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 :)

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.

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 :)

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 B7 Ecology Unit Organiser - 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 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