5.2.2 Respiration

5.2.2 Respiration

Follows the new OCR GCE A-level Biology A Specification H420. 5.2.2 Respiration WHOLE UNIT a) - l) Includes: -Fully animated PowerPoints -AfL activities and worksheets -Practical activities -Investigations and data analysis -Past paper questions -Mark schemes -Revision materials -End-of-unit assessment SAVE OVER 45% WHEN PURCHASING THIS BUNDLE!
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5.2.1 Photosynthesis

5.2.1 Photosynthesis

Follows the new OCR GCE A-level Biology A Specification H420. 5.2.1 Photosynthesis WHOLE UNIT a) - g) Includes: -Fully animated PowerPoints -AfL activities and worksheets -Past paper questions -Mark schemes -Revision materials -End-of-unit assessment SAVE 45% WHEN PURCHASING THIS BUNDLE!
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5.1.5 Plant and Animal Responses

5.1.5 Plant and Animal Responses

Follows the new OCR GCE A-level Biology A Specification H420. 5.1.5 Plant and Animal Responses WHOLE UNIT a) - l) Includes: -Fully animated PowerPoints -AfL activities and worksheets -Practical activities -Investigations and data analysis -Past paper questions -Mark schemes -Revision materials -End-of-unit assessment SAVE 50% WHEN PURCHASING THIS BUNDLE!
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4.3.1 Communicable Diseases

4.3.1 Communicable Diseases

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
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5.2.2 Respiration

5.2.2 Respiration

Follows the new OCR GCE A-level Biology A Specification H420. 5.2.2 Respiration WHOLE UNIT a) - l) Includes: -Fully animated PowerPoints -AfL activities and worksheets -Practical activities -Investigations and data analysis -Past paper questions -Mark schemes -Revision materials -End-of-unit assessment SAVE OVER 45% WHEN PURCHASING THIS BUNDLE!
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5.1.5 Animal Responses l) Muscles and Movement

5.1.5 Animal Responses l) Muscles and Movement

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.
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5.1.3 Neuronal Communication

5.1.3 Neuronal Communication

Follows the new OCR GCE A-level Biology A Specification H420. 5.1.3 Neuronal Communication. Objectives a) - d) INCLUDES EVERYTHING YOU NEED TO TEACH 5.1.3 NEURONAL COMMUNICATION! - PowerPoints, easy to use and explain animations with concise wording as well as excellent detail. Students love these PowerPoints because they are so useful - Homeworks and worksheets with answers - Scientific methodology questions - Revision material - Assessment materials and mark schemes Original price £13.96, you save 50%!
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4.4.1.3 Uses of glucose from photosynthesis

4.4.1.3 Uses of glucose from photosynthesis

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.
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5.1.5 Plant and Animal Responses a) Plant Response Types

5.1.5 Plant and Animal Responses a) Plant Response Types

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)
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4.5.2.1 Nervous system structure and function

4.5.2.1 Nervous system structure and function

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
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4.4.2.1 Aerobic and Anaerobic Respiration (with practical)

4.4.2.1 Aerobic and Anaerobic Respiration (with practical)

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.
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4.7.2 Decay Required Practical

4.7.2 Decay Required Practical

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.
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AQA GCSE Biology 8.2.9 Ecology

AQA GCSE Biology 8.2.9 Ecology

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.
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4.5.3.3 Hormones in human reproduction

4.5.3.3 Hormones in human reproduction

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.
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4.4.1.2 Rate of photosynthesis (greenhouse)

4.4.1.2 Rate of photosynthesis (greenhouse)

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.
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4.5.1 Homeostasis - Sense organs

4.5.1 Homeostasis - Sense organs

AQA GCSE Combined Science 8464 / Biology 8461 4.5.1 Homeostasis - Structure and function of the nervous system "Bell activity: What would happen next? Pictures of eating lemons/touching a pin. Starter: Match the senses to the sense organs. Recap nervous system vs endocrine system. What is the nervous system for? Main: Senses circus. Information hunt. Role playing. Show electrical cable to show adaptation of neurons/ myelin sheath. Plenary: Label diagrams. Mini WB quiz. "
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4.4.2.3 Metabolism

4.4.2.3 Metabolism

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.
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4.4.1.2 Photosynthesis

4.4.1.2 Photosynthesis

AQA GCSE Combined Science 8464 / Biology 8461 4.4.1.2 Rate of Photosynthesis Suggested starter: Give pupils a diagram of a plan to show what goes in and out. Put this with them into the equation for photosythesis. Show the equation for respiration and get pupils to list similarities and differences. Main Activity: Collective memory activity for students on leaf structure – self assess. Produce a diagram (H) or label (F) the diagram of leaf structure. Identify where photosynthesis happens. Explain the difference between a tissue/organ and a cell. Suggest the functions of each part of the leaf on the diagram. Set up experiments to show that light, carbon dioxide and chlorophyll are needed to make starch – follow up with testing a leaf for starch in later lesson. Write a method for this experiment and compare to other groups in the class. Plenary Activity: set three questions from the lesson.
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4.4.1.2 Rate of Photosynthesis (required practical)

4.4.1.2 Rate of Photosynthesis (required practical)

AQA GCSE Combined Science 8464 / Biology 8461 4.4.1.2 Rate of Photosynthesis (required practical) Suggested starter: Give pupils a diagram of a plan to show what goes in and out. Put this with them into the equation for photosynthesis. Show the equation for respiration and get pupils to list similarities and differences. Main Activity: Collective memory activity for students on leaf structure – self assess. Produce a diagram (H) or label (F) the diagram of leaf structure. Identify where photosynthesis happens. Explain the difference between a tissue/organ and a cell. Suggest the functions of each part of the leaf on the diagram. Set up experiments to show that light, carbon dioxide and chlorophyll are needed to make starch – follow up with testing a leaf for starch in later lesson. Write a method for this experiment and compare to other groups in the class. Plenary Activity: set three questions from the lesson.
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4.2.2.2 The Heart

4.2.2.2 The Heart

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) "
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4.2.3.1 Plant Tissues

4.2.3.1 Plant Tissues

AQA Combined Science 8464 / Biology 8461 4.2.3.1 Plant Tissues Starter: What do you know already about plant organs, and their adaptations. Main: Build their own cell given the parts. Epidermis, palisade, spongy mesophyll, xylem, phloem, waxy cuticle. Compare with diagram of leaf. Mark each other, Label a diagram of a leaf. Show celery practical. Could make stomata slides or just show a picture of one. Plenary: Parts of leaf around the room. Ask a question and they move to correct part.
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4.2.1 Principles of Organisation

4.2.1 Principles of Organisation

AQA GCSE Combine Science 8464 / Biology 8461 4.2.1 Principles of Organisation "Starter: How would you organise? Give a list of objects/thingsthat could be organised by eg size. Students could also make their own up for a partner. Main: Go through basic differences between cell, organ, tissue, organ, organ system. each student given a different organ system and they annotate Specialised cells Tissues plenary: IWB what am I activity? Organs functions. Alternative: Pyramid O'Reflection "
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