This is a full differentiated lesson based on the new AQA (B4.1) SOW but can be used for others. The lesson starts with a short video on blood components to incite interest. There is then a short talk on blood plasma, RBCs, WBC and platelets - students fill in a table as you progress through the slides. Students then apply their knowledge to a differentiated question grid challenge, and self/peer mark. The practical is based on students using microscopes to observe blood components (microscopes and preprepared slides required) and answering questions. A stretch activity is included for the more able, again answers are included to facilitate self/peer marking. The plenary consists of students reflecting upon their progress against the learning objectives, peers can select one another to share answers.

A full differentiated lesson based on the new AQA (B6.4) SOW. The lesson covers the features of a 'good drug', preclinical trials, clinical trials, double blind trials, and publishing results. The concept of 'placebo' is discussed at several stages. Learning is applied/assessed at 4 stages, a match up activity, differentiated question grid, past paper question and plenary quiz. All the answers are included through animation and timers are used to promote pace. There is also an opportunity for class debate during the summary of answers at the differentiated question grid stage.

A complete lesson based on the new AQA (B6.2) SOW. The lesson is well animated and is particularly accommodating to visual learners. The lesson covers painkillers to treat symptoms, disinfectants and antiseptics for outer surfaces, and antibiotics for bacterial infections. Student learning is applied through a differentiated question grid challenge. Antibiotics and their ineffectiveness against viruses is discussed alongside the generation of antibiotic resistance. The images of MRSA infections can be removed as these can be too much for some students - mine love them. There is then a PP question to complete ahead of the plenary which is based upon students reflecting upon their progress against the LOs. Answers to all questions/writing tasks are included through animation and timers are incorporated to promote pace.

A full lesson on the topic of energy transfer in ecosystems. The lesson is based on the OCR-A SOW but can be used for others. The lesson recaps on trophic levels and moves onto energy transfer in ecosystems, biomass pyramids, calculating energy transfer and biomass transfer and discusses the impact of human activities on energy transfer. Past paper questions are used for AFL. The plenary is based on reflective writing, students gauge their progress towards the lessons learning objectives, and how they can improve. Additional 'back up' questions are included for more able students.

A complete lesson based on the OCR-A SOW but can be used for others. The lesson covers primary and secondary succession, climax communities and the prevention/deflection of climax communities. These sections are punctuated by past paper questions for students to apply their learning and for you to conduct AFL. Answers are included in the slides to allow for self/peer correction. The plenary is based on the students reflecting upon their progress against the learning objectives.

This lesson is tailored to the new AQA (B3.5) SOW but can be used for others. The lesson includes the effect of pH and temperature upon enzymes and uses video to relate extremophiles to the topic. Students must then plot a graph of data relating to pepsin activity and temperature and are scaffolded up to calculating the rate of reaction. Students can then explain their findings with the knowledge they have obtained within the lesson relating to denaturation etc. The plenary is based upon students reflecting upon their progress against the learning objectives.

This lesson is based on the new AQA (B3.3) SOW and includes the required practical. Students first complete a table on proteins, carbohydrates and lipids as you work through the slides. There is then a review of this information through Q/A (answers incorporated into the slides). Students then move onto the practical, with stretch questions included for those who finish early. The plenary is based on students reflecting on their progress towards the learning objectives.

A full lesson based on the new AQA B4.4 SOW. The lesson covers issues with heart valves and pacemakers as well as the rectification of each. There is then a 17 mark past paper question for students to apply and consolidate their learning (answers included). Student notes and textbooks can be used for support. Artificial and donor hearts are then discussed over 3 slides. The students then complete independent research on 5 key points relating to heart transplantation, this can be done as a poster, leaflet or students can give brief paragraphs for each point. Ipads or access to a computer is required for this task. The plenary is based on the students reflecting upon their progress against the learning objectives.

A full lesson based on the new AQA (B5.7) SOW. The lesson covers the skin, nose and trachea/bronchi as the first line of defence. A differentiated question grid is used to apply knowledge and to conduct AFL (answers included). The lesson then moves onto the white blood cells and their role in phagocytosis, antibody and antitoxin production. Students then apply their knowledge to a PP question (answers included). The plenary is based on students reflecting upon their progress against the learning objectives.

A full, differentiated lesson based on the new AQA B7.3 SOW but could be used for others. This lesson covers the chemicals found in cigarettes, nicotine, carbon monoxide, smoking during pregnancy and carcinogens. A differentiated question grid and a PP question is then used to apply learning and to conduct AFL. The effects of smoking and cardiovascular disease are then discussed followed by a final PP question ahead of a reflective plenary. All answers to written activities are included into the slides, and timers are used to promote pace. This lesson uses video, animation and news articles to incite interest throughout, making it particularly useful for visual learners.

A full differentiated lesson based on the new AQA SOW (B4.7). The lesson covers xylem and phloem and the importance of transport in plants. There is then a differentiated question grid and a past paper question to apply learning/conduct AFL. All answers are included to facilitate self/peer marking. There is then a simple practical (over 2 days) where students observe xylem tissue using coloured water and celery. The plenary is based upon the students reflecting on their progress against the learning objectives.

A revision lesson tailored to the OCR-A specification, covering the following topics: DNA structure DNA replication Translation and the interrelation of organelles Epistasis Hardy-Weinberg

A full differentiated lesson with everything you need. Lesson is tailored to activate SOW and pitched to a year 8 group. Powerpoint animations and timers support Q/A during peer mediated correction and promote pace throughout the lesson. Differentiated question grid included alongside stretch activities targeted towards more able.

A full differentiated lesson on metabolism and the liver. Lesson is based on AQA SOW (B9.4) but can be used for others. Covers metabolism, basic structure of the liver, metabolic functions of the liver, removing lactic acid and deamination. Slides include timers to promote pace, and answers included via animation to facilitate self/peer correction during review of each learning checkpoint.

A full, differentiated lesson based on the topic of cell differentiation (AQA). This lesson introduces stem cells, discusses differentiation in plant and animal cells as well as cloning. Answers to each learning checkpoint are included into the slides through animation and timers are used to promote pace. The differentiated question grid activity can be deployed as a competition. The plenary is based on students answering reflective questions in reference to the LO’s.

A full lesson based on the new AQA (B3.7) SOW. This lesson covers the importance of temperature and pH on enzyme activity with given examples. Student understanding is checked with past paper exam questions. The lesson then outlines how the body regulates pH within digestion, and students are again directed to past paper questions. This is repeated for the regulation of surface area (emulsification). All answers are incorporated into the slides allowing for peer assessment. The plenary is based on students reflecting upon their progress against the learning objectives.

A full lesson based on the new AQA B5.4 SOW but could be used for others. The lesson covers measles, HIV and tobacco mosaic virus. Students complete a table and various tasks as you progress through the slides focusing on the spread of each disease, the treatment and symptoms. A differentiated question grid is used to apply learning/conduct AFL (answers included). The plenary is based on students reflecting upon their progress against the learning objectives.

A full lesson with all the resources you need for translocation. Covers 'sources' and 'sinks', the mass flow hypothesis and active loading. Prepared for an AS class but includes all the content needed for A2, the lesson is tailored to OCR-A but can be used for others.

A lesson based on the OCR-A SOW but can be used for others. The lesson introduces the assumptions of the Hardy Weinberg principle and introduces each of the 2 equations with examples. The use of both equations in tandem is then introduced step by step, again using an example. There are then 12 questions for students to apply themselves (taken from another TES author). All answers are incorporated into the slides. If you like this resource please visit my shop for more: https://www.tes.com/teaching-resources/shop/matt_nick1in

A full differentiated lesson based on the new AQA (B7.2) SOW but can be used for others. A gripping starter involving a young child and her successful battle with a large tumour is used to incite interest. The lesson then covers tumour formation, benign vs. malignant tumours and the causes of cancer. A differentiated question grid is then used to apply knowledge/conduct AFL. The treatment of cancer is then covered followed by a PP question. Video, gif images and standard pictures/news articles are used throughout to maintain interest and focus. This lesson is particularly appealing to visual earners. All answers are included in the slides via animation facilitating questioning during self/peer assessment. Timers are included to promote pace. If you like this resource please visit my shop for more: https://www.tes.com/teaching-resources/shop/matt_nick1in