A Science teacher by trade, I've also been known to be found teaching Maths and PE! However, strange as it may seem, my real love is designing resources that can be used by other teachers to maximise the experience of the students. I am constantly thinking of new ways to engage a student with a topic and try to implement that in the design of the lessons.
A Science teacher by trade, I've also been known to be found teaching Maths and PE! However, strange as it may seem, my real love is designing resources that can be used by other teachers to maximise the experience of the students. I am constantly thinking of new ways to engage a student with a topic and try to implement that in the design of the lessons.
As cells are the building blocks of living organisms, and Biology is the study of life, it’s fairly obvious that a clear understanding of cell structure is going to be critical for the success of an A-level student on the OCR A-level Biology A course. The 6 lessons included in this bundle are highly detailed and have been intricately planned to contain the detail needed at this level and to make links to topics in the other modules of the specification.
The lesson PowerPoints and accompanying resources contain a wide range of tasks which will engage and motivate the students whilst covering the following specification points in module 2.1.1:
The use of microscopy to observe and investigate different types of cell and cell structure in a range of eukaryotic organisms
The use of the eyepiece graticule and stage micrometer
The use of staining in light microscopy
The use and manipulation of the magnification formula
The difference between resolution and magnification
The ultrastructure of eukaryotic cells and the functions of the different cellular components
The interrelationship between the organelles involved in the production and secretion of proteins
The importance of the cytoskeleton
The similarities and differences in the structure and ultrastructure of prokaryotic and eukaryotic cells
If you would like to sample the quality of the lessons included in this bundle, then download “The use of microscopy” and “cytoskeleton” lessons as these have been uploaded for free
It’s fair to say that cell structure and biological molecules are two of the most important topics in the OCR A-level Biology A course and all 19 lessons that are included in this bundle have been planned at length to cover the module 2.1.1 & 2.1.2 specification points in the detail required at this level.
The lesson PowerPoints and their accompanying resources contain a wide range of tasks as well as regular checks to allow students to assess their understanding of the current content as well as prior knowledge checks to emphasise the importance of making links to topics in other modules.
The following specification points in modules 2.1.1 (cell structure) and 2.1.2 (biological molecules) are covered by the lessons in this bundle:
2.1.1
The use of microscopy to observe and investigate different types of cell and cell structure in a range of eukaryotic organisms
The use of the eyepiece graticule and stage micrometer
The use of staining in light microscopy
The use and manipulation of the magnification formula
The difference between magnification and resolution
The ultrastructure of eukaryotic cells and the functions of the different cellular components
The interrelationship between the organelles involved in the production and secretion of proteins
The importance of the cytoskeleton
The similarities and differences between the ultrastructure of prokaryotic and eukaryotic cells
2.1.2
The properties and roles of water in living organisms
The concept of monomers and polymers and the importance of condensation and hydrolysis reactions
The chemical elements that make up biological molecules
The structure and properties of glucose and ribose
The synthesis and breakdown of a disaccharide and a polysaccharide by the formation and breakage of glycosidic bonds
The structure of starch, glycogen and cellulose molecules
The relationship between the structure, function and roles of triglycerides, phospholipids and cholesterol in living organisms
The general structure of an amino acid
The synthesis and breakdown of dipeptides and polypeptides
The levels of protein structure
The structure and function of globular proteins
The properties and functions of fibrous proteins
The key inorganic ions involved in biological processes
The chemical tests for proteins, reducing and non-reducing sugars, starch and lipids
If you would like to sample the quality of the lessons included in this bundle, then download the following lessons as they have been uploaded for free:
The use of microscopy
The importance of the cytoskeleton
Properties and roles of water
Glucose & ribose
General structure of an amino acid
Dipeptides, polypeptides and protein structure
This lesson describes how to prepare and examine microscope slides and the use of staining in light microscopy. The PowerPoint and accompanying resources have been designed to cover points 2.1.1 (b & c) of the OCR A-level Biology A specification and describe how the eyepiece graticule and stage micrometer are used to measure the size of an object with a light microscope and the use of eosin and methylene blue.
The main task of this lesson involves a step by step guide which walks students through the methodology and the use of the scale on the stage micrometer to identify the size of the divisions of the eyepiece graticule and this will need them to convert between units. Moving forwards, the students are challenged to apply this method to a series of exam-style questions and the mark scheme is displayed on the PowerPoint so that they can assess their understanding. In the last lesson, they were briefly introduced to the idea that some specimens need to be stained as light passes completely through transparent samples and the remainder of the lesson builds on this knowledge. Students will learn that cell populations, structures within cells and biological tissues can be distinguished using stains and a series of questions will challenge them to make links to biological molecules, organelles and infections. Links are also made to the upcoming topic of epithelial tissue in the respiratory system.
This lesson has been specifically written to tie in with the previous lesson on light and electron microscopes and 2 rounds of the sub-module quiz competition are found in this lesson.
This lesson describes how communication occurs between cells by cell signalling. The PowerPoint and accompanying resource have been designed to cover point 5.1.1 (b) of the OCR A-level Biology A specification and focuses on the use of the nervous system for communication between the CNS and effectors and the release of hormones to bring about responses.
As this is one of the first lessons to be delivered in module 5, this lesson has been specifically planned to prepare students for the upcoming topics of neuronal and hormonal communication. Students begin by learning that cell signalling governs the basic activities of cells and coordinates multiple cell actions. Moving forwards, the next part of the lesson focuses on the nervous system and students will learn that an electrical impulse will be conducted on a somatic or an autonomic motor neurone depending upon the type of muscle to be stimulated. This provides some introductory information for modules 5.1.3 and 5.1.5. The remainder of the lesson describes how the hormones that are secreted by the cells of endocrine glands allow communication with target cells and the different actions of peptide and steroid hormones is considered.
This lesson focuses on the key terms associated with ecosystems and describes how populations are affected by a range of factors. The PowerPoint and accompanying resources are part of the 1st lesson in a series of 4 lessons that cover the details of point 7.4 of the AQA A-level Biology specification
As shown in the cover image, a modified version of the quiz competition BLOCKBUSTERS runs throughout the lesson and this introduces new terms as well as challenging students to recall key terms that were encountered in previous topics. These include population, ecosystems, competition, niche, abiotic factors and carrying capacity. Each time a term is met, time is taken to describe its meaning and to explain its relevance and context in this topic of populations in ecosystems. Exam-style questions are also used to challenge the students to apply their understanding and displayed mark schemes allow them to assess their progress. Prior knowledge checks interspersed within the lesson which check on topics such as the nitrogen cycle, adaptations and the biological classification of a species
This fully-resourced revision lesson allows students to check on their understanding of Linnaeus’s and Woese’s classification systems. The engaging PowerPoint and accompanying resources have been designed to challenge the details of point B6.4 of the AQA GCSE biology and combined science specifications.
The lesson contains a range of tasks including exam-questions and quizzes which provide opportunities for the students to assess their knowledge of kingdom, phylum, class, order, family, genus and species as the classification taxa and to recognise the binomial naming system. The lesson also reminds students that the three domain-system divides the Prokaryote kingdom into Archaea and Bacteria and describes how this system was developed once new evidence was discovered.
As well as testing the content of B6.4, this lesson uses a series of questions to challenge understanding of linked topics which include eukaryotic and prokaryotic cell structures, microscopes, communicable diseases and ecological terms.
This lesson has been planned for revision purposes in the lead up to the GCSE exams or before end of topic tests or mocks.
This lesson has been designed to cover the content in specification point 17.3 (Mitosis) which is part of topic 17 (Inheritance) of the CIE IGCSE Biology specification. A wide range of activities have been written into the lesson to motivate and engage the students whilst ensuring that the following content of both the Core & Supplement sections are covered in detail.
The duplication of chromosomes before mitosis
Mitosis is a form of division that results in genetically identical cells
The important roles of mitosis for living organisms
Stem cells use mitosis before differentiation to produce specialised cells
Understanding checks have been included in the lesson at regular points to allow the students to assess their understanding as well as previous knowledge checks to topics like organelles in animal and plant cells.
This lesson has been designed for GCSE-aged students but is suitable for older students who are studying mitosis at A-level and need to recall the key points
This resource contains an engaging and detailed lesson PowerPoint and accompanying worksheets which cover the content of both the Core and Supplement sections of topic 14.2 (Sense organs) as detailed in the CIE IGCSE Biology specification. Understanding checks are included at regular points throughout the lesson to allow the students to self-assess their progress and quiz competitions like SAY WHAT YOU SEE and LOOK into these WORDS introduce key terms in a fun and memorable way. The following content is covered across this resource:
The function of the cornea, retina, lens, optic nerve and iris
Identifying these structures and the pupil, fovea and blind spot on a diagram
The roles of the rods and cones in the retina and their distribution
Explain the pupil reflex in terms of the antagonistic action of the muscles in the iris
Accommodation to view near and distant objects
Sense organs and the stimuli to which they respond
This lesson has been designed for GCSE-aged students who are studying the CIE IGCSE Biology course but is suitable for both younger and older students who are studying this organ
This resource, which consists of an engaging and detailed PowerPoint and a differentiated worksheet, has been designed to cover the content in the supplement section of topic 14.4 in the CIE IGCSE Biology specification, specifically the control of blood glucose concentration and the symptoms and treatment of diabetes type I. A wide range of activities are found across the lesson which will engage and motivate the students whilst the important content is covered and understanding and previous knowledge checks are included at regular points so students can assess their progress.
The following content is covered across this resource:
The release of insulin by the pancreas when high glucose levels are detected
The role of the liver and muscle cells in the conversion of glucose to glycogen
Negative feedback in this homeostatic control mechanism
Diagnosis and treatment of type I diabetes
Type I diabetes as an autoimmune disease (link to topic 10)
The release of glucagon and the role of the liver cells when blood glucose concentration is low
As shown above, links are made to other topics where possible so students can recognise the importance of making connections between related subjects.
This lesson has been designed for students studying on the CIE IGCSE Biology course but is suitable for older students who are looking at this topic at A-level and need to recall the key details
Each of the 8 lessons which are included in this bundle are fully-resourced and the PowerPoints and accompanying worksheets cover all of the detailed content in topic 5 (Homeostasis and response) of the AQA GCSE Combined Science specification. Designed to contain a wide range of activities, the students will be motivated and engaged by the various quiz competitions and interesting tasks whilst the understanding and previous knowledge checks will enable them to assess their progress on the current topic as well as challenge them to make links between the topics.
The specification points and lesson topics included in this bundle are:
4.5.1 Homeostasis
4.5.2.1 Structure and function of the nervous system
4.5.3.1 The human endocrine system
4.5.3.2 Control of blood glucose concentration
4.5.3.4 Hormones in human reproduction
4.5.3.5 Contraception
4.5.3.6 The use of hormones to treat infertility
4.5.3.7 Negative feedback
All of these lessons have been written by an experienced teacher for students studying the AQA Combined Science course
This is a highly-detailed and fully-resourced lesson which covers the part of specification point 6.4.3 of the AQA A-level Biology specification which states that students should be able to describe the roles of the hypothalamus, posterior pituitary and ADH in osmoregulation. Students learnt about the principles of homeostasis and negative feedback in an earlier lesson, so this lesson acts to build on that knowledge and challenges them to apply their knowledge. A wide range of activities have been included in the lesson to maintain motivation and engagement whilst the understanding and prior knowledge checks will allow the students to assess their progress as well as challenge themselves to make links to other Biology topics.
The lesson begins with a discussion about how the percentage of water in urine can and will change depending on the blood water potential. Students will quickly be introduced to osmoregulation and they will learn that the osmoreceptors and the osmoregulatory centre are found in the hypothalamus. A considerable amount of time is taken to study the cell signalling between the hypothalamus and the posterior pituitary gland by looking at the specialised neurones (neurosecretory cells). Links are made to the topics of neurones, nerve impulses and synapses and the students are challenged to recall the cell body, axon and vesicles. The main section of the lesson forms a detailed description of the body’s detection and response to a low blood water potential. The students are guided through this section as they are given 2 or 3 options for each stage and they have to use their knowledge to select the correct statement. The final task asks the students to write a detailed description for the opposite stimulus and this task is differentiated so those who need extra assistance can still access the work.
This lesson has been written for students studying on the AQA A-level Biology course and ties in nicely with the other uploaded lessons which cover this specification point as well as the whole of topic 6.
This lesson explains why the conduction of an impulse along myelinated neurones is faster than along unmyelinated neurones. The PowerPoint and accompanying resources have been written to cover point (7) of topic 15.1 of the CIE A-level Biology specification.
A wide range of activities are included in this lesson to maintain the motivation of the students whilst ensuring that the detail is covered in depth. Interspersed with the activities are understanding checks and prior knowledge checks to allow the students to not only assess their understanding of the current topic but also challenge themselves to make links to earlier topics such as the movement of ions across membranes and biological molecules.
Over the course of the lesson, students consider the structure of the myelin sheath and specifically how the electrical insulation is not complete all the way along. This leaves gaps, known as the nodes of Ranvier, which allow the entry and exit of ions. Saltatory conduction can be poorly explained by a lot of students so time is taken to look at the way that the action potential jumps between the nodes and this is explained further by reference to local currents. The rest of the lesson focuses on the other two factors which are axon diameter and temperature and students are challenged to discover these two by focusing on the vampire squid.
This engaging lesson looks at the role of haemoglobin in carrying oxygen and carbon dioxide. The PowerPoint has been designed to cover point 8.1 (f) of the CIE International A-level Biology specification and includes references to the role of carbonic anhydrase and the formation of haemoglobinic acid and carbaminohaemoglobin.
The lesson begins with a version of the quiz show Pointless to introduce haemotology as the study of the blood conditions. Students are told that haemoglobin has a quaternary structure and are challenged to use their prior knowledge of biological molecules to determine what this means for the protein. They will learn that each of the 4 polypeptide chains contains a haem group with an iron ion attached and that it is this group which has a high affinity for oxygen. Time is taken to discuss how this protein must be able to load (and unload) oxygen as well as transport the molecules to the respiring tissues. Students will plot the oxyhaemoglobin dissociation curve and the S-shaped curve is used to encourage discussions about the ease with which haemoglobin loads each molecule. The remainder of the lesson looks at the different ways that carbon dioxide is transported around the body that involve haemoglobin. Time is taken to look at the dissociation of carbonic acid into hydrogen ions so that students can understand how this will affect the affinity of haemoglobin for oxygen in an upcoming lesson on the Bohr effect.
Amino acids are the monomers of polypeptides and this lesson describes their structure and makes links to related topics such as genes and dipeptides. The engaging PowerPoint has been designed to cover the first part of point 1.4.1 of the AQA A-level Biology specification and provides a clear introduction to the following lesson on the formation of dipeptides and polypeptides.
The lesson begins with a prior knowledge check, where the students have to use the 1st letters of 4 answers to uncover a key term. This 4-letter key term is gene and the lesson begins with this word because it is important for students to understand that these sequences of bases on DNA determine the specific sequence of amino acids in a polypeptide. Moving forwards, students are given discussion time to work out that there are 64 different DNA triplets and will learn that these encode for the 20 amino acids that are common to all organisms. The main task of the lesson is an observational one, where students are given time to study the displayed formula of 4 amino acids. They are not allowed to draw anything during this time but will be challenged with 3 multiple choice questions at the end. This task has been designed to allow the students to visualise how the 20 amino acids share common features in an amine and an acid group. A quick quiz round introduces the R group and time is taken to explain how the structure of this side chain is the only structural difference, before cysteine is considered in greater detail due to the presence of sulfur atoms. Students are briefly introduced to disulfide bridges so they will recognise how particular bonds form between the R groups in the tertiary structure which is covered in the next lesson. The lesson concludes with one more quiz round called LINK TO THE FUTURE where the students will see the roles played by amino acids in the later part of the course such as translation and mineral ions.
This fully-resourced lesson describes genetic diversity as the number of genes in a population and explains how this is increased by polymorphic gene loci. The engaging PowerPoint and accompanying differentiated resources have been primarily designed to cover the first part of point 4.4 of the AQA A-level Biology specification but also introduces inheritance and codominance so that students are prepared for these sub-topics when covering topic 7 in the following year.
In order to understand that 2 or more alleles can be found at a gene loci, students need to be confident with genetic terminology, so the start of the lesson focuses on key terms including gene, locus, allele, recessive, genotype and phenotype. A number of these will have been met at GCSE, as well as during the earlier lessons in topic 4 when considering meiosis, so a quick quiz competition is used to check on their recall of the meanings of these terms. The CFTR gene is then used as an example to demonstrate how 2 alleles results in 2 different phenotypes and therefore genetic diversity. Moving forwards, students will discover that more than 2 alleles can be found at a locus and they are challenged to work out genotypes and phenotypes for a loci with 3 alleles (shell colour in snails) and 4 alleles (coat colour in rabbits). At this point, the students are introduced to codominance and again they are challenged to apply their understanding to a new situation by working out the number of phenotypes in the inheritance of blood groups. The lesson concludes with a brief consideration of the HLA gene loci, which is the most polymorphic loci in the human genome, and students are challenged to consider how this sheer number of alleles can affect the chances of tissue matches in organ transplantation.
This bundle contains 20 PowerPoint lessons, and all are highly-detailed and are fully-resourced with differentiated worksheets. Intricate planning means that the wide range of activities included in these lessons will engage and motivate the students, check on their current understanding and their ability to make links to previously covered topics and most importantly will deepen their understanding of the following specification points in topic 2 (Cells) of the AQA A-level Biology specification:
Structure and function of the organelles in eukaryotic cells
The specialised cells in complex, multicellular organisms
The structure of prokaryotic cells
The structure of viruses which are acellular and non-living
Measuring objects under an optical microscope
Use of the magnification formula
The principles of cell fractionation and ultracentrifugation
The behaviour of chromosomes during the stages of the cell cycle
Calculating the mitotic index
Uncontrolled cell division leads to the formation of tumours and cancer
Binary fission
The basic structure of cell membranes
The role of phospholipids, proteins, glycoproteins, glycolipids and cholesterol
Simple diffusion
Facilitated diffusion
Osmosis, explained in terms of water potential
The role of carrier proteins and the hydrolysis of ATP in active transport
Co-transport as illustrated by the absorption of sodium ions and glucose by the cells lining the mammalian ileum
Recognition of different cells by the immune system
The identification of pathogens from antigens
The phagocytosis of pathogens
The cellular response involving T lymphocytes
The humoral response involving the production of antibodies by plasma cells
The structure of an antibody
The roles of plasma cells and memory cells in the primary and secondary immune response
The use of vaccines to protect populations
The differences between active and passive immunity
The structure of the human immunodeficiency virus and its replication in helper T cells
Why antibiotics are ineffective against viruses
The use of antibodies in the ELISA test
If you would like to sample the quality of these lessons, then download the eukaryotic animal cells, viruses, osmosis, lymphocytes, HIV and AIDS lessons as these have been shared for free.
I have also uploaded lessons on optical microscopes and HIV and AIDS (for free) but neither are included in this bundle as the limit of 20 resources has been reached!
This fully-resourced lesson describes how light intensity, carbon dioxide concentration and temperature limit the rate of photosynthesis. The PowerPoint and accompanying resources have been designed to cover point 5.2.1 (g) (i) of the OCR A-level Biology A specification and also includes a brief consideration of water stress.
The lesson has been specifically written to tie in with the three previous lessons in this module which covered the structure of the chloroplast, the light-dependent and light-independent stages and the uses of TP. Exam-style questions are included throughout the lesson and these require the students to explain why light intensity is important for both reactions as well as challenging them on their ability to describe how the relative concentrations of GP, TP and RuBP would change as carbon dioxide concentration decreases. There are also links to previous topics such as enzymes when they are asked to explain why an increase in temperature above the optimum will limit the rate of photosynthesis. Step by step guides are included to support them to form some of the answers and mark schemes are always displayed so that they can quickly assess their understanding and address any misconceptions.
This lesson describes how the primary structure determines the secondary structure, 3D structure and properties of a protein. The detailed and engaging PowerPoint and accompanying resources have been designed to cover points 2.6 (ii) & (iii) of the Edexcel International A-level Biology specification but also makes specific reference to genes and protein synthesis and therefore introduces students to processes covered later in topic 2.
The start of the lesson focuses on the formation of a peptide bond during a condensation reaction so that students can understand how a dipeptide is formed and therefore how a polypeptide forms when multiple reactions occur.
The main part of the lesson describes the different levels of protein structure. A step by step guide is used to demonstrate how the sequences of bases in a gene acts as a template to form a sequence of codons on a mRNA strand and how this is translated into a particular sequence of amino acids known as the primary structure. The students are then challenged to apply their understanding of this process by using three more gene sequences to work out three primary structures and recognise how different genes lead to different sequences. Moving forwards, students will learn how the order of amino acids in the primary structure determines the shape of the protein molecule, through its secondary, tertiary and quaternary structure and time is taken to consider the details of each of these. There is a particular focus on the different bonds that hold the 3D shape firmly in place and a quick quiz round then introduces the importance of this shape as exemplified by enzymes, antibodies and hormones. The lesson concludes with one final task where the students have to identify three errors in a passage about the hydrolysis of a dipeptide or polypeptide.
This bundle contains 7 fully-resourced lessons which are highly detailed and will engage and motivate the students whilst covering the content of topic 13 of the CIE A-level Biology specification (for assessment in 2025 - 27). The following specification points are covered:
Topic 13.1: points 1 - 12
Topic 13.2: points 1 & 2
The lesson PowerPoints and accompanying resources contain a wide range of tasks which include exam-style questions, whole class discussion periods and quiz competitions which are designed to introduce key terms and values in a memorable way.
If you would like to get an idea of the quality of these lessons, then download the Calvin cycle intermediates lesson as this has been shared for free.
This concise lesson acts as an introduction to topic 5.3, Energy and Ecosystems, and describes how plant biomass is formed, measured and estimated. The engaging PowerPoint is the 1st in a series of 3 lessons which have been designed to cover the detailed content of topic 5.3 of the AQA A-level Biology specification.
A quiz round called REVERSE Biology Bingo runs throughout the lesson and challenges students to recognise the following key terms from descriptions called out by the bingo caller:
community
ecosystem
abiotic factor
photosynthesis
respiratory substrate
biomass
calorimetry
The ultimate aim of this quiz format is to support the students to understand that any sugars produced by photosynthesis that are not used as respiratory substrates are used to form biological molecules that form the biomass of a plant and that this can be estimated using calorimetry. Due to the clear link to photosynthesis, a series of prior knowledge checks are used to challenge the students on their knowledge of this cellular reaction but as this is the first lesson in the topic, the final section of the lesson looks forwards and introduces the chemical energy store in the plant biomass as NPP and students will also meet GPP and R so they are partially prepared for the next lesson.
