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 H020/H420. 3.1.1 Exchange Surfaces d) Mechanism of ventilation in mammals e) the relationship between vital capacity, tidal volume, breathing rate and oxygen uptake Includes: - One powerpoint to introduce spirograms - Spirogram activity sheet - Spirometer assessment - Power on respiratory mechanisms and ANSWERS for spirometer assessment

AQA GCSE Combined Science 8464 / Biology 8461 4.2.2.1 The Human Digestive System - Enzymes "Starter: Recap on parts/functions of digestive system. Main: Independent research - What will happen in your body when you eat Egg fried rice? Either computer research or give them information about enzymes. Plenary: Fill in a table to show enzyme, where it works, pH needed, substrate, product."

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)

AQA GCSE Combined Science 8464 / Biology 8461 4.1.3.1 Effective Diffusion in Animals use examples- Compare hypothetical lungs with no alveoli and short intestine with out villi and microvilli.

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 H020/H420. 3.1.3 Transport in Plants f) the mechanism of translocation Includes: - pdf on translocation

AQA GCSE Combined Science 4864 / Biology 8461 4.3.1.3 Bacterial Diseases "Starter: write a definition for a symptom. Main: Students to fill in their table based on the posters around the room. Textbook questions - page 80-81 Oxford combined biology book or page 84-85 Oxford biology (single) book. Apart from Q4 Plenary: Fact recall questions, answer the virus fact recall Qs. Peer assess with green pens."

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 H420. 5.1.4 Hormonal Communication Revision and Assessments Includes: - Checklist - Hormones booklet - Questions (with answers on separate doc.) - Two assessments (with mark schemes)

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 4.3.1.1 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."

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. 3.1.1 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