This lesson introduces students to prominent agricultural enterprises in Queensland, including both plant- and animal-based industries. Through case studies and research activities, students examine the resources (physical, human, and biological) required for successful agricultural operations. This lesson provides valuable insights into the significance of local and national enterprises in the agricultural sector, ideal for connecting students with real-world examples of regional production. Learning Objectives: State examples of significant agricultural enterprises in Queensland. Describe local and national agricultural enterprises and their importance. Outline the physical, human, and biological resources involved in agricultural enterprises. Compare the resources required for plant-based and animal-based enterprises. Lesson Highlights: Starter Activity: Students discuss well-known agricultural products from Queensland and share any personal connections to agricultural enterprises. Case Study on Teys Australia: Exploration of one of Australia’s largest beef processing companies, covering its employment impact, export significance, and sustainability initiatives. Resource Analysis: Students examine the physical, human, and biological resources necessary for agricultural enterprises, using examples like farmland, skilled labor, and livestock. Research Task: Students research and compare one plant-based and one animal-based enterprise, focusing on local and national examples. Complete Answers and Timed Activities: Answers are provided for structured discussions, and timers ensure each activity progresses smoothly. Included Materials: PowerPoint Presentation with case studies and resource breakdowns Worksheet for resource analysis and enterprise comparisons Answer key for guided discussions and case study details Reflection prompts for self-assessment This lesson package helps students understand the economic and environmental significance of agricultural enterprises, offering a comprehensive look at the resources and sustainability practices that support these industries.

This lesson introduces students to the physical characteristics of agricultural animals, with a specific focus on comparing Bos taurus indicus (Zebu cattle) and Bos taurus taurus (European cattle). Through discussions, examples, and comparative analysis, students learn how physical traits relate to animals’ natural environments and survival strategies. This lesson is ideal for students to gain an understanding of animal adaptation and suitability to specific climates. Learning Objectives: Define and describe physical characteristics relevant to agricultural animals. Identify and compare the physical features of Bos taurus indicus and Bos taurus taurus. Relate these characteristics to environmental adaptation and feeding behavior. Lesson Highlights: Starter Activity: Students observe images of animal features and connect each feature to its specific function, like heat dissipation in Brahman cattle. Comparative Analysis: Exploration of the traits of Bos taurus indicus (e.g., hump, loose skin) versus Bos taurus taurus (e.g., body shape, skin texture) and how these features aid in survival in different climates. Discussion on Adaptations: Examination of physical adaptations, such as ear size and leg structure, and their role in helping animals thrive in challenging environments. Extended Writing Task: Students write a comparison of Bos taurus indicus and Bos taurus taurus, analyzing how each breed’s traits are suited to its natural habitat. Complete Answers and Timed Activities: All answers are provided to support discussions, and timers are included to maintain lesson flow. Included Materials: PowerPoint Presentation with comparative visuals of cattle breeds Worksheet for noting and analyzing physical characteristics Answer key for discussion points and activities Reflection prompts to encourage student assessment of their understanding This lesson package provides students with an understanding of how physical traits support the survival and productivity of agricultural animals, focusing on adaptation to climate and environment.

This lesson provides students with an introduction to animal husbandry, focusing on breeding practices and the significance of specific traits for agricultural success. Through discussions, examples, and selective breeding case studies, students learn how animals are bred for desirable characteristics and explore regional livestock breeds adapted to North Queensland’s conditions. This lesson is ideal for students to understand the fundamentals of animal rearing and the principles of selective breeding. Learning Objectives: Describe the practices and goals of animal husbandry. Define the concept of a breed and understand its importance in agriculture. Identify agricultural animals of regional significance and their adapted traits. Explain how selective breeding is used to produce desired characteristics in animals. Lesson Highlights: Starter Activity: Students guess the lesson title and discuss products produced through animal husbandry, leading into a discussion on the purpose of rearing animals. Concept of Breeds: Introduction to the definition of a breed, with examples of characteristics important to North Queensland, like heat tolerance and disease resistance. Selective Breeding Case Study: Students learn about selective breeding through global and local examples, understanding the process of selecting traits over generations. Regional Breeds Exploration: Students explore local livestock breeds adapted to North Queensland and the specific traits that support their productivity and resilience. Complete Answers and Timed Activities: All answers are provided for facilitation, and timers are used to keep the lesson flowing smoothly. Included Materials: PowerPoint Presentation with examples of animal husbandry practices and selective breeding Worksheet for breed characteristics and selective breeding processes Answer key for all discussion points and activities Reflection prompts to encourage student assessment of their learning This comprehensive lesson package introduces students to the core concepts of animal husbandry, selective breeding, and the significance of regionally adapted livestock breeds, providing a solid foundation for further studies in agricultural science.

A full lesson on the topic of muscles. The lesson is based on the Activate 1 SOW (B2.6) but can be used for others. The lesson includes a competitive game based on the recall of information and a whiteboard quiz. The plenary is based on student reflection on their progress against the learning objectives. PowerPoint animations and timers are included to facilitate self/peer mediated correction and to promote pace respectively.

This engaging and comprehensive lesson introduces Grade 10 students to the concept of farming systems, focusing on three main types: subsistence, commercial, and mixed farming. Set within the context of North Queensland agriculture, the lesson provides students with practical and relevant examples from their local environment, helping them to connect theory with real-world applications. Learning Objectives: Define the term farming systems and understand the interconnected processes within agricultural production. Identify and describe the three key processes involved in farming systems: crop cultivation, livestock raising, and resource management. Compare the features of subsistence, commercial, and mixed farming systems, highlighting their unique characteristics and sustainability practices. Learning Activities: Starter Discussion: Students explore local North Queensland businesses, identifying inputs, processes, and outputs to introduce the concept of farming systems. Class Discussions and Presentations: Covering crop cultivation, livestock raising, and resource management, with interactive questions encouraging critical thinking on topics like cattle breeds suited to tropical environments and sustainable farming practices. Knowledge Check and Review: A worksheet featuring true/false, multiple-choice, and short-answer questions that assess understanding of key concepts such as farming types and the importance of resource management in sustainability. Group Challenge: A fun “Beat the Question Grid” activity reinforces learning through quickfire questions on farming systems, encouraging collaborative learning and knowledge consolidation. ** Additional Features:** Included Answers: All correct answers are provided within the slides, ensuring easy reference and smooth transitions between activities. Timed Activities: Built-in timers are used throughout the lesson to maintain pace and keep students engaged, promoting focused and efficient learning. This lesson is designed for ease of use, providing clear explanations and activities that align with the curriculum while fostering students’ critical thinking and understanding of agriculture.

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.

A full differentiated lesson based on the new AQA B4.8 SOW. The lesson covers the stomata, diffusion of gases, guard cells and transpiration. Student knowledge is applied to a differentiated question grid with a opportunity to ‘stretch’ towards a PP GCSE question - rewards are useful here! Students then take part in a simple practical where they use nail varnish, tape and microscopes to observe and count the stomata on a leaf, comparing the topside to the bottom side. A video is included to show how this is done but a demonstration is useful here. There is then a review of ‘what the students should of found’ followed by a plenary which encourages students to reflect on their progress against the learning objectives. All answers incorporated into the slides to facilitate self/peer marking and correction

A full differentiated lesson based on the new AQA (B7.5) SOW but can be used for others. The lesson covers what alcohol is, how it is absorbed and how it effects the brain and liver. A data exercise, graphic images, news articles and celebrities are used to incite and maintain student interest whilst promoting relevance. A differentiated question grid is then used to apply learning/conduct AFL. The lesson then progresses to cover alcohol and pregnancy (giving capacity for debate through think pair and share), fetal alcohol syndrome and other carcinogens. The Chernobyl disaster is used to promote interest further. The plenary is based on students reflecting upon their progress against the learning objectives. A final plenary PP question is included as a backup, revising key topics from B7. All answers are included in the slides and timers are used to promote pace.

A full, differentiated lesson based on the new AQA (B4.2) SOW. This lesson starts off with a brief video to introduce the topic and then covers arteries, veins and capillaries in detail. Student understanding is checked via a differentiated question grid challenge. Students then attempt a past paper question (9 marks) and peer/self mark. The lesson then covers double circulation and its advantages. Another PP question is used for students to apply their learning. Peer/self marking facilitates AFL. A plenary question involves students comparing the efficiency of a fishes circulatory system to our own. Again this can be self/peer assessed. Students then finally reflect on their learning progress against the learning objectives. All answers are included within the slides, and timers are used to promote pace. LO are ranked based on the new 1-9 system.

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 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, 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 covering the principles of homoeostasis - this lesson is based upon the AQA (B10.1) scheme of work but could be used for others. Stretch activities and support sheets included to support the learning of high and low abilities. Support sheets are literacy and numeracy based for learning checkpoints 1 and 2 respectively. Timers are included to promote pace, and power point animations facilitate Q/A during the review of each learning checkpoint. Class wide AFL can be conducted through a simple ‘hands up’ to indicate mark. The plenary activity is based on student reflection against the learning objectives.

A full lesson based on the new AQA B1.1 SOW. The lesson covers converting units, light microscopes, electron microscopes, calculating magnification/image size, and magnification vs. resolution. Answers to written activities are incorporated into the slides. A practical activity is included where students observe cheek cells and calculate their size - commercial slides can be used to save time or alternatively students can prepare their own. In the case of the latter, this content could fill two 1h lessons.

A complete, differentiated lesson to cover both transcription and translation with everything you need. Based on Edexcell SOW but can be used for any. Powerpoint timers and animations used to promote pace and Q/A during self/peer mediated correction of answers. Plenary based on student reflection on progress against the LO’s.

This lesson is based on the new AQA (B3.4) SOW but could be used for others. The lesson teaches the principles of catalysts and enzymes, and the role of enzymes in metabolism through lecture and video. Students then apply their learning to differentiated questions based on the content of the lesson. A practical is then included where students investigate the effect of different catalysts (potato puree and manganese (IV) oxide) on the decomposition of hydrogen peroxide. Stretch questions are included for those who finish early. The plenary is based on the students reflecting on their progress against the learning objectives. All answers to written work are incorporated into the slides via animation.

Full differentiated lesson with everything you need for the new AQA (B9.3) SOW. Support sheets included for less able and stretch activities for more able. Main activity is a data analysis task with graph plotting. Timers are included to promote pace and answers are included va animation for Q/A/writing activities allowing for self or peer correction of answers.

A full lesson based on the new AQA (B5.5) SOW. The lesson covers salmonella food poisoning, gonorrhoea, and bacterial diseases in plants. Student understanding is checked at various stages with answers included via animation. The two main activities include a differentiated question grid challenge and a PP question (answers also included). Images and video are used to incite student interest. The plenary is based upon students reflecting upon their progress against the learning objectives.

This lesson is based on the new AQA SOW (B3.1) but can be used for others. The levels of organisation are introduced during the starter and then expanded upon prior to a learning checkpoint (key word match up) for AFL. The tissues of the stomach and their functions are then discussed. Students then undertake independent research on several organs within a table - ipads or textbooks are required. Students then complete a ‘match up’ activity involving the adaptations of the stomach and how they aid its function. This scaffolds them to attempt a 6 mark exam style question. The plenary is based o students reflecting upon their progress against the learning objectives. Students can be asked to read out their answers during the plenary.

A complete lesson based on the new AQA (B4.5) SOW. The lesson covers the structure of the gas exchange system, the role of diffusion, the diaphragm and intercostal muscles and the adaptations of the alveoli. Learning is assessed at 4 stages by think pair and share, a sentence reorder task and past exam questions (answer included). The plenary is based on students reflecting upon their progress against the learning objectives.