Unannotated graphs for the limiting factors that affect the rate of photosynthesis. Students can use these to explain what pattern the graph shows and then add scientific theory.

Students cut out the statements and put them in the right order and then draw pictures for each step.

Worksheet designed to be used alongside leaf starch testing practical in order to assess studentas understanding of the experiment and application of their knowledge.

A worksheet to help students udnerstand the principles of the bases in DNA coding for amino acids and subsequently proteins. Students work through the DNA sequence matching each triplet of bases to the correct amino acid and then answer the questions.

Microscope to label and the main principles of its use.

Made for the AQA course. Designed to be used with the GCSE textbook 'New Biology for you'.

Includes active transport and bulk transport. Designed to be used for the OCR AS Biology course in combination with the course textbook.

Builds on ideas from GCSE's, introduces concepts such as plasmolysis, turgidity etc

Used for revision at the end of the plants topic.

Students sort out adaptations into 2 categories (predator & prey).

Leaf diagram to be labelled by students as they learn the different parts and what their function is.

Includes diffusion, carrier and channel proteins, the types of molecule and which way they are transported with regards to the properties of the molecule. Designed to be used for the OCR AS Biology course in combination with the course textbook.

This powerpoint guides students through the main principles of enzyme structure and function. Designed for the AQA specification but likely to be applicable for all.

Tutorial giving examples of cell signalling and commmunication. Designed to be used for the OCR AS Biology course in combination with the course textbook.

Students match keywords and definitions as a consolidation activity. Designed for OCR AS Biology.

Give students the cards and ask them to think of as many similarities and differences between animal cells and bacteria. This reviews cell structure as well as introducing them to the structure of bacteria.

Used to review glucose homeostasis and introduce students to the work of Banting & Best.

Students each have a grid and must find someone else in the classroom who can answer one of the questions on their grid. This continues until students have full grids.

Students to cover any squares that match teachers definition. E.g. if the teacher says 'this is an organ', the students will cover the heart, lungs etc but leave any squares which are not an organ blank.

Students to fill in the handout of the carbon cycle as they are taught the theory/research it for homework or in a computer lesson.