Increasing BIODIVERSITY

Increasing BIODIVERSITY

A resourced lesson which looks at a range of methods that are used to increase biodiversity. The lesson includes an engaging lesson presentation (31 slides) and an associated worksheet The lesson begins by getting students to recall the term biodiversity and time is taken to ensure that the meaning of this word is fully understood. The lesson takes the form of a bus ride around London, looking at some of the attractions which act to increase or maintain biodiversity. Students will “virtually” visit both London Zoo and Kew Gardens and will learn how methods such as the captive breeding programme and the Millenium Seed Bank are used to influence biodiversity. Along with the bus ride, students will compete in a number of quiz competitions which act to maintain engagement whilst introducing key terms or facts. There are regular progress checks throughout the lesson to allow the students to check their understanding. This lesson has been designed for GCSE students.
GJHeducation
NATIVE AUSTRALIAN WILDLIFE ADAPT TO THE ENVIRONMENT OF THE SOUTHERN LOST CITY

NATIVE AUSTRALIAN WILDLIFE ADAPT TO THE ENVIRONMENT OF THE SOUTHERN LOST CITY

The dissected sandstone plateau of the Southern Lost City of Limmen National Park provide a distinctive habitat for a range of native wildlife. This unit has a focus on survival and adaptation to this area. The Limmen National Park was proclaimed in 2012 and research is in its early years. Those with an interest in the natural environment who ventured into the area when it was used as for cattle raising (pastoral leases) made lists of wildlife observed. In the environment within and around the Southern Lost City they began to record that certain native species were increasingly difficult to sight. Coinciding with these observations were the increasing sightings of intruding feral animals such as cane toads, feral cats and feral pigs. Their conclusion was that the feral intruders were having an affect on the survival rates of native wildlife by habitat modification and food resource reduction. Future research into this situation will shed further light on these impacts. Of particular concern were the reductions of 3 species covered in this unit. They have reached the "endangered" list and were heading for extinction within this area. Of particular concern were sightings of feral cats. Though not yet numerous in this park their numbers were likely to increase and their efficient hunting and killing skills would place native bird and small mammal species under threat. The feral cat situation is covered in another unit entitled "The feral cat menace - impact on Australian native wildlife". This unit can stand alone as an introduction to the impact of feral animals on native wildlife. It cat be used to introduce the topic of tha considerable problem caused by the increasing population and spread of feral cats which are regarded as the top predator affecting native Australian wildlife. That unit will also consider programmes carried out by the AWC (Australian Wildlife Conservancy) to conserve and protect native wildlife of Australia and avoid (if possible)adding names to the list of species that have become extinct. The worksheets (colour and black and white) are included so that hard copies can be distributed.
KPolkinghorne
Conserving Nature: KS3 - Development Decisions

Conserving Nature: KS3 - Development Decisions

The balance between providing resources for a growing and technologically advanced population and protecting biodiversity is an ever-increasing problem. In this activity, students gain an insight into the work of researchers at The University of Oxford’s Interdisciplinary Centre for Conservation Science (ICCS) and model the conflict between development and the needs of people and the environment. They role play a stakeholder meeting between local villagers and developers, mediated by conservation researchers, to see if they can come to an agreement on proposed development ideas. Learning Outcomes: Students learn what conservation is and why it is important Students discuss negative and positive environmental and social impacts of development to make a decision. See more at: https://www.oxfordsparks.ox.ac.uk/content/conserving-nature
OxfordUniversity
Conserving Nature: KS3 - Dam Dilemma

Conserving Nature: KS3 - Dam Dilemma

Technological development in low income countries such as Uganda is important for improving the economy and providing a better quality of life for its population. However, quite often these developments carry a risk of negatively affecting the environment and the lives of local people. The work of researchers at The University of Oxford’s Interdisciplinary Centre for Conservation Science (ICCS) aims to ensure that new developments not only ‘do no harm’, but actively bring benefit to both biodiversity and local communities. In this activity students look at the positive and negative impacts of building more hydroelectric dams on Ugandan rivers. They use this information to write a balanced argument. Learning outcomes: Students learn what conservation is and how it can protect biodiversity loss Students learn to write a balanced argument, considering environmental, economic and social issues See more at: https://www.oxfordsparks.ox.ac.uk/content/conserving-nature
OxfordUniversity
Edexcel iGCSE Biology Triple & Double Award Revision Mindmaps

Edexcel iGCSE Biology Triple & Double Award Revision Mindmaps

Mindmaps for pupils to fill in covering all of Edexcel iGCSE Triple Award and Double Award Biology. Based on the NEW iGCSE Specification triple and double award revision diagrams (for exams from 2019). Each slide is a separate mind map, to be printed A3 size ideally: Section 1: The nature and variety of living organisms a) Characteristics of living organisms and b) Variety of living organisms Section 2: Structures and functions in living organisms a) Levels of organisation b) Cell structure Section 2: Structures and function in living organisms c) Biological molecules Section 2: Structures and function in living organisms d) Movement of substance into and out of cells Section 2: Structures and function in living organisms e) Nutrition - Flowering plants and g) Gas exchange Section 2: Structures and function in living organisms e) Nutrition - Humans Section 2: Structures and function in living organisms e) Nutrition - Humans (2) Section 2: Structures and function in living organisms f) Respiration and g) Gas exchange in humans Section 2: Structures and function in living organisms h) Transport and Transport in flowering plants Section 2: Structures and function in living organisms h) Transport in humans Section 2: Structures and function in living organisms h) Transport in humans (2) Section 2: Structures and function in living organisms i) Excretion in flowering plants and humans Section 2: Structures and function in living organisms j) Co-ordination and response - flowering plants and humans Section 2: Structures and function in living organisms j) Co-ordination and response - humans continued Section 3a: Reproduction and 3a: flowering plants reproduction Section 3a: 3a: flowering plants reproduction (2) Section 3a: Human reproduction Section 3a: Human reproduction (2) Section 3a: Human reproduction (3) Section 3b: Inheritance Section 3b: Inheritance (2) Section 4: Ecology and the environment a) The organism in the environment and b) Feeding relationships Section 4: Ecology and the environment c) Cycles within ecosystems Section 4: Ecology and the environment d) Human influences on the environment Section 5: Uses of biological resources a) Food production Section 5: Uses of biological resources b) Selective breeding and c) Genetic modification Section 5: Uses of biological resources d) Cloning Also includes required 2 pages of practical summary sheets. PDF versions as well in case of formatting issues.
Jb582
Wildflower ID Spotter sheet for August

Wildflower ID Spotter sheet for August

This is a spotter sheet with pictures and descriptions to help children identify wildflowers. Suitable for primary age from 7 to early secondary 12-13 years. KS2 science curriculum requires children to identify some common plants. Mostly this is an activity children can do with parents and carers to increase their knowledge of the natural world.
jayto
AQA Biology (B2) GCSE 9-1 chapter outline and extended writing tasks with marking grids

AQA Biology (B2) GCSE 9-1 chapter outline and extended writing tasks with marking grids

Included is a chapter outline based on Kerboodle for AQA GCSE 9-1 Biology (B2) The schedule identifies the homework/ extended writing assessment and marking grid which matches each chapter. Included in this pack is all of the extended writing questions and marking grids identified in the schedule. The extended writing question pack includes a past paper extended writing question for GCSE Biology with a marking grid feedback sheet. The marking grid has a space to write what went wells (WWW) and even better Ifs. The grid also contains a SPAG section where the students can be given a grade for the level of SPAG that they have used, and a suggested way of improving their SPAG. The levelled answers are to act as a mark scheme/ model answer. This makes marking specific to the students, provides consistency and saves time. Student feedback from using this model of assessment has been very positive.
leannessmith
Extended writing question and marking grid: ecosystems

Extended writing question and marking grid: ecosystems

This is a past paper extended writing question for GCSE Biology with a marking grid feedback sheet. The marking grid has a space to write what went wells (WWW) and even better Ifs. The grid also contains a SPAG section where the students can be given a grade for the level of SPAG that they have used, and a suggested way of improving their SPAG. The levelled answers are to act as a mark scheme/ model answer. This makes marking specific to the students and provides consistency and saves time. Student feedback from using this model of assessment has been very positive.
leannessmith
Extended writing question and marking grid: carbon cycle

Extended writing question and marking grid: carbon cycle

This is a past paper extended writing question for GCSE Biology with a marking grid feedback sheet. The marking grid has a space to write what went wells (WWW) and even better Ifs. The grid also contains a SPAG section where the students can be given a grade for the level of SPAG that they have used, and a suggested way of improving their SPAG. The levelled answers are to act as a mark scheme/ model answer. This makes marking specific to the students and provides consistency and saves time. Student feedback from using this model of assessment has been very positive.
leannessmith
Ecology Activity: Biology Escape Room - Science

Ecology Activity: Biology Escape Room - Science

This breakout escape room is a fun way for students to test their knowledge with conceps within ecology. Contents: ♦ Teacher Instructions with Usage Guide and FAQ ♦ 20 Multiple Choice Questions ♦ 5 Decoders for each of the 5 Levels ♦ Student Recording Sheet and Teacher Answer Key ♦ Link to an optional, but recommended, digital breakout room
ScienceSpot
AQA new specification-B16 Adaptation, interdependence and competition-Separate science bundle

AQA new specification-B16 Adaptation, interdependence and competition-Separate science bundle

This bundle only contains the content for SEPARATE science students. It includes the B16 unit-Adaptation, interdependence and competition. All lessons have been done in accordance to the specification requirements and have been pitched to a higher ability class. Videos have been embedded for ease of use, and printer friendly resources attached. Search the individual lessons for more information on the lesson content. Save 25% by purchasing this bundle :) Total = 8 lessons These lessons are suitable to teach combined science students. Lesson 1-The importance of communities Lesson 2-Organisms in their environment Lesson 3-Distribution and abundance Lesson 4-Competition in animals Lesson 5-Competition in plants Lesson 6-Adapt and survive Lesson 7-Adaptations in animals Lesson 8-Adaptations in plants Good luck with your lessons :)
Paperfriendlyresources
AQA new specification-B15 Adaptation, interdependence and competition-Combined/Additional science bundle

AQA new specification-B15 Adaptation, interdependence and competition-Combined/Additional science bundle

This bundle only contains the content for COMBINED/ADDITIONAL science students. It includes the B15 unit-Adaptation, interdependence and competition. All lessons have been done in accordance to the specification requirements and have been pitched to a higher ability class. Videos have been embedded for ease of use, and printer friendly resources attached. Search the individual lessons for more information on the lesson content. Save 25% by purchasing this bundle :) Total = 8 lessons These lessons are suitable to teach separate science. Lesson 1-The importance of communities Lesson 2-Organisms in their environment Lesson 3-Distribution and abundance Lesson 4-Competition in animals Lesson 5-Competition in plants Lesson 6-Adapt and survive Lesson 7-Adaptations in animals Lesson 8-Adaptations in plants Good luck with your lessons :)
Paperfriendlyresources
AQA new specification-Adaptation in plants-B16.8

AQA new specification-Adaptation in plants-B16.8

Adaptations in plants lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability class, although content can be adjusted to suit any ability. Includes powerpoint timers, slide animations, embedded video’s and mini review. NB: If you are unable to play embedded videos please view slide notes for link. AQA spec link: 4.7.1.4 Relevant chapter: B16 Adaptations, interdependence and competitions. AQA Biology third edition textbook-Page 272-273 Students should be able to explain how organisms are adapted to live in their natural environment,given appropriate information.
Paperfriendlyresources
AQA new specification-Adaptation in animals-B16.7

AQA new specification-Adaptation in animals-B16.7

Adaptations in animals lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability class, although content can be adjusted to suit any ability. Includes powerpoint timers, slide animations, embedded video’s and mini review. NB: If you are unable to play embedded videos please view slide notes for link. AQA spec link: 4.7.1.4 Relevant chapter: B16 Adaptations, interdependence and competitions. AQA Biology third edition textbook-Page 270-271 Students are required to know the following; Students should be able to explain how organisms are adapted to live in their natural environment, given appropriate information. Organisms have features (adaptations) that enable them to survive in the conditions in which they normally live. These adaptations may be structural, behavioural, or functional.
Paperfriendlyresources
AQA new specification-Adapt and survive-B16.6

AQA new specification-Adapt and survive-B16.6

Adapt and survive lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability class, although content can be adjusted to suit any ability. Includes powerpoint timers, slide animations, embedded video’s and mini review. NB: If you are unable to play embedded videos please view slide notes for link. AQA spec link: 4.7.1.4 Students should be able to explain how organisms are adapted to live in their natural environment, given appropriate information. Organisms have features (adaptations) that enable them to survive in the conditions in which they normally live. These adaptations may be structural, behavioural, or functional. Some organisms live in environments that are very extreme, such as at high temperature, pressure, or salt concentration. These organisms are called extremophiles. Bacteria living in deep sea vents are extremophiles.
Paperfriendlyresources
AQA new specification-Competition in plants-B16.5

AQA new specification-Competition in plants-B16.5

Competition in plants lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability class, although content can be adjusted to suit any ability. Includes powerpoint timers, slide animations, embedded video’s and mini review. NB: If you are unable to play embedded videos please view slide notes for link. AQA spec link: 4.7.1.1 Relevant chapter: B16 Adaptations, interdependence and competitions. AQA Biology third edition textbook-Page 266-267 Students are required to know the following; Plants in a community or habitat often compete with each other for light and space, and for water and mineral ions from the soil. Animals often compete with each other for food, mates and territory. Within a community each species depends on other species for food, shelter, pollination, seed dispersal etc. If one species is removed it can affect the whole community. This is called interdependence. A stable community is one where all the species and environmental factors are in balance so that population sizes remain fairly constant. Students should be able to extract and interpret information from charts, graphs, and tables relating to the interaction of organisms within a community.
Paperfriendlyresources
AQA new specification-Competition in animals-B16.4

AQA new specification-Competition in animals-B16.4

Competition in animals lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability class, although content can be adjusted to suit any ability. Includes powerpoint timers, slide animations, embedded video’s and mini review. NB: If you are unable to play embedded videos please view slide notes for link. AQA spec link: 4.7.1.1 Relevant chapter: B16 Adaptations, interdependence and competitions. AQA Biology third edition textbook-Page 264-265 Students are required to know the following; Students should be able to describe: • different levels of organisation in an ecosystem from individual organisms to the whole ecosystem • the importance of interdependence and competition in a community. Students should be able to, when provided with appropriate information: • suggest the factors for which organisms are competing in a given habitat • suggest how organisms are adapted to the conditions in which they live. An ecosystem is the interaction of a community of living organisms (biotic) with the non-living (abiotic) parts of their environment. To survive and reproduce, organisms require a supply of materials from their surroundings and from the other living organisms there.
Paperfriendlyresources
AQA new specification-Distribution and abundance-B16.3

AQA new specification-Distribution and abundance-B16.3

Distribution and abundance lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability class, although content can be adjusted to suit any ability. Includes powerpoint timers, slide animations, embedded video’s and mini review. NB: If you are unable to play embedded videos please view slide notes for link. AQA spec link: 4.7.2.1 Relevant chapter: B16 Adaptations, interdependence and competitions. AQA Biology third edition textbook-Page 262-263 Students are required to know the following; A range of experimental methods using transects and quadrats are used by ecologists to determine the distribution and abundance of species in an ecosystem. In relation to abundance of organisms students should be able to: • understand the terms mean, mode and median •calculate arithmetic means
Paperfriendlyresources
AQA new specification-Organisms in their environment-B16.2

AQA new specification-Organisms in their environment-B16.2

Organisms in their environment lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability class, although content can be adjusted to suit any ability. Includes powerpoint timers, slide animations, embedded video’s and mini review. NB: If you are unable to play embedded videos please view slide notes for link. AQA spec link: 4.7.1.2 + 4.7.1.3 Relevant chapter: B16 Adaptations, interdependence and competitions. AQA Biology combined edition textbook-Page 260-261 Students are required to know the following; Students should be able to explain how a change in an abiotic factor would affect a given community given appropriate data or context. Abiotic (non-living) factors which can affect a community are: •• light intensity •• temperature •• moisture levels •• soil pH and mineral content •• wind intensity and direction •• carbon dioxide levels for plants •• oxygen levels for aquatic animals. Students should be able to explain how a change in a biotic factor might affect a given community given appropriate data or context. Biotic (living) factors which can affect a community are: •• availability of food •• new predators arriving •• new pathogens •• one species outcompeting another so the numbers are no longer sufficient to breed.
Paperfriendlyresources
AQA new specification-The importance of communities-B16.1

AQA new specification-The importance of communities-B16.1

The importance of communities lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability class, although content can be adjusted to suit any ability. Includes powerpoint timers, slide animations, embedded video’s and mini review. NB: If you are unable to play embedded videos please view slide notes for link. AQA spec link: 4.7.1.1 Relevant chapter: B16 Adaptations, interdependence and competitions. AQA Biology third edition textbook-Page 258-259 Students are required to know the following; Students should be able to describe: •different levels of organisation in an ecosystem from individual organisms to the whole ecosystem • the importance of interdependence and competition in a community. An ecosystem is the interaction of a community of living organisms (biotic) with the non-living (abiotic) parts of their environment. To survive and reproduce, organisms require a supply of materials from their surroundings and from the other living organisms there. Plants in a community or habitat often compete with each other for light and space, and for water and mineral ions from the soil. Animals often compete with each other for food, mates and territory. Within a community each species depends on other species for food, shelter, pollination, seed dispersal etc. If one species is removed it can affect the whole community. This is called interdependence. A stable community is one where all the species and environmental factors are in balance so that population sizes remain fairly constant.
Paperfriendlyresources
AQA Combined Biology Required practicals

AQA Combined Biology Required practicals

This resource is for AQA 9-1 Combined Trilogy Biology. It is an entire pack for the required practicals, containing methods, graph skills, case studies, practice questions & exam application. You may wish to use alternative methods to those in here, however these cover the spec. I have included the ‘mark scheme’ i have put together but it is very much in draft format, but still suitable for use.
Killelay
Science Week

Science Week

Used each of these lessons during science week in different departments
ls6372
Food chains (French version)

Food chains (French version)

Lesson created for the French department for science week on food chains. All translated into French (and checked!) and differentiated throughout. Suitable for KS3 or low ability KS4. NOTE: this is a SMART board document Learning Objectives: Describe the way illness was dealt with in the earliest time periods Explain why survival rate improved Compare methods of surgery in different time periods
ls6372
New GCSE - Biology paper 2 Flashcards

New GCSE - Biology paper 2 Flashcards

These flashcards are based on fact recall for Biology paper 2. They are aimed at combined science students, but easily adapted for separate science students. They are a great activity for class, homework or extended days. Relevant for both year 10 and year 11 students
ls6372
New GCSE - Biology practical planning

New GCSE - Biology practical planning

This activity assists students in planning selected Biology required practicals. Each practical has an overview with an equipment list as well as a student work sheet with cues. Suitable for use with years 9-11.
ls6372
Biofuels

Biofuels

This worksheet encourages students to research and review a range of biofuels, identifying their benefits and drawbacks.
johnplatts
Debate Template

Debate Template

This resource is for all in education, from KS1-5 and even at university level, it makes debating fun, accessible and has great impact. It includes a ready to use generic template, structured stages and prompts. The differentiation opportunities are vast, these can be either by outcome or role allocation (e.g. captains will develop their leadership skills and may be the more able in the group). As stated at the start, it is linked to all levels and types of curricula, standards and specifications. My tip is just to try it out! This resource was prepared by Class Monitor, a secondary school science teacher and senior leader with two decades of experience in education. Class monitor has worked across three countries, has a post graduate qualification in PSHE qualification and an MA in education, find out more and get more ore resources at www.classmonitor.co.uk.
ClassMonitor
Questions Project

Questions Project

This resource is for all in education, from KS1-5 and even at university level, it makes a project out of question making. It is fun, accessible and has great impact. It includes a ready to use generic template, structured stages and prompts. The differentiation opportunities are vast, these can be either by outcome or role allocation (e.g. captains will develop their leadership skills and may be the more able in the group). As stated at the start, it is linked to all levels and types of curricula, standards and specifications. My tip is just to try it out! This resource was prepared by Class Monitor, a secondary school science teacher and senior leader with two decades of experience in education. Class monitor has worked across three countries, has a post graduate qualification in PSHE qualification and an MA in education, find out more and get more ore resources at www.classmonitor.co.uk.
ClassMonitor
GCSE Biology Worksheet Bundle: Animal and Plant Reproduction

GCSE Biology Worksheet Bundle: Animal and Plant Reproduction

This worksheet bundle covers sexual reproduction in both animals and plants, perfect for GCSE students or could be used with able KS3 pupils. Worksheets are designed to be visually appealing to students and are clearly laid out. The sheets are useful as an assessment and/or revision tool. Answer sheets are included for the teacher.
beckystoke
OCR GCSE Biology (9-1) B4 Separate Science and Combined Science Flash Cards

OCR GCSE Biology (9-1) B4 Separate Science and Combined Science Flash Cards

Over 40 flash cards with questions and answers. Questions have been made based on common questions students get wrong and include maths questions. Questions for separate science students have been highlighted in red so these could be removed for combined science students. These flash cards could be given to students after they have completed topic two or saved for when hard core revision begins! Alternatively, I made the flash cards on PPT as I often copy one of the slides over and have my students complete the questions on it as a settler in order to interleave content. The slides have been made in PPT and are fully editable. Print using the ‘Print on both sides. Print on long edge’ option under print settings. My other flash cards have been recommended by TES! Check them out too! Please leave a review with any comments or suggestions:)
tsb118
OCR GCSE Biology (9-1)  B4 Flashcards for combined science students

OCR GCSE Biology (9-1) B4 Flashcards for combined science students

30 flash cards with questions and answers. Questions have been made based on common questions students get wrong and include maths questions. These flash cards could be given to students after they have completed topic two or saved for when hard core revision begins! Alternatively, I made the flash cards on PPT as I often copy one of the slides over and have my students complete the questions on it as a settler in order to interleave content. The slides have been made in PPT and are fully editable. Print using the ‘Print on both sides. Print on long edge’ option under print settings. My other flash cards have been recommended by TES! Check them out too! Please leave a review with any comments or suggestions:)
tsb118
Biology Paper 2 revision - SOLO Hexagons

Biology Paper 2 revision - SOLO Hexagons

Topic consolidation and/or revision activity sheets. Cut out, rearrange, stick onto A3 sheet, add diagrams and/or annotations to justify your arrangement. Written with AQA Trilogy Biology paper 2 in mind.
jtranah
Biology revision mindmaps

Biology revision mindmaps

These are my mindmaps for the AQA Biology GCSE specification . I did it for myself when the new spec. 9-1 levels came out. It was my way of identifying how this spec. was structured. It can also be used for the Biology section of Trilogy, although the numbers may not match, the headings will. If a section is in higher tier only it is labelled with (H) and if it is only on the Biology and not the Trilogy it is labelled with (B). Although I did this primarily for myself, some of my colleagues are also using them and when I left my folder open on the desk I found students asking me for copies. I do not claim that they would suit everyone but if you have that sort of need for a complete overview, in a non-linear format, it might suit you. I have some students using them as tick lists, others highlighting the sections they want to cover for revision. I have even offered them at the start of a topic to certain students. Some would be frightened off by them, so you have to be selective. Each mindmap also contains the keywords and their definitions that now need to be learned in the relevant section. Individual mindmaps are available at £4 each.There is also a free resource that is a summary of the whole Biology specification.
jtranah
NEW GCSE AQA Science Required Practical Booklets 9-1

NEW GCSE AQA Science Required Practical Booklets 9-1

These student friendly handbooks are for the NEW AQA (9-1) Chemistry GCSE . These follow a similar layout and pattern I have used for the free revision and paid revision mats from my shop. All required practicals from each science has 2 booklets for each exam for AQA. Samples of the booklets can be found using the following link: https://www.tes.com/teaching-resource/sample-new-aqa-science-required-practical-handbook-9-1-11945258 These include a how to guide for each practical, practical information and questions regarding the methods and techniques used in each practical. There is also graph paper included in this booklet. References for the ‘working scientifically’, ‘mathematical skills’ and ‘apparatus and techniques’ requirements for each practical. Biology: Paper 1 booklet: Microscopy Microbiology (Biology) Osmosis Food Tests Enzymes Photosynthesis Paper 2 booklet: Reaction Time Plant Responses (Biology) Field Investigation (Quadrats) Field Investigation (Transects) Decay (Biology) Chemistry: Paper 1 booklet: Making Salts Neutralisation (Chemistry Electrolysis Temperature Change Paper 2 booklet: Rates of Reaction Chromatography Identifying Ions (Chemistry) Water Purification Physics: Paper 1 booklet: Specific Heat Capacity Thermal Insulation (Physics) Resistance I-V Characteristics Density Paper 2 booklet: Force and Extension Acceleration Waves Light (Physics) Radiation and Absorption I have not included exam questions for copyright reasons, so exam questions would make this booklet even better (use exampro for this). Hope these booklets are useful and please edit as much as you like to fit your need.
cal-w11
NEW AQA Biology Required Practical Handbook 9-1

NEW AQA Biology Required Practical Handbook 9-1

These student friendly handbooks are for the NEW AQA (9-1) Biology GCSE . These follow a similar layout and pattern I have used for the free revision and paid revision mats from my shop. Samples of these booklets can be found using the following link: https://www.tes.com/teaching-resource/sample-new-aqa-science-required-practical-handbook-9-1-11945258 These include a how to guide for each practical, practical information and questions regarding the methods and techniques used in each practical. There is also graph paper included in this booklet. References for the ‘working scientifically’, ‘mathematical skills’ and ‘apparatus and techniques’ requirements for each practical. Paper 1 booklet: Microscopy Microbiology (Biology) Osmosis Food Tests Enzymes Photosynthesis Paper 2 booklet: Reaction Time Plant Responses (Biology) Field Investigation (Quadrats) Field Investigation (Transects) Decay (Biology) I have not included exam questions for copyright reasons, so exam questions would make this booklet even better (use exampro for this). I have also created a bundle that contains all the required practicals for each subject and can be found using the link below. https://www.tes.com/teaching-resource/new-gcse-aqa-science-required-practical-booklets-9-1-11945151
cal-w11
AQA new specification-Adaptation in plants-B15.8

AQA new specification-Adaptation in plants-B15.8

Adaptations in plants lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability class, although content can be adjusted to suit any ability. Includes powerpoint timers, slide animations, embedded video’s and mini review. NB: If you are unable to play embedded videos please view slide notes for link. AQA spec link: 4.7.1.4 Relevant chapter: B15 Adaptations, interdependence and competitions. AQA Biology combined edition textbook-Page 220-221 Students should be able to explain how organisms are adapted to live in their natural environment,given appropriate information.
Paperfriendlyresources
AQA new specification-Adaptation in animals-B15.7

AQA new specification-Adaptation in animals-B15.7

Adaptations in animals lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability class, although content can be adjusted to suit any ability. Includes powerpoint timers, slide animations, embedded video’s and mini review. NB: If you are unable to play embedded videos please view slide notes for link. AQA spec link: 4.7.1.4 Relevant chapter: B15 Adaptations, interdependence and competitions. AQA Biology combined edition textbook-Page 218-219 Students are required to know the following; Students should be able to explain how organisms are adapted to live in their natural environment, given appropriate information. Organisms have features (adaptations) that enable them to survive in the conditions in which they normally live. These adaptations may be structural, behavioural, or functional.
Paperfriendlyresources
AQA new specification-Adapt and survive-B15.6

AQA new specification-Adapt and survive-B15.6

Adapt and survive lesson created in accordance to the NEW AQA Specification (9-1). Designed for a higher ability class, although content can be adjusted to suit any ability. Includes powerpoint timers, slide animations, embedded video’s and mini review. NB: If you are unable to play embedded videos please view slide notes for link. AQA spec link: 4.7.1.4 Students should be able to explain how organisms are adapted to live in their natural environment, given appropriate information. Organisms have features (adaptations) that enable them to survive in the conditions in which they normally live. These adaptations may be structural, behavioural, or functional. Some organisms live in environments that are very extreme, such as at high temperature, pressure, or salt concentration. These organisms are called extremophiles. Bacteria living in deep sea vents are extremophiles.
Paperfriendlyresources