Through this fully resourced lesson students will consolidate their understanding of DNA technology and its uses through revising key concepts and applying their knowledge and understanding to exam style questions. Students will begin by recalling what is meant by the term genetic engineering, they will then describe the steps involved in creating a many copies of recombinant DNA and finally explain how DNA sequencing and the PCR are used.

Through this fully resourced lesson students will explore Darwin’s theory of evolution. They will first compare scientific laws and theories, they will then complete a reading comprehension task to consider how Darwin developed the theory of evolution before discussing why Darwin’s theory of evolution has faced criticism throughout history and applying their knowledge and understanding to exam style questions.

Through this fully resourced lesson students will consider the two main treatment methods for kidney failure. They will identify the two main treatments for kidney failure and they will then describe these treatment methods through interpretation of diagrams and reading comprehension. They will finally evaluate the use of kidney dialysis and transplants through an extended writing task. Students will also have the opportunity to apply their knowledge and understanding to exam style questions.

Through this fully resourced lesson students will explore a number of kidney disorders, their causes and treatments. They will conduct small group research and deliver short presentations to distinguish between a number of different kidney disorders. They will determine whether a number of kidney disorders are caused by genetic or environmental factors and consider how kidney disorders might be treated. At the end students will also have the opportunity to apply their knowledge and understanding to exam style questions.

Through this fully resourced lesson students will consolidate their understanding of the nervous system, they will also have the opportunity to apply their knowledge and understanding to exam style questions throughout. They will start by describe the structure and functions of neurons, they will then compare the somatic and autonomic nervous systems before finally analysing the importance of different receptors.

Through this fully resourced lesson students will explore the human excretory organs and their products. They will first define excretion, then will then differentiate between excretion and egestion before finally determining the waste products of the main excretory organs. Students will also have the opportunity to apply their knowledge and understanding to exam style questions.

Through this fully resourced lesson students will determine how the kidney nephrons carry out filtration. They will first identify the major structures of the kidney and nephron, they will then describe the route urine takes as it passes through the kidney and they will finish by explaining how filtration occurs in the glomerulus and the products of this filtrate. Students will also have the opportunity to apply their knowledge and understanding to exam style questions.

Through this fully resourced lesson students will explore the importance of reabsorption in the kidney. They will start by describe the process of reabsorption and using math skills to calculate percentage reabsorption. They will then explain why molecules are reabsorbed by the nephron. They will finish by deducing the role of the kidney in maintaining the blood pH through a cross-curricular chemistry link. Students will also have the opportunity to apply their knowledge and understanding to exam style questions.

This lesson continues with Topic 21 - Energy and Ecosystems of the Oxford AQA International A Level Biology course. Having also taught AQA and Pearson Edexcel for a number of years I can confirm that this lesson is also suitable for the delivery of these courses. Through this fully resourced lesson students will explore how productivity is increased in agricultural ecosystems. They will start by compare natural and agricultural ecosystems. They will then observe their germinating seeds in continuation of RP9 before exploring the concept of productivity including calculations and studying how agricultural ecosystems are manipulated to improve productivity through creating a a leaflet or presentation to educate young farmers about how to increase the productivity of their crops.

This lesson continues with my series of lessons on Topic 21 - Energy and Ecosystems of the Oxford AQA International A Level Biology course. In the lesson series this lesson should be used after students have sat the week 6 assessment on Topics 18-20 and the teacher has marked this to be returned at the start of the lesson. Through this fully resourced lesson students will reflect upon their knowledge and understanding of populations, photosynthesis and respiration. They will identify their strengths and areas for development and they will respond to the feedback they were given by their teacher. They will then prepare for RP9, investigating the effect of competition on seedling growth, as this needs to be completed over a number of lessons. In this resourse package I have included the week 6 assessment, mark scheme, RP9 student and teacher sheet from Oxford AQA and an accompanying PowerPoint to guide students and teachers through the lesson.

This lesson continues with Topic 21 - Energy and Ecosystems of the Oxford AQA International A Level Biology course. Having also taught AQA and Pearson Edexcel for a number of years I can confirm that this lesson is also suitable for the delivery of these courses. Through this fully resourced lesson students will determine how energy is lost along a food chain. Students will start by identifying how how energy is lost along a food chain, they will then calculate energy transfers including a description of the terms net primary production and gross primary production. Students will finish the lesson by applying their knowledge acquired to past paper questions on this topic.

This lesson continues with Topic 21 - Energy and Ecosystems of the Oxford AQA International A Level Biology course. Through this fully resourced lesson students will consolidate their understanding of energy and ecosystems through applying their understanding to unfamiliar scenarios and diagrams. They will start by being given time to observe their germinating seeds in continuation of RP9 for the last time. In this lesson they will also take measurements of the length of the root and shoot of their germinated seeds and carry out a Spearman’s rank calculation in order to see if there is a significant difference in germination and initial growth in the seedlings at different densities of sowing. The PowerPoint resource guides students through this process. Students will then attempt a number of past paper questions and reflect upon reflect upon their understanding of Chapter 21 - Energy and Ecosystems and their progress this academic year so far.

This lesson continues with Topic 21 - Energy and Ecosystems of the Oxford AQA International A Level Biology course. Having also taught AQA and Pearson Edexcel for a number of years I can confirm that this lesson is also suitable for the delivery of these courses. Through this fully resourced lesson students will differentiate between pyramids of number, biomass and energy. They will first recall their GCSE knowledge of pyramaids of biomass and number, they will then observe their germinating seeds for RP9 in continuation from the previous lesson where they prepared their seeds in petri dishes and construct a suitable results table to collect their data over the next 5 lessons. Students will then be introduced to pyramids of energy and compare them to pyramids of number and biomass.

This lesson continues with Topic 21 - Energy and Ecosystems of the Oxford AQA International A Level Biology course. Having also taught AQA and Pearson Edexcel for a number of years I can confirm that this lesson is also suitable for the delivery of these courses. Through this fully resourced lesson students will explore features of intensive rearing of livestock. They will start by being given time to observe their germinating seeds in continuation of RP9 before exploring the transfer of energy through livestock including the equation, P = I - (F + R + U), for this and explaining how rearing animals intensively increases the efficiency of energy conversion. Students will also evaluate data considering economic, environmental and ethical issues involved with increasing productivity in the final part of this lesson.

This lesson continues with Topic 21 - Energy and Ecosystems of the Oxford AQA International A Level Biology course. Having also taught AQA and Pearson Edexcel for a number of years I can confirm that this lesson is also suitable for the delivery of these courses. Through this fully resourced lesson students will analyse how the biological control of pests can increase productivity and reduce environmental impact. They will start by being given time to observe their germinating seeds in continuation of RP9 before exploring the features of an effective pesticide and debating whether chemical pesticides, biological control or a system that incorporates a range of techniques is best for controlling pests and thus increasing agricultural productivity. Students will finish the lesson by completing a mathematical problem solving question.

Through this fully resourced lesson students will determine the hormones produced by a number of different endocrine glands. Students will first name and label the main endocrine glands in the body, they will then describe the role a number of different hormones have in the body through a short research and presentation task, they will then finish by comparing what is meant by primary sexual characteristics and secondary characteristics. Throughout the lesson students will also have the opportunity to apply their knowledge and understanding to exam style questions.

Through this fully resourced lesson students will explore the environmental and genetic causes of kidney disorders. They will first categorise human features as environmentally or genetically determined. They will then describe common symptoms of kidney disorders through a role play activity. In the last part of the lesson students will consider factors that can affect kidney function. Students will also have the opportunity to apply their knowledge and understanding to exam style questions.

Through this fully resourced lesson students will analyse molecular and biogeographical evidence for evolution. They will first through a range of differentiated starter activities compare amino acid sequences between different species as evidence for evolution. They will then interpret graphical data showing comparative molecular biology. They will finish by exploring how the geographic distribution of species provides evidence for evolution. Students will also have the opportunity to apply their knowledge and understanding to exam style questions throughout this lesson.

Through this fully resourced lesson students will describe the terms species fitness and adaptation through a range of differentiated starter activities requiring reading comprehension. They will then compare mimicry and camouflage by looking at a number of different examples including how antibiotic resistance shows evolution by natural selection. They will then finish the lesson by exploring spandrels as a consequence of adaptation. Students will also have the opportunity to apply their knowledge and understanding to exam style questions throughout this lesson.

Through this fully resourced lesson students will consolidate your understanding of evolution by first developing their understanding of the concept of artificial selection with examples. They will then move on to recall the principles of evolution by natural selection and then finish by considering the different types of evolutionary evidence that exist. Students will have the opportunity to apply their knowledge and understanding to exam style questions throughout this lesson.