4th Sep '25

Schemes of Work

B2
- B2.1
  - Lesson 01 - How does the nervous system work? Lesson Plan Lesson Title
    - The nervous system enables humans to react to their surroundings and to coordinate their behaviour.
      - Suggested Activity:
        Group practical:
        Investigate the factors affecting response rate
        Equipment Required:
        Data loggers
        Reaction time sensors
    - Be able to explain how the structure of the nervous system is adapted to its functions.
    - All control systems include:a) cells called receptors, which detect stimuli (changes in the environment), b) coordination centres (such as the brain, spinal cord and pancreas) that receive and process information from receptors, c) effectors, muscles or glands, which bring about responses which restore optimum levels.
    - These automatic control systems may involve nervous responses or chemical responses.
    - Be able to explain that homeostasis is the regulation of the internal conditions of a cell or organism to maintain optimum conditions for function in response to internal and external changes.
    - Homeostasis maintains optimal conditions for enzyme action and all cell functions.
      - Suggested Activity:
        Demo:
        Ask one student to put one hand into the cold and another in the warm water for two minutes.
        Student to then put both hands into the room temperature water together and describe what they experience.
        Student should feel that one hand stays hot/cold for a while despite being in the same temperature water.
        Equipment Required:
        Three large bowls: one warm water, one room temperature and one ice water.
    - In the human body, these include control of: a) blood glucose concentration. B) body temperature. C) water levels.
  - Lesson 02 - How does a body respond to a stimulus? Lesson Plan Lesson Title
    - Information from receptors passes along cells (neurones) as electrical impulses to the central nervous system (CNS).
    - The CNS is the brain and spinal cord.
    - The CNS coordinates the response of effectors which may be muscles contracting or glands secreting hormones.
      - Suggested Activity:
        The Reaction Time Test
        https://www.justpark.com/creative/reaction-time-test/
    - Stimulus --> Receptor --> Coordinator --> Effector --> Response
      - Suggested Activity:
        Student model of the CNS.
        Equipment Required:
        Large neurone posters.
    - Be able to explain how the various structures in a reflex arc including the sensory neurone, synapse, relay neurone and motor neurone relate to their function.
    - Students should understand why reflex actions are important.
    - Reflex actions are automatic and rapid; they do not involve the conscious part of the brain.
      - Suggested Activity:
        Demo:
        Students blow into each others faces - How fast do your eyes close?
    - Be able to extract and interpret data from graphs, charts and tables, about the functioning of the nervous system.
    - Be able to translate information about reaction times between numerical and graphical forms.
  - Lesson 03 - Required Practical: Reaction Time Planning Lesson Plan Lesson Title
    - Required Practical - Reaction Time (AT skills 1,3,4)
      - Suggested Activity:
        GCSE Biology required practical activity: Reaction Time
        Equipment Required:
        Metre rules
        Stop-clocks
  - Lesson 04 - How is the endocrine system different to the nervous system? Lesson Plan Lesson Title
    - The endocrine system is composed of glands which secrete chemicals called hormones directly into the bloodstream.
    - Students should be able to identify the position of the following on a diagram of the human body:
      Pituitary gland, Pancreas, Thyroid, Adrenal Gland, Ovary and Testes.
      - Suggested Activity:
        Label a diagram of the organs in the endocrine system.
        Equipment Required:
        Human body diagram
    - The blood carries the hormone to a target organ, where it produces an effect.
    - Compared to the nervous system the effects are slower, but act for longer.
    - The pituitary gland in the brain is a "master gland" which secretes several hormones into the blood in response to body conditions.
    - These hormones in turn act on other glands to stimulate other hormones to be released to bring about effects.
    - Students should be able to describe the principles of hormonal coordination and control by the human endocrine system.
    - Students should be able to explain the roles of thyroxine and adrenaline in the body (HT only)
    - Adrenaline is produced by the adrenal glands in times of fear or stress. It increases the heart rate and boosts the delivery of oxygen and glucose to the brain and muscles, preparing the body for "flight or fight". (HT only)
    - Thyroxine from the thyroid gland stimulates the basal metabolic rate. It plays an important role in growth and development. (HT only)
    - Thyroxine levels are controlled by negative feedback. Interpret and explain simple diagrams of negative feedback control. (HT only)
  - Lesson 05 - How is the optimum blood glucose level maintained? Lesson Plan Lesson Title
    - Blood glucose concentration is monitored and controlled by the pancreas
      - Suggested Activity:
        Draw life size model of a person to show control of blood glucose
        Equipment Required:
        Plain wall paper
        marker pens
    - If the blood glucose concentration is too high, the pancreas produces the hormone insulin that causes glucose to move from the blood into the cells.
    - In the liver and muscle cells excess glucose is converted to glycogen for storage.
    - When insulin is released it causes the liver to convert more glucose into glycogen.
    - Type 1 diabetes is a disorder in which the pancreas fails to produce sufficient insulin. It is characterised by uncontrolled high blood glucose levels and is normally treated with insulin injections.
    - In Type 2 diabetes the body cells no longer respond to insulin produced by the pancreas. A carbohydrate controlled diet and an exercise regime are common treatments.
      - Suggested Activity:
        Demo:
        How doctors used to diagnose diabetes by tasting fake urine.
        Confirm results with Benedict’s solution.
        Evaluate the methods.
        Equipment Required:
        Weak urine samples with and without glucose
        Benedict’s solution
        kettles
        testtubes
        pipett
        10ml cylinders
    - Obesity is a risk factor for Type 2 diabetes.
    - Students should be able to compare Type 1 and Type 2 diabetes and explain how they can be treated.
      - Suggested Activity:
        GF/EW: How has treatment of diabetes developed over time? include use of human insulin produced by bacteria, current research into pancreas cell transplants and stem cell research.
    - Students should be able to extract information and interpret data from graphs that show the effect of insulin in blood glucose levels in both people with diabetes and people without diabetes.
    - (HT only) If the blood glucose concentration is too low, the pancreas produces the hormone glucagon that causes glycogen to be converted into glucose and released into the blood.
    - (HT only) Glucagon interacts with insulin in a negative feedback cycle to control blood glucose (sugar) levels in the body.
  - Lesson 06 - How is the water balance maintained in the body? Lesson Plan Lesson Title
    - Students should be able to explain the effect on cells of osmotic changes in body fluids
    - (HT only) Students should be able to describe the effect of ADH on the permeability of the kidney tubules.
    - Water leaves the body via the lungs during exhalation.
    - (HT only) The water level in the body is controlled by the hormone ADH which acts on the kidney tubules.
    - Water, ions and urea are lost from the skin in sweat.
    - (HT only) ADH is released by the pituitary gland when the blood is too concentrated and it causes more water to be reabsorbed back into the blood from the kidney tubules. This is controlled by negative feedback.
      - Suggested Activity:
        Use the ABPI activities (see resources) to explain the negative feedback mechanism involved in control of water concentration in the blood.
        https://www.abpischools.org.uk/topic/homeostasis-kidneys/
    - There is no control over water, ion or urea loss by the lungs or skin.
    - People who suffer from kidney failure may be treated by organ transplant or by using kidney dialysis. Students should know the basic principles of dialysis.
      - Suggested Activity:
        GF/EW: Discuss a moral dilemma – research cost of dialysis and transplants. Discuss considerations in terms of cost as to how kidney patients should be treated – lifetime dialysis, transplant, shortage of kidneys, buying kidneys from healthy people and prioritising lists for surgery. Produce arguments for and against the options.
    - Excess water, ions and urea are removed via the kidneys in the urine.
    - If body cells lose or gain too much water by osmosis they do not function efficiently
    - (HT only) The digestion of proteins from the diet results in excess amino acids which need to be excreted safely. In the liver these amino acids are deaminated to form ammonia. Ammonia is toxic and so it is immediately converted to urea for safe excretion.
    - Students should be able to describe the function of kidneys in maintaining the water balance of the body.
    - The kidneys produce urine by filtration of the blood and selective reabsorption of useful substances such as glucose, some ions and water.
    - Knowledge of other parts of the urinary system, the structure of the kidney and the structure of a nephron is not required.
    - Students should be able to translate tables and bar charts of glucose, ions and urea before and after filtration.
  - Lesson 07 - How does the brain control human response? Lesson Plan Lesson Title
    - The brain controls complex behaviour. It is made of billions of interconnected neurones and has different regions that carry out different functions.
    - Students should be able to identify the cerebral cortex, cerebellum and medulla on a diagram of the brain, and describe their functions
    - (HT only) Students should be able to explain some of the difficulties of investigating brain function and treating brain damage and disease.
    - (HT only) Neuroscientists have been able to map the regions of the brain to particular functions by studying patients with brain damage, electrically stimulating different parts of the brain and using MRI scanning techniques.
    - (HT only) The complexity and delicacy of the brain makes investigating and treating brain disorders very difficult.
  - Lesson 08 - How does the eye work? Lesson Plan Lesson Title
    - Students should be able to relate the structures of the eye to their functions. This includes accommodation to focus on near or distant objects.
    - Another adaptation is to dim light - The eye is a sense organ containing receptors sensitive to light intensity and colour.
    - Students should be able to identify the following structures on a diagram of the eye and explain how their structure is related to their function: ? retina
      ? optic nerve
      ? sclera
      ? cornea
      ? iris
      ? ciliary muscles
      ? suspensory ligaments.
    - Accommodation is the process of changing the shape of the lens to focus on near or distant objects.
    - To focus on a near object: ???? the ciliary muscles contract ?? the suspensory ligaments loosen ???? the lens is then thicker and refracts light rays strongly. To focus on a distant object:
      ? the ciliary muscles relax
      ? the suspensory ligaments are pulled tight
      ? the lens is then pulled thin and only slightly refracts light rays.
    - Two common defects of the eyes are myopia (short sightedness) and hyperopia (long sightedness) in which rays of light do not focus on the retina. ???
    - Generally these defects are treated with spectacle lenses which refract the light rays so that they do focus on the retina.
    - New technologies now include hard and soft contact lenses, laser surgery to change the shape of the cornea and a replacement lens in the eye.
    - Students should be able to interpret ray diagrams, showing these two common defects of the eye and demonstrate how spectacle lenses correct them.
  - Lesson 09 - How is body temperature controlled? Lesson Plan Lesson Title
    - Body temperature is monitored and controlled by the thermoregulatory centre in the brain. The thermoregulatory centre contains receptors sensitive to the temperature of the blood.
    - The skin contains receptors which detect changes in temperature and send impulses to the brain.
    - If the body temperature is too high, blood vessels dilate (vasodilation) and sweat is produced from the sweat glands.
    - Both these mechanisms cause a transfer of energy from the skin to the environment.
    - If the body temperature is too low, blood vessels constrict (vasoconstriction), sweating stops and skeletal muscles contract (shiver).
    - (HT only) Students should be able to explain how these mechanisms lower or raise body temperature in a given context.
      - Suggested Activity:
        Group Practical:
        Investigate the effect of sweating on the rate of cooling using a model - tubes of hot water wrapped in wet and dry paper towels.
        Plot cooling curves and make conclusions.
        Equipment Required:
        Boiling tubes
        Paper towels
        Elastic bands
        Thermometers
        Pipettes
        Timers,
        kettles
- B2.2
  - Lesson 01 - (Setting-up) Required Practical: How do light and gravity affect plant growth? Lesson Plan Lesson Title
    - (Separates only) Required Practical 8 - Effect of Light / Gravity on Seeds (Length and Biological Drawings) (AT skills 1,3,4,7)
      - Suggested Activity:
        Students plan the investigation, taking care to identify variables and describe a method.
        Students set up cress seeds.
        Investigating light:
        Some in a dark cupboard, some on window sill, some in cardboard box with a hole cut in one side.
        
        Investigating gravity:
        some flat on the windowsill, some taped sideways on the wall of the windowsill (make cress seeds are secure).
        Equipment Required:
        Required practical 8 - Effect of light/gravity on plant growth.
        Cress seeds,
        small pots,
        cotton wool, pipettes,
        small cardboard boxes (old pinhole cameras?)
  - Lesson 02 - How are hormones involved in reproduction? Lesson Plan Lesson Title
    - Students should be able to describe the roles of hormones in human reproduction, including the menstrual cycle.
    - During puberty reproductive hormones cause secondary sex characteristics to develop.
      - Suggested Activity:
        Label a diagram for male and female for where the reproductive hormones are produced.
        HT Create a timeline.
        GF : How are hormones linked to mental illness?
    - Oestrogen is the main female reproductive hormone produced in the ovary.
      - Suggested Activity:
        Circus task for the different hormones (info into a table).
    - At puberty eggs begin to mature and one is released approximately every 28 days. This is called ovulation
    - Testosterone is the main male reproductive hormone produced by the testes and it stimulates sperm production.
    - Several hormones are involved in the menstrual cycle of a woman.
    - Follicle stimulating hormone (FSH) causes maturation of an egg in the ovary.
    - Luteinising hormone (LH) stimulates the release of the egg.
    - Oestrogen and progesterone are involved in maintaining the uterus lining
    - (HT only) Students should be able to explain the interactions of FSH, oestrogen, LH and progesterone, in the control of the menstrual cycle
    - (HT only) Students should be able to extract and interpret data from graphs showing hormone levels during the menstrual cycle.
  - Lesson 03 - What are the different forms of contraception? Lesson Plan Lesson Title
    - Students should be able to evaluate the different hormonal and non-
      hormonal methods of contraception.
      - Suggested Activity:
        Show students the methods of contraception. Separate students into groups, get them to learn about a specific method and then rejoin to feedback. (Jigsaw).
        Equipment Required:
        Condom
        Femidom
        Contraceptive pills
        Coil
        Implant
    - Fertility can be controlled by a variety of hormonal and non-hormonal methods of contraception.
    - These include:
      ? oral contraceptives that contain hormones to inhibit FSH production so that no eggs mature
      ? injection, implant or skin patch of slow release progesterone to inhibit the maturation and release of eggs for a number of months or years
      ? barrier methods such as condoms and diaphragms which prevent the
      sperm reaching an egg
      ? intrauterine devices which prevent the implantation of an embryo or
      release a hormone
      ? spermicidal agents which kill or disable sperm
      ? abstaining from intercourse when an egg may be in the oviduct
      ? surgical methods of male and female sterilisation. Explain everyday and technological applications of science; evaluate associated personal, social, economic and environmental implications; and make
      decisions based on the evaluation of evidence and arguments.
    - (HT) Explain the use of hormones in modern
      reproductive technologies to treat infertility
    - (HT) Explain how developments of
      microscopy techniques have enabled IVF treatments to develop.
    - This includes giving FSH and LH in a ?fertility drug? to a woman. She may then become pregnant in the normal way. (HT only)
    - Understand social and ethical issues associated with IVF treatments (HT only)
      - Suggested Activity:
        HT : Information on fertility treatments.
        Debate on their use - octomum.
    - Although fertility treatment gives a woman the chance to have a baby of her own:
      ? it is very emotionally and physically stressful
      ? the success rates are not high
      ? it can lead to multiple births which are a risk to both the babies and the mother. (HT only)
    - Evaluate from the perspective of patients and doctors the methods of treating infertility.
      (HT only)
  - Lesson 04 - How do plants grow in certain directions? Lesson Plan Lesson Title
    - (Separates only) Plants produce hormones to coordinate and control growth and responses to light (phototropism) and gravity (gravitropism or geotropism).
      - Suggested Activity:
        Introduce the types of tropism and get students to figure out the definition for each.
        Diagram drawing for the affect of auxins.
    - (Separates only) Unequal distributions of auxin cause unequal growth rates in plant roots and shoots. (Required Practical)
    - (Separates only) (HT only) Gibberellins are important in initiating seed germination.
    - (Separates only) (HT only) Ethene controls cell division and ripening of fruits.
    - (Separates only) (HT only) The mechanisms of how gibberellins and ethene work are not required.
    - (Separates only) Students should be able to describe the effects of some plant hormones and the different ways people use them to control plant growth.
      - Suggested Activity:
        EW : Evaluate the use of rooting powders and weed killers in horticulture and agriculture.
    - (Separates only) Plant growth hormones are used in agriculture and horticulture
    - (Separates only) Understand how the everyday use of hormones as weed killers has an effect on biodiversity.
    - (Separates only) Auxins are used:
      ? as weed killers
      ? as rooting powders
      ? for promoting growth in tissue culture.
    - (Separates only) Ethene is used in the food industry to control ripening of fruit during storage and transport.
    - (Separates only) Gibberellins can be used to:
      ? end seed dormancy
      ? promote flowering
      ? increase fruit size.
  - Lesson 05 - Required Practical: How do light and gravity affect plant growth? Lesson Plan Lesson Title
    - (Separates only) Required Practical 8 - Affect of Light / Gravity on Seeds (Length and Biological Drawings) (AT skills 1,3,4,7)
      - Suggested Activity:
        Draw graphs of results or from fake data looking at length over time in days. One from each area (full light, partial light, no light). All on the same scatter graph.
        Writing conclusions and evaluations. The evaluations should be based on validity and precision.
        Equipment Required:
        Required Practical 8 - Affect of Light / Gravity on Seeds (Length and Biological Drawings)
        Pre-grown cress plants from a variety of conditions.
        Sharp pencils
        Rulers
        Graph paper
- B2.3
  - Lesson 01 - What is a genome? Lesson Plan Lesson Title
    - Students should be able to describe the structure of DNA and define genome.
    - The genetic material in the nucleus of a cell is composed of a chemical called DNA.
    - DNA is a polymer made up of two strands forming a double helix.
    - The DNA is contained in structures called chromosomes.
    - A gene is a small section of DNA on a chromosome. Each gene codes for a particular sequence of amino acids, to make a specific protein.
      - Suggested Activity:
        https://www.youtube.com/watch?v=hywRdDVR76A
        
        Sort the order into: Nucleotide, Gene, Chromosome, Genome.
        Explain why the order of the bases is important.
        
        Higher:
        
        https://www.youtube.com/watch?v=zwibgNGe4aY
        
        (first 3 minutes)
        Describe how a gene leads to a protein.
        Explain why a base change could change the properties of a protein.
    - The genome of an organism is the entire genetic material of that organism.
      - Suggested Activity:
        Extracting DNA from fruit
        
        https://www.nuffieldfoundation.org/practical-biology/extracting-dna-living-things
        Equipment Required:
        smashed up fruit
        extracting solution pre made
        ice cold ethanol
        steralised boiling tubes
        pipettes
    - The whole human genome has now been studied and this will have great importance for medicine in the future.
    - Students should be able to discuss the importance of understanding the human genome.
    - This is limited to the:
      - search for genes linked to different types of disease
      - understanding and treatment of inherited disorders
      - use in tracing human migration patterns from the past.
      - Suggested Activity:
        EW: Evaluate the research into the human genome against the cost the of the project and the on-going research into what the genes do.
        https://www.genome.gov/27565109/the-cost-of-sequencing-a-human-genome/
        
        GF: Was cooperation or competition more important in achieving the human genome project? https://www.youtube.com/watch?v=AhsIF-cmoQQ
    - Each nucleotide consists of a common sugar and phosphate group with one of four different bases attached to the sugar
    - DNA contains four bases, A, C, G and T.
  - Lesson 02 - What does the genetic code do? Lesson Plan Lesson Title
    - Students should be able to describe DNA as a polymer made from four different nucleotides.
    - A sequence of three bases is the code for a particular amino acid.
    - The long strands of DNA consist of alternating sugar and phosphate sections. Attached to each sugar is one of the four bases
    - The DNA polymer is made up of repeating nucleotide units. Interpret a diagram of DNA structure but will not be required to reproduce it.
    - (HT only) Students should be able to recall a simple description of protein synthesis
    - explain simply how the structure of DNA affects the protein made
    - describe how genetic variants may influence phenotype: a) in coding DNA by altering the activity of a protein: and b) in non-coding DNA by altering how genes are expressed
    - The order of bases controls the order in which amino acids are assembled to produce a particular protein.
      - Suggested Activity:
        Give possible codons for the 24 amino acids. Produce base sequence (in multiples of 3) (ending in stop codon).
        
        Extension - propose changes to base sequence, some that have no effect on amino acid sequence, so that would cause a point mutation and the effects of an insertion or deletion. Get them to comment on the significance of each mutation.
    - (HT only) In the complementary strands a C is always linked to a G on the opposite strand and a T to an A.
    - (HT only) Students are not expected to know or understand the structure of mRNA, tRNA, or the detailed structure of amino acids or proteins.
    - (HT only) Students should be able to explain how a change in DNA structure may result in a change in the protein synthesised by a gene
    - (HT only) Proteins are synthesised on ribosomes, according to a template.
    - (HT only) Carrier molecules bring specific amino acids to add to the growing protein chain in the correct order
    - (HT only) When the protein chain is complete it folds up to form a unique shape. This unique shape enables the proteins to do their job as enzymes, hormones or forming structures in the body such as collagen.
      - Suggested Activity:
        Separates Only: Storyboard / flow chart / stop-frame animation of the process of protein synthesis.
        GF: Explain how a change in base sequence can lead to a change in properties of a protein, linked to the shape of the protein.
  - Lesson 03 - How does meiosis produce gametes? Lesson Plan Lesson Title
    - Students should be able to explain how meiosis halves the number of
      chromosomes in gametes and fertilisation restores the full number of chromosomes.
    - Cells in reproductive organs divide by meiosis to form gametes.
    - When a cell divides to form gametes:
      ? copies of the genetic information are made
      ? the cell divides twice to form four gametes, each with a single set of
      chromosomes
      ? all gametes are genetically different from each other.
    - Knowledge of the stages of meiosis is not required
    - Gametes join at fertilisation to restore the normal number of
      chromosomes. The new cell divides by mitosis. The number of cells
      increases. As the embryo develops cells differentiate.
      - Suggested Activity:
        Pipe cleaner chromosomes (possibly take photo of each stage as they divide) and follow from duplicating the pipe cleaner chromosomes and following the path of division to end of with 4 haploid cells.
        Double Bubble mitosis division with meiosis division (similar - replicate and line up along middle, differences - how they line up along the middle and the number of divisions).
        GF: Explain how meiosis creates variation in the way it divides and why this is important.
  - Lesson 04 - How are sexual and asexual reproduction different? Lesson Plan Lesson Title
    - Meiosis leads to non-identical cells being formed
    - Mitosis leads to identical cells being formed.
    - Sexual reproduction involves the joining (fusion) of male and female gametes:
      ? sperm and egg cells in animals
      ? pollen and egg cells in flowering plants.
    - In sexual reproduction there is mixing of genetic information which leads to variety in the offspring.
    - The formation of gametes involves meiosis.
    - Asexual reproduction involves only one parent and no fusion of gametes.
    - There is no mixing of genetic information. This leads to genetically identical offspring (clones). Only mitosis is involved.
      - Suggested Activity:
        Table comparing the products of meiosis to mitosis. (Number of divisions, number of cells formed, haploid or diploid, unique or identical, purpose of division)
        Table comparing sexual and asexual reproduction. (number of parents, fusion of gametes, clone or unique, faster or slower, creates variation or not)
        EW (Not for separates as they have other content to cover and can complete this activity in a future lesson) Describe the lifecycle of the aphid and describe how it carries out both asexual and sexual reproduction.
    - (HT only) Mutations occur continuously. Most do not alter the protein, or only alter it slightly so that its appearance or function is not changed.
    - (HT only) A few mutations code for an altered protein with a different shape. An enzyme may no longer fit the substrate binding site or a structural protein may lose its strength.
    - (HT only) Modelling insertions and deletions in chromosomes to illustrate mutations
    - (HT only) A few mutations code for an altered protein with a different shape. An enzyme may no longer fit the substrate binding site or a structural protein may lose its strength.
    - (HT only) Not all parts of DNA code for proteins. Non-coding parts of DNA can switch genes on and off, so variations in these areas of DNA may affect how genes are expressed.
      - Suggested Activity:
        Evaluate the effects of mutations to the genetic code.
        Bar headed goose and haemoglobin with higher affinity for oxygen allows it to fly over mountain range on migration rather than around like other geese species.
        Sickle Cell Anaemia - negative effects of mutation and also positive effect for malaria resistance.
        Neutral mutations - eye colour.
  - Lesson 05 - Why do some species carry out asexual and sexual reproduction? Lesson Plan Lesson Title
    - Examples of organisms reproducing by both methods includes: ? Malarial parasites reproduce asexually in the human host, but sexually in
      the mosquito.
      ? Many fungi reproduce asexually by spores but also reproduce sexually to give variation.
      ? Many plants produce seeds sexually, but also reproduce asexually by runners such as strawberry plants, or bulb division such as daffodils.
      Historical developments of our understanding of the causes and prevention of malaria. (WS)
    - Knowledge of reproduction in organisms is restricted to those mentioned
    - Students are expected to be able to explain the advantages and
      disadvantages of asexual and sexual reproduction for any organism if given appropriate information.
      - Suggested Activity:
        Research task: Malarial parasite (plasmodium), fungi such mushrooms and plants - strawberry plants and daffodils.
        Describe how these species reproduce both sexually and asexually.
    - Advantages of sexual reproduction:
      ? produces variation in the offspring
      ? if the environment changes variation gives a survival advantage by natural selection
      ? natural selection can be speeded up by humans in selective breeding to increase food production.
    - Advantages of asexual reproduction:
      ? only one parent needed
      ? more time and energy efficient as do not need to find a mate
      ? faster than sexual reproduction
      ? many identical offspring can be produced when conditions are favourable.
      - Suggested Activity:
        Separates only - Think Pair Share - suggestions of the advantages and disadvantages of both reproductive strategies. Question about which strategies suit animals depending on how long they live/how long the offspring are cared for.
    - Some organisms reproduce by both methods depending on the
      circumstances.
      - Suggested Activity:
        Separates only - EW Compare the use of asexual and sexual reproduction as strategies for the aphid (asexual of successful individuals in the summer when resources are plentiful, sexual for the next year to introduce variation for what may be different conditions next year)
        GF: Suggest how this life cycle strategy could have evolved.
  - Lesson 06 - How can the chance of a characteristic being passed on be predicted? Lesson Plan Lesson Title
    - Students should be able to explain the term chromosome
    - Students should be able to explain the term gene
    - Students should be able to explain the term allele
    - Students should be able to explain the term dominant
    - Students should be able to explain the term recessive
    - Students should be able to explain the term homozygous
    - Students should be able to explain the term hetrozygous
    - Students should be able to explain the term genotype
    - Students should be able to explain the term phenotype
    - Some characteristics are controlled by a single gene, such as: fur colour in mice; and red-green colour blindness in humans. Each gene may have different forms called alleles.
    - The alleles present, or genotype, operate at a molecular level to develop characteristics that can be expressed as a phenotype.
    - A dominant allele is always expressed, even if only one copy is present.
    - A recessive allele is only expressed if two copies are present (therefore no dominant allele present).
    - If the two alleles present are the same the organism is homozygous for that trait, but if the alleles are different they are heterozygous.
    - Most characteristics are a result of multiple genes interacting, rather than a single gene.
    - Students should be able to understand the concept of probability in predicting the results of a single gene cross, but recall that most phenotype features are the result of multiple genes rather than single gene inheritance
    - Students should be able to use direct proportion and simple ratios to express the outcome of a genetic cross.
    - Students should be able to complete a Punnett square diagram and extract and interpret information from genetic crosses and family trees.
    - (HT only) Students should be able to construct a genetic cross by Punnett square diagram and use it to make predictions using the theory of probability
      - Suggested Activity:
        Complete Punnett squares. Identify incorrect Punnett squares, calculate the chances and ratios from a Punnett square.
        (decent worksheet in B2.3 folder)
        HT - give questions about crosses and get pupils to construct Punnett or work backwards to find phenotypes of parents.
  - Lesson 07 - How are some disorders inherited? Lesson Plan Lesson Title
    - Some disorders are inherited. These disorders are caused by the
      inheritance of certain alleles.
    - Polydactyly (having extra fingers or toes) is caused by a dominant allele.
    - Cystic fibrosis (a respitory disease) is caused by a recessive allele, so both parents must carry the gene in order for the offspring to have the disease.
      - Suggested Activity:
        Compare (possibly in a table) the mutation, it's effects, whether it is dominant or recessive and the combinations from the parents by which it would be inherited.
        
        Use pedigree charts to work out family history of inherited conditions. Maybe Haemophilia and the Royal family as an example.
    - Students should make informed judgements about the economic, social and ethical issues concerning embryo screening, given appropriate information. Appreciate that embryo screening and gene therapy may alleviate suffering but consider the ethical issues which arise.
      - Suggested Activity:
        EW: Evaluate whether embryo screening is the 'right thing' to do.
    - Ordinary human body cells contain 23 pairs of chromosomes.
    - 22 pairs control characteristics only, but one of the pairs carries the genes that determine sex.
    - ? In females the sex chromosomes are the same (XX).
      ? In males the chromosomes are different (XY).
    - Students should be able to carry out a genetic cross to show sex inheritance.
    - Students should understand and use direct proportion and simple ratios in genetic crosses.
      - Suggested Activity:
        Complete Punnett squares to demonstrate there is a 50:50 chance of having a girl or a boy.
- B2.4
  - Lesson 01 - How are living things classified? Lesson Plan Lesson Title
    - Traditionally living things have been classified into groups depending on their structure and characteristics in a system developed by Carl Linnaeus
      - Suggested Activity:
        Exhibition of organisms to classify, use post-it notes to explain groupings – observe and discuss choices made by other groups.
        Equipment Required:
        classification cards (pictures of animals)
    - Linnaeus classified living things into kingdom, phylum, class, order, family, genus and species.
      - Suggested Activity:
        Compare the classification of related and unrelated organisms using the Linnaeus system.
    - Organisms are named by the binomial system of genus and species.
      - Suggested Activity:
        Look at the variety of names given to the same plant and discuss why the binomial system is more useful.
    - Students should be able to use information given to show understanding of the Linnaean system.
    - Students should be able to describe the impact of developments in biology on classification systems.
    - As evidence of internal structures became more developed due to improvements in microscopes, and the understanding of biochemical processes progressed, new models of classification were proposed. (WS) Understand how scientific methods and theories develop over time.
    - Due to evidence available from chemical analysis there is now a ?three- domain system? developed by Carl Woese. In this system organisms are divided into:
      ? archaea (primitive bacteria usually living in extreme environments)
      ? bacteria (true bacteria)
      ? eukaryota (which includes protists, fungi, plants and animals).
      - Suggested Activity:
        Watch BBC video clip about chemical analysis and its use in classifying organisms (see resources).
        http://www.bbc.co.uk/education/clips/zhb3cdm
    - Evolutionary trees are a method used by scientists to show how they believe organisms are related. They use current classification data for living organisms and fossil data for extinct organisms.
    - Students should be able to interpret evolutionary trees (WS)
  - Lesson 02 - How is variation in organisms created? Lesson Plan Lesson Title
    - Students should be able to describe simply how the genome and its interaction with the environment influence the development of the phenotype of an organism
      - Suggested Activity:
        Discuss why organisms of the same species show variation. Use the terms: genetic and environmental variation, continuous and discontinuous variation.
    - Differences in the characteristics of individuals in a population is called variation and may be due to differences in:
      - the genes they have inherited (genetic causes)
      - the conditions in which they have developed (environmental causes)
      - a combination of genes and the environment
      - Suggested Activity:
        List different characteristics in which there is variation.
        Include in the table whether each characteristic is due to genetic or environmental causes, or both.
    - Students should be able to state that there is usually extensive genetic variation within a population of a species
    - A recessive allele is only expressed if two copies are present (therefore no dominant allele present).
    - (Biology only) Mutations occur continuously. Very rarely a mutation will lead to a new phenotype. If the new phenotype is suited to an environmental change it can lead to a relatively rapid change in the species. There are links with this content to
      Speciation (biology only).
    - Students should be able to describe evolution as a change in the
      inherited characteristics of a population over time through a process of natural selection which may result in the formation of a new species.
    - The theory of evolution by natural selection states that all species of living things have evolved from simple life forms that first developed
      more than three billion years ago.
    - Students should be able to explain how evolution occurs through natural selection of variants that give rise to phenotypes best suited to their environment. Use the theory of evolution by natural
      selection in an explanation.
    - If two populations of one species become so different in phenotype
      that they can no longer interbreed to produce fertile offspring they have formed two new species.
  - Lesson 03 - Is genetic engineering a good thing? What are the impacts of selective breeding? Lesson Plan Lesson Title
    - Students should be able to explain the impact of selective breeding of food plants and domesticated animals.
    - Selective breeding (artificial selection) is the process by which humans breed plants and animals for particular genetic characteristics. Humans have been doing this for thousands of years since they first bred food crops from wild plants and domesticated animals.
      - Suggested Activity:
        Images of different dogs. Students ‘breed’ and name a new dog from selecting any 2 – draw a picture of their new breed.
    - Selective breeding involves choosing parents with the desired characteristic from a mixed population. They are bred together. From the offspring those with the desired characteristic are bred together. This continues over many generations until all the offspring show the desired characteristic.
      - Suggested Activity:
        Draw a flow diagram to explain the steps involved in selective breeding.
    - The characteristic can be chosen for usefulness or appearance:
      ? Disease resistance in food crops.
      ? Animals which produce more meat or milk.
      ? Domestic dogs with a gentle nature.
      ? Large or unusual flowers.
      - Suggested Activity:
        Give examples of characteristics that are selectively bred in plants and animals and say why they are there - Table?
    - Selective breeding can lead to ?inbreeding? where some breeds are particularly prone to disease or inherited defects.
      - Suggested Activity:
        Discuss the advantages and risks of selective breeding in plants and animals.
        Consider the social, economic and ethical implications of selective breeding.
        Debate: should people be allowed to breed dogs?
    - Evidence for Darwin's theory is now available as it has been shown
      that characteristics are passed on to offspring in genes. There is further evidence in the fossil record and the knowledge of how resistance to antibiotics evolves in bacteria.
  - Lesson 04 - How did a monk help us understand genetics? Lesson Plan Lesson Title
    - Students should be able to describe the development of our understanding of genetics including the work of Mendel
    - Students should be able to understand why the importance of Mendel's discovery was not recognised until after his death.
    - In the mid-19th century Oregor Mendel carried out breeding experiments on plants. One of his observations was that the inheritance of each characteristic is determined by ?units? that are passed on to descendants unchanged.
      - Suggested Activity:
        Watch a video clip of Mendel’s experiments (see resources).
        Video clip: BBC Bitesize –http://www.bbc.co.uk/education/clips/zwx4wmn
        
        Use a model to explain genetic inheritance in pea plants and using unfamiliar information.
    - In the late 19th century behaviour of chromosomes during cell division was observed
      - Suggested Activity:
        Draw and label genetic diagrams to explain Mendel’s experiments.
    - Our current understanding of genetics has developed over time.
    - In the early 20th century it was observed that chromosomes and Mendel?s ?units? behaved in similar ways. This led to the idea that the ?units?, now called genes, were located on chromosomes. There are links with this content to Oenetic inheritance.
    - In the mid-20th century the structure of DNA was determined and the mechanism of gene function worked out. There are links with this content to Oenetic inheritance.
      - Suggested Activity:
        Research the main developments in the understanding of inheritance and draw a timeline.
    - This scientific work by many scientists led to the gene theory being developed. There are links with this content to Oenetic inheritance.
  - Lesson 05 - Is genetic engineering a good thing? Lesson Plan Lesson Title
    - Students should be able to describe genetic engineering as a process which involves modifying the genome of an organism by introducing a gene from another organism to give a desired characteristic
    - An example of genetic engineering is plant crops have been genetically engineered to be resistant to diseases or to produce bigger better fruits.
    - Bacterial cells have been genetically engineered to produce useful
      substances such as human insulin to treat diabetes. There are links
      with this content to role of biotechnology. (biology only).
    - Students should be able to explain the potential benefits and risks of genetic engineering in agriculture and in medicine and that some people have objections
    - In genetic engineering, genes from the chromosomes of humans and other organisms can be ?cut out? and transferred to cells of other organisms.
      - Suggested Activity:
        Brainstorm what the terms genetic engineering, genetic modification and gene therapy mean.
        List examples of genetic engineering.
    - Crops that have had their genes modified in this way are called genetically modified (GM) crops.
    - GM crops include ones that are resistant to insect attack or to herbicides.
    - GM crops generally show increased yields.
    - Concerns about GM crops include the effect on populations of wild flowers and insects. Some people feel the effects of eating GM crops on human health have not been fully explored.
      - Suggested Activity:
        Research advantages and disadvantages of GM crops. What characteristics may be modified? Produce a web page or a table of benefits versus concerns.
    - Modern medical research is exploring the possibility of genetic modification to overcome some inherited disorders
    - (HT only) Students should be able to describe the main steps in the
      process of genetic engineering.
    - (HT only) In genetic engineering:
      - enzymes are used to isolate the required gene; this gene is inserted into a vector, usually a bacterial plasmid or a virus
      - the vector is used to insert the gene into the required cells
      - genes are transferred to the cells of animals, plants or
      microorganisms at an early stage in their development so that they
      develop with desired characteristics. Interpret information about genetic engineering techniques and to make informed judgements about issues concerning cloning and genetic engineering, including OM crops.
      - Suggested Activity:
        Use a model to describe genetic engineering techniques.
        EW : How is human insulin is produced by bacteria and what advantages are there of using this over porcine insulin.
  - Lesson 06 - What are the ways, benefits and risks of cloning? Lesson Plan Lesson Title
    - Tissue culture: using small groups of cells from part of a plant to grow
      identical new plants. This is important for preserving rare plant species or commercially in nurseries.
    - Cuttings: an older, but simple, method used by gardeners to produce many identical new plants from a parent plant.
      - Suggested Activity:
        Discuss plant cloning techniques and why they are used.
        Take cuttings of different plants.
        Produce cauliflower clones – follow guidance from Science and Plants for Schools (SAPS). Observe growth in later lesson.
        Evaluate the use of cuttings and tissue culture to clone plants.
        
        http://www.saps.org.uk/secondary/teaching-resources/706-cauliflower-cloning-tissue-culture-and-micropropagation
        Equipment Required:
        Cuttings:
        scissors
        plants, eg geraniums or spider plants
        •pots &,compost
    - Embryo transplants: splitting apart cells from a developing animal
      embryo before they become specialised, then transplanting the identical embryos into host mothers.
      - Suggested Activity:
        Produce and evaluate a model to describe embryo transplants.
    - Explain the potential benefits and risks of cloning in agriculture and in medicine and that some people have ethical objections.
      - Suggested Activity:
        GF : Evaluate the effect that human cloning could have on the social, economic and cultural environment of the world if ti were to be legalised.
    - The process of adult cell cloning:
      ? The nucleus is removed from an unfertilised egg cell.
      ? The nucleus from an adult body cell, such as a skin cell, is inserted into the egg cell.
      ? An electric shock stimulates the egg cell to divide to form an embryo.
      ? These embryo cells contain the same genetic information as the adult
      skin cell.
      ? When the embryo has developed into a ball of cells, it is inserted into
      the womb of an adult female to continue its development.
      - Suggested Activity:
        Use a model to describe adult cell cloning.
  - Lesson 07 - Who is Charles Darwin and what did he do for science? Lesson Plan Lesson Title
    - Charles Darwin, as a result of observations on a round the world
      expedition, backed by years of experimentation and discussion and linked to developing knowledge of geology and fossils, proposed the theory of evolution by natural selection.
      - Suggested Activity:
        Look at exhibition to show the wide variety of organisms that live, or have lived, on Earth.
        Discuss how they were all formed.
    - Students should appreciate that the theory of evolution by natural
      selection developed over time and from information gathered by many scientists.
    - Theory of evolution by natural selection invovles: ? Individual organisms within a particular species show a wide range of
      variation for a characteristic.
      ? Individuals with characteristics most suited to the environment are more likely to survive to breed successfully.
      ? The characteristics that have enabled these individuals to survive are
      then passed on to the next generation.
      - Suggested Activity:
        Draw a flow diagram to explain natural selection.
    - Darwin published his ideas in On the Origin of Species (1859). There was much controversy surrounding these revolutionary new ideas.
    - The theory of evolution by natural selection was only gradually accepted because:
      ? the theory challenged the idea that Ood made all the animals and
      plants that live on Earth
      ? there was insufficient evidence at the time the theory was published
      to convince many scientists
      ? the mechanism of inheritance and variation was not known until
      50 years after the theory was published.
  - Lesson 08 - How do new species form? Lesson Plan Lesson Title
    - Other theories, including that of Jean-Baptiste Lamarck, are based
      mainly on the idea that changes that occur in an organism during its
      lifetime can be inherited. We now know that in the vast majority of cases this type of inheritance cannot occur. A study of creationism is not required.
      - Suggested Activity:
        Research and produce report on evolutionary theories, eg Darwin, Wallace and Lamarck.
        
        Compare the different theories and suggest reasons for these differences – turn into a ‘Question Time’ style role play.
    - Students should be able to describe the work of Darwin and Wallace in the development of the theory of evolution by natural selection
    - Students should be able to explain the impact of these ideas on biology
    - Alfred Russel Wallace independently proposed the theory of evolution by natural selection. He published joint writings with Darwin in 1858 which prompted Darwin to publish On the Origin of Species (1859) the following year.
      - Suggested Activity:
        Research the work of Alfred Russel Wallace (see resources).
        Produce a flow diagram or cut-out to illustrate how new species arise
    - Wallace worked worldwide gathering evidence for evolutionary theory. He is best known for his work on warning colouration in animals and his theory of speciation.
    - Alfred Wallace did much pioneering work on speciation but more evidence over time has led to our current understanding of the theory of speciation
      - Suggested Activity:
        Discuss organisms that are only found in or are endemic to eg Australia, Madagascar and ask why this is. Support with projected images or video clips.
    - Students should be able to describe the steps which give rise to new species. The theory of speciation has developed over time
  - Lesson 09 - Where do fossils come from? Lesson Plan Lesson Title
    - Students should be able to describe the evidence for evolution including fossils and antibiotic resistance in bacteria.
      - Suggested Activity:
        Discuss the evidence we have to support Darwin’s theory and present in a suitable format.
    - The theory of evolution by natural selection is now widely accepted. Data is now available to support the theory of evolution.
    - Fossils are the remains of organisms from millions of years ago, which are found in rocks.
      - Suggested Activity:
        Discuss how fossils provide evidence for evolution.
    - Extract and interpret information from charts, graphs and tables related to fossil evidence
    - Fossils may be formed:
      - from parts of organisms that have not decayed because one or more
      of the conditions needed for decay are absent
      - when parts of the organism are replaced by minerals as they decay
      - as preserved traces of organisms, such as footprints, burrows and
      rootlet traces.
      - Suggested Activity:
        Observe fossils or pictures of fossils.
        Model how a fossil can be formed.
    - Many early forms of life were soft-bodied, which means that they have left few traces behind.
    - What traces there were have been mainly destroyed by geological activity. This is why scientists cannot be certain about how life began on Earth.
    - We can learn from fossils how much or how little different organisms
      have changed as life developed on Earth.
    - Appreciate why the fossil record is incomplete
    - Understand how scientific
      methods and theories
      develop over time.
      - Suggested Activity:
        Consider theories of how life on Earth began.
    - Students should be able to extract and interpret information from charts, graphs and tables such as evolutionary trees
    - Extinctions occur when there are no remaining individuals of a species still alive.
      - Suggested Activity:
        Give a list of extinct organisms and ask students to print images. Suggest reasons to explain why they died out.
        Explain why some organisms are endangered. Give examples. Give reasons why it is important to prevent species from becoming extinct
    - Students should be able to describe factors which may contribute to the extinction of a species
      - Suggested Activity:
        Research causes of extinction and write a report/PowerPoint presentation to present to the class.
  - Lesson 10 - Why is MRSA so dangerous? Lesson Plan Lesson Title
    - Bacteria can evolve rapidly because they reproduce at a fast rate.
    - Stages of antibacterial resistance include: 1. Mutations of bacterial pathogens produce new strains. 2. Some strains might be resistant to antibiotics, and so are not killed. 3. They survive and reproduce, so the population of the resistant strain rises. 4. The resistant strain will then spread because people are not immune to it and there is no effective treatment.
      - Suggested Activity:
        Explain how bacteria can become resistant to antibiotics.
    - MRSA is resistant to antibiotics. There are links with this content to
      Antibiotics and painkillers.
      - Suggested Activity:
        Discuss how the rate of development of resistant bacteria could be slowed down.
        
        Discuss why there are few new antibiotics being developed, and suggest how drug companies might be encouraged to develop some.
    - To reduce the rate of development of antibiotic resistant strains:
      ? doctors should not prescribe antibiotics inappropriately, such as treating non-serious or viral infections
      ? patients should complete their course of antibiotics so all bacteria are killed and none survive to mutate and form resistant strains
      ? the agricultural use of antibiotics should be restricted.
      - Suggested Activity:
        Explain how antibiotic resistance has impacted on cleaning practices in Britain’s hospitals.
    - The development of new antibiotics is costly and slow. It is unlikely to keep up with the emergence of new resistant strains
      - Suggested Activity:
        Role play: life without antibiotics.
- B2.5
  - Lesson 01 - What do organisms compete for in an ecosystem? Lesson Plan Lesson Title
    - Students should be able to describe different levels of organisation in an ecosystem from individual organisms to the whole ecosystem
    - Students should be able to describe the importance of interdependence and competition in a community.
    - Students should be able to, when provided with appropriate information suggest the factors for which organisms are competing in a given habitat
    - An ecosystem is the interaction of a community of living organisms
      (biotic) with the non-living (abiotic) parts of their environment.
    - To survive and reproduce, organisms require a supply of materials from their surroundings and from the other living organisms there.
    - Plants in a community or habitat often compete with each other for light and space, and for water and mineral ions from the soil.
    - Animals often compete with each other for food, mates and territory.
    - Within a community each species depends on other species for food,
      shelter, pollination, seed dispersal etc. If one species is removed it can affect the whole community. This is called interdependence.
      - Suggested Activity:
        Habitats of Hamble:
        Students go to designated spots around the school (give students a stop watch and a time limit), e.g. behind Durban. At each location students are to note down the different organisms living there and what they compete for. How would the removal of one species impact the other species living here?
        
        OR
        Habitats of the World:
        Set up stations around the classroom with a different habitat at each (e.g. arctic, rainforest, savannah, etc.)
        At each station have a large photo of the environment and some example food webs. Students are to note down the different organisms living there and what they compete for. How would the removal of one species impact the other species living here?
        Equipment Required:
        Stopwatches.
        
        OR
        
        Large photos of different habitats (e.g. arctic, rainforest, savannah, etc.)
        and example food webs for each habitat.
    - A stable community is one where all the species and environmental factors are in balance so that population sizes remain fairly constant.
    - Students should be able to extract and interpret information from charts, graphs and tables relating to the interaction of organisms within a community. Extract and interpret information from charts,
      graphs and tables.(MS)
  - Lesson 02 - What is the difference between abiotic and biotic factors? Lesson Plan Lesson Title
    - Students should be able to explain how a change in an abiotic factor would affect a given community given appropriate data or context.
    - Abiotic (non-living) factors which can affect a community are:
      - light intensity
      - temperature
      - moisture levels
      - soil pH and mineral content
      - wind intensity and direction
      - carbon dioxide levels for plants
      - oxygen levels for aquatic animals.
    - Students should be able to extract and interpret information from charts, graphs and tables relating to the effect of abiotic factors on organisms within a community. Extract and interpret information from charts, graphs and tables. (MS)
    - Students should be able to explain how a change in a biotic factor might affect a given community given appropriate data or context.
    - Biotic (living) factors which can affect a community are:
      - availability of food
      - new predators arriving
      - new pathogens
      - one species out-competing another so the numbers are no longer sufficient to breed.
    - Students should be able to extract and interpret information from charts, graphs and tables relating to the effect of biotic factors on organisms within a community.
    - (WS) Extract and interpret information from charts, graphs and tables
    - Students should understand that photosynthetic organisms are the producers of biomass for life on Earth.
    - Feeding relationships within a community can be represented by food chains.
    - All food chains begin with a producer which synthesises
      molecules. This is usually a green plant or alga which makes glucose by photosynthesis.
    - In relation to abundance of organisms students should be able to understand the terms mean, mode and median (MS)
    - In relation to abundance of organisms students should be able to calculate arithmetic means (MS)
    - In relation to abundance of organisms students should be able to plot and draw appropriate graphs selecting appropriate scales for the axes (MS)
    - Producers are eaten by primary consumers, which in turn may be eaten by secondary consumers and then tertiary consumers
    - Consumers that kill and eat other animals are predators, and those eaten are prey.
    - In a stable community the numbers of predators and prey rise and fall in cycles.
    - Interpret graphs used to model predator-prey cycles (WS) (MS)
      - Suggested Activity:
        Students are to describe and explain the predator-prey graph for foxes and rabbits.
        Equipment Required:
        Predator-prey relationship graph.
    - Students should be able to interpret graphs used to model these cycles.
  - Lesson 03 - How are organisms adapted to survive? Lesson Plan Lesson Title
    - Students should be able to, when provided with appropriate information suggest how organisms are adapted to the conditions in which they live.
    - Students should be able to explain how organisms are adapted to live in their natural environment, given appropriate information.
    - Organisms have features (adaptations) that enable them to survive in the conditions in which they normally live. These adaptations may be structural, behavioural or functional
    - Some organisms live in environments that are very extreme, such as at high temperature, pressure, or salt concentration. These organisms are called extremophiles.
    - Bacteria living in deep sea vents are extremophiles.
      - Suggested Activity:
        Adaptation research task:
        Students are put in to small groups and each group given an area of adaptations to research (desert animals; desert plants; arctic animals; deterring predators; extremophiles.)
        Students fill in their area of their mindmap during the research.
        Each group feeds back their research to the class. Students complete the rest of the mindmap whilst listening.
        
        Plenary:
        exam question on adaptations.
        Equipment Required:
        Adaptations research mindmap.
        
        Biology textbooks, computers, students' phones.
  - Lesson 04 - Required Practical - Sampling Techniques Lesson Plan Lesson Title
    - A range of experimental methods using transects and quadrats are used by ecologists to determine the distribution and abundance of species in an ecosystem. Required Practical 9 - Sampling Techniques (AT skills 1,3,4,6,8)
      - Suggested Activity:
        Required practical - sampling.
        
        Random sampling - random placing of quadrats to calculate average population of a species in a field.
        
        Transect - lay measuring tape and place quadrat regularly to investigate growth of a species across a habitat.
        Equipment Required:
        • a 25cm x 25cm quadrat
        • 2 x 30 m tape measure
        • a clipboard
        • a pen
        • paper.
  - Lesson 05 - How is material recycled by the living world? Lesson Plan Lesson Title
    - Students should recall that many different materials cycle through the abiotic and biotic components of an ecosystem
    - Students should be able to explain the importance of the carbon and water cycles to living organisms
    - All materials in the living world are recycled to provide the building blocks for future organisms. Students are not expected to study the nitrogen cycle.
    - (WS) Students should be able to interpret and explain the processes in diagrams of the carbon cycle, the water cycle.
    - The carbon cycle returns carbon from organisms to the atmosphere as
      carbon dioxide to be used by plants in photosynthesis.
      - Suggested Activity:
        Possible practical: storing carbon dioxide in the sea (see ppt on shared area.)
        Equipment Required:
        Per group (see ppt for set up):
        two conical flasks with bungs with two holes for delivery tubes;
        syringes; baking soda; phenol red indicator; measuring cylinders; beakers, vinegar, spatulas
    - Students should be able to explain the role of microorganisms in cycling materials through an ecosystem by returning carbon to the atmosphere as carbon dioxide and mineral ions to the soil.
    - The water cycle provides fresh water for plants and animals on land
      before draining into the seas.
    - Water is continuously evaporated and
      precipitated.
  - Lesson 06 - What factors affect the rate of decay? Lesson Plan Lesson Title
    - Students should be able to explain how temperature, water and availability of oxygen affect the rate of decay of biological material.
    - Students should be able to calculate rate changes in the decay of biological material (MS)
    - Students should be able to translate information between numerical and graphical form (MS)
    - Students should be able to plot and draw appropriate graphs selecting appropriate scales for the axes. (MS)
    - Gardeners and farmers try to provide optimum conditions for rapid decay of waste biological material.
    - The compost produced is used as a natural fertiliser for growing garden plants or crops.
    - Anaerobic decay produces methane gas. Biogas generators can be used to produce methane gas as a fuel.
    - Required Practical 10 - Rate of Decay (AT skills 1,3,4,5)
      - Suggested Activity:
        Required practical - decay (separates only.)
        Equipment Required:
        Full fat milk
        0.05M sodium carb. soln
        5% lipase soln
        250ml beakers
        test tubes
        ohp pens
        Pipettes
        thermometers
        stopclocks
        Cresol red
        kettles
        Ice
  - Lesson 07 - How do environmental changes impact the distribution of a species? Lesson Plan Lesson Title
    - Students should be able to evaluate the impact of environmental changes on the distribution of species in an ecosystem given appropriate information.
    - Environmental changes affect the distribution of species in an ecosystem.
    - These changes include:
      - temperature
      - availability of water
      - composition of atmospheric gases.
      - Suggested Activity:
        Transect to investigate the affect of light on growth of e.g. daisies, measure abundance going from tree line to open field.
        Equipment Required:
        Measuring tapes, quadrats.
    - The changes may be seasonal, geographic or caused by human interaction.
- B2.6
  - Lesson 01 - What is pollution and what can be done about it? Lesson Plan Lesson Title
    - Rapid growth in the human population and an increase in the standard of living mean that increasingly more resources are used and more waste is produced. Unless waste and chemical materials are properly handled, more pollution will be caused.
    - Pollution can occur:
      ? in water, from sewage, fertiliser or toxic chemicals
      ? in air, from smoke and acidic gases
      ? on land, from landfill and from toxic chemicals.
      - Suggested Activity:
        Computer room needed!
        
        Put the class into groups and assign each group one topic to research (human population explosion; land pollution; water pollution; or air pollution).
        Each group studies their one topic and creates a ppt to describe their topic and explain its effect on biodiversity to the rest of the class. Students should use the ppt template on the shared area for guidance.
        Students copy the pollution table on to a whole page in their books.
        Each group presents their ppt to the class and students fill in the mind map for that topic.
    - Pollution kills plants and animals which can reduce biodiversity
      - Suggested Activity:
        Optional practical: How does fertiliser affect duckweed? Can observe the results after two lessons.
    - (WS) Evaluate the environmental implications of deforestation
    - Students should be able to describe some of the biological consequences of global warming
    - Levels of carbon dioxide and methane in the atmosphere are increasing, and contribute to ?global warming?.
    - (WS) Understand that the scientific consensus about global warming and climate change is based on systematic reviews of thousands of peer reviewed publications.
    - (WS) Explain why evidence is uncertain or incomplete in a complex context
  - Lesson 02 - How are humans impacting biodiversity? Lesson Plan Lesson Title
    - Biodiversity is the variety of all the different species of organisms on
      earth, or within an ecosystem.
    - Humans reduce the amount of land available for other animals and plants by building, quarrying, farming and dumping waste
    - A great biodiversity ensures the stability of ecosystems by reducing the dependence of one species on another for food, shelter and the maintenance of the physical environment.
    - The destruction of peat bogs, and other areas of peat to produce garden compost, reduces the area of this habitat and thus the variety of different plant, animal and microorganism species that live there (biodiversity).
    - The future of the human species on Earth relies on us maintaining
      a good level of biodiversity.
    - The decay or burning of the peat releases carbon dioxide into the atmosphere.
    - Many human activities are reducing
      biodiversity and only recently have measures been taken to try to stop this reduction.
    - (WS) Understand the conflict between the need for cheap available compost to increase food production and the need to conserve peat bogs and peatlands as habitats for biodiversity and to reduce carbon dioxide emissions
      - Suggested Activity:
        Letter to future generations:
        https://www.youtube.com/watch?v=eRLJscAlk1M
        
        Biodiversity is ‘the variety of different life found on earth’
        1) Show video clip from PPt. Students to read article on ‘Why should I care about the Everglades?’ and write a summary of this article in 10 sentences.
        2) Repeat this task for “Deforestation” and “Peat Bogs” – Read supporting materials and summarise the issues in 10 sentences.
        3) Impact of loss of endangered species on a food web (optional)
        4) Having now looked at one example the students should be in a position to independently research a habitat that is found regularly on the Natural World Heritage Site where biodiversity is at risk. There won’t be enough information to look up very specific individual places but they could look at:
        a) Coral reefs
        b) Rainforests
        c) Mangroves
        d) The Congo basin
        5) There is some structure to assist them on this. Suggested websites are available and book boxes could be ordered from the library.
        6) Present their research to the class. Pair the students together with another student who researched the same area and combining their research they should summarise in a poster/powerpoint/speech what they have found.
        Equipment Required:
        The Everglades article, Deforestation factsheet, peat bog factsheet, Congo Basin factsheet, Research on biodiversity WS.
    - (WS) Explain how waste, deforestation and global warming have an impact on biodiversity.
    - Large-scale deforestation in tropical areas has occurred to:
      ? provide land for cattle and rice fields
      ? grow crops for biofuels.
    - Students should be able to describe both positive and negative human interactions in an ecosystem and explain their impact on biodiversity.
  - Lesson 03 - Why are farmers paid to leave margins around their fields? Lesson Plan Lesson Title
    - Scientists and concerned citizens have put in place programmes to reduce the negative effects of humans on ecosystems and biodiversity
    - These include:
      ? breeding programmes for endangered species
      ? protection and regeneration of rare habitats
      ? reintroduction of field margins and hedgerows in agricultural areas
      where farmers grow only one type of crop
      ? reduction of deforestation and carbon dioxide emissions by some governments
      ? recycling resources rather than dumping waste in landfill.
      - Suggested Activity:
        Starter:
        Money for Nothing playing as students enter.
        Can you describe the difference in these pictures of the edges of farmers’ fields.
        
        Main:
        Put class into mixed ability groups of four and assign each student within the group the appropriate colour:
        • Lower ability = pink or yellow.
        • Higher ability = blue or green.
        Each student in the group will study a different text (colour coded). Students move to sit with others studying the same text. Students write a brief summary statement on a post-it note for each key point in the text. Students should share their ideas with others studying the same text.
        Students return to their original groups and share their findings. Students then divide all ideas into one of three categories:
        • Advantages to wildlife.
        • Advantages to farmers.
        • Scientific fact.
        Finally, as a group students prioritise the ideas within each category.
        
        Plenary:
        Farmers are being paid to sacrifice farmland for larger field margins. Explain the advantages or this to both wildlife and the farmers. (10 marks)
        Equipment Required:
        Colour coded field margin texts,
        Field margins 10 marks question WS
  - Lesson 04 - How are organisms in an ecosystem linked? Lesson Plan Lesson Title
    - Students should be able to describe the differences between the trophic levels of organisms within an ecosystem
    - Level 1: Plants and algae make their own food and are called producers.
    - Level 2: Herbivores eat plants/algae and are called primary consumers
    - Level 3: Carnivores that eat herbivores are called secondary consumers
    - Level 4: Carnivores that eat other carnivores are called tertiary consumers. Apex predators are carnivores with no predators.
    - Decomposers break down dead plant and animal matter by secreting enzymes into the environment.
    - Small soluble food molecules then diffuse into the microorganism.
  - Lesson 05 - How are pyramids of biomass used to calculate energy efficiency? Lesson Plan Lesson Title
    - Pyramids of biomass can be constructed to represent the relative amount of biomass in each level of a food chain. Trophic level 1 is at the bottom of the pyramid
    - Students should be able to construct accurate pyramids of biomass from appropriate data.
    - Students should be able to describe pyramids of biomass
    - Students should be able to explain how biomass is lost between the different trophic levels
    - Producers are mostly plants and algae which transfer about 1 % of the incident energy from light for photosynthesis.
    - Only approximately 10 % of the biomass is transferred up each trophic level.
    - Losses of biomass are due to:
      ? not all the ingested material is absorbed, some is egested as faeces
      ? some absorbed material is lost as waste, such as carbon dioxide and water in respiration and water and urea in urine.
    - Large amounts of glucose are used in respiration.
    - (MS) Calculate the efficiency of biomass transfer between trophic levels.
    - Students should be able to calculate the efficiency of biomass transfers between trophic levels by percentages or fractions of mass.
    - Students should be able to explain how this affects the number of organisms at each trophic level
  - Lesson 06 - What is food security? Lesson Plan Lesson Title
    - Students should be able to describe some of the biological factors affecting levels of food security
    - Food security is having enough food to feed a population.
    - Sustainable methods must be found to feed all people on Earth
    - (WS) Interpret population and food production statistics to evaluate food security.
    - Biological factors which are threatening food security include:
      ? the increasing birth rate has threatened food security in some countries
      ? changing diets in developed countries means scarce food resources are transported around the world
      ? new pests and pathogens that affect farming
      ? environmental changes that affect food production, such as widespread famine occurring in some countries if rains fail
      ? the cost of agricultural inputs
      ? conflicts that have arisen in some parts of the world which affect the availability of water or food.
      - Suggested Activity:
        Complete as a homework:
        News article on factors affecting food security (p.123 in biology revision guide.)
        
        Use a homework tester at start of next lesson (in ppt) to assess how well students have understood this.
  - Lesson 07 - What are the long term impacts of modern farming techniques? Lesson Plan Lesson Title
    - The efficiency of food production can be improved by restricting energy transfer from food animals to the environment.
    - Some animals are fed high protein foods to increase growth.
    - (WS) Understand that some people have ethical objections to some
      modern intensive farming methods.
    - (WS) Evaluate the advantages and disadvantages of modern farming techniques.
    - Fish stocks in the oceans are declining. It is important to maintain fish stocks at a level where breeding continues or certain species may disappear altogether in some areas
    - Control of net size and the introduction of fishing quotas play important roles in conservation of fish stocks at a sustainable level
    - (WS) Understand how application of different fishing techniques promotes recovery of fish stocks
      - Suggested Activity:
        Work through ppt and play videos on intensive farming.
        
        Discuss the advantages and disadvantages of intensive methods for rearing farm animals and fish. Mark scheme on ppt.
  - Lesson 08 - How can biotechnology be used to improve food security? Lesson Plan Lesson Title
    - Students should be able to describe and explain some possible biotechnical and agricultural solutions, including genetic modification, to the demands of the growing human population
      - Suggested Activity:
        Create a news report (video) discussing current food production and how it can be made more sustainable.
        
        Key points to include:
        Food security.
        Current intensive farming methods.
        Sustainable fisheries.
        Role of biotechnology, including mycoprotein and GM crops.
        
        Skills:
        Team work.
        Research.
        Communication.
        Creativity.
    - Modern biotechnology techniques enable large quantities of microorganisms to be cultured for food.
    - The fungus Fusarium is useful for producing mycoprotein, a protein-rich food suitable for vegetarians.
    - The fungus is grown on glucose syrup, in aerobic conditions, and the biomass is harvested and purified
    - A genetically modified bacterium produces human insulin. When harvested and purified this is used to treat people with diabetes.
    - GM crops could provide more food or food with an improved nutritional value such as golden rice