Topic three lesson six focuses on mutations. The lesson starts by reviewing the previous learning on punnet squares. The lesson them looks at addition, substitution and deletion before some awe and wonder images of mutations in humans and animals. The students then have the human genome project briefly explained before a short practical activity and then a high level comprehension on albinism and eye colour. The lesson concludes with an exit ticket.

The lesson is specific the new Edexcel GCSE and part of topic 5 (lesson 2). The lesson starts with a gcse biology question looking at the prevalence of TB and HIV. The learning outcomes are then reviewed before the students attempt an independent research task looking at five communicable diseases and answering questions that lead to an understanding of the learning outcome. Their understanding is assessed by matching question and answer card sort, included were in the download, there is a higher order question two push the top end of students. The lesson concludes with a 10 mark exam question which students record in an exit ticket tracker and rank their learning outcomes. There is a model answer to the ten mark exam question included to ensure consistency for the students.

The lesson is of vital importance to young adults as it make students aware of the risk of unprotected sex, the lesson in also LO 5.8 on the new Edexcel 9-1 GCSE scheme. The do it now activity is a image to inspire disgust and conversation around the topic. There is a short video clip and some active watch questions to inspire conversation. The lesson them moves to looking a facts of 7 STIs and ranking them in an arrowhead 7. There is a brief look on the prevention of the contraction of the disease and then students attempt a exam style HSW worksheet; there is an extension built into the worksheet.

Lesson 4b is the follow on for lesson 4. The lesson is written inline with the specification points for Topic 5 Edexcel 9-1 new GCSE. The lesson starts with a differentiated started where the students work up a pyramid of tasks. The information is presented of the methods the body has to defend itself from pathogens before a hinge question assesses understanding of the topic an directs the students to an appropriate task. The lesson finishes with an exam question that can be recorded in the learning outcome tracker.

The lesson starts by establishing what exam success looks like before an independent learning opportunity in which student research questions based on the hand-out slides (in the ppt). The lesson finishes with an exam question and markscheme. This lesson is aimed at promoting independence and assumes the students have already covered the content.

This is aimed at the lower ability students with a focus on key facts and easy win knowledge.

Topic three lesson one focuses on DNA. The lesson starts with an administrative starter ensuring that presentation is to Ofsted Standard. The lesson moves onto discuss DNA using images and key points that build on KS3. Understanding is assessed via a hinge point question and a silver or gold task is allocated to evidence differentiation and give the students the most appropriate task. The lesson gives the students the opportunity to demonstrate their knowledge with and exam style question and markscheme before the lesson concludes with an exit ticket.

Over arching concepts in biology. The lesson is part of a series of lessons that cover topic one of the new GCSE (to be sat in 2017). This lesson pushes the basics of enzyme activity (denaturing, optimum pH, temperature, substrate concentration) It leads to a differentiated activity to help understanding for mid and high ability. The lesson concludes with an annotated exam question from the 2017 GCSE How Science Works questions. There is an exit tick plenary.

This is a revision resource that covers CB1a microscopes. The resource looks at comparing electrons and light microscopes, magnification and image size. There are short quizzes that summerise the learning and a worksheet and exam question to review the topic.

The lesson starts be getting students to make associations between different organisms. There is then a teacher lead (all within the presentation) discussion about the use of 5 kingdoms and the move to the 3 domains. This is then assessed via a deep diagnostic hinge question that direct learning to the students weaker area. The lesson finished on an Edexcel specific exam question with the opportunity to review the answers, this is recorded in the exit ticket tracker.

Cells and Control. The lesson is part of a series of lessons that cover topic two of the new GCSE (to be sat in 2017). The lesson start by looking the theory of stem cells. This is assessed by a hinge point question followed by an extended differentiated task. The second part of the lesson looks at the ethics and difficulties of stem cells. This is build around a silent debate. Both the first and second lesson conclude with an exit ticket.

Over arching concepts in biology. The lesson is part of a series of lessons that cover topic one of the new GCSE (to be sat in 2017). The lesson starts with a presentation focus to ensure the students show pride in their work. It then moves in to introduce the main cells of the lesson: cilliated epithelial, sperm and egg. After a brief introduction to these there is a ten minute Kagan activity where students can gather information about the cell before sharing with their group. This rolls into a true or false hinge point question to direct learning via differentiated association squares. The learners solidify their understanding with a Cloze activity before finishing with an exit ticket

Over arching concepts in biology. The lesson is part of a series of lessons that cover topic one of the new GCSE (to be sat in 2017). The lesson is a very challenging theory lesson based around enzymes. The lesson starts with looking at the enzymes and where in the body enzymes function. The pupils demonstrate their learning through a problem based learning activity where they look at case studies of enzyme deficiencies in patients. There is an exit ticket to finish.

This is a revision resource that encourages independence and learning of key outcomes. This would take a couple of lessons to complete as there are multiple tasks to improve understanding.

Topic three lesson three focuses on Meiosis . The lesson starts with an key word to definition starter. The lesson moves onto a open discussion and a video. Understanding is assessed via a hinge point question and a bronze (cloze), silver (cloze) or gold task (structured open) is allocated to evidence differentiation and give the students the most appropriate task. The lesson gives the students the opportunity to demonstrate their knowledge with a step by step labelled diagram before the lesson concludes with an exit ticket.

This is a revision resource that encourages independence and learning of key outcomes. This would take a couple of lessons to complete as there are multiple tasks to improve understanding.

The lesson starts by reviewing the WHO concerns on antibiotic resistance before looking at how it works. After students see this they prepare a storyboard on antibiotic resistance. Students then attempt an outcome differentiated worksheet before a 3 mark exam question and review of that to end the lesson.

This lesson looks a reviewing the understanding of the students, where understanding is weak the students are directed to a customised resource with some introduction and demonstrate activity. if students have a good understanding of all areas there is an extension task of exam questions. Topic reviewed: CB4a: human evolution CB4b: Darwin's theory CB4c: classification CB4d: selective breeding ** This is not a stand alone resource but should be purchased with ScienceMastery's other CB4 resources.

Topic three lesson five focuses on inheritance. The lesson starts with a key word association. The lesson moves onto look at the most basic variation, male or female, and gives the students the opportunity to make their own observations of a punnet square. The learning journey then looks at cystic fibrosis as a case study to inheritance; both the symptoms and prognosis are discussed. Students then look at pedigree analysis and answer questions regarding it. The main demonstrate activity is differentiated and led by a hinge point question, the lesson concludes with an exit ticket.

This is the entry test to CB4. The purpose of this is to assess baseline knowledge and then where students are weakest and have the least understanding the have a KS3 level introduction to the topic e.g. CB4b - Darwin's theory. The entry test bookmarks progress for the module.