Designed to be used with 'New Biology for you' textbook. Guides students through the main principles of continuous/discoutinuous variation, inherited/environmental variation and sexual/asexual reproduction.

Students to match the keywords to the correct definitions.

Made for the AQA course. Designed to be used with the GCSE textbook 'New Biology for you'. Introduces adult cell cloning and embryo transplants.

Students use the evolution cartoon strip to draw out and explain Darwin and Lamark's theories of evolution.

A task designed to be given to small groups of 2/3 students. In their groups, students must use the given information to plan their practical, carry it out safely and write it up using the grade ladder success criteria given to them. Relative student contributions can be assessed by assigning each student a different colour felt pen. Students enjoy writing it up as a practical write up poster.

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.

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

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.

Consolidation practice paper questions for the ecology and photosynthesis AQA GCSE Biology unit.

Supports the AQA GCSE Specification. A powerpoint containing the theory on the use of enzymes in respiration. Guides students through how to do a practical investigating the effect of glucose concentration on the rate of respiration in yeast.

Fill in sheet for students to complete the main information on Cystic fibrosis and Huntingtons disorder.

Students sort the different drugs in as many different ways as they can (e.g. class A/B/C, legal/illegal, medical/recreational). I use it as a starter to assess students prior knowledge.

Give the cards to the students and ask them to find similarities and differences between the 2 types of cell. Used pre-teaching this unit.

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.

Practical sheet for students to take out and do fieldwork for pitfall traps and invertebrate sampling.

Match the keyword to the correct function.

Students sort picture cards into the different methods of disease transmission (e.g. direct contact/airbourne/contaminated food and drink).

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.

A revision sheet for the end-of-topic. Designed for AS OCR Biology.

Students use knowledge of BMI to work out celebrities BMI's, put them into the correct weight category and comment on their health (ie might have reduced resistance to infection).