Complete lesson on Single-celled organisms, suitable for a high ability KS3 class. Suitable to use as part of the ‘Activate’ schemes of work. Resources can be adjusted to meet the needs of your class. For further enquiries please email paperfriendlyresources@gmail.com Also available via instagram: Paperfriendlyresourcesuk

I taught bacterial and viral diseases in one lesson so that my students could compare and contrast between the two types. Students enjoyed finding out information online. It also allowed students to access a wealth of information and prompted very interesting discussions. I would recommend booking an ICT suite, i Pads or laptops to make the most out of the independent activity. If computer access is limited the student textbook can also be used :) This lesson has been created in accordance to the NEW AQA Specification (9-1) for my combined/additional science class (Year 9-KS4). Includes: slide animations, embedded video, worksheets (including support sheet) and answers have also been included within the slides. This resource is suitable for separate science students. If you have a low ability group or would like to incorporate exam questions, i would recommend splitting this lesson in two. AQA spec link: 4.3.1.2, 4.3.1.3 Relevant chapter: B5-Communicable diseases . AQA Biology third edition textbook-Page 84-87. *The new specification requires students to know the following; Explain how the spread of diseases can be reduced or prevented. Viral diseases Measles is a viral disease showing symptoms of fever and a red skin rash. Measles is a serious illness that can be fatal if complications arise. For this reason most young children are vaccinated against measles. The measles virus is spread by inhalation of droplets from sneezes and coughs. HIV initially causes a flu-like illness. Unless successfully controlled with antiretroviral drugs the virus attacks the body’s immune cells. Late stage HIV infection, or AIDS, occurs when the body’s immune system becomes so badly damaged it can no longer deal with other infections or cancers. HIV is spread by sexual contact or exchange of body fluids such as blood which occurs when drug users share needles. Tobacco mosaic virus (TMV) is a widespread plant pathogen affecting many species of plants including tomatoes. It gives a distinctive ‘mosaic’ pattern of discolouration on the leaves which affects the growth of the plant due to lack of photosynthesis . Bacterial diseases Salmonella food poisoning is spread by bacteria ingested in food, or on food prepared in unhygienic conditions. In the UK, poultry are vaccinated against. Salmonella to control the spread. Fever, abdominal cramps, vomiting, and diarrhoea are caused by the bacteria and the toxins they secrete. Gonorrhoea is a sexually transmitted disease (STD) with symptoms of a thick yellow or green discharge from the vagina or penis and pain on urinating. It is caused by a bacterium and was easily treated with the antibiotic penicillin until many resistant strains appeared. Gonorrhoea is spread by sexual contact. The spread can be controlled by treatment with antibiotics or the use of a barrier method of contraception such as a condom.

Human reproduction lesson created in accordance to the NEW AQA Specification (9-1) for my separates class (Year 10-KS4). Includes: slide animations, embedded videos and practice questions with answers on slides. This resource is suitable for combined science students. May needed to be edited for foundation students. AQA spec link: 5.3.4 Relevant chapter: B11 Hormonal coordination. AQA Biology third edition textbook-Page 168-169. Specification requires students to know the following; Students should be able to describe the roles of hormones in human reproduction, including the menstrual cycle. During puberty reproductive hormones cause secondary sex characteristics to develop. Oestrogen is the main female reproductive hormone produced in the ovary. At puberty eggs begin to mature and one is released approximately every 28 days. This is called ovulation. Testosterone is the main male reproductive hormone produced by the testes and it stimulates sperm production. Several hormones are involved in the menstrual cycle of a woman. • Follicle stimulating hormone (FSH) causes maturation of an egg in the ovary. • Luteinising hormone (LH) stimulates the release of the egg. • Oestrogen and progesterone are involved in maintaining the uterus lining.

Types of reproduction lesson created in accordance to the NEW AQA Specification (9-1). Designed for a TRILOGY class, although content can be adjusted to suit any ability. Includes: slide animations, embedded videos and practice questions with answers on slides as well as a quiz. AQA spec link: 6.1.1 Relevant chapter: B12 Genetics and reproduction. AQA Biology third edition textbook-Page 162-163. Specification requires students to know the following; Students should understand that meiosis leads to non-identical cells being formed while mitosis leads to identical cells being formed. Sexual reproduction involves the joining (fusion) of male and female gametes: • sperm and egg cells in animals • pollen and egg cells in flowering plants. In sexual reproduction there is mixing of genetic information which leads to variety in the offspring. The formation of gametes involves meiosis. Asexual reproduction involves only one parent and no fusion of gametes. There is no mixing of genetic information. This leads to genetically identical offspring (clones). Only mitosis is involved. Good luck with your lesson!

The blood 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: 4.2.2.3 Relevant chapter: B4 Organising animals and plants. AQA Biology combined edition textbook-Page 52-53 Students are required to know the following; Blood is a tissue consisting of plasma, in which the red blood cells, white blood cells and platelets are suspended. Students should know the functions of each of these blood components. Students should be able to recognise different types of blood cells in a photograph or diagram, and explain how they are adapted to their functions.

The carbon cycle 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: 4.7.2.2 Relevant chapter: B17 organising an ecosystem. AQA Biology Third edition textbook-Page 280-281 Students are required to know the following; Explain the importance of the carbon and water cycles to living organisms. All materials in the living world are recycled to provide the building blocks for future organisms. The carbon cycle returns carbon from organisms to the atmosphere as carbon dioxide to be used by plants in photosynthesis. The water cycle provides fresh water for plants and animals on land before draining into the seas. Water is continuously evaporated and precipitated. Students are not expected to study the nitrogen cycle. Students should be able to explain the role of microorganisms in cycling materials through an ecosystem by returning carbon to the atmosphere as carbon dioxide and mineral ions to the soil.

Unit 2-Practical scientific procedures and techniques Learning aim D: Review personal development of scientific skills for laboratory work. How did i teach this? This assignment allows students to review the skills they attained in this unit. It also reiterates the importance of H&S as well as professional practice. Before setting the assignment i first taught three lessons covering the content in Pearson BTEC national-Applied science-Student book 1. Due to the complexity of this assignment i provided my students with a template which covered the P/M/D criteria (download the free template). This prevented students from going off on a tangent and also ensured they had mentioned the key skills for both assignment B and C. NB: Interpersonal skills is the second lesson of the three lessons. Worksheets attached and videos embedded for ease of use.

**Please also download my free lesson on the heart dissection practical, its a fantastic way to engage students. It follows on nicely from this lesson. Link: https://www.tes.com/teaching-resource/aqa-new-specification-heart-dissection-practical-b4-3-11860880 The heart 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: 4.2.2.2 Relevant chapter: B4 Organising animals and plants. AQA Biology combined/third edition textbook-Page 56-57 Students are required to know the following; The heart is an organ that pumps blood around the body in a double circulatory system. The right ventricle pumps blood to the lungs where gas exchange takes place. The left ventricle pumps blood around the rest of the body. Knowledge of the blood vessels associated with the heart is limited to the aorta, vena cava, pulmonary artery, pulmonary vein and coronary arteries. Knowledge of the names of the heart valves is not required. The natural resting heart rate is controlled by a group of cells located in the right atrium that act as a pacemaker. Artificial pacemakers are electrical devices used to correct irregularities in the heart rate.

Evaporation and transpiration 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. Please note it is not necessary to print the worksheet for this lesson although it’s advisable if you are teaching a low ability class AQA spec link: 4.2.3.2 Relevant chapter: B4 Organising animals and plants. AQA Biology combined/third edition textbook-Page 66-67 Students are required to know the following; Students should be able to explain how the structure of root hair cells, xylem and phloem are adapted to their functions. Root hair cells are adapted for the efficient uptake of water by osmosis, and mineral ions by active transport. Xylem tissue transports water and mineral ions from the roots to the stems and leaves. It is composed of hollow tubes strengthened by lignin adapted for the transport of water in the transpiration stream. The role of stomata and guard cells are to control gas exchange and water loss. AT 6, 7 Investigate the distribution of stomata and guard cells.

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.

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.

This lesson has recently been ammended to include recent events regarding climate change Global warming 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. This lesson Includes powerpoint timers, slide animations, homework self-assessment, interactive mark scheme, embedded video’s and review. For general enquiries or support please email: Paperfriendlyresources@gmail.com NB: If you are unable to play embedded videos please view slide notes for link. * AQA spec link: 4.7.3.5 Relevant chapter: B18 Biodiversity and ecosystems. AQA Biology third edition textbook-Page 294-295 Students are required to know the following; Students should be able to describe some of the biological consequences of global warming. Levels of carbon dioxide and methane in the atmosphere are increasing, and contribute to ‘global warming’.

Complete lesson on Joints , suitable for a mixed ability KS3 class. Suitable to use as part of the ‘Activate’ schemes of work. Resources can be adjusted to meet the needs of your class. Practical activity included! For further enquiries please email paperfriendlyresources@gmail.com Also available via instagram: Paperfriendlyresourcesuk

Kidney transplant lesson created in accordance to the NEW AQA Specification (9-1) for my separates class (Year 10-KS4). Includes: slide animations and a video. AQA spec link:5.3.3 Relevant chapter: B12.5-Kidney transplants . ( Note: This topic is for BIOLOGY only not for combined science students). AQA Biology third edition textbook-Page 187-188 *The new specification requires students to know the following; People who suffer from kidney failure may be treated by organ transplant or by using kidney dialysis. Students should know the basic principles of dialysis.

Antibiotic resistant bacteria lesson created in accordance to the NEW AQA Specification (9-1). Designed for higher ability class, although content can be adjusted to suit any ability. Includes: embedded videos and timers, slide animations, practice questions with answers on slides, worksheet and an interactive quiz. NB: If you are unable to play videos a URL link can be found in the slide notes. AQA spec link: 4.6.3.7 Relevant chapter: B15 Genetics and evolution. AQA Biology Third edition textbook-Page 248-249 Students are required to know the following; Bacteria can evolve rapidly because they reproduce at a fast rate. Mutations of bacterial pathogens produce new strains. Some strains might be resistant to antibiotics, and so are not killed. They survive and reproduce, so the population of the resistant strain rises. The resistant strain will then spread because people are not immune to it and there is no effective treatment. MRSA is resistant to antibiotics. To reduce the rate of development of antibiotic resistant strains: • doctors should not prescribe antibiotics inappropriately, such as treating non-serious or viral infections • patients should complete their course of antibiotics so all bacteria are killed and none survive to mutate and form resistant strains •the agricultural use of antibiotics should be restricted. The development of new antibiotics is costly and slow. It is unlikely to keep up with the emergence of new resistant strains.

AQA A-Level New specification-Structure of the cell surface membrane-Transport 4.1 (3.2.3) Enough content for a double lesson. Includes: questions, embedded videos, slide timers, slide animations, interactive answers on slides, and a plenary. Also includes a 3D model making activity (to be printed on card paper) ALevel Biology Textbook: Section 2 Cells, Chapter 4.1

Complete lesson Includes: questions, embedded videos, slide timers, slide animations, interactive answers on slides, and a plenary.

Six mark question on mitosis and meiosis. Compliments the B12.2 lesson on cell division in sexual reproduction. Please feel free to check out my other resources :)