These questions are designed for students enrolled in the Cambridge IGCSE Biology 0610 (2023-25) course, and covers the topic 20 Human Influences on Ecosystems. These questions would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.

✓ Reviews all syllabus points ✓ Great topic review or revision resource ✓ Can be cut into revision cards ✓ Answers available as shown on presentation slides linked with the topic ✓ Key to highlight level of understanding ✓ Encourages independent study, knowledge retrieval practice and metacognition This review worksheet is designed for students enrolled in the Cambridge IGCSE Biology 0610 (2023-25) course, and covers the topic 20 Human Influences on Ecosystems. The worksheet is divided into different boxes to help students break down the information and organise what they need to know. It is double-sided and should be printed on A3 paper for students to complete. If printed single-sided, students can also cut the little boxes into flashcards for further study. The tasks are split into different boxes to help students break down the information and organise what they need to know. This resource has been designed so that students can highlight the worksheet, rating each box either red, amber or green. When I complete this I ask students to highlight their boxes as follows: Green - The student can complete this in exam conditions (This means the student understands and remembers this information) Amber - The student can complete this after checking their notes, resources or asking a classmate (The student understands this but doesn’t remember it) Red - The student can’t complete this without asking for serious help (The student doesn’t understand or remember this) You can then go over the answers for the remaining red sections with the class at the end of the lesson. This system helps students to think about the importance of knowledge retrieval and metacognition when revising. It also allows the class to settle by asking them to working in exam conditions by completing the green sections first at the start of the lesson. Finally it allows you to have immediate visual feedback about student understanding of your teaching. This lesson would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.

THIS RESOURCE IS FREE (AND EVERYTHING ELSE IN THIS TOPIC) I believe it is our collective responsibility to deliver this topic with as much impact as possible, ensuring that students truly grasp the significance of our actions against the environment. By giving students a voice to discuss these issues and empowering them to actively contribute to the creation of a sustainable future, they can start to inspire change in themselves, others and hopefully (one day) the wider world. ✓ Engaging presentation ✓ Recaps previous learning ✓ Lots of short AFL tasks ✓ Exam question examples This lesson on Conservation is designed for KS4 Science students enrolled in the CIE Cambridge IGCSE Biology 0610 (2023-25) course. This is the fourth and last lesson in the topic 20 Human Influences on Ecosystems. The lesson recaps previous learning from other linked topics to ensure students have a strong foundation before diving into the material. It also includes concise and easy-to-understand information and a variety of quick assessment for learning tasks to help students solidify their understanding of the topic. There is a strong emphasis on answering exam questions, with examples and the mark scheme included in the presentation. Objectives: Describe a sustainable resource as one which is produced as rapidly as it is removed from the environment so that it does not run out State that some resources can be conserved and managed sustainably, limited to forests and fish stocks Explain why organisms become endangered or extinct, including: climate change, habitat destruction, hunting, overharvesting, pollution and introduced species Describe how endangered species can be conserved, limited to: (a) monitoring and protecting species and habitats (b) education © captive breeding programmes (d) seed banks Explain how forests can be conserved using: education, protected areas, quotas and replanting Explain how fish stocks can be conserved using: education, closed seasons, protected areas, controlled net types and mesh size, quotas and monitoring Describe the reasons for conservation programmes, limited to: (a) maintaining or increasing biodiversity (b) reducing extinction © protecting vulnerable ecosystems (d) maintaining ecosystem functions, limited to nutrient cycling and resource provision, including food, drugs, fuel and genes Describe the use of artificial insemination (AI) and in vitro fertilisation (IVF) in captive breeding programmes Explain the risks to a species if its population size decreases, reducing genetic variation (knowledge of genetic drift is not required) This lesson would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.

THIS RESOURCE IS FREE (AND EVERYTHING ELSE IN THIS TOPIC) I believe it is our collective responsibility to deliver this topic with as much impact as possible, ensuring that students truly grasp the significance of our actions against the environment. By giving students a voice to discuss these issues and empowering them to actively contribute to the creation of a sustainable future, they can start to inspire change in themselves, others and hopefully (one day) the wider world. ✓ Engaging presentation ✓ Recaps previous learning ✓ Lots of short AFL tasks ✓ Exam question examples This lesson on Pollution is designed for KS4 Science students enrolled in the CIE Cambridge IGCSE Biology 0610 (2023-25) course. This is the third lesson in the topic 20 Human Influences on Ecosystems. The lesson recaps previous learning from other linked topics to ensure students have a strong foundation before diving into the material. It also includes concise and easy-to-understand information and a variety of quick assessment for learning tasks to help students solidify their understanding of the topic. There is a strong emphasis on answering exam questions, with examples and the mark scheme included in the presentation. Objectives: Describe the effects of untreated sewage and excess fertiliser on aquatic ecosystems Describe the effects of non-biodegradable plastics, in both aquatic and terrestrial ecosystems Describe the sources and effects of pollution of the air by methane and carbon dioxide, limited to: the enhanced greenhouse effect and climate change Explain the process of eutrophication of water, limited to: increased availability of nitrate and other ions; increased growth of producers; increased decomposition after death of producers; increased aerobic respiration by decomposers; reduction in dissolved oxygen; death of organisms requiring dissolved oxygen in water This lesson would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.

THIS RESOURCE IS FREE (AND EVERYTHING ELSE IN THIS TOPIC) I believe it is our collective responsibility to deliver this topic with as much impact as possible, ensuring that students truly grasp the significance of our actions against the environment. By giving students a voice to discuss these issues and empowering them to actively contribute to the creation of a sustainable future, they can start to inspire change in themselves, others and hopefully (one day) the wider world. ✓ Engaging presentation ✓ Recaps previous learning ✓ Lots of short AFL tasks ✓ Exam question examples This lesson on Habitat Destruction is designed for KS4 Science students enrolled in the CIE Cambridge IGCSE Biology 0610 (2023-25) course. This is the second lesson in the topic 20 Human Influences on Ecosystems. The lesson recaps previous learning from other linked topics to ensure students have a strong foundation before diving into the material. It also includes concise and easy-to-understand information and a variety of quick assessment for learning tasks to help students solidify their understanding of the topic. There is a strong emphasis on answering exam questions, with examples and the mark scheme included in the presentation. Objectives: Describe biodiversity as the number of different species that live in an area Describe the reasons for habitat destruction, including: (a) increased area for housing, crop plant production and livestock production; (b) extraction of natural resources; © freshwater and marine pollution State that through altering food webs and food chains, humans can have a negative impact on habitats Explain the undesirable effects of deforestation as an example of habitat destruction, to include: reducing biodiversity, extinction, loss of soil, flooding and increase of carbon dioxide in the atmosphere This lesson would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.

THIS RESOURCE IS FREE (AND EVERYTHING ELSE IN THIS TOPIC) I believe it is our collective responsibility to deliver this topic with as much impact as possible, ensuring that students truly grasp the significance of human influences on ecosystems on an international scale. By giving students a voice to discuss these issues and empowering them to actively contribute to the creation of a sustainable future, they can start to inspire change in themselves, the people around them and (hopefully one day) the wider world. ✓ Engaging presentation ✓ Recaps previous learning ✓ Lots of short AFL tasks ✓ Exam question examples This lesson on Food Supply is designed for KS4 Science students enrolled in the CIE Cambridge IGCSE Biology 0610 (2023-25) course. This is the first lesson in the topic 20 Human Influences on Ecosystems. The lesson recaps previous learning from other linked topics to ensure students have a strong foundation before diving into the material. It also includes concise and easy-to-understand information and a variety of quick assessment for learning tasks to help students solidify their understanding of the topic. There is a strong emphasis on answering exam questions, with examples and the mark scheme included in the presentation. Objectives: Describe how humans have increased food production, limited to: (a) agricultural machinery to use larger areas of land and improve efficiency (b) chemical fertilisers to improve yields © insecticides to improve quality and yield (d) herbicides to reduce competition with weeds (e) selective breeding to improve production by crop plants and livestock Describe the advantages and disadvantages of large-scale monocultures of crop plants Describe the advantages and disadvantages of intensive livestock production This lesson would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.

These questions are designed for students enrolled in the Cambridge IGCSE Biology 0610 (2023-25) course, and covers the topic 17 Inheritance. These questions would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.

✓ Reviews all syllabus points ✓ Great topic review or revision resource ✓ Can be cut into revision cards ✓ Answers available as shown on presentation slides linked with the topic ✓ Key to highlight level of understanding ✓ Encourages independent study, knowledge retrieval practice and metacognition This review worksheet is designed for students enrolled in the Cambridge IGCSE Biology 0610 (2023-25) course, and covers the topic 19 Organisms and Their Environment. The worksheet is divided into different boxes to help students break down the information and organise what they need to know. It is double-sided and should be printed on A3 paper for students to complete. If printed single-sided, students can also cut the little boxes into flashcards for further study. The tasks are split into different boxes to help students break down the information and organise what they need to know. This resource has been designed so that students can highlight the worksheet, rating each box either red, amber or green. When I complete this I ask students to highlight their boxes as follows: Green - The student can complete this in exam conditions (This means the student understands and remembers this information) Amber - The student can complete this after checking their notes, resources or asking a classmate (The student understands this but doesn’t remember it) Red - The student can’t complete this without asking for serious help (The student doesn’t understand or remember this) You can then go over the answers for the remaining red sections with the class at the end of the lesson. This system helps students to think about the importance of knowledge retrieval and metacognition when revising. It also allows the class to settle by asking them to working in exam conditions by completing the green sections first at the start of the lesson. Finally it allows you to have immediate visual feedback about student understanding of your teaching. This lesson would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.

✓ Reviews all syllabus points ✓ Great topic review or revision resource ✓ Can be cut into revision cards ✓ Answers available as shown on presentation slides linked with the topic ✓ Key to highlight level of understanding ✓ Encourages independent study, knowledge retrieval practice and metacognition This review worksheet is designed for students enrolled in the Cambridge IGCSE Biology 0610 (2023-25) course, and covers the topic 18 Variation and Selection. The worksheet is divided into different boxes to help students break down the information and organise what they need to know. It is double-sided and should be printed on A3 paper for students to complete. If printed single-sided, students can also cut the little boxes into flashcards for further study. The tasks are split into different boxes to help students break down the information and organise what they need to know. This resource has been designed so that students can highlight the worksheet, rating each box either red, amber or green. When I complete this I ask students to highlight their boxes as follows: Green - The student can complete this in exam conditions (This means the student understands and remembers this information) Amber - The student can complete this after checking their notes, resources or asking a classmate (The student understands this but doesn’t remember it) Red - The student can’t complete this without asking for serious help (The student doesn’t understand or remember this) You can then go over the answers for the remaining red sections with the class at the end of the lesson. This system helps students to think about the importance of knowledge retrieval and metacognition when revising. It also allows the class to settle by asking them to working in exam conditions by completing the green sections first at the start of the lesson. Finally it allows you to have immediate visual feedback about student understanding of your teaching. This lesson would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.

✓ Engaging powerpoint ✓ Recaps previous linked learning ✓ Graph exam technique focus ✓ Past paper questions and mark scheme This lesson on Populations is designed for KS4 Science students enrolled in the CIE Cambridge IGCSE Biology 0610 (2023-25) course. This is the third and last lesson in the topic 19 Organisms and Their Environment. The lesson recaps previous learning from other linked topics to ensure students have a strong foundation before diving into the material. It also includes concise and easy-to-understand information and a variety of quick assessment for learning tasks to help students solidify their understanding of the topic. Just glance through the PowerPoint presentation and you are ready to go! There are also lots of example exam questions taken from past papers to deepen students understanding of the topic. Objectives Describe a population as a group of organisms of one species, living in the same area, at the same time Describe a community as all of the populations of different species in an ecosystem Describe an ecosystem as a unit containing the community of organisms and their environment, interacting together Identify and state the factors affecting the rate of population growth for a population of an organism, limited to food supply, competition, predation and disease Identify the lag, exponential (log), stationary and death phases in the sigmoid curve of population growth for a population growing in an environment with limited resources Interpret graphs and diagrams of population growth Explain the factors that lead to each phase in the sigmoid curve of population growth, making reference, where appropriate, to the role of limiting factors This lesson would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.

✓ Engaging powerpoint ✓ Recaps previous linked learning ✓ Worksheet with diagrams ✓ Past paper questions and mark scheme This lesson on Nutrient Cycles is designed for KS4 Science students enrolled in the CIE Cambridge IGCSE Biology 0610 (2023-25) course. This is the second lesson in the topic 19 Organisms and Their Environment. The lesson recaps previous learning from other linked topics to ensure students have a strong foundation before diving into the material. It also includes concise and easy-to-understand information and a variety of quick assessment for learning tasks to help students solidify their understanding of the topic. Just glance through the PowerPoint presentation and you are ready to go! This resource also includes a worksheet with two diagrams; the carbon cycle and the nitrogen cycle. Students are asked at first to match up the image with the statements. This can be printed on one sheet of A4. There are also lots of example exam questions taken from past papers to deepen students understanding of the topic. Objectives Describe the carbon cycle, limited to: photosynthesis, respiration, feeding, decomposition, formation of fossil fuels and combustion Describe the nitrogen cycle with reference to: decomposition of plant and animal protein to ammonium ions, nitrification, nitrogen fixation by lightning and bacteria, absorption of nitrate ions by plants, production of amino acids and proteins, feeding and digestion of proteins, deamination, denitrification State the roles of microorganisms in the nitrogen cycle, limited to: decomposition, nitrification, nitrogen fixation and denitrification (generic names of individual bacteria, e.g. Rhizobium, are not required) This lesson would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.

✓ Engaging powerpoint ✓ Recaps previous learning ✓ Lots of short AFL tasks ✓ Past paper questions and mark scheme This lesson on Monohybrid Inheritance is designed for KS4 Science students enrolled in the CIE Cambridge IGCSE Biology 0610 (2023-25) course. This is the third and last lesson in the topic 17 Inheritance. The lesson recaps previous learning from other linked topics to ensure students have a strong foundation before diving into the material. It also includes concise and easy-to-understand information and a variety of quick assessment for learning tasks to help students solidify their understanding of the topic. This resource also includes past paper questions alongside a mark scheme to further deepen students’ understanding. These questions can be printed on one sheet of A4 (using ‘two pages one sheet’ on your printing settings). These can be used during the lesson, as homework or revision. Objectives: Describe inheritance as the transmission of genetic information from generation to generation Describe genotype as the genetic make-up of an organism and in terms of the alleles present Describe phenotype as the observable features of an organism Describe homozygous as having two identical alleles of a particular gene State that two identical homozygous individuals that breed together will be pure-breeding Describe heterozygous as having two different alleles of a particular gene State that a heterozygous individual will not be pure-breeding 8 Describe a dominant allele as an allele that is expressed if it is present in the genotype Describe a recessive allele as an allele that is only expressed when there is no dominant allele of the gene present in the genotype Interpret pedigree diagrams for the inheritance of a given characteristic Use genetic diagrams to predict the results of monohybrid crosses and calculate phenotypic ratios, limited to 1 : 1 and 3: 1 ratios Use Punnett squares in crosses which result in more than one genotype to work out and show the possible different genotypes Explain how to use a test cross to identify an unknown genotype Describe codominance as a situation in which both alleles in heterozygous organisms contribute to the phenotype Explain the inheritance of ABO blood groups: phenotypes are A, B, AB and O blood groups and alleles are IA , IB and Io Describe a sex-linked characteristic as a feature in which the gene responsible is located on a sex chromosome and that this makes the characteristic more common in one sex than in the other Describe red-green colour blindness as an example of sex linkage Use genetic diagrams to predict the results of monohybrid crosses involving codominance or sex linkage and calculate phenotypic ratios This lesson would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.

This revision worksheet is designed for students enrolled in the Cambridge IGCSE Biology 0610 (2023-25) course, and covers the topic of ‘17 Inheritance’. The worksheet is divided into different boxes to help students break down the information and organize what they need to know. It is double-sided and should be printed on A3 paper for students to complete. If printed single-sided, students can also cut the little boxes into flashcards for further study. The tasks are split into different boxes to help students break down the information and organise what they need to know. This resource has been designed so that students can highlight the worksheet, rating each box either red, amber or green. When I complete this I ask students to highlight their boxes as follows: Green - I can complete this in exam conditions (The student understands and remembers this) Amber - I can complete this after checking my notes, resources or asking a classmate (The student understands this but doesn’t remember it) Red - I can’t complete this without asking for serious help (The student doesn’t understand or remember this) You can then go over the answers for the remaining red sections with the class at the end of the lesson. This system helps students to think about the importance of knowledge retrieval and metacognition when revising. It also allows the class to settle by asking them to working in exam conditions by completing the green sections first at the start of the lesson. Finally it allows you to have immediate visual feedback about student understanding of your teaching.

✓ Engaging powerpoint ✓ Recaps previous learning ✓ Lots of short AFL tasks ✓ Exam question examples This lesson on Mitosis and Meiosis is designed for KS4 Science students enrolled in the CIE Cambridge IGCSE Biology 0610 (2023-25) course. This is the second lesson in the topic 17 Inheritance. The lesson recaps previous learning from other linked topics to ensure students have a strong foundation before diving into the material. It also includes concise and easy-to-understand information and a variety of quick assessment for learning tasks to help students solidify their understanding of the topic. There is a strong emphasis on answering exam questions, with examples and the mark scheme included in the presentation. Objectives: Describe mitosis as nuclear division giving rise to genetically identical cells (details of the stages of mitosis are not required) State the role of mitosis in growth, repair of damaged tissues, replacement of cells and asexual reproduction State that the exact replication of chromosomes occurs before mitosis State that during mitosis, the copies of chromosomes separate, maintaining the chromosome number in each daughter cell Describe stem cells as unspecialised cells that divide by mitosis to produce daughter cells that can become specialised for specific functions State that meiosis is involved in the production of gametes Describe meiosis as a reduction division in which the chromosome number is halved from diploid to haploid resulting in genetically different cells (details of the stages of meiosis are not required) This lesson would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.

This lesson on Energy Flow, Food Webs and Food Chains is designed for KS4 Science students enrolled in the CIE Cambridge IGCSE Biology 0610 (2023-25) course. This is the third lesson in the ‘Topic: 19 Organisms and Their Environment’ topic. The lesson recaps previous learning from other linked topics to ensure students have a strong foundation before diving into the material. It also includes concise and easy-to-understand information and a variety of quick assessment for learning tasks to help students solidify their understanding of the topic. Just glance through the PowerPoint presentation and you are ready to go! This resource also includes past paper questions on drawing pyramids of numbers and biomass alongside a mark scheme to further deepen students’ understanding. These questions can be printed on one sheet of A4 (using ‘two pages one sheet’ on your printing settings). These can be used during the lesson, as homework or revision. Objectives State that the Sun is the principal source of energy input to biological systems Describe the flow of energy through living organisms, including light energy from the Sun and chemical energy in organisms, and its eventual transfer to the environment Describe a food chain as showing the transfer of energy from one organism to the next, beginning with a producer Construct and interpret simple food chains Describe a food web as a network of interconnected food chains and interpret food webs Describe a producer as an organism that makes its own organic nutrients, usually using energy from sunlight, through photosynthesis Describe a consumer as an organism that gets its energy by feeding on other organisms State that consumers may be classed as primary, secondary, tertiary and quaternary according to their position in a food chain Describe a herbivore as an animal that gets its energy by eating plants Describe a carnivore as an animal that gets its energy by eating other animals Describe a decomposer as an organism that gets its energy from dead or waste organic material Use food chains and food webs to describe the impact humans have through overharvesting of food species and through introducing foreign species to a habitat njefhVCHJVASJ`YGVYSA

✓ Engaging powerpoint ✓ Recaps previous linked learning ✓ Lots of AFL tasks and activities ✓ Past paper questions and mark scheme This lesson on Natural and Artificial Selection is designed for KS4 Science students enrolled in the CIE Cambridge IGCSE Biology 0610 (2023-25) course. This is the third and last lesson in the topic 18 Variation and Selection. The lesson recaps previous learning from other linked topics to ensure students have a strong foundation before diving into the material. It also includes concise and easy-to-understand information and a variety of quick assessment for learning tasks to help students solidify their understanding of the topic. Just glance through the PowerPoint presentation and you are ready to go! This resource also includes past paper questions for optional printing alongside a mark scheme to further deepen students’ understanding. Objectives Describe natural selection with reference to: (a) genetic variation within populations, (b) production of many offspring, © struggle for survival, including competition for resources, (d) a greater chance of reproduction by individuals that are better adapted to the environment than others, (e) these individuals pass on their alleles to the next generation Describe selective breeding with reference to: (a) selection by humans of individuals with desirable features, (b) crossing these individuals to produce the next generation, © selection of offspring showing the desirable features Outline how selective breeding by artificial selection is carried out over many generations to improve crop plants and domesticated animals and apply this to given contexts Describe adaptation as the process, resulting from natural selection, by which populations become more suited to their environment over many generations Describe the development of strains of antibiotic resistant bacteria as an example of natural selection Outline the differences between natural and artificial selection This lesson would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.

✓ Engaging powerpoint ✓ Recaps previous learning ✓ Lots of AFL tasks and activities ✓ Exam question examples This lesson on Chromosomes, Genes and Proteins is designed for KS4 Science students enrolled in the CIE Cambridge IGCSE Biology 0610 (2023-25) course. This is the first lesson in the topic 17 Inheritance. The lesson recaps previous learning from other linked topics to ensure students have a strong foundation before diving into the material. It also includes concise and easy-to-understand information and a variety of quick assessment for learning tasks to help students solidify their understanding of the topic. There is a strong emphasis on answering exam questions, with examples and the mark scheme included in the presentation. Objectives: State that chromosomes are made of DNA, which contains genetic information in the form of genes Define a gene as a length of DNA that codes for a protein Define an allele as an alternative form of a gene Describe the inheritance of sex in humans with reference to X and Y chromosomes State that the sequence of bases in a gene determines the sequence of amino acids used to make a specific protein (knowledge of the details of nucleotide structure is not required) Explain that different sequences of amino acids give different shapes to protein molecules Explain that DNA controls cell function by controlling the production of proteins, including enzymes, membrane carriers and receptors for neurotransmitters Explain how a protein is made, limited to: the gene coding for the protein remains in the nucleus, messenger RNA (mRNA) is a copy of a gene, mRNA molecules are made in the nucleus and move to the cytoplasm, the mRNA passes through ribosomes, the ribosome assembles amino acids into protein molecules, the specific sequence of amino acids is determined by the sequence of bases in the mRNA (knowledge of the details of transcription or translation is not required) Explain that most body cells in an organism contain the same genes, but many genes in a particular cell are not expressed because the cell only makes the specific proteins it needs Describe a haploid nucleus as a nucleus containing a single set of chromosomes Describe a diploid nucleus as a nucleus containing two sets of chromosomes State that in a diploid cell, there is a pair of each type of chromosome and in a human diploid cell there are 23 pairs This lesson would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.

✓ Engaging powerpoint ✓ Recaps previous learning ✓ Lots of AFL tasks and activities ✓ Worksheet for class survey activity ✓ Lots of graph exam skills This lesson on Variation is designed for KS4 Science students enrolled in the CIE Cambridge IGCSE Biology 0610 (2023-25) course. This is the first lesson in the topic 18 Variation and Selection. The lesson recaps previous learning from other linked topics to ensure students have a strong foundation before diving into the material. It also includes concise and easy-to-understand information and a variety of quick assessment for learning tasks to help students solidify their understanding of the topic. There is a strong emphasis on graph skills, and particular what students should watch out for in exams. This resource also includes a worksheet to print with tables for students to fill in during a classroom survey activity. I would also make sure that you have graph paper to hand. Objectives: Describe variation as differences between individuals of the same species State that continuous variation results in a range of phenotypes between two extremes; examples include body length and body mass State that discontinuous variation results in a limited number of phenotypes with no intermediates; examples include ABO blood groups, seed shape in peas and seed colour in peas State that discontinuous variation is usually caused by genes only and continuous variation is caused by both genes and the environment Investigate and describe examples of continuous and discontinuous variation Describe gene mutation as a random change in the base sequence of DNA State that mutation is the way in which new alleles are formed State that ionising radiation and some chemicals increase the rate of mutation State that mutation, meiosis, random mating and random fertilisation are sources of genetic variation in populations This lesson would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.

✓ Engaging powerpoint ✓ Recaps previous learning ✓ Lots of AFL tasks and activities ✓ Past paper questions and mark scheme This lesson on Adaptive Features is designed for Science students enrolled in the CIE Cambridge IGCSE Biology 0610 (2023-25) course. This is the second lesson in the topic 18 Variation and Selection. The lesson recaps previous learning from other linked topics to ensure students have a strong foundation before diving into the material. It also includes concise and easy-to-understand information and a variety of quick assessment for learning tasks to help students solidify their understanding of the topic. Just glance through the PowerPoint presentation and you are ready to go! This resource also includes past paper questions for printing alongside a mark scheme to further deepen students’ understanding. Objectives: Understand and describe how adaptive features are inherited traits that help organisms survive and reproduce in their environment Analyze images or other information to identify and describe the adaptive features of a species Explain the unique adaptive features of hydrophytes and xerophytes in relation to their respective environments. This lesson would also be adaptable for all GCSE students (whether AQA, Edexcel, OCR) and great for KS3 Science or as a GCSE revision resource.