AQA GCSE Combined Science 8464 / Biology 8461 4.3.1.1 Communicable Diseases. INCLUDES VIRUSES BACTERIA AND FUNGI Starter: Mini-whiteboard recap – draw and label a bacteria cell. Pictures on board of things that are 'micro', discuss what the word micro means Main: 1.List micro-organisms, Virus, Bacteria, Fungi and Protists. Provide images of how these micro-organisms. Introduce the term pathogen 'a disease causing micro-organism'. 2. Construct a table comparing fungi, virus, bacteria and protists to include size, site of reproduction, how they reproduce and symptoms of disease. Plenary: Key word match up Taboo What am I

Follows the new OCR GCE A-level Biology A Specification H420. 5.1.3 Neuronal Communication Revision and Assessments Includes: - Revision checklist - Revision questions - 4 x assessments and mark schemes tailored towards unit 5.1.3

AQA GCSE Combined Science 8464 / Biology 8461 Starter: Mind map of what things affect photosynthesis. Ask students to consider what would happen to a plant if we: put it in the fridge; removed CO2; put it in a cupboard; removed chlorophyll from the leaves. Main activity: Show students the equipment and how this works. Set a hypothesis for temperature and light intensity. Get pupils to identify the variables and write a method (design in groups, and experiment to investigate one of these factors. Carry out the investigation into light intensity for at least one temperature (practice). Plenary: Discuss how the rate of photosynthesis could be measured and consider different methods.

Follows the new OCR GCE A-level Biology A Specification H020/H420. 3.1.3 Transport in Plants f) the mechanism of translocation Includes: - pdf on translocation

AQA GCSE Combined Science 8464 / Biology 8461 All required practical activities (1-10) Microscopy Microbiology Osmosis Enzymes Food tests Photosynthesis Reaction time Plant responses Field investigations Decay

Follows the new OCR GCE A-level Biology A Specification H420. 5.1.4 Hormonal Communication Revision and Assessments Includes: - Checklist - Hormones booklet - Questions (with answers on separate doc.) - Two assessments (with mark schemes)

Follows the new OCR (2015) A-level Biology A Specification 5.1.5 Plant and Animal Responses l) Muscles and movement (i) the structure of mammalian muscle and the mechanism of muscular contraction (ii) the examination of stained sections or photomicrographs of skeletal muscle This resource should be taught over 3 lessons. Includes: Powerpoint, animations to ease understanding, timed questions, hand outs and worksheets.

AQA GCSE Combined Science 8464 / Combined Science 8461 4.4.2.1 Aerobic and Anaerobic Respiration PRACTICAL: Suggested Starter: Draw a diagrma of a plant cell (F) Label a diagram (F). Which cells might have the most mitochondria (give examples of cells and geroup work or debate). Main Activity: Set up the experiment and get pupils to complete this at different temperatures per group, then get pupils to try different tempertures. Collect the data as a class. Identify the control variables in the experiment as a class at the beginning to make sure all data is valid. Pupils could either complete a graph of the experimental results and interpret this and evaluate the experiment (H). Pupils are collecting data and bringing this together, so those that work faster or take time to wait for the experiment to work will need some data or questions to work on as they are going through this. Use the visualiser to compare different pupils graphs. Write an explanation of how the experiment works, linking this to the equation for respiration and the absorbtion of carbon dioxide by the sodium hydrogen carbonate. Suggested Plenaries: draw a diagram of a mitochodria and show what goes in and out. Write a definition of aerobic respiration and correct as a class. Suggested Starter: Compare aerobic and anerobic repsiration in a table. Demonstrate resiration in yeast , possibly at different temperatures. Ask them to write the differences between this experiment and the one carried out from last time (no sodium hydrogen carbonate used, only carbon dioxide). Give the equation for anaerobic respiration in animals and yeast and ask studetns to list similarites and differences. Main activties: (optional): Investigate the rate of respiration in yeast using carbon dioxide. Interpret graphs on the respiration of yeast cells. Compare aerobic and anaerobic respiration in a table. Suggested Plenaries: question race game between two sides of the class (different groups) on topics for respiration in general.

Follows the new OCR GCE A-level Biology A Specification H020/H420. 3.1.1 Exchange Surfaces c) The structures and functions of the components of the mammalian gaseous exchange system d) The mechanism of ventilation in mammals Includes: - One powerpoint - One assessment - One mark scheme

AQA GCSE Combined Science 8464 / Biology 8461 4.5.3.4 Contraception Main: Research jigsaw- give students information on each type of contraception students then feedback and fill each other in on the research or Watch BBC video clip about history of contraception for women (contains distressing scene). Discuss issues raised. Look at an exhibition of hormonal and non-hormonal contraceptives. Complete a table summarising: method of action, hormone name, how they work, advantages, disadvantages. Produce a report for a teen magazine on the advantages and disadvantages of different types of contraceptives. Invite an outside speaker to discuss contraception, eg women’s health nurse

Follows the new OCR GCE A-level Biology A Specification H420. 5.1.5 Plant and Animal Responses d) the experimental evidence for the role of gibberellin in the control of stem elongation and seed germination Includes: - ONE worksheet with answers (Set this as homework as you teach plant hormones) - No powerpoint

AQA GCSE Combined Science 8464 / Biology 8461 4.2.3.2 Plant Organ System Starter: Have diagram of leaf on board look at it for 5 mins. Then cover and students label their own version. Main: Transpiration definition/explanation. Depending on class teacher led, working out for themselves using hints/key words or sequencing events. Transpiration simulation. http://www.mhhe.com/biosci/genbio/virtual_labs/BL_10/BL_10.html Plenary: Exam questions on rate of transpiration and working out means

Follows the new OCR GCE A-level Biology A Specification H020/H420. 3.1.2 Transport in Animals h) the use and interpretation of electrocardiogram (ECG) traces Includes: - Easy to understand presentation with OCR style exam questions and mark scheme - Guess the heart problem activity (to be printed out for each student)