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New Resources Coming soon!
PFR resources have been designed to ensure good quality teaching is not compromised by printing restrictions or buffering videos. Lessons that include worksheets have been created for teachers to print at least two copies to an A4 sheet.
Paperfriendlyresourcesuk
New Resources Coming soon!
PFR resources have been designed to ensure good quality teaching is not compromised by printing restrictions or buffering videos. Lessons that include worksheets have been created for teachers to print at least two copies to an A4 sheet.
Metabolism and the liver 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: 4.4.2.1
Relevant chapter: B9 Respiration. AQA Biology third edition textbook-Page 140-141
Students are required to know the following;
Students should be able to explain the importance of sugars, amino
acids, fatty acids and glycerol in the synthesis and breakdown of
carbohydrates, proteins and lipids.
Metabolism is the sum of all the reactions in a cell or the body.
The energy transferred by respiration in cells is used by the organism
for the continual enzyme controlled processes of metabolism that
synthesise new molecules.
Metabolism includes:
•conversion of glucose to starch, glycogen and cellulose
•the formation of lipid molecules from a molecule of glycerol and three
molecules of fatty acids
• the use of glucose and nitrate ions to form amino acids which in turn
are used to synthesise proteins
• respiration
•breakdown of excess proteins to form urea for excretion.
All of these aspects are covered in more detail in the relevant specification section but are linked together here.
Germination Practical (RP 8). This practical was completed in 2 lessons. Students are required to collect data outside of lesson time. I’ve attached both lessons, mock data (lesson 2) and a sign in sheet so you can create your own groups and student rota. Good luck!
Lesson 1: Demo provided, students set up their practical, three conditions were created; full light-by windowsill, partial light-underneath windowsill and darkness-cupboard. The remainder of the lesson was spent discussing how to collect data, the student rota was explained. Students also used this time to assign roles to one another. Opportunity to collect data at break/lunch over 7 days (excluding weekends).
Lesson 2: Interpreting data, working out averages, plotting graph, biological drawings. Conclusion and evaluation of practical was given as homework.
Overall, this practical was very easy to set up but very fiddly to organise. Students need to take active approach as this practical needs to be done over 7 consecutive days, ownership to students. Mustard seeds were quick to germinate but were very poor at demonstrating phototropism. I would probably use coriander seeds next time. Also in the dark condition shoots grew very long, this confused students as light was absent (due to Etiolation), to complex for GCSE students to comprehend.
Spec ref: 5.4.1
Required practical: Investigate the effect of light or gravity on the growth of newly germinated seedlings. Record results as both length measurements and as careful, labelled biological drawings to show the effects.
Types of reproduction lesson created in accordance to the NEW AQA Specification (9-1). Designed for a separates 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: B13 Genetics and reproduction. AQA Biology third edition textbook-Page 196-197.
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.
Biology only-6.1.3 Advantages of sexual reproduction:
• produces variation in the offspring
• if the environment changes variation gives a survival advantage by natural selection
• natural selection can be speeded up by humans in selective breeding to increase food production.
Advantages of asexual reproduction:
• only one parent needed
• more time and energy efficient as do not need to find a mate
• faster than sexual reproduction
• many identical offspring can be produced when conditions are favourable
Good luck with your lesson!
This bundle only contains the content for COMBINED/ADDITIONAL science students. It includes the B10 unit-The human nervous system. 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 = 4 lessons
These lessons are suitable to teach separate science but they have 3 extra topics to learn.
Lesson 1-Principles of homeostasis
Lesson 2-The structure and function of the human nervous system
Lesson 3-RP 6/7-Reaction time
Lesson 4-Reflex actions
Good luck with your lessons :)
This bundle contains the content for SEPARATE science students. It includes the B15 unit-Genetics and evolution. 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 30% by purchasing this bundle :) Total = 10 lessons
Lesson 1-History of genetics
Lesson 2-Theories of evolution
Lesson 3-Accepting Darwin’s ideas
Lesson 4-Evolution and speciation
Lesson 5-Evidence for evolution
Lesson 6-Fossils and extinction
Lesson 7-More about extinction
Lesson 8-Antibiotic resistant bacteria
Lesson 9-Classification
Lesson 10-New systems of classification
Good luck with your lessons :)
Dialysis lesson created in accordance to the NEW AQA Specification (9-1) for my separates class (Year 10-KS4). It includes: embedded videos, slide animations and a worksheet.
*Students only need to know the basic principles of dialysis-they do not need to know about haemodialysis or peritoneal dialysis.*
AQA spec link: 5.3.3
Relevant chapter: B12-Homeostasis in action. ( Note: This topic is for BIOLOGY only not for combined science students). AQA Biology third edition textbook-Page 188-189
*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 the operation of a dialysis machine.
Evidence for evolution 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: 4.6.3.4
Relevant chapter: B15 Genetics and evolution. AQA Biology third edition textbook-Page 242-243
Students are required to know the following;
Students should be able to describe the evidence for evolution including fossils and antibiotic resistance in bacteria.
The theory of evolution by natural selection is now widely accepted. Evidence for Darwin’s theory is now available as it has been shown that characteristics are passed on to offspring in genes. There is further evidence in the fossil record and the knowledge of how resistance to
antibiotics evolves in bacteria.
This bundle contains the content for SEPARATE/BIOLOGY ONLY students. It includes the B14 unit-Variation and evolution. 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 10% by purchasing this bundle :) Total = 7 lessons
Lesson 1-Variation
Lesson 2-Evolution by natural selection
Lesson 3-Selective breeding
Lesson 4-Genetic engineering
Lesson 5-Cloning
Lesson 6-Adult cell cloning
Lesson 7-Ethics of genetic technologies
Good luck with your lessons :)
This bundle only contains the content for COMBINED/ADDITIONAL science students. It includes the B17 unit-Biodiversity and ecosystems. 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 20% by purchasing this bundle :) Total = 6 lessons
These lessons are suitable to teach separate science.
Lesson 1-The human population explosion
Lesson 2-Land and water pollution
Lesson 3-Air pollution
Lesson 4-Deforestation and peat destruction
Lesson 5-Global warming
Lesson 6-Maintaining biodiversity
Good luck with your lessons :)
The history of genetics lesson created in accordance to the NEW AQA Specification (9-1). Designed for a separates class. 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: 4.6.3.3
Relevant chapter: B15 Genetics and evolution. AQA Biology trilogy edition textbook-Page 234-235
Students are required to know the following;
Students should be able to: • describe the development of our understanding of genetics including the work of Mendel • understand why the importance of Mendel’s discovery was not recognised until after his death. In the mid-19th century Gregor Mendel carried out breeding experiments on plants. One of his observations was that the inheritance of each characteristic is determined by ‘units’ that are passed on to descendants unchanged. In the late 19th century behaviour of chromosomes during cell division was observed.
WS 1.1 Our current understanding of genetics has developed over time.
In the early 20th century it was observed that chromosomes and Mendel’s ‘units’ behaved in similar ways. This led to the idea that the ‘units’, now called genes, were located on chromosomes. In the mid-20th century the structure of DNA was determined and the mechanism of gene function worked out. This scientific work by many scientists led to the gene theory being developed.
Inheritance in action 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 and an interactive quiz.
AQA spec link: 6.1.6
Relevant chapter: B13 Genetics and reproduction. AQA Biology third edition textbook-Page 208-209.
Students should be able to explain the terms:
• gamete • chromosome • gene • allele • dominant • recessive • homozygous • heterozygous • genotype • phenotype.
Some characteristics are controlled by a single gene, such as: fur colour in mice; and red-green colour blindness in humans. Each gene may have different forms called alleles. The alleles present, or genotype, operate at a molecular level to develop characteristics that can be expressed as a phenotype. A dominant allele is always expressed, even if only one copy is present. A recessive allele is only expressed if two copies are present (therefore no dominant allele present). If the two alleles present are the same the organism is homozygous for that trait, but if the alleles are different they are heterozygous. Most characteristics are a result of multiple genes interacting, rather than a single gene. Students should be able to understand the concept of probability in predicting the results of a single gene cross, but recall that most phenotype features are the result of multiple genes rather than single gene inheritance.
MS 2e
Students should be able to use direct proportion and simple ratios to express the outcome of a genetic cross.
MS 1c, 3a
Students should be able to complete a Punnett square diagram and extract and interpret information from genetic crosses and family trees.
MS 2c, 4a
(HT only) Students should be able to construct a genetic cross by Punnett square diagram and use it to make predictions using the theory of probability.
Classification 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: 4.6.4
Relevant chapter: B14 Genetics and evolution. AQA combined trilogy edition textbook-Page 198-199
Students are required to know the following;
Traditionally living things have been classified into groups depending on their structure and characteristics in a system developed by Carl Linnaeus.
Linnaeus classified living things into kingdom, phylum, class, order, family, genus and species. Organisms are named by the binomial system of genus and species.
Students should be able to use information given to show understanding of the Linnaean system.
Students should be able to describe the impact of developments in biology on classification systems.
Feeding relationships 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 organising an ecosystem. AQA Biology combined edition textbook-Page 224-225
Students are required to know the following;
Students should understand that photosynthetic organisms are the producers of biomass = for life on Earth. Feeding relationships within a community can be represented by food chains. All food chains begin with a producer which synthesises molecules. This is usually a green plant or alga which makes glucose by photosynthesis.
Producers are eaten by primary consumers, which in turn may be eaten by secondary consumers and then tertiary consumers.
Consumers that kill and eat other animals are predators, and those eaten are prey. In a stable community the numbers of predators and prey rise and fall in cycles.
WS 1.2 Interpret graphs used to model predator-prey cycles.
Students should be able to interpret graphs used to model these cycles.
This bundle only contains the content for BIOLOGY/SEPARATE science students. It includes the B11 unit-hormonal coordination. All lessons have been done in accordance to the specification requirements. Videos have been embedded for ease of use and printer friendly resources attached. I've also included the required practical resources. Search the individual lessons for more information on the lesson content. Save 35% by purchasing this bundle :) Higher tier topics are included. Total = 10 lessons
Lesson 1-Principles of hormonal control
Lesson 2-The control of blood glucose
Lesson 3-Treating diabetes
Lesson 4-The role of negative feedback (HT)
Lesson 5-Human reproduction
Lesson 6-Hormones and the menstrual cycle (HT)
Lesson 7-The artificial control of fertility
Lesson 8-Infertility treatments (HT)
Lesson 9-Germination practical
Lesson 10-Plant responses and using plant hormones
Good luck with your lessons :)
This bundle only contains the content for separate science students. It includes the B17 unit-Organising an ecosystem. 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 = 5 lessons
Lesson 1-Feeding relationships
Lesson 2-Material cycling
Lesson 3-The carbon cycle
Lesson 4-Rates of dec omposition
Lesson 5-Required practical-Decay
Good luck with your lessons :)
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
The impact of change 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, self-assessment, interactive mark scheme, embedded videos and review.
For general enquiries or support please email: Paperfriendlyresources@gmail.com
***Paper friendly tips: Only print slide 8 for students that cannot see the board clearly. Print the worksheet as two pages to one, this will need to be quarted with a guillotine and you’ll have enough for four students!
NB: If you are unable to play embedded videos please view slide notes for link. *
AQA spec link: 4.7.2.4
Relevant chapter: B18 Biodiversity and ecosystems. AQA Biology third edition textbook-Page 296-297
Students are required to know the following;
Students should be able to evaluate the impact of environmental changes on the distribution of species in an ecosystem given appropriate information. Environmental changes affect the distribution of species in an ecosystem. These changes include:
•• temperature
•• availability of water
•• composition of atmospheric gases.
The changes may be seasonal, geographic or caused by human interaction.
WS 1.4 There are links with this content to Biodiversity and the effect of human interaction on ecosystems.
Health and disease lesson 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 and practice questions with answers. This resource is suitable for separate science students.
AQA spec link: 4.3.1.1
Relevant chapter: B5-Communicable diseases . AQA Biology third edition textbook-Page 76-77.
*The new specification requires students to know the following;
Students should be able to explain how diseases caused by viruses, bacteria, protists, and fungi are spread in animals and plants. Pathogens are microorganisms that cause infectious disease.
Pathogens may be viruses, bacteria, protists, or fungi. They may infect animals and can be spread by direct contact, by water, or by air. Bacteria and viruses may reproduce rapidly inside the body. Bacteria may produce poisons (toxins) that damage tissues and make us feel ill. Viruses live and reproduce inside cells, causing cell damage.
Rates of decomposition lesson created in accordance to the NEW AQA Specification (9-1). Designed for a separate class only, although content can be adjusted to suit any ability. Required practical has been taught in a separate lesson. 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: 4.7.2.3
Relevant chapter: B17 organising an ecosystem. AQA Biology Third edition textbook-Page 282-283
Students are required to know the following;
Students should be able to explain how temperature, water and availability of oxygen affect the rate of decay of biological material.
Students should be able to:
• calculate rate changes in the decay of biological material
Gardeners and farmers try to provide optimum conditions for rapid decay of waste biological material. The compost produced is used as a natural fertiliser for growing garden plants or crops. Anaerobic decay produces methane gas. Biogas generators can be used to produce methane gas as a fuel.
Theories of evolution lesson created in accordance to the NEW AQA Specification (9-1). Designed for a separates class. 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: 4.6.3.1
Relevant chapter: B15 Genetics and evolution. AQA Biology trilogy edition textbook-Page 236-237
Students are required to know the following;
Charles Darwin, largely as a result of observations on a round the world expedition, linked to developing knowledge of geology and fossils, proposed the theory of natural selection:
• Individual organisms within a particular species show a wide range of variation for a characteristic.
• Individuals with characteristics most suited to the environment are more likely to survive to breed successfully.
• The characteristics that have enabled these individuals to survive are then passed on to the next generation.
Other theories, including that of Jean-Baptiste Lamarck, are based mainly on the idea that changes that occur in an organism during its lifetime can be inherited. We now know that in the vast majority of cases this type of inheritance cannot occur. A study of creationism is not required.