seeds sexually, but also reproduce asexually by runners such as strawberry plants, or bulb division such as daffodils.
Knowledge of reproduction in organisms is restricted to those mentioned, but students are expected to be able to explain the advantages and disadvantages for any organism if given
appropriate information.