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I have been teaching Biology for 20 years. I've always made my own resources. Although I am retiring from full-time at the 'chalk face' this summer, I still plan to work part-time in Education. One of my plans is to sort out my resources and make them available to other teachers. Many of my resources are aimed at the Biology component of AQA Trilogy.

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I have been teaching Biology for 20 years. I've always made my own resources. Although I am retiring from full-time at the 'chalk face' this summer, I still plan to work part-time in Education. One of my plans is to sort out my resources and make them available to other teachers. Many of my resources are aimed at the Biology component of AQA Trilogy.
Microbes growing on agar plates - hand washing activity
jtranah

Microbes growing on agar plates - hand washing activity

(0)
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.
Graph paper - big with axes
jtranah

Graph paper - big with axes

(0)
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.
Photosynthesis - Using Inverse Square Law (updated)
jtranah

Photosynthesis - Using Inverse Square Law (updated)

(0)
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.)
Standard form and orders of magnitude lesson
jtranah

Standard form and orders of magnitude lesson

(0)
Numeracy lesson to support the maths needed for science, particularly cell biology. A5 ws are the same as slide 10 in the presentation. Answer sheet also supplied. I have done a slide on ‘Orders of Magnitude’ separately so that it can easily be slipped in as an extra linked activity or it could be done as a starter for another lesson. Do with AQA Trilogy in mind.
Cell specialisation - add functions to worksheet
jtranah

Cell specialisation - add functions to worksheet

(0)
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.
Infection and Response 3 - Mindmap AQA Biology GCSE
jtranah

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.
Digestive system - SOLO Hexagons
jtranah

Digestive system - SOLO Hexagons

(0)
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 1 in mind.
Coronary heart disease lesson
jtranah

Coronary heart disease lesson

(0)
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.
Diseases caused by protists - malaria lesson
jtranah

Diseases caused by protists - malaria lesson

(0)
Written for AQA Trilogy GCSE. Focuses on the transmission of malaria. Slide 2 has a video link that makes a good starter for class discussion about malaria and death in the under 5’s. Slide 3 is a learning framework for the lesson. Slide 4 could be printed out for each student so that they have the necessary vocabulary and spellings needed for this lesson. Can then be used as the basis of a mind map during the lesson making links between the words. Slide 5 shows a simplified life cycle of the disease and has a video link to an animation to show this . The animation contains the names of the life cycle stages of the protist which are not needed at GCSE any more. If you think this may confuse your class, do not use the link. However I have found that most students are quite happy to know that there are words they don’t need to remember. Slides 6-7 are questions about malaria. Slides 8-9 are general questions about the diseases covered in this and previous lessons.