I am a Secondary Science Teacher specialising in Biology at iGCSE, AS and A Level. I have 10 years of experience teaching and leading in both the UK and abroad which has exposed me to a number of different curriculums, exam board specifications and students of a wide range of abilities, something that my resources shared here will reflect.
I am a Secondary Science Teacher specialising in Biology at iGCSE, AS and A Level. I have 10 years of experience teaching and leading in both the UK and abroad which has exposed me to a number of different curriculums, exam board specifications and students of a wide range of abilities, something that my resources shared here will reflect.
Measuring Photosynthesis (Required Practical 7)
In this fully resourced lesson students will explore the effect of specific limiting factors on the rate of photosynthesis.
This scheme or work has been deisgned to cover Unit 3: Populations and Genes of the Oxford AQA International A Level Biology Course over 12 weeks.
In order to access this scheme students should have previously completed Oxford AQA iAS Biology Units 1 and 2 in their previous academic year. In term 1 students will cover all of the Unit 3 content in order that they can sit their Unit 3 examination in January and begin Unit 4 immediately after. Students will sit the Unit 4 and 5 exams in May/June. Some students may be advised to sit both Unit 3, 4 and 5 in May/June if their mock data from Term 1 indicates they aren’t quite ready to sit Unit 3 in January.
This resource bundle includes a 12 week scheme of work/curriculum plan, a baseline assessment, progress checks, a suggested term 1 mock exam, homework menu’s and required practical activity sheets organised in a simple to follow format ideal for teachers new to delivering the course.
These homework menu’s encourage students to work more independently when approaching their revision and studies by giving them suggestions to tasks to complete that will help them to consolidate their knowledge and understanding of the concepts required for Unit 3: Populations and Genes of the Oxford AQA International A Level Biology course.
This resource includes all required worksheets mentioned on the homework menu.
This lesson continues with Topic 20 - Respiration of the Oxford AQA A Level Biology course. Having also taught Pearson Edexcel for a number of years I can confirm that this lesson is also suitable for the delivery of this course.
The Electron Transfer Chain - Oxford AQA A Level Biology
Through this fully resourced lesson students will evaluate the chemiosmotic theory for ATP production. Students will start by recalling their prior knowledge of glycolysis, the link reaction and Krebs cycle before exploring the detailed events of the electron transfer chain.
This lesson introduces Topic 22 - Nutrient Cycles 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 evaluate the importance of photosynthetic organisms and decomposers in the carbon cycle. Students will start by recalling carbon-containing compounds and comparing organic and inorganic compounds. They will then interpret a carbon cycle to explain how carbon is cycled in ecosystems and determine the role of carbon sinks, decomposers and photosynthetic organisms in the carbon cycle.
Through this fully resourced lesson students will communicate how embryology and fossils provide evidence for evolution. They will first describe how shared features in embryos provide evidence for evolution. They will then go on to explain how homologous and vestigial structures provide evidence for evolution. They will finally infer why transitional fossils are important to studying evolution by exploring derived and ancentral features using the Archaeopteryx as an example. Students will also have the opportunity to apply their knowledge and understanding to exam style questions.
Through this fully resourced lesson students will explore how the human genome project may impact human health in the future. They will first recall the steps involved in the synthesis of a protein, they will then break down the word proteomics to understand its meaning before conducting independent research into examples of protein abnormalities to identify causes of disease. Students will then finally apply their understanding to some exam style questions.
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 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 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.
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.
