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 is a fully-resourced revision lesson that uses a combination of exam questions, understanding checks, quick tasks and quiz competitions to help the students to assess their understanding of the sub-topics found within Topic C4 (Extracting metals and equilibria) of the Edexcel GCSE Combined Science specification.
The sub-topics and specification points that are tested within the lesson include:
Redox reactions
The extraction of metals
Extracting metals by heating with carbon and by electrolysis
Life cycle assessment
Reversible reactions
The formation of ammonia as a reversible reaction
The conditions for the Haber process
Predicting how the position of a dynamic equilibrium is affected by changes in pressure and temperature
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 assessment
This revision lesson uses a 15 question multiple-choice assessment to challenge the students on their knowledge of the content of module 5.1.2. In addition to the assessment, this lesson includes a PowerPoint where the answers are revealed, a series of key points linked to the OCR A-level biology A specification, and additional questions to challenge knowledge not directly covered by the 15 multiple-choice questions.
The topics challenged by the assessment are:
The meaning of the term excretion (as opposed to egestion)
The structure of the liver
The formation of urea by the ornithine cycle
The regions of the kidney
Ultrafiltration in the glomerulus
The structure and function of the PCT
The countercurrent multiplier mechanism in the loop of Henle
Osmoregulation
Homeostasis
The use of renal dialysis
Monoclonal antibodies in diagnostic tests
This fully-resourced lesson describes how genes can be switched on and off by DNA transcription factors, including hormones. The PowerPoint and accompanying resources have been designed to cover point 7.16 as detailed in the Pearson Edexcel A-level Biology A specification but also links to topic 3 when the lac operon was described in relation to differential gene expression.
This is one of the more difficult concepts in this A-level course and therefore key points are reiterated throughout this lesson to increase the likelihood of student understanding and to support them when trying to make links to actual biological examples in living organisms. There is a clear connection to transcription and translation as covered in topic 2, so the lesson begins by reminding students that in addition to the structural gene in a transcription unit, there is the promotor region where RNA polymerase binds. Students are introduced to the idea of transcription factors and will understand how these molecules can activate or repress transcription by enabling or preventing the binding of the enzyme. At this point, students are challenged on their current understanding with a series of questions about DELLA proteins so they can see how these molecules prevent the binding of RNA polymerase. Their remainder of the lesson looks at the ER receptor and students will learn that this factor is normally inactive due to an inhibitor being attached. This will then introduce oestrogen as the hormone which binds to the receptor, causing the inhibitor to be released and activating the factor. The main task then challenges them to order statements containing the detailed events that follow the binding of oestrogen.
The lesson in topic 3 on gene expression which describes the lac operon has also been uploaded for free.
This REVISION resource has been designed to motivate and engage students whilst they are challenged on their knowledge of the content in topics C1-C5 of the AQA Trilogy GCSE Combined Science specification which can be assessed on PAPER 3. This is fully-resourced and contains a detailed PowerPoint (170 slides) and accompanying worksheets, some of which have been differentiated.
The resource was written with the aim of covering as many C1-C5 sub-topics as possible, but the following ones have received particular focus:
The chemical properties of the Group 1, 7 and 0 elements
The structure of atoms and ions
The properties of ionic compounds
Drawing dot and cross diagrams to represent ionic compounds
Extracting metals using carbon
REDOX reactions
Electrolysis of molten salts and solutions
Neutralisation reactions
Writing balanced chemical symbol equations
Simple and giant covalent structures
Diamond and graphite
Moles and Avogadro’s constant
The organisation of the Periodic Table
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 detailed lesson describes the structure of a nucleotide and a phosphorylated nucleotide and explains how polynucleotides are synthesised and broken down. The engaging PowerPoint has been designed to cover points [a], [b] and [c] of module 2.1.3 as detailed in the OCR A-level Biology A specification and links are made throughout to earlier topics such as biological molecules.
Students were introduced to the term monomer and nucleotide in the previous module, so the start of the lesson challenges them to recognise this latter term when only the letters U, C and T are shown. This has been designed to initiate conversations about why only these letters were used so that the nitrogenous bases can be discussed later in greater detail. Moving forwards, students will learn that a nucleotide is the monomer to a polynucleotide and that deoxyribonucleic acid (DNA) and ribonucleic acid (RNA) are two examples of this type of polymer. The main part of the lesson has been filled with various tasks that explore the structural similarities and structural differences between DNA and RNA. This begins by describing the structure of a nucleotide as a phosphate group, a pentose sugar and a nitrogenous base. Time is taken to consider the details of each of these three components which includes the role of the phosphate group in the formation of a phosphodiester bond between adjacent nucleotides on the strand. At this point students are challenged on their understanding of condensation reactions and have to identify how the hydroxyl group associated with carbon 3 is involved along with the hydroxyl group of the phosphoric acid molecule. A number of quiz rounds are used during this lesson, as a way to introduce key terms in a fun and memorable way. One of these rounds introduces adenine and guanine as the purine bases and thymine, cytosine and uracil as the pyrimidine bases and the students are shown that their differing ring structures can be used to distinguish between them. The remainder of the lesson focuses on ADP and ATP as phosphorylated nucleotides and links are made to the hydrolysis of this molecule for energy driven reactions in cells such as active transport
This lesson describes how the movement of growth factors regulates growth in response to directional stimuli, focusing on gravitropism and phototropism. The PowerPoint and accompanying resources are part of the 1st lesson in a series of 3, which have been designed to cover point 6.1.1 (Survival and response) of the AQA A-level biology specification.
The lesson begins with a prior knowledge check, where the students have to identify key terms encountered in topics 1 - 4, and use their 1st letters to form the term, stimuli. Students are reminded of the meaning of a stimulus, and this introduces the need for organisms to detect and respond to stimuli, to increase their chances of survival. This lesson focuses on these responses in flowering plants, and builds on any knowledge they may have gained at GCSE. They should have met auxins at this previous level, but will now be introduced to IAA, and will complete several tasks which check that they understand the key features of these chemicals, such as their location of production and method by which they move through the shoots and roots. The students are guided through the movement of IAA to the shaded side in a shoot during phototropism, and will learn how this uneven distribution leads to uneven growth. An exam-style question presents them with two further scenarios, where the tip of the shoot has been cut off or is covered, and the students need to describe and explain what will happen to the appearance of the shoot after a week. Moving forwards, the students will learn how the pumping of hydrogen ions into the cell wall and the activation of expansin proteins are involved in the cell elongation.
The remainder of the lesson discusses the response to gravity and explains how shoots and roots respond differently.
The lesson is full of understanding and prior knowledge checks and all answers are embedded into the PowerPoint.
The other two lessons in this series of 3 covering 6.1.1 describe taxes and kineses and the protective effect of a simple reflex.
This lesson has been designed to cover the content in points 7.11 and 7.12 of the Edexcel GCSE Biology specification which states that students should be able to explain how thermoregulation takes place, with particular reference to the role of the skin. This resource contains an engaging PowerPoint and a differentiated worksheet, which together use a wide range of activities to motivate the students and to engage them in the content matter.
The lesson begins by challenging the students to calculate a number from a series of biological based statements. This number is 37 which introduces the students to this temperature as the set-point at which homeostasis acts to maintain the body temperature. At this point of the lesson, a number of prior knowledge checks are used to challenge the students on their recall of the parts of a control system as well as challenging them to explain why temperatures above or below this set point can be problematic for body reactions. The main part of the lesson goes through the steps in the body’s detection and response to an increase in temperature and students will be introduced to the range of structures involved. Time is taken to focus on the role of the skin as an effector and key details about vasodilation and the production of sweat are discussed at length. The final task challenges the students to use all of the information from earlier in the lesson to write a detailed description of how the body detects and responds to a decrease in temperature.
This lesson has been written for students studying on the Edexcel GCSE Biology course but is also suitable for older students who are studying thermoregulation and need to recall the key details.
This engaging and fully-resourced lesson describes the relationship between the structure of the chloroplast and its role as the site of photosynthesis. The PowerPoint and accompanying resources have been designed to prepare the students for topic 5.1 (Photosynthesis) of the AQA A-level Biology course
Students were introduced to the cell structures in eukaryotic cells in topic 2.1 so this lesson has been written to build on that knowledge. A version of the quiz show POINTLESS runs throughout the lesson and this maintains engagement whilst challenging the students to recall the parts of the chloroplast based on a description which is related to their function. The following structures are covered in this lesson:
double membrane
thylakoids (grana)
stroma
intergranal lamellae
starch grains
chloroplast DNA and ribosomes
Once each structure has been recalled, a range of activities are used to ensure that key details are understood such as the role of the thylakoid membranes in the light-dependent reactions and the importance of ATP and reduced NADP for the reduction of GP to TP in the Calvin cycle.
This lesson has been specifically written to prepare students for the upcoming lessons on the light-dependent and light-independent reactions
This lesson describes the key events that occur during interphase, mitosis and cytokinesis in the eukaryotic cell cycle. The PowerPoint and accompanying resources have been designed to cover point 5.1 [c] of the CIE A-level Biology specification and challenges the students on their knowledge of chromosomes from an earlier lesson as well as preparing them for upcoming lessons on the main stages of mitosis and its significance in life cycles
The students were introduced to the cell cycle at GCSE so this lesson has been planned to build on that knowledge and to emphasise that the M phase which includes mitosis (nuclear division) only occupies a small part of the cycle. The students will learn that interphase is the main stage and that this is split into three phases, G1, S and G2. A range of tasks which include exam-style questions, guided discussion points and quick quiz competitions are used to introduce key terms and values and to describe the main processes that occur in a very specific order. There is also a focus on the checkpoints, such as the restriction point that occurs before the S phase to ensure that the cell is ready for DNA replication. Extra time is taken to ensure that key terminology is included and understood, such as sister chromatid and centromere, and this focus helps to show how it is possible for genetically identical daughter cells to be formed at the end of the cycle. Important details of mitosis are introduced so students are ready for the next lesson, before the differences in cytokinesis in animal and plant cells are described.
This concise lesson has been written to cover specification point 5.1.1 (d) of the OCR A-level Biology A specification which states that students should be able to apply an understanding of the behavioural responses in temperature control in ectotherms. The main aim when designing the lesson was to support students in making sensible and accurate decisions when challenged to explain why these types of organisms have chosen to carry out a particular response. A wide range of animals are used so students are engaged in the content matter and are prepared for the unfamiliar situations that they will encounter in the final exam. Time is also taken to compare ectotherms against endotherms so that students can recognise the advantages and disadvantages of ectothermy.
This lesson has been written for A-level students studying on the OCR A-level Biology A course. Lessons on temperature control in endotherms and the principles of homeostasis and cell signalling, which are also in module 5.1.1, are also available so please download those too as they will allow students to make connections between one lesson, the previous and the next.
Water is very important for living organisms because of its numerous properties and this lesson focuses on its role as a solvent in transport. The engaging and detailed PowerPoint and accompanying worksheet have been designed to cover point 1.2 of the Pearson Edexcel A-level Biology A specification and also explains the importance of the dipole nature for this role in transport.
A mathematical theme runs throughout the lesson as students have to match the numbers calculated in the starter task to water statistics, such as the percentage of the volume of blood plasma that is water. This has been included to try to increase the relevance of each property so that it can be described in a biological context. Time is taken at the beginning of the lesson to describe the structure of water in terms of the covalent bonds between the oxygen and hydrogen atoms as well as the hydrogen bonds which form between molecules because of its polarity. Students will understand how water is a solvent which means that it is critical for transport in animals, a topic covered in the next few lessons but also for transport in plants as discussed in topic 4. The high heat capacity and latent heat of vaporisation of water is also discussed and explained through the examples of thermoregulation and the maintenance of a stable environment for aquatic animals. The final part of the lesson focuses on the involvement of water in condensation and hydrolysis reactions, two reactions which must be well understood for topic 1 and 2 and the formation and breakage of polysaccharides, lipids, polypeptides and polynucleotides.
This lesson has been designed to act as an introduction to the anatomy of the kidney before students move on to study each structure of the nephron in more detail. The lesson considers both the gross anatomy, in terms of the renal cortex and medulla and then looks at the functional unit of the nephron. The function of the different parts of the nephron are briefly discussed and the features that relate to function are considered.
This lesson has been designed for A-level students but could be used with higher ability GCSE students.
This detailed lesson has been written to cover the part of specification point 6.4.3 of the AQA A-level Biology specification which states that students should be able to describe how the structure of the nephron allows for the formation of glomerular filtrate. The aim of the design was to give the students the opportunity to discover the function of ultrafiltration and to be able to explain how the mechanisms found in the glomerulus and the Bowman’s capsule control the movement of small molecules out of the blood plasma. Key terminology is used throughout and students will learn how the combination of the capillary endothelium and the podocytes creates filtration slits that allow glucose, water, urea and ions through into the Bowman’s capsule but ensure that blood cells and plasma proteins remain in the bloodstream. A number of quiz competitions are used to introduce key terms and values in a fun and memorable way whilst understanding and prior knowledge checks allow the students to assess their understanding of the current topic and to challenge themselves to make links to earlier topics. The final task of the lesson challenges the students to apply their knowledge by recognising substances found in a urine sample that shouldn’t be present and to explain why this would cause a problem
This lesson has been written for students studying on the AQA A-level course and ties in nicely with the other kidney lessons on the structure of the nephron, selective reabsorption and osmoregulation
This is a fully-resourced and engaging REVISION LESSON which challenges the students on their knowledge and understanding of the topic 2 content (Biological molecules) of the CIE International A-level Biology specification. This topic isn’t always well understood by students so 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 lesson describes the light-independent reactions of photosynthesis as reduction of carbon dioxide using the products of the light-dependent reactions. The detailed PowerPoint and accompanying resources have been designed to cover point 5.8 (i) of the Pearson Edexcel A-level Biology A (Salters-Nuffield) specification and therefore describes carbon fixation in the Calvin cycle and the roles of GP, GALP, RuBP and RUBISCO).
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 GALP 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 GALP
The use of the majority of the GALP 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 GALP 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 reactions as well as the upcoming lesson on the products of the light-independent reactions.
This fully-resourced lesson looks at the structures of the sensory, relay and motor neurones and explains how the presence of a myelin sheath increases the speed of conduction of an impulse. The engaging PowerPoint and accompanying resources have been designed to cover point 8.1 of the Pearson Edexcel A-level Biology A (Salters Nuffield) specification which states that students should be able to apply their understanding of the structures and functions of sensory, relay and motor neurones as well as the differences between myelinated and unmyelinated neurones. This lesson also covers 8.2 (i) as the students will be able to see how conduction along a motor neurone stimulates effectors to respond to a stimulus. The PowerPoint has been designed to contain a wide range of activities that are interspersed between understanding and prior knowledge checks that allow the students to assess their progress on the current topics as well as challenge their ability to make links to topics from earlier in the modules. Quiz competitions like SAY WHAT YOU SEE are used to introduce key terms in a fun and memorable way.
The students will be able to compare these neurones based on their function but also distinguish between them based on their structural features. Time is taken to look at the importance of the myelin sheath for the sensory and motor neurones. Students will be introduced to the need for the entry of ions to cause depolarisation and will learn that this is only possible at the nodes of Ranvier when there is a myelin sheath. Key terminology such as saltatory conduction is introduced and explained. The final task involves a comparison between the three neurones to check that the students have understood the structures and functions of the neurones.
Throughout the lesson, links are made to related topics such the organisation of the nervous system and students will be given additional knowledge such as the differences between somatic and autonomic motor neurones.
This lesson describes how to use the Spearman’s rank correlation to analyse the relationships between the distribution of species and abiotic and biotic factors. The PowerPoint and accompanying exam-style question are the first lesson in a series of 2 which have been designed to cover point 18.1 (e) of the CIE A-level Biology specification and challenges the students on their knowledge of the t-test as covered in topic 17 as well as preparing students for the next lesson on the use of the Pearson’s linear correlation formula.
As with the lessons on the t-test and Simpson’s index of diversity, a step by step guide is used to walk the students through the use of the formula to generate the rank coefficient and to determine whether there is a positive correlation, no correlation or a negative correlation. The students are also reminded of the null hypothesis and will be shown how to accept or reject this hypothesis and to determine significance. The students will work through an example with the class and then are given the opportunity to apply their newly-acquired knowledge to an exam-style question which assesses whether there is a relationship between light intensity and % plant cover in a habitat. The mark scheme is displayed on the PowerPoint so the students can assess their understanding and address any misconceptions that may arise
This lesson describes the roles of the hypothalamus, posterior pituitary, ADH and collecting ducts in osmoregulation. The PowerPoint and accompanying resources have been planned to cover the content of point (8) of topic 14.1 of CIE A-level biology specification (for assessment in 2025-27).
Students covered the principles of homeostasis and negative feedback in the first lesson in this topic, so this lesson acts to build on that knowledge and challenges them to apply their knowledge. A wide range of activities have been included in the lesson to maintain motivation and engagement whilst the understanding and prior knowledge checks will allow the students to assess their progress as well as challenge themselves to make links to other Biology topics.
The lesson begins with a discussion about how the percentage of water in urine can and will change depending on the blood water potential. Students will quickly be introduced to osmoregulation and they will learn that the osmoreceptors and the osmoregulatory centre are found in the hypothalamus. A considerable amount of time is taken to study the cell signalling between the hypothalamus and the posterior pituitary gland by looking at the specialised neurones (neurosecretory cells). Links are made to the topics of neurones, nerve impulses and synapses and the students are challenged to recall the cell body, axon and vesicles. The main section of the lesson forms a detailed description of the body’s detection and response to a low blood water potential. The students are guided through this section as they are given 2 or 3 options for each stage and they have to use their knowledge to select the correct statement. The final task asks the students to write a detailed description for the opposite stimulus and this task is differentiated so those who need extra assistance can still access the work.
