This is a fully-resourced and engaging REVISION LESSON which challenges the students on their knowledge and understanding of the content of module 2.1.2 (Biological molecules) of the OCR A-level Biology A specification. As this topic tends to be poorly understood by students, the lesson has been designed to include a wide range of activities that include differentiated exam questions, quick tasks and quiz competitions which will engage the students whilst they assess their progress. It has been designed to cover as much of the specification as possible but the following sub-topics have received particular attention: Formation of polysaccharides by glycosidic bonds between monomers Recognising monosaccharides, disaccharides and polysaccharides The structure of starch and glycogen in relation to their function as stores and providers of energy Water as a solvent with a high specific heat capacity and a high specific latent heat of vaporisation Structure and bonding in proteins The structure of globular and fibrous proteins as demonstrated by haemoglobin and collagen The structure and function of cellulose Links are made to other topics so that students are able to see how questions can include parts from different Biological concepts

This detailed and engaging lesson focuses on the importance of the excretion of carbon dioxide and urea in humans. It also looks at how the urea is formed as a result of deamination in the liver and as such covers the Core and Supplement content of the early section of topic 13 of the CIE IGCSE Biology specification. The lesson begins with a “Crack the code” type task which will enable the students to learn the meaning of excretion and specifically how it relates to the products of metabolism. Excretion is often confused with egestion by students so this misconception is addressed immediately and as a result they will understand that carbon dioxide and urea have to be excreted whereas faeces is egested. Moving forwards, time is taken to explain why carbon dioxide needs to be excreted and links are made to the earlier topic of enzymes and how a fall in pH could affect their activity. The rest of the lesson focuses on the formation of urea in the liver. Whilst learning about deamination, students will also be introduced to the process of assimilation and the production of rge plasma protein fibrinogen is used to explain the importance of this function of the liver. In addition to understanding checks and prior knowledge checks, quiz competitions are included in the lesson to introduce key terms in a fun and memorable way. This lesson has been designed for students studying the CIE IGCSE Biology course but is also suitable for older students who are starting the topic of excretion or the functions of the liver and want to recall the key facts.

This lesson describes the non-specific responses of the body to infection which include inflammation, lysozyme action, interferon and phagocytosis. The detailed PowerPoint and accompanying resources have been primarily designed to cover the content of point 6.8 of the Edexcel International A-level Biology specification but key details such as antigen-presentation are also introduced to prepare students for upcoming lessons on the immune response (6.9 & 6.10). 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 importance of cell signalling for an effective immune response is discussed and the rest of the lesson focuses on the release of two chemicals - interferons and histamine. During the interferon section, references are made to a previous lesson on HIV structure and action so students can understand how the release of these signalling proteins helps neighbouring cells to heighten their anti-viral defences. A step by step guide is used to describe the release of histamine in the inflammatory response and the final task challenges students to use this support to form a detailed answer regarding the steps in inflammation.

This clear and concise lesson explores the roles of the coenzymes NAD, FAD and coenzyme A in cellular respiration as detailed in point 12.1 (d) of the CIE International A-level Biology specification. As this specification point comes before the specification points concerning the details of the stages of respiration, this lesson has been designed to introduce the key details whilst focusing on their roles. Students will understand that NAD and FAD are reduced upon accepting hydrogen atoms and then carry these protons and electrons to the cristae where they are used in the production of ATP. In addition, they will learn that coenzyme A is used in the link reaction and helps to deliver the acetyl group to the Krebs cycle

This detailed lesson outlines the characteristics features of the kingdoms Protoctista, Fungi, Plantae and Animalia. The engaging PowerPoint and accompanying resources have been designed to cover point 18.2 [c] of the CIE International A-level Biology specification which states that students should be able to describe the features of these four eukaryotic kingdoms. This lesson begins with a knowledge recall as students have to recognise that prior to 1990, kingdom was the highest taxa in the classification hierarchy. Moving forwards, they will recall the names of the five kingdoms and immediately be challenged to split them so that the prokaryotae kingdom is left on its own. The features of this kingdom are given so that the lesson can focus on the four eukaryotic kingdoms. Students are constantly challenged on their understanding of the current topic as well as that of earlier topics, as demonstrated by a differentiated task about the structure and function of cellulose which was covered in topic 2. This task is found in the section of the lesson where the main constituent of the wall can be used to distinguish between plantae, fungi and prokaryotae. Quick quiz competitions, such as SAY WHAT YOU SEE are used to introduce key terms in a fun and memorable way. The final part of the lesson looks at the protoctista kingdom and students will come to understand how these organisms tend to share a lot of animal or plant-like features.

This fully-resourced lesson describes the roles of the SAN, AVN, the bundle of His and Purkyne tissue in the coordination of the heartbeat. The PowerPoint and accompanying resources have been designed to cover points 7.12 (i) & (ii) of the Edexcel International A-level Biology specification and also describes the myogenic nature of cardiac muscle. The lesson begins with the introduction of the SAN as the natural pacemaker and then time is given to study each step of the conduction of the impulse as it spreads away from the myogenic tissue in a wave of excitation. The lesson has been written to make clear links to the cardiac cycle and the structure of the heart and students are challenged on their knowledge of this system from topic 1. Moving forwards, students are encouraged to consider why a delay would occur at the AVN and then they will learn that the impulse is conducted along the Bundle of His to the apex so that the contraction of the ventricles can happen from the bottom upwards. The structure of the cardiac muscle cells is discussed and the final task of the lesson challenges the students to describe the conducting tissue, with an emphasis on the use of key terminology

This lesson describes the effects of gene mutations can have on amino acid sequences, as illustrated by sickle cell anaemia. The engaging and detailed PowerPoint and accompanying resources are part of the first lesson in a series of 2 lessons which have been designed to cover point (f) in topic 3 of A2 unit 4 of the WJEC A-level Biology specification and includes substitutions, deletions and insertions In order to understand how a change in the base sequence can affect the order of the amino acids, students must be confident in their understanding and application of protein synthesis which was covered earlier in this topic. Therefore, the start of the lesson focuses on transcription and translation and students are guided through the use of the codon table to identify amino acids. Moving forwards, a task called known as THE WALL is used to introduce to the names of three types of gene mutation whilst challenging the students to recognise three terms which are associated with the genetic code. The main focus of the lesson is substitutions and how these mutations may or may not cause a change to the amino acid sequence. The students are challenged to use their knowledge of the degenerate nature of the genetic code to explain how a silent mutation can result. Students will learn that a substitution is responsible for the new allele that causes sickle cell anaemia and they are tested on their understanding through an exam-style question. As with all of the questions, a mark scheme is included in the PowerPoint which can be displayed to allow the students to assess their understanding. The rest of the lesson looks at base deletions and base insertions and students are introduced to the idea of a frameshift mutation. One particular task challenges the students to evaluate the statement that base deletions have a bigger impact on primary structure than base substitutions. This is a differentiated task and they have to compare the fact that the reading frame is shifted by a deletion against the change in a single base by a substitution

This detailed lesson describes how the Link reaction and the Krebs cycle, that take place in the matrix, result in the complete oxidation of pyruvate. The PowerPoint and the accompanying resource have been designed to cover points 5.3 (i) & (ii) of the Edexcel A-level Biology B specification and describes how these reactions result in carbon dioxide, reduced NAD (and FAD) and ATP The lesson begins with a challenge, where the students have to recall the details of glycolysis in order to form the word matrix. This introduces the key point that these two stages occur in this part of the mitochondria and time is taken to explain why the reactions occur in the matrix as opposed to the cytoplasm like glycolysis. Moving forwards, the Link reaction is covered in 5 detailed bullet points and students have to add the key information to these points using their prior knowledge as well as knowledge provided in terms of NAD. The students will recognise that this reaction occurs twice per molecule of glucose and a quick quiz competition is used to test their understanding of the numbers of the different products of this stage. This is just one of the range of methods that are used to check understanding and all answers are explained to allow students to assess their progress. The rest of the lesson focuses on the Krebs cycle. In line with the detail of the specification, students will understand how decarboxylation and dehydrogenation reactions result in the regeneration of the oxaloacetate It is estimated that it will take about 2 hours of A-level teaching time to cover the detail of the lesson and therefore the detail of the specification point 5.3

This fully-resourced lesson describes the ultrastructure of plant cells and includes the cell walls, chloroplasts, amyloplasts, vacuole, tonoplast, plasmodesmata, pits and middle lamella. The detailed PowerPoint and accompanying resources have been designed to cover point 4.7 of the Pearson Edexcel A-level Biology specification and also compares this structure against animal cells that was covered at the beginning of topic 3. The lesson begins with a task called REVERSE GUESS WHO which will challenge the students to recognise a particular organelle from a description of its function. This will remind students that plant cells are eukaryotic and therefore contain a cell-surface membrane, a nucleus (+ nucleolus), a mitochondria, a Golgi apparatus, ribosomes and rough and smooth endoplasmic reticulum like the animal cells. Moving forwards, the next part of the lesson focuses on the relationship between the structure and function of the vacuole, chloroplast, plasmodesmata and cellulose cell wall. When considering the vacuole, key structures such as the tonoplast are described as well as critical functions including the maintenance of turgor pressure. A detailed knowledge of the structure of the chloroplast at this early stage of their A-level studies will increase the likelihood of a clear understanding of photosynthesis when covered in topic 5. For this reason, time is taken to consider the light-dependent and light-independent reactions and to explain how these stages are linked. Students will learn that chloroplasts and amyloplasts can contain stores of starch so an opportunity is taken to challenge them on their knowledge of this polysaccharide as it was covered in topic 1. The final task challenges them to recognise descriptions of the cell wall, chloroplast, amyloplasts, vacuole, tonoplast and plasmodesmata which will leave 2 remaining which describe the pits and middle lamella.

This revision resource has been designed with the simple aim of motivating the students whilst they assess their understanding of the content found in module 2.1.6 (Cell division, cell diversity and cellular organisation) of the OCR A-level Biology A specification. The resource includes a detailed and engaging Powerpoint (75 slides) and an associated worksheet, which has been differentiated to allow students of differing abilities to access that task. The range of activities have been designed to cover as much of the content as possible but the following sub-topics have been given particular attention: The main stages of mitosis The cell cycle including the stages of interphase and cytokinesis The significance of meiosis in terms of variation The main stages of meiosis How the cells of animals are specialised to perform particular functions The features of squamous and ciliated epithelium How the cells of plants are specialised to perform particular functions In addition to these topics, some topics from other modules such as organelles and magnification are tested in order to challenge the students on their ability to make links between the modules. The range of activities include exam questions and understanding checks as well as quiz competitions to maintain student engagement.

This fully-resourced lesson describes the role of mitosis and the cell cycle in producing identical cells for growth and asexual reproduction. The detailed PowerPoint and accompanying differentiated resources have been designed to cover point 3.10 of the Pearson Edexcel A-level Biology A specification In the previous lesson covering meiosis (3.9), students were introduced to the different phases and structures involved in the cycle so this lesson builds on that by providing greater detail of the key events in each phase. Beginning with a focus on interphase, the importance of DNA replication is explained so that students can initially recognise that there are pairs of identical sister chromatids and then can understand how they are separated later in the cycle. A quiz competition has been written into the lesson and this runs throughout, challenging the students to identify the quantity of DNA in the cell (in terms of n) at different points of the cycle. The main part of the lesson focuses on prophase, metaphase, anaphase and telophase and describes how the chromosomes behave in these stages. Students will understand how the cytoplasmic division that occurs in cytokinesis results in the production of genetically identical daughter cells. This leads into a series of understanding and application questions where students have to identify the various roles of mitosis in living organisms as well as tackling a Maths in a Biology context question. The lesson concludes with a final round of MITOSIS SNAP where they only shout out this word when a match is seen between the name of a phase, an event and a picture.

This lesson looks at the structure of the DNA that is found in the nucleus, mitochondria and chloroplasts of eukaryotic cells and in prokaryotic cells. Both the engaging PowerPoint and accompanying resources have been designed to cover the first part of point 4.1 of the AQA A-level Biology specification. As students will already have some knowledge of this nucleic acid from GCSE and from the earlier A-level topics, the lesson has been written to build on this prior knowledge and then to add key detail. As well as focusing on the differences between the DNA found in these two types of cells which includes the length, shape and association with histones, the various tasks will ensure that students are confident to describe how this double-stranded polynucleotide is held together by hydrogen and phosphodiester bonds. These tasks include exam-style questions which challenge the application of knowledge as well as a few quiz competitions to maintain engagement.

This fully-resourced lesson describes the key events that occur during the three stages of the cardiac cycle and relates these to the structure of the mammalian heart. The engaging and detailed PowerPoint and accompanying resources have been designed to cover point 1.8 of the Edexcel International A-level Biology specification As the structure of the heart was covered at iGCSE, the lesson has been planned to build on this prior knowledge whilst adding the key details which will enable students to provide A-level standard answers. The primary focus is the identification of the different structures of the heart but it also challenges their ability to recognise the important relationship to function. For example, time is taken to ensure that students can explain why the atrial walls are thinner than the ventricular walls and why the right ventricle has a thinner wall than the left ventricle. Opportunities are taken throughout the lesson to link this topic to the others found in topic 1 including those which have already been covered like the blood vessels. There is also an application question where students have to explain why a hole in the ventricular septum would need to be repaired if it doesn’t naturally close over time. The next part of the lesson introduces the cardiac cycle through the use of quick quiz competition which generates the key term systole. Students will learn that there are three stages in the cycle are atrial and ventricular systole followed by cardiac diastole and that the uni-directional movement of blood during these stages is maintained by the atrioventricular and semi-lunar valves. This leads into the emphasis of the key point that pressure changes in the chambers and the major arteries is the cause of the opening and closing of these sets of valves. Students are given a description of the pressure change that results in the opening of the AV valves and shown where this would be found on the graph detailing the pressure changes of the cardiac cycle. They then have to use this as a guide to write descriptions for the closing of the AV valve and the opening and closing of the semi-lunar valves and to locate these on the graph. By providing the students with this graph, the rest of the lesson can focus on explaining how these changes come about. Students have to use their current and prior knowledge of the chambers and blood vessels to write 4 descriptions that cover the cardiac cycle. The final part of the lesson covers the changes in the volume of the ventricle. It is estimated that it will take in excess of 2 hours of allocated A-level teaching time to cover the detail included in this lesson as required by this specification point

This lesson describes the ecological, economic and aesthetic reasons for maintaining biodiversity. The PowerPoint and accompanying resources are filled with real-life biological examples and have been designed to cover point 4.2.1 (g) of the OCR A-level Biology A 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 OCR 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

This lesson describes the basic structure of mononucleotides and the resulting structural similarities and differences between DNA and RNA. The PowerPoint and accompanying resource have been designed to cover points 2.9 (i) and (ii) of the Edexcel International A-level Biology specification and makes regular links to upcoming lessons which cover DNA replication and protein synthesis. In a lesson in topic 1, the students were introduced to monosaccharides as an example of a monomer and were informed that a nucleotide was another example. In line with this, the start of the lesson challenges them to recognise the key term nucleotide when only the letters U, C and T are shown. The next part of the lesson describes the structure of a DNA nucleotide and an RNA nucleotide so that the pentose sugar and the bases adenine, cytosine and guanine can be recognised as similarities whilst deoxyribose and ribose and thymine and uracil are seen as the differences. Time is taken to discuss how a phosphodiester bond is formed between adjacent nucleotides and their prior knowledge and understanding of condensation reactions is tested through a series of questions. Students are then introduced to the purine and pyrimidine bases and this leads into the description of the double-helical structure of DNA and the hydrogen bonds between complementary bases. The final section of the lesson describes the structure of mRNA, tRNA and rRNA and students are challenged to explain why this single stranded polynucleotide is shorter than DNA In addition to the current understanding and prior knowledge checks, a number of quiz rounds have been written into the lesson to introduce key terms in a fun and memorable way and the final round acts as a final check on the structures of DNA and RNA.

This fully-resourced lesson describes the development of the humoral and cell-mediated immune responses. The detailed PowerPoint and accompanying resources have been designed to cover points 6.7 (ii) & (iii) as detailed in the Edexcel A-level Biology B specification and includes descriptions of the roles of antigen-presenting cells, T helper cells, cytokines, T killer cells, B cells, clonal selection and plasma cells. Antigen presentation was introduced at the end of the previous lesson so the task at the start of this lesson challenges students to recognise the name of this process and then they have to spot the errors in the passage that describes the details of this event. This reminds them that contact between the APC and T lymphocytes is necessary to elicit a response which they will come to recognise as the cell-mediated response. A series of quick quiz rounds reveals key terms in a memorable way and one that is introduced is helper T cells. Time is then taken to describe the importance of cell signalling for an effective response and students will learn how the release of chemicals by these cells activates other aspects of the response. The role of the killer T cells and their production of cytotoxins is also described before an exam-style question is used to check on their understanding at this point of the lesson. This leads into the section of the lesson that deals with the humoral response and students will understand how this involves the antibodies that are produced by the plasma cells that are the result of clonal selection and expansion. The T and B memory cells are also introduced so that students can understand how they are retained in the body even after the pathogen has been overcome and will play a critical role in the development of immunity. This prepares the students for the next lesson about the role of these memory cells in the secondary immune response.

This engaging lesson describes the structure, properties and functions of the monosaccharides, disaccharides and polysaccharides. The PowerPoint lesson has been designed to cover point [c] as detailed in AS unit 1, topic 1 of the WJEC A-level Biology specification and it makes clear links to the upcoming lessons in this topic on alpha and beta glucose and the properties of starch, glycogen, cellulose and chitin. The lesson begins with a made-up round of the quiz show POINTLESS, where students have to try to identify four answers to do with carbohydrates. In doing so, they will learn or recall that these molecules are made from carbon, hydrogen and oxygen, that they are a source of energy which can sometimes be rightly or wrongly associated with obesity and that the names of the three main groups is derived from the Greek word sakkharon. A number of quick quiz rounds have been written into the lesson to introduce key terms in a fun and memorable way and the first round allows the students to meet some of common monosaccharides. Moving forwards, students will learn that a disaccharide is formed when two of these monomers are joined together and they are then challenged on their knowledge of condensation reactions which were originally encountered during the lesson on water. Students will understand how multiple reactions and multiple glycosidic bonds will result in the formation of a polysaccharide and glycogen, starch and cellulose are recalled and there is a brief introduction to chitin. The final part of the lesson considers how hydrolysis reactions allow polysaccharides and disaccharides to be broken back down into monosaccharides.

This detailed lesson describes the transport of sodium and potassium ions in the maintenance of resting potential and how an action potential is formed. The engaging PowerPoint and accompanying resources have been designed to cover the detail included in points 9.5 (i) & (ii) of the Edexcel A-level Biology B specification. This topic is commonly assessed in the terminal exams so a lot of time has been taken to design this resource to include a wide range of activities that motivate the students whilst ensuring that the content is covered in the depth of detail that will allow them to have a real understanding. Interspersed within the activities are understanding checks and prior knowledge checks to enable the students to not only assess their progress against the current topic but also to challenge themselves on the links to earlier topics such as methods of movements across cell membranes. There are also a number of quiz competitions which are used to introduce key terms and values in a fun and memorable way and discussion points to encourage the students to consider why a particular process or mechanism occurs. Over the course of the lesson, the students will learn and discover how the movement of ions across the membrane causes the membrane potential to change. They will see how the resting potential is maintained through the use of the sodium/potassium pump and potassium ion leakage. There is a real focus on depolarisation to allow students to understand how generator potentials can combine and if the resulting depolarisation then exceeds the threshold potential, a full depolarisation will occur. At this point in the lesson students will discover how the all or nothing response explains that action potentials have the same magnitude and that instead a stronger stimulus is linked to an increase in the frequency of the transmission. The rest of the lesson challenges the students to apply their knowledge to explain how repolarisation and hyperpolarisation result and to suggest advantages of the refractory period for nerve cells.

This lesson describes how the hydrolysis of ATP provides energy for biological processes such as active transport and endocytosis and exocytosis. The PowerPoint and accompanying resources have been designed to cover points 4.2 (iv), (v) & (vi) of the Edexcel A-level Biology B specification The start of the lesson focuses on the structure of this energy currency and challenges the students to use their knowledge of nucleotides and specifically RNA nucleotides to recognise the components of ATP. As a result, they will learn that this molecule consists of adenine, ribose and three phosphate groups. In order to release the stored energy, ATP must be broken down and students will be given time to discuss which reaction will be involved as well as the products of this reaction. Time is taken to describe how the hydrolysis of ATP can be coupled to energy-requiring reactions and this leads into a series of exam-style questions where students are challenged on their knowledge of simple and facilitated diffusion to recognise that ATP is needed for active transport. These questions also challenge them to 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 and in the release of ADH from the pituitary gland during osmoregulation.

This detailed resource has been designed to cover the content of points 7.19, 7.20, 7.21 and 7.22 (The structure and function of the nephron of the kidney, kidney failure and the production of urea) as set out in topic 7 of the Edexcel GCSE Biology specification. This resource contains an engaging and detailed PowerPoint (66 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 at least 2 lessons 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 diabetes. The following content is covered in this lesson: The formation of urea by the break down of excess amino acids in the liver Filtration of the blood in the glomerulus and the Bowman’s capsule The selective reabsorption of glucose The reabsorption of water The effect of ADH on the permeability of the collecting duct and the production of concentrated urine Treatment of kidney failure by dialysis or organ transplant As stated at the top, this lesson has been designed for GCSE-aged students who are studying the Edexcel 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