The tasks involves looking at a step by step to eutrophication. The main focus of the lesson is to get the students to answer and improve a 6 mark question.

The lesson start by looking at non-indigenous species and how the influence a food web. The next task looks at fish farming (inline with exam spec) and the ecological problems associated with fish farming. The lesson concluded with an exam question.

Percentile charts and cell differentiation - 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 at why percentile charts are used, this is done by levelled examples followed by some teacher led questions. The lesson then moves on to cell differentiation that is formatively assessed with a hinge point question. The lesson concludes with an exit ticket.

Here are the learning outcomes, I have broken them up into more manageable sections. There is also an entry test to assess baseline knowledge. This is not a resource to purchase alone but as a bundle.

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). There is a focus on a creature called Demodex, a parasite that lives in 17% of the populations skin pores. The lesson stresses the differences an advantages and disadvantages of light vs electron microscopes. The lesson features a hinge question to determine students ability which leads into a Cloze activity for lower ability students or an open ended research task for the higher ability.

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.

This lesson starts with a assessment before directing the students to different tasks depending on understanding. This is not a stand alone lessons and should be purchased with my other CB4 resources: https://www.tes.com/teaching-resource/cb4-learning-outcome-sheet-exit-ticket-tracker-and-5-lessons-11420893 The lesson does require the Edexcel text books

The lesson covers the core practical spec points for how to use a belt transect. This lesson is very simple and best purchased as a bundle.

The lessons starts by reviewing previous learning before looking at aerobic and anaerobic respiration via demonstrations and questions. The lesson then get students to focus on a comparison of aerobic and anaerobic respiration in the style of a GSCE 6 mark question. The lesson concludes with an exit ticket

The lesson provides a definition of continuous and discontinuous variation, the students then apply their gained knowledge to a variety of graphs to identify different variation. Inbuilt into the lesson is a hinge point question, this is a string AFL device that directs learning to a distinct differentiated task. The students get an explanation with various examples of environmental and inherited variation. They then get the opportunity to show off their knowledge with two outcome differentiated worksheets. The lesson concludes with an exit ticket.

The lesson starts with 8 recall questions before discussing the components of blood. The information is summerised in a carousel style task looking at the function and adaption of each component of blood. The lesson then moves to looking at the different blood vessels and a adaptions of each. This is a lesson very much focused on memory and short activities.

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.

Lesson 5 look at the concept of relative motion, it is a lesson aimed for students who are looking to study GCSE Edexcel. The lesson starts with a review of previous learning via the RAGing of topics over the last 4 lessons. It then moves on to look at a train crash (not graphic or upsetting) an gets the students to think about what the implication of this are. The lesson swiftly moves to some animations of relative motion to encourage the students to gain an understanding via a think, pair, share activity. There is then a hinge question to direct learning and assess understanding this leads into a differentiated task either gold, silver or bronze, there is included a purple extension. Student have the opportunity to demonstrate their understanding with a differentiated challenge question 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 focuses on Bunsen burner safety and incorporating the idea of chemical potential energy. Would not recommend as a stand alone lesson.

This CPD session is set to last about 20 mins. I used this technique extensively as a science teacher; both to assess misconception and to drive differentiation. The presentation includes examples from other subjects as well as the theory and justification to using them.

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.