Lesson plan investigating non-communicable diseases and correlation v causation. Instructions and ideas for delivery are included in the notes section. I used post-it notes within the lesson for a group task, but the lesson can be delivered without. Starter - Students rank diseases in order from most to least deaths caused as of 2012 before identifying risk factors relating to these. Main 1 - Continuum of risk factors for students to rank from least impact on health to most impact. Post it notes were used for groups of students to rank their own ideas before feeding back as a class. This then leads into a table activity whereby students identify diseases as communicable or non communicable. Main 2 - Worked class example of correlation vs causation using pollen, ice cream and hay fever as a way of introducing the idea. Students grasp that evidence is needed to imply causation through correlation, and some ridiculous examples are used to highlight this idea before students explain evidence for 3 non communicable diseases. Feeds into a data worksheet task on link between liver disease and alcohol consumption. Plenary - Students come up with 5 ideas on how to minimise the risk of developing one of the non communicable diseases covered in the lesson. Objectives: GOOD – LIST some risk factors that are linked to an increased rate of a disease. GREAT – DECIDE whether a link is causal or not. EPIC – DRAW conclusions on disease from given data As always any feedback is appreciated :)

A worksheet depicting the circulatory system. Students have to start at the top left of the worksheet, describing the process at each stage of the circulatory system using the key words at the bottom of the sheet

Step-by-Step break down of the Hardy-Weinberg principle.

Growing Bacteria in the lab for the New GCSE spec. Simple lesson looking at students growing bacterial cultures. Agar plates are needed and there is a teachers slide in the PPT detailing the preparation for the lesson if needed. Starter - Students to draw the first 4 generations of bacteria as an introduction to BINARY FISSION before using this as a tool to describe exponential growth after 10, 20, 30 and 50 divisions. Main - Practical activity whereby students grow cultures using swabs from areas of interest to them. All information is on the practical sheet and students are required to work independently although this can be tweaked to suit your class. After the practical students answer questions on the worksheet relating to the lesson. Plenary - Class feedback/discussion of answers to practical questions followed by a 3,2,1 plenary to ensure students are reflecting on their work. OBJECTIVES: GOOD – FOLLOW rules needed to prepare an uncontaminated culture GREAT – EXPLAIN why it is important to use an uncontaminated culture to investigate bacterial growth EPIC – SUGGEST how to measure the growth of bacteria and discuss uncertainty As always, any feedback is welcome :)

Lesson plan and simple worksheet for Breathing and Gas Exchange for the new GCSE spec. Aimed at my low ability year 10 class. The lesson features a high amount of discussion with the class as I was interested in developing this aspect of their learning both with myself and each other. Instructions are in the notes section of each slide. Starter - Label the parts of the gas exchange system as a KS3 recap. Main - Using words to describe alveoli structure as a building block to develop ideas around why it is sack shaped. Students then complete short gap fill exercise and do a simple data task looking at % of gas present during inhalation and expiration. Picture task for students to draw the alveoli either as a memory game or describing game in pairs as a way to introduce adaptations and build on description/discussion skills. Plenary - Students use the different word banks to answer the WALT question "How does oxygen get into the body?" They can then feedback to the class. OBJECTIVES: GOOD – LIST the main parts of the gas exchange system GREAT – STATE what happens at the alveoli relating to gas percentages EPIC – DESCRIBE how alveoli are adapted for gas exchange As always feedback is appreciated :)

3 sections with questions on identifying independent and dependent variables, exam style questions on graph skills before building up to students plotting data onto their own graphs.

Originally for medium/low ability students, but can be differentiated. Revision booklet for the topics mentioned. Booklet has heart to label, flow diagram gaps to detail movement of blood through the heart, Blood vessel structure, function, features table to fill in, CHD DART activity, blood components table task and application questions at the end of the booklet.

3 Lessons looking at transpiration all on 1 PPT with 2 easy practical opportunities. Instructions in the notes section of each slide - Each lesson builds on exam technique with higher ability students, but can be differentiated if necessary. Equipment needed - Food Dyes - Celery - Beakers - Straws - Cups - Drinking water. 1 - Plant Transport Systems - Lesson looking at the adaptations of the xylem and phloem, discussing the ideas of transpiration and translocation. Practical task involving celery and food colouring to calculate transpiration rate. Starter and plenary looks at improving question on rainbow flowers as a hook. 2 - Transpiration - Starter recapping previous lesson, before introducing ideas of stomata and guard cells in leaves, linking to osmosis. Transpiration introduced through the straw model (4 different straws needed - big, small, normal, 5 taped together) and evaluated throughout. Students use their knowledge and key ideas from the slides to develop their own exam question. Plenary applying knowledge. 3 - Factors affecting transpiration - Last lesson looking at the factors affecting transpiration. Students define the 4 key term factors as a starter before looking at 4 problems through the use of personalised problems for a farmer (I used a fellow staff member and students throughout the slides to engage students. Data task at the end again to build on exam structure. Any feedback is always welcome :)

Structured lesson looking at Animal/Plant cells and their organelles. Needs some prior prep with printing and sticking up organelle information around the classroom before the lesson. Opportunity to differentiate and allow students to build on knowledge bit by bit throughout the lesson. All additional instructions are in the notes section of each slide. Starter - Give me 10. Students write 10 words relating to cells. This acts to gauge prior knowledge. Main 1 - Paired drawing task where Student A (facing the board) has to describe to Student B (who is facing away from the board) what to draw. After you have used questioning to get the names of the organelles, students can be given the picture of the cell to stick in. Main 2 - Information Hunt. Give students the organelle table to fill in – cut out the organelle information and stick/hide them around the classroom so students have to go and find the information to complete their table. You can either cut the name with the definition or stick the definition and the name separate. Main 3 - Analogies. Students are given 2 examples of analogies before being tasked to come up with their own for each organelle. Can extend to 2 or 3 different examples for each organelle if necessary. Plenary - Make a prediction questions... What would happen to a plant cell if we removed the chloroplasts? What would happen to animals if their cells had a cell wall? What do you think we will study next lesson? Objectives: GOOD – NAME the ORGANELLES found in animal and plant cells GREAT – DESCRIBE the functions of each main ORGANELLE OUTSTANDING – EXPLAIN organelle functions using analogies Thank you

Simple "all in one lesson" on one PPT with a practical task of preparing a microscope slide using an onion. Equipment needed: Onion – Knife – Cutting Tile – Staining liquid (Iodine) – Microscopes – Microscope slides – Cover Slips – Tweezers. Instructions of activities in the notes section of each slide. Starter - 2 questions. Why is it useful to use a microscope to view an object? Why can’t we just use a magnifying glass? Main 1 - Light microscope. Slide 3 can be printed out for students to label the parts of a microscope or you can complete a back to board drawing with 2 students. Students discuss in pairs what they think each microscope part does. Main 2 - Practical demo. I have not included a method sheet here as I like to complete the practical as a demonstration for the students to watch as they write their own method to the practical. There is an equipment list and very simple method on the last slide. Extension - Students calculate total magnification from 3 given problems. Plenary - Students look at 4 objects which have been magnified and guess what they are. Objectives: GOOD – USE a light microscope to observe a prepared slide GREAT – EXPLAIN how to use a microscope to observe a cell OUTSTANDING – CALCULATE magnification of a cell

Lesson looking at the process of vaccination and herd immunity. Starter - Picture on the board of child being vaccinated. Students answer 3 questions relating to the picture as a means to open discussion around the topic. Main 1 - 3 teacher led slides designed to first define, explain, then apply the concepts of Antibody's, Antigens and Pathogens and their role in immunity. Students then use this as a springboard to complete the pictures of a storyboard in relation to how vaccines work. Main 2 - Students are introduced to Herd Immunity very simply then watch a 2 minute video (Link in notes section) before answering 3 questions on Herd Immunity with 1 challenge question added in. Plenary - Summarising today's learning in the form of a 140 character "tweet" Objectives: 4 – DESCRIBE why people are vaccinated. 5 – EXPLAIN how vaccination works 7 – EXPLAIN how vaccinating a large number of a population reduces the spread of a pathogen Additional guidance in the notes section of the slides. As always, and feedback in appreciated :)

Double lesson and resources looking at teaching the stages and procedures for how drugs are developed along with investigating placebo effect. Includes a simple caffeine experiment at the end of the lesson putting in to practice the learning from the lesson. Additional resources needed include 2 types of soft drink (I used normal and decaff cola) and plastic cups for each student along with 30cm rulers. Additional guidance included in the notes section of each slide. The lesson is designed to span over a double lesson, but can be delivered in 1 if edited or if pace is quick. Starter - Question asking students if they would volunteer for a clinical trial. Moves on to asking students to estimate the overall cost for developing a new drug before briefly investigating the costs involved within this. Main - Students read information sheet and answer questions relating to the stages involved in drug development, placebo effect and drug safety. Plenary - Experiment putting into practice their learning by completing a simple experiment into effects of caffeine on reaction time (ruler drop test). Collate class data and discuss. Extend - Link to video on placebo effect from BBC Horizon documentary GOOD – STATE the procedures used to trial a new drug in the correct order GREAT – DESCRIBE how a double-blind trial is carried out EPIC – EXPLAIN why each procedure in drug testing and trialling is used As always any feedback is greatly appreciated :)

Three different level laddered assessments (levels 3-8 and SEN/Low Ability) covering the cell topic (Animal/Plant Cells, Specialised Cells, Stem Cells and Prokaryotic/Eukaryotic Cells)

PPT lesson and data task worksheet looking at communicable and non communicable diseases. Starter - Students investigate definition of health as defined by the WHO. Moves on to look at two different models/graphic stimuli detailing the causes of ill health to promote discussion. Main 1 - Students use the discussion as a point of reference for defining communicable and non communicable diseases. Students gather examples and look at ways diseases are transmitted. Main 2 - Data task interpreting deaths from CHD. Students answer questions using worksheet before opportunity for self/peer or teacher assessment using the mark scheme provided. Plenary - Discussion task building on data gathering skills by investigating the link between income and health. Objectives are below. GOOD – STATE some causes of ill health GREAT – DESCRIBE the difference between COMMUNICABLE and NON-COMMUNICABLE diseases and suggest how COMMUNICABLE diseases are spread EPIC – DESCRIBE and INTERPRET data relating to health Aimed at top set students, but can be differentiated through changing the questions on the worksheet. As always any feedback is welcome :)

Lesson looking at Pathogens and Disease building on ideas of communicable and non communicable diseases, whereby students need to use textbooks (I have used the OUP textbooks Pages 76-77) or the internet on how diseases spread/prevented from spreading. Could alternatively use the self assessment slide as source of information. Instructions are also available in the notes section of each slide. Starter - Data task ranking the most common types of communicable diseases in the UK, with students justifying reasons why they ordered the diseases. Feedback compares 1950 with 2010, again for students to suggest reasons why the rate has fallen over time. Main - Introduce Bacteria and Viruses as pathogens before students undertake independent tasks to illustrate how each causes disease in the human body along with how they are spread and prevention measures. Feedback is given as self assessment slide. Plenary - Classifying names as Bacteria, Virus, Fungi and protists. Youtube link to video detailing malaria to further stretch /enthuse students relating to disease. Objectives: GOOD – DESCRIBE ways that pathogens can be spread GREAT – DESCRIBE how bacteria and viruses cause disease EPIC – EXPLAIN how pathogens are passed from one organism to another and SUGGEST ways of presenting the spread As always, feedback is most welcome:)

Lesson on Plant Tissues and Organs for new GCSE 2016 spec. Aimed at low ability Y10 class and can be completed with/without microscope access. Additional information on notes section of each slide. Starter - Students label the parts of a flower and possibly describe what each part does. Main - Feedback and building on knowledge to describe the function of plant organs before either drawing leaf and xylem/phloem structure through a microscope or from pictures using drawing memory games. Finished off with a quick information hunt to develop knowledge of plant tissues. Plenary - Pop quiz on knowledge gained throughout the lesson. Lesson Objectives: GOOD – RECOGNISE examples of plant organs and state their functions GREAT – STATE the functions of different plant tissues EPIC – DESCRIBE how plant organs are involved in the transport system As always, feedback is welcome :)

Lesson plan looking at Human Defence Responses. All instructions for the lesson are in the notes section of each slide. Starter - 3 pictures of blood, skin and the stomach for students to link and identify. Students then use discussion to identify how each organ helps defend against disease. Main 1 - Students watch video on Phagocytosis and use key terms as help to describe the process before self/peer assessing their response against a model answer. Main 2 - Group work where students explore the defence systems in more detail through drawing human body outline and annotating using available resources such as textbooks or internet access. Question prompt sheet is then used by students to explore White Blood Cells and their defence mechanisms in more detail. Can then use as a peer assessment tool or presentation. Plenary - Students use analogies to cement their understanding by comparing human defence systems to a Castle. Objectives: GOOD – DESCRIBE some of the ways which the body defends itself GREAT – DESCRIBE how human body defence mechanisms stop the entry of pathogens EPIC – EXPLAIN in detail how antibody production fights pathogens As always any feedback is appreciated :)

Antibiotic Resistance and Painkiller lesson for new 2016 GCSE specification. No extra resources needed - This lesson has opportunities for student discussion and also effective questioning. The lesson breaks down as follows: Starter - Students suggest definitions and examples of key terms (Antibiotic - Antiseptic - Antibodies - Analgesics - Disinfectant) before being given meanings. Main 1 - Students explore the difference between painkillers and antibiotics before recapping how bacteria make us ill - plenty of discussion and questioning opportunity before quick 3 question "show you know" whiteboard plenary and thought cartoon linking on to antibiotic resistance. Main 2 - Students are taken step by step through the process of antibiotic resistance with animated slides of 3 coloured dots representing weak to resistant bacteria (Green - weak. Orange - Middling resistance. Red - Resistant). After this students attempt the GREAT objective in their books as a written task. Again, encouragement of discussion and reading out of answers is a feature of this part of the lesson, and students will look to refine their answer through this process. Plenary - Newspaper/Internet headlines relating to development of resistant bacteria and lack of new discoveries coupled with now increased funding for research in to new antibiotics. These help inform the plenary discussing potential problems for human and livestock moving forward. Objectives are below. As always, any constructive feedback is welcomed :) GOOD – DESCRIBE the difference between antibiotics and painkillers. GREAT – DESCRIBE what is meant by antibiotic resistance. EPIC – EXPLAIN why scientists are working hard to develop new classes of antibiotics.

Carousel activity looking at different animals and how they reproduce. Pupils have to use the different resources at the different stations to fill in their info sheet. Each station will have a particular rule to obey. E.G. Only 1 person can talk. Nice 'what are the odds' poster at the end detailing the chances of us being here, from Ali Binazar.

Powerpoint presentation with starter. Pupils then receive the weekly diet and lifestyles of two people, person A and person B. The pupils have to evaluate each persons diet and lifestyle, suggesting possible problems and improvements to both.