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.
Chemical properties lesson-1 created in accordance to the Pearsons BTEC national specification for applied science. The specification mentions a lot of chemical properties so i have separated into three lessons.
In this first lesson i have covered products and reactivity of all period 2 and 3 elements with oxygen
products and reactivity of metals with oxygen, water, dilute hydrochloric acid and dilute sulfuric acid
position of metals in the reactivity series in relation to position in the periodic table.
*Practical opportunity-you may wish to do the alkali metals reaction in water practical-great way of demonstrating reactivity of group 1 metals.*
This new specification requires students to sit an externally assessed examination in January. Includes slide animations and practice questions with answers on slides.
Relevant chapter: Principles and applications of science. Pearson Applied science (Student 1) textbook-Page 33-35
Active transport 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.
AQA spec link: 4.1.3.3
Relevant chapter: B1 Cell structure and transport. AQA Biology third edition textbook-Page 20-21
Specification requires students to know the following;
Active transport moves substances from a more dilute solution to a more concentrated solution (against a concentration gradient). This requires energy from respiration. Active transport allows mineral ions to be absorbed into plant root hairs from very dilute solutions in the soil. Plants require ions for healthy growth.
It also allows sugar molecules to be absorbed from lower concentrations in the gut into the blood which has a higher sugar concentration. Sugar molecules are used for cell respiration.
Students should be able to:
•• describe how substances are transported into and out of cells by
diffusion, osmosis and active transport
•• explain the differences between the three processes.
Alcohol and other carcinogens 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, worksheet and mini review. NB: If you are unable to play embedded videos please view slide notes for link.
AQA spec link: 4.2.2.6
Relevant chapter: B7 Non-communicable diseases. AQA Biology combined textbook-Page 106-107
Students are required to know the following;
A causal mechanism has been proven for some risk factors, but not in others.
• The effect of alcohol on the liver and brain function.
• The effects of alcohol on unborn babies.
• Carcinogens, including ionising radiation, as risk factors in cancer.
Many diseases are caused by the interaction of a number of factors.
Students should be able to understand the principles of sampling as applied to scientific data in terms of risk factors.
Students should be able to translate information between graphical and numerical forms; and extract and interpret information from charts, graphs and tables in terms of risk factors.
Students should be able to use a scatter diagram to identify a correlation between two variables in terms of risk factors.
The blood 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: 4.2.2.3
Relevant chapter: B4 Organising animals and plants. AQA Biology combined edition textbook-Page 52-53
Students are required to know the following;
Blood is a tissue consisting of plasma, in which the red blood cells, white blood cells and platelets are suspended. Students should know the functions of each of these blood components. Students should be able to recognise different types of blood cells in
a photograph or diagram, and explain how they are adapted to their
functions.
The carbon cycle 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: 4.7.2.2
Relevant chapter: B17 organising an ecosystem. AQA Biology Third edition textbook-Page 280-281
Students are required to know the following;
Explain the importance of the carbon and water cycles to living organisms. All materials in the living world are recycled to provide the building blocks for future organisms. The carbon cycle returns carbon from organisms to the atmosphere as carbon dioxide to be used by plants in photosynthesis.
The water cycle provides fresh water for plants and animals on land before draining into the seas. Water is continuously evaporated and precipitated.
Students are not expected to study the nitrogen cycle. Students should be able to explain the role of microorganisms in cycling materials through an ecosystem by returning carbon to the atmosphere as carbon dioxide and mineral ions to the soil.
Unit 2-Practical scientific procedures and techniques
Learning aim D: Review personal development of scientific skills for laboratory work.
How did i teach this?
This assignment allows students to review the skills they attained in this unit. It also reiterates the importance of H&S as well as professional practice. Before setting the assignment i first taught three lessons covering the content in Pearson BTEC national-Applied science-Student book 1. Due to the complexity of this assignment i provided my students with a template which covered the P/M/D criteria (download the free template). This prevented students from going off on a tangent and also ensured they had mentioned the key skills for both assignment B and C.
NB: Interpersonal skills is the second lesson of the three lessons.
Worksheets attached and videos embedded for ease of use.
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.
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.
Adaptations in plants 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
Relevant chapter: B15 Adaptations, interdependence and competitions. AQA Biology combined edition textbook-Page 220-221
Students should be able to explain how organisms are adapted to live in their natural environment,given appropriate information.
Adaptations 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: 4.7.1.4
Relevant chapter: B15 Adaptations, interdependence and competitions. AQA Biology combined edition textbook-Page 218-219
Students are required to know the following;
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.
Organisms in their environment 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: 4.7.1.2 + 4.7.1.3
Relevant chapter: B16 Adaptations, interdependence and competitions. AQA Biology combined edition textbook-Page 260-261
Students are required to know the following;
Students should be able to explain how a change in an abiotic factor would affect a given community given appropriate data or context. Abiotic (non-living) factors which can affect a community are: •• light intensity •• temperature •• moisture levels •• soil pH and mineral content •• wind intensity and direction •• carbon dioxide levels for plants •• oxygen levels for aquatic animals.
Students should be able to explain how a change in a biotic factor might affect a given community given appropriate data or context. Biotic (living) factors which can affect a community are: •• availability of food •• new predators arriving •• new pathogens •• one species outcompeting another so the numbers are no longer sufficient to breed.
This bundle contains the content for SEPARATE/BIOLOGY ONLY students. It includes the B10 unit-The human nervous system. 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 20% by purchasing this bundle :) Total = 7 lessons
Lesson 1-Principles of homeostasis
Lesson 2-The structure and function of the human nervous system
Lesson 3-RP 6/7-Reaction time
Lesson 4-Reflex actions
Lesson 5-The brain
Lesson 6-The eye
Lesson 7-Common problems of the eye
Good luck with your lessons :)
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’.
Complete lesson on Joints , suitable for a mixed 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.
Practical activity included!
For further enquiries please email paperfriendlyresources@gmail.com
Also available via instagram: Paperfriendlyresourcesuk
Antibiotic resistant bacteria 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: 4.6.3.7
Relevant chapter: B15 Genetics and evolution. AQA Biology Third edition textbook-Page 248-249
Students are required to know the following;
Bacteria can evolve rapidly because they reproduce at a fast rate.
Mutations of bacterial pathogens produce new strains. Some strains might be resistant to antibiotics, and so are not killed. They survive and reproduce, so the population of the resistant strain rises. The resistant strain will then spread because people are not immune to it and there is
no effective treatment.
MRSA is resistant to antibiotics.
To reduce the rate of development of antibiotic resistant strains:
• doctors should not prescribe antibiotics inappropriately, such as
treating non-serious or viral infections
• patients should complete their course of antibiotics so all bacteria are
killed and none survive to mutate and form resistant strains
•the agricultural use of antibiotics should be restricted.
The development of new antibiotics is costly and slow. It is unlikely to keep up with the emergence of new resistant strains.
6.5.1.2 Contact and non-contact forces lesson created in accordance to the NEW AQA Specification (9-1).
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
Due to popular demand I have uploaded a B13 bundle.
This bundle contains the content for BIOLOGY/SEPARATE science students. It includes all the resources you need to teach the B13 Reproduction topic. If you're teaching this topic (B12) to combined science students I've uploaded a separate bundle for it.
Lessons have been done in accordance to the specification requirements. Videos embedded for ease of use, paper friendly resources attached. Search the individual lessons for more information on the lesson content. Save 42% by purchasing this bundle. Higher topics included. Total 11 lessons + Past paper question pack on mitosis and meiosis.
L1 = types of reproduction
L2 = cell division and sexual reproduction
L3 = the best of both worlds
L4 = DNA and the genome
L5a = DNA structure
L5b = protein synthesis
L6 = gene expression and mutation
L7 = inheritance in Action
L8 = more about genetics
L9 = inherited disorders
L10 = screening for genetic disorders
I've attached an applied science-revision checklist. It's essentially a copy of the Pearson applied science specification-I've just broken it down and chunked relevant topics. I have handed this to students so they can use it as a revision tool. Hope it helps. I've also made a checklist for the biology and chemistry unit.
Six mark question on mitosis and meiosis. Compliments the B12.2 lesson on cell division in sexual reproduction. Please feel free to check out my other resources :)
The start of the school year is stressful for all teachers, old and new. Here’s a beginners checklist to help refresh you on some helpful things to do on your first few weeks back at school.