This lesson describes the features of the endocrine system, focusing on the differing actions of peptide and steroid hormones at target cells. The detailed PowerPoint and accompanying resources have been primarily designed to cover point (1) of topic 15.1 of the CIE A-level biology specification but can also be used as a revision tool to check on their knowledge of the role of glucagon in the homeostatic control of blood glucose concentration from topic 14 whilst introducing transcription factors which will be covered in topic 16. Students should have a base knowledge of the endocrine system from GCSE and topic 14 so this lesson has been planned to build on that knowledge and to add the detail needed at this level. The lesson begins by challenging this knowledge to check that they understand that endocrine glands secrete these hormones directly into the blood. Students will learn that most of the secreted hormones are peptide (or protein) hormones and a series of exam-style questions are used to challenge them on their recall of the structure of insulin as well as to apply their knowledge to questions about glucagon. Moving forwards, the students are reminded that hormones have target cells that have specific receptor sites on the surface of their membrane. The relationship between a peptide hormone as a first messenger and a second messenger on the inside of the cell is described to allow students to recall how the activation of cyclic AMP triggers a cascade of events on the inside of the cell. The rest of the lesson focuses on steroid hormones and specifically their ability to pass through the membrane of a cell and to bind to transcription factors, as exemplified by oestrogen.

This lesson outlines the role of sensory receptor cells in the detection of stimuli and describes the generation of an impulse in a sensory neurone. The PowerPoint and accompanying resources have been planned to cover points 4 & 5 of topic 15.1 of the CIE A-level biology specification (for assessment in 2025-27) and use the chemoreceptors in taste buds as the example to describe the sequence of events. The previous lesson described the structure and function of sensory and motor neurones and the 1st task challenges the students on their recall of this content to generate the key term, stimuli. Students will recall that this is a change in the environment and that sensory receptor cells are responsible for the detection of these changes. A quick quiz round called “REACT” introduces several stimuli and then students will learn that sensory receptor cells act as specialised transducers by converting one form of energy into electrical energy. Students are introduced to key terms which will be covered in greater detail in upcoming lessons, including resting potential and depolarisation, and they will be challenged to use these in the final task of the lesson. The Pacinian corpuscle is shown and its role in the detection of pressure described, including how sodium ions enter the generator region of the sensory neurone. The remainder of the lesson describes the sequence of events that result in the conduction of an action potential along a sensory neurone after the detection of new chemicals by chemoreceptors in taste buds.

This lesson describes the mechanism by which the guard cells open and close the stomatal apertures in response to changes in environmental conditions. The PowerPoint and accompanying resources have been designed to cover points 1, 2 and 3 as set out in topic 14.2 of the CIE A-level biology specification (for assessment in 2025 - 2027). The lesson begins with a plant biology check, where the students have to spot the structure which isn’t found in a leaf, and then to spot the three leaf cells. This reveals the palisade and spongy mesophyll cells, but most importantly the guard cells. In a change to the normal, this lesson considers the function of the guard cells first before the structure is considered, and an understanding of the relationship between the two is embedded. Students will understand that there’s a balance between the opening of the stomatal aperture to allow carbon dioxide to diffuse in for photosynthesis, with the closing to reduce transpiration losses. The students’ knowledge of photosynthesis and other related topics are challenged throughout, and answers to all of the questions are found in the PowerPoint to allow the students to assess their progress. The final part of the lesson describes the mechanism by which the guard cells open the stomata, including details of ATP, potassium ions and the movement of water by osmosis.

This lesson describes the role of abscisic acid in the closure of stomata during times of water stress, including the role of calcium ions. The PowerPoint and accompanying resources have been planned to cover the content of point (4) of topic 14.2 of the CIE A-level biology specification (for assessment in 2025-27). The lesson begins with an introduction of water stress and the description of the need for plants to adapt to these conditions because they can’t flee like animals can. A step-by-step guide underpins the lesson, consisting of 8 key steps in the mechanism. A series of tasks run alongside this, supporting the students with their understanding of key substances, such as abscisic acid, calcium ions, and potassium ions. There are multiple understanding checks, with answers embedded into the PowerPoint, to allow students to assess their own progress. There are also prior knowledge checks which encourage students to make links to previously covered content, including the response to a low blood glucose, and also the role of ions in living organisms. This lesson has been specifically designed to follow the lesson on guard cells and stomata, which is also uploaded.

This fully-resourced lesson has been designed to cover the specification point 3.21B (understanding the term co-dominance) as detailed in topic 3 (Reproduction and inheritance) of the Pearson Edexcel IGCSE Biology specification. The lesson uses the inheritance of the ABO blood group system to demonstrate co-dominance. A potentially difficult topic, time has been taken to include guidance sections where students are walked through the interpretation of the different genotypes to find out the phenotypes as well as supporting them through the construction of genetic diagrams and working out the blood groups from pedigree trees. There is a real focus on genetic terminology such as allele, locus, genotype and phenotype so that the understanding is deep and students can use this if they choose to further their studies at A-level. This lesson has been designed for GCSE-aged students studying the Pearson Edexcel IGCSE Biology course but is also suitable for older students who are learning about codominance (and multiple alleles) at A-level

This fully-resourced lesson has been designed to cover specification points 2.2 (a and b) about chromosomes and their role in mitosis as detailed in topic 2.2 (Cell division and stem cells) of the WJEC GCSE Biology specification. The wide range of activities will engage and motivate the students whilst ensuring that the content is covered in detail. In order for a deep understanding to be achieved, the other stages of the cell cycle (interphase and cytokinesis) are discussed so that students can recognise how th events that happen before and after this form of cell division results in genetically identical cells. A selection of summary questions will challenge the students on their understanding and ability to apply their knowledge to unfamiliar situations with questions about organisms other than humans. The lesson finishes by looking at the functions of mitosis in living organisms. This lesson has been designed for GCSE-aged students studying the WJEC GCSE Biology course but is also suitable for older students who are learning about mitosis and the cell cycle at A-level and need to go back over the key points

The engaging Powerpoint and accompanying worksheet which come as part of this lesson resource have been designed to cover specification point 5.2.4 (Control of body temperature) as detailed in the AQA GCSE Biology specification. A wide range of activities which include Biology and Maths tasks and quiz competitions are interspersed with understanding and prior knowledge checks so that students are engaged and motivated whilst learning the key content in a memorable way and checking their progress. Students will learn that the body temperature is maintained at 37 degrees celsuis by a homeostatic control system called thermoregulation and will be challenged to recall the topic of enzymes to explain why this is so important. Time is taken to look at the responses brought about the effectors such as vasodilation and shivering and students will recognise how these lead a decrease or increase in body temperature back to the set point. Links are also made between the Sciences so that there is a deeper understanding of exactly why sweating cools the body down. This lesson has been designed for students studying the AQA GCSE Biology course but is suitable for older students who are studying Biology at A-level and need to recall the key details of thermoregulation.

This resource contains an engaging PowerPoint and an accompanying worksheet which together cover the content of specification point 5.3.7 (Negative feedback) as found on the AQA GCSE Biology & Combined Science higher tier specifications. Over the course of the lesson, students will learn about the effects of the release of adrenaline and thyroxine and will understand how the latter is controlled by negative feedback. Due to the obvious connection to the previously learned endocrine system topic, regular opportunities are taken to check on this prior knowledge and these work well with the understanding checks which allow the students to assess their progress. Quiz competitions which include SAY WHAT YOU SEE and FROM NUMBERS 2 LETTERS are used to introduce key terms and abbreviations in a fun and memorable way, whilst the key details of the content is always at the forefront of the design of the lesson. This lesson has been written for students studying the higher tier of the AQA GCSE Biology or Combined Science courses but it is also suitable for use with A-level students who need to recall the key details of these two hormones

This resource contains a concise, engaging PowerPoint and accompanying worksheets which together cover the content of specification point 7.3 (Thyroxine and the control of metabolic rate as an example of negative feedback) as found on the Edexcel GCSE Biology & Combined Science higher tier specifications. Over the course of the lesson, students will learn about the effects of the release of thyroxine, how this release is regulated by the pituitary gland and hypothalamus and also will understand how this control is an example of negative feedback. Due to the obvious connection to the previously learned endocrine system topic, regular opportunities are taken to check on this prior knowledge and these work well with the understanding checks which allow the students to assess their progress. A quiz competition called FROM NUMBERS 2 LETTERS is used to introduce the key abbreviations in a fun and memorable way, whilst the key details of the content is always at the forefront of the design of the lesson. This lesson has been written for students studying the higher tier of the Edexcel GCSE Biology or Combined Science courses but it is also suitable for use with A-level students who need to recall the key details of these two hormones

This fully-resourced lesson has been designed to cover the specification points about sex-linked characteristics as detailed in the supplement section of topic 17 (inheritance) of the CIE IGCSE Biology specification This resource consists of an engaging and detailed PowerPoint and an accompanying worksheet, which has been differentiated two ways so students who find the tasks difficult are given assistance to result in good outcomes. The lesson builds on the knowledge from earlier in the topic on monohybrid crosses and sex determination to show students how to draw genetic diagrams to calculate offspring outcomes when the gene is carried on the sex chromosomes. Step by step guides are used to demonstrate how to write the genotypes and gametes in these disorders by including the sex chromosomes to show gender. The lesson focuses on red-green colour blindness and haemophilia and builds up to questions on a pedigree tree to challenge the students to apply their new knowledge. This lesson has been designed for GCSE-aged students who are studying the CIE IGCSE Biology course but is suitable for A-level students who are looking at these types of genetic disorders.

This engaging and detailed lesson has been written to cover the content of points 7.6 & 7.7 (The hormonal and barrier methods of contraception) as detailed in the Edexcel GCSE Biology & Combined Science specifications. This is a topic which can be difficult to teach due to the awkwardness of a class or students believing that they already know all of the information without really knowing the detail which is laid out in the specification. With this in mind, a wide range of activities have been included in the lesson to maintain motivation whilst ensuring that this important detail is covered. Students will learn about a range of hormonal methods including oral contraceptives and progesterone patches and how these methods influence the menstrual cycle. Barrier methods are also discussed and their effectiveness considered. Time is taken to look at alternative methods such as abstaining from sexual intercourse before and after ovulation and sterilisation. Due to the clear link to the topic of the menstrual cycle, previous knowledge checks are written into the lesson and challenge the students on their knowledge of FSH, LH, oestrogen and progesterone. There are also mathematical skills check so that students are prepared for the added mathematical element in this course. This lesson has been written for GCSE-aged students who are studying on the Edexcel GCSE Biology or Combined Science courses but is suitable for younger students who are looking at contraception in their Science lessons

This lesson has been designed to cover the content as detailed in point 2.13 (The structure and function of the nervous system) of the Edexcel GCSE Biology & Combined Science specifications. Consisting of a detailed and engaging PowerPoint (38 slides) and accompanying worksheets, the range of activities will motivate the students whilst ensuring that the content is covered in detail. Students will learn how receptors, sensory neurones, the CNS, motor neurones and effectors are involved in the detection and response to a stimulus. There is a focus on the structure of the sensory and motor neurones and the presence of the myelin sheath in both of these neurones is discussed with relation to the increased speed of conduction. Students will understand that a synapses involve the diffusion of neurotransmitters and allow communication between neurones and they are briefly introduced to relay neurones but these are covered in more detail in the reflexes lesson. Progress checks are included throughout the lesson so that students can assess their understanding of the content and any misconceptions can be addressed whilst quiz competitions, like FROM NUMBERS 2 LETTERS and SAY WHAT YOU SEE, are used to introduce new terms in a fun and memorable way. This lesson has been written for GCSE-aged students who are studying the Edexcel GCSE Biology or Combined Science specifications but can be used with older students who need to know the key details of the nervous system for their A level course before taking it to greater depths

This lesson has been designed to cover the content set out in specification point 5.3.1 (Human endocrine system) of topic 5 of the AQA GCSE Biology & Combined Science courses. A wide range of activities have been written into the lesson with the aim of engaging and motivating the students whilst ensuring that the content is covered in detail. These activities include a number of quiz competitions which will challenge the students to identify an endocrine organ when presented with three organs as well as introducing them to the names of some of the hormones released by the pituitary gland. The following content is covered in this lesson: Hormones as chemicals which have a slow but long lasting effect on target organs The location of the pituitary, adrenal and thyroid glands in the human body The location of the pancreas, ovaries and testes in the human body The hormones which are secreted by the endocrine glands The effects of the hormones on their target organs This lesson has been written for GCSE-aged students who are studying on the AQA courses but is suitable for younger students who are looking at the different organ systems

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

This lesson has been designed to cover the higher tier content of specification point 5.3.4 (Hormones in human reproduction) which is found in topic 5 of the AQA GCSE Biology & Combined Science specifications. A wide range of activities will engage and motivate the students whilst the content is covered in detail and understanding checks are included at regular points to enable the students to self-assess their new found knowledge. The following Biology is covered in this lesson: Reproductive hormones in the development of secondary sexual characteristics The role of testosterone as the main male reproductive hormone The role of oestrogen and progesterone in the repair and maintenance of the uterus lining The role of FSH and LH in the maturation of an egg and ovulation The interaction of these four hormones in the control of the menstrual cycle The final part of the lesson involves a number of questions where the students are challenged to apply their knowledge to unfamiliar situations This lesson has been designed for GCSE-aged students who are taking the AQA GCSE Biology or Combined Science course but it is also suitable for younger students who are looking into this topic as part of the reproduction module

This lesson has been designed to cover the content as detailed in points 7.9 & 7.10 (The importance of homeostasis) of the Edexcel GCSE Biology specification. Consisting of a detailed and engaging PowerPoint and accompanying worksheets, the range of activities will motivate the students whilst ensuring that the content is covered in detail. Students will learn how a constant internal environment is maintained by homeostasis before being introduced to some of the factors which are regulated by these systems. Time is taken to look into osmoregulation and thermoregulation in more detail, so that students can explain that maintenance of the body temperature at the set-point allows enzymes to function at their maximum rate. Progress checks are included throughout the lesson so that students can assess their understanding of the content and any misconceptions can be addressed whilst quiz competitions, like SAY WHAT YOU SEE and YOU DO THE MATH, are used to introduce new terms and important values in a fun and memorable way. This lesson has been written for GCSE-aged students who are studying the Edexcel GCSE Biology specification but can be used with older students who need to recall the idea of homeostasis before taking it to greater depths in their studies.

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

This lesson has been designed to cover the content set out in specification point 7.1 (The endocrine system) of topic 7 of the Edexcel GCSE Biology & Combined Science courses. A wide range of activities have been written into the lesson with the aim of engaging and motivating the students whilst ensuring that the content is covered in detail. These activities include a number of quiz competitions which will challenge the students to identify an endocrine organ when presented with three organs as well as introducing them to the names of some of the hormones released by the pituitary gland. The following content is covered in this lesson: Hormones as chemicals which have a slow but long lasting effect on target organs The location of the pituitary, adrenal and thyroid glands in the human body The location of the pancreas, ovaries and testes in the human body The hormones which are secreted by the endocrine glands The effects of the hormones on their target organs This lesson has been written for GCSE-aged students who are studying on the Edexcel courses but it is suitable for younger students who are looking at the different organ systems

This lesson describes the role of plant hormones in stomatal closure, leaf loss in deciduous plants and seed germination. The extensive and detailed PowerPoint and accompanying resources have been planned to cover the content of point b of module 5.1.5 of the OCR A-level biology A specification. The start of the lesson challenges the students to identify three leaf cells in the list of 11 leaf structures. This introduces guard cells and then the opening between them, the stomatal aperture. Time is taken to go through the process by which the apertures are opened to allow carbon dioxide to diffuse into the leaf for photosynthesis. This provides students with an insight into the movement of potassium ions and water when they are challenged about the closure of these openings in response to water stress. Students will meet abscisic acid and understand how this acts as the first messenger, before calcium ions act as the second messenger to trigger events on the inside of the guard cells. Moving forwards, the role of ethene and auxins in leaf loss and gibberellins in seed germination are described and explained. Multiple opportunities are taken to challenge students on their prior knowledge as well as their current understanding and all answers are embedded into the PowerPoint. This lesson is extensive and it is estimated that it will take 2-3 hours of teaching time to go through all of the tasks and content.