The lesson involves students recapping knowledge on cells and specialised cells from the first part of the unit. They then make plasticine models of the reproductive organs and label diagrams of the reproductive organs. Students can then be given the opportunity to improve their models. The lesson ends with a mini-whiteboard plenary. Please rate & comment as appropriate.

A year 7 introduction to reproduction. Students are asked to write any words they know associated with reproduction - this is a good point to discuss what is slang and which words will be acceptable to use in science. Students are then asked to come up with their own rules for how to behave in the lessons on reproduction. Students also came up with consequences for breaking these rules. Students then share any previous knowledge by completing the table. The lesson ends with an anonymous question-answering session. Please rate & comment as appropriate.

Year 7 revision lesson on the cells topic. Students play bingo by listening to the definitions of the key words. Students put up their hands to give their answer which is shared with the rest of the group then ticked off. The second half of the lesson is designed as a 'pub quiz' activity - students get into team of 5/6 and come up with a team name. Answers are peer-assessed. Prizes were given to the winners to keep up the competitive spirit. Please rate & comment as appropriate

A year 7 lesson designed as an introduction to some of the major organ systems. for the starter I drew an organ onto the torso and students wrote the name on their mini whiteboards.The idea of transplants and ethics is introduced. Slides 13 and 14 were printed onto one A4 sheet and given to all students. The statements were discussed as a class and students ticked the sheets. An opinion line was then formed in the class. Statements were discussed further to allow students to change their minds if they wished. Please rate & comment as appropriate.

Year 7 lesson as an introduction to the concepts of tissues & organs. Students watch the video about the F1 pitstop team as an introduction. Students then copy down the diagram and complete the CLOZE passage. Students are introduced to the location of some of the major organs of the body by completing a cut and stick exercise. I also used a model of the human body to help illustrate this. As a plenary, students vote of true/false questions - could also be done with red/green cards. Please rate é comment as appropriate.

Students develop their HSW skills during the lesson by creating a dichotomous key. Students also recap prior knowledge of animal and plant cell structure and are introduced to a number of specialised cells. Students are encouraged to cut out and sort the cells as they draw their diagrams, as a visual and kinaesthetic activity. The plenary involves students identifying key features of a cell to try and determine its function. Please rate & comment as appropriate.

The idea of cell division is discussed as a starter. Students then look at pre-prepared slides of cells at different stages of division and try to determine the correct order. There is a slide with cells at different stages of division also, if pre-prepared slides are not available. Students attempt to determine the order. The lesson ends with a discussion of the big question. Please rate & comment as appropriate.

A year 7 lesson with a focus on animal cells and also animal & plant cell structure. Students prepare slides with their own cheek cells, then examine them under the microscope. They then compare these with the onion cells they examined in the previous lesson. Students are given the black and white version of the animal and plant cells - they draw lines to match up the correct parts of the cell. The plenary can be done as a drag and drop or as a drawing the line. Students can vote on whether they agree/disagree with the answer given. Please rate é comment as appropriate.

A year 7 lesson as an introduction to cells. Students are also introduced to the microscope and how the microscope works. Slide 7 was printed (4 per a4 page) and given to the students. Students then completed the practical exercise, where they prepared slides of onion cells stained with iodine. Students then record their observations.

Designed to be a first lesson with a year 7 class. I ran through all expectations and the 'five Bs'. I printed out a small copy (4 per a4 page) of the five Bs for them to glue on the inside cover of their books. I demonstrated hydrogen balloons to get them engaged and interested then asked them to answer safety questions. I then introduced the science safety passport. Students worked through the points in the passport, ticking them off (as a circus of activities). Please rate & comment as appropriate.

AQA As Biology 2011. Instructions are provided in the notes section of the powerpoint slides. Designed as the second part of a 2-hour double lesson. All questions with reference to the student textbook is with regards to Nelson Thornes AQA As Biology. Please rate & comment as appropriate.

AQA As Biology 2011. A set of lungs will have to be requested before the lesson if you wish to carry out the demo (although it is not necessary to the lesson). I also use a cauliflower and cut it up as a model for the alveoli. Students could also critique this model to develop their HSW skills. This lesson is designed as one half of a double lesson. Please rate & comment as appropriate.

AQA As Biology 2011. Progress test and mark scheme. Questions taken from AQA Past papers - except June 2011. Please rate & comment as appropriate.

AQA As Biology 2011. The student questions are with regards to the student textbook published by Nelson Thornes, AQA As Biology. Please rate & comment as appropriate.

AQA As Biology 2011. Some content was taken from another TES user (thank you!). The questions in the student textbook are with regards to the Nelson Thornes for AQA As Biology. Please rate & comment as appropriate.

AQA As Biology 2011. Students copy down definitions as part of a starter activity. The cardiac cycle is then explained and discussed with the students, as well as pressure and volume changes in the heart (these are marked on the graphs with a red vertical line). The flipchart exercise was taken from TES from another user (thank you!!). Students also completed a 3-part description of the events of the cardiac cycle (attached). The practice exam questions were also taken from another TES user (many thanks!) Please rate & comment as appropriate.

AQA As Biology 2011. The dissection is intended to take the whole of a 1-hour lesson. Students can make notes if appropriate as they progress through the lesson. The lesson is designed as a recap and extension on knowledge of the heart structure. The homework is for questions from the student textbook (Nelson Thornes AQA Biology). Please rate & comment as appropriate.

AQA As Biology 2011. Designed as a 2-hour double lesson. The news headlines can be read out to the students. The students then answer the starter question as an introduction to epidemiology. Different parts of epidemiology are discussed & explained, and the students are given various short tasks throughout the lesson. Students are then given the main research task and were allowed to start their presentations for the remainder of the lesson. Please rate é comment as appropriate.

AQA As Biology 2011. The starter is students looking at their agar plates from prev. lesson and answering the questions to elicit a response regarding optimum conditions for growth. Students apply this knowledge to work out sites of entry for pathogens. They post-its to label one another, then present their findings to the rest of the group. The 'some' outcome is discussed as a group, then students then write an answer. The final slide was printed and given to the students so that they could annotate it as it was discussed. Please rate & comment as appropriate.

AQA As Biology 2011. Introduction lesson to pathogens as a cause of disease. Students recap micro-organisms & pathogens from GCSE. Students then swab areas of the lab to determine optimum conditions for microbial growth in a later lesson. The idea of infection Vs disease is addressed. There are a few summary questions at the end to consolidate knowledge. Please rate é comment as appropriate.