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OCR A-level Biology AQA GCSE Science
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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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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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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5.1.5 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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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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5.1.5 Plant and Animal Responses d) Effects of Gibberellins

5.1.5 Plant and Animal Responses d) Effects of Gibberellins

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
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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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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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4.5.3.3 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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4.1.2.3 Stem Cells

4.1.2.3 Stem Cells

AQA GCSE Combined science 8464 / Biology 8461 4.1.2.3 Stem cells "Starter: Whatch a video of a zygote developing in to fetous. How did life start out? What happended after? What is the difference between a cell dividing in to a hand compared to a brain? Main: What is a stem cell? Where are they found? How is the stem cell different from mature cells? Read a news article about stem cell treatment. What is the pro/cons with stem cell treatment. http://www.bbc.co.uk/programmes/articles/56lsqDFThn94zD3WC5Wfxwl/can-a-simple-injection-of-stem-cells-repair-damaged-backs http://www.dailymail.co.uk/femail/article-553249/I-saviour-sibling-cure-desperately-ill-son--Ive-newborn-daughter-save-life.html"
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4.5.1 Homeostasis

4.5.1 Homeostasis

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.
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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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4.4.2.3 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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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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4.7.2 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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4.3.1.3 Bacterial Diseases (optional)

4.3.1.3 Bacterial Diseases (optional)

AQA GCSE Combined Science 8464 / Biology 8461 4.3.1.3 Bacterial Diseases (optional practical) "Starter: Show students an agar plate that has been exposed to the air and incubated and one that has not, place under the visualiser. What can they see? Think, pair, share. What does each colony represent? Suggest how we obtain a pure culture of one micro-organism. Introduce the term aeseptic, and how to perform an aeseptic technique Main: Students to carry out aeseptic technique practical - streak plate. Plenary: Students to create flash cards summarising the step by step process of an aeseptic technique to create a streak plate. " NEXT LESSON: "Starter: How fast do bacteria multiply? Think, pair, share Main: Using the laminated grids, count the number of colonies of bacteria on the agar jelly. They can count individually or use percentage cover. Students to come up with a list of what factors affect the growth of a bacteria population (temperature, avaliable nutrients, oxygen levels and pH). Calculate the number of bacteria in a population (based on bateria dividing ever 20 minutes or every 30 minutes, the time the agar jellies have been incubated for should be with the practical apparatus). Plenary: PEQ, green pen peer assess."
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4.3.1.1 Communicable Diseases - Reducing disease transmission

4.3.1.1 Communicable Diseases - Reducing disease transmission

AQA GCSE Combined Science 8464 / Biology 8461 4.3.1.1 Communicable Diseases - Reducing disease transmission "Starter - on post it notes students can write on one how disease is spread and on the other how spread can be reduced. Have a location on the board or in the classroom for both sets of ideas. Feedback to students on what they have written. Main: Students to research the following preventative measures: Hygiene, isolation of infected individuals, destroying or conrolling vectoes, vaccination. Alternatively, students can be split into groups whereby they research one factor and then present back to the class. Plenary - AFL quiz. Display a series of questions based on preventing disease and have three potential answers in red, amber and green. Studnets can use their journals to show the correct answer. In their books they can write down in green pen how many they scored. This can then be used as a starter next lesson to see how many they remember."
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4.5.3.2 Control of Blood Glucose Concentration

4.5.3.2 Control of Blood Glucose Concentration

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.
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4.3.1.9 Discovery and Development of Drugs

4.3.1.9 Discovery and Development of Drugs

AQA GCSE Combined Science 8464 / Biology 8461 4.3.1.9 Discovery and Development of Drugs "Starter - on post it notes students can write on one how disease is spread and on the other how spread can be reduced. Have a location on the board or in the classroom for both sets of ideas. Feedback to students on what they have written. Main: Students to research the following preventative measures: Hygiene, isolation of infected individuals, destroying or conrolling vectoes, vaccination. Alternatively, students can be split into groups whereby they research one factor and then present back to the class. Plenary - AFL quiz. Display a series of questions based on preventing disease and have three potential answers in red, amber and green. Studnets can use their journals to show the correct answer. In their books they can write down in green pen how many they scored. This can then be used as a starter next lesson to see how many they remember."
arslan1uk
4.5.3.2 Control of Blood Glucose

4.5.3.2 Control of Blood Glucose

AQA GCSE Combined Science 8464 / Biology 8461 4.5.3.2 Control of Blood Glucose Starter: Split into small groups (3) and discuss what know already about diabetes from the last lesson. Main: Research (using iPads) the work of banting and best or watch a video on their work. Discuss the treatments of type 1 and 2 and fill in a table- discuss why the treatments are so different. Either research task- get students to look into modern methods- bacteria producing insulin, stem cell treatment, pancreas transplants, growing pancreas' in the lab. Students need to evaluate the pro's and con's of each. Or give students the informatin and they can highlight the pro's and con's. Students can use these to answer a 6 mark question 'evaluate the efficacy of modern diabetes treatments and suggest which should be used'. Plenary: Debate- is type 2 diabetes a burden on the NHS (can have prepared facts for this to spark discussion)
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