This fully-resourced lesson looks at the effects of nervous mechanisms on the heart rate. The engaging and detailed PowerPoint and accompanying resources have been designed to cover the part of point 5.1.5 (k) of the OCR A-level Biology A specification which states that students should be able to demonstrate and apply their knowledge and understanding of the control of the heart rate by the cardiovascular centre in the medulla oblongata This lesson begins with a prior knowledge check where students have to identify and correct any errors in a passage about the conduction system of the heart. This allows the SAN to be recalled as this structure play an important role as the effector in this control system. Moving forwards, the three key parts of a control system are recalled as the next part of the lesson will specifically look at the range of sensory receptors, the coordination centre and the effector. Students are introduced to chemoreceptors and baroreceptors and time is taken to ensure that the understanding of the stimuli detected by these receptors is complete and that they recognise the result is the conduction of an impulse along a neurone to the brain. A quick quiz is used to introduce the medulla oblongata as the location of the cardiovascular centre. The communication between this centre and the SAN through the autonomic nervous system can be poorly understood so detailed explanations are provided and the sympathetic and parasympathetic divisions compared. The final task challenges the students to demonstrate and apply their understanding by writing a detailed description of the control and this task has been differentiated three ways to allow differing abilities to access the work

This detailed lesson describes the role of the mRNA, tRNA, rRNA and amino acids during the second stage of protein synthesis - translation. Both the PowerPoint and accompanying resources have been designed to cover the second part of point 2.1.3 (g) of the OCR A-level Biology A specification and continually links back to the previous lessons in this module on the structure of DNA and RNA and the genetic code Translation is a topic which is often poorly understood and so this lesson has been written to enable the students to understand how to answer the different types of questions by knowing and including the key details of the structures involved. The lesson begins by challenging the students to consider why it is so important that the amino acids are assembled in the correct order during the formation of the chain. Moving forwards, a quick quiz round called “LOST IN TRANSLATION” is used to check on their prior knowledge of the mRNA strand, the tRNA molecules, the genetic code and the ribosomes. The next task involves a very detailed description of translation that has been divided into 14 statements which the students have to put into the correct order. By giving them a passage that consists of this considerable detail, they can pick out the important parts to use in the next task where they have to answer shorter questions worth between 3 and 4 marks. These types of questions are common in the assessments and by building up through the lesson, their confidence to answer this type should increase. The final two tasks of the lesson involve another quiz, where the teams compete to transcribe and translate in the quickest time before using all that they have absorbed to answer some questions which involve the genetic code and the mRNA codon table

A fully-resourced lesson which looks at the structure of DNA in the detail which is required at GCSE level (14 - 16 year olds in the UK). The lesson includes an engaging lesson presentation (35 slides) and associated worksheets. The main aim of the lesson is to ensure that students recognise key terminology that comes with this topic such as nucleotide and (nitrogenous) bases. Engaging tasks have been written into the lesson, in order to maintain the motivation, such as when students are introduced to complimentary base pairing through a version of the gameshow “Take me Out”. Additional knowledge is provided at appropriate times in the lesson to stretch and challenge the more able. There are regular progress checks throughout the lesson so that students can assess their understanding of the structure. As stated above, this lesson has been written for GCSE students but could be used with younger students and also with A-level students as a means of a recap before they learn about this in greater detail.

A fully-resourced lesson that looks at the different sampling methods that can be used to estimate the populations of animals and plants in a habitat and to analyse how their distribution is affected, The lesson includes a detailed and engaging lesson presentation (56 slides) and differentiated worksheets so that students of different abilities are challenged and can access the work. The lesson begins by looking at the use of a quadrat to estimate the population of plants in a habitat. There is a focus on the mathematical calculations associated with the method and students are given hints and worked examples so that any common misconceptions are addressed. Moving forwards, students are introduced to the capture-mark-recapture technique to sample animals. The rest of the lesson looks at alternative pieces of apparatus, such as the sweep net, and discusses situations when these would be used. This lesson has been written for GCSE students (14 - 16 year olds in the UK) but is appropriate for both younger students who are learning about ecology and also for A-level students who need a recap on this topic.

This lesson describes how homeostasis in mammals involves control systems that maintain the internal environment within narrow limits. The detailed and engaging PowerPoint and accompanying resources have been designed to cover the content of point 6.4.1 of the AQA A-level biology specification, which is the titled “Pripnciples of homeostasis and negative feedback”. As homeostasis is a topic met at GCSE, this lesson has been written to build on this knowledge as well as to check on their prior knowledge of earlier A-level topics such as osmosis when considering blood water potential and the use of glucose as a respiratory substrate. Discussion points are written into the lesson at regular intervals to encourage the students to consider why a particular process or method takes place and understanding checks allow them to assess their progress. Students will recall how body temperature, blood water potential and blood glucose concentration are maintained within restricted limits and the importance of these systems are looked into in detail. Time is taken to consider the importance of maintaining these aspects, specifically with relation to the activity of enzymes. As such, students will also discuss how the pH of the blood is maintained. The key components of the control system are recalled and then time is taken to focus on the cell signalling that occurs between the coordination centre and the effectors. Students will learn to associate the response with either the use of the neuronal or hormonal system. The final part of the lesson looks at the importance of negative feedback in reversing the change in order to bring the aspect back to the optimum and the added degree of control which this provides. Positive feedback is also briefly mentioned at the end.

This engaging and fully-resourced lesson covers the content of specification points 5.1.4 (e and f) of the OCR A-level Biology A specification which states that students should be able to demonstrate and apply an understanding of the differences between diabetes mellitus type I and II and the potential treatments of this disease. The lesson has been designed to take place in a diabetes clinic where students will be challenged to perform a number of roles such as diagnosing a patient with either type I or II and to write a letter to this patient explaining how the disease was caused and any treatments that will be recommended to control the disease. It has been planned to build on the knowledge that they will have of these diseases from GCSE and links are made to other A-level topics such as the beta cells of the pancreas which they considered during the lesson on the control of blood glucose concentration. The final part of the lesson looks at the potential treatments which include the genetic modification of bacteria. This topic is covered in greater detail in module 6.1.3 so this section of the lesson focuses on the enzymes involved as well as the plasmid DNA from a bacterial cell. This lesson has been designed for students studying the OCR A-level Biology A course and runs alongside the uploaded lesson on the control of blood glucose concentration as well as the other lessons that have been added for module 5.1.4

This engaging and fully-resourced lesson looks at how genetic drift can arise after a genetic bottleneck or as a result of the Founder effect. The detailed PowerPoint and accompanying resources have been designed to cover the fourth part of point 7.3 of the AQA A-level Biology specification which states that students should be able to explain the importance of genetic drift in causing changes in allele frequency in small populations A wide range of examples are used to show the students how a population that descends from a small number of parents will have a reduction in genetic variation and a change in the frequency of existing alleles. Students are encouraged to discuss new information to consider key points and understanding checks in a range of forms are used to enable them to check their progress and address any misconceptions. Students are provided with three articles on Huntington’s disease in South Africa, the Caribbean lizards and the plains bison to understand how either a sharp reduction in numbers of a new population beginning from a handful of individuals results in a small gene pool. Links to related topics are made throughout the lesson to ensure that a deep understanding is gained.

This fully-resourced lesson looks at the coordination and control of heart rate by the cardiovascular centre in the medulla oblongata. The engaging and detailed PowerPoint and accompanying resources have been designed to cover the second part of point 6.1.3 of the AQA A-level Biology specification which states that students should know the roles and locations of the sensory receptors and the roles of the autonomic nervous system and effectors in the control of heart rate. This lesson begins with a prior knowledge check where students have to identify and correct any errors in a passage about the conduction system of the heart. This allows the SAN to be recalled as this structure play an important role as the effector in this control system. Moving forwards, the three key parts of a control system are recalled as the next part of the lesson will specifically look at the range of sensory receptors, the coordination centre and the effector. Students are introduced to chemoreceptors and baroreceptors and time is taken to ensure that the understanding of the stimuli detected by these receptors is complete and that they recognise the result is the conduction of an impulse along a neurone to the brain. A quick quiz is used to introduce the medulla oblongata as the location of the cardiovascular centre. The communication between this centre and the SAN through the autonomic nervous system can be poorly understood so detailed explanations are provided and the sympathetic and parasympathetic divisions compared. The final task challenges the students to demonstrate and apply their understanding by writing a detailed description of the control and this task has been differentiated three ways to allow differing abilities to access the work This lesson has been written to tie in with the previous lesson on the conducting system of the heart which is also detailed in specification point 6.1.3

This fully-resourced lesson describes how natural selection results in species with anatomical, behavioural and physiological adaptations. The engaging and detailed PowerPoint and accompanying resources have been designed to cover the fourth part of point 4.4 of the AQA A-level Biology specification and make continual links to the earlier parts of this topic including evolution and genetics. A quick quiz competition at the start of the lesson introduces the different types of adaptation and a series of tasks are used to ensure that the students can distinguish between anatomical, behavioural and physiological adaptations. The Marram grass is used to test their understanding further, before a step by step guide describes how the lignified cells prevent a loss of turgidity. Moving forwards, the students are challenged to explain how the other adaptations of this grass help it to survive in its environment. A series of exam-style questions on the Mangrove family will challenge them to make links to other topics such as osmosis and the mark schemes are displayed to allow them to assess their understanding. The final part of the lesson focuses on the adaptations of the anteater but this time links are made to the upcoming topic of taxonomy so that students are prepared for this lesson on species and classification hierarchy.

This detailed lesson describes the structure and properties of the cell membrane, focusing on the phospholipid bilayer, cholesterol and membrane proteins. The detailed PowerPoint and accompanying resources have been designed to cover the details of point 2.2 (i) of the Edexcel International A-level Biology specification and clear links are made to Singer and Nicholson’s fluid mosaic model which is covered in the following lesson Students met triglycerides in topic 1 and so a quick quiz competition at the start of the lesson challenges their recall of the structure of these lipids so that they can recognise the similarities and differences to the structure of phospholipids. Time is taken to look at the differing properties of the phosphate head and the fatty acid tails in terms of water and the class is challenged to work out how the phospholipids must be arranged when there’s an aqueous solution on the inside and outside of the cell. This introduces the bilayer arrangement, with the hydrophilic phosphate heads protruding outwards into the aqueous solutions on the inside and the outside of the cell. In a link to some upcoming lessons on the transport mechanisms, the students will learn that only small, non-polar molecules can move by simple diffusion and that this is through the tails of the bilayer. This introduces the need for transmembrane proteins to allow large or polar molecules to move into the cell by facilitated diffusion and active transport. Proteins that act as receptors as also introduced and an opportunity is taken to make a link to an upcoming topic so that students can understand how hormones or drugs will bind to target cells in this way. Moving forwards, the structure of cholesterol is covered and students will learn that this hydrophobic molecule sits in the middle of the tails and therefore acts to regulate membrane fluidity. The final part of the lesson challenges the students to apply their newly-acquired knowledge to a series of questions where they have to explain why proteins may have moved when two cells are fused and to suggest why there is a larger proportion of these proteins in the inner mitochondrial membrane than the outer membrane.

This lesson describes the uses and implications of pre-implantation genetic diagnosis, amniocentesis and chorionic villus sampling. The lesson PowerPoint and accompanying worksheets have been primarily designed to cover point 2.17 of the Edexcel International A-level Biology specification but there are regular checks of their knowledge of the content of topic 2, where topics including monohybrid inheritance and cystic fibrosis are tested. The lesson begins by challenging them to use this prior knowledge of topic 2 to identify the letters in the abbreviations PGD and CVS. The involvement of IVF to obtain the embryos (or oocytes) is then discussed and a series of exam-style questions are used to get them to understand how this method screens embryos prior to implantation, so that those identified as having genetic diseases or being carriers are not inserted into the female’s uterus. Mark schemes for all of the questions included in this lesson are embedded into the PowerPoint so students can constantly assess their progress. Moving forwards, Down syndrome (trisomy 21) is used as an example of a chromosomal abnormality that can be tested for using CVS or amniocentesis. Time is taken to describe the key details of both of these procedures so students have a clear understanding of the implications and the invasiveness to the female being tested. The link between amniocentesis and an increased risk of miscarriage is considered and the results of a 2006 study are used to challenge them on their data skills.

This fully-resourced lesson describes the meaning of the terms stem cell, pluripotency and totipotency. The PowerPoint and accompanying worksheets have been designed to cover points 3.11 (i) and (ii) of the Pearson Edexcel A-level Biology A (Salters Nuffield) specification and therefore this lesson also contains discussion periods where the topic is the decisions that the scientific community have to make about the use of stem cells in medical therapies. The lesson begins with a knowledge recall of the structure of eukaryotic cells and the students have to use the first letters of each of the four answers to reveal the key term, stem cell. Time is then taken to consider the meaning of cellular differentiation, and this leads into the key idea that not all stem cells are equal when it comes to the number of cell types that they have the potential to differentiate into. A quick quiz round introduces the five degrees of potency, and then the students are challenged to use their understanding of terminology to place totipotency, pluripotency, multipotency, oligopotency and unipotency in the correct places on the potency continuum. Although the latter three do not have to be specifically known based on the content of specification point 3.11 (i), an understanding of their meaning was deemed helpful when planning the lesson as it should assist with the retention of knowledge about totipotency and pluripotency. These two highest degrees of potency are the main focus of the lesson, and key details are emphasised such as the ability of totipotent cells to differentiate into any extra-embroyonic cell, which the pluripotent cells are unable to do. The morula, and inner cell mass and trophoblast of the blastocyst are used to demonstrate these differences in potency. The final part of the lesson discusses the decisions that the scientific community have to make about the use of embryonic stem cells, adult stem cells and also foetal stem cells which allows for a link to chorionic villus sampling from topic 2. There is also a Maths in a Biology context question included in the lesson (when introducing the morula) to ensure that students continue to be prepared for the numerous calculations that they will have to tackle in the terminal exams. This resource has been differentiated two ways to allow students of differing abilities to access the work

This fully-resourced lesson describes the meaning of the terms stem cell, pluripotency, totipotency, morula and blastocyst. The PowerPoint and accompanying worksheets have been designed to cover points 3.17 (i) and (ii) of the Edexcel International A-level Biology specification and contains discussions about the decisions that the scientific community have to make about the use of stem cells in medical therapies. The lesson begins with a knowledge recall of the structure of eukaryotic cells and the students have to use the first letters of each of the four answers to reveal the key term, stem cell. Time is then taken to consider the meaning of cellular differentiation, and this leads into the key idea that not all stem cells are equal when it comes to the number of cell types that they have the potential to differentiate into. A quick quiz round introduces the five degrees of potency, and then the students are challenged to use their understanding of terminology to place totipotency, pluripotency, multipotency, oligopotency and unipotency in the correct places on the potency continuum. Although the latter three do not have to be specifically known based on the content of specification point 3.17 (i), an understanding of their meaning was deemed helpful when planning the lesson as it should assist with the retention of knowledge about totipotency and pluripotency. These two highest degrees of potency are the main focus of the lesson, and key details are emphasised such as the ability of totipotent cells to differentiate into any extra-embroyonic cell, which the pluripotent cells are unable to do. The morula, and inner cell mass and trophoblast of the blastocyst are then introduced and used to demonstrate these differences in potency. The final part of the lesson discusses the decisions that the scientific community have to make about the use of embryonic stem cells, adult stem cells and also foetal stem cells which allows for a link to chorionic villus sampling from topic 2. There is also a Maths in a Biology context question included in the lesson (when introducing the morula) to ensure that students continue to be prepared for the numerous calculations that they will have to tackle in the terminal exams. This resource has been differentiated two ways to allow students of differing abilities to access the work

This lesson describes the structure of the chromosome, including DNA, histone proteins, chromatids, centromeres and telomeres. The PowerPoint and accompanying worksheets have been primarily designed to cover point 5.1 (a) of the CIE A-level Biology specification but has been specifically planned to provides links to the upcoming topics of the cell cycle, mitosis, meiosis and DNA replication. The lesson begins with a prior knowledge check, where the students have to recall why the DNA in prokaryotic cells is described as being naked. This re-introduces histone proteins, and then time is taken to describe that the wrapping of DNA molecules around these proteins forms the linear chromosomes in the nucleus of eukaryotic cells. A series of 7 exam-style questions are used throughout the lesson and challenge the students to apply their knowledge and understanding to unfamiliar situations and challenge their knowledge of topics 1 and 2 (cell structure and biological molecules). The mark schemes for all of these questions are embedded into the PowerPoint to allow the students to assess their progress. Moving forwards, a quiz competition is used to introduce the terms diploid, chromatid and centromere and the S phase of interphase in a fun and memorable way. Students will learn that the duplication of chromosomes results in pairs of identical sister chromatids that are joined by a centromere. The importance of the splitting of the centromere in mitosis is explained and then the students are challenged to explain why the non-sister chromatids are involved in crossing over, when variation is needed. The final part of the lesson considers the repetitive nucleotide sequences found on the end of chromosomes that are known as telomeres and students will gain an initial understanding about their structure so they are prepared for the upcoming lesson on their significance

This lesson describes the role of auxins in elongation growth, specifically in the plant responses of phototropism and gravitropism. The PowerPoint and accompanying resources have been designed to cover point 15.2 (2) of the CIE A-level biology specification. The lesson begins with a prior knowledge check, where the students have to identify key terms encountered across topics 1 - 14, and use their 1st letters to form the term, tropism. Students are reminded of the meaning of a tropism, and how these directional growth responses are determined by the direction of the external stimuli. They should have met auxins at this previous level, but will now be introduced to IAA, and will complete several tasks which check that they understand the key features of these chemicals, such as their location of production and method by which they move through the shoots and roots. The students are guided through the movement of IAA to the shaded side in a shoot during phototropism, and will learn how this uneven distribution leads to uneven growth. An exam-style question presents them with two further scenarios, where the tip of the shoot has been cut off or is covered, and the students need to describe and explain what will happen to the appearance of the shoot after a week. Moving forwards, the students will learn how the pumping of hydrogen ions acidifies the cell wall and the subsequent activation of expansin proteins are involved in the cell elongation. The remainder of the lesson discusses the response to gravity and explains how shoots and roots respond differently. The lesson is full of understanding and prior knowledge checks and all answers are embedded into the PowerPoint.

This detailed lesson describes and explains the pressure and volume changes and associated valve movements that occur during the cardiac cycle to maintain the unidirectional flow of blood. The PowerPoint and accompanying resource have been designed to cover the 5th part of point 3.4.1 of the AQA A-level Biology specification. The start of the lesson introduces the cardiac cycle as well as the key term systole, so that students can immediately recognise that the three stages of the cycle are atrial and ventricular systole followed by diastole. Students are challenged on their prior knowledge of the structure of the heart as they have to name and state the function of an atrioventricular and semi-lunar valve from an internal diagram. This leads into the key point that pressure changes in the chambers and the major arteries results in the opening and closing of these sets of valves. Students are given a description of the pressure change that results in the opening of the AV valves and shown where this would be found on the graph detailing the pressure changes of the cardiac cycle. They then have to use this as a guide to write descriptions for the closing of the AV valve and the opening and closing of the semi-lunar valves and to locate these on the graph. By providing the students with this graph, the rest of the lesson can focus on explaining how these changes come about. Students have to use their current and prior knowledge of the chambers and blood vessels to write 4 descriptions that cover the cardiac cycle. The final part of the lesson covers the changes in the volume of the ventricle. This lesson has been written to tie in with the other uploaded lessons on the circulatory system as detailed in topic 3.4.1 (Mass transport in animals)