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I have been teaching Biology for 22 years. I've always made my own resources. Many of my resources are aimed at the Biology component of AQA Trilogy.

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I have been teaching Biology for 22 years. I've always made my own resources. Many of my resources are aimed at the Biology component of AQA Trilogy.
Photosynthesis - Using Inverse Square Law (updated)
jtranahjtranah

Photosynthesis - Using Inverse Square Law (updated)

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Written for GCSE AQA Trilogy Biology paper 1 Higher. Useful in a mixed ability class for the students who will be doing higher paper. All information is on the work sheet so higher students should be able to work through this on their own or with little teacher input. Need to have completed work on photosynthesis and limiting factors. Mark scheme included. (Worked example updated to include units.)
Global warming - SOLO Hexagons
jtranahjtranah

Global warming - SOLO Hexagons

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Topic consolidation activity sheet. Cut out, rearrange, stick onto A3 sheet, add diagrams and/or annotations to justify your arrangement. Written with AQA Trilogy Biology paper 2 in mind.
Quadrats - earthworm survey worksheet
jtranahjtranah

Quadrats - earthworm survey worksheet

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This is a useful standby for when you plan to go outside to do quadrats, then you can’t because it is raining! Or the daisies you were planning to count have just been mowed half an hour before you planned to go outside. Both these scenarios have happened to me. Having said that it is a useful way of teaching how to carry out random sampling even on a nice day! I’m always amazed how near to the real answer the sampling gets. The answer is 250 worms.
Diseases caused by fungi lesson
jtranahjtranah

Diseases caused by fungi lesson

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Written for AQA Trilogy GCSE. Focuses on athletes foot and rose black spot. Although the AQA specification only mentions rose black spot. ( I felt that it was important to know that fungal diseases occurred in humans as well as plants.) Slide 2 is a learning framework for the lesson. Slides 3-6 provide visual aid whilst you explain about the variety of fungal structures. Slide 7 gives extra information about rose black spot as I didn’t feel that the text book we use gave enough detail. Slide 8 answer all questions for each disease. (Red questions aimed at LAPS, green questions aimed at MAPS and purple at HAPS.) Slide 9 is an extra task that could be done as a homework.
Graph paper - big with axes
jtranahjtranah

Graph paper - big with axes

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Useful for less able students who struggle to draw axes and identify where to put the numbers. Don’t be put off by the formatting on the preview, it downloads and prints off fine.
Biology revision mindmaps
jtranahjtranah

Biology revision mindmaps

8 Resources
These are my mindmaps for the AQA Biology GCSE specification . I did it for myself when the new spec. 9-1 levels came out. It was my way of identifying how this spec. was structured. It can also be used for the Biology section of Trilogy, although the numbers may not match, the headings will. If a section is in higher tier only it is labelled with (H) and if it is only on the Biology and not the Trilogy it is labelled with (B). Although I did this primarily for myself, some of my colleagues are also using them and when I left my folder open on the desk I found students asking me for copies. I do not claim that they would suit everyone but if you have that sort of need for a complete overview, in a non-linear format, it might suit you. I have some students using them as tick lists, others highlighting the sections they want to cover for revision. I have even offered them at the start of a topic to certain students. Some would be frightened off by them, so you have to be selective. Each mindmap also contains the keywords and their definitions that now need to be learned in the relevant section. Individual mindmaps are available at £4 each.There is also a free resource that is a summary of the whole Biology specification.
Cells - worked exam question
jtranahjtranah

Cells - worked exam question

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This uses an AQA exam question. I broke this question down to explain how I would go about answering it. I always say how important it is to study the information at the beginning of a question before you read any part of the question itself. I show slide 1 then I get students to divide a page in their exercise book into 4 quarters and draw a quick sketch diagram of each cell with room below to write. Then I get them to identify the parts of each cell and also what each cell is missing. Then we discuss what each cell is and identify the reasons for each answer. Working through the next 5 slides adding to their notes if they miss any important points. Lastly I go through the questions themselves on the last slide. Parts 1.1 and 1.2 will already have been identified but there may still be discussion around the reasons used. Part 1.3 may need revision of the terms eukaryote and prokaryote before the answer can be found. Part 1.4 uses the equation for magnification. Encourage students to use calculators to check their answers. (Calculators are allowed in science exams so why not use them as it is so easy to make silly mistakes under the pressure of exams.) May need to revise relative sizes of millimetres and micrometres.
Human population growth - plot graph of U.N. data and answer questions
jtranahjtranah

Human population growth - plot graph of U.N. data and answer questions

(0)
This is a graph drawing task with irregular time intervals. I find it best to do this at the start of a lesson on Human population growth. This leads on to discussions about waste management and pollution. If you ‘google’ world population you get a counter showing changing population in ‘real’ time. I have this running on my screen throughout the lesson. Note down number at the start and end of lesson to get a feel for the scale of this.
Water cycle lesson
jtranahjtranah

Water cycle lesson

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Written for AQA Trilogy but would suit any GCSE. Slide 1 - Learning framework Slide 2 - Key words for this lesson. Can be printed off for those that need the spellings. More able students can use it as the basis for a mind map. Slide 3 - diagram of water cycle Slide 4 - description of water cycle Slide 5 - a different diagram of water cycle Slide 6 - description of main processes Slide 7 - two multiple choice questions Slide 8 - a 2mark question
Infection and Response 3 - Mindmap AQA Biology GCSE
jtranahjtranah

Infection and Response 3 - Mindmap AQA Biology GCSE

(0)
This is my mindmap of the AQA Biology GCSE specification Section 3 Infection and Response. I did it for myself when the new spec. 9-1 levels came out. It was my way of identifying how this spec. was structured. It can also be used for the Biology section of Trilogy, although the numbers may not match, the headings will. If a section is in higher tier only it is labelled with (H) and if it is only on the Biology and not the Trilogy it is labelled with (B). Although I did this primarily for myself, some of my colleagues are also using them and when I left my folder open on the desk I found students asking me for copies. I do not claim that they would suit everyone but if you have that sort of need for a complete overview, in a non-linear format, it might suit you. I have some students using it as a tick list, others highlighting the sections they want to cover for revision. I have even offered it at the start of a topic to certain students. Some would be frightened off by it, so you have to be selective. Each mindmap also contains the keywords and their definitions that now need to be learned in the relevant section. There is also a free resource that is a summary of the whole Biology specification.
Microbes growing on agar plates - hand washing activity
jtranahjtranah

Microbes growing on agar plates - hand washing activity

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Lesson presentation on the need for handwashing. Slide 2 is a learning framework. Slides 3-4 are for you to print off for yourself. I’ve just copied and pasted the text that accompanies the video clips that are hyperlinked on those slides. Slide 5 shows how to set up agar plates to grow microbes. Use permanent markers to label the bottom of the agar plate. Add name to the rim of the lid then keep lid on with 2 small pieces of tape. DO NOT SEAL. When microbes grown you will be able to see through the lid (or base) without opening it. DO NOT OPEN CONTAMINATED PLATES. When plates have been observed in a second lesson, use slide 6 to draw microbial growth and conclusions. Label diagrams identifying differences between bacterial colonies and fungal growth. COLLECT PLATES AND GIVE TO TECHNICIAN TO AUTOCLAVE.
Biology revision 12 squares
jtranahjtranah

Biology revision 12 squares

5 Resources
Consolidation of scientific vocabulary. GCSE written for AQA Trilogy. Each 12 squares will fit onto a single page in an A4 exercise book. Answer sheets also included.
Coronary heart disease lesson
jtranahjtranah

Coronary heart disease lesson

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Aimed at AQA Trilogy GCSE. Slide 1 in a learning framework for the lesson. Slide 2 is a literacy slide which begins to make links between key words. Slide 3 gives possible treatments available. Slides 4-6 give visual aids to 3 of the treatments . Slide 7 has differentiated questions. (Red LAPS, green MAPS, purple HAPS) Word doc also has slides 4-6 for students. 2 copies of each on an A4 sheet.
Cell specialisation - add functions to worksheet
jtranahjtranah

Cell specialisation - add functions to worksheet

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These are the 6 specialised cells identified in the AQA Trilogy specification. Work sheet contains pictures and names just add functions. Differentiate by asking some students to identify the adaptations that help the cells carry out those functions.