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 (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.

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

Follows the new OCR GCE A-level Biology A Specification H420. 5.1.5 Plant and Animal Responses a) Plant Response Types PowerPoint Includes: -Useful animations - Diagrams - Concise texts - Easy to read/understand and explain content - Experiments on plant responses - Key words - AfL style questions (with answers)

AQA GCSE Combined Science 8461 / Biology 8461 4.4.1.3 Uses of glucose from photosynthesis Suggested starter: Knowledge test on photosynthesis (Peer mark and discuss) Mind map on what plants need to do. Main activty: Mini expert, uses of glucose. Take a slide each and become an expert on each ofhthese uses. Teach other members of the class so they can complete a list and memorise (memory board) this. Memory techniques on this using IWB. Plenary: 6mk question on use fo glucose, peer mark and assess.

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.

AQA GCSE Combined Science 8464 / Biology 8461 4.7.2.3 Decomposition Required practical activity 10: investigate the effect of temperature on the rate of decay of fresh milk by measuring pH change.

AQA GCSE Combined Science 8464 / Biology 8461 4.4.1.2 Rate of photosynthesis Suggested starter: interpret three graphs for carbon dioxide, temperature and light intensity. Suggest what is happening. Main Activity:annotate three graphs with what is happening and stick in books. Design a greenhouse to maintain optimum growth of plants on the moon. Explain all its design features. Complete an exam question with data to interpret on efficiency and cost of green houses and growing crops for production. Suggested Plenary: sketch and explain the graphs in two minutes. Green pen, peer mark and repeat.

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 4.5.2.1 The Human Nervous System - Structure and Function (included required practical) Compulsary practical- Investigate the effect of a factor on human reaction time. See assessed practicals folder Bell activity: What would happen if you touched a very hot object? Starter: What are reflexes? Why are they important? Recap structure of nervous system. Main: Discuss conscious/unconscious actions. Trace reflex action on own body. Memory techniques- CH has a very good lesson on this.Ensure students can describe reflex action in general and when specific situations given. Use scenarios where nerve endings/ nerves have been damaged. Plenary: Exam Q

AQA GCSE Combined Science 8464 / Biology 8461 4.4.2.3 Respiration - Metabolism Suggested Starter: make a list from KS3 of all the nutrients in the body. Main activity: memory board: put up all three reactions on the board and give students 2-3 minute to memorise these. Test pupils on this and repeat several times, repeating in green pen. Discuss what metabolism means and examples of the reactions that make up metabolism. Show a video on the formation or urea with questions. Get pupils to summarise this process in their books. Pupils complete the memory board from the beginning to check this is in their long term memory. Collect some information from around the room on the role of the liver. Feed back to the class. Suggested Plenary: Produce a mind map or poster to summarise metabolism and its reactions, adding in green pen and peer marking.

AQA GCSE Combined Science 8464 / Biology 8461 Required practical activity 9: measure the population size of a common species in a habitat. Use sampling techniques to investigate the effect of a factor on the distribution of this species.

AQA GCSE Combined Science 8464 / Biology 8461 4.2.2.2 The Heart and blood vessels "Starter: Brainstorm and class discussion on what the circulatory system is/what it might do/what the components are. Main 1: Students match the parts of the circulatory system (heart, blood, vessels) to their function Main 2: Show pictures of a single and a double circulatory system. Pupils discuss and write down similarities/differences and reasons Main 3: Students to label a heart with a given set of written instructions Plenary: How can the circulatory system be compared to a sushi restaurant worksheet (Higher ability) "

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

AQA GCSE Combine Science 8464 / Biology 8461 Specialised Plant Cells "Reserch lesson. Questions: 1) Define specialised cell. 2) Draw a simple diagram of plant cell that can carry photosynthesis, root hair cell, gaurd cell, xylem, phloem cells. 3) Explain where you can find each cell in the plant. 4) What are the three main adaptations of of the root hair cell? 5) What are the three main adaptations of a photosyntetic cell? 6) What does xylem transport? How has this cell adapted to carry out the function? 7) What is phloem transporting? How is has this cell adapted to carry out the function? Pleanary: Exam style question: State one adaption for each of the following root hair cell, xylem phloem and photosynthetic cell. 2) suggest why a cell withing the trunk of a tree cannot carry out photosynthasis 3) describe the features you would look for to decide on the function of an unknown specialised cell. "

AQA GCSE Combined Science 8464 / Biology 8461 4.5.3.3 Hormones in human reproduction (Includes alternative resources if needed) Starter: Students could annotate bodies of girl and a boy with the changes that occur during puberty Main: Watch BBC video clip about puberty. Describe the changes that occur in boys and girls during puberty and discuss what causes these changes. Watch BBC video clips of ovulation and the menstrual cycle. Discuss how hormones control the changes seen. Use a month calendar page to colour code days according to hormone levels (make a flickbook to show changes) Use a model, eg diagram, chart, animation etc to show the names, sites of production and effects of FSH, LH, oestrogen and progesterone in the menstrual cycle. HT will require more detail.

AQA GCSE Combined Science 8464 / Biology 8461 4.5.3.5 Fertility (Higher Tier only) Discuss possible causes of infertility in men and women and treatments available. Research the process of IVF and produce a leaflet for a doctor’s surgery to describe the main stages involved in IVF treatment. UPD8 activity about womb transplants. Discuss the implications of IVF treatment for a couple wanting a baby.

AQA GCSE Combined Science 8464 / Biology 8461 4.5.3.2 Control of Blood Glucose Concentration Starter: Discuss- what happens to your body when you eat lots of sweets Main: Animation or video of what how blood glucose is controlled. Cartoon strip to show what happens to blood glucose. Complete flowcharts of negative feedback. Can test for sugar is a solution using benedicts solution Plenary: Two things I've learnt this lesson and one thing I'd like to learn.

AQA GCSE Combined Science 8464 / Biology 8461 4.5.1 Homeostasis Bell activity: Titanic picture-why did the people in the water die? Starter: Annotate two body outlines with what happens if you're too hot or two cold (mini WB or sheet). Main: Discuss temperature regulation. Keep a beaker of water at the same temperature for 5 mins. Match the pictures of urine to the correct people. What happens when you have too much/little water/sugar. Introduce control systems (endocrine/nervous system). Plenary: You are Bear Grylls. Come up with a survival plan for keeping your temperature, blood sugar + water levels the same if you were lost in the wilderness.