This lesson explores the components of the CNS, the types of neurones and how electrical impulses are generated at the receptor site and then move to the brain or spinal chord and back to generate a response. Students need to identify differences between all three types of neurone and the lesson provides activities for the to research them. There is YouTube video to embed learning. The details of the reflex are covered in the next lesson. The plenary is an identification task of all three neurone types.

This lesson starts with a research task to find out the role of the fovea, then explores how long and short vision is accommodated for by the eye with diagrams for students to label. The final part of the lesson is on the potision of rods and cones and what they do. A true/false quiz for the plenary. Also included is a CIE assessment with B-A* questions and mark scheme.

This lesson starts with the students using iodine on pasta and observing for the colour change. The lesson then proceeds with a recall on the 3 macronutrients and Vitamin C, and the tests we can do to identify them in food. The lesson can be carried out as a whole class practical or teacher demonstration. Worksheets are provided for students to write up their observations. The lesson concludes with an online quiz.

This is the first lesson in the bundle that recalls photosynthesis as a chemical reaction and introduces the chloroplast and chlorophyll as the site of the reaction. The starter activity introduces Audrey from the Little House of Horrors as a man eating plant to generate discussion about how plants really source their own food. There are a few cloze tasks and slides on generating the word and chemical equations for photosynthesis. The plenary is a summary cloze task.

This lesson concludes learning on plant nutrition. There are several starter activities that necessitate recall of previous learning and can be adapted as consolidation activities throughout the lesson. The main body of learning it to label, describe and explain all the cells/tissues/organelles of the cross section of a leaf. There are several slides which then review their research. The plenary is a matching up exercise. Also included is an assessment and mark scheme using CIE specific exam questions.

This lesson concludes the bundle on photosynthesis. It starts with a visual for students to analyse and decide if plants with photosynthesize and/or respire in the light and/or dark. This leads onto a discussion about plants not photosynthesizing in the dark because sunlight is a key factor. The are a series of slides demonstrating the classic graphs associated with each of the limiting factors with descriptions and explanations for the graphs. The lesson concludes with an assessment. The CIE exam questions are included in a separate document. Mark scheme is included.

This lesson provides the opportunity for students to test for chlorophyll, sunlight and CO2. The lesson contains YouTube video to demonstrate each test, alternatively the PPT incorporates instructions for class practical activity. There is also an additional slide to show how to test for oxygen production. The lesson concludes with a CIE exam question. MArk scheme included.

This lesson is a research based activity to discover the use of glucose in plants. Students are asked to research then provided with consolidation on the PPT. The lesson concludes with a multiple choice quiz.

This lesson starts by revisiting the components of macromolecules as covered in Biological Molecules and recaps how proteins have nitrogen in them. The students research using their laptops to find out the use of magnesium and nitrates, progressing onto observations of mineral deficiencies. The lesson concludes with summary questions. CIE specific exam questions are provided for assessment.

This lesson introduces the idea that sense organs have receptor cells that connect to the nervous system. Students investigate the location of receptor cells on the surface of the skin. The CNS and peripheral nerves are then introduced and progresses into discovering the sequence of events during a nervous response. A short written tack identifying the stimulus, detector, response and effector included. The lesson concludes with a quiz.

This lesson covers geotropism and phototropism, the role of auxin and it’s effects on plant growth. There is a link to the practical to investigate both tropisms. The lesson concludes with a short assessement using CIE specific questions - included with mark scheme.

This lesson starts with a review of the definition of homeostasis and recall of the role of the kidney. The main body of the lesson explores the three roles of the skin, including it’s role in temperature regulation. Students are given a diagram of the skin and are asked to label it, extension questions within the PPT slide are there to prompt ideas about how the involuntary nervous system controls the sweat glands and hairs. The lesson looks at physiological responses to temperature and the role of the thermoregulatory centre in the brain. Finishing off with higher tier components of vasodilation and vasoconstriction. The plenary concludes with a multiple choice quiz. A CIE specific assessment and marks scheme is also included.

This lesson provides an opportunity to explore features of the 5 kingdoms of life and viruses. Students are provided with a 5 kingdom tree to glue into their books and they are given questions to answer about it. They are then provided with a cut and stick activity to identify organisms within each of the 5 kingdoms. The lesson ends with a 10 question quiz. Also included is a summary assessment sheet that can be used as a homework activity.

This is a resource provided research task. Students are given access to a resource published by the Linnean Society which they need to use to discover the answers to questions outlined in the PPT. Students then use their answers to create a poster on their research.

This lesson is the higher tier supplement in the Biological Molecules unit. The lesson starts with a recall of cell organelles linking into where the chromosomes are located. Students are then guided through the sequencing of chromosomes, genes, DNA and nucleotides. An additional video for consolidation. The final part of the lesson concludes with a base pairing task, identifying the mistake and labelling all components of DNA. The plenary revisits all core concepts with an on-line quiz. A summative assessment is also provided for all sections of the biological molecules unit. Mark scheme included.

This lesson moves on to revisit the learning from the previous lesson on using a microscope to view onion and cheek cells. Students are introduced to a series of items that have been magnified and they are asked to identify each one. Students are then showed an animation from CellsAlive to rank magnified specimens in order of size. The lesson concludes with an introduction to the magnification formula, micrometers and unit conversions, together with some magnification calculations using unit conversion. Also included is a CIE specific assessment with the mark scheme.

This lesson starts with a practical activity to recall the iodine food test and then discover the effect of different temperatures of amylase. Students write up their results and conclude with graph interpretation, using key terms. The lesson progresses into the effects of pH, with a YouTube video to embed the effects of temperature and then introduces the concepts of changing concentrations of H+ and OH- ions. The lesson then concludes with a past exam question. Also included is a CIE assessment with mark scheme.

This lesson starts with the students labeling all the structures of the eye, leading into a research task to discover the functions. There are consolidation tasks and reviews. The third part of the lesson looks at the pupil reflex and revisits concepts of antagonistic muscles linking to circular and radial muscles of the iris. The lesson concludes with a true/false quiz

This lesson starts with a recall of the names of some specialised cells taught at KS3. The lesson then progresses into a research activity where they are given a visual worksheet with the cells already drawn. Students need to research the individual adaptations of each cells and then explain how their adaptation allow them to do their function. Resources are included in the PPT. An additional assessment sheet is provided which students can be given as a homework task.

This lesson revisits the basic concepts of osmosis and then progresses to application of it’s principles in plant and animal cells. The lesson starter has a focus on explaining the results of an investigation. In the main body of the lesson, students discover the role of water in plants and the importance of water balance in the blood. Students learn about plasmolysis in plant cells, and crenation and lysis in blood cells. The lesson concludes with a choice of two plenary activities. Also included are CIE specific exam questions and mark scheme on the whole topic.