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This lesson describes the role of the chlorophylls, carotene and xanthophyll and explains how to interpret absorption and action spectra. The PowerPoint and accompanying resources have been designed to cover points 4 and 5 in topic 13.1 of the CIE A-level biology specification. The students are presented with a picture of a leaf with chlorosis at the start of the lesson and are challenged to explain the appearance by drawing on any knowledge from GCSE. The lesson has been intricately planned to build on the previous lesson on the structure of the chloroplast, and the students are reminded that chlorophyll is located in the thylakoids. The students will learn that there are two forms of chlorophyll a as well as a chlorophyll b, and a quick quiz round is used to reveal the values of 680 and 700. The absorption spectrum for chlorophyll a and b are displayed and when they are presented with a spectra, the students will discover that there are more chloroplast pigments. The carotenoids are introduced and the students have to interpret the spectra to reveal more details about these pigments. The meaning of an action spectrum is provided and the students are challenged to draw a sketch graph to show how the rate of photosynthesis differs for different wavelengths.

This lesson describes the mechanism by which the guard cells open and close the stomatal apertures in response to changes in environmental conditions. The PowerPoint and accompanying resources have been designed to cover points 1, 2 and 3 as set out in topic 14.2 of the CIE A-level biology specification (for assessment in 2025 - 2027). The lesson begins with a plant biology check, where the students have to spot the structure which isn’t found in a leaf, and then to spot the three leaf cells. This reveals the palisade and spongy mesophyll cells, but most importantly the guard cells. In a change to the normal, this lesson considers the function of the guard cells first before the structure is considered, and an understanding of the relationship between the two is embedded. Students will understand that there’s a balance between the opening of the stomatal aperture to allow carbon dioxide to diffuse in for photosynthesis, with the closing to reduce transpiration losses. The students’ knowledge of photosynthesis and other related topics are challenged throughout, and answers to all of the questions are found in the PowerPoint to allow the students to assess their progress. The final part of the lesson describes the mechanism by which the guard cells open the stomata, including details of ATP, potassium ions and the movement of water by osmosis.

This detailed lesson has been designed to support students when revising for their PAPER 2 (Biological diversity) mocks or final assessment. The wide range of tasks and activities will challenge their knowledge and understanding of modules 1, 2, 4 and 6 of the OCR A-level biology A specification, allowing them to identify any areas which require further attention before the examinations. Included in the range of tasks are exam-style questions and 25 short-answer understanding checks and all answers are embedded into the PowerPoint. As shown in the cover image, there are several quiz rounds to maintain engagement and to encourage healthy competition, as well as guided discussion periods to provide opportunities for students to support each other. The following content is directly covered by this revision lesson: Directional, disruptive and stabilising selection The evolution of antibiotic resistance Allopatric and sympatric speciation The Founder effect and genetic bottlenecks The Hardy-Weinberg principle Genetic terminology Calculating phenotypic ratios for sex-linked disease and alleles demonstrating codominance Autosomal linkage Calculating the chi-squared value Movement of molecules across cell membranes The lac operon as an example of the control of gene expression at a transcriptional level Types of immunity The role of antigen-presenting cells The role of T and B cells in the primary immune response Communicable diseases in animals and plants Calculating genetic diversity Calculating the Simpson’s index of diversity Many of the tasks have been differentiated to maintain challenge whilst providing access to all. This is an extensive lesson with many tasks so it is estimated that it will take over 3 hours of teaching time if covered in full, but teachers may choose to use sections to focus on a specific topic. If you would like to view the quality of my revision lessons before buying, then download the PAPER 1 REVISION lesson as this has been shared for free.

This detailed lesson will support students with their revision for the PAPER 4 mocks or final assessment. The wide range of tasks and activities will challenge their knowledge and understanding of topics 12 - 19 of the CIE A-level biology specification (for assessment in 2025 - 27), allowing them to identify those areas which require further attention before the examinations. Included in the range of tasks are exam-style questions and 34 short-answer understanding checks and all answers are embedded into the PowerPoint. As shown in the cover image, there are several quiz rounds to maintain engagement and to encourage healthy competition, as well as guided discussion periods to provide opportunities for students to support each other. The following content is directly covered by this revision lesson: Directional, disruptive and stabilising selection The evolution of antibiotic resistance Allopatric and sympatric speciation The Founder effect and genetic bottlenecks The Hardy-Weinberg principle Genetic terminology Calculating phenotypic ratios for sex-linked disease and alleles demonstrating codominance Autosomal linkage The events of meiosis which contribute to genetic variation Calculating the chi-squared value Mutations Gel electrophoresis The lac operon as an example of the control of protein production The three-domain system Classification taxa Saltatory conduction Structure of neurones The function of cholinergic synapses The role of abscisic acid and calcium ions in the response to water stress Skeletal muscle contraction Aerobic respiration The connection between the light-dependent and light-independent stages of photosynthesis Calculating the Simpson’s index of diversity Many of the tasks have been differentiated to maintain challenge whilst providing access to all. This is an extensive lesson with many tasks so it is estimated that it will take over 4 hours of teaching time if covered in full, but teachers may choose to use sections to focus on a specific topic. If you would like to view the quality of my revision lessons before buying, then download the PAPER 1 & 2 REVISION lesson as this has been shared for free.

This detailed lesson describes the different types of plant responses, including responses to abiotic stress and herbivory and the range of tropisms. The PowerPoint and accompanying resources have been primarily designed to cover the content set out in point (a) of module 5.1.5 of the OCR A-level biology A specification, but as the role of auxins in phototropism and gravitropism are also described, some aspects of point (b) are covered. This lesson also acts as an excellent revision tool as the students’ knowledge of previously-covered topics including classification, defences against pathogens, and biological molecules are constantly challenged. The lesson begins with one of these challenges, where the students must recognise 7 key terms from their descriptions and use the respective 1st letters to reveal the key term, stimuli. This leads into the recognition of the need for plants to respond to these changes in the environment to increase their chances of survival. Students will have briefly encountered auxins at GCSE and this first part of the lesson builds on this knowledge, introducing IAA, and ensuring that they know the fundamentals, including how these hormones move from the tips to the growing regions. A series of application questions will challenge them to describe how plants display positive phototropism and roots display positive gravitropism. Moving forwards, the students will learn that nastic responses are independent of the direction of the external stimuli and the Venus flytrap is used as an example. Again, a series of exam-style questions will challenge the students on their knowledge of topics related to this carnivorous plant. The remainder of the lesson considers responses to abiotic stress, such as water stress and the herbivory response, including the production of alkaloids and pheromones. The answers to all understanding checks are embedded into the PowerPoint to allow the students to assess their progress.

This lesson uses a step-by-step guide to describe the role of gibberellins in the germination of barley. The PowerPoint and accompanying resource have been planned to cover point (3) of topic 15.2 of the CIE A-level biology specification (for assessment in 2025 - 27). The lesson begins with a challenge, where the students must identify the term, germination, from a series of clues. They will learn that this is the development of a plant from a seed following a period of dormancy and involves gibberellins. A quick quiz round is then used to introduce the embryo, endosperm and aleurone layer in the structure of a barley seed. The process of seed germination can be divided into a sequence of 9 events and the main task of the lesson challenges the students to order these 9 events. However, this task has an extra level of difficulty as two of the events have been missed out, so the students must use the clues to predict the key biological processes in these events.

This lesson describes the experimental methods using quadrats and transects to determine distribution and abundance of species in an ecosystem. The PowerPoint and accompanying resources are part of the second lesson in a series of 2 lessons which have been planned to cover the content of specification point 7.2.1 (Levels of organisation) as described in the AQA GCSE biology and combined science specifications. The lesson begins by challenging the students to recognise the term “random” using four synonyms. This introduces quadrats as a piece of equipment that are fundamental to a random sampling method to determine abundance. The steps of the method are described and students are shown how the estimate population size using the mean and the area of the habitat. Time is taken to consider quadrats which do not have an area of 1 metre squared and the adjustments to the method which will be needed. A series of exam-style questions allow the students to assess their understanding and the mark schemes are embedded into the PowerPoint. The remainder of the lesson considers the use of transects in determining distribution and again a series of tasks, including prior knowledge checks, will allow the students to assess their progress. The first lesson in this series of 2 lessons describes the levels of organisation in an ecosystem and how feeding relationships can be represented in a food chain.

This engaging lesson describes how an ecosystem is the interaction of a community and the non-living parts (abiotic) of their environment. The PowerPoint and accompanying resources have been designed to primarily cover the content of points 7.1.1, 7.1.2, and 7,1.3 of the AQA GCSE biology and combined science specifications, but opportunities are taken to challenge the students on their knowledge of previously-covered topics including active transport and classification. As shown in the cover image, a BLOCKBUSTERS quiz is used throughout the lesson to introduce (or remind) students to ecological key terms, and the lesson begins by challenging them to recall population and species which were met in topic 6. Next up is community, and then biotic factors, and students will learn that changes to these living factors can affect the community. A series of prior knowledge checks then cover the absorption of mineral ions by active transport and students will understand that plants compete with each other for the absorption of these ions and water, as well as light and space. The resources competed for by animals is also covered, and a series of exam-style questions is used to challenge the students to apply their understanding of competition to a real-world example. Answers to all questions are embedded into the PowerPoint to allow students to assess their understanding. This exam question has been differentiated to allow all students with access to the work. Moving forwards, the students will consider the abiotic factors that affect a community and in doing so, will learn that an ecosystem is the interaction between a community and these abiotic factors. Another exam-style question challenges them to challenge their understanding of the lesson topic as well as previously-covered topics including classification hierarchy. There is a second lesson covering the content of 7.1 (communities) on adaptations and this has also been uploaded.

This lesson uses 10 multiple-choice questions (and answers) to support students in their revision of bonding, structure, and the properties of matter. The resources have been designed to challenge the content of topic C2 of the AQA GCSE combined science specification and specifically for students taking the foundation tier. In addition to the 10 multiple-choice questions, the PowerPoint also contains additional understanding checks, and a variety of tasks and competitions which allow the students to assess their understanding of the following topics: Ionic bonding and compounds Naming ionic compounds The charge of ions Metallic bonding Covalent bonding Giant covalent structures The structure and properties of diamond and graphite States of matter The final two questions on the multiple-choice assessment challenge knowledge of groups of the periodic table and sub-atomic particles from topic C1

This lesson recaps on the cell cycle including mitosis and uses this to introduce meiosis as the type of cell division which forms gametes. The PowerPoint and accompanying resources have been designed to challenge the students on their recall and understanding of the content of specification points 1.2.1 and 1.2.2, before covering the content of 6.1.2 as set out in the AQA GCSE biology and combined science specifications. The lesson begins with a challenge, where the students have to recognise that the connection between carbon, cell, water and menstrual, is that they are all biological cycles. This leads into the statement that the cell cycle can include mitosis or meiosis, and that a cell cycle occuring in the reproductive organs will include meiosis. The cell cycle including mitosis was covered in topic 1, so the first part of the lesson uses a range of activities to challenge the students on this cycle, ensuring that the events of the 1st stage (interphase), mitosis and the 3rd stage (cytokinesis) are recalled correctly. Moving forwards, students will learn that the cell cycle including meiosis also contains this 1st stage, where the DNA replicates and cell structures duplicate. An exam-style question challenges them to recognise why a diagram doesn’t represent mitosis, and therefore allows the students to learn that meiosis involves two sets of division and forms four genetically unidentical daughter cells, which are the gametes. The answers to all of the understanding checks and prior knowledge checks are embedded in the PowerPoints so students can assess their progress throughout.

This lesson provides opportunities for students to consider the impact of the selective breeding of food plants and domesticated animals. The PowerPoint and accompanying resources have been primarily designed to cover the content set out in point 6.2.3 of the AQA GCSE biology and combined science specifications, but also challenges students on previously-covered topics including sexual reproduction and inheritance. The lesson begins with a picture of a cow auction and the students are asked to suggest what the farmers might be considering before making a bid. This leads into the concept of selective breeding and students will understand that this process has been used for thousands of years. A step-by-step guide goes through the 5 simple steps to selective breeding, and opportunities are taken to challenge current understanding and prior knowledge through exam-style questions. The answers to all questions are embedded into the PowerPoint to allow students to assess their progress. The remainder of the lesson considers the issues with selective breeding, including the reduction in the size of the gene pool, and the health problems that are associated with animals that have been selectively bred for certain features.

This lesson describes how carbon is returned to the atmosphere as carbon dioxide to be used by producers in photosynthesis. The PowerPoint and accompanying resources are the 1st in a series of two lessons which have been primarily designed to cover the content of point 7.2.2 of the AQA GCSE biology and combined science specifications, but also links to deforestation (7.3.4) and uses prior knowledge checks to challenge the students on their recall of the cell and menstrual cycles. As shown in the cover image, the lesson begins by challenging the students to identify the connection between the terms carbon, cell, water and menstrual, to recognise them as biological cycles. A series of exam-style questions then checks on their knowledge of the cell cycle and the menstrual cycle, and all the answers are embedded into the PowerPoint to allow students to assess their progress. Moving forwards, the students will learn that materials in the living world are recycled to provide the building blocks for future organisms. This lesson focuses on the carbon cycle, whereas the water cycle is covered in the next lesson. A series of quiz rounds challenge the students to recognise reactions from their symbol equations and this allows photosynthesis, respiration and combustion to be revealed. A diagram detailing the carbon cycle builds up as the lesson progresses and time is taken to ensure that students recognise how organisms are linked in the cycle. The importance of microorganisms for the cycle is emphasised, and students will learn how the decomposition of dead and decaying matter by bacteria returns carbon dioxide to the atmosphere. The final part of the lesson focuses on deforestation and students are given guidance to support them to form an answer to a 6-mark question about the impact of deforestation on carbon dioxide levels.

This detailed and engaging lesson supports students with their revision in the build up to their UNIT 2 mocks or final assessment. The wide range of tasks and activities will challenge them on their knowledge of Cells, Development, Biodiversity and Conservation (topics 3 and 4) of the Edexcel International A-level biology specification, allowing them to identify any areas which require further attention before the examinations. Included in the range of tasks are exam-style questions and understanding checks and all answers are embedded into the PowerPoint. There are quiz rounds to maintain engagement and to encourage healthy competition, as well as guided discussion periods to provide opportunities for students to support each other. The following content is directly covered by this revision lesson: The mitotic cell cycle Calculating the mitotic index The events of meiosis which contribute to variation The structure of cellulose The structure and function of organelles The meaning of the term locus The Hardy-Weinberg principle Evolution through natural selection Calculating the index of diversity The heterozygosity index Conservation of endangered species through captive breeding programmes Many of the tasks have been differentiated to maintain challenge whilst providing access to all. This is an extensive lesson with many tasks so it is estimated that it will take over 3 hours of teaching time if covered in full, but teachers may choose to use sections to focus on a specific topic.