A fun and engaging lesson presentation (33 slides) and associated worksheet that uses exam questions, with fully explained answers, quick tasks and competitions to allow students to assess their understanding of Module 3.1.2 (Transport in Animals). The students will enjoy the lesson whilst being able to recognise which areas of the specification need further attention. Competitions included in the lesson are “SPOT THE ERROR”, “Where’s Lenny” and “Crack the code”

This is a fully-resourced lesson which uses exam-style questions, quiz competitions, quick tasks and discussion points to challenge students on their understanding of topics B1 - B5, that will assessed on PAPER 1. It has been specifically designed for students on the Pearson Edexcel GCSE Combined Science course who will be taking the FOUNDATION TIER examinations but is also suitable for students taking the higher tier who need to ensure that the fundamentals are known and understood. The lesson has been written to take place at the local hospital where the students have to visit numerous wards and clinics and the on-site pharmacy so that the following sub-topics can be covered: Cancer as the result of uncontrolled cell division The production of gametes by meiosis Mitosis and the cell cycle Sex determination The difference between communicable and non-communicable diseases The pathogens that spread communicable diseases Identification of communicable diseases Treating bacterial infections with antibiotics Evolution of antibiotic resistance in bacteria Vaccinations Genetic terminology Genetic diagrams Structures involved in a nervous reaction A Reflex arc Risk factors Chemical and physical defences Osmosis and percentage gain and loss Fossils as evidence for human evolution In order to maintain challenge whilst ensuring that all abilities can access the questions, the majority of the tasks have been differentiated and students can ask for assistance sheets when they are unable to begin a question. Step-by-step guides have also been written into the lesson to walk students through some of the more difficult concepts such as genetic diagrams and evolution by natural selection. Due to the extensiveness of this revision lesson, it is estimated that it will take in excess of 3 teaching hours to complete the tasks and therefore this can be used at different points throughout the duration of the course as well as acting as a final revision before the PAPER 1 exam.

This lesson guides students through the use of the chi-squared test to determine the significance of the difference between observed and expected results. It is fully-resourced with a detailed PowerPoint and differentiated worksheets that have been designed to cover point 6.1.2 © of the OCR A-level Biology A specification which states that students should be able to demonstrate and apply their knowledge and understanding of the test to compare the observed and expected results of a genetic cross The lesson has been written to include a step-by-step guide that demonstrates how to carry out the test in small sections. At each step, time is taken to explain any parts which could cause confusion and helpful hints are provided to increase the likelihood of success in exam questions on this topic. Students will understand how to use the phenotypic ratio to calculate the expected numbers and then how to find the critical value in order to compare it against the chi-squared value. A worked example is used to show the working which will be required to access the marks and then the main task challenges the students to apply their knowledge to a series of questions of increasing difficulty.

The AQA specification states that a minimum of 10% of the marks across the 3 assessment papers will require the use of mathematical skills. This revision lesson has been designed to include a wide range of activities that challenge the students on these exact skills because success in the maths in biology questions can prove the difference between one grade and the next! Step-by-step guides are used to walk students through the application of a number of the formulae and then exam-style questions with clear mark schemes (which are included in the PowerPoint) will allow them to assess their progress. Other activities include differentiated tasks, group discussions and quick quiz competitions such as “FROM NUMBERS 2 LETTERS” and “YOU DO THE MATH”. The lesson has been written to cover as much of the mathematical requirements section of the specification as possible but the following have been given particular attention: Hardy-Weinberg equation Chi-squared test Calculating size Converting between quantitative units Standard deviation Estimating populations of sessile and motile species Percentages and percentage change Cardiac output Geometry Due to the detail and extensiveness of this lesson, it is estimated that it will take in excess of 2/3 hours of A-level teaching time to work through the activities and it can be used throughout the duration of the course

This is a fully-resourced REVISION resource that consists of an engaging PowerPoint (127 slides) and associated worksheets that challenge the students on their knowledge of topic 7 (Genetics, populations, evolution and ecosystems) of the AQA A-level Biology specification. A wide range of activities have been written into this resource to maintain motivation and these tasks include exam questions (with answers), understanding checks, differentiated tasks and quiz competitions. The lesson has been designed to cover as much of the content as possible, but the following sub-topics have been given particular attention: Genetic terminology Using genetic diagrams to calculate phenotypic ratios and percentages for the inheritance of a single gene Applying the Hardy-Weinberg principle Sex-linkage Codominance, multiple alleles and interpreting genetic trees Types of variation Ecological terminology Dihybrid inheritance Using the chi-squared test to determine significance Epistasis Succession Sampling to estimate populations and consider distribution The mathematic elements of this topic and specification are challenged throughout the resource and useful hints given to enable the students to pick up vital marks from questions on this topic. Due to the size of this resource, teachers may choose to use it over the course of a number of lessons and it is suitable for use at the end of topic 7, in the lead up to the mocks or in the lead up to the actual A-level exams.

An engaging lesson presentation (33 slides) and associated worksheets that introduces students to classification using the taxonomic levels and teaches them how to name species using the binomial naming system. The students are told about the domain system, as developed by Carl Woese, but then the lesson focuses on showing them the seven levels that come after this. Students are challenged to understand how the levels differ from each other in terms of sharing characteristics. Time is taken to focus on the five kingdoms and links are made to other topics such as prokaryotic cells to test their previous knowledge. Moving forwards, students are shown how the genus and species are used in the binomial naming system before being given lots of opportunities to assess their understanding through questions. This lesson has been written for GCSE students but is suitable for all age ranges

This fully-resourced REVISION LESSON has been designed to provide the students with numerous opportunities to assess their understanding of the content of module 5.2.2 (Respiration) of the OCR A-level Biology A specification. The importance of this metabolic reaction is obvious and this is reflected in the volume of questions in the terminal exams which require an in depth knowledge of the stages of both aerobic and anaerobic respiration. The lesson contains a wide range of activities that cover the following points of the specification: Glycolysis as a stage of aerobic and anaerobic respiration The use and production of ATP through respiration Anaerobic respiration in mammalian muscle tissue The stages of aerobic respiration that occur in the mitochondrial matrix Oxidative phosphorylation The use of respirometers Calculating the respiratory quotient value for different respiratory substrates Revision lessons which cover the other sub-modules of module 5 are uploaded and tie in well with this content

A detailed lesson presentation (37 slides) and associated worksheets that looks at the different pieces of evidence that scientists use to support evolution and discusses how these support the theory. The lesson begins by challenging students to decide which piece of evidence is the key piece in supporting evolution (fossils). Students will then have to arrange a number of statements to describe how a fossil is formed. Students are introduced to the fossil record and questions are used to check that they understand where the oldest fossils would be found. Moving forwards, students are given three pieces of evidence that would be observed in the fossil record and they are challenged to explain how each of these supports the theory of evolution. Quick competitions are then used to get the students to see some extinct organisms in the Dodo and Woolly Mammoth and again they are questioned on how extinct animals support the theory of evolution. Further evidence in rapid changes in species and molecular comparison is discussed. There are regular progress checks throughout the lesson so that students can assess their understanding and there is a set homework included.

This resource has been designed to motivate students whilst they evaluate their understanding of the content in modules 1, 2, 3 and 5 of the OCR A-level Biology A specification which can be assessed in PAPER 1 (Biological processes). The resource includes a detailed and engaging Powerpoint (149 slides) and is fully-resourced with differentiated worksheets that challenge the students on a wide range of topics. The resource has been written to include different types of activities such as exam questions with explained answers, understanding checks and quiz competitions. The aim was to cover as much of the specification content as possible but the following topics have been given particular attention: Monosaccharides, disaccharides and polysaccharides Glycogen and starch as stores and providers of energy The homeostatic control of blood glucose concentration Osmoregulation Lipids Ultrafiltration and selective reabsorption Diabetes mellitus Voluntary and involuntary muscle The autonomic control of heart rate The organisation of the nervous system The gross structure of the human heart Haemoglobin and the Bohr shift Bonding The ultrastructure of plant cells Cyclic vs non-cyclic photophosphorylation Oxidative phosphorylation Anaerobic respiration in eukaryotes Helpful hints and tips are given throughout the resource to help students to structure their answers. This resource can be used in the lead up to the actual Paper 1 exam or earlier in the course when a particular area of modules 1, 2, 3 or 5 is being studied. If you are happy with this resource, why not look at the one which has been designed for Paper 2 (Biological diversity)?

This is a fully-resourced revision resource which has been designed to encourage students to evaluate their understanding of the content in TOPIC 4 of the AQA A-level Biology specification (Genetic information, variation and relationships between organisms) . The resource includes an engaging PowerPoint (96 slides) and associated worksheets, some of which have been differentiated to allow those struggling with the content to access the work. The wide range of activities which includes exam questions, quick tasks and quiz competitions will motivate the students whilst they assess their knowledge and recognise those areas which require even further attention. The lesson has been designed to cover as many sub-topics as possible but the following have been given particular attention: Classification hierarchy DNA in prokaryotes and eukaryotes The binomial naming system Phylogeny Modern day classification using biological molecules Calculating biodiversity Selection pressures and types of selections Transcription Gene mutations Physiological, behavioural and anatomical adaptations Meiosis and variation Non-disjunction The mathematical element of this topic and the course is challenged throughout the lesson and helpful hints are regularly provided to help students to structure their answers. This resource can be used as a revision aid at the end of the topic, in the lead up to AS or A2 mocks or in the lead up to the actual terminal A-level exams.

This is a detailed and engaging lesson presentation (59 slides) that combines exam questions and progress checks along with quiz competition rounds to enable students to assess their understanding of the specification content within topics C1 - 3 of the OCR GCSE Combined Science Gateway A 9 - 1 as can be assessed in Paper 3. All of the exam questions and progress checks have displayed answers as well as sections where content is recapped so that students can understand how an answer was obtained. The revision rounds in the competition include “The need to BALANCE”, “Number crazy” and “React to the REACTION”. This lesson has been designed for GCSE students.

This fully-resourced lesson describes the non-specific responses of the body to infection and includes details of phagocytosis, inflammation and interferon release. The engaging and detailed PowerPoint and accompanying resources have been primarily designed to cover the content of point 6.7 of the Pearson Edexcel A-level Biology A specification but topics including antigen-presentation are also introduced to prepare students for upcoming lessons on the immune response (6.8 & 6.9). At the start of the lesson, the students are challenged to recall that cytosis is a suffix associated with transport mechanisms and this introduces phagocytosis as a form of endocytosis which takes in pathogens and foreign particles. This emphasis on key terminology runs throughout the course of the lesson and students are encouraged to consider how the start or end of a word can be used to determine meaning. The process of phagocytosis is then split into 5 key steps and time is taken to discuss the role of opsonins as well as the fusion of lysosomes and the release of lysozymes. A series of application questions are used to challenge the students on their ability to make links to related topics including an understanding of how the hydrolysis of the peptidoglycan wall of a bacteria results in lysis. Students will be able to distinguish between neutrophils and monocytes from a diagram and at this point, the role of macrophages and dendritic cells as antigen-presenting cells is described so that it can be used in the next lesson. The importance of cell signalling for an effective immune response is discussed and the rest of the lesson focuses on the release of two chemicals - interferons and histamine. During the interferon section, references are made to a previous lesson on HIV structure and action so students can understand how the release of these signalling proteins helps neighbouring cells to heighten their anti-viral defences. A step by step guide is used to describe the release of histamine in the inflammatory response and the final task challenges students to use this support to form a detailed answer regarding the steps in inflammation.

A fully-resourced lesson which looks at the meaning of the rate of reaction and guides students through calculating both the mean and instantaneous rate of reaction. The lesson includes a concise lesson presentation (19 slides) and a question worksheet which is differentiated two ways. The lesson begins by challenging the students to suggest the missing factor in the rate of reaction equation so they can learn that either the mass of a reactant or a mass of a product could be used. Links are made to practical skills as students will understand that if a product is in the gaseous form, the volume produced within a set time will enable the rate to be calculated. Worked examples are used to show the students how to calculate the mean rate of reaction and then the instantaneous using a tangent. The rest of the lesson involves collecting data from an experiment to calculate the rate of reaction. The questions associated with the practical have been differentiated so students who need assistance can still access the learning. This lesson has been written for GCSE students

A fully resourced revision lesson that uses a combination of exam questions, understanding checks, quick tasks and quiz competitions to help the students to assess their understanding of the topics found within modules B1, B2 and B3 of the OCR Gateway A GCSE Biology specification as will be covered in Biology paper 1 The topics that are tested within the lesson include: Cell structures What happens in cells Respiration Photosynthesis Supplying the cell The challenge of size The nervous system The endocrine system Maintaining internal environments Students will be engaged through the numerous quiz rounds whilst crucially being able to recognise those areas which require further attention

A series of 5 exam questions that challenge students to work out the actual size of a section as seen under a microscope or the magnification. These questions will test their ability to convert between measurements and give answers in micrometers. These questions are suitable for GCSE and A-level students

A concise lesson presentation (20 slides) that looks at how the collision theory is related to the rate of reaction. This is a short lesson that would be taught at the beginning of the topic that looks at the rate of reaction and the factors that affect the rate. Students are challenged with a quick competition that gets them to recognise keywords which are involved in the collision theory. Some time is then taken to focus on "activation energy" and how this is shown on a reaction profile. Finally, students will use their keywords to form a clear definition for the collision theory which includes its link to the rate of reaction so this can be used in the upcoming lessons This lesson has ultimately been designed for GCSE students but can be used with all age groups as an introduction to the topic

A detailed lesson presentation (25 slides) that introduces students to the difficult topic of specific heat capacity. Students are guided through the equation for energy transferred and shown how to rearrange the equation, so they are able to tackle the question, no matter the subject of the question. There are regular opportunities for students to apply their new found knowledge to questions and to assess themselves against the answers. Quick games and competitions are also used to maintain engagement. If you choose to download this lesson, it would be much appreciated if you would take just a few seconds to write a review so I can improve my practice and other teachers can see if this resource is right for them. Thank you in advance.