A fully-resourced lesson which is designed for GCSE students and includes an informative lesson presentation (29 slides) and question worksheets. This lesson explores the theory of evolution by natural selection. The lesson begins with a fun challenge which gets students to come up with the name Charles Darwin but also the phrase “survival of the fittest”. The main focus of the next part of the lesson is to take students through this tag line, adding detail and keywords which they will be able to use in their answers later in the lessons. Students are continually encouraged to discuss key questions on this topic, such as “are all mutations harmful”? They will recognise how these random changes in DNA can lead to advantageous phenotypes and how this can convey a survival edge to organisms. Moving forwards, students are guided through the well-known example of the peppered moths in order to show them to how to use variation, advantage, survival, reproduction and offspring in their answers on this topic. The remainder of the lesson involves students testing their new-found knowledge as they have to apply it to explain how resistance in bacteria and longer necks in giraffes have evolved. Progress checks are written into this lesson at regular intervals so that students can constantly assess their understanding and any misconceptions can be immediately addressed.

This lesson guides students through the use of the chi-squared test to test the significance of differences between observed and expected results. It is fully-resourced with a detailed PowerPoint and differentiated task worksheets that have been designed to cover point 16.2 (d) of the CIE International A-level Biology specification which states that students should be able to use this statistical test to determine the significance. The lesson has been written to include a step-by-step guide that demonstrates how to carry out the test in small sections. At each step, time is taken to explain any parts which could cause confusion and helpful hints are provided to increase the likelihood of success in exam questions on this topic. Students will understand how to use the phenotypic ratio to calculate the expected numbers and then how to find the critical value in order to compare it against the chi-squared value. A worked example is used to show the working which will be required to access the marks and then the main task challenges the students to apply their knowledge to a series of questions of increasing difficulty.

This lesson describes how to use the Spearman’s rank correlation to analyse the relationships between the distribution of species and abiotic and biotic factors. The PowerPoint and accompanying exam-style question are the first lesson in a series of 2 which have been designed to cover point 18.1 (e) of the CIE A-level Biology specification and challenges the students on their knowledge of the t-test as covered in topic 17 as well as preparing students for the next lesson on the use of the Pearson’s linear correlation formula. As with the lessons on the t-test and Simpson’s index of diversity, a step by step guide is used to walk the students through the use of the formula to generate the rank coefficient and to determine whether there is a positive correlation, no correlation or a negative correlation. The students are also reminded of the null hypothesis and will be shown how to accept or reject this hypothesis and to determine significance. The students will work through an example with the class and then are given the opportunity to apply their newly-acquired knowledge to an exam-style question which assesses whether there is a relationship between light intensity and % plant cover in a habitat. The mark scheme is displayed on the PowerPoint so the students can assess their understanding and address any misconceptions that may arise

This lesson describes the meaning of the terms stroke volume and heart rate and explains how to use them to calculate the cardiac output. The PowerPoint and accompanying resources have been designed to cover the content of specification point 8.12 of the Edexcel GCSE Biology & Combined Science specifications. The lesson begins by challenging the students to use their knowledge of the structure of the heart chambers to identify the one which has the most muscular wall. Their discussions should lead to the left ventricle and following the introduction of the key term stroke volume using a quick quiz competition, they will learn that this factor is the volume of blood pumped out of the left ventricle each heart beat. Another competition introduces the normative values for stroke volume and the resting heart rate and then the students are challenged to use the provided equation to calculate the cardiac output and to write a definition for this factor using their current understanding. The remainder of the lesson considers how these three factors change during exercise and they are challenged to apply their understanding through a series of exam questions. This worksheet is differentiated two ways and the mark scheme is embedded into the PowerPoint to allow the students to assess their progress.

This lesson describes the role of meiotic cell division, including a detailed explanation of how 4 genetically unidentical daughter cells are formed. The PowerPoint and accompanying resources have been designed to cover point 3.3 of the Edexcel GCSE Biology and Combined Science specifications. The students covered the mitotic cell cycle in topic 2 and their knowledge of this type of cell division is utilised throughout the lesson to help with the understanding of this cycle. The lesson begins by challenging the students to recall the meaning of diploid and they will learn that the parent cell at the start of the meiotic cell cycle is a diploid cell. Time is taken to remind them of the events of interphase and then the lessons focuses on the 2 sets of division in meiosis which produces four haploid daughter cells. The identity of these cells as gametes is emphasised. The final part of the lesson uses a series of exam questions to challenge the students on their understanding of the cycle and the mark schemes are embedded into the PowerPoint to allow the students to assess their progress.

This lesson uses step by step guides to describe how to calculate the surface area to volume ratio. The PowerPoint and accompanying resources are part of the first lesson in a series of 2 lessons which have been designed to cover the detail of points 8.2 and 8.3 of the Edexcel GCSE Biology & Combined Science specifications. The calculation of the SA/V ratio can be an area of the course that students find difficult so this lesson breaks the calculation into parts to guide them through each step. The students are shown how to calculate the surface area, then the volume and then how to express the answer of the division calculation as a ratio against 1. After each step, the students are given the opportunity to apply their understanding and all questions have mark schemes with full workings embedded into the PowerPoint to allow the students to self-assess. Students also tend to struggle to see the relevance to Biology so the remainder of the lesson involves the calculation of the ratio for the alveoli in the human body. Students will discover that the surface area to volume ratio is significantly increased in these gas exchange surfaces which leads into the upcoming lesson on the adaptations of the alveoli to overcome the overall low ratio in larger organisms.

This fully-resourced lesson describes the principles and limitations of optical, transmission electron and scanning electron microscopes. The engaging PowerPoint and accompanying resources have been designed to cover the specification details at the start of topic 2.1.3 of the AQA A-level Biology course and also explains the difference between magnification and resolution. When designing all four of the lessons to cover the detail of 2.1.3, I was conscious that microscopes and the methods of studying cells is a topic that doesn’t always attract the full attention of the students. In line with this, I aimed to plan lessons that encouraged engagement so that the likelihood of knowledge retention and understanding was increased. An ongoing quiz competition runs across the 4 lessons and in this particular lesson, rounds such as YOU DO THE MATH and IT’S TIME FOR ACTION will introduce key terms and values in a fun and memorable way. Time is taken to look at the key details of each of the types of microscope and students will be able to describe how light or the transmission of electrons through or across a specimen will form an image. Students will come to recognise the difference between magnification and resolution and examples are provided and exam-style questions used to check on understanding. As well as current understanding checks, prior knowledge checks challenge the students to make links to other biological topics which include specialised cells and tissues, cell structures and biological molecules. As detailed above, this lesson has been written to be the first in a series of 4 lessons and the others, which are uploaded are: Measuring the size of an object viewed under an optical microscope Use of the magnification formula Cell fractionation and ultracentrifugation

This lesson explains the meaning of 11 key terms associated with the genetic inheritance topic and challenges the students to use them in context. The PowerPoint and accompanying resources have been designed to cover point 6.1.6 of the AQA GCSE Biology specification and include explanations of genome, chromosome, gene, allele, genotype, homozygous, heterozygous, phenotype, dominant, recessive and gamete. The key term, genome, was met earlier in topic 6 so the lesson begins with a knowledge retrieval with the definition for this term. As the genome is the entire DNA of an organism, the next task challenges the students to identify three errors in a passage about DNA. This leads into discussions about chromosomes and genes and time is taken to explain that homologous chromosomes have the same genes at the exact same gene loci. The students will learn that alternative forms of the gene (alleles) can be found at these loci and that these structures explain the differences in inherited characteristics. Moving forwards, the main section of the lesson describes the link between the dominant and recessive alleles, homozygous and heterozygous genotypes, and the physical expression as the phenotype. The final key term is gamete, and the students are challenged to recognise a definition for this term using their knowledge of meiosis. Two progress and understanding checks complete the lesson and check on the students’ ability to recognise and write definitions for these 11 terms and to use them accurately in a written description

This lesson describes the biuret test for proteins and then uses a range of activities to challenge the students on their knowledge of topic 1.4.1. The engaging PowerPoint and accompanying resources are part of the last lesson in a series of 3 lessons which have been designed to cover the content detailed in topic 1.4.1 (General properties of proteins) of the AQA A-level Biology specification. The first section of the lesson describes the steps in the biuret test and challenges the students on their recall of the reducing sugars and starch tests from topic 1.2 to recognise that this is a qualitative test that begins with the sample being in solution. The students will learn that the addition of sodium hydroxide and then copper sulphate will result in a colour change from light blue to lilac if a protein is present. The remainder of the lesson uses exam-style questions with displayed mark schemes, understanding checks and quick quiz competitions to 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)

This lesson describes how to investigate the distribution and abundance of organisms and how to estimate the numbers of a species in a habitat. The PowerPoint and accompanying resources are part of the first lesson in a series of two lessons which have been designed to cover the details of point B6.1a of the OCR GCSE Biology specification. This first lesson focuses on the use of a quadrat to estimate population size as well as belt transects to consider distribution. Step by step guides are used throughout the lesson to model the workings required in the calculations. This includes the use of a 1 metre squared quadrat as well as other areas. Once a method has been modelled, the students are challenged with a series of exam questions and mark schemes are embedded into the PowerPoint to allow the students to self-assess.

This fully-resourced lesson describes the processes of active transport, endocytosis and exocytosis and explains the need for ATP. The PowerPoint and accompanying worksheets have been designed to cover the second part of point 4.2 (a) of the CIE International A-level Biology specification. The first part of 4.2 (a), concerning simple and facilitated diffusion, was covered in the previous lesson. The start of the lesson challenges the students to use their prior knowledge of biological molecules to come up with the abbreviation ATP and they will learn that this is a phosphorylated nucleotide that contains adenine, ribose and three phosphate groups. Students may not have known this as the energy currency from GCSE so time is taken to explain that this molecule must be broken down to release energy and students are challenged to recall which type of reaction will be involved and to predict the products of such a reaction. This hydrolysis of ATP can be coupled to energy-requiring reactions within the cell and the rest of the lesson focuses on the use of this energy for active transport, endocytosis and exocytosis. Students are challenged to answer a series of questions which compare active transport against the forms of passive transport and to use data from a bar chart to support this form of transport. In answering these questions they will discover that carrier proteins are specific to certain molecules and time is taken to look at the exact mechanism of these transmembrane proteins. A quick quiz round introduces endocytosis and the students will see how vesicles are involved along with the energy source of ATP to move large substances in or out of the cell. The lesson concludes with a link to a future topic as the students are shown how exocytosis is involved in a synapse.

This fully-resourced lesson explores how pyruvate can be converted to lactate or ethanol using reduced NAD and that the reoxidation of the coenzyme allows glycolysis to continue. The engaging and detailed PowerPoint and accompanying differentiated resources have been designed to cover the third part of point 5.2 of the AQA A-level Biology specification which states that students should know the fate of pyruvate if respiration is only anaerobic. The lesson begins with a focus on the coenzyme, NAD, and students are challenged to recall details of its role in the oxidation of triose phosphate. Students will learn that oxidative phosphorylation in aerobic respiration allows these coenzymes to be reoxidised but that another metabolic pathway has to operate when there is no oxygen. Time is taken to go through the lactate and ethanol fermentation pathways and students are encouraged to discuss the conversions before applying their knowledge to complete diagrams and passages about the pathways. Understanding checks in a range of forms are used to enable the students to assess their progress whilst prior knowledge checks allow them to recognise the links to earlier topics. This lesson has been written to tie in with the other uploaded lesson on glycolysis

This lesson has been designed to cover the detail of specification point 4.5.3.2 of the AQA GCSE Combined Science FOUNDATION TIER which states that students should be able to describe how the body detects and responds to an increase in blood glucose concentration. A considerable amount of time has been taken in the planning to ensure that the wide range of activities engages and motivates the students but that the key details are covered and understanding is checked and checked again. The start of the lesson uses a range of prior knowledge checks and quiz competitions to answer the questions of what actually is glucose and why is it so important that the levels in the blood are controlled. Students are then introduced to glycogen and the fact that this carbohydrate can be stored is reiterated so that they can recognise how glucose must be converted into this substance to lower the blood concentration. Again, a quiz round is used to get them to recall that the pancreas will be the receptor and the liver will act as the effector. The main task of the lesson involves the formation of a bullet point answer where students are challenged to use the information from earlier in the lesson to complete this description.

This fully-resourced lesson describes the differences between continuous and discontinuous variation. The engaging PowerPoint and accompanying resources have been designed to cover point 17.1 (a) of the CIE A-level Biology specification but also acts as a revision of topic 16 as it challenges students on their knowledge of gene mutations and meiosis. The students begin the lesson by having to identify phenotype and species from their respective definitions so that a discussion can be encouraged where they will recognise that phenotypic variation within a species is due to both genetic and environmental factors. The main part of the the lesson focuses on these genetic factors, and describes how mutation and the events of meiosis contribute to this variation. A range of activities, which include exam-style questions and quick quiz rounds, are used to challenge the students on their knowledge and understanding of substitution mutations, deletions, insertions, the genetic code, crossing over and independent assortment. Moving forwards, the concept of multiple alleles is introduced and students will learn how the presence of more than 2 alleles at a locus increases the number of phenotypic variants. Another quick quiz round is used to introduce polygenic inheritance and the link is made between this inheritance of genes at a number of loci as an example of continuous variation. In line with the title of the lesson, the next task challenges them to recognise descriptions and examples which apply to the different types of variations. The final part of the lesson introduces a few examples where environmental factors affect phenotype, such as chlorosis in plants, so that students are prepared for the following lesson.

A fully resourced revision lesson which uses a range of exam questions (with explained answers), quick tasks and quiz competitions to enable the students to assess their understanding of the topics found within module 6.1 (Cellular control) of the OCR A-level Biology specification. The topics tested within this lesson include: Gene mutations Regulation of gene expression The Lac Operon Student will enjoy the range of tasks and quiz rounds whilst crucially being able to recognise any areas which require further attention

This fully-resourced lesson explores how genetic and environmental factors cause phenotypic variation. The engaging PowerPoint and accompanying worksheets have been designed to cover the first part of point 7.3 of the AQA A-level Biology specification which states that students should be able to describe how mutations and meiosis both contribute to genetic variation Students are challenged at the start of the lesson to recognise the terms phenotype and species from their definitions in order to begin a discussion on the causes of the phenotypic variation within a species. Moving forwards, students will recall that mutations are the primary source of genetic variation and time is taken to look at the effect of gene and chromosome mutations. Just like the majority of parts of this specification point, gene mutations were covered earlier in topic 4 so these tasks act as a prior knowledge check as students have to recognise the different types of gene mutations and explain their effects on the primary structure with reference to the genetic code. These prior knowledge checks are found throughout the lesson and challenge the knowledge of other topics that include photosynthesis, meiosis and inorganic ions. The karyotype of an individual who has Down syndrome is used to introduce chromosome mutations and students will be introduced to the different types, with a focus on non-disjunction. The key events of meiosis that produce variation (crossing over and independent assortment) are explored and students will be given a mathematical formula to use to calculate the number of chromosome combinations in gametes and in the resulting zygote. The final part of the lesson looks at chlorosis and how an environmental factor can prevent the express of a gene.

This fully-resourced lesson has been designed to cover the content of specification point 5.3.3 (Maintaining water and nitrogen balance in the body) as found in topic 5 of the AQA GCSE Biology specification. This resource contains an engaging and detailed PowerPoint (59 slides) and accompanying worksheets, which have been differentiated so that students of different abilities can access the work. The detail of the content and this resource means that it is likely to take more than 1 lesson to go through the tasks. The resource is filled with a wide range of activities, each of which has been designed to engage and motivate the students whilst ensuring that the key Biological content is covered in good detail. Understanding checks are included throughout so that the students can assess their grasp of the content. In addition, prior knowledge checks make links to content from earlier topics such as homeostasis, osmosis and active transport. The following content is covered in this lesson: The importance of controlled water levels for cellular function The ways that water is lost and removed from the body The formation of urea by deamination Filtration of the blood by the kidney Selective reabsorption of useful molecules from the kidney to the blood The effect of ADH on the permeability of the tubules of the kidney Dialysis and transplant as possible treatment options for kidney failure As stated at the top, this lesson has been designed for GCSE-aged students who are studying the AQA GCSE Biology course, but it can be used with A-level students who need to go back over the key points before looking at the function of the nephron in more detail

An engaging lesson presentation (39 slides) which explores how cells differentiate in order to specialise to become more effective at carrying out a particular function. This lesson focuses on five cells - red blood cells, sperm cells, fat cells, ciliated cells and palisade cells. The lesson begins by challenging the mathematical skills of the students as they have to convert the number 37 trillion into standard form. Students will learn that although all of the cells found in a human would be eukaryotic animal cells, they wouldn’t all be the same. They are introduced to the key term differentiation through a quiz competition and time is taken to ensure that students understand how this process leads to specialisation. The remainder of the lesson concentrates on looking at the function and features of the five cells. Quiz competitions are used throughout to maintain engagement whilst ample time is given to student discussion where they are challenged to consider why a cell would have specialised in such a way. Key terminology is consistently used so that students are not caught off guard in an exam question when this specialist language is used. Regular progress checks are written into the lesson to allow the students to check on their understanding. This lesson has been written for GCSE students but could be used with higher ability KS3 students who are looking to extend their knowledge on the topic of cells.