This is for Edexcel A level Biology context-led course. There is information and questions to answer including an exam-style question. I have used and modified some slides from hmc keating's power point on this topic ( on the TES website), and have added some more to suit the teaching of the Edexcel course. Thanks to hmc Keating. The blog link has a little etra about the Red Queen theory of evolution.

More interesting than the usual osmosis investigations! Students will find this a fascination alternative to potato/rhubarb/onion.

Easy to view root hairs, xylem and stomata from the easy to grow cress! Ditch celery and other favourites - this works very well. Please go to the BlogSpot on the resource 'Using Cress seedlings....... as it has photos you can use.

For Edexcel A level context -led approach. Suitable for concept -led? Could be suitable for some parts of other A level boards? My Yr 13s found the 'do cars make us fat ?' interesting.

This covers use of respirometers and the advantages and disadvantages of different types. Has questions as well as information. For Salter-Nuffield Edexcel (context approach).

Intended originally for old BTEC Certificate Biology. Fairly simple worksheet aimed at pass level with more 'how science works' questions at the end.

Students have to work out which children have cystic fibrosis and how they have inherited it from the symptoms and other information given on the sheet. Could be used as an assessment of student's understanding.

Used for old BTEC genetics and with GCSE to teach natural selection. Students can sort cards in order to check their understanding.

Bioaccumulation This power point gives an increasing number of clues to help students work out why people died in the disaster at Minamata. (Bioacccumulation of mercury in the food chain.) My top set Yr 8s enjoyed the challenge.

You can use these to: shuffle and ask pupils to sort them into pros and cons. ask pupils to rank them in order of importance. string a 'washing line' between 2 clampstands and get pupils to position them in rank order of importance/ reasons for and against. Use pegs.