4th Sep '25

Schemes of Work

B1
- B1.1
  - Lesson 01 - What is the difference between a eukaryote and a prokaryote cell? Lesson Plan Lesson Title
    - Plant and animal cells (eukaryotic cells) have a cell membrane, cytoplasm and genetic material enclosed in a nucleus.
      - Suggested Activity:
        Recall structure of plant and animal cells as teams with whiteboards.
    - Bacteria have cytoplasm and a cell membrane surrounded by a cell wall.
      - Suggested Activity:
        GF - Justify why the majority of disease causing organisms are prokaryotic.
    - Students should be able to demonstrate an understanding of the scale and size of cells and be able to make order of magnitude calculations, including the use of standard form.
    - Bacterial cells (prokaryotic cells) are much smaller in comparison.
    - In bacteria the genetic material is not enclosed in a nucleus. It is a single DNA loop and there may be one or more small rings of DNA called plasmids.
      - Suggested Activity:
        Use plasticine to make a model of a bacteria cell.
        
        Extension: make a model (scaled up) of an animal cell to visualise difference in size.
        Equipment Required:
        Plasticine.
  - Lesson 02 - How is a plant cell different from an animal cell? Lesson Plan Lesson Title
    - Most animal cells have the following parts:
      - a nucleus
      - cytoplasm
      - a cell membrane
      - mitochondria
      - ribosomes.
    - In addition to the parts found in animal cells, plant cells often have:
      - chloroplasts
      - a permanent vacuole filled with cell sap
      - cell wall
      - Suggested Activity:
        Explore structure of animal and plant cells using models
        Equipment Required:
        Models of animal and plant cells
    - Plant and algal cells also have a cell wall made of cellulose, which strengthens the cell.
    - Students should be able to explain how the main sub-cellular structures, including the nucleus, cell membranes, mitochondria, chloroplasts in plant cells and plasmids in bacterial cells are related to their functions.
    - Students should be able to use estimations and explain when they should be used to judge the relative size or area of sub-cellular structures.
  - Lesson 03 - Why are there different types of animal cells? Lesson Plan Lesson Title
    - Cells may be specialised to carry out a particular function:
      sperm cells, nerve cells and muscle cells in animals.
      - Suggested Activity:
        Specialised cell Chinese whispers.
        Equipment Required:
        Pictures of specialised cells
    - Nerve cells have a long shape can conduct electricity so the can send messages between places in the body.
    - Muscle cells have:
      - a long shape so they can contract causing movement
      - lots of mitochondria to gain enough energy through respiration.
    - Sperm cells have:
      - a pointed head to be streamlined and to poke into the egg cell
      - tail to swim
      - lots of mitrocondria to generate the energy to swim.
    - Cells may be specialised to carry out a particular function:
      root hair cells, xylem and phloem cells in plants.
    - Root hair cells have a large surface area to absorb water and nutrients.
    - Xylem cells in plants have:
      - no cytoplasm or other organelles,
      - no cell walls on the end, so they form a tube
      - cell walls strengthened with waterproof lignin
      To:
      - transport water around the plant
      - to strengthen the plant
    - Phloem cells in plants have:
      - no cytoplasm or other organelles,
      - open ends with sieve plates between cells
      To:
      - transport 'phood' around the plant
    - Students should be able to, when provided with appropriate information, explain how the structure of different types of cell relate to their function in a tissue, an organ or organ system, or the whole organism.
      - Suggested Activity:
        Observe examples of specialised cells under a microscope
        Equipment Required:
        Microscopes
        Slides of specialised cells
  - Lesson 04 - How have microscopes developed over time? Lesson Plan Lesson Title
    - Students should be able to understand how microscopy techniques have developed over time
    - This means that electron microscopes can be used to study cells in much finer detail. This has enabled biologists to see and understand many more sub-cellular structures.
    - Students should be able to explain how electron microscopy has increased understanding of sub-cellular structures. Limited to the differences in magnification and resolution.
      - Suggested Activity:
        View images created by an electron microscope compared to a light microscope.
        Students to independently come up with the differences between microscope imaging.
        Equipment Required:
        Pictures of images taken by an electron microscope and images taken by a light microscope.
    - An electron microscope has much higher magnification and resolving power than a light microscope.
      - Suggested Activity:
        EW - Evaluate an electron microscope against a light microscope.
  - Lesson 05 - How are microscopes used to calculate sizes of specimens? Lesson Plan Lesson Title
    - Students should be able to carry out calculations involving
      magnification, real size and image size using the formula:
      magnification = size of image x
      size of real object
      
      * Use prefixes centi, milli, micro and nano.
      - Suggested Activity:
        Use pre-made slides of cells and graticules to calculate the real size of the cells.
        Equipment Required:
        Microscopes. Pre-made slides of cells. Graticules.
    - Students should be able to use prefixes centi, milli, micro and nano.
    - Students should be able to express answers in standard form if appropriate
  - Lesson 06 - How are light microscopes used to observe and record eukaryotes? Lesson Plan Lesson Title
    - Required Practical 1 - Microscopy (AT skills 1,7)
      - Suggested Activity:
        AQA Biology Required Practical 1 - Microscopy
        Equipment Required:
        AQA Biology Required Practical 1 - Microscopy
        Microscopes
        Onion & knife
        Iodine
        slides
        cover slips
  - Lesson 07 - What effect do disinfectants and antibiotics have on bacteria growth? Lesson Plan Lesson Title
    - (Biology only) Required Practical 2 - Microbiology (Biology only) (AT skills 1,3,4,8)
    - (Biology only) Bacteria multiply by simple cell division (binary fission) as often as once every 20 minutes if they have enough nutrients and a suitable temperature.
    - (Biology only) Bacteria can be grown in a nutrient broth solution or as colonies on an agar gel plate.
    - (Biology only) Uncontaminated cultures of microorganisms are required for investigating the action of disinfectants and antibiotics.
    - (Biology only) Students should be able to describe how to prepare an uncontaminated culture using aseptic technique.
    - (Biology only) They should be able to explain why petri dishes and culture media must be sterilised before use
    - (Biology only) They should be able to explain why inoculating loops used to transfer microorganisms to the media must be sterilised by passing them through a flame
    - (Biology only) They should be able to explain why the lid of the Petri dish should be secured with adhesive tape and stored upside down
    - (Biology only) They should be able to explain why in school laboratories, cultures should generally be incubated at 25?C.
      - Suggested Activity:
        AQA Biology Required Practical 2 - Microbiology
        Equipment Required:
        AQA Biology Required Practical 2 - Microbiology
  - Lesson 08 - How is the cross-sectional area of a zone of inhibition calculated? Lesson Plan Lesson Title
    - (Biology only) Students should be able to calculate cross-sectional areas of colonies or
      clear areas around colonies using πr².
    - (Biology only) Students should be able to calculate the number of bacteria in a
      population after a certain time if given the mean division time.
    - (Biology only) Students should be able to express the answer in standard form.
      - Suggested Activity:
        Review and use agar plates from AQA Biology Required Practical 2 - Microbiology to calculate cross-sectional areas
        Equipment Required:
        Agar plates from AQA Biology Required Practical 2 - Microbiology
  - Lesson 09 - Lesson Plan Lesson Title
    - - Suggested Activity:
        B1.1 Exam Questions (Foundation)
        B1.1 Exam Questions (Higher & Separates)
  - Lesson 10 - Lesson Plan Lesson Title
    - - Suggested Activity:
        B1.1 Exam Questions Mark Scheme (Foundation)
        B1.1 Exam Questions Mark Scheme (Higher)
        B1.1 PiXL Intervention Resources
- B1.2
  - Lesson 01 - How do we replace old and damaged cells? Lesson Plan Lesson Title
    - The nucleus of a cell contains chromosomes made of DNA molecules.
    - Each chromosome carries a large number of genes.
    - In body cells the chromosomes are normally found in pairs.
      - Suggested Activity:
        Quiz pupils about their knowledge of DNA and chromosomes, testing keywords.
        GF: question as to why chromosomes exist in pairs.
    - Cells divide in a series of stages called the cell cycle.
    - Students should be able to describe the stages of the cell cycle, including mitosis.
    - During the cell cycle the genetic material is doubled and then divided into two identical cells.
    - Before a cell can divide it needs to grow and increase the number of sub-cellular structures such as ribosomes and mitochondria. The DNA replicates to form two copies of each chromosome.
      - Suggested Activity:
        Flow diagram of the stages of the cell cycle describing the key points of each stage. Have flow diagram cycle round.
    - In mitosis one set of chromosomes is pulled to each end of the cell and the nucleus divides.
    - Finally the cytoplasm and cell membranes divide to form two identical cells.
    - Students need to understand the three overall stages of the cell cycle but do not need to know the different phases of the mitosis stage.
    - Cell division by mitosis is important in the growth and development of multicellular organisms.
    - Students should be able to recognise and describe situations in given contexts where mitosis is occurring.
      - Suggested Activity:
        Stretch: Describe/Draw annotate what happens to the replicated chromosomes during mitosis.
        Challenge: Explain how mitosis makes sure that the division results in two genetically identical daughter cells.
        GF: Explain why it is important that cell division is a very controlled process.
  - Lesson 02 - What increases the risk of getting cancer? Lesson Plan Lesson Title
    - There are also genetic risk factors for some cancers.
    - Students should be able to describe cancer as the result of changes in cells that lead to uncontrolled growth and division.
      - Suggested Activity:
        Explore the treatments used for cancer, discuss how these work.
    - Benign tumours are growths of abnormal cells which are contained in one area, usually within a membrane.
    - Benign tumours do not invade other parts of the body.
    - Malignant tumour cells are cancers.
    - Malignant tumours invade neighbouring tissues and spread to different parts of the body in the blood where they form secondary tumours.
      - Suggested Activity:
        https://www.youtube.com/watch?v=OcigJn8UJNQ
        Describe the difference between malignant and benign tumours.
        Explain how cancers can spread to other parts of the body.
    - Scientists have identified lifestyle risk factors for various types of cancer.
      - Suggested Activity:
        Analyse data on biological and lifestyle factors linked to forms of cancer.
        GF/EW: Evaluate how well different factors can be limited to decrease the chance of getting cancer.
  - Lesson 03 - What are stem cells and how can we use them? Lesson Plan Lesson Title
    - Most types of animal cell differentiate at an early stage.
    - As an organism develops, cells differentiate to form different types of cells.
    - As a cell differentiates it acquires different sub-cellular structures to enable it to carry out a certain function. It has become a specialised cell.
    - Students should be able to explain the importance of cell differentiation.
    - In mature animals, cell division is mainly restricted to repair and replacement.
      - Suggested Activity:
        Stretch - recall why new cells need to be made
        Challenge - Explain why multicellular organisms are made of different types of cell?
    - A stem cell is an undifferentiated cell of an organism which is capable of giving rise to many more cells of the same type, and from which certain other cells can arise from differentiation.
    - Students should be able to describe the function of stem cells in embryos, in adult animals and in the meristems in plants.
    - Stem cells from human embryos can be cloned and made to differentiate into most different types of human cells.
    - Stem cells from adult bone marrow can form many types of cells including blood cells.
    - Knowledge and understanding of stem cell techniques are not required.
      - Suggested Activity:
        Double bubble stem cells and specialised cells.
    - Treatment with stem cells may be able to help conditions such as diabetes and paralysis.
    - In therapeutic cloning an embryo is produced with the same genes as the patient.
    - Stem cells from the embryo are not rejected by the patient?s body so they may be used for medical treatment.
    - The use of stem cells has potential risks such as transfer of viral infection, and some people have ethical or religious objections.
      - Suggested Activity:
        GF: Discuss the ethical issues surrounding the use of artificial embryonic stem cells in people
    - (WS) Evaluate the practical risks and benefits, as well as social and ethical issues, of the use of stem cells in medical research and treatments.
      - Suggested Activity:
        EW: Evaluate the practical risks and benefits, as well as social and ethical issues, of the use of stem cells in medical research and treatments.
  - Lesson 04 - How can we use meristem tissue? Lesson Plan Lesson Title
    - Meristem tissue in plants can differentiate into any type of plant cell, throughout the life of the plant.
      - Suggested Activity:
        THIS PRACTICAL IS FOR HIGHER CLASSES, as it requires strict aseptic technicques!!
    - Stem cells from meristems in plants can be used to produce clones of plants quickly and economically.
    - Stem cells from meristems in plants are used. Rare species can be cloned to protect from extinction.
      - Suggested Activity:
        Practical: Cauliflower Cloning - Tissue Culture and Micropropagation
        https://www.saps.org.uk/secondary/teaching-resources/706-cauliflower-cloning-tissue-culture-and-micropropagation
        PROBABLY BEST FOR HIGHER ABILITY AS REQUIRES ASEPTIC TECHNIQUE
        Equipment Required:
        HIGHER ONLY: CAULIFLOWER CLONING
        
        Each student/pair requires:
         'Diluvials' or small sterilised glass jars containing medium (MS, 20g/l sucrose, 2.5mg/l Kinetin, 0.032% SDICN – see media prep notes)
         White ceramic tiles / chopping board
         Forceps
         Scalpel
         0.5% Solution Sodium Dichloroisocyanurate (SDICN) in small glass jar with cap (for sterilising forceps)
         10ml 0.5% SDICN solution in Universal bottle (28ml glass bottle) with screw cap. (1 x 4g Milton tablet in 160ml DI water, 2 in 320ml, 4 in 640ml or 5 in 800ml - see media prep notes)
         Petri dish
         Safety glasses and disposable gloves
         Lab coat
        Students/pairs require access to:
         70% ethanol for wiping down surfaces
         paper towels
         Cauliflower curd (the white 'floret' part) cut into 10mm3 pieces. Curd should be taken from a fresh, whole cauliflower, not ready-prepared cauliflower pieces.
         Glass or plastic beaker for waste solutions
    - Crop plants with special features such as disease resistance can be cloned to produce large numbers of identical plants for farmers.
      - Suggested Activity:
        EW: Research the uses of meristem cells by humans.
        GF: Evaluate the use of cloned plants to selective breeding of plants.
        GF: You are now in charge of all scientific research funding in the UK, you have to select one programme to receive all the available money which would you select, human stem cells or meristems?
  - Lesson 05 - What is diffusion? Lesson Plan Lesson Title
    - Substances may move into and out of cells across the cell membranes via diffusion.
    - Diffusion is the spreading out of the particles of any substance in solution, or particles of a gas, resulting in a net movement from an area of higher concentration to an area of lower concentration.
      - Suggested Activity:
        Activity 1:
        Dropping food colouring into beakers of water to see the diffusion. (could vary temperature of water to see how it affects the rate)
        
        Activity 2:
        Spraying perfume in corner of the room. Hands up when they can smell it.
        Equipment Required:
        Activity 1:
        food colouring pipettes
        250mL beakers
        thermometers
        kettles
        ice
        timers
        
        Activity 2:
        perfume spray
    - Some of the substances transported in and out of cells by diffusion are oxygen and carbon dioxide in gas exchange.
    - Some of the substances transported in and out of cells by diffusion are the waste product urea from cells into the blood plasma for excretion in the kidney.
    - Explain how the difference in concentrations (concentration gradient) affect the rate of diffusion.
    - Explain how the difference in the temperature affect the rate of diffusion.
    - Explain how the surface area of the membrane affect the rate of diffusion.
      - Suggested Activity:
        Task 1: What factors could affect the rate of diffusion?
        Task 2: Draw sketch graphs for the different factors that can affect the rate of diffusion
        
        SUPER CHALLENGE:Explain, using examples from nature how factors can affect the rate of diffusion.
        CHALLENGE:Explain how each factor affects the rate of diffusion in terms of particles.
        STRETCH:Describe the factors that can affect the rate of diffusion in terms of particles.
  - Lesson 06 - How is osmosis different to diffusion? Lesson Plan Lesson Title
    - Osmosis is the diffusion of water from a dilute solution to a concentrated solution through a partially permeable membrane.
      - Suggested Activity:
        http://highered.mheducation.com/sites/0072495855/student_view0/chapter2/animation__how_osmosis_works.html
    - (WS) Recognise, draw and interpret diagrams that model osmosis.
      - Suggested Activity:
        A single layer of plant cells is placed on a microscope slide and either distilled water or 5% sodium chloride solution is added to the cells. Osmosis will occur resulting in either turgid cells or plasmolysed cells.
        
        http://www.nuffieldfoundation.org/practical-biology/observing-osmosis-plasmolysis-and-turgor-plant-cells
        Equipment Required:
        per group:
        Microscope
        Microscope slides, 1 per specimen
        Cover slips, 1 per specimen
        Distilled water
        Salt solution (sodium chloride) 5% w/v
        Teat pipettes
        Forceps
        Pieces of filter paper
        
        per class:
        Red onion, cut into slices approximately 1 cm wide, 1 or 2
        Alternatives:
        Rhubarb stem
        Ivy-leaved toadflax (Cymbalaria muralis)
        Cladophora (a filamentous alga)
        Video microscope (if available)
    - (MS) Students should be able to:
      ? use simple compound measures of rate of water uptake
    - ? use percentages
    - ? calculate percentage gain and loss of mass of plant tissue.
    - (MS) Students should be able to plot, draw and interpret appropriate graphs.
  - Lesson 07 - How does surface area affect transport? Lesson Plan Lesson Title
    - Water may move across cell membranes via osmosis.
      - Suggested Activity:
        Set up cubes of agar jelly and see how far liquid penetrates them by diffusion over five minutes. Calculate surface area to volume ratio for cubes of different sizes and consider the problems faced by large organisms.
        Equipment Required:
        Each Group:
        Beaker 100 cm3,
        Ruler,
        Stopclocks
        
        Agar cubes 2 cm x 2cm,
        Agar cubes 1 cm x 1 cm,
        Agar cubes 0.5 cm x 0.5 cm,
        Hydrochloric acid, 0.1 M,
        20ml cylinders
    - A single-celled organism has a relatively large surface area to volume ratio.
    - Having a large surface area to volume allows sufficient transport of molecules into and out of the cell to meet the needs of the organism.
    - Students should be able to calculate and compare surface area to volume ratios. (MS)
    - Students should be able to explain the need for exchange surfaces in terms of surface area to volume ratio.
    - Students should be able to explain why multicellular organisms have transport systems in terms of surface area to volume ration
    - Students should be able to explain how the small intestine and lungs in mammals are adapted for exchanging materials.
    - Students should be able to explain how the gills in fish are adapted for exchanging materials.
    - Students should be able to explain how the leaves in plants are adapted for exchanging materials.
    - In multicellular organisms, surfaces and organ systems are specialised for exchanging materials.
    - Specalised surfaces allow sufficient molecules to
      be transported into and out of cells for the organism?s needs.
      - Suggested Activity:
        Research adaptations lungs, gills and leaves, describing the chemicals exchanged with directions, adaptations these organs have to carry out the exchange and explain how these adaptations help to maximise the exchange.
    - The effectiveness of an exchange surface is increased by:
      ? having a large surface area
      ? a membrane that is thin, to provide a short diffusion path
      ? (in animals) having an efficient blood supply
      ? (in animals, for gaseous exchange) being ventilated.
      - Suggested Activity:
        Explain why larger organisms need increasingly more complex exchange surfaces.
  - Lesson 08 - How does active transport work? Lesson Plan Lesson Title
    - Active transport moves substances from a more dilute solution to a more concentrated solution (against a concentration gradient).
    - Active transport requires energy from respiration.
    - Active transport allows mineral ions to be absorbed into plant root hairs from very dilute solutions in the soil.
    - Plants require ions for healthy growth.
    - Active transport also allows sugar molecules to be absorbed from lower concentrations in the gut into the blood which has a higher sugar concentration.
      - Suggested Activity:
        Venn Diagram to sort conditions between diffusion, osmosis and active transport (passive, uses energy, against concentration gradient, across a membrane, movement of water et.c)
    - Sugar molecules are used for cell respiration.
      - Suggested Activity:
        Describe the exchange that takes place in the small intestine.
    - Students should be able to describe how substances are transported into and out of cells by diffusion, osmosis and active transport
      - Suggested Activity:
        Explain why villi cells need a high number of mitochondria / why so much active transport needs to take place in the small intestines.
    - students should be able to explain the differences between the three processes.
      - Suggested Activity:
        GF: Evaluate whether it is worth the small intestines using energy to actively transport sugar into the blood.
  - Lesson 09 - Required Practical - Osmosis Lesson Plan Lesson Title
    - To plan and carry out the first part of the osmosis in potato practical.
    - To collect data from the osmosis in potato practical, draw graphs and make conclusions.
  - Lesson 10 - Lesson Plan Lesson Title
    - Assessment
  - Lesson 11 - Lesson Plan Lesson Title
    - Reflection
- B1.3
  - Lesson 01 - What are the levels of organisation? Lesson Plan Lesson Title
    - Cells are the basic building blocks of all living organisms.
      - Suggested Activity:
        http://www.htwins.net/scale2/
        Equipment Required:
        x
    - A tissue is a group of cells with a similar structure and function.
    - Organs are aggregations of tissues performing specific functions.
    - Organs are organised into organ systems, which work together to form organisms.
    - Students should be able to develop an understanding of size and scale in relation to cells, tissues, organs and systems.
      - Suggested Activity:
        https://www.youtube.com/watch?v=IYSlId-Ri7Q
        
        Use examples from the digestive system to go from cell to organ system, giving the role of each part.
        http://www.siumed.edu/~dking2/erg/gicells.htm
        e.g. goblet cells in small intestine http://www.siumed.edu/~dking2/erg/gicells.htm#goblet
  - Lesson 02 - What is the role of the digestive system? Lesson Plan Lesson Title
    - The digestive system is an example of an organ system in which several organs work together to digest and absorb food.
      - Suggested Activity:
        Identify the organs of the digestive system, the order and the role of each organ and which enzymes are created in each.
    - Students should be able to relate knowledge of enzymes to Metabolism.
    - The products of digestion are used to build new carbohydrates, lipids and proteins. Some glucose is used in respiration.
    - Bile is made in the liver and stored in the gall bladder.
    - [Bile] is alkaline to neutralise hydrochloric acid from the stomach.
    - [Bile] also emulsifies fat to form small droplets which increases the surface area.
    - The alkaline conditions and large surface area increase the rate of fat breakdown by lipase.
      - Suggested Activity:
        Describe the role of bile in aiding digestion.
        Explain why emulsifying fats makes digestion more effective
        E/W - Describe how a burger is broken down into fatty acids, glycerol, amino acids and sugars in the blood.
  - Lesson 03 - Required Practical - Food Tests Lesson Plan Lesson Title
    - Required Practical 4 - Food Tests (AT skills 2,8)
      - Suggested Activity:
        Foods to be tested
        pestle & mortars
        filter paper
        conical flasks
        test tubes
        Benedicts soln, iodine,
        Biuret soln
        Ethanol (fats)
        kettles
        Pipettes
        Forceps
        10ml cylinders
        SUDAN lll DOESNT WORK- USE ETHANOL
        Equipment Required:
        Foods to be tested
        pestle & mortars
        filter paper
        conical flasks
        test tubes
        Benedicts soln, iodine,
        Biuret soln,
        Ethanol (fats)
        kettles
        Pipettes
        Forceps
        10ml cylinders
        SUDAN lll DOESNT WORK- USE ETHANOL
  - Lesson 04 - How do enzymes aid in digestion? Lesson Plan Lesson Title
    - Students should be able to describe the nature of enzyme molecules and relate their activity to temperature and pH changes.
    - Students should be able to carry out rate calculations for chemical reactions.
    - Enzymes catalyse specific reactions in living organisms due to the shape of their active site.
    - Students should be able to use the ?lock and key theory? as a simplified model to explain enzyme action.
    - Students should be able to recall the sites of production and the action of amylase, proteases and lipases.
      - Suggested Activity:
        Demo: how the rate of the catalase reaction can be measured using a gas syringe or inverted cylinder of water and timer to prepare for the Required practical next lesson.
    - Students should be able to understand simple word equations but no chemical symbol equations are required.
    - Digestive enzymes convert food into small soluble molecules that can be absorbed into the bloodstream.
    - Carbohydrases break down carbohydrates to simple sugars.
    - Amylase is a carbohydrase which breaks down starch.
    - Proteases break down proteins to amino acids.
    - Lipases break down lipids (fats) to glycerol and fatty acids.
      - Suggested Activity:
        Describe the role of different enzymes in the digestive system including the substrates and products as well as their locations in the body.
        Explain why pepsin (protease) works in the stomach but trypsin (from the small intestine) wouldn't and vice versa
  - Lesson 05 - Required Practical - Enzymes and pH Lesson Plan Lesson Title
    - Required Practical 5 - pH and Enzyme Action (Continuous Sampling Technique) (AT skills 1,2,5,8)
      - Suggested Activity:
        Amylase soln 1%
        starch soln 1%,
        iodine soln
        water bath 40c 2 racks
        thermometers
        stopclock
        pipettes
        10ml cylinders
        spotting tiles
        test tubes
        pH Range (4, 7, 9)
        
        1. Measure 10 cm3 of starch solution using the 10 cm3 plastic syringe and place into the boiling tube.
        2. Measure 1 cm3 of buffer solution using the 1 cm3 plastic syringe then add this to the starch solution.
        3. Measure 1 cm3 of amylase solution using the 1 cm3 plastic syringe then add this to the test tube.
        4. Place both tubes into the beaker of water to warm up.
        5. Put one drop of iodine solution into each well of the spotting tile.
        6. Add the amylase solution to the starch solution and mix.
        7. Take out a drop of the starch amylase mixture and add to a well in the spotting tile.
        8. Repeat this every 30 seconds until there is no change in colour or 5 minutes has passed.
        9. Repeat steps 1 to 8 for different pH values.
        Equipment Required:
        Amylase soln 1%
        starch soln 1%,
        iodine soln
        water bath 40c 2 racks
        thermometers
        stopclock
        pipettes
        10ml cylinders
        spotting tiles
        test tubes
        Buffer solns. Phs(4, 7, 9)
        Kettles
        Beakers
  - Lesson 06 - How are the heart and the lungs adapted to circulate oxygen and carbon dioxide around the body? Lesson Plan Lesson Title
    - Students should know the structure and functioning of the human heart and lungs
      - Suggested Activity:
        Pluck dissection
        Equipment Required:
        pluck
        dissection kit
        rubber tube for blowing up lungs
    - how lungs are adapted for gaseous exchange.
      - Suggested Activity:
        Describe the movement of gases from the air to the blood.
        Explain the ways in which the lungs are adapted for rapid gas exchange with the blood.
        GF: Compare and contrast the structure and function of lungs to the gills.
    - The heart is an organ that pumps blood around the body in a double circulatory system.
    - The right ventricle pumps blood to the lungs where gas exchange takes place. The left ventricle pumps blood around the rest of the body.
      - Suggested Activity:
        Heart Dissection
        Equipment Required:
        Class dissection kits hearts for 1 between 2
    - Knowledge of the blood vessels associated with the heart is limited to the aorta, vena cava, pulmonary artery, pulmonary vein and coronary arteries. Knowledge of the names of the heart valves is not required.
      - Suggested Activity:
        Describe the movement of the blood from the lungs to the heart, around the body and back to the lungs.
        Explain the advantages of having a double circulatory system compared to a single circulatory system.
        Explain why the left ventricle muscle is larger than the right ventricle.
    - Knowledge of the lungs is restricted to the trachea, bronchi, alveoli and the capillary network surrounding the alveoli.
    - The natural resting heart rate is controlled by a group of cells located in the right atrium that act as a pacemaker.
    - Artificial pacemakers are electrical devices used to correct irregularities in the heart rate.
      - Suggested Activity:
        Explain how an artificial pacemaker keeps someone alive.
  - Lesson 07 - What are the components and functions of blood? Lesson Plan Lesson Title
    - Blood is a tissue consisting of plasma, in which the red blood cells, white blood cells and platelets are suspended.
    - Students should know the functions of each of these blood components.
    - (WS) Evaluate risks related to use of blood products.
    - Students should be able to recognise different types of blood cells in a photograph or diagram, and explain how they are adapted to their functions.
      - Suggested Activity:
        Describe or match up the components of the blood with the role they have.
    - The body contains three different types of blood vessel:
      ? arteries
      ? veins
      ? capillaries.
    - Students should be able to explain how the structure of these vessels relates to their functions.
    - Students should be able to use simple compound measures such as rate and carry out rate calculations for blood flow.
      - Suggested Activity:
        Compare the structure of the 3 types of vessel.
        Venn Diagram of the 3 types and factors of them e.g: transport blood, wall one cell thick, contains valves, permeable, impermeable etc.
        Explain why the walls of the blood vessels are different by linking their structure to their function.
  - Lesson 08 - How can cardiovascular problems be treated? Lesson Plan Lesson Title
    - Students should be able to evaluate the advantages and disadvantages of treating cardiovascular diseases by drugs, mechanical devices or transplant.
    - In coronary heart disease layers of fatty material build up inside the coronary arteries, narrowing them.
    - The layers of fatty material reduces the flow of blood through the coronary arteries, resulting in a lack of oxygen for the heart muscle.
    - Stents are used to keep the coronary arteries open.
    - Statins are widely used to reduce blood cholesterol levels which slows down the rate of fatty material deposit.
    - In some people heart valves may become faulty, preventing the valve from opening fully, or the heart valve might develop a leak.
    - Students should understand the consequences of faulty valves.
    - Faulty heart valves can be replaced using biological or mechanical valves.
    - In the case of heart failure a donor heart, or heart and lungs can be
      transplanted.
    - Artificial hearts are occasionally used to keep patients alive whilst waiting for a heart transplant, or to allow the heart to rest as an aid to recovery.
      - Suggested Activity:
        Describe the different ways in which CVD can be treated.
        Link the form of treatment to the stage of CVD/condition of patient.
        GF: Evaluate the provision of treatment for CVD compared to education about preventative measures.
  - Lesson 09 - What can affect your health? Lesson Plan Lesson Title
    - Students should be able to describe the relationship between health and disease and the interactions between different types of disease.
    - Health is the state of physical and mental well-being.
    - Diseases, both communicable and non-communicable, are major causes of ill health. Other factors including diet, stress and life situations may have a profound effect on both physical and mental health.
    - Different types of disease may interact. Defects in the immune system mean that an individual is more likely to suffer from infectious diseases
    - Viruses living in cells can be the trigger for cancers.
    - Immune reactions initially caused by a pathogen can trigger allergies such as skin rashes and asthma.
    - Severe physical ill health can lead to depression and other mental illness.
    - Students should be able to translate disease incidence information between graphical and numerical forms, construct and interpret frequency tables and diagrams, bar charts and histograms, and use a scatter diagram to identify a correlation between two variables. (MS)
    - Students should understand the principles of sampling as applied to scientific data, including epidemiological data. (MS)
      - Suggested Activity:
        Explain how physical and mental health can influence each other.
        Explain how infections can lead to other conditions.
  - Lesson 10 - What are risk factors? Lesson Plan Lesson Title
    - Risk factors are linked to an increased rate of a disease.
      They can be:
      ? aspects of a person?s lifestyle
      ? substances in the person?s body or environment.
    - (WS) Interpret data about risk factors for specified diseases.
    - A causal mechanism has been proven for some risk factors, but not in
      others.
      ? The effects of diet, smoking and exercise on cardiovascular disease.
      ? Obesity as a risk factor for Type 2 diabetes.
      ? The effect of alcohol on the liver and brain function.
      ? The effect of smoking on lung disease and lung cancer.
      ? The effects of smoking and alcohol on unborn babies.
      ? Carcinogens, including ionising radiation, as risk factors in cancer.
    - Many diseases are caused by the interaction of a number of factors.
    - Students should be able to understand the principles of sampling as applied to scientific data in terms of risk factors.
    - Students should be able to translate information between graphical and numerical forms; and extract and interpret information from charts, graphs and tables in terms of risk factors. (MS)
    - Students should be able to use a scatter diagram to identify a correlation between two variables in terms of risk factors.
      - Suggested Activity:
        Collect, present and analyse data about health risks and diseases, looking for correlations.
        Evaluate the relevance of BMI (possibly against the waist to hip ratio).
  - Lesson 12 - Lesson Plan Lesson Title
- B1.4
  - Lesson 01 - How are leaf tissues related to their function? Lesson Plan Lesson Title
    - Students should be able to explain how the structures of plant tissues are related to their functions.
      - Suggested Activity:
        Card sort or virtual tour of the leaf tissue.
    - Plant tissues include:
      - epidermal tissues
      - palisade mesophyll
      - spongy mesophyll
      - xylem and phloem
      - meristem tissue found at the growing tips of shoots and roots.
    - The leaf is a plant organ. Knowledge limited to epidermis, palisade and spongy mesophyll, xylem and phloem, and guard cells surrounding stomata.
  - Lesson 02 - How are specialised plant cells adapted to their function? Lesson Plan Lesson Title
    - Students should be able to explain how the structure of root hair cells, xylem and phloem are adapted to their functions.
      - Suggested Activity:
        Hot-seating 'who am I?' Students are allocated one of the specialised cells and they are hot - seated and the other students have to guess what they are.
        
        In groups build models of root hair cells, xylem, phloem with fact sheets to support (if needed)
        Equipment Required:
        modelling equipment (6 boxes)
    - Students should be able to explain the effect of changing temperature, humidity, air movement and light intensity on the rate of transpiration.
      - Suggested Activity:
        Show transpiration using potometer
        Equipment Required:
        Transpiration demo
        Celery translocation demo potometer
    - Students should be able to understand and use simple compound measures such as the rate of transpiration.
    - Students should be able to translate information between graphical and numerical form
    - Students should be able to plot and draw appropriate graphs, selecting appropriate scales for axes
    - Students should be able to extract and interpret information from graphs, charts and tables.
    - The roots, stem and leaves form a plant organ system for transport of substances around the plant.
    - Students should be able to describe the process of transpiration and translocation, including the structure and function of the stomata.
    - Root hair cells are adapted for the efficient uptake of water by osmosis, and mineral ions by active transport.
      - Suggested Activity:
        EW - Describe and explain the functions of the root hair cells, xylem and phloem and how they are specialised to do them.
    - Xylem tissue transports water and mineral ions from the roots to the stems and leaves. It is composed of hollow tubes strengthened by lignin adapted for the transport of water in the transpiration stream.
    - The role of stomata and guard cells are to control gas exchange and water loss.
    - Phloem tissue transports dissolved sugars from the leaves to the rest of the plant for immediate use or storage. The movement of food molecules through phloem tissue is called translocation.
    - Detailed structure of phloem tissue or the mechanism of transport is not required.
  - Lesson 03 - What is the reaction of photosynthesis? Lesson Plan Lesson Title
    - Photosynthesis is represented by the equation:
      (light above arrow)
      carbon dioxide + water -> glucose + oxygen
    - Students should be able to describe photosynthesis as an endothermic reaction in which energy is transferred from the environment to the chloroplasts by light.
      - Suggested Activity:
        use the students to model photosynthesis by getting someone to be the sun and handing the energy (heat pack) over to show endothermic.
        Equipment Required:
        Heat packs
    - The glucose produced in photosynthesis may be:
      ? used for respiration
      ? converted into insoluble starch for storage
      ? used to produce fat or oil for storage
      ? used to produce cellulose, which strengthens the cell wall
      ? used to produce amino acids for protein synthesis.
      - Suggested Activity:
        Circus task
    - To produce proteins, plants also use nitrate ions that are absorbed from the soil.
  - Lesson 04 - What factors affect the rate of photosynthesis? Lesson Plan Lesson Title
    - Students should be able to explain the effects of temperature, light intensity, carbon dioxide concentration, and the amount of chlorophyll on the rate of photosynthesis.
      - Suggested Activity:
        Graphing from data and describing the trends. Then link to the explanation.
        Use the students to model and pair off every time a collision occurs to show that even as you increase one type of student (molecule) the reaction must stop increasing at some point.
    - Students should be able to measure and calculate rates of photosynthesis (MS)
      - Suggested Activity:
        Observe the impact of plant growth with varying conditions that will limit the rate of photosynthesis.
        Equipment Required:
        From lesson 1 equipment - plants in different environments to limit the light by placing in the dark and one in the light.
        
        The carbon dioxide (place in a seal box or fish tank) and one in normal air.
        
        For changing number of chloroplasts have plants with varying surface area / number of leaves on the plant
    - students should be able to extract and interpret graphs of photosynthesis rate involving one limiting factor (MS)
    - Students should be able to plot and draw appropriate graphs selecting appropriate scale for axes (MS)
    - Students should be able to translate information between graphical and numeric form. (MS)
    - (HT only) These factors interact and any one of them may be the factor that limits photosynthesis.
    - (HT only) Students should be able to explain graphs of photosynthesis rate involving two or three factors and decide which is the limiting factor.
    - (HT only) Students should understand and use inverse proportion ? the inverse square law and light intensity in the context of photosynthesis.
    - (HT only) Limiting factors are important in the economics of enhancing the conditions in greenhouses to gain the maximum rate of photosynthesis while still maintaining profit.
    - * Use data to relate limiting factors to the cost effectiveness of adding heat, light or carbon dioxide to greenhouses.
  - Lesson 05 - Required Practical - Photosynthesis Lesson Plan Lesson Title
    - Required Practical 6 - Photosynthesis (AT skills 1,2,3,4,5)
      - Suggested Activity:
        Plan for half the lesson. Then carry out.
        Equipment Required:
        Elodea-freshly cut ends,
        Boiling tubes
        0.2% sodium hydrogen carbonate soln
        lamps
        metre rules
        stopclocks
  - Lesson 06 - What is the reaction of respiration? Lesson Plan Lesson Title
    - Students should be able to describe cellular respiration as an exothermic reaction which is continuously occurring in living cells.
      - Suggested Activity:
        Screaming Jelly Baby
        Show the reaction is exothermic by modelling with the students and have them giving the heat packs to 'the environment'.
        Equipment Required:
        Screaming Jelly Baby
        Heat packs
    - The energy transferred supplies all the energy needed for living processes.
      - Suggested Activity:
        Recap MRSGREN.
    - Respiration in cells can take place aerobically (using oxygen) or anaerobically (without oxygen), to transfer energy.
    - Students should be able to compare the processes of aerobic and anaerobic respiration with regard to the need for oxygen, the differing products and the relative amounts of energy transferred.
    - Organisms need energy for:
      ? chemical reactions to build larger molecules
      ? movement
      ? keeping warm.
    - Aerobic respiration is represented by the equation:
      glucose oxygen --> carbon dioxide water
    - Students should recognise the chemical symbols: C6H12O6 , O2 , CO2 and H2O.
  - Lesson 07 - How is anaerobic respiration different and when is it used? Lesson Plan Lesson Title
    - Anaerobic respiration in muscles is represented by the equation:
      glucose -> lactic acid
      - Suggested Activity:
        GF Why is it important to warm up and warm down before and after vigorous exercise?
    - As the oxidation of glucose is incomplete in anaerobic respiration much less energy is transferred than in aerobic respiration.
    - Anaerobic respiration in plant and yeast cells is represented by the equation:
      glucose -> ethanol carbon dioxide
    - Anaerobic respiration in yeast cells is called fermentation and has economic importance in the manufacture of bread and alcoholic drinks
    - During exercise the human body reacts to the increased demand for energy.
      - Suggested Activity:
        Slow mo of Usain Bolt - point out how he holds his breath - ask how he can possibly keep energy going to his muscles without O2.
    - The heart rate, breathing rate and breath volume increase during exercise to supply the muscles with more oxygenated blood.
    - The incomplete oxidation of glucose causes a build up of lactic acid and creates an oxygen debt.
    - During long periods of vigorous activity muscles become fatigued and stop contracting efficiently.
    - (HT only) Blood flowing through the muscles transports the lactic acid to the liver where it is converted back into glucose.
    - (HT only) Oxygen debt is the amount of extra oxygen the body needs after exercise to react with the accumulated lactic acid and remove it from the cells.
    - If insufficient oxygen is supplied anaerobic respiration takes place in muscles.
      - Suggested Activity:
        Investigate how the type of sugar affects the rate of anaerobic respiration.
        
        IV - sugar
        DV - Time
        CV - conc / vol of solution (50mL) / amount of yeast (50mL) / same starting temperature (35%) half kettle water and half tap water.
        
        Mix yeast and sugar solution in a conical flask, cover with balloon to compare the rate of the carbon dioxide production (qualitative)
        Equipment Required:
        Set up one teacher demo before the lesson (to see bigger difference)
        
        conical flasks
        glucose solution x 6
        sucrose solution x 6
        yeast solution
        balloons
        pipettes
        kettles
        large beakers
    - Metabolism is the sum of all the reactions in a cell or the body.
    - The energy transferred by respiration in cells is used by the organism for the continual enzyme controlled processes of metabolism that synthesise new molecules.
    - Metabolism includes: a) conversion of glucose to starch, glycogen and cellulose, b) the formation of lipid molecules from a molecule of glycerol and three molecules of fatty acids. C) ? the use of glucose and nitrate ions to form amino acids which in turn are used to synthesise proteins. d) respiration. e) breakdown of excess proteins to form urea for excretion
    - Be able to explain the importance of sugars, amino acids, fatty acids and glycerol in the synthesis and breakdown of carbohydrates, proteins and lipids.
- B1.5
  - Lesson 01 - What is a pathogen? Lesson Plan Lesson Title
    - Pathogens are microorganisms that cause infectious disease.
      - Suggested Activity:
        Microbe blind date activity.
        Students not involved answer the questions on the work sheet. (found in T drive)
    - Students should be able to describe the non-specific defence systems of the human body against pathogens, including the:
      - skin
      - nose
      - trachea and bronchi
      - stomach.
      - Suggested Activity:
        Label an outline of the human body with the bodies natural defences
    - Students should be able to explain the role of the immune system in the defence against disease.
    - If a pathogen enters the body the immune system tries to destroy the pathogen.
    - White blood cells help to defend against pathogens by:
      - phagocytosis
      - antibody production
      - antitoxin production.
      - Suggested Activity:
        Model the effects of white blood cells using plasticine or MWB. Take photos and stick into students books.
        Equipment Required:
        plasticine
    - Students should be able to explain how diseases caused by viruses, bacteria, protists and fungi are spread in animals and plants.
      - Suggested Activity:
        Put glitter onto your hand and greeting students at the door see how the glitter transmits around the classroom.
        
        Each student gets a test tube of water except for one who gets a weak acid. Students swap with 3 others in the room. Then work backwards to try and establish who started with the disease. Test with Universal indicator solution or paper to see they have the disease (red means infected)
        Equipment Required:
        glitter in a box (SNK likes proper glitter not glitter glue)
        
        one test tube per each student of water
        1 test tube given to teacher to have acid in
        UI bottles x 6 (minimum)
        pipettes
    - Students should be able to explain how the spread of diseases can be reduced or prevented.
      - Suggested Activity:
        Watch this video before showing a class. Consider if it is appropriate, in particular with any ASD students in the class.
        https://www.youtube.com/watch?v=Ffhi1CPzT48
        
        GF: What effect could non vaccination have on socio-economical issues (think NHS, nurseries)
    - Pathogens may be viruses, bacteria, protists or fungi.
      - Suggested Activity:
        .
    - Pathogens may infect plants or animals and can be spread by direct contact, by water or by air.
    - Bacteria and viruses may reproduce rapidly inside the body.
    - Bacteria may produce poisons (toxins) that damage tissues and make us feel ill.
    - Viruses live and reproduce inside cells, causing cell damage.
      - Suggested Activity:
        EW: (Construct a matrix map) To compare fungi, virus, bacteria and protists to include size, site of reproduction and effects in the body
  - Lesson 02 - What effect can pathogens have on organisms? Lesson Plan Lesson Title
    - Measles is a viral disease showing symptoms of fever and a red skin rash. Measles is a serious illness that can be fatal if complications arise. For this reason most young children are vaccinated against measles.
    - The measles virus is spread by inhalation of droplets from sneezes and coughs.
      - Suggested Activity:
        Show an image of a student with measles and ask students to consider how it is transmitted.
    - HIV initially causes a flu-like illness. Unless successfully controlled with antiretroviral drugs the virus attacks the body's immune cells.
      - Suggested Activity:
        Split students into teams and allocate them a virus disease to research and either create a presentation or a poster to display for a market place fact collecting activity. Their presentations should include:
        1. How the disease is transmitted
        2. The effects of the disease
        3. How the spread of the disease can be prevented
    - Late stage HIV infection, or AIDS, occurs when the body's immune system becomes so badly damaged it can no longer deal with other infections or cancers.
      - Suggested Activity:
        GF: Why will HIV never be truly eradicated?
    - HIV is spread by sexual contact or exchange of body fluids such as blood which occurs when drug users share needles.
    - Tobacco mosaic virus (TMV) is a widespread plant pathogen affecting many species of plants including tomatoes.
    - TMV gives a distinctive 'mosaic' pattern of discolouration on the leaves which affects the growth of the plant due to lack of photosynthesis.
    - Salmonella food poisoning is spread by bacteria ingested in food, or on food prepared in unhygienic conditions.
    - In the UK, poultry are vaccinated against Salmonella to control the spread.
    - Fever, abdominal cramps, vomiting and diarrhoea are caused by the [Salmonella] bacteria and the toxins they secrete.
    - Gonorrhoea is a sexually transmitted disease (STD) with symptoms of a thick yellow or green discharge from the vagina or penis and pain on urinating.
    - Gonorrhoea is caused by a bacterium and was easily treated with the antibiotic penicillin until many resistant strains appeared.
    - Gonorrhoea is spread by sexual contact.
    - The spread can be controlled by treatment with antibiotics or the use of a barrier method of contraception such as a condom.
  - Lesson 03 - What effect do pathogens have on plants? Lesson Plan Lesson Title
    - Knowledge of plant diseases is restricted to tobacco mosaic virus as a viral disease, black spot as a fungal disease and aphids as insects.
      - Suggested Activity:
        show students a range of photos of the affected plants and ask them which photo matches to t
    - The pathogens that cause malaria are protists.
      - Suggested Activity:
        Show students a image of a protist and ask them describe if it is more like an animal or plant cell.
        
        Show them the video after: https://www.bbc.com/education/clips/z2tq2hv
    - Rose black spot is a fungal disease where purple or black spots develop on leaves, which often turn yellow and drop early. It affects the growth of the plant as photosynthesis is reduced.
      - Suggested Activity:
        Students use a note maker document (A4 or A3 page split into 4/6/8 boxes) to take notes on information from different stations on the various plant diseases. Answering questions about each one.
    - Rose black spot is spread in the environment by water or wind.
      - Suggested Activity:
        EW: Make a script for a video segment for ‘Gardeners’ World’ on plant diseases – how to recognise them and why they harm your plants. (could video if time allows)
        HT: Use ICT to include images etc. or make ‘model’ infected/healthy leaves to show.
        Equipment Required:
        iPad for videoing
    - Rose black spot can be treated by using fungicides and/or removing and destroying the affected leaves.
      - Suggested Activity:
        GF: Justify why there is a large part of the scientific industry dedicated to the prevention and development of cures for plant diseases?
    - The malarial protist has a life cycle that includes the mosquito. Malaria causes recurrent episodes of fever and can be fatal.
      - Suggested Activity:
        GF: What is the economic impact of plant diseases on the agricultural community?
    - The spread of malaria is controlled by preventing the vectors, mosquitos, from breeding and by using mosquito nets to avoid being bitten.
      - Suggested Activity:
        Ask students to download a free app for stop time animation and bring devices in for the next lesson
  - Lesson 04 - How do plants defend themselves from pathogens? Lesson Plan Lesson Title
    - Plants can be infected by a range of viral, bacterial and fungal pathogens as well as by insects.
      - Suggested Activity:
        Think, pair, Share "What can cause plant infection" Use a circle map to record ideas.
    - Plants can be damaged by a range of ion deficiency conditions.
      
      Knowledge of ions is limited to nitrate ions needed for protein synthesis and therefore growth, and magnesium ions needed to make chlorophyll.
      
      * The understanding of ion deficiencies allows horticulturists to provide optimum conditions for plants.
    - Stunted growth caused by nitrate deficiency
      - Suggested Activity:
        Create a matrix map / table to show the cause, impact and possible solutions for different plant deficiencies and diseases
    - Chlorosis caused by magnesium deficiency
    - Students should be able to describe physical and chemical plant defence responses.
      - Suggested Activity:
        Annoate a simple diagram of a plant to show the physical and chemical defenses of a plant.
    - Physical defence responses to resist invasion of microorganisms.
      ? Cellulose cell walls.
      ? Tough waxy cuticle on leaves.
      ? Layers of dead cells around stems (bark on trees) which fall off.
      - Suggested Activity:
        EW: Describe the physical and chemical defenses that plants have against the invasion of microorganisms.
    - Chemical plant defence responses.
      ? Antibacterial chemicals.
      ? Poisons to deter herbivores.
      - Suggested Activity:
        GF: Suggest how plants have adapted to have these physical and chemical features to aid survival
    - (HT only) Plant diseases can be detected by:
      ? stunted growth
      ? spots on leaves
      ? areas of decay (rot)
      ? growths
      ? malformed stems or leaves
      ? discolouration
      ? the presence of pests.
      - Suggested Activity:
        Observe an exhibition of plants or photographs showing evidence of plant disease (as listed in the specification) and garden manuals, internet websites, testing kits (HT).
        Search for illustrations on the internet to include in a report (HT).
    - (HT only) Identification can be made by:
      ? reference to a gardening manual or website
      ? taking infected plants to a laboratory to identify the pathogen
      ? using testing kits that contain monoclonal antibodies.
      - Suggested Activity:
        "Dear Dr Gardner"
        write an email to a help section of a gardening website asking for a diagnosis of a plant. Write a response including possible treatment or prevention.
    - Mechanical adaptations.
      ? Thorns and hairs deter animals.
      ? Leaves which droop or curl when touched.
      ? Mimicry to trick animals.
      - Suggested Activity:
        modelling adaptations of plants
        Equipment Required:
        modelling materials:
        straws
        toilet rolls centers
        sellotape
        tissue paper
        card
  - Lesson 05 - How do vaccinations prevent illnesses? Lesson Plan Lesson Title
    - Students should be able to explain how vaccination will prevent illness in an individual, and how the spread of pathogens can be reduced by immunising a large proportion of the population.
    - Evaluate the global use of vaccination in the prevention of disease.
    - Vaccination involves introducing small quantities of dead or inactive
      forms of a pathogen into the body to stimulate the white blood cells to produce antibodies.
    - If the same pathogen re-enters the body the white blood cells respond quickly to produce the correct antibodies, preventing infection.
      - Suggested Activity:
        Plan a story board using a flow map of the stages of how vaccinations work. Make a stop time animation of the process. (free app Stop Motion Studio)
    - Students do not need to know details of vaccination schedules and side effects associated with specific vaccines.
      - Suggested Activity:
        EW: Explain how a vaccine works.
        EW: Explain why there is a sharp increase the in the number of white blood cells after a vaccination is given.
  - Lesson 06 - How are drugs used to treat diseases? Lesson Plan Lesson Title
    - Antibiotics, such as penicillin, are medicines that help to cure bacterial disease by killing infective bacteria inside the body.
      - Suggested Activity:
        Create some illness cards and students act out role play situations for doctors and patients. Doctors needs to prescribe a course of treatment.
    - Students should be able to explain the use of antibiotics and other medicines in treating disease.
      - Suggested Activity:
        EW: Describe the importance of antibiotics and the impact of antibiotic resistance. Explain how this has impacted on cleaning practices in Britain’s hospitals. Research MRSA and C. difficile infections and treatment.
        
        GF: Suggest what patients, doctors and scientists should do to ensure we will have effective antibiotics in the future.
        Equipment Required:
        x
    - It is important that specific bacteria should be treated by specific antibiotics.
      - Suggested Activity:
        Modelling of lock and key theory using plasticine shapes either as teacher demo to explain or with students making own to assess understanding.
    - The use of antibiotics has greatly reduced deaths from infectious bacterial diseases.
      - Suggested Activity:
        Interpret graphs showing bacterial population growth
    - However, the emergence of strains resistant to antibiotics is of great concern.
      - Suggested Activity:
        Discuss the impact of overuse of antibiotics after watching the video: https://www.nhs.uk/video/pages/antibiotics-dont-work-for-everything.aspx
    - Antibiotics cannot kill viral pathogens.
      - Suggested Activity:
        Recall the structure of a virus and how it attacks the body and how drugs travel in the body (in the blood).
        Then ask the question why are antibiotics not given for viral infections?
    - Painkillers and other medicines are used to treat the symptoms of disease but do not kill pathogens.
    - It is difficult to develop drugs that kill viruses without also damaging the body?s tissues.
      - Suggested Activity:
        EW: Explain why doctors will not prescribe antibiotics for viral infections.
  - Lesson 07 - How are new drugs developed? Lesson Plan Lesson Title
    - Traditionally drugs were extracted from plants and microorganisms.
      - Suggested Activity:
        Use images of foxgloves and willow with the questions "where are drugs extracted from?"
    - The heart drug digitalis originates from foxgloves.
    - The painkiller aspirin originates from willow.
    - Penicillin was discovered by Alexander Fleming from the Penicillium mould.
      - Suggested Activity:
        https://www.youtube.com/watch?v=0ZWjzcsTd5M
        
        watch the video and highlight the key points in a circle map
    - Most new drugs are synthesised by chemists in the pharmaceutical industry. However, the starting point may still be a chemical extracted from a plant.
    - New medical drugs have to be tested and trialled before being used to check that they are safe and effective.
    - Preclinical testing is done in a laboratory using cells, tissues and live animals.
      - Suggested Activity:
        Discuss drug safety and how drugs are tested today.
    - Clinical trials use healthy volunteers and patients.
    - Very low doses of the drug are given at the start of the clinical trial.
      - Suggested Activity:
        Think, Pair Share possible effects if the dosage was incorrect. List ideas in a circle map.
    - If the drug is found to be safe, further clinical trials are carried out to find the optimum dose for the drug.
    - In double blind trials, some patients are given a placebo.
    - Students understand that the results of testing and trials are published only after scrutiny by peer review. (WS)
    - Students should be able to describe the process of discovery and development of potential new medicines, including preclinical and clinical testing.
      - Suggested Activity:
        Watch a video that show the stages of preclinical trials https://www.youtube.com/watch?v=fYfp4IdVsXI
        
        Summarise the key steps using a flow map or a cartoon strip style.
  - Lesson 08 - What are monoclonal antibodies? Lesson Plan Lesson Title
    - Students should be able to describe how monoclonal antibodies are produced.
      - Suggested Activity:
        Research MAB production and uses using ABPI and cancer research websites. Draw a flow diagram to describe how MABs are produced.
    - Monoclonal antibodies are produced from a single clone of cells.
    - The antibodies are specific to one binding site on one protein antigen and so are able to target a specific chemical or specific cells in the body.
      - Suggested Activity:
        Discussion – would you choose to be treated with MABs?
        
        EW: Evaluate the advantages and disadvantages of MABs.
    - Antibodies are produced by stimulating mouse lymphocytes to make a particular antibody.
      - Suggested Activity:
        GF: What are the the power and limitations the technological applications of science
        EW: evaluate risks in relation to MABs.
    - The lymphocytes are combined with a particular kind of tumour cell to make a cell called a hybridoma cell. The hybridoma cell can both divide and make the antibody.
      - Suggested Activity:
        model method for monoclonal antibodies
        Equipment Required:
        different coloured Plasticine
        A3 sugar paper
    - Single hybridoma cells are cloned to produce many identical cells that all produce the same antibody.
    - A large amount of the antibody can be collected and purified.
    - Students should be able to describe some of the ways in which
      monoclonal antibodies can be used.
      
      * Appreciate the power of monoclonal antibodies and consider any ethical issues (WS).
    - Some examples [of monoclonal antibodies] include:
      ? for diagnosis such as in pregnancy tests
      ? in laboratories to measure the levels of hormones and other chemicals in blood, or to detect pathogens
      ? in research to locate or identify specific molecules in a cell or tissue
      by binding to them with a fluorescent ?dye to treat some diseases (e.g. cancer)
    - Monochlonal antibodies are used to treat cancer. The antibody can be
      bound to a radioactive substance, a toxic drug or a chemical which
      stops cells growing and dividing.
    - Monochlonal antibodies deliver the substance to the
      cancer cells without harming other cells in the body.
    - Students are not expected to recall any specific tests or treatments but given appropriate information they should be able to explain how they work.
    - Monoclonal antibodies create more side effects than expected. They are not yet as widely used as everyone hoped when they were first developed.
    - * Evaluate the advantages and disadvantages of monoclonal antibodies.
      - Suggested Activity:
        Marketplace activity: provide stations with information sheets and diagrams. Students fill in a summary table and use info to create a poster:
        • for diagnosis, eg to bind to HCG in pregnancy tests
        • to measure levels of hormones and chemicals in the blood
        • to locate specific molecules in a cell using a fluorescent dye
        • to treat some diseases, eg to deliver a chemical to cancer cells without harming healthy cells.