This lesson created in accordance to the NEW AQA Specification (9-1) for my separates class (Year 10-KS4). I taught this lesson after the required germination practical. Includes: slide animations, embedded video and practice questions with mark scheme. This resource is for separates ONLY. *NOTE-using plant hormones-Higher tier only* AQA spec link: 5.4.1, 5.4.2 Relevant chapter: B11.9/10- AQA Biology third edition textbook-Page 176-179 *The new specification requires students to know the following; Plants produce hormones to coordinate and control growth and responses: to light, phototropism; and gravity, gravitropism (geotropism). Unequal distributions of auxin cause unequal growth rates in plant roots and shoots. Gibberellins are important in initiating seed germination. Ethene controls cell division and ripening of fruits. The mechanisms of how gibberellins and ethene work are not required. Students should be able to describe the effects of some plant hormones and the different ways people use them to control plant growth. Plant growth hormones are used in agriculture and horticulture. Auxins are used as: • as weed killers • as rooting powders • for promoting growth in tissue culture. Ethene is used in the food industry to control ripening of fruit during storage and transport. Gibberellins can be used to: • end seed dormancy • promote flowering • increase fruit size.

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.

Removing waste products lesson created in accordance to the NEW AQA Specification (9-1) for my separates class (Year 10-KS4). Includes: slide animations and worksheet. AQA spec link: 5.3.3 Relevant chapter: B12.2-Removing waste products . ( Note: This topic is for BIOLOGY only not for combined science students). AQA Biology third edition textbook-Page 184-185 *The new specification requires students to know the following; Students should be able to explain the effect on cells of osmotic changes in body fluids. Water leaves the body via the lungs during exhalation. Water, ions, and urea are lost from the skin in sweat. There is no control over water, ion, or urea loss by the lungs or skin. Excess water, ions, and urea are removed via the kidneys in the urine. If body cells lose or gain too much water by osmosis they do not function efficiently. The digestion of proteins from the diet results in excess amino acids which need to be excreted safely. In the liver these amino acids are deaminated to form ammonia. Ammonia is toxic and so it is immediately converted to urea for safe excretion.

Dialysis lesson created in accordance to the NEW AQA Specification (9-1) for my separates class (Year 10-KS4). It includes: embedded videos, slide animations and a worksheet. *Students only need to know the basic principles of dialysis-they do not need to know about haemodialysis or peritoneal dialysis.* AQA spec link: 5.3.3 Relevant chapter: B12-Homeostasis in action. ( Note: This topic is for BIOLOGY only not for combined science students). AQA Biology third edition textbook-Page 188-189 *The new specification requires students to know the following; People who suffer from kidney failure may be treated by organ transplant or by using kidney dialysis. Students should know the basic principles of the operation of a dialysis machine.

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.

6.5.2 Work done and energy transfer lesson created in accordance to the NEW AQA Specification (9-1). Includes: slide animations, embedded videos, and worksheet with answers as well as a interactive review task. If for any reason the video link does not work, a URL has also been included in the notes. For further enquiries please email paperfriendlyresources@gmail.com

Complete lesson on microscopes, suitable for a high ability KS3 class. Suitable to use as part of the ‘Activate’ schemes of work. Resources can be adjusted to meet the needs of your class. Enjoy this lesson for free! For further enquiries please email paperfriendlyresources@gmail.com Also available via instagram: Paperfriendlyresourcesuk

6.5.1.4 Resultant forces (Higher tier content) lesson created in accordance to the NEW AQA Specification (9-1). Includes: slide animations, embedded videos, and worksheet with answers as well as a interactive review task. If for any reason the video link does not work, a URL has also been included in the notes. For further enquiries please email paperfriendlyresources@gmail.com (HT only) Students should be able to use vector diagrams to illustrate resolution of forces, equilibrium situations and determine the resultant of two forces, to include both magnitude and direction (scale drawings only).

We all know reward strategies are by far the most effective behaviour management techniques. Reward your best student of the week with this fun and colourful star chart. Available in three colours; red, green and yellow! Red star certificate: https://www.tes.com/teaching-resource/star-of-the-week-reward-chart-red-12360607 Green star certificate link: https://www.tes.com/teaching-resource/star-of-the-week-reward-chart-emoji-green-12360610 Download for free! Please leave a review! NB: I am unable to provide a word version as the font I have used is non-transferable. Please either edit names on PDF or print and handwrite names.

DNA and the genome lesson created in accordance to the NEW AQA Specification (9-1). Designed for a TRILOGY 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. AQA spec link: 6.1.4 Relevant chapter: B13 Genetics and reproduction. AQA trilogy textbook-Page 166-167. Specification requires students to know the following; Students should be able to describe the structure of DNA and define genome. The genetic material in the nucleus of a cell is composed of a chemical called DNA. DNA is a polymer made up of two strands forming a double helix. The DNA is contained in structures called chromosomes. A gene is a small section of DNA on a chromosome. Each gene codes for a particular sequence of amino acids, to make a specific protein. The genome of an organism is the entire genetic material of that organism. The whole human genome has now been studied and this will have great importance for medicine in the future. Students should be able to discuss the importance of understanding the human genome. This is limited to the: • search for genes linked to different types of disease • understanding and treatment of inherited disorders • use in tracing human migration patterns from the past

Inherited disorders lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability TRILOGY 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 lesson in particular by students because of the real life implications of genetics. Students particularly enjoyed the cystic fibrosis video. I'd appreciate a review after your lesson :) AQA spec link: 6.1.7 Relevant chapter: B13 Genetics and reproduction. AQA trilogy textbook-Page 172-173.

This lesson has been created in accordance to the NEW AQA Specification (9-1) for my combined/additional science class (Year 9-KS4). Includes: slide animations, embedded videos, differentiated questions and answers have also been included within the slides. 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 82-83. *The new specification requires students to know the following; Explain how the spread of diseases can be reduced or prevented.

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.

Stationary waves and resonance lesson created in accordance to the Pearsons BTEC national specification for applied science. This is the seventh lesson in the physics C1 working with waves topic. *NB: This resource has been edited and now includes 3 more slides on resonance + uses* The new specification requires students to sit an externally assessed examination in January. Includes slide animations, embedded videos (incl. URL in slide notes) practice questions with answers on slides and real world applications. Relevant chapter: Principles and applications of science. Pearson Applied science (Student 1) textbook-Page 69-70 The following areas have been covered from the specification in this lesson. C1 Working with waves -Understand the concept and applications of stationary waves resonance.

Variation 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: 4.6.2.1 Relevant chapter: B14 Variation and evolution. AQA Biology third edition textbook-Page 218-219. Students are required to know the following; Students should be able to describe simply how the genome and its interaction with the environment influence the development of the phenotype of an organism. Differences in the characteristics of individuals in a population is called variation and may be due to differences in: • the genes they have inherited (genetic causes) • the conditions in which they have developed (environmental causes) • a combination of genes and the environment. NB: Mutations reference will be taught in the subsequent lesson.

Distribution and abundance 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: 4.7.2.1 Relevant chapter: B15 Adaptations, interdependence and competitions. AQA Biology combined edition textbook-Page 210-211 Students are required to know the following; A range of experimental methods using transects and quadrats are used by ecologists to determine the distribution and abundance of species in an ecosystem. In relation to abundance of organisms students should be able to: • understand the terms mean, mode and median •calculate arithmetic means

Diet, exercise and disease 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: 4.2.2.6 Relevant chapter: B7 Non-communicable diseases. AQA Biology combined textbook-Page 104-105 Students are required to know the following; • discuss the human and financial cost of these non-communicable diseases to an individual, a local community, a nation, or globally • explain the effect of lifestyle factors including diet, alcohol, and smoking on the incidence of non-communicable diseases at local, national, and global levels. Risk factors are linked to an increased rate of a disease. They can be: • aspects of a person’s lifestyle • substances in the person’s body or environment. A causal mechanism has been proven for some risk factors, but not in others. • The effects of diet and exercise on cardiovascular disease. • Obesity as a risk factor for Type 2 diabetes. Many diseases are caused by the interaction of a number of factors. Students should be able to understand the principles of sampling as applied to scientific data in terms of risk factors. Students should be able to translate information between graphical and numerical forms; and extract and interpret information from charts, graphs and tables in terms of risk factors. Students should be able to use a scatter diagram to identify a correlation between two variables in terms of risk factors.

Cancer 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, video, worksheet and mini review. AQA spec link: 4.2.2.7 Relevant chapter: B7 Non-communicable diseases. AQA Biology combined textbook-Page 102-103 Specification requires students to know the following; Students should be able to describe cancer as the result of changes in cells that lead to uncontrolled growth and division. Benign tumours are growths of abnormal cells which are contained in one area, usually within a membrane. They do not invade other parts of the body. Malignant tumour cells are cancers. They invade neighbouring tissues and spread to different parts of the body in the blood where they form secondary tumours. Scientists have identified lifestyle risk factors for various types of cancer. There are also genetic risk factors for some cancers.