This lesson explains how labelled DNA probes can be used to screen patients for heritable conditions, their responses to drugs and to identify health risks. The PowerPoint and accompanying resources have been designed to cover the content of point 8.4.2 of the AQA A-level biology specification. The lesson begins by introducing the BRCA genes, and the students will learn how faulty alleles of these two genes can increase an individual’s risk of developing breast cancer. Therefore, there is a need to be able to locate specific alleles like these, and this function is performed by DNA probes. The students are challenged to use the function of the probes to predict their structure and will understand that they are short lengths of single stranded DNA that have a base sequence complementary to the base sequence of part of the target allele. As shown in the cover image, a quick quiz round is used to introduce hybridisation as key term, to ensure that students recognise that the probe will bind if the complementary base sequence is encountered. Moving forwards, a DNA microarray is introduced to show that it’s possible to screen for multiple genes. The remainder of the lesson considers how the DNA probes are used to screen for heritable conditions and drug responses, and real-life examples are used to increase relevance. Prior knowledge checks are embedded throughout the lesson to encourage the students to make links to content from earlier topics including inheritance and genetic drift.

This lesson describes succession as the gradual, progressive changes in a ecosystem, moving from colonisation by the pioneer species to a climax community. The detailed PowerPoint and accompanying resources have been designed to cover point 6.3.1 (d) of the OCR A-level Biology specification, and therefore the lesson also describes deflected succession and the formation of a plagioclimax community. As shown in the cover image, the lesson uses a step by step guide to describe primary succession, introducing the different species at each stage, and explaining the vital roles they each perform. Time is taken to explain how the initial colonisation by algae and lichens as pioneer species is critical to form soil, which wasn’t previously present on the bare ground. The real-world example of Surtsey is used to increase relevance and students will hear about the changes that have occurred on this island over the last 67 years. Understanding checks are included at regular points to allow the students to assess their progress, and prior knowledge checks challenge them to recall content from earlier modules. Answers to all of the checks are embedded in the PowerPoint. The final part of the lesson considers how many ecosystems are prevented from reaching their climax community and this is known as deflected succession. Human influences are explored and again, real examples are used.

This lesson describes how the loop of Henle acts as a countercurrent multiplier to increase the reabsorption of water. The PowerPoint and accompanying resource are part of the 2nd lesson in a series of 2 lessons which have been designed to cover point 9.9 (iii) of the Edexcel A-level biology B specification but also considers the structure of the kidney in the kangaroo rat and therefore also covers point 9.9 (v). The lesson begins by challenging the students to recognise that the glomerular filtrate entering the loop will only contain water, ions and urea if the kidneys are functioning properly. Time is then taken to look at the structure of the loop of Henle, focusing on the descending and ascending limbs, and their differing permeabilities. Students will be reminded that this part of the nephron is located in the renal medulla, before a step-by-step guide is used to describe how the transfer of ions, particularly sodium ions, from the ascending limb to the descending limb, creates a very negative water potential in this region of the kidney. This allows water to move out of the descending limb to the tissue fluid and then into the capillaries. The next part of the lesson challenges students to consider the bigger picture as they learn that this decreasing water potential in the medulla allows water to be reabsorbed from the filtrate in the collecting duct too. The remainder of the lesson uses the real-world examples of the hopping mouse and kangaroo rat to check student understanding, and there are also prior knowledge checks to encourage students to make links to relevant content from earlier topics. All answers are embedded into the PowerPoint.

This lesson describes how an ever decreasing water potential is created in the renal medulla to enable water reabsorption in the loop of Henle and collecting duct. The PowerPoint and accompanying resource are part of the 4th lesson in a series of 5 lessons which have been designed to cover point 6.4.3 (Control of blood water potential) of the AQA A-level biology specification. The lesson begins by challenging the students to recognise that the glomerular filtrate entering the loop will only contain water, ions and urea if the kidneys are functioning properly. Time is then taken to look at the structure of the loop of Henle, focusing on the descending and ascending limbs, and their differing permeabilities. Students will be reminded that this part of the nephron is located in the renal medulla, before a step-by-step guide is used to describe how the transfer of ions, particularly sodium ions, from the ascending limb to the descending limb, creates a very negative water potential in this region of the kidney. This allows water to move out of the descending limb to the tissue fluid and then into the capillaries. The next part of the lesson challenges students to consider the bigger picture as they learn that this decreasing water potential in the medulla allows water to be reabsorbed from the filtrate in the collecting duct too. The remainder of the lesson uses the real-world examples of the hopping mouse and kangaroo rat to check student understanding, and there are also prior knowledge checks to encourage students to make links to relevant content from earlier topics. All answers are embedded into the PowerPoint.

This lesson describes the location and main functions of the cerebrum, cerebellum, medulla oblongata and hypothalamus. The engaging PowerPoint and accompanying resources have been designed in line with point 9.4 (iii) of the Edexcel A-level biology B specification and also include descriptions of the link between the hypothalamus and the pituitary gland. The lesson begins with a multiple-choice question, where the students will learn that cerebrum is the Latin word for brain. This brain structure is described as two hemispheres and students will be introduced to the localisation of function of the 4 lobes of the cerebral cortex. It moves onto the cerebellum, focusing on its role of perfecting and coordinating movement, and explains how this is achieved through neural connections with the cerebrum. The control of heart rate by the medulla oblongata is described before the lesson concludes with an exploration of the connections between the hypothalamus and the two lobes of the pituitary gland, specifically in the mechanisms of osmoregulation and thermoregulation. As this is an extensive lesson covering a lot of detail, it has been planned to contain 5 quiz rounds as part of a competition which will help to maintain engagement whilst checking on their recall and understanding of content. There are also multiple understanding and prior knowledge checks which allow the students to assess their progress against the current topic and to make links to previously covered content. All answers to these knowledge checks are embedded into the PowerPoint. It is likely that this lesson will take between 2 - 3 hours of teaching time, but sections can be edited and removed if the teacher doesn’t want to look at a particular structure in that detail at this stage of study.

This lesson describes the location and functions of the cerebral hemispheres, cerebellum, medulla oblongata and hypothalamus. The engaging PowerPoint and accompanying resources have been designed to cover point 8.8 of the Pearson Edexcel A-level biology A (SNAB) specification and also includes descriptions of the link between the hypothalamus and the anterior and posterior lobes of the pituitary gland. The lesson begins with a multiple-choice question, where the students will learn that cerebrum is the Latin word for brain. This brain structure is described as two hemispheres and students will be introduced to the localisation of function of the 4 lobes of the cerebral cortex. It moves onto the cerebellum, focusing on its role of perfecting and coordinating movement, and explains how this is achieved through neural connections with the cerebrum. The control of heart rate by the medulla oblongata is described before the lesson concludes with an exploration of the connections between the hypothalamus and the two lobes of the pituitary gland, specifically in the mechanisms of osmoregulation and thermoregulation. This is an extensive lesson covering a lot of detail, so as shown in the cover image, the lesson plan contains 5 quiz rounds as part of a competition which will help to maintain engagement whilst checking on their recall and understanding of content. There are also multiple understanding and prior knowledge checks which allow the students to assess their progress against the current topic and to make links to previously covered content. All answers to these knowledge checks are embedded into the PowerPoint. It is likely that this lesson will take between 2 - 3 hours of teaching time, but sections can be edited and removed if the teacher doesn’t want to look at a particular structure in that detail at this stage of study.

This lesson describes how epigenetic modifications like DNA methylation and histone modification can alter the activation of certain genes. The PowerPoint and accompanying resources have been planned to cover points 3.20 ii & iii of the Edexcel Internationational A-level biology specification, and also highlights that these modifications can be passed on following cell division. The lesson begins by introducing the meaning of the prefix epi as on or above so students understand that epigenetics refers to changes in gene function due to factors beyond the genetic code. Moving forwards, they will learn that DNA methylation involves the attachment of a methyl group to cytosine and will come to understand how this inhibits transcription. They are challenged to recognise the pathogenesis of atherosclerosis through a variety of tasks before reading through a source detailing the results of a study between this cardiovascular condition and DNA methylation. The remainder of the lesson considers how the acetylation of histone proteins affects the expression of genes. Understanding and prior knowledge checks are embedded throughout the lesson (along with the answers) to allow the students to assess their progress on this topic and to encourage them to make links to the content of topics 1 - 2.

This lesson explains how labelled DNA probes in microarrays can be used to identify active genes. The PowerPoint and accompanying resources have been designed to cover the content of point 8.20 of the Edexcel International A-level biology specification. The lesson begins by introducing the BRCA genes, and the students will learn how faulty alleles of these two genes can increase an individual’s risk of developing breast cancer. Therefore, there is a need to be able to locate specific alleles like these, and this function is performed by DNA probes. The students are challenged to use the function of the probes to predict their structure and will understand that they are short lengths of single stranded DNA that have a base sequence complementary to the base sequence of part of the target allele. A quick quiz round is used to introduce hybridisation as a key term, to ensure that students recognise that the probe will bind if the complementary base sequence is encountered. Moving forwards, a DNA microarray is introduced to show that it’s possible to screen for multiple genes. The remainder of the lesson considers how the DNA probes are used to screen for heritable conditions and drug responses, and real-life examples are used to increase relevance.

This lesson describes how the loop of Henle acts as a countercurrent multiplier to increase the reabsorption of water. The PowerPoint and accompanying resources are part of the 2nd lesson in a series of 2 lessons which have been designed to cover point 7.20 of the Edexcel International A-level biology specification. The lesson begins by challenging the students to recognise that the glomerular filtrate entering the loop will only contain water, ions and urea if the kidneys are functioning properly. Time is then taken to look at the structure of the loop of Henle, focusing on the descending and ascending limbs, and their differing permeabilities. Students will be reminded that this part of the nephron is located in the renal medulla, before a step-by-step guide is used to describe how the transfer of ions, particularly sodium ions, from the ascending limb to the descending limb, creates a very negative water potential in this region of the kidney. This allows water to move out of the descending limb to the tissue fluid and then into the capillaries. The next task has been designed to challenge the students on their knowledge of the numbers associated with biology to reveal the key term, countercurrent. They will learn that the countercurrent flow principle involves fluids flowing in opposite directions past each other and an example in bony fish is used to increase the relevance, before they understand how this multiplier works in the loop to increase water reabsorption. The next part of the lesson challenges students to consider the bigger picture as they learn that this decreasing water potential in the medulla allows water to be reabsorbed from the filtrate in the collecting duct too. The remainder of the lesson uses the real-world examples of the hopping mouse and kangaroo rat to check student understanding, and there are also prior knowledge checks to encourage students to make links to relevant content from earlier topics. All answers are embedded into the PowerPoint.

This lesson describes the protective effect of a simple reflex, as exemplified by those which involve the sensory, relay and motor neurones. The PowerPoint and accompanying resources are part of the final lesson in a series of 3 lessons which have been planned to cover the content of point 6.1.1 of the AQA A-level biology specification, titled “Survival and response”. As shown on the cover image, the lesson begins with a challenge, where the students have to recognise the connection between key terms which have been grouped together. This will remind them of the names of three types of neurones, the three types of muscle tissue and some reflexes. Time is taken at the start to ensure that students understand that although the brain might be informed of a reflex, it isn’t involved in the processing to coordinate the movement. At the same time, the role of the other part of the CNS, the spinal cord in spinal reflexes, is emphasised. This lesson has been specifically planned to build on their knowledge of reflex actions from GCSE and to build in the detail that will support them in this lesson and as they move through the content of topic 6. Ultimately, students will understand how the rapid response of a simple reflex allows organisms to avoid damage and survive, due to the nervous pathway only consisting of three neurones, and therefore less synapses than other reactions. Understanding checks, in the form of exam-style questions are written into the lesson and the answers embedded into the PowerPoint to allow students to assess their progress against the current topic. The two other lessons in this series covering the detail of specification point 6.1.1 are named “responses in flowering plants” and “taxes and kineses”.

This lesson describes the structure and function of a spinal reflex arc, including the grey and white matter of the spinal cord. The PowerPoint and accompanying resources have been designed to cover the content of point 8.3 of the Edexcel International A-level biology specification. At the start of the lesson, the students are challenged to recognise the connections between three groups of key terms, and this acts to remind them of the sensory, motor and relay neurone, different types of muscle tissue and some reflexes. Time is taken to ensure that students understand that a spinal reflex arc is a direct neural pathway through the spinal cord and does not involve processing by the brain. Some of the content was covered at GCSE and in the first two lessons of topic 8, so this lesson has been specifically planned to challenge their recall of this content and then to build upon it, and understanding and prior knowledge checks are used throughout to allow them to assess their progress. The students will be able to recognise the different matter of the spinal cord, which is named according to the presence of myelinated or unmyelinated neurones and they will also understand how sensory neurones enter via the dorsal root and motor neurones exit via the ventral root. Moving forwards, two examples of real biological reflexes are used to increase relevance, and students will see how the knee jerk reflex is unusual as it doesn’t contain a relay neurone. References to synapses, myelination and saltatory conduction are included in the lesson and brief details provided before these are covered in upcoming topic 8 lessons.

This lesson guides students through the respiratory quotient calculation and explains what the different calculated values indicate. The PowerPoint and accompanying resource have been planned to cover the content of point 7.6 of the Edexcel International A-level biology specification. The lesson begins with a recall challenge, where the students have to demonstrate their knowledge of respiration to reveal the two letters, RQ. The meaning of a quotient is provided and time allocated, where they are encouraged to discuss which two respiratory values might be used. The formula is provided and then a worked example used to model the calculation. The obtained value of 1.0 is explained as the RQ if metabolism consists entirely of carbohydrates. Two exam-style questions are then used to challenge the students to apply their understanding and they’ll reveal the value of 0.7 for lipids. A quick quiz round introduces the range for amino acids as 0.8 - 0.9 before a final task gets them to obtain another value and to recognise that more than one type of molecule is often metabolised. The lesson is full of understanding and prior knowledge checks, and the answers are embedded into the PowerPoint to allow students to assess their progress.

This lesson explains the relative energy values of the respiratory substrates, carbohydrates, lipids and proteins. The PowerPoint and accompanying resources have been planned to cover the content of point 12.1 (4) of the CIE A-level biology specification (for assessment in 2025 - 2027). The lesson begins with a challenge, where the students have to recognise the key term substrate using either 1 or 2 descriptions. The definition of a respiratory substrate is provided and students will learn that although glucose is the chief respiratory substrate, lipids and proteins can be metabolised to generate molecules of ATP. A quick quiz round is used to introduce the relative energy value per gram of carbohydrate and then this is used as a reference value for the remainder of the lesson. Students will learn that the energy value is higher for lipids and this is explained, making reference to the stages of respiration that will be covered in greater depth in the 12.2 lessons. The final part of the lesson considers proteins and makes a link to deamination, which again will be covered later in the course. The lesson contains multiple understanding checks and all answers are embedded into the PowerPoint to allow students to assess their progress.

This lesson describes the meaning of the respiratory quotient and guides students through the calculation of values from respiration equations. The PowerPoint and accompanying resource have been planned to cover the content of points 12.1 (5 & 6) of the CIE A-level biology specification (for assessment in 2025 - 2027). The lesson begins with a recall challenge, where the students have to demonstrate their knowledge of ATP and relative energy values to reveal the two letters, RQ. The meaning of a quotient is provided and time allocated, where they are encouraged to discuss which two respiratory values might be used, using their brief knowledge of aerobic respiration from iGCSE. The formula is provided and then a worked example used to model the calculation. The obtained value of 1.0 is explained as the RQ if metabolism consists entirely of carbohydrates. Two exam-style questions are then used to challenge the students to apply their understanding and they’ll reveal the value of 0.7 for lipids. A quick quiz round introduces the range for amino acids as 0.8 - 0.9 before a final task gets them to obtain another value and to recognise that more than one type of molecule is often metabolised. The lesson is full of understanding and prior knowledge checks, and the answers are embedded into the PowerPoint to allow students to assess their progress.

This lesson guides students through the calculation of mitotic indices and explores what a high value may indicate about the sampled tissue. The PowerPoint and accompanying resources have been planned to cover the content of point 3.16 of the Edexcel International A-level biology specification. The lesson begins with a bit of fun, as the students are challenged to use three clues to identify three uses of the term index in biology. They’ll learn that the index of diversity is covered in a topic 4 lesson and that this lesson focuses on the mitotic index. The students are challenged on their knowledge of the mitotic cell cycle throughout the lesson and one of these questions is used to introduce the meaning of the index and the formula. A series of exam-style questions challenge them to apply their understanding, and the answers are embedded into the PowerPoint to enable the students to assess their progress. Moving forwards, the different meanings of high values are considered, including growing and repairing tissues, and then to explain how an elevated mitotic index can indicate that cell division has become uncontrolled which can lead to tumour formation.

This lesson focuses on the structure of the spinal cord but also introduces key nervous system structures to prepare students for upcoming topic 9 lessons. The PowerPoint and accompanying resource have been planned to cover the content of point 9.4 (ii) of the Edexcel A-level biology B specification. As shown on the cover image, the lesson begins with a challenge, where students must use their knowledge of content from earlier topics to reveal 5 numbers that add up to 33. They will learn that this is the normal number of vertebrae in the human vertebral column and this leads into the recognition that these bones act to surround and protect the spinal cord. The meninges are introduced and then a quick quiz round is used to reveal the term, grey matter. Students will see that this is found in the centre of the spinal cord and is surrounded by an outer region of white matter. The idea of myelination is introduced, and initial details provided about the increased conductance speed in myelinated neurones because of saltatory conduction. Moving forwards, students will meet the terms dorsal and ventral and see on a diagram that nerves enter and leave the cord by these roots. The role of cerebrospinal fluid is explored and a series of exam-style questions are used to challenge their knowledge from topic 2 and 6 as well as their mathematical skills. The answers are embedded into the PowerPoint to allow the students to assess their progress. The lesson finishes with the introduction of the cauda equina as the bundle of nerves at the distal end of the spinal cord.