A Science teacher by trade, I've also been known to be found teaching Maths and PE! However, strange as it may seem, my real love is designing resources that can be used by other teachers to maximise the experience of the students. I am constantly thinking of new ways to engage a student with a topic and try to implement that in the design of the lessons.
A Science teacher by trade, I've also been known to be found teaching Maths and PE! However, strange as it may seem, my real love is designing resources that can be used by other teachers to maximise the experience of the students. I am constantly thinking of new ways to engage a student with a topic and try to implement that in the design of the lessons.
This fully-resourced lesson describes the roles of antigens, antibodies, B cells and T cells in the body’s immune response. The PowerPoint and accompanying worksheets have been designed to cover specification points 6.8 & 6.9 as detailed in the Pearson Edexcel A-level Biology A specification and includes descriptions of the involvement of plasma (effector) cells and macrophages as antigen-presenting cells.
In the previous lesson on the non-specific responses, the students were introduced to macrophages and dendritic cells as antigen-presenting cells and the start of this lesson challenges their recall and understanding of this process. Time is taken to discuss how the contact between these cells and lymphocytes is critical for the initiation of the body’s (specific) immune response. Moving forwards, a quick quiz competition is used to introduce the names of the different T cells that result from differentiation. Their specific roles are described including an emphasis on the importance of the release of cytokines in cell signalling to activate other immune system cells. T memory cells are also introduced so that students can understand their role in immunological memory and active immunity as described in an upcoming lesson covering point 6.12. The next part of the lesson focuses on the B cells and describes how clonal selection and clonal expansion results in the formation of memory B cells and effector cells. A series of understanding and application questions are then used to introduce the structure of antibodies and to explain how the complementary shape of the variable region allows the antigen-antibody complex to be formed. The lesson concludes by emphasising that the pathogen will be overcome as a result of the combination of the actions of phagocytes, T killer cells and the antibodies released by the effector cells.
This is a fully-resourced revision lesson that uses a combination of exam questions, understanding checks, quick tasks and quiz competitions to enable students to assess their understanding of the content found within Topic 6 (Immunity, infection and forensics) of the Pearson Edexcel A-level Biology A specification.
The sub-topics and specification points that are tested within the lesson include:
Know how DNA profiling is used for identification and determining genetic relationships
Know how DNA can be amplified using the PCR
Know the structure of a virus
Understand how HIV infects human cells, causing a sequence of symptoms that may result in death
Understand the non-specific responses of the body to infection
Understand the roles of antigens and antibodies in the body’s immune response
Understand the differences between the roles of B cells and T cells
Understand how one gene can give rise to more than one protein through post-transcriptional changes
Understand the difference between bacteriostatic and bactericidal antibiotics
Students will be engaged through the numerous quiz rounds such as “FROM NUMBERS 2 LETTERS” and “Make sure you are very SPECIFIC” whilst crucially being able to recognise those areas which require their further attention during general revision or during the lead up to the actual A-level terminal exams
This fully-resourced revision lesson has been designed to engage and motivate the students whilst they assess their understanding of the content in topic 7 (Astronomy) of the Pearson Edexcel GCSE Physics specification.
The lesson has been written to include as many of the specification points as possible but the following have been given particular attention:
Explain how the value of g differs between the Earth’s surface and the surface of other bodies in space
Recall the bodies that are found in our Solar system
Recall the names and order of the eight planets
Describe evidence supporting the Big Bang theory
Describe that there will be a change in the frequency and wavelength of a wave if the source of the wave is moving in relation to the observer
Describe why the red-shift of galaxies provides evidence for the expansion of the Universe
Describe the evolution of stars of similar mass to our Sun
Describe the evolution of stars with a larger mass than our Sun
This topic contains a number of principles or theories which can be poorly understood by students so extra time has been taken to guide them in the formation of descriptions and explanations.
This engaging revision lesson has been designed to guide students through the numerous elements of the OCR A-level Biology A specification which challenge their mathematical skills. A good performance in these MATHS IN BIOLOGY questions across the three assessment papers can prove the difference between a number of grades and this resource provides the students with support and plenty of opportunities to apply their understanding. Both the provided and recall formulae are covered in this lesson and students can assess their progress against the displayed mark schemes with detailed explanations in order to identify any areas which require further attention.
The following mathematical skills and formulae are covered during this revision lesson:
Hardy-Weinberg principle
Chi-squared test
Calculating magnification
Converting between units of size
Standard deviation
Mean
Estimating populations using sampling results
Genetic diversity (polymorphic gene loci)
Simpson’s Index of Diversity
Percentages
Percentage change
Cardiac output
Respiratory quotient
Retention factor
The majority of the tasks are differentiated two ways, to allow students of differing abilities to access the work and the different quiz rounds such as “YOU DO THE MATH” and “Fill the VOID” will maintain engagement over the duration of this extensive lesson.
It is estimated that this lesson will take in excess of 2 hours teaching time to cover and can be used at different points of the course when these skills need to be tested and honed.
This lesson describes how to calculate the mean and standard deviation of collected data and describes how these values may be interpreted. The PowerPoint and accompanying worksheets are part of the second lesson in a series of 2 lessons which have been designed to cover point 4.7 (Investigating diversity) of the AQA A-level Biology specification. It is important to note that the students will not be required to calculate the standard deviation in written papers but that they do need to understand how these values are obtained and what they could indicate.
The lesson begins with an introduction of the standard deviation as a measure of the spread around the mean. The students will learn that interpreting the data is a critical requirement of this A-level course and this initial portion of the lesson considers how the spread of the data around the mean can lead to differing suggestions about reliability. A step by step guide walks the students through each stage of the calculation of the standard deviation, which includes the calculation of the mean, and they will complete a worked example with the class. A quick quiz round introduces the values of 68 and 95 in a fun way to encourage the students to remember that if the focus of the data shows a normal distribution, 68% of the observations are within +/- one standard deviation and 95% are within 2 standard deviations. The final task challenges the students to apply their knowledge to data about the birth weights of humans at a UK hospital on one day in 2020.
This fully-resourced lesson has been designed to cover the content found in specification point 5.1 (Homeostasis) of topic 5 of the AQA GCSE Biology & Combined Science specifications. This resource contains an engaging and detailed PowerPoint (45 slides) and accompanying worksheets
The lesson begins by challenging the student’s literacy skills as they are asked to recognise the key term, optimum, from 6 of its’ synonyms. Moving forwards, a range of quiz competitions are used to introduce the term homeostasis and to provide a definition for this key process. Students are given a newspaper article about water and blood glucose so they can recognise 2 conditions which are controlled in the human body. The next part of the lesson looks at the importance of maintaining the levels of water and glucose by considering the medical problems that could arise if they move away from the optimum levels. Students will learn that body temperature is also controlled and links are made to earlier knowledge as they have to explain why an increase in temperature above the set point would be an issue because of the denaturation of enzymes. The rest of the lesson looks at the three parts that are included in all control systems before a final quiz round introduces the receptors, coordination centre and effectors in the control of body temperature.
As stated at the top, this lesson has been designed for GCSE-aged students who are studying the AQA GCSE Biology or Combined Science course, but it can be used with A-level students who need to go back over the key points before looking at the process in more detail
A fully-resourced lesson which prepares students for the range of mathematical-based questions that they could encounter on the two AQA GCSE Chemistry papers. The lesson contains a wide range of activities which include exam-style questions with markschemes embedded within the PowerPoint to enable the students to assess their current understanding. There are also 8 quiz competition rounds interspersed throughout the lesson to maintain engagement and motivation.
The mathematical skills covered in this lesson include:
Calculating the number of sub-atomic particles in atoms and ions
Writing chemical formulae for ionic compounds
Identifying isotopes
Using Avogadro’s constant to calculate the number of particles
Calculating the relative formula mass
Calculating amount in moles using the mass and the relative formula mass
Balancing chemical symbol equations
Calculating reacting masses
Gas calculations using molar volume
Calculating the concentration of an unknown solution
Calculating the atom economy and percentage yield
Calculating energy changes in reactions
Temperature and pressure and the position of equilibrium
Most of the resources have been differentiated two ways to allow students of differing abilities to access the work whilst still being challenged. In addition, step by step guides are used to demonstrate how to carry out some of the more difficult calculations such as the harder mole calculations and calculating masses in reactions
This fully-resourced lesson explains how a combination of hydrostatic pressure and oncotic pressure results in the formation of tissue fluid from plasma. The detailed PowerPoint and accompanying resources have been designed to cover point 3.1.2 (d) of the OCR A-level Biology A specification and includes a section on the differences between blood, tissue fluid and lymph
The lesson begins with an introduction to the arteriole and venule end of a capillary as these will need to be considered as separate entities when describing the formation of tissue fluid. A quick quiz competition introduces a value for the hydrostatic pressure at the arteriole end and students are challenged to first predict some parts of the blood will move out of the capillary as a result of the push from the hydrostatic pressure and this allows oncotic pressure to be initially explored. The main part of the lesson uses a step by step guide to describe how the net movement is outwards at the arteriole end before students will use this guidance to describe what happens at the venule end. In the concluding part of the lesson, students will come to recognise oedema as a condition where tissue fluid accumulates and they again are challenged to explain how this occurs before they finally learn how the fluid is returned to the circulatory system as lymph
This lesson has been written to tie in with the other uploaded lessons from module 3.1.2 (Transport in animals)
This is a fully-resourced lesson that covers the content of specification point 6.3 of the AQA A-level Biology specification which states that students should understand how skeletal muscles are stimulated to contract by nerves and act as effectors. The wide range of activities included in the lesson will engage and motivate the students whilst the understanding and previous knowledge checks will not only allow them to assess their progress but also challenge them to make links to other Biology topics.
The following content is covered in detail in this lesson:
The ultrastructure of a myofibril
The roles of actin and myosin in myofibril contraction
The need for calcium ions and ATP in myofibril contraction
The roles of calcium ions and tropomyosin in cross-bridge formation
The roles of ATP and phosphocreatine in muscle contraction
This lesson has been designed for students studying the AQA A-level Biology course and ties in nicely with the other uploaded lessons from topic 6 such as synapses and NMJs and nerve impulses
This is a fully-resourced REVISION lesson that consists of an engaging PowerPoint (142 slides) and associated worksheets that challenge the students on their knowledge of topics B1 - B3 (Cell-level systems, Scaling up and Organism-level systems) of the OCR Gateway A GCSE Combined Science specification and can be assessed on PAPER 1.
A wide range of activities have been written into the lesson to maintain motivation and these tasks include exam questions (with answers), understanding checks, differentiated tasks and quiz competitions.
The lesson has been designed to include as much which of the content which could be assessed on paper 1, but the following sub-topics have been given particular attention:
Eukaryotic and prokaryotic cells
Structure of a bacterium
The functions of the components of blood
Specialised cells
Active transport
Osmosis
Structure of DNA
Mitosis and the cell cycle
Functions of the organelles of animal and plant cells
Electron microscopy
Calculating size
Surface area to volume ratio
Arteries and veins
Reflexes
Hormones
IVF
The mathematic elements of the Combined Science specification are challenged throughout the resource.
Due to the size of this resource, it is likely that it’ll be used over the course of a number of lessons and it is suitable for use as an end of topic revision aid, in the lead up to the mocks or in the lead up to the actual GCSE exams.
A short, concise revision lesson that uses a combination of exam questions, understanding checks, quick tasks and a quiz competition to help the students to assess their understanding of the topics found within unit C10 (Using resources) of the AQA GCSE Combined Science specification (specification point C5.10). The lesson includes useful hints and tips to encourage success in assessments.
The topics that are tested within the lesson include:
Potable water
Waste water treatment
Alternative methods of extracting metals
Students will be engaged through the numerous quiz rounds including one called “It’s time for acTION” which requires students to work out a process (ending in -tion) from the provided definition
This REVISION resource has been designed to motivate and engage students whilst they are challenged on their knowledge of the content in topics C1-C3 of the OCR GCSE Chemistry specification which can be assessed on PAPER 1. This is fully-resourced and contains a detailed PowerPoint (184 slides) and accompanying worksheets, some of which have been differentiated.
The resource was written with the aim of covering as many of the sub-topics in C1-C5 as possible, but the following ones have been given a particular focus:
The organisation of the Periodic Table
The structure of atoms and ions
Isotopes
The properties of ionic compounds
Drawing dot and cross diagrams to represent ionic compounds
Electrolysis of molten salts and solutions
Writing half equations for the cathode and anode
Neutralisation reactions
Writing balanced chemical symbol equations
Ionic equations
Simple and giant covalent structures
Diamond and graphite
Calculating the relative formula mass
Moles and Avogadro’s constant
Calculating the mass in reactions
Due to the extensiveness of this resource, it is likely to be used over the course of a number of lessons with a particular class and this allows the teacher to focus in on any sub-topics which are identified as needing more time.
This is a fully-resourced REVISION lesson which uses a range of exam questions, understanding checks, quick tasks and quiz competitions to enable students to assess their understanding of the content within topic 3 (Electricity) of the OCR GCSE Physics A 9-1 specification.
The specification points that are covered in this revision lesson include:
Describe the production of static electricity, and sparking, by rubbing surfaces, and evidence that charged objects exert forces of attraction or repulsion on one another when not in contact
Explain how transfer of electrons between objects can explain the phenomena of static electricity
Recall that current has the same value at any point in a single closed loop
Recall and apply: potential difference (V) = current (A) x resistance (Ω)
Recall and apply: power (W) = potential difference (V) x current (A) = (current (A))2 x resistance (Ω)
Describe the differences between series and parallel circuits
Represent d.c. circuits with the conventions of positive and negative terminals, and the symbols that represent common circuit elements
Recall that current (I) depends on both resistance ® and potential difference (V) and the units in which these are measured
Recall and apply the relationship between I, R and V, and that for some resistors the value of R remains constant but that in others it can change as the current changes
Explain that for some resistors the value of R remains constant but that in others it can change as the current changes
Use graphs and relate the curves produced to the function and properties of circuit elements
Calculate the currents, potential differences and resistances in d.c. series and parallel circuits
Apply the equations relating potential difference, current, quantity of charge, resistance, power, energy, and time, and solve problems for circuits which include resistors in series, using the concept of equivalent resistance
Students will be thoroughly engaged throughout the lesson due to the range of activities which include quiz competitions such as “GRAFT over these GRAPHS” where they compete to be the 1st to recognise a particular component from its resistance graph. The main two question tasks are differentiated so that students who need extra assistance can still access the work and challenge their knowledge. This lesson is suitable to be used as a revision resource at the end of the topic or in the lead up to mocks or the actual GCSE exams
A concise lesson presentation (19 slides) which looks at meaning of the key term, polymers, and briefly explores addition and condensation polymers. The lesson begins with a fun exercise to enable students to come up with the word polymers so that they can be introduced to the definition and then relate this to another term, monomers. A quiz competition is used to introduce addition and condensation polymers. Students are shown the displayed formulae and names of a few addition polymers and then challenged to use this to name and draw some others. They will then learn how DNA is an example of a condensation polymer. A set homework is included in the lesson which gets students to research thermosetting and thermosoftening polymers
This lesson describes how the expression of a gene mutation impairs the functioning of the gaseous and digestive systems in people with cystic fibrosis. The detailed PowerPoint and accompanying worksheets have primarily been designed to cover points 2.12 (ii) and 2.14 of the Pearson Edexcel A-level Biology A (Salters Nuffield) specification but also challenges the students on their knowledge of previously-covered topics including monohybrid inheritance, protein synthesis, genetic code and blood clotting as well as making links to the upcoming topics of loci, organisation of multicellular organisms and post-transcriptional changes.
The main focus of the lesson is the CFTR gene and the functions of the ion channel that is synthesised when this gene is expressed. As well as explaining that this channel allows chloride ions to flow across the apical membrane of the epithelial cells, time is taken to emphasise the importance of its inhibition on the ENaC, which prevents the flow of sodium ions back into the cells. A step by step guide is then used to describe the sequence of events that result in mucus which is motile and can be moved by the wafting action of the cilia in healthy individuals. This leads into the section of the lesson which considers the inheritance of cystic fibrosis in an autosomal recessive manner and then focuses on the change in the primary structure of the channel which results from one of over 1500 different gene mutations. Again, the students are guided through the events that lead to the depletion of the apical surface liquid and the cilia being unable to move the viscous mucus. Although the majority of the lesson is described with reference to the gaseous exchange system, the impaired functioning of the digestive system in terms of the blockage of the pancreas and liver secretions is considered and discussed and the students are challenged on their understanding through a range of exam-style questions.
All of the questions included in the lesson have mark schemes which are embedded into the PowerPoint and this allows the students to assess their progress.
Due to the detailed content of this lesson, it is estimated that it will take in excess of 3 hours of allocated A-level teaching time to cover
A considerable amount of time has been taken to design this revision resource so that the included activities engage the students whilst containing sufficient detail to enable them to assess their understanding of the content in topic 9 (Transport in animals) of the CIE IGCSE Biology specification. This resource can be used with those students taking both the 0610 and 0970 specifications and will be examined in June and November 2020 and 2021. This topic contains a lot of key details about the workings of the human body and is therefore likely to be heavily involved in the make up of upcoming examinations. The range of activities include exam questions with answers explained, differentiated tasks and quiz competitions such as “FOUND in the PLASMA” where students have to be the 1st to name the substances that are carried in this liquid and also “Is this passage on the right PATH” where students have to analyse a passage about the pathway of blood to determine if it is 100% correct.
The lesson has been written to cover as much content from both the Core and Supplement sections as possible but the following have received particular attention:
The functions of the different components of blood
The structure of arteries and veins and how this is related to their functions
The risk factors and treatments for CHD
The structure of the heart and its associated blood vessels
The function of the valves found in the heart and veins
The double circulatory system
This fully-resourced lesson describes how the mechanism of natural selection results in changes in a population that are known as adaptations. The PowerPoint and accompanying resources have been designed to cover specification points 4.2.2 (g), (h) and (i) as detailed in the OCR A-level Biology A specification and also considers how antibiotic resistance has implications for human populations.
President Trump’s error ridden speech about antibiotics is used at the beginning of the lesson to remind students that this is a treatment for bacterial infections and not viruses as he stated. Moving forwards, 2 quick quiz competitions are used to introduce MRSA and then to get the students to recognise that they can use this abbreviation as a reminder to use mutation, reproduce, selection (and survive) and allele in their descriptions of evolution through natural selection. The main task of the lesson challenges the students to form a description that explains how this strain of bacteria developed resistance to methicillin to enable them to see the principles of natural selection. This can then be used when describing how the anatomy of the modern-day giraffe has evolved over time. The concept of convergent evolution is introduced and links are made to the need for modern classification techniques which was considered in the previous sub-module. Moving forwards, students will understand how natural selection leads to adaptations and a quick quiz competition introduces the different types of adaptation and a series of tasks are used to ensure that the students can distinguish between anatomical, behavioural and physiological adaptations. The Marram grass is used to test their understanding further, before a step by step guide describes how the lignified cells prevent a loss of turgidity. Moving forwards, the students are challenged to explain how the other adaptations of this grass help it to survive in its environment. A series of exam-style questions on the Mangrove family will challenge them to make links to other topics such as osmosis and the mark schemes are displayed to allow them to assess their understanding. The final part of the lesson focuses on the adaptations of the anteater and again current understanding of this topic is tested alongside prior knowledge of classification hierarchy.
Due to the extensiveness of this lesson and the detail contained within the resources, it is estimated that it will take in excess of 2/3 hours of allocated A-level teaching time to deliver this lesson.
This is a highly detailed, engaging and fully-resourced lesson that covers the detail of the 2nd part of specification point 5.1.2 (b) of the OCR A-level Biology A specification which states that students should be able to demonstrate and apply an understanding of the functions of the mammalian liver. The liver performs a large number of metabolic functions and the majority of them are covered within this lesson. However, the lesson focuses on the following three roles:
The formation of urea by deamination and the ornithine cycle
The storage of glycogen
The detoxification of alcohol
As well as covering the detail of the current topic, numerous opportunities are taken to make links to other topics and to check on the students prior knowledge. Previous knowledge check questions on biological molecules, coenzymes and the structure of the liver are found dispersed within the understanding checks and quick quiz competitions are used to introduce key terms and values in a fun and a memorable way.
This lesson has been designed for students on the OCR A-level Biology A course and ties in well with the other uploaded lessons on module 5.1.2 about the structure and function of the kidney
This is a fully-resourced revision lesson that uses a combination of exam questions, understanding checks, quick tasks and quiz competitions to enable students to assess their understanding of the sub-topics found within Topic P2 (Motion and forces) of the Edexcel GCSE Combined Science specification.
The sub-topics and specification points that are tested within the lesson include:
Recall and use the equations to calculate average speed
Recall and use the equation to calculate acceleration
Use the equations of motion
Analyse velocity-time graphs to be able to compare and calculate accelerations and calculate the distance travelled from the area under the graph
Recall and use Newton’s second law involving force, mass and acceleration
Describe the relationship between the weight of a body and gravitational field strength
Define momentum, recall and use the equation
Describe examples of momentum in collisions
Recall that stopping distance is made up of the sum of the thinking distance and braking distance
Explain the factors that affect stopping distance
Students will be engaged through the numerous quiz rounds whilst crucially being able to recognise those areas which require their further attention during general revision or during the lead up to the actual GCSE terminal exams
This fully-resourced lesson explores the relationship between the structure of arteries, arterioles and veins and their respective functions. The engaging and detailed PowerPoint and accompanying resources have been designed to cover the 6th part of point 3.4.1 of the AQA A-level Biology specification which states that students should be able to describe the structure of these blood vessels in relation to their function.
This lesson has been written to build on any prior knowledge from GCSE or earlier in this topic to enable students to fully understand why a particular type of blood vessel has particular features. Students will be able to make the connection between the narrow lumen and elastic tissue in the walls of arteries and the need to maintain the high pressure of the blood. A quick version of the GUESS WHO game is used to introduce smooth muscle and collagen in the tunica media and externa and again the reason for their presence is explored and explained. Moving forwards, the importance of the arterioles as a transition between the artery and capillary is discussed and students will see how the smooth muscle in the walls of this blood vessel allows for the redistribution of blood during exercise. The final part of the lesson considers the structure of the veins and students are challenged to explain how the differences to those observed in arteries is due to the lower blood pressure found in these vessels.
It is estimated that it will take about 2 hours of allocated A-level Biology teaching time to cover the detail included in this lesson