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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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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4.2.3.1 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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4.5.2.1 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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4.5.1 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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4.4.2.3 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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4.3.1.3 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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4.3.1.9 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."
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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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4.3.1.5 Human Defence Systems

4.3.1.5 Human Defence Systems

AQA GCSE Combined Science 8464 / Biology 8461 4.3.1.5 Human Defence Systems "Starter: Human body outline - can you label the non specific defence systems/barriers? Main 1: Information hunt EXPLAINING how the non specific barriers work to prevent the entry of pathogens Main 2: Flowchart on how viruses and bacteria make us feel ill Plenary: Mini- whiteboards/PEQ"
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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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4.5.3.2 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 4.2.2.6 The effect of Lifestyle on some Non-communicable diseases 4.6.2.4 Genetic engineering Starter: Discuss, what do you already know about diabetes brain storm. Main: watch video on diabetes type 1 and 2 (diabetes UK has a good video) students can fill in a table for both types on the causes and effects. Class practical – investigating sugar levels in urine- this is like a glucose tolerance test. Interpret data on glucose tolerance tests in healthy people and diabetics.
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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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4.5.3.2 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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4.5.3.5 Fertility (HT Only)

4.5.3.5 Fertility (HT Only)

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.
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4.5.3.4 Contraception

4.5.3.4 Contraception

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
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4.5.3.2 Control of Blood Glucose (HT Only)

4.5.3.2 Control of Blood Glucose (HT Only)

AQA GCSE Combined Science 8464 / Biology 8461 4.5.3.2 Control of Blood Glucose (HT 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.
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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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