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 bundle of 10 lessons covers the majority of the content in Topic B5 (Genes, inheritance and selection) of the OCR Gateway A GCSE Combined Science specification. The topics covered within these lessons include:
Variation
Types of reproduction
Meiosis
Genetic diagrams
Sex determination
Classification
Evolution by natural selection
Evidence for evolution
All of these lesson presentations and accompanying resources are detailed and engaging and contain regular progress checks to allow the students to constantly assess their understanding. It is estimated that this bundle would cover about 6 week’s worth of lessons.
This bundle of 14 lessons covers the majority of the content in Topic B6 (Inheritance, Variation and Evolution) of the AQA Trilogy GCSE Combined Science specification. The topics covered within these lessons include:
DNA
Reproduction
Meiosis
X and Y chromosomes
Genetic diagrams
Inherited disorders
Variation
Evolution
Selective breeding
Genetic engineering
Fossils
Antibiotic-resistant bacteria
Classification
All of these lesson presentations and accompanying resources are detailed and engaging and contain regular progress checks to allow the students to constantly assess their understanding.
This fully-resourced lesson explores the inheritance of genetic characteristics that involve multiple alleles and codominant alleles. The engaging and detailed PowerPoint and differentiated worksheets have been designed to cover the part of point 6.1.2 (b[i]) which states that students should be able to demonstrate and apply their knowledge and understanding of genetic diagrams to show patterns of inheritance including multiple and codominant alleles.
The main part of the lesson uses the inheritance of the ABO blood groups to demonstrate how the three alleles that are found at the locus on chromosome 9 and the codominance of the A and B alleles affects the phenotypes. Students are guided through the construction of the different genotypes and how to interpret the resulting phenotype. They are challenged to use a partially completed pedigree tree to determine the blood group for some of the family members and to explain how they came to their answer. To further challenge their ability to apply their knowledge, a series of questions about multiple alleles and codominance in animals that are not humans are used.
The final part of the lesson makes a link back to module 4 and the correlation between a high proportion of polymorphic gene loci and an increase in genetic diversity. Students will be expected to make links between module 4 and 6 as part of papers 2 and 3, so this demonstrates how exam questions can do just that
This lesson describes the active loading of assimilates like sucrose at the source and the translocation along the phloem to the sink. Both the detailed PowerPoint and accompanying resources have been designed to cover point 3.1.3 (f) of the OCR A-level Biology A specification.
The lesson begins by challenging the students to recognise the key term translocation when it is partially revealed and then the rest of the lesson focuses on getting them to understand how this process involves the mass flow of assimilates down the hydrostatic pressure gradient from the source to the sink. It has been written to tie in with 3.1.3 (b) where the structure of the phloem tissue was initially introduced and the students are continually challenged on this prior knowledge. A step-by-step guide is used to describe how sucrose is loaded into the phloem at the source by the companion cells. Time is taken to discuss key details such as the proton pumping to create the proton gradient and the subsequent movement back into the cells by facilitated diffusion using co-transporter proteins. Students will learn that the hydrostatic pressure at the source is high, due to the presence of the water and sucrose as cell sap, and that this difference when compared to the lower pressure at the sink leads to the movement along the phloem.
A number of quick quiz rounds are included in the lesson to maintain engagement and to introduce key terms and the lesson concludes with a game of SOURCE or SINK as students have to identify whether a particular plant structure is one or the other (or both)
An engaging lesson presentation (34), accompanied by a summary worksheet, which together explore the factors which change the rate of transpiration and focuses on the explanation behind each factor. The lesson begins by introducing the term, transpiration, and linking this to the structure of a leaf to ensure that students know that water is lost as water vapour out of the stomata. Students are provided with an analogy of plants being like clothes on a washing line to challenge them to come up with some of the factors involved. Time is taken to look specifically at humidity as this is a factor which is commonly misunderstood. Moving forwards, students are challenged to draw sketch graphs to predict whether increasing each of these factors will increase the rate of transpiration or decrease it. A series of questions to lead to answers is used to show the students how to explain the effect of increasing the light intensity. The remainder of the lesson looks at a potometer and how it can be used to calculate the rate. The mathematical skills of the students are challenged during a range of tasks and then linked back to the Science so they can recognise which features of plants will help to reduce water loss. Progress checks are written into this lesson at regular intervals to allow students to assess their understanding and a number of quick competitions act to maintain engagement.
This lesson has been written for GCSE students but is suitable for A-level students who are studying the plants topic
A thought-provoking lesson presentation (34 slides) that looks at each of the stages in the development of drugs and considers the potential issues that arise at each of the stages.
The lesson begins by ensuring that the students know the scientific definition of a drug and then they will be told how much is spent by the NHS alone each year on medicinal drugs so they can recognise the importance of this topic. Moving forwards, each stage in the development is considered in the appropriate detail. Students are challenged to consider some stages from both a scientific angle and a business angle so they can understand why certain animals are chosen for the testing. Key terms such as placebo and double blind trial are introduced and discussion time is written into the lesson so that insightful questions can be posed by all. There are regular progress checks throughout the lesson to allow the students to check on their understanding.
This lesson has been written for GCSE students but could be used with KS3 students who might be carrying out research or a project on the topic of drugs.
This lesson describes the relationship between the structure of the proximal convoluted tubule and the function of selective reabsorption. The PowerPoint and accompanying resource are part of the second lesson in a series of 2 lessons which have been written to cover the content of points (6 and 7) of topic 14.1 of the CIE A-level Biology specification (for assessment in 2025-27). It has specifically been designed to build on the knowledge gained in the previous lessons on the structure of the nephron and ultrafiltration.
The lesson begins by challenging the students to recall the substances that are found in the glomerular filtrate so that each of them can be considered over the course of the rest of the lesson. Moving forwards, the first of the numerous discussion points which are included in the lesson is used to get students to predict the component of the filtrate which won’t be found in the urine when they are presented with pie charts from each of these situations. Upon learning that glucose is 100% reabsorbed, along with most of the ions and some of the water, the rest of the lesson focuses on describing the relationship between the structure of the PCT and the function of selective reabsorption. Again, this section begins by encouraging the students to discuss and to predict which structures they would expect to find in a section of the kidney if the function is to reabsorb. They are given the chance to see the structure (as shown in the cover image) before each feature is broken down to explain its importance. Time is taken to look at the role of the cotransporter proteins to explain how this allows glucose, along with sodium ions, to be reabsorbed from the lumen of the PCT into the epithelial cells. The final part of the lesson focuses on urea and how the concentration of this substance increases along the tubule as a result of the reabsorption of some of the water.
This bundle contains 9 fully-resourced and detailed lessons that have been designed to cover the content of topic 15.1 of the CIE A-level Biology specification (for assessment in 2025-27) which concerns the control and coordination in mammals. The wide range of activities included in each lesson will engage the students whilst the detailed content is covered and the understanding and prior knowledge checks allow them to assess their progress on the current topic as well as challenging them to make links to other related topics. Many of the tasks are differentiated to allow differing abilities to access the work and be challenged.
Topic 15.1 specification points 1, 3, 4, 5, 6, 7, 9, 10, 11, and 12 are covered by these lessons
If you want to see the quality of the lessons before purchasing then download the lessons on sensory, morot and intermediate neurones and the structure and role of the cholinergic synapse as these have been shared for free.
This detailed and engaging lesson covers the detail of specification points 5.1.4 (c and d) of the OCR A-level Biology A specification which states that students should be able to demonstrate and apply an understanding of the histology of the pancreas and the control of insulin secretion. There is a particular emphasis on structure throughout the lesson so that students can recognise the exocrine and endocrine tissues of the pancreas as well as describe their specific functions.
The lesson begins with a list of endocrine glands and the students are challenged to select the gland which also has exocrine functions. This leads into a focus on the exocrine tissues of the pancreas, beginning with the enzymes that are secreted and form pancreatic juice. Students will discover how groups of these cells are called acini and the secretion of the enzymes into the lobule at the centre will lead to the intralobular ducts and finally the formation of the pancreatic duct. Moving forwards, students are introduced to the Islets of Langerhans and the specialised alpha and beta cells that are found within this endocrine tissue. The rest of this lesson looks at how the release of insulin from the beta cells is controlled. Some of the structures and substances involved have been met in earlier topics so a fun quiz round is used to see which students can recall these parts first. A series of questions and discussion points challenge the students to verbalise answers and to discuss key points so that the cascade of events that take place in the lead up to the release can be considered. In the final task, students have to describe these events in detail and this task has been differentiated so that students of differing abilities can access the work.
This lesson has been specifically designed for students on the OCR A-level Biology A course and ties in well with the other lessons from module 5.1.4 on the control of blood glucose concentration and diabetes mellitus type I and II
This engaging and fully-resourced lesson looks at the effects of stabilising, directional and disruptive selection as the three main types of selection. The PowerPoint and accompanying resources have been designed to cover the 3rd part of point 7.3 of the AQA A-level Biology specification which states that students should be able to identify each type of selection by its effect on different phenotypes.
The lesson begins with an introduction to the mark, release, recapture method to calculate numbers of rabbits with different coloured fur in a particular habitat. This method is covered later in topic 7 so this section of the lesson is designed purely to generate changes in numbers of the organisms. Sketch graphs are then constructed to show the changes in the population size in this example. A quick quiz competition is used to engage the students whilst introducing the names of the three main types of selection before a class discussion point encourages the students to recognise which specific type of selection is represented by the rabbits. Key terminology including intermediate and extreme phenotypes and selection pressure are used to emphasise their importance during explanations. A change in the environment of the habitat and a change in the numbers of the rabbits introduces directional selection before students will be given time to discuss and to predict the shape of the sketch graph for disruptive selection. Students are challenged to apply their knowledge in the final task of the lesson by choosing the correct type of selection when presented with details of a population and answer related questions.
This fully-resourced lesson focuses on the role of meiosis in ensuring genetic variation through the production of non-identical gametes. The detailed PowerPoint and accompanying resource have been designed to cover point 3.9 of the Pearson Edexcel A-level Biology (Salters Nuffield) specification which states that students should be able to describe how crossing over and independent assortment result in genetically unidentical daughter cells.
In order to understand how the events of meiosis like crossing over and random assortment and independent segregation can lead to variation, students need to be clear in their understanding that DNA replication in interphase results in homologous chromosomes as pairs of sister chromatids. Therefore the beginning of the lesson focuses on the chromosomes in the parent cell and this first part of the cycle and students will be introduced to non-sister chromatids and the fact that they may contain different alleles which is important for the exchange that occurs during crossing over. Time is taken to go through this event in prophase I in a step by step guide so that the students can recognise that the result can be new combinations of alleles that were not present in the parent cell. Moving forwards, the lesson explores how the independent segregation of chromosomes and chromatids during anaphase I and II results in genetically different gametes. The final part of the lesson looks at the use of a mathematical expression to calculate the possible combinations of alleles in gametes as well as in a zygote following the random fertilisation of haploid gametes. Understanding and prior knowledge checks are interspersed throughout the lesson as well as a series of exam questions which challenge the students to apply their knowledge to potentially unfamiliar situations.
This fully-resourced lesson looks at the details of glycolysis as the first stage of aerobic and anaerobic respiration and explains how the sequence of reactions results in glucose being converted to pyruvate. The engaging PowerPoint and accompanying differentiated resources have been designed to cover the second part of point 5.2 of the AQA A-level Biology specification which states that students should know glycolysis as the phosphorylation of glucose and the production and subsequent oxidation of triose phosphate.
The lesson begins with the introduction of the name of the stage and then explains how the phosphorylation of the hexoses and the production of the ATP, coenzymes and pyruvate are the stages that need to be known for this specification. Time is taken to go through each of these stages and key points such as the use of ATP in phosphorylation are explained so that students can understand how this affects the net yield. A quick quiz competition is used to introduce NAD and the students will learn that the reduction of this coenzyme, which is followed by the transport of the protons and electrons to the cristae for the electron transport chain is critical for the overall production of ATP. Understanding checks, in a range of forms, are included throughout the lesson so that students can assess their progress and any misconceptions are immediately addressed.
This lesson has been written to tie in with the other uploaded lessons on anaerobic respiration and the different stages of aerobic respiration (the Link reaction, Krebs cycle and oxidative phosphorylation)
This bundle of 9 lesson PowerPoints and accompanying resources contain a wide variety of tasks which will engage and motivate the students whilst covering the details of topic 2.1 of the AQA A-level Biology specification. Cells and their structure are linked to all of the other 7 topics in this course so a clear understanding is critical to a student’s success.
The tasks which include exam-style questions (with displayed mark schemes), discussion points and quiz competitions will cover the following parts of topic 2.1:
The structure and function of the cell-surface membrane, nucleus, nucleolus, mitochondria, chloroplasts, Golgi apparatus, lysosomes, ribosomes, RER and SER, cell wall and cell vacuole
The specialised cells of complex, multicellular organisms
The structures of a typical prokaryotic cell
The differences between prokaryotic and eukaryotic cells
The structure of viruses
The principles and limitations of optical microscopes, transmission electron microscopes and scanning electron microscopes
Measuring the size of an object using an optical microscope
Using the magnification formula
The principles of cell fractionation and ultracentrifugation
If you would like to sample the quality of these lessons, then download the eukaryotic animal cells, viruses and microscopes lessons as these have been uploaded for free
Hours and hours of planning have gone into each and every lesson that’s included in this bundle to ensure that the students are engaged and motivated whilst the detailed content of topic 2 of the Edexcel International A-level Biology specification is covered. Membranes, proteins, DNA and gene expression represent some of the most important structures, molecules and processes involved in this subject and a deep understanding of their role in living organisms is important for a student’s success.
The 20 lesson PowerPoints and accompanying resources contain a wide range of activities which cover the following topic 2 specification points:
Know the properties of gas exchange surfaces in living organisms
Understand how the rate of diffusion can be calculated using Fick’s Law of Diffusion
Understand how the structure of the mammalian lung is adapted for rapid gas exchange
The structure and properties of cell membranes
The movement of free water molecules by osmosis
The movement across membranes by passive and active transport
The role of channel and carrier proteins in membrane transport
The basic structure of an amino acid
The formation of polypeptides and proteins
The structure of proteins
The mechanism of action and specificity of enzymes
Enzymes are biological catalysts
Intracellular and extracellular enzymes
The basic structure of mononucleotides
The structure of DNA and RNA
The process of DNA replication
The nature of the genetic code
A gene as a sequence of bases on DNA that codes for a sequence of amino acids
The process of transcription and translation
Errors in DNA replication give rise to mutations
Mutations give rise to disorders but many mutations have no observable effect
The meaning of key genetic terms
Understanding the pattern of monohybrid inheritance
Sex linkage on the X chromosome
Understand how the expression of a gene mutation in people with cystic fibrosis impairs the functioning of the gaseous exchange, digestive and reproductive systems
The uses and implications of genetic screening and prenatal testing
Due to the detail included in all of these lessons, it is estimated that it will take in excess of 2 months of allocated A-level teaching time to complete the teaching of the bundle
If you would like to sample the quality of these lessons, then download the rapid gas exchange, osmosis, DNA & RNA, genetic code, genetic terms and cystic fibrosis lessons as these have been uploaded for free.
This lesson describes the relationship between the structure and function of the xylem and phloem in transport. The engaging and detailed PowerPoint and accompanying resources have been designed to cover point 4.7 (i) of the Edexcel A-level Biology B specification.
The lessons begins by challenging the students to identify the substances that a plant needs for the cellular reactions, where they are absorbed and where these reactions occur in a plant. The aim of this task is to get the students to recognise that water and mineral ions are absorbed in the roots and needed in the leaves whilst the products of photosynthesis are in the leaves and need to be used all over the plant. Students will be reminded that the xylem and phloem are part of the vascular system responsible for transporting these substances and then the rest of the lesson focuses on linking structure to function. A range of tasks which include discussion points, exam-style questions and quick quiz rounds are used to describe how lignification results in the xylem as a hollow tube of xylem cells to allow water to move as a complete column. They will also learn that the narrow diameter of this vessel allows capillary action to move water molecules up the sides of the vessel. The same process is used to enable students to understand how the structures of the companion cells allows assimilates to be loaded before being moved to the sieve tube elements through the plasmodesmata.
It’s no coincidence that cell structure and biological molecules find themselves as topics 1 and 2 of the CIE A-level Biology course, because a clear understanding of their content is absolutely critical to promote success with the 17 topics that follow.
Hours and hours of intricate planning has gone into the 18 lessons included in this bundle to ensure that the detailed content is relevant and can be understood and that links are made to related sections of topics 3 - 19. The lesson PowerPoints and accompanying resources contain a wide range of activities that include:
differentiated exam-style questions with clear mark schemes
directed discussion points
quiz competitions to introduce key terms and values
current understanding and prior knowledge checks
Due to the detail included in these lessons, it is estimated that it will take in excess of 2 months of allocated teaching time to cover the content of the resources
A number of the resources have been shared for free so these can be downloaded in order to sample the quality of the lessons
This fully-resourced lesson describes the differences between the roles of the B cells and T cells in the body’s immune response. The PowerPoint and accompanying resources have been designed to cover points 6.9 & 6.10 in unit 4 of the Edexcel International A-level Biology specification and includes descriptions of the role of the antigens and the production of antibodies by plasma (effector) cells
In the previous lesson on the non-specific responses, the students were introduced to macrophages and dendritic cells as antigen-presenting cells and the start of this lesson challenges their recall and understanding of this process. Time is taken to discuss how the contact between these cells and lymphocytes is critical for the initiation of the body’s (specific) immune response. Moving forwards, a quick quiz competition is used to introduce the names of the different T cells that result from differentiation. Their specific roles are described including an emphasis on the importance of the release of cytokines in cell signalling to activate other immune system cells. T memory cells are also introduced so that students can understand their role in immunological memory and active immunity as described in an upcoming lesson. The next part of the lesson focuses on the B cells and describes how clonal selection and clonal expansion results in the formation of memory B cells and effector cells. A series of understanding and application questions are then used to introduce the structure of antibodies and to explain how the complementary shape of the variable region allows the antigen-antibody complex to be formed. The lesson concludes by emphasising that the pathogen will be overcome as a result of the combination of the actions of phagocytes, T killer cells and the antibodies released by the effector cells
This lesson describes the mode of actions of macrophages, neutrophils and lymphocytes. The engaging PowerPoint and accompanying resource have been primarily designed to cover point 6.7 (i) of the Edexcel A-level Biology B specification but includes an introduction to antigen-presentation so that the students are prepared for upcoming lessons on the cell-mediated and humoral responses.
At the start of the lesson, the students are challenged to recall that cytosis is a suffix associated with transport mechanisms and this introduces phagocytosis as a form of endocytosis which takes in pathogens and foreign particles. This emphasis on key terminology runs throughout the course of the lesson and students are encouraged to consider how the start or end of a word can be used to determine meaning. The process of phagocytosis is then split into 5 key steps and time is taken to discuss the role of opsonins as well as the fusion of lysosomes and the release of lysozymes. A series of application questions are used to challenge the students on their ability to make links to related topics including an understanding of how the hydrolysis of the peptidoglycan wall of a bacteria results in lysis. Students will be able to distinguish between neutrophils and monocytes from a diagram and at this point, the role of macrophages and dendritic cells as antigen-presenting cells is described so that it can be used in the next lesson. The lesson concludes with an introduction to lymphocytes so that initial links between phagocytosis and the specific immune responses are made.
This lesson describes the role of the hypothalamus and the mechanisms of thermoregulation that maintain the body in dynamic equilibrium during exercise. The PowerPoint has been designed to cover point 7.12 of the Pearson Edexcel A-level Biology A (Salters Nuffield) specification.
Students were introduced to homeostasis at GCSE and this lesson has been written to build on that knowledge and to add the key detail needed at this level. Focusing on the three main parts of a homeostatic control system, the students will learn about the role of the internal and peripheral thermoreceptors, the thermoregulatory centre in the hypothalamus and the range of effectors which bring about the responses to restore optimum levels.
The following responses are covered in this lesson:
Vasodilation
Increased sweating
Body hairs
In each case, time is taken to challenge students on their ability to make links to related topics such as the arterioles involved in the redistribution of blood and the high specific latent heat of vaporisation of water.
This lesson describes how respiration produces ATP by substrate-level and oxidative phosphorylation. The PowerPoint and accompanying resources are part of the 1st lesson in a series of 7 lessons which have been designed to cover the detailed content of point 5.2 (RESPIRATION) of the AQA A-level Biology specification.
As the first lesson in this sub-topic, it has been specifically planned to act as an introduction to this cellular reaction and provides important details about glycolysis, the Krebs cycle and oxidative phosphorylation that will support the students to make significant progress when these stages are covered during individual lessons. Students met phosphorylation in topic 5.1 when considering the light-dependent reactions of photosynthesis and their knowledge of the production of ATP in this plant cell reaction is called on a lot in this lesson to show the similarities. The students are also tested on their recall of the structure and function of ATP, as covered in topic 1.6, through a spot the errors task. By the end of the lesson, the students will be able to name and describe the different types of phosphorylation and will know that ATP is produced by substrate-level phosphorylation in glycolysis and the Krebs cycle and by oxidative phosphorylation in the final stage of aerobic respiration with the same name.
