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Whole lessons and resources for the new KS3 and KS4 curricula from 2016.

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Whole lessons and resources for the new KS3 and KS4 curricula from 2016.
Microbes revision lesson - Year 8
hannahradfordhannahradford

Microbes revision lesson - Year 8

(7)
Revision lesson for year 8 students on microbes and disease. Includes a key word grid used for bingo, where the definition is given and students raise their hand to guess the word. Once the correct word is shared with the class, students tick them off. Key word grid could also be used with mini-whiteboards. Also contains a multiple choice quiz which could be done in teams or individually.
Epidemiology & Risk - AQA As Biology.
hannahradfordhannahradford

Epidemiology & Risk - AQA As Biology.

(8)
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.
9.1 Genetic variation & the founder effect
hannahradfordhannahradford

9.1 Genetic variation & the founder effect

(5)
Lesson and activities for AQAs AS Biology 9.1 Genetic variation & the founder effect. All reference to questions and/or pages in the book are from Nelson Thorne's AQA AS Biology student book - ISBN 978-0748782758.
1.4 Competition AQA A2 Biology
hannahradfordhannahradford

1.4 Competition AQA A2 Biology

(4)
Lesson and activities for AQAs A2 Biology 1.4 Competition. Any reference to questions and/or pages from the book refer to Nelson Thorne's AQA A2 Biology student book, ISBN 978-0748798131.
Microbes at work - Year 8
hannahradfordhannahradford

Microbes at work - Year 8

(6)
Lesson plan and activities covering useful microbes and conditions for microbial growth. Includes a simple practical activity around the rising of bread and the conditions needed for the growth of yeast cells.
Heart structure - dissection lesson - AQA As Bio
hannahradfordhannahradford

Heart structure - dissection lesson - AQA As Bio

(5)
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.
6.2 Phagocytosis AQA AS Biology
hannahradfordhannahradford

6.2 Phagocytosis AQA AS Biology

(6)
Lesson and activities for AQAs AS Biology 6.2 Phagocytosis. All reference to questions and/or pages in the book are from Nelson Thorne's AQA AS Biology student book - ISBN 978-0748782758.
Intro to causes of disease - Pathogens. AQA AS
hannahradfordhannahradford

Intro to causes of disease - Pathogens. AQA AS

(4)
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.
Lung structure - AQA As Biology
hannahradfordhannahradford

Lung structure - AQA As Biology

(4)
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.
Specialised cells - Year 7
hannahradfordhannahradford

Specialised cells - Year 7

(3)
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.