Complete lesson Includes:worksheet with mark scheme, embedded videos, slide timers, slide animations, interactive answers on slides, and a plenary.

Principles of homeostasis lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability class, although content can be adjusted to suit any ability. Includes powerpoint timers, slide animations, embedded video’s, worksheet and mini review. NB: If you are unable to play embedded videos please view slide notes for link. AQA spec link: 4.5.1 Relevant chapter: B10 The human nervous system. AQA Biology combined edition textbook-Page 133-134 Students are required to know the following; Students should be able to explain that homeostasis is the regulation of the internal conditions of a cell or organism to maintain optimum conditions for function in response to internal and external changes. Homeostasis maintains optimal conditions for enzyme action and all cell functions. In the human body, these include control of: • blood glucose concentration • body temperature • water levels. These automatic control systems may involve nervous responses or chemical responses. All control systems include: • cells called receptors, which detect stimuli (changes in theenvironment) • coordination centres (such as the brain, spinal cord and pancreas) that receive and process information from receptors • effectors, muscles or glands, which bring about responses which restore optimum levels.

Health and disease lesson created in accordance to the NEW AQA Specification (9-1) for my combined/additional science class (Year 9-KS4). Includes: slide animations, embedded video, worksheets and practice questions with answers. This resource is suitable for separate science students. AQA spec link: 4.3.1.1 Relevant chapter: B5-Communicable diseases . AQA Biology third edition textbook-Page 76-77. *The new specification requires students to know the following; Students should be able to explain how diseases caused by viruses, bacteria, protists, and fungi are spread in animals and plants. Pathogens are microorganisms that cause infectious disease. Pathogens may be viruses, bacteria, protists, or fungi. They may infect animals and can be spread by direct contact, by water, or by air. Bacteria and viruses may reproduce rapidly inside the body. Bacteria may produce poisons (toxins) that damage tissues and make us feel ill. Viruses live and reproduce inside cells, causing cell damage.

Thermoregulation lesson created in accordance to the NEW AQA Specification (9-1) for my separates class (Year 10-KS4). This is a printer friendly resource it includes an: embedded video, slide animations and a mini exam question. AQA spec link: 5.2.4 Relevant chapter: B12-Homeostasis in action. ( Note: This topic is for BIOLOGY only not for combined science students). AQA Biology third edition textbook-Page 182-183 *The new specification requires students to know the following; Body temperature is monitored andcontrolled by the thermoregulatory centre in the brain. The thermoregulatory centre contains receptors sensitive to the temperature of the blood. The skin contains temperature receptorsand sends nervous impulses to the thermoregulatory centre. If the body temperature is too high, blood vessels dilate (vasodilation) and sweat is produced from the sweat glands.Both these mechanisms cause a transfer of energy from the skin to the environment. If the body temperature is too low, blood vessels constrict (vasoconstriction), sweating stops, and skeletal muscles contract (shiver). Students should be able to explain how these mechanisms lower or raise body temperature in a given context.

Germination Practical (RP 8). This practical was completed in 2 lessons. Students are required to collect data outside of lesson time. I’ve attached both lessons, mock data (lesson 2) and a sign in sheet so you can create your own groups and student rota. Good luck! Lesson 1: Demo provided, students set up their practical, three conditions were created; full light-by windowsill, partial light-underneath windowsill and darkness-cupboard. The remainder of the lesson was spent discussing how to collect data, the student rota was explained. Students also used this time to assign roles to one another. Opportunity to collect data at break/lunch over 7 days (excluding weekends). Lesson 2: Interpreting data, working out averages, plotting graph, biological drawings. Conclusion and evaluation of practical was given as homework. Overall, this practical was very easy to set up but very fiddly to organise. Students need to take active approach as this practical needs to be done over 7 consecutive days, ownership to students. Mustard seeds were quick to germinate but were very poor at demonstrating phototropism. I would probably use coriander seeds next time. Also in the dark condition shoots grew very long, this confused students as light was absent (due to Etiolation), to complex for GCSE students to comprehend. Spec ref: 5.4.1 Required practical: Investigate the effect of light or gravity on the growth of newly germinated seedlings. Record results as both length measurements and as careful, labelled biological drawings to show the effects.

Eukaryotic cell structure lesson created in accordance to the NEW AQA Biology 7402 Specification (2017) . 3.2 Cells This resource contains a double lessons worth of material Designed for highly able A-level class. Includes: questions, embedded videos, worksheet, homework, slide timers, slide animations, interactive answers on slides, worksheet and a plenary. AQA Specification reference: 3.2.1.1 ALevel Biology Textbook: Section 2 Cells, Chapter 3.4

Inheritance in action lesson created in accordance to the NEW AQA Specification (9-1). Designed for higher ability class, although content can be adjusted to suit any ability. Includes: embedded videos and timers, slide animations, practice questions with answers on slides and an interactive quiz. AQA spec link: 6.1.6 Relevant chapter: B13 Genetics and reproduction. AQA Biology third edition textbook-Page 208-209. Students should be able to explain the terms: • gamete • chromosome • gene • allele • dominant • recessive • homozygous • heterozygous • genotype • phenotype. Some characteristics are controlled by a single gene, such as: fur colour in mice; and red-green colour blindness in humans. Each gene may have different forms called alleles. The alleles present, or genotype, operate at a molecular level to develop characteristics that can be expressed as a phenotype. A dominant allele is always expressed, even if only one copy is present. A recessive allele is only expressed if two copies are present (therefore no dominant allele present). If the two alleles present are the same the organism is homozygous for that trait, but if the alleles are different they are heterozygous. Most characteristics are a result of multiple genes interacting, rather than a single gene. Students should be able to understand the concept of probability in predicting the results of a single gene cross, but recall that most phenotype features are the result of multiple genes rather than single gene inheritance. MS 2e Students should be able to use direct proportion and simple ratios to express the outcome of a genetic cross. MS 1c, 3a Students should be able to complete a Punnett square diagram and extract and interpret information from genetic crosses and family trees. MS 2c, 4a (HT only) Students should be able to construct a genetic cross by Punnett square diagram and use it to make predictions using the theory of probability.

Principles of hormonal control lesson created in accordance to the NEW AQA Specification (9-1) for my separates class (Year 10-KS4). Includes: slide animations, embedded video, worksheet and practice questions with mark scheme. This resource is suitable for combined science students. AQA spec link: 5.3.1 Relevant chapter: B11 Hormonal coordination. AQA Biology third edition textbook-Page 160-161. *The new specification requires students to know the following; Students should be able to describe the principles of hormonal coordination and control by the human endocrine system. The endocrine system is composed of glands which secrete chemicals called hormones directly into the blood stream. The blood carries the hormone to a target organ where it produces an effect. Compared to the nervous system the effects are slower but act for longer. The pituitary gland in the brain is a ‘master gland’ which secretes several hormones into the blood in response to body conditions. These hormones in turn act on other glands to stimulate other hormones to be released to bring about effects. Students should be able to identify the position of the following on a diagram of the human body: • pituitary gland • pancreas • thyroid • adrenal gland • ovary • testes.

The role of negative feedback lesson created in accordance to the NEW AQA Specification (9-1) for my separates class (Year 10-KS4). This content is for HIGHER TIER only. Includes: slide animations, embedded video, practice exam question with mark scheme. This resource is suitable for combined science students. May needed to be edited for foundation students. AQA spec link: 5.3.7 Relevant chapter: B11 Hormonal coordination. AQA Biology third edition textbook-Page 166-167. Specification requires students to know the following; Students should be able to explain the roles of thyroxine and adrenaline in the body. Adrenaline is produced by the adrenal glands in times of fear or stress. It increases the heart rate and boosts the delivery of oxygen and glucose to the brain and muscles, preparing the body for ‘flight or fight’. Thyroxine from the thyroid gland stimulates the basal metabolic rate. It plays an important role in growth and development. Thyroxine levels are controlled by negative feedback.

Competition in animals lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability class, although content can be adjusted to suit any ability. Includes powerpoint timers, slide animations, embedded video’s and mini review. NB: If you are unable to play embedded videos please view slide notes for link. AQA spec link: 4.7.1.1 Relevant chapter: B16 Adaptations, interdependence and competitions. AQA Biology third edition textbook-Page 264-265 Students are required to know the following; Students should be able to describe: • different levels of organisation in an ecosystem from individual organisms to the whole ecosystem • the importance of interdependence and competition in a community. Students should be able to, when provided with appropriate information: • suggest the factors for which organisms are competing in a given habitat • suggest how organisms are adapted to the conditions in which they live. An ecosystem is the interaction of a community of living organisms (biotic) with the non-living (abiotic) parts of their environment. To survive and reproduce, organisms require a supply of materials from their surroundings and from the other living organisms there.

Rates of decomposition lesson created in accordance to the NEW AQA Specification (9-1). Designed for a separate class only, although content can be adjusted to suit any ability. Required practical has been taught in a separate lesson. Includes powerpoint timers, slide animations, embedded video’s and mini review. NB: If you are unable to play embedded videos please view slide notes for link. AQA spec link: 4.7.2.3 Relevant chapter: B17 organising an ecosystem. AQA Biology Third edition textbook-Page 282-283 Students are required to know the following; Students should be able to explain how temperature, water and availability of oxygen affect the rate of decay of biological material. Students should be able to: • calculate rate changes in the decay of biological material Gardeners and farmers try to provide optimum conditions for rapid decay of waste biological material. The compost produced is used as a natural fertiliser for growing garden plants or crops. Anaerobic decay produces methane gas. Biogas generators can be used to produce methane gas as a fuel.

The best of both worlds lesson created in accordance to the NEW AQA Specification (9-1). Designed for a separates class, although content can be adjusted to suit any ability. Includes: slide animations, embedded timers, practice questions with answers on slides, quiz and 6 mark past paper question with ms. This topic is synoptic and relates to other sections where more detail is given. AQA spec link: 6.1.3 Relevant chapter: B13 Genetics and reproduction. AQA Biology third edition textbook-Page 200-201. Specification requires students to know the following; Some organisms reproduce by both methods depending on the circumstances. • Malarial parasites reproduce asexually in the human host, but sexually in the mosquito. • Many fungi reproduce asexually by spores but also reproduce sexually to give variation. • Many plants produce seeds sexually, but also reproduce asexually by runners such as strawberry plants, or bulb division such as daffodils. Knowledge of reproduction in organisms is restricted to those mentioned, but students are expected to be able to explain the advantages and disadvantages for any organism if given appropriate information.

Gene expression and mutation lesson created in accordance to the NEW AQA Specification (9-1). NB: BIOLOGY ONLY-HT. Designed for higher ability class, although content can be adjusted to suit any ability. Includes: embedded videos and timers, slide animations, practice questions with answers on slides. AQA spec link: 6.1.5 Relevant chapter: B13 Genetics and reproduction. AQA Biology third edition textbook-Page 206-207. Specification requires students to know the following; (HT only) Mutations occur continuously. Most do not alter the protein, or only alter it slightly so that its appearance or function is not changed. (HT only) A few mutations code for an altered protein with a different shape. An enzyme may no longer fit the substrate binding site or a structural protein may lose its strength. (HT only) Not all parts of DNA code for proteins. Non-coding parts of DNA can switch genes on and off, so variations in these areas of DNA may affect how genes are expressed.

NB-This resource has been edited since the last review* [30/9/17] Screening for genetic disorders lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability TRILOGY(combined science) class, although content can be adjusted to suit any ability. Includes: slide animations, embedded videos and practice questions with answers on slides as well as a quiz. This video contains many videos and is a great lesson to spark a debate. I'd appreciate a review after your lesson :) AQA spec link: 6.1.7 Relevant chapter: B13 Genetics and reproduction. AQA Biology third edition textbook-Page 214-215. Some disorders are inherited. These disorders are caused by the inheritance of certain alleles. • Polydactyly (having extra fingers or toes) is caused by a dominant allele. • Cystic fibrosis (a disorder of cell membranes) is caused by a recessive allele. Students should make informed judgements about the economic, social and ethical issues concerning embryo screening, given appropriate information. WS 1.3 Appreciate that embryo screening and gene therapy may alleviate suffering but consider the ethical issues which arise.

Specialisation in animal cells lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability class, although content can be adjusted to suit any ability. Includes: slide animations, embedded videos and practice questions with answers on slides. AQA spec link: 1.1.3 Relevant chapter: B1 Cell structure and transport. AQA Biology third edition textbook-Page 10-11 Specification requires students to know the following; Students should be able to, when provided with appropriate information, explain how the structure of different types of cell relate to their function in a tissue, an organ or organ system, or the whole organism. Cells may be specialised to carry out a particular function: •• sperm cells, nerve cells and muscle cells in animals