This fully-resourced lesson has been designed to cover the content in point 3.17 (Inheritance of ABO blood groups) as detailed in the Edexcel GCSE Biology specification. As specified in this point, students will learn how this inheritance demonstrates both codominance and multiple alleles. A potentially difficult topic, time has been taken to include guidance sections where students are walked through the interpretation of the different genotypes to find out the phenotypes as well as constructing genetic diagrams and calculating blood groups from pedigree trees. There is a real focus on genetic terminology such as allele, locus, genotype and phenotype so that the understanding is deep and students can use this if they choose to further their studies at A-level. This lesson has been designed for GCSE-aged students studying the Edexcel GCSE Biology course but is also suitable for older students who are learning about codominance and multiple alleles at A-level

This lesson has been designed to cover the higher tier content of specification points 7.4 & 7.5 (The hormones involved in the stages of the menstrual cycle) which is found in topic 7 of the Edexcel GCSE Biology & Combined Science specifications. A wide range of activities will engage and motivate the students whilst the content is covered in detail and understanding checks are included at regular points to enable the students to self-assess their new found knowledge. Students will learn about the different stages of the menstrual cycle including menstruation and ovulation and will see how FSH, oestrogen, LH and progesterone interact to control these stages. This lesson has been designed for GCSE-aged students who are taking the Edexcel GCSE Biology or Combined Science course but it is also suitable for younger students who are looking into this topic as part of the reproduction module

This engaging lesson presentation (48 slides) and associated worksheets uses exam questions with displayed mark schemes, quick tasks and quiz competitions to enable students to assess their understanding of the topics found within module B4 of the OCR Gateway A Combined Science specification. The topics which are specifically tested within the lesson include: Ecosystems, Competition and interdependence, The carbon cycle and Decomposers Students will enjoy the competitions such as "Number CRAZY" and "Take the HOTSEAT" whilst crucially being able to recognise those areas which need their further attention

This revision resource includes exam questions, understanding checks and quiz competitions, all of which have been designed with the aim of motivating and engaging the students whilst they assess their understanding of the content found in topic 2 (Organisation of the organism) of the CIE IGCSE Biology specification for examination in June and November 2020 and 2021. This revision resource contains an engaging PowerPoint (53 slides) and an associated worksheet. The range of activities have been designed to cover as much of the Core and Supplement content as possible but the following sub-topics have been given particular attention: The function of the organelles found in animal and plant cells The features of specialised cells which allow them to perform their function The mitochondria and the production of energy for use in cell activities Calculating size and magnification by converting between millimetres and micrometres Tissues, organs and organ systems

This lesson focuses on the structure of RNA and specifically the similarities and differences between this nucleic acid and DNA so that students are prepared for the upcoming lessons on transcription and translation. The engaging and detailed PowerPoint and accompanying resource have been designed to cover part 1 of point 2.1.3 (g) of the OCR A-level Biology A specification which states that students should be able to describe the structure of molecules of messenger RNA, transfer RNA and ribosomal RNA. Students were introduced to nucleotides and the detailed structure of DNA in previous lessons, so this lesson is written to tie in with those and continuously challenge prior knowledge as well as understanding of the current topic. The lesson begins by reminding students that RNA is a member of the family of nucleic acids and therefore has a number of structural features that are commonly shared with DNA. A quiz round called “A FAMILY AFFAIR” is used to challenge their knowledge of DNA to recognise those features that are also found on RNA such as the chain of linked nucleotides, pentose sugars, nitrogenous bases and phosphodiester bonds. The next task pushes them to consider features that have not been mentioned and therefore are differences as they answer a structured exam-style question on how RNA differs from DNA. Students will learn that RNA is shorter than DNA and this leads into the final part of the lesson where mRNA and tRNA are introduced and again they are challenged to use the new information explain the difference in size. Brief details of transcription and then translation are provided so that students are prepared for the upcoming lessons on protein synthesis.

This is an engaging lesson that looks at the structures and actions of the two parts of the autonomic nervous system (ANS) and shows students where this particular system fits into the whole organisation of the nervous system. The lesson begins by introducing the students to the idea that motor neurones are not simply somatic motor neurones but will actually be classified as autonomic motor neurones if they innervate the involuntary muscles. A range of tasks, progress checks and quick competitions are used during the lesson to engage the students in this topic and show them how it relates to other topics such as motor neurones and neurotransmitters. Key terminology is used throughout, such as ganglions, so that students can recognise and access the marks if an exam question on this topic arises. This lesson has been written for A-level students

This is a fast-paced lesson which uses a range of tasks and quick competitions to compare the diagnosis, symptoms and treatment of Diabetes mellitus Type I and II. Students are continually challenged throughout the lesson to build and deepen their knowledge of these conditions and consider how they can be controlled through hormone injections or lifestyle changes. Clear links are made to related topics such as auto-immune diseases and the endocrine system and progress checks have been written into the lesson to allow students to assess their understanding of all of these topics. The final part of the lesson involves the students writing a letter to an individual who has type II, explaining how this diagnosis was done, giving details of the condition and recommending lifestyle changes. This task is differentiated so that students who are finding it difficult can still access the learning. This lesson has been written for A-level students. If you are looking for a lesson for younger students on this topic, then my other upload “Diabetes Type I and II” will be more suitable.

This is an engaging and informative lesson that looks at the properties of water and challenges students to be able to explain how these properties are related to the numerous functions of this biological molecule. This lesson focuses on the link between properties and functions which is the area where students commonly struggle. A range of tasks and activities, including a quick competition are used to introduce the different properties and the key terms and then time is taken to look at how this property enables water to be used for a range of functions. Students will learn that water has both a high specific heat capacity and a high latent heat of vaporisation and be able to explain why this is important. Water is a crucial solvent which enables it to perform many roles in living organisms and these are explored. Progress checks are written into the lesson at regular intervals so that students can constantly assess their understanding and build on any knowledge that was there from GCSE.

This fully-resourced lesson explores how the presence of particular alleles at one locus can mask the expression of alleles at a second locus in gene interactions. The detailed and engaging PowerPoint and associated resources have been designed to cover the part of point 16.2 (b) of the CIE International A-level Biology specification which states that students should be able to use genetic diagrams to solve problems that involve gene interactions. This is a topic which students tend to find difficult, and therefore the lesson was written to split the topic into small chunks where examples of dominant, recessive and complimentary gene interactions are considered, discussed at length and then explained. Understanding checks, in various forms, are included throughout the lesson so that students can assess their progress and any misconceptions are immediately addressed. There are regular links to related topics such as dihybrid inheritance so that students can meet the challenge of interpreting genotypes and link to the different types of interactions

This fully-resourced lesson describes how Mycobacterium tuberculosis and human immunodeficiency virus infect human cells and cause symptoms. The PowerPoint and accompanying resources have been designed to cover point 6.6 in unit 4 of the Edexcel International A-level Biology specification and ties in closely with the previous lesson where the structure of bacteria and viruses were compared. The lesson begins by ensuring that students recognise that TB is caused by the infection of a species of bacteria known as Mycobacterium tuberculosis and they will challenged to use their knowledge of scientific classification to recall that this pathogen is found in the mycobacteria genus. At this point, the students are told that the cell walls of this genus contain mycolic acids and later in the lesson they will have to work out that this specialist feature enables this pathogen to survive phagocytosis. A series of exam-style questions will challenge their knowledge of the respiratory and immune systems as they can understand how the bacterium travels to the alveoli where it is engulfed by a macrophage. Key terms like granuloma and necrosis are introduced and the sequence of events that occur following the formation of this aggregate of cells is described. The structure of viruses was covered during the previous lesson, so this next part of the lesson starts by challenging the students to recall the capsid, genetic material in the form of viral RNA and the lipid envelope. At this point, the students are introduced to gp120, the glycoprotein which is exposed on the surface of the lipid envelope, as this structure is critical for the entry of the virus into host cells. Students will annotate a basic diagram of HIV with these four structures which also has gp41 labelled. A quick quiz competition introduces the names of the enzymes found inside the capsid Moving forwards, the main task of this part of the lesson describes how HIV binds to the helper T cells, injects its capsid and integrates its DNA into the host’s genome in order to replicate to form virus particles (virions). Students are guided through the formation of a detailed answer about the mechanism of HIV and have to input key terms and structures where information is missing. Students will learn that the increase in the number of virus particles and a decrease in helper T cells and other immune cells results in infections like TB and by opportunistic pathogens and that this stage is recognised as AIDS

This lesson describes the role of the rER and the Golgi apparatus in the formation of proteins, the transport within cells and their secretion. The PowerPoint and accompanying resources have been designed to cover point 3.3 of the Pearson Edexcel A-level Biology A (Salters Nuffield) specification and also includes key details about the role of the cytoskeleton in the transport of the vesicles that contain the protein between the organelles and the membrane. The lesson begins with the introduction of the cytoskeleton and explains how this network of protein structures transverses across the cytoplasm and is fundamental to the transport of molecules between organelles. The lesson has been planned to closely tie in with the previous lesson on the ultrastructure of eukaryotic cells and students are challenged on their knowledge of the function of the organelles involved in protein formation (and modification) through a series of exam-style questions. By comparing their answers against the mark scheme embedded in the PowerPoint, students will be able to assess their understanding of the following: Transcription in the nucleus to form an mRNA strand and the exit of this nucleic acid through the nuclear pore Translation at the ribosomes on the surface of the rER to assemble the protein Transport of the vesicles containing the protein to the Golgi apparatus Modification of the protein at the Golgi apparatus Formation of the Golgi vesicle and its transport to the cell membrane for exocytosis Time is taken to discuss the finer details of this process such as the arrival of the vesicle at the cis face and the transport away from the trans face and the requirement of ATP for the transport of the vesicles along the microtubule track and exocytosis. The remainder of the lesson uses a series of exam-style questions about digestive enzymes (extracellular proteins) to challenge the students on their recall of the structure of starch and proteins

This fully-resourced lesson describes how reproductive isolation can lead to allopatric and sympatric speciation. The engaging PowerPoint and accompanying resources have been designed to cover point 3.2 (iii) of the Edexcel A-level Biology B specification. The lesson begins by using the example of a hinny, which is the hybrid offspring of a horse and a donkey, to challenge students to recall the biological classification of a species. Moving forwards, students are introduced to the idea of speciation and the key components of this process, such as isolation and selection pressures, are covered and discussed in detail. Understanding and prior knowledge checks are included throughout the lesson to allow the students to not only assess their progress against the current topic but also to make links to earlier topics in the specification. Time is taken to look at the details of allopatric speciation and how the different mutations that arise in the isolated populations and genetic drift will lead to genetic changes. The example of allopatric speciation in wrasse fish because of the isthmus of Panama is used to allow the students to visualise this process. The final part of the lesson considers sympatric speciation and again a wide variety of tasks are used to enable a deep understanding to be developed.

This fully-resourced lesson describes the role of memory cells in the secondary immune response. The PowerPoint and accompanying resources have been designed to cover specification point 6.7 (iv) of the Edexcel A-level Biology B specification but also contains a detailed description of the structure and function of antibodies and therefore covers this part of 6.7 (ii) As memory B cells differentiate into plasma cells that produce antibodies when a specific antigen is re-encountered, it was decided to link the immune responses and antibodies together in one lesson. The lesson begins by checking on the students incoming knowledge to ensure that they recognise that B cells differentiate into plasma cells and memory cells. This was introduced in a previous lesson on the specific immune response and students must be confident in their understanding if the development of immunity is to be understood. A couple of quick quiz competitions are then used to introduce key terms so that the structure of antibodies in terms of polypeptide chains, variable and constant regions and hinge regions are met. Time is taken to focus on the variable region and to explain how the specificity of this for a particular antigen allows neutralisation and agglutination to take place. The remainder of the lesson focuses on the differences between the primary and secondary immune responses and a series of exam-style questions will enable students to understand that the quicker production of a greater concentration of these antibodies in the secondary response is due to the retention of memory cells.

This lesson describes how the standard deviation and the t-test are used to analyse data. The detailed PowerPoint and accompanying resources are part of the first lesson in a series of 2 lessons that have been designed to cover point 10.1 (vi) of the Edexcel A-level Biology B specification. The next lesson, which uses skills covered in this lesson and has also been uploaded, describes how to analyse data using the Spearman rank correlation coefficient A step by step guide walks the students through each stage of the calculation of the standard deviation and gets them to complete a worked example with the class before applying their knowledge to another set of data. This data looks at the birth weights of humans on one day in the UK and this is used again later in the lesson to compare against the birth weights of babies in South Asia when using the student’s t-test. The null hypothesis is re-introduced, as it will encountered when considering the chi squared test in topic 8, and students will learn to accept or reject this based upon a comparison of their value against one taken from the table based on the degrees of freedom.

This fully-resourced lesson describes how phenotype is the result of an interaction between genotype and the environment and can be affected by multiple alleles at many gene loci. The engaging PowerPoint and accompanying resources have been primarily designed to cover points 3.14 (i) & 3.15 of the Pearson Edexcel A-level Biology A specification but also includes activities to challenge the students on previous concepts in topics 3 and 2. 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. The final part of the lesson describes a few examples where environmental factors affect phenotype, such as chlorosis in plants. As this is the final lesson in topic 3, the numerous activities can be used for revision purposes and to show the links between different biological topics.

This detailed lesson describes how the movement of water between solutions and cells has differing effects on animal and plant cells. Both the PowerPoint and accompanying resources have been designed to cover specification points 4.2 (a) and (f) as detailed in the CIE International A-level Biology specification. It’s likely that students will have used the term concentration in their osmosis definitions at GCSE, so the aim of the starter task is to introduce water potential to allow students to begin to recognise osmosis as the movement of water molecules from a high water potential to a lower potential, with the water potential gradient. Time is taken to describe the finer details of water potential to enable students to understand that 0 is the highest value (pure water) and that this becomes negative once solutes are dissolved. Exam-style questions are used throughout the lesson to check on current understanding as well as prior knowledge checks which make links to previously covered topics such as the lipid bilayer of the cell membrane. The remainder of the lesson focuses on the movement of water when animal and plant cells are suspended in hypotonic, hypertonic or isotonic solutions and the final appearance of these cells is described, including any issues this may cause.

This lesson describes the transport mechanism of osmosis as the movement of water molecules from a high water potential to a lower water potential. The PowerPoint and accompanying resources are part of the second lesson in a series of 4 lessons which have been designed to cover point [c] as detailed in AS unit 1, topic 3 of the WJEC A-level Biology specification and also describes how cells are affected by this movement of water It’s likely that students will have used the term concentration in their osmosis definitions at GCSE, so the aim of the starter task is to introduce water potential to allow students to begin to recognise osmosis as the movement of water molecules from a high water potential to a lower potential, with the water potential gradient. Time is taken to describe the finer details of water potential to enable students to understand that 0 is the highest value (pure water) and that this becomes negative once solutes are dissolved. Exam-style questions are used throughout the lesson to check on current understanding as well as prior knowledge checks which make links to previously covered topics such as the lipid bilayer of the cell membrane. The remainder of the lesson focuses on the movement of water when animal and plant cells are suspended in hypotonic, hypertonic or isotonic solutions and the final appearance of these cells is described, including any issues this may cause.

This lesson describes the relationship between the specialised structural features of the mammalian gametes and their functions. The PowerPoint and accompanying resources have been designed to cover point 3.6 of the Pearson Edexcel A-level Biology A (Salters Nuffield) specification and includes descriptions of the acrosome in the head of the sperm and the zona pellucida in the egg The lessons at the start of topic 3 (Voice of the genome) described the ultrastructure of eukaryotic cells, so this knowledge is referenced throughout the lesson and the students are challenged on their recall and understanding through a range of prior knowledge checks. For example, two of the exam-style questions that are included in the resources challenge the students to explain why a sperm cell is classified as an eukaryotic cell and to recognise the centrioles and the nucleus from structural descriptions. Along with the mitochondria, time is then taken to discuss and to describe the role of these organelles in relation to the function of the sperm cell. When considering the role of the haploid nucleus, links are made to the upcoming topic of meiosis and the events that contribute to variation. The importance of the enzymes that are found inside the acrosome is emphasised and this leads into the second half of the lesson where the layers surrouding the plasma membrane of the egg cell (corona radiata and zona pellucida) are examined The final part of this lesson has been specifically planned to prepare the students for the next lesson in topic 3, where the acrosome reaction, cortical reaction and the fusion of nuclei that are involved in fertilisation are described

This lesson describes the levels of organisation, including the aggregation of cells into tissues, tissues into organs and organs into organ systems. The detailed and engaging PowerPoint and accompanying resources have been designed to cover point (d) of AS unit 1, topic 2 of the WJEC A-level Biology specification and focuses on the levels of organisation in humans and plants. Please note that the lesson does not contain prepared slides of tissue as this is covered in a later lesson. The lesson begins by using the process of haematopoiesis from haematopoietic stem cells to demonstrate how the red blood cell and neutrophil differ significantly in structure despite arising from the same cell along the same cell lineage. A series of exam-style questions will not only challenge their knowledge of structure but also their ability to apply this knowledge to unfamiliar situations. These differences in cell structure is further exemplified by the epithelial cells of the respiratory tract and students are challenged to remember how the shape and arrangement of these cells differ in the trachea and alveoli in relation to their function. The link between specialised cells and tissues is made at this point of the lesson so students are reminded that a tissue is a group of cells that work together to perform a specific function or set of functions. Moving forwards, a quick quiz competition will challenge the students to recognise the liver, kidney, spinal cord and pancreas from a brief functional description and this leads into a series of questions that links back to topics 1 and earlier in topic 2 where proteins, organelles and carbohydrates were originally covered. These prior knowledge checks are found throughout the lesson, along with current understanding checks, and all of the mark schemes are embedded into the PowerPoint to allow students to assess their progress. In terms of organ systems, a quick task challenges them to recognise 8 of the 11 that are found in humans from descriptions and this leaves them to identify the gaseous exchange, digestive and reproductive systems as the remaining 3. The remainder of the lesson focuses on specialised plant cells and the differing shapes and features of the palisade and spongy cells in the mesophyll layer and the guard cells are covered at length and in detail. The cells found in the xylem and phloem tissue are also discussed.

This lesson describes the ethical and economic reasons for the maintenance of biodiversity. The engaging PowerPoint and accompanying worksheets are filled with real-life biological examples and have been designed to cover point 3.3 (ii) of the Edexcel A-level Biology B specification. Many hours of research have gone into the planning of the lesson so that interesting examples are included to increase the relevance of the multitude of reasons to maintain biodiversity. These include the gray wolves and beavers of Yellowstone National Park and the Za boabab in the Madagascar rainforests as examples of keystone species. Students will learn that these species have a disproportionate effect on their environment relative to their abundance and exam-style questions and guided discussion periods are used to challenge them to explain their effect on other species in the habitat. The latest A-level Biology exams have a heavy mathematical content and this is reflected in this lesson as students are challenged to complete a range of calculations to manipulate data to support their biological-based answers. All of the exam questions that are included throughout the lesson have mark schemes embedded into the PowerPoint to allow the students to assess their progress. Moving fowards, the economic ans aesthetic reasons to maintain biodiversity are considered, and there is a focus on the soil depletion that occurs when a continuous monoculture is used. The 1 Billion tree scheme that began in New Zealand in 2018 is introduced and the reasons that some groups of people are objecting to what they consider to be a pine monoculture are discussed. Students will recognise that the clear felling of the trees dramatically changes the landscape and that the increased runoff that results can have catastrophic affects for both aquatic life and for humans with floods. A number of quiz competitions are included in the lesson to introduce key terms in a fun and memorable way and some of the worksheets have been differentiated to allow students of differing abilities to access the work