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.

Students start by matching famous parents with famous children (most do get correct answers!). Then a discussion on how they did this an dhow characteristics are inherited. It touches on sexual and asexual reproduction through discussion on how different organisms reproduce. Good introduction to a topic. Please rate & comment.

A tick-box worksheet designed as a plenary to cover the social, moral and economical issues surrounding genetic engineering / genetic modification. Please rate & comment as appropriate.

Designed for a second set year 10 class as an introduction to genetic engineering. This was run as a cut and stick activity, but if it was printed in colour it could be done as a card sorting activity, also. Please rate & comment as appropriate.

Designed for the lower ability end of a mid to low ability group of year 9 pupils as part of a Core, Challenge and Super-Challenge activity on combustion. The worksheets covers combustion, fuels, hydrocarbons, word equations and the combination of carbon with oxygen.

Designed for a year 9 mid to low ability group as an introduction to acid rain and how gases can be dissolved in rain. Could also be adapted for a year 7/8 group as an introduction/recap on pH. Please rate & comment as appropriate.

Formation of Sedimentary Rock and Fossils (fossilisation) - differentiated storyboarding task. Designed for year 7/8, could be used to recap with year 9. A really nice task to do as a Core, Challenge, Super-Challenge where pupils choose their own level, or different bits can be used with different ability classes. Please rate & comment as appropriate.

Pupils are provided with examples of organisms and their environments. Pupils must then match up the correct organism with the corrext environment, by writing the organism's name in the table. Designed for an SEN year 9 class to use for revision, but could be adapted to be used for years 7 and 8, also.

Designed for SEN year 9 class, but could be used for year 7 and 8 classes, also. Pupils match up the correct definition with the key word. Could be done as a cut and stick, or drawing a line.