This detailed lesson describes the processes of PCR and electrophoresis to allow students to understand how gene sequencing can be used. The engaging PowerPoint and accompanying resource have been planned to cover the content of point 7.1 of the Edexcel A-level biology B specification. The lesson begins by comparing the number of genes in the genome with the number of base pairs, to allow students to learn that the bases in the genes only accounts for about 1.5% of the genome. This challenges them to recall that most is non-coding DNA, and the importance and usefulness of these sections are explored during the lesson. Moving forward, a step-by-step guide describes the key steps in the polymerase chain reaction, and time is taken at each step to qualify the fine details such as the use of Taq polymerase instead of human DNA polymerase. The remainder of the lesson focuses on the various uses of these DNA samples once they’ve been amplified by the PCR. The steps of the electrophoresis process are described and students will see how DNA profiling can be used in forensic science to identify criminals and for paternity tests. Understanding and prior knowledge checks are found throughout the lesson, along with the answers, to allow students to assess their grasp of the current topic as well as their ability to identify the links with previously covered topics.

This lesson describes the pathway by which the translation of mRNA into proteins can be prevented by siRNA and miRNA molecules. The engaging and detailed PowerPoint and accompanying resources are part of the final lesson in a series of 4 lessons that cover the detail of point 8.2.2 of the AQA A-level biology specification. The lesson begins with an exisiting knowledge check, as the students are challenged to recognise the processes of DNA methylation and histone acetylation, before RNA interference is introduced as another way by which gene expression is controlled in eukaryotes. Moving forwards, a quick quiz round introduces small interfering RNA (siRNA) and students will learn how this double-stranded, non-coding RNA is normally just 21 base pairs long. A step by step guide then describes the action of siRNA in preventing translation, through the cutting of the target mRNA into fragments which are then degraded. Time is taken to consider the possible application of siRNA molecules in the treatment of HIV and then cystic fibrosis, and the latter involves a series of exam-style questions which challenge the students on their understanding of this topic as well as the recall of content from the other 7 AQA topics. The remainder of the lesson focuses on microRNA (miRNA) and students will understand how this molecule is produced and how its action differs to that of siRNA in mammalian cells.

This lesson describes how only part of a cell’s DNA is translated and explains how the potency of a stem cell determines its ability to specialise. The engaging and detailed PowerPoint and accompanying resources have been planned to cover all of the content in point 8.2.1 of the AQA A-level biology specification. The lesson begins by challenging the students to recall any existing knowledge of stem cells, to check that they remember that these cells differentiate, before the concept of cell potency is introduced to allow them to recognise that not all cells can differentiate into the same amount of cell types. A quick quiz is used to introduce pluripotency, unipotency, totipotency and multipotency before they are challenged to use their understanding of language to order these along the potency continuum. Beginning with totipotency, time is taken to go through details of each of these cell types, including where these cells are located. During the section of the lesson considering pluripotency, induced pluripotent stem cells are discussed and their potential for use in regenerative medicine is explored. Understanding checks through exam-based questions are embedded throughout the lesson (as well as the answers) to allow students to assess their current understanding and to address any gaps immediately. There are also prior knowledge checks so students can link to other topics from the specification and there is a maths in biology question so their mathematical skills are challenged in line with that element of the course.

This fully-resourced lesson looks at the structures that make up the gross anatomy of the heart and also covers the calculation of cardiac ouput. The engaging and detailed PowerPoint and accompanying resources have been designed to cover the 4th part of point 3.4.1 of the AQA A-level Biology specification which states that students should be able to describe the gross structure of the human heart and be able to use the equation stroke volume x heart rate to calculate cardiac output. As this topic was covered at GCSE, 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 3.4.1 such as blood circulation and the cardiac cycle. Moving forwards, the students are introduced to the stroke volume and meet normative values for this and for resting heart rate. This will lead into the calculation for cardiac output and a series of questions are used to test their ability to apply this equation as well as percentage change.

A fully resourced revision lesson which uses a range of exam questions (with explained answers), quick tasks and quiz competitions to enable the students to assess their understanding of the topics found within module 4 (Biodiversity, evolution and disease) of the OCR A-level Biology specification. The topics tested within this lesson include: Communicable diseases, biodiversity, classification and evolution Student will enjoy the range of tasks and quiz rounds whilst crucially being able to recognise any areas which require further attention

An engaging lesson presentation (81 slides) and associated worksheets that uses a combination of exam questions, quick tasks and quiz competitions to help the students to assess their understanding of the topics found within Topic 7 (Animal coordination and homeostasis) of the EDEXCEL GCSE Biology specification The topics that are tested within the lesson include: The endocrine system Thyroxine The menstrual cycle Hormonal and barrier methods of contraception Homeostasis Thermoregulation Osmoregulation Control of blood glucose concentration DIabetes Students will be engaged through the numerous activities including quiz rounds like “Have they got the right BALANCE?" and the “B7 ABBREVIATIONS” whilst crucially being able to recognise those areas which need further attention

An engaging lesson presentation (75 slides) and associated worksheets that uses a combination of exam questions, quick tasks and quiz competitions to help the students to assess their understanding of the topics found within unit B7(Ecology) of the AQA GCSE Biology specification (specification unit B4.7). The topics that are tested within the lesson include: Communities Abiotic factors Biotic factors Levels of organisation Recycling materials Decomposition Deforestation Global warming Trophic levels Pyramids of biomass Transfer of biomass Students will be engaged through the numerous activities including quiz rounds like “Number CRAZY" whilst crucially being able to recognise those areas which need further attention

This is a fully-resourced lesson which includes an engaging and detailed lesson presentation and differentiated worksheets that together guide students through the key details of endothermic and exothermic reactions. This lesson has been designed for GCSE students but could be used with students entering this topic at A-level who are looking for a recap on the key details. This lesson focuses on a few critical areas of these reactions and those which are often poorly understood. For example, considerable time is taken to ensure that students understand how energy is taken in to break bonds in a reaction and given out when bonds are formed. From this basis, they learn to compare the amount of energy taken in with the amount given out and ultimately determine whether it is an endothermic or exothermic reaction. The format of the lesson is that students are guided through the combustion of methane as an exothermic reaction and shown how to draw reaction profiles and calculate energy changes using the bond energies to prove it is that type of reaction. Having worked with the teacher and each other on this reaction, students are then challenged to bring their skills together to describe, explain and represent an endothermic reaction. If students feel that they will need some assistance on this task, the worksheet has been differentiated so they can still access the learning. There are a number of quick competitions written into the lesson to maintain engagement and also progress checks are found at regular intervals so students can constantly assess their understanding. The lesson finishes with a final game called The E factor which tests the students knowledge from across the whole lesson.

This lesson describes how the primary structure determines the secondary structure, 3D structure and properties of a protein. The detailed and engaging PowerPoint and accompanying resources have been designed to cover points 2.6 (ii) & (iii) of the Edexcel International A-level Biology specification but also makes specific reference to genes and protein synthesis and therefore introduces students to processes covered later in topic 2. The start of the lesson focuses on the formation of a peptide bond during a condensation reaction so that students can understand how a dipeptide is formed and therefore how a polypeptide forms when multiple reactions occur. The main part of the lesson describes the different levels of protein structure. A step by step guide is used to demonstrate how the sequences of bases in a gene acts as a template to form a sequence of codons on a mRNA strand and how this is translated into a particular sequence of amino acids known as the primary structure. The students are then challenged to apply their understanding of this process by using three more gene sequences to work out three primary structures and recognise how different genes lead to different sequences. Moving forwards, students will learn how the order of amino acids in the primary structure determines the shape of the protein molecule, through its secondary, tertiary and quaternary structure and time is taken to consider the details of each of these. There is a particular focus on the different bonds that hold the 3D shape firmly in place and a quick quiz round then introduces the importance of this shape as exemplified by enzymes, antibodies and hormones. The lesson concludes with one final task where the students have to identify three errors in a passage about the hydrolysis of a dipeptide or polypeptide.

This detailed and fully-resourced lesson describes the relationship between the structure and function of the polysaccharides: glycogen, starch and cellulose. The engaging PowerPoint and accompanying resources have been designed to cover point 1.1 (iv) as it is detailed in the Edexcel A-level Biology B specification and clear links are also made to the previous lessons in this topic where the monosaccharides and disaccharides were introduced. By the end of this lesson, students should understand how key structural features like the 1 - 4 and 1 - 6 glycosidic bonds and the hydrogen bonds dictate whether the polysaccharide chain is branched or unbranched and also whether it spirals or not. A range of activities are used to motivate and engage the students as they discover that glycogen is stored in liver and muscle cells, which it is able to do because of its compact structure. They are encouraged to discuss why the branched structure of this polysaccharide means that it can act as an immediate source of energy and they will recognise that hydrolysis reactions at the multiple ends of this chain will release glucose. Following on from the description of the structure of glycogen, students are challenged to design an exam question in the form of a comparison table so that it can be completed as the lesson progresses once they learn more about starch and cellulose. This includes a split in the starch section of the table so that the differing structures and properties of amylose and amylopectin can be considered. In the final part of the lesson, time is taken to focus on the formation of cellulose microfibrils and macrofibrils to explain how plant cells have the additional strength needed to support the whole plant. Due to the detail included in this lesson, it is estimated that it will take in excess of 2 hours of allocated teaching time to complete

This detailed lesson describes the role of the strand of mRNA, the tRNA molecules, the amino acids and the ribosome during the second stage of protein synthesis - translation. Both the PowerPoint and accompanying resources have been designed to cover the second part of point 6.2 (d) of the CIE International A-level Biology specification and ties in with the first part of this specification point which covered transcription. Translation is a topic which is often poorly understood and so this lesson has been written to enable the students to understand how to answer the different types of questions by knowing and including the key details of the structures involved. The lesson begins by challenging the students to consider why it is so important that the amino acids are assembled in the correct order during the formation of the chain. Moving forwards, a quick quiz round called “LOST IN TRANSLATION” is used to check on their prior knowledge of the mRNA strand, the tRNA molecules, the genetic code and the ribosomes. The next task involves a very detailed description of translation that has been divided into 14 statements which the students have to put into the correct order. By giving them a passage that consists of this considerable detail, they can pick out the important parts to use in the next task where they have to answer shorter questions worth between 3 and 4 marks. These types of questions are common in the assessments and by building up through the lesson, their confidence to answer this type should increase. The final two tasks of the lesson involve another quiz called “The protein synthesis game”, where the teams compete to transcribe and translate in the quickest time before using all the information from the lessons on protein synthesis to answer some questions which involve the genetic code and the mRNA codon table.

This fully-resourced lesson explores how projects to sequence the genomes of both simple and complex organisms can be used. Both the detailed PowerPoint and accompanying resources have been designed to cover the content of point 8.3 of the AQA A-level Biology specification. The start of the lesson describes each step of Sanger’s chain termination method and demonstrates how this method has paved the way for other projects. The use of the modified nucleotides are explained and links are made to the topic 4 and 2 where protein synthesis and DNA replication were first introduced. Students will learn how the radioactively-labelled nucleotide at the end of each fragment allows the next base to be determined. Key processes like gel electrophoresis are introduced and details provided to support the students when this is encountered in greater detail in 8.4.3. Moving forwards, the applications of sequencing in simple organisms like viruses and bacteria are explored and the students are challenged on their prior knowledge of bacterial pathogenesis and current understanding of sequencing through a series of exam-style questions. The final part of the lesson looks at the difficulties of translating genome knowledge into proteome knowledge and considers the development of automated methods. Due to the detail and extensiveness of this lesson, it is estimated that it will take in excess of 2 hours of allocated A-level teaching time to cover all of the points which have been written into the various tasks

This fully-resourced lesson focuses on the events of meiosis which specifically contribute to genetic variation. The detailed PowerPoint and accompanying resources have been designed to cover the 4th and final part of point 4.3 of the AQA A-level Biology specification which states that students should be able to describe how meiosis produces daughter cells that are genetically different from each other. In order to understand how the events of meiosis like crossing over and random assortment and independent segregation can lead to variation, students need to be clear in their understanding that DNA replication in interphase results in homologous chromosomes as pairs of sister chromatids. Therefore the beginning of the lesson focuses on the chromosomes in the parent cell and this first part of the cycle and students will be introduced to non-sister chromatids and the fact that they may contain different alleles which is important for the exchange that occurs during crossing over. Time is taken to go through this event in prophase I in a step by step guide so that the students can recognise that the result can be new combinations of alleles that were not present in the parent cell. Moving forwards, the lesson explores how the independent segregation of chromosomes and chromatids during anaphase I and II results in genetically different gametes. The final part of the lesson looks at the use of a mathematical expression to calculate the possible combinations of alleles in gametes as well as in a zygote following the random fertilisation of haploid gametes. Understanding and prior knowledge checks are interspersed throughout the lesson as well as a series of exam questions which challenge the students to apply their knowledge to potentially unfamiliar situations. Due to the detail of this lesson, it is estimated that this will take about 2 hours of A-level teaching time to deliver

A fully-resourced lesson, which explores how changes to the sequence of bases on DNA may or may not alter protein structure. The engaging PowerPoint and accompanying resources have been designed to cover point 8.1 of the AQA A-level Biology specification and it builds on the knowledge gained during topic 4 when gene mutations were first introduced. A quiz runs throughout the lesson where students compete to recognise key terms from their definitions and the lesson begins with an edition of this round as they are challenged to recognise the definition for primary structure. Other terms that arise during the lesson relate to the different gene mutations, the genetic code and mutagenic agents. The focus of the lesson is to support students in their explanations of how a particular mutation can result in a change in the primary structure as well as being able to explain why a substitution mutation may not. In this way, their understanding of the degenerate and non-overlapping nature of the genetic code will be tested and any misconceptions can be addressed. The main section of the lesson covers substitution, deletion and addition mutations before translocation, inversion and duplication mutations are introduced. Links are made to the latter parts of topic 8 so students can understand how the change in the sequence of bases may disrupt gene expression. The final part of the lesson looks at a range of mutagenic agents that can increase the rate of mutation.

This fully-resourced lesson describes how the structure of the xylem tissue allows water to be transported in the stem and leaves. Written for AQA A-level Biology, the engaging and detailed PowerPoint and the accompanying worksheets cover the 1st part of specification point 3.4.2 (mass transport in plants) and includes a detailed description of the cohesion-tension theory. The first part of the lesson focuses on the relationship between the structure and function of the xylem tissue. A number of quiz competitions have been included in the lesson to maintain engagement and to introduce key terms. The 1st round does just that and results in the introduction of lignin which leads into the explanation of how the impregnation of this substance in the cell walls result in the death and subsequent decay of the cell structures. Students are encouraged to discuss how the formation of this hollow tube enables the transport of water to be effective. Moving forwards, other structures such as the bordered pits are introduced and an understanding of their function is tested later in the lesson. The remainder of the lesson focuses on the transport of water in the stem and leaves by root pressure and the transpiration pull, which includes cohesion, tension and adhesion. The lesson has been designed to make links to information covered earlier in the lesson as well to topics from earlier in the specification such as cell structures and biological molecules Due to the extensiveness of this lesson, it is estimated that it will take in excess of 2/3 A-level teaching hours to cover the detail included in this lesson.

This detailed lesson describes the role of the mRNA, tRNA, amino acids and the ribosome during the second stage of protein synthesis - translation. Both the PowerPoint and accompanying resources have been designed to cover the third part of point 4.2 of the AQA A-level Biology specification and ties in with the previous lessons in this topic on RNA and transcription. Translation is a topic which is often poorly understood and so this lesson has been written to enable the students to understand how to answer the different types of questions by knowing and including the key details of the structures involved. The lesson begins by challenging the students to consider why it is so important that the amino acids are assembled in the correct order during the formation of the chain. Moving forwards, a quick quiz round called “LOST IN TRANSLATION” is used to check on their prior knowledge of the mRNA strand, the tRNA molecules, the genetic code and the ribosomes. The next task involves a very detailed description of translation that has been divided into 14 statements which the students have to put into the correct order. By giving them a passage that consists of this considerable detail, they can pick out the important parts to use in the next task where they have to answer shorter questions worth between 3 and 4 marks. These types of questions are common in the assessments and by building up through the lesson, their confidence to answer this type should increase. The final two tasks of the lesson involve another quiz, where the teams compete to transcribe and translate in the quickest time before using all that they have learnt to answer some questions which involve the genetic code and the mRNA codon table.

This fully-resourced lesson describes the light independent reaction of photosynthesis and explains how reduced NADP is used to form a simple sugar. The detailed PowerPoint and accompanying resources have been designed to cover the second part of point 5.1 of the AQA A-level Biology specification and lengthy planning has ensured that links are continually made to the previous lesson on the light-dependent reaction so that students can understand how the products of that stage are essential for the Calvin cycle The lesson begins with an existing knowledge check where the students are challenged to recall the names of structures, substances and reactions from the light-dependent stage in order to reveal the abbreviations of the main 3 substances in the light-independent stage. This immediately introduces RuBP, GP and TP and students are then shown how these substances fit into the cycle. The main section of the lesson focuses on the three phases of the Calvin cycle and time is taken to explore the key details of each phase and includes: The role of RuBisCO in carbon fixation The role of the products of the light-dependent stage, ATP and reduced NADP, in the reduction of GP to TP The use of the majority of the TP in the regeneration of RuBP A step-by-step guide, with selected questions for the class to consider together, is used to show how 6 turns of the cycle are needed to form the TP that will then be used to synthesise 1 molecule of glucose. A series of exam-style questions are included at appropriate points of the lesson and this will introduce limiting factors as well as testing their ability to answer questions about this stage when presented with an unfamiliar scientific investigation. The mark schemes are included in the PowerPoint so students can assess their understanding and any misconceptions are immediately addressed. This lesson has been specifically written to tie in with the previous lessons on the structure of a chloroplast and the light-dependent stage as well as upcoming lesson on limiting factors