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.
This lesson describes the importance of homeostasis using negative feedback control and also describes the meaning of positive feedback. The PowerPoint and accompanying resources have been designed to the content with point 9.1 of the Edexcel A-level Biology B specification and explains how this feedback control maintains systems within narrow limits but has also been planned to provide important details for upcoming topics such as osmoregulation, thermoregulation and the depolarisation of a neurone.
The normal ranges for blood glucose concentration, blood pH and body temperature are introduced at the start of the lesson to allow students to recognise that these aspects have to be maintained within narrow limits. A series of exam-style questions then challenge their recall of knowledge from topics 1-8 to explain why it’s important that each of these aspects is maintained within these limits. The students were introduced to homeostasis at GCSE, so this process is revisited and discussed, to ensure that students are able to recall that this is the maintenance of a state of dynamic equilibrium. A quick quiz competition is used to reveal negative feedback as a key term and students will learn how this form of control reverses the original change and biological examples are used to emphasise the importance of this system for restoring levels to the limits (and the optimum). The remainder of the lesson explains how positive feedback differs from negative feedback as it increases the original change and the role of oxytocin in birth and the movement of sodium ions into a neurone are used to exemplify the action of this control system.
This lesson explains how negative feedback control maintains systems within narrow limits and uses biological examples to describe the meaning of positive feedback. The PowerPoint and accompanying resources have been designed to cover points 7.11 (i) and (ii) of the Pearson Edexcel A-level Biology A (Salters Nuffield) specification but have been planned to provide important details for upcoming topics such as the importance of homeostasis during exercise and the depolarisation of a neurone.
The normal ranges for blood glucose concentration, blood pH and body temperature are introduced at the start of the lesson to allow students to recognise that these aspects have to be maintained within narrow limits. A series of exam-style questions then challenge their recall of knowledge from topics 1 - 6 as well as earlier in topic 7 to explain why it’s important that each of these aspects is maintained within these limits. The students were introduced to homeostasis at GCSE, so this process is revisited and discussed, so that students are prepared for an upcoming lesson on exercise, as well as for the next part of the lesson on negative feedback control. Students will learn how this form of control reverses the original change and biological examples are used to emphasise the importance of this system for restoring levels to the limits (and the optimum). The remainder of the lesson explains how positive feedback differs from negative feedback as it increases the original change and the role of oxytocin in birth and the movement of sodium ions into a neurone are used to exemplify the action of this control system.
This lesson describes the meaning of positive feedback and explains how negative feedback control is involved in maintaining systems within narrow limits. The PowerPoint and accompanying resources have been designed to cover points 7.16 (i) and (ii) of the Edexcel International A-level Biology specification but also provide introductory details for upcoming topics such as the importance of homeostasis during exercise and the depolarisation of a neurone.
The normal ranges for blood glucose concentration, blood pH and body temperature are introduced at the start of the lesson to allow students to recognise that these aspects have to be maintained within narrow limits. A series of exam-style questions then challenge their recall of knowledge from topics 1 - 6 as they have to explain why it’s important that each of these aspects is maintained within these limits. The students were introduced to homeostasis at GCSE, so this process is revisited and discussed, so that students are prepared for an upcoming lesson on exercise, as well as for the next part of the lesson on negative feedback control. Students will learn how this form of control reverses the original change and biological examples are used to emphasise the importance of this system for restoring levels to the limits (and the optimum). The remainder of the lesson explains how positive feedback differs from negative feedback as it increases the original change and the role of oxytocin in birth and the movement of sodium ions into a neurone are used to exemplify the action of this control system.
This fully-resourced lesson describes the roles of adrenaline in the fight or flight response. The engaging PowerPoint and accompanying resources have been designed to cover point 7.14 of the Edexcel International A-level Biology specification
At the start of the lesson, the students have to use the knowledge acquired in the most recent lessons on the function of the heart to reveal the key term medulla and this leads into the description of the structure of the adrenal glands in terms of this inner region.
The main part of the lesson focuses on the range of physiological responses of the organs to the release of adrenaline. Beginning with glycogenolysis, the need for adrenaline to bind to adrenergic receptors is described, including the activation of cyclic AMP. A quiz competition is used to introduce other responses including lipolysis, vasodilation, bronchodilation and an increase in stroke volume. Links to previous topics are made throughout the lesson and students are challenged on their knowledge of heart structure, triglycerides and polysaccharides.
This lesson describes the structure and functions of the adrenal glands, and includes the hormones secreted by the cortex and the medulla. The detailed PowerPoint and accompanying resources have been designed to cover point 5.1.4 (b) of the OCR A-level Biology A specification
This lesson has been planned to closely tie in with the previous lesson on endocrine communication, and specifically the modes of action of peptide and steroid hormones. At the start of the lesson, the students have to use the knowledge acquired in this last lesson to reveal the key term cortex and this leads into the description of the structure of the adrenal glands in terms of the outer region and the inner region known as the medulla.
The main part of the lesson focuses on the range of physiological responses of the organs to the release of adrenaline. Beginning with glycogenolysis, the need for adrenaline to bind to adrenergic receptors is described including the activation of cyclic AMP. A quiz competition is used to introduce other responses including lipolysis, vasodilation, bronchodilation and an increase in stroke volume. Links to previous topics are made throughout the lesson and students are challenged on their knowledge of heart structure and polysaccharides.
The final part of the lesson introduces the three zones of the adrenal cortex and the steroid hormones that they produce along with their functions. Once again, a series of exam-style questions are used to challenge their ability to apply their understanding to an unfamiliar situation and to make biological links and the mark schemes are embedded in the PowerPoint.
This fully-resourced lesson describes the major routes that pathogens take when entering the body and the body’s barriers to this infection. The engaging and detailed PowerPoint and accompanying resources have been designed to cover points 6.7 (i) & (ii) of the Edexcel International A-level Biology specification and includes descriptions of the following barriers:
skin
the blood clotting process
mucous membranes
stomach acid
vaginal acid and flora
skin and gut flora
wax in the ear canal
There are clear links to topics 1, 2 and 3 in each of these barriers, so these are considered and discussed during each of the descriptions. For example, the presence of keratin in the cytoplasm of the skin cells allows the student knowledge of the properties of this fibrous protein to be checked. Other topics that are revisited during this lesson include protein structure, key terminology and the epithelium that lines the different parts of the airways.
All of the exam-style questions have mark schemes that are embedded into the PowerPoint and a number of the tasks have been differentiated to allow students of differing abilities to access the work.
This fully-resourced lesson describes the role of barriers in protecting the body from infection by pathogens when entering the body by the major routes. The engaging and detailed PowerPoint and accompanying resources have been designed to cover points 6.11 (i) & (ii) of the Pearson Edexcel A-level Biology A (Salters Nuffield) specification and describe the following barriers:
skin
key steps of the blood clotting process
mucous membranes
stomach acid
vaginal and skin flora
There are clear links to topics 1, 2 and 3 in each of these barriers, so time is taken to consider these during the descriptions. For example, the presence of keratin in the cytoplasm of the skin cells allows the student knowledge of the properties of this fibrous protein to be checked. Other topics that are revisited during this lesson include blood clotting, protein structure, key terminology and the epithelium that lines the different parts of the airways.
All of the exam-style questions and tasks have mark schemes that are embedded in the PowerPoint and a number of them have been differentiated to allow students of differing abilities to access the work.
These 4 lessons cover the content of topic 5.2 of the AQA GCSE Biology specification - The human nervous system. Each of the lesson PowerPoints and their accompanying resources have been designed to contain a wide range of tasks which will engage and motivate the students whilst covering the GCSE content. There are also lots of understanding checks so students can check on their current understanding as well as prior knowledge checks where they are challenged to make links to previously-covered topics.
This bundle contains 12 lesson PowerPoints and their accompanying resources, and all of them have been planned at length to cover the GCSE content of topic 5 of the AQA GCSE Biology specification, whilst engaging and motivating the students with a wide range of tasks. These tasks include exam-style questions with answers included in the PowerPoint, guided discussion points and quick quiz rounds which are used to introduce key terms and values in a fun and memorable way whilst instilling some competition
The following Homeostasis and response specification points are covered by the lessons in this bundle:
Homeostasis*
Structure and function of the human nervous system
The brain
The eye
Control of body temperature
Human endocrine system
Control of blood glucose concentration
Maintaining water and nitrogen balance in the body*
Hormones in human reproduction
Contraception*
The use of hormones to treat infertility
Negative feedback
If you would like to sample the quality of lessons in this bundle, then download the lessons indicated with an asterisk as they have been uploaded for free
This lesson describes the importance of the cytoskeleton, and focuses on the role of these proteins in the transport within cells and cell movement. The PowerPoint and accompanying resource have been designed to cover point 2.1.1 (j) of the OCR A-level Biology A specification and has been specifically designed to tie in with
The previous lesson covered the ultrastructure of eukaryotic cells and the function of the different cellular components and this lesson has been planned to build on that knowledge to show how the cytoskeleton allows for the movement of these organelles from one part of the cell to another. In particular, the students will recognise how the dragging movement of the motor proteins along the microtubule track is important for the proteins produced at the RER to move to the Golgi before the vesicles are then moved to the membrane for exocytosis. In this way, this lesson also covers specification point 2.1.1 (i). Other examples such as the movement of the synaptic vesicles and the contraction of the spindle fibres during anaphase are used to consolidate understanding further. The cilia and the flagellum are also described and links are made to related topics such as the primary non-specific defences against pathogens.
In order to engage and motivate the students during the 7 lessons in this module, a running quiz competition has been written into each of the lessons and 3 rounds are incorporated into this lesson. A quiz scoresheet to keep track of the points is included in this resource.
This lesson bundle contains 8 detailed lesson PowerPoints and their accompanying resources and all of them have been planned at length to engage and motivate the students whilst covering the biological content of module 4.1.1 of the OCR A-level Biology A specification. The wide range of tasks which are contained with each of these lessons cover the following specification points:
The different types of pathogen that can cause communicable diseases in plants and animals
The means of transmission of animal and plant communicable pathogens
The primary non-specific defences against pathogens in animals
The structure and mode of action of phagocytes
The structure, different roles and modes of action of B and T lymphocytes in the specific immune response
The primary and secondary immune responses
The structure and general functions of antibodies
An outline of the action of opsonins, agglutinins and anti-toxins
The difference between active and passive immunity, and between natural and artificial immunity
Autoimmune diseases
The principles of vaccination and the role of vaccination programmes in the prevention of epidemics
If you would like to sample the quality of the lessons in this bundle, then download the “Transmission of animal and plant pathogens” and “immunity & vaccinations” lessons as these have been uploaded for free
This fully-resourced lesson describes the primary non-specific defences against pathogens in animals. The engaging and detailed PowerPoint and accompanying resources have been designed to cover point 4.1.1 (d) of the OCR A-level Biology A specification and describes the following defences:
skin
key steps of the blood clotting process
release of histamine in the inflammatory response
expulsive reflexes
mucous membranes
There are clear links to topics in modules 2 and 3 in each of these defences so time is taken to consider these during the descriptions. For example, the presence of keratin in the cytoplasm of the skin cells allows the student knowledge of the properties of this fibrous protein to be checked. Other topics that are revisited during this lesson include protein structure, formation of tissue fluid, key terminology and roles of inorganic ions in biological processes.
There is also a section of the lesson which refers to the genetics behind haemophilia and students are challenged to apply knowledge to an unfamiliar situation. This will prepare them for this topic when covered in module 6.1.2
All of the exam-style questions and tasks have mark schemes that are embedded in the PowerPoint and a number of them have been differentiated to allow students of differing abilities to access the work.
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.
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
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
This lesson introduces the key inorganic ions that are involved in biological processes and includes cations and anions. The engaging PowerPoint and accompanying resources have been designed to cover point 2.1.2 § of the OCR A-level Biology A specification but also makes links to topics in upcoming modules such as respiration, photosynthesis and neuronal communication.
The roles of the following ions are covered in this lesson:
phosphate
nitrate
chloride
hydroxide
hydrogencarbonate
hydrogen
ammonium
sodium
potassium
calcium
Extra time is taken during the lesson to describe how these ions are involved in the transport of carbon dioxide, the conduction of nervous impulses and blood clotting as well as other processes and a number of quiz competitions have been included to introduce key terms in a fun and memorable way
According to Bill Bryson’s book, “THE BODY”, estimates of the number of proteins in the human body range from a few hundred thousand to a million or more. Regardless of whether the actual number is closer to the bottom or the top estimate, as most of the useful things in the body are proteins, it is clear that a deep understanding of the structure and function of this biological molecule is critical for the success of any student on the OCR A-level Biology A course. All 5 of the lessons included in this bundle are highly detailed and contain a wide range of tasks that will engage and motivate the students whilst ensuring that the specification points in module 2.1.2 regarding proteins are covered.
The following content is covered by the lessons in this bundle:
The general structure of an amino acid
The synthesis and breakdown of dipeptides and polypeptides, by the formation and breakage of peptide bonds
The levels of proteins structure
The structure and function of globular proteins
The properties and functions of fibrous proteins
The biuret test for proteins
The 5th lesson is a revision lesson which uses a range of exam-style questions, understanding checks and quiz competitions to check on the students knowledge of the specification details listed above
This fully-resourced revision lesson uses a range of activities to challenge the students on their knowledge of proteins from module 2.1.2. The engaging PowerPoint and accompanying resources have been designed to test the intricate details of specification points 2.1.2 (k), (l), (m), (n), (o) & (q)
The range of activities include exam-style questions with displayed mark schemes, understanding checks and quick quiz competitions that will engage and motivate the students whilst they assess their understanding of this topic.
The following concepts are tested during this lesson:
The general structure of an amino acid
The formation of dipeptides and polypeptides through condensation reactions
The primary, secondary, tertiary and quaternary structure of a protein
Biological examples of proteins and their specific actions (e.g. antibodies, enzymes, peptide hormones)
The biuret test for proteins
Time has been taken in the planning to make links to topics in upcoming modules such as the genetic code (2.1.3) and intracellular enzymes (2.1.4)
This fully-resourced lesson describes the relationship between the properties and functions of the fibrous proteins, collagen, keratin and elastin. The detailed PowerPoint and accompanying resources have been designed to cover point 2.1.2 (o) of the OCR A-level Biology A specification but also make links to upcoming topics such as blood vessel structure and the immune system as well as constantly challenging students on their knowledge of proteins from earlier in this module.
The lesson begins by challenging the students to recognise 7 structures found in animals from their descriptions and once they’ve written feathers, cartilage, bones, arteries, tendons, callus and skin into the right places, they will reveal the term fibrous and learn that these types of protein are found in these structures. Using their knowledge of the properties of globular proteins, they will learn that the insolubility of fibrous proteins allows them to form fibres, which perform structural functions. The rest of the lesson focuses on the functions of collagen, keratin and elastin and time is taken to discuss the key details and to make links to future topics so that students can recognise the importance of cross-modular based answers. A series of exam-style questions are used to challenge their knowledge of protein structure as well as their ability to apply their knowledge to an unfamiliar situation when learning that elastin is found in the walls of the urinary bladder. All of the questions have mark schemes embedded into the PowerPoint to allow them to immediately assess their understanding.
This lesson has been specifically planned to tie in with the previous lesson on globular proteins as well as the one preceding that on the structures of proteins
This lesson describes the structure and functions of the sensory, relay and motor neurones. The engaging PowerPoint and accompanying resources have been designed to cover point 8.1 of the Edexcel International A-level Biology specification but also considers the organisation of the nervous system into the central and peripheral nervous systems and therefore also covers point 8.10.
The PowerPoint has been designed to contain a wide range of activities that are interspersed between understanding and prior knowledge checks that allow the students to assess their progress on the current topics as well as challenge their ability to make links to topics from earlier in the modules. Quiz competitions like SAY WHAT YOU SEE are used to introduce key terms in a fun and memorable way.
The students will be able to compare these neurones based on their function but time is taken to distinguish between them based on their structural features. The importance of the myelin sheath for the sensory and motor neurones is briefly discussed and students are introduced to key terminology such as saltatory conduction and Schwann cells so they are prepared for the upcoming lesson covering specification point 8.5. The final task involves a comparison between the three neurones to check that the students have understood the structures and functions of the neurones.
Throughout the lesson, the organisation of the nervous system is discussed and students are provided with additional knowledge such as the differences between somatic and autonomic motor neurones.
