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 :)

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

Depending on your structure, this could be a practical lesson or A theory one. The practical lesson involves students prepare Onion and Cheek cells to study through a microscope. Alternatively, you could skip that part and have the students work on the magnification calculation sheet. Or you could do both! Additional notes giving ideas and hints for activities within the lesson are in the notes sections of the slides. Equipment needed - Onion – Knife – Cutting Tile – Staining liquid (Iodine) – Microscopes – Microscope slides – Cover Slips – Tweezers – Cotton Swabs Starter - Students identify objects zoomed in through a microscope. Main 1 - Students discuss the parts of a microscope before preparing onion and cheek cells to study under a microscope. Main 2 - Students then move on to calculate magnification from the differentiated worksheet (Answers provided) Plenary - Students then discuss the difference between magnification and resolution with the help of a picture as a prompt. Objectives: GOOD – USE a light microscope GREAT – USE the formula Magnification = Size of Image/Size of real object OUTSTANDING – DESCRIBE the difference between magnification and resolution Hope you enjoy :)

A unit organiser for AQA B1 Cell Biology - both Combined Trilogy and Biology Single Science (Triple). This organiser contains: Lesson titles in Chronological order of teaching across the unit 3 Key Ideas to explore within the lesson - These can be used as lesson outcomes A RAG box for students to review their understanding of the lesson Units split into “teachable” chunks A full glossary of Key Terms for each part of the unit The idea is to print each section on A5 for students to stick in prior to beginning the unit. They can then regularly reflect back to the organiser throughout the topic and as a signpost for revision/lessons missed. I also have the students highlight the key terms we cover as we meet them in the lesson, either as a starter or plenary The forms are of course editable to your own needs, but can be used straight out of the box. There are organisers available for the whole of the AQA Trilogy Combined Science and Single Science course - full bundle can be accessed here: https://www.tes.com/teaching-resource/resource-12573760

A unit organiser for AQA B3 Infection and Response - both Combined Trilogy and Biology Single Science (Triple). This organiser contains: Lesson titles in Chronological order of teaching across the unit 3 Key Ideas to explore within the lesson - These can be used as lesson outcomes A RAG box for students to review their understanding of the lesson Units split into “teachable” chunks A full glossary of Key Terms for each part of the unit The idea is to print each section on A5 for students to stick in prior to beginning the unit. They can then regularly reflect back to the organiser throughout the topic and as a signpost for revision/lessons missed. I also have the students highlight the key terms we cover as we meet them in the lesson, either as a starter or plenary The forms are of course editable to your own needs, but can be used straight out of the box. There are organisers available for the whole of the AQA Trilogy Combined Science and Single Science course - full bundle can be accessed here: https://www.tes.com/teaching-resource/resource-12573760

A unit organiser for AQA B2 Organisation - both Combined Trilogy and Biology Single Science (Triple). This organiser contains: Lesson titles in Chronological order of teaching across the unit 3 Key Ideas to explore within the lesson - These can be used as lesson outcomes A RAG box for students to review their understanding of the lesson Units split into “teachable” chunks A full glossary of Key Terms for each part of the unit The idea is to print each section on A5 for students to stick in prior to beginning the unit. They can then regularly reflect back to the organiser throughout the topic and as a signpost for revision/lessons missed. I also have the students highlight the key terms we cover as we meet them in the lesson, either as a starter or plenary The forms are of course editable to your own needs, but can be used straight out of the box. There are organisers available for the whole of the AQA Trilogy Combined Science and Single Science course - full bundle can be accessed here: https://www.tes.com/teaching-resource/resource-12573760

A unit organiser for AQA B1 Cell Biology - both Combined Trilogy and Biology Single Science (Triple). This organiser contains: Lesson titles in Chronological order of teaching across the unit 3 Key Ideas to explore within the lesson - These can be used as lesson outcomes A RAG box for students to review their understanding of the lesson Units split into “teachable” chunks A full glossary of Key Terms for each part of the unit The idea is to print each section on A5 for students to stick in prior to beginning the unit. They can then regularly reflect back to the organiser throughout the topic and as a signpost for revision/lessons missed. I also have the students highlight the key terms we cover as we meet them in the lesson, either as a starter or plenary The forms are of course editable to your own needs, but can be used straight out of the box. There are organisers available for the whole of the AQA Trilogy Combined Science and Single Science course - full bundle can be accessed here: https://www.tes.com/teaching-resource/resource-12573760

A unit organiser for AQA B6 Inheritance, Variation and Evolution - both Combined Trilogy and Biology Single Science (Triple). This organiser contains: Lesson titles in Chronological order of teaching across the unit 3 Key Ideas to explore within the lesson - These can be used as lesson outcomes A RAG box for students to review their understanding of the lesson Units split into “teachable” chunks A full glossary of Key Terms for each part of the unit The idea is to print each section on A5 for students to stick in prior to beginning the unit. They can then regularly reflect back to the organiser throughout the topic and as a signpost for revision/lessons missed. I also have the students highlight the key terms we cover as we meet them in the lesson, either as a starter or plenary The forms are of course editable to your own needs, but can be used straight out of the box. There are organisers available for the whole of the AQA Trilogy Combined Science and Single Science course - full bundle can be accessed here: https://www.tes.com/teaching-resource/resource-12573760

A unit organiser for AQA B1 Cell Biology - both Combined Trilogy and Biology Single Science (Triple). This organiser contains: Lesson titles in Chronological order of teaching across the unit 3 Key Ideas to explore within the lesson - These can be used as lesson outcomes A RAG box for students to review their understanding of the lesson Units split into “teachable” chunks A full glossary of Key Terms for each part of the unit The idea is to print each section on A5 for students to stick in prior to beginning the unit. They can then regularly reflect back to the organiser throughout the topic and as a signpost for revision/lessons missed. I also have the students highlight the key terms we cover as we meet them in the lesson, either as a starter or plenary The forms are of course editable to your own needs, but can be used straight out of the box. There are organisers available for the whole of the AQA Trilogy Combined Science and Single Science course - full bundle can be accessed here: https://www.tes.com/teaching-resource/resource-12573760

Homework/research task on puberty. Pupils have to fill in the venn diagram for both male and female changes before writing an agony aunt letter to a concerned reader detailing the changes they might go through during puberty.

Activity investigating the food choices we make. Pupils will understand why we inherit a taste for sugar and fatty foods, before looking at advertising and the role that plays in our food choices.

Starter - Pupils fill in blank eatwell plate. Development - 5 different people with different energy needs are displayed on board. Pupils have to distinguish why they think these people might have different energy needs. Main - Comprehension exercise. Pupils have to use the information given to answer the questions at the bottom of their sheet.

A lesson looking at different ethical questions within science. There are five sets of questions, one on each 'viewpoint' sheet along with people's opinions on the question. Pupil have to use these opinions to answer the questions provided at the bottom of the sheet. Originally set out for group work but can be modified. A starter and a plenary are on the Power Point.

PowerPoint along with a label worksheet and sentence sort activity.