Learning objectives:​ Describe the stimuli that plants respond to​ Describe plant growth factors such as IAA​ Explain phototropism in flowering plants​ Explain gravitropism in flowering plants Only exam questions need to be printed, rest is print free.

Full lesson for ELC AQA spec. for EAL GCSE learners. component 1: The human body Outcomes​ Respiration releases the energy needed for living processes and is represented by the equation:​ glucose + oxygen → carbon dioxide + water (+ energy)​ Students should know the word equation for respiration.​ Students should know that glucose is derived from the diet and that carbon dioxide and oxygen gases are exchanged through the lungs.​ Lifestyle can have an effect on people’s health eg diet and exercise are linked to obesity; smoking to cancer; alcohol to liver and brain function.​ A healthy diet contains the right balance of the different food groups you need and the right amount of energy.​ People who exercise regularly are usually fitter than people who take little exercise.

Describe ultrafiltration and the production of glomerular filtrate​ Explain reabsorption of water by the proximal convoluted tubule ​ Explain how a gradient of sodium ions in the medulla of the loop of Henley is maintained ​ Explain the role of the distal convoluted tubule and collecting duct in the reabsorption of water​ Full lesson

Learning outcomes: -Describe the factors that affect the speed of conductance of an action potential -Explain what is meant by the refractory period -Explain the role of the refractory period in separating one impulse from the next -Explain the concept of an all-or-nothing principle

Learning outcomes: Explain what is meant by antagonistic muscles and how they operate ​ Summarise the evidence that supports the sliding filament mechanism of muscle contraction ​ Explain how the sliding filament mechanism causes a muscle to contract and relax ​ State where the energy for muscle contraction comes from​

Learning outcomes: Describe the two main types of diabetes and how they differ​ Describe how each type of diabetes can be controlled​

This lesson introduces students to the structure, function, and biological importance of ATP (adenosine triphosphate), aligning with the AQA A-level Biology specification on Biological Molecules. The lesson covers the following key areas: What ATP is: Students will learn what ATP is and why it’s considered the cell’s immediate energy source. Structure of ATP: Students will explore the structure of ATP, including its components (adenine, ribose, and three phosphate groups). ATP Hydrolysis and Synthesis: The lesson explains how ATP is hydrolyzed to release energy (ATP → ADP + Pi) and how it is synthesized through processes such as oxidative phosphorylation, photophosphorylation, and substrate-level phosphorylation. Role of ATP in Cellular Processes: Students will understand how ATP is used in metabolic reactions, active transport, muscle contraction, and the synthesis of macromolecules.

Biological molecules unit This comprehensive 1-hour lesson covers the key factors affecting enzyme action, including temperature, pH, substrate concentration, and enzyme concentration. Designed to engage students of all abilities, the lesson includes a range of tasks, graphs, and exam-style questions. With clear teacher notes and suggested images, this resource ensures that every concept is fully covered according to the AQA specification. Learning Objectives: Measure the rate of enzyme-catalyzed reactions. Explain how temperature affects enzyme activity, including the concepts of optimum temperature and denaturation. Describe the impact of pH on enzyme activity and the importance of optimum pH. Understand how substrate concentration affects reaction rates, including the idea of active site saturation. Analyze how enzyme concentration influences reaction rates, considering the saturation point. This resource includes PowerPoint slides with differentiated tasks, clear explanations, and engaging plenary activities to reinforce learning. Perfect for A-level biology teachers looking for a ready-to-use lesson aligned with the AQA specification.

For the new AQA 2016 onwards specification. Learning outcomes: -Recall the hazards of acids and alkali and how to handle them safety -Describe the differences between concentrated and dilute solutions of an acid -Compare the properties of acids and alkali

Learning objective: Explain how information is transmitted across a synapse.

Learning outcomes: Describe how carbohydrates are constructed. Describe the structure of monosaccharides. Describe how to carry out the Benedict’s test for reducing and non-reducing sugars. *ALL WORKSHEETS ARE WITHIN THE PPT.

Learning outcomes: Explain how alpha glucose monomers are arranged to form polymers of starch and glycogen ​ Explain how alpha glucose monomers are arranged to form polymers of starch and glycogen Explain how beta glucose monomers are arranged to form the polymer cellulose​ Explain how the molecular structures of starch, glycogen and cellulose relate to their functions​ *This resource is print-free

Learning outcomes: -State what totipotent cells are -Explain how cells lose their totipotency and become specialised -Describe cell differentiation and specialisation -Describe the origins and types of stem cells -Explain how totipotent stem cells can treat disease

Learning outcomes covered: Explain what negative feedback is​ Explain how negative feedback helps to control homeostatic processes​ Distinguish between negative and positive feedback Worksheet and answer sheet included.

Learning outcomes: Describe the structure of a synapse​ Describe the functions that synapses perform

Learning outcome 5: Infectious (communicable) diseases are caused by microorganisms called pathogens. These may reproduce rapidly inside the body and may produce poisons (toxins) that make us feel ill. Viruses damage cells in which they reproduce. For ELC spec. All worksheets in the ppt.

Full lesson, AQA spec GCSE, has translations of certain tasks in: turkish, kurdish, kurdish sorani, spanish and french outcomes: The human digestive system contains a variety of organs: salivary glands stomach liver gall bladder pancreas small intestine large intestine. Students should be able to identify the position of these organs on a diagram of the digestive system. Enzymes are used to convert food into soluble substances that can be absorbed into the bloodstream.

Learning objectives: -Distinguish between nervous and hormonal co-ordination -Describe the structure of a myelinated motor neuron -Describe the different types of neuron. This is for the AQA A-level biology specification: Unit: 3.6 Organisms respond to changes in their environment

Full lesson, ready to use. Learning outcomes:​ Define a stimulus and response​ Examine the advantage of being able to respond to stimuli​ Describe taxes, kinesis and tropisms​ Explain how each type of response increases an organisms chances of survival