This is a worksheet which may be set as homework before students complete a practical on how light intensity affects the rate of photosynthesis. Alternatively students may use this resource as a prerequisite to a 6 mark question on this concept. Students are given a set of bullet points and are required to complete a table by the placing the bullet points in the correct part of the table (e.g. name of variable, Specific example of variable in rate of photosynthesis experiment and apparatus used to measure the variable). The answer sheet is also included.

This worksheet may be used as a prerequisite to completing a practical investigating the effect of light intensity on the rate of photosynthesis. Students order the steps in investigating how light intensity affects the rate of photosynthesis and also complete an extension by highlighting the three types of variables. A mark scheme is also available.

This resource is a gap fill of an explanation of the adaptations in plants important to photosynthesis. This is especially important in year KS3 students practicing answering 6 mark questions.

This third lesson in the B10 series begins with describing voluntary or involuntary actions OR the ‘Importance of reflex actions.’ The main part of the lesson allows students to carry out tests to record the causes and effects of the reflexes in the table, and suggest why they are important to the body. They then explore the reflex arc using a video introduction, label a diagram of the reflex arc and include descriptions/ annotations. The plenary ‘reflex key words’ gets students to match each part of the reflex arc with its definition. and then arrange the parts of the reflex arc so they are in the correct order. Homework for this lesson is of exam questions on the reflex arc and mark schemes for activities are included.

This final lesson in the AQA B10 series lesson. The first of two starters to choose from is ‘Near and far’ where students complete an accommodation activity involving the muscles and ligaments in their eyes followed by discussion. The main part of the lesson introduces the concept of accommodation before students annotate diagrams of the eyes to show changes in the eye for near and distant objects. This is followed by students measuring their range of accommodation. Two common eye defects (myopia and hyperopia) are then introduced and further explained in terms of how distant and near objects appear and the focus of images on the retina. Further, students explore the treatment for eye defects. The Plenary includes a gap fill about how the eye focuses on near and distant objects. Homework and exam questions based on this lesson are also included as well as mark schemes.

Students have an option to choose from two starters which involves either discussing the function of the brain and make a list of your thoughts OR discuss why we use brain scans having watched a video. The main part of the lesson gives students and opportunity to describe the structure and function of the brain. This is followed by the completion of a practical co-ordination task several times to see if they improve by learning. Results are then analysed by drawing a suitable graph or chart. Higher-tier students then complete an additional worksheet to investigate studies of the brain and new techniques for imaging the brain. Student can also complete a variety of plenaries to consolidate their learning. Mark schemes for all activities are also included with this resources.

As a starter, students complete group work to share ideas about the reactions that occur inside living organisms or they may discuss why alcohol consumption could lead to liver diseases. Following this, students gain an understanding of metabolism is and learn about the main reactions in the human body. This is further extended by group reactions as catabolic and anabolic. The main part of the lesson then allows for some creativity where in groups, students find out more details about the reactants and products of one assigned reaction either as an animation, storyboard and script or cartoon strip showing the reaction assigned to your group (pair). There is also two plenaries from which to choose. For homework, students firstly explore the roles of the liver in terms of , for example, eliminating the oxygen debt AND complete further reading and summarisation the link between the the popularised high protein diet and urea concentration in urine.

This lesson is the third lesson series of Unit 9 of the AQA specification. It introduces the topic by thinking about why why a marathon runner has to run a lot slower, and what would happen if they tried to run a marathon at sprint pace. Alternatively, students can complete a starter ‘Muscle contraction’ where they talk about why they are unable to stand on tiptoes for an extended period of time. This is followed by a recap of aerobic respiration. Students then support their understanding of anaerobic respiration by completing a written exercise, supported by textbook work and a video and a short practical. The idea of lactic acid and oxygen debt are then explored before describing using of anaerobic respiration in industry (e.g. food and beverage manufacturing). Lastly students have the option of completing as may of the three plenary activities. Exam questions are also available for extensions/ or homework. All mark schemes are also provided.

The lesson contains many resources to choose from. Changes during exercise or Why exercise are two of the starters teachers could choose from to engage students in this lesson. This is then followed by students gaining an understanding of keywords such as breathing rate, heart rate and breath volume which are later used in describing the observable changes during increased exercise. This is followed by students carrying out an investigation into pulse rate before, during, and after exercise. This investigation is then consolidated by calculating percentage change between resting and exercising pulse rate readings, explaining results recorded and a multiple choice plenary and exam questions that may be set for homework or extension questions. Mark schemes are also available for all activities in the lesson.

This lesson may be used over the course of two lessons. Students are firstly introduced to the concept of aerobic respiration by exploring why athletes consume specially designed products during competitions. This is then followed by students completing a fact finding activity to establish key rudimentary ideas about aerobic respiration. Lastly, students get an opportunity to develop their skills in the scientific method by planning an experiment to prove that living organisms carry out respiration as a prerequisite to a practical lesson (the second lesson). students also explore the uses of the energy generated in (aerobic) as part of the requirement for this scheme of work. All mark schemes are available for the activities included in this series of lessons.

This is a two hour lesson. In lesson one, students will firstly recall what reaction time is before selecting a factor which may affect the reaction time of individuals. They will then plan an investigation using a suitable method of measuring reaction times. This is concluded with gaining an understanding of key ideas of reliability and repeats in scientific experiments. In the second lesson students get an opportunity to carry out their plan before carrying out analysis and conclusion of results and an evaluation of their method.

Students are firstly introduced to this lesson by putting themselves in an extreme environment and consider their bodily responses. This is then followed by the introduction of the various conditions which need to maintained and the key components which maintain homeostasis. Students then get to consolidate this learning by exploring specific examples of how each condition is maintained in homeostasis. Exam questions further stretches the learners to solidify their understanding of the this subject further.

Elements of this lesson include: Do now task to revise specialised cells in animals An overview of variety of cells in the leaf An introduction to the four specialised cells in plant A simple research activity for students (high and low ability) to identify the adaptations and explain the adaptations in 4 specilised cells. The plenary includes a choice of a kahoot quiz or exam questions based on this lesson (and previous lessons in this scheme of work)

These lesson(s) boasts a rich variety of activities including discussions, videos, research on the role of hormones as well as the kinaesthetic activity ‘menstrual bracelet,’ Kahoot (Which hormone?) and graph interpretation based on changing levels of hormones and their effect on the menstrual cycle.

This lesson firstly introduces students to the various types of nutrients in food and then students are able to complete a research task on the molecules and atoms of nutrients, their monomers and functions. Students then move on to understanding in a little more detail the intricacies of food labels in order to explore how scientists are able to determine the information on these labels. The lessons finally ends with exploring the food tests for starch, simple sugars, lipids and proteins. As an assessment of progress in the lesson, students get to use results collected to determine the nutrient in the food sample.

This lessons opens with the polarizing question, ‘what color do you see?’ to engage students. The bundle consists of the main PowerPoint with a wide choice of videos (including an eye dissection) to explore the structure and function of the main parts of the eye and further exploring the eye’s structure through exploration of the eye’s blind spot.

This lesson introduces the importance for cell specialization then compares the undifferentiated and specialized cell before students get an opportunity to study 4 types of specialized cells in humans. An exam question is also included.

This lesson could be easily used for a two hour lesson in which the general structure of the nervous system is introduced as well as how the nervous system works. Students then complete a practical on investigating reaction time and consolidate their learning analyzing the data collected from the practical as well as completing exam questions based on these two lessons.

Students get an introduction into culturing bacteria in the lab before their first required practical. However this could also be used if lab facilities are unavailable.