Schemes of Work

Recall structure of plant and animal cells as teams with whiteboards.

GF - Justify why the majority of disease causing organisms are prokaryotic.

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.

Explore structure of animal and plant cells using models

Equipment Required:

Models of animal and plant cells

Specialised cell Chinese whispers.

Equipment Required:

Pictures of specialised cells

Observe examples of specialised cells under a microscope

Equipment Required:

Microscopes
Slides of specialised cells

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.

EW - Evaluate an electron microscope against a light microscope.

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.

AQA Biology Required Practical 1 - Microscopy

Equipment Required:

AQA Biology Required Practical 1 - Microscopy
Microscopes
Onion & knife
Iodine
slides
cover slips

AQA Biology Required Practical 2 - Microbiology

Equipment Required:

AQA Biology Required Practical 2 - Microbiology

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

B1.1 Exam Questions (Foundation)
B1.1 Exam Questions (Higher & Separates)

B1.1 Exam Questions Mark Scheme (Foundation)
B1.1 Exam Questions Mark Scheme (Higher)
B1.1 PiXL Intervention Resources

Quiz pupils about their knowledge of DNA and chromosomes, testing keywords.
GF: question as to why chromosomes exist in pairs.

Flow diagram of the stages of the cell cycle describing the key points of each stage. Have flow diagram cycle round.

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.

Explore the treatments used for cancer, discuss how these work.

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.

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.

Stretch - recall why new cells need to be made
Challenge - Explain why multicellular organisms are made of different types of cell?

Double bubble stem cells and specialised cells.

GF: Discuss the ethical issues surrounding the use of artificial embryonic stem cells in people

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.

THIS PRACTICAL IS FOR HIGHER CLASSES, as it requires strict aseptic technicques!!

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?

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

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

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.

http://highered.mheducation.com/sites/0072495855/student_view0/chapter2/animation__how_osmosis_works.html

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)

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

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.

Explain why larger organisms need increasingly more complex exchange surfaces.

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)

Describe the exchange that takes place in the small intestine.

Explain why villi cells need a high number of mitochondria / why so much active transport needs to take place in the small intestines.

GF: Evaluate whether it is worth the small intestines using energy to actively transport sugar into the blood.

http://www.htwins.net/scale2/

Equipment Required:

x

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

Identify the organs of the digestive system, the order and the role of each organ and which enzymes are created in each.

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.

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

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.

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

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

Pluck dissection

Equipment Required:

pluck
dissection kit
rubber tube for blowing up lungs

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.

Heart Dissection

Equipment Required:

Class dissection kits hearts for 1 between 2

Explain how an artificial pacemaker keeps someone alive.

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.

Describe or match up the components of the blood with the role they have.

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.

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.

Explain how physical and mental health can influence each other.
Explain how infections can lead to other conditions.

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).

Card sort or virtual tour of the leaf tissue.

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)

Show transpiration using potometer

Equipment Required:

Transpiration demo
Celery translocation demo potometer

EW - Describe and explain the functions of the root hair cells, xylem and phloem and how they are specialised to do them.

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

Circus task

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.

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

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

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

Recap MRSGREN.

GF Why is it important to warm up and warm down before and after vigorous exercise?

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.

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

Microbe blind date activity.
Students not involved answer the questions on the work sheet. (found in T drive)

Label an outline of the human body with the bodies natural defences

Model the effects of white blood cells using plasticine or MWB. Take photos and stick into students books.

Equipment Required:

plasticine

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

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)

.

EW: (Construct a matrix map) To compare fungi, virus, bacteria and protists to include size, site of reproduction and effects in the body

Show an image of a student with measles and ask students to consider how it is transmitted.

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

GF: Why will HIV never be truly eradicated?

show students a range of photos of the affected plants and ask them which photo matches to t

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

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.

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

GF: Justify why there is a large part of the scientific industry dedicated to the prevention and development of cures for plant diseases?

GF: What is the economic impact of plant diseases on the agricultural community?

Ask students to download a free app for stop time animation and bring devices in for the next lesson

Think, pair, Share "What can cause plant infection" Use a circle map to record ideas.

Create a matrix map / table to show the cause, impact and possible solutions for different plant deficiencies and diseases

Annoate a simple diagram of a plant to show the physical and chemical defenses of a plant.

EW: Describe the physical and chemical defenses that plants have against the invasion of microorganisms.

GF: Suggest how plants have adapted to have these physical and chemical features to aid survival

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).

"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.

modelling adaptations of plants

Equipment Required:

modelling materials:
straws
toilet rolls centers
sellotape
tissue paper
card

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)

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.

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

Create some illness cards and students act out role play situations for doctors and patients. Doctors needs to prescribe a course of treatment.

Modelling of lock and key theory using plasticine shapes either as teacher demo to explain or with students making own to assess understanding.

Interpret graphs showing bacterial population growth

Discuss the impact of overuse of antibiotics after watching the video: https://www.nhs.uk/video/pages/antibiotics-dont-work-for-everything.aspx

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?

EW: Explain why doctors will not prescribe antibiotics for viral infections.

Use images of foxgloves and willow with the questions "where are drugs extracted from?"

https://www.youtube.com/watch?v=0ZWjzcsTd5M

watch the video and highlight the key points in a circle map

Discuss drug safety and how drugs are tested today.

Think, Pair Share possible effects if the dosage was incorrect. List ideas in a circle map.

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.

Research MAB production and uses using ABPI and cancer research websites. Draw a flow diagram to describe how MABs are produced.

Discussion – would you choose to be treated with MABs?

EW: Evaluate the advantages and disadvantages of MABs.

GF: What are the the power and limitations the technological applications of science
EW: evaluate risks in relation to MABs.

model method for monoclonal antibodies

Equipment Required:

different coloured Plasticine
A3 sugar paper

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.

Group practical:
Investigate the factors affecting response rate

Equipment Required:

Data loggers
Reaction time sensors

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.

The Reaction Time Test
https://www.justpark.com/creative/reaction-time-test/

Student model of the CNS.

Equipment Required:

Large neurone posters.

Demo:
Students blow into each others faces - How fast do your eyes close?

GCSE Biology required practical activity: Reaction Time

Equipment Required:

Metre rules
Stop-clocks

Label a diagram of the organs in the endocrine system.

Equipment Required:

Human body diagram

Draw life size model of a person to show control of blood glucose

Equipment Required:

Plain wall paper
marker pens

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

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.

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/

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.

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

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?)

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?

Circus task for the different hormones (info into a table).

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

HT : Information on fertility treatments.
Debate on their use - octomum.

Introduce the types of tropism and get students to figure out the definition for each.
Diagram drawing for the affect of auxins.

EW : Evaluate the use of rooting powders and weed killers in horticulture and agriculture.

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

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

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.

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

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.

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.

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.

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.

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.

Research task: Malarial parasite (plasmodium), fungi such mushrooms and plants - strawberry plants and daffodils.
Describe how these species reproduce both sexually and asexually.

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.

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.

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.

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.

EW: Evaluate whether embryo screening is the 'right thing' to do.

Complete Punnett squares to demonstrate there is a 50:50 chance of having a girl or a boy.

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)

Compare the classification of related and unrelated organisms using the Linnaeus system.

Look at the variety of names given to the same plant and discuss why the binomial system is more useful.

Watch BBC video clip about chemical analysis and its use in classifying organisms (see resources).
http://www.bbc.co.uk/education/clips/zhb3cdm

Discuss why organisms of the same species show variation. Use the terms: genetic and environmental variation, continuous and discontinuous variation.

List different characteristics in which there is variation.
Include in the table whether each characteristic is due to genetic or environmental causes, or both.

Images of different dogs. Students ‘breed’ and name a new dog from selecting any 2 – draw a picture of their new breed.

Draw a flow diagram to explain the steps involved in selective breeding.

Give examples of characteristics that are selectively bred in plants and animals and say why they are there - Table?

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?

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.

Draw and label genetic diagrams to explain Mendel’s experiments.

Research the main developments in the understanding of inheritance and draw a timeline.

Brainstorm what the terms genetic engineering, genetic modification and gene therapy mean.
List examples of genetic engineering.

Research advantages and disadvantages of GM crops. What characteristics may be modified? Produce a web page or a table of benefits versus concerns.

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.

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

Produce and evaluate a model to describe embryo transplants.

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.

Use a model to describe adult cell cloning.

Look at exhibition to show the wide variety of organisms that live, or have lived, on Earth.
Discuss how they were all formed.

Draw a flow diagram to explain natural selection.

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.

Research the work of Alfred Russel Wallace (see resources).
Produce a flow diagram or cut-out to illustrate how new species arise

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.

Discuss the evidence we have to support Darwin’s theory and present in a suitable format.

Discuss how fossils provide evidence for evolution.

Observe fossils or pictures of fossils.
Model how a fossil can be formed.

Consider theories of how life on Earth began.

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

Research causes of extinction and write a report/PowerPoint presentation to present to the class.

Explain how bacteria can become resistant to antibiotics.

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.

Explain how antibiotic resistance has impacted on cleaning practices in Britain’s hospitals.

Role play: life without antibiotics.

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.

Students are to describe and explain the predator-prey graph for foxes and rabbits.

Equipment Required:

Predator-prey relationship graph.

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.

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.

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

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

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.

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.

Optional practical: How does fertiliser affect duckweed? Can observe the results after two lessons.

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.

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

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.

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.

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.

organ models and torso model

Equipment Required:

organ models
Georgina torso body model

Back to back - drawing a 'square' palisade cell as a general plant cell.

Draw a human cheek cell as a standard animal cell.

Double bubble to compare.

Sorting photos of cell diagrams

Equipment Required:

Cell diagrams printed and cut out

Use Specialised cells powerpoint.

DESIRABLE:
To prepare a slide...

Equipment Required:

Cover slips
Optical pins
Scalpels
Cutting title
Iodine
Onion bulb
Daffodil bulb

Use Microsopes

Equipment Required:

Microscopes
Slides

Export DoB from SIMs and use the following formula to calculate their age in days.

=DATEDIF(B2, TODAY(), "d")

where 'B2' is their date of birth.

Equipment Required:

Hand Strength Grip Meters

https://www.mrcorfe.com/Hamble/Questions/1B.1

Chicken wing / leg dissection

http://teachingcommons.cdl.edu/ngss/preservice/documents/Musculoskeletalsystem.doc

Equipment Required:

Chicken wing / leg
White trays
Scalpels
Forceps
Gloves
Disinfectant
Waste bag

Flower dissection

Equipment Required:

Flowers - eg Lillies
Cutting Tiles
Scalpels
Forceps

Wordsearch

Why doesn't maze (sweet corn) have petals?

Equipment Required:

Teacher demo:
5 petri dishes with some pieces of hole punch circles in.
Fan to represent wind. small pile of paper (from hole punch)
Tray water spray to represent rain
fluffy cloth
1 x Balloon filled with paper to model explosive seed dispersal
Colander (with large holes) to represent animal internal

Discuss why buddleia spread so well down railways.

Students examine pictures of seeds/fruit to determine how they might be spread.

Planning

Equipment Required:

x

Data Collection

Equipment Required:

Paper Helicopters Templates
Paper Clips
Meter Rules (3 stuck together to make a 2m one)
Stop watches

Conclusion
Evaluation

Equipment Required:

conclusion/evaluation sheets

https://www.mrcorfe.com/Hamble/Questions/2B.1

Testing leaves for presence of starch

Equipment Required:

boiling tubes
ethanol
white tiles
leaves
iodine solution
pipettes
kettles

Circle map before and after watching the video:
https://www.youtube.com/watch?v=TZk6vcmLcKw

Draw to scale
(1 mm : 1 Organism)

1 Barn owl eats
10 Frogs,

Each frog eats 20 aphids


These numbers are far too low, but will fit nicely on a page.

A Barn Owl has a mass of 500g
A Frog has a mass of 25g
An Aphid has a mass of 0.001g

If 1% of the mass of the eaten animal makes up the consumer, then the numbers should be:

1 Barn owl
2000 Frogs
5,000,000,000 Aphids

Each frog eats 2,500,000 Aphids

DDT example:

If each aphid has 0.01 micrograms of DDT in it:

How much DDT does a frog have? (25 milligrams)

How much DDT does an Owl have? (50 grams)

1. Mark your flower diagram in green
2. Check your answer and write the Big Ideas and clues correctly if they are missing from your answer
3. Write the Big Ideas you wrote about to Securing (this would be 1,2,3 or 3 ticks on your answer grid)
4. Find someone to discuss and develop your missing Big Ideas - write improved answer on your feedback sheet.
5. Attempt the Go Further task in purple pen.

Equipment Required:

x

Sow cress in galley pot in cotton wall.

Once germinated, measure the height of plants each lesson.

Equipment Required:

Cress Seeds, small pots to place them in, cotton wool, 10ml measuring cylinders, black card to block light, sellotape. pens to l

Synthesis spelling can be remembered by having a sister called cynthia:

syn - the - sis

The wavy arrow distinguishes between the Big Ideas of Particles and Energy.

For each chemical in photosynthesis eg:

Carbon dioxide is made up of the elements of Carbon and Oxygen.

The molecule consists of three atoms.

Use the chant and Particles -
Chemical writing frame to explain what is happening:

- Molecules (Hands make fists)
- Collide (Bag fists together twice, sticking together the second time)
- Split (Spread fingers out)
- Rearrange (Slide hands one in front of the other, then the other way round
- Bond (interlock fingers)
- Become a new substance (roll hands to 'present' new substance)

Energy ENters in ENdothermic reactions

Energy EXits in EXothermic reactions

observe stomata using slides of cells and microscopes

Equipment Required:

Nail varnish, leaves, slides, microscopes, prepared slides of cells, sellotape

Extended Writing (TOWER)

T - Talk in groups
O - Organise visually (Flow map)
L - Level up language (Keyword sheet)
D - Draft first attempt
E - Evaluate (mark up, rainbow writing)
R - Redraft

https://www.mrcorfe.com/Hamble/Questions/3B.1

Set up for CASE LESSON:
Activity 2: Workcard C

leaf 1 - vaseline on top
leaf 2 - vaseline spread on bottom
leaf 3 - vaseline spread on both sides
leaf 4 - no vaseline

leave for a few days and compare mass change

Equipment Required:

loads of leaves but not waxy ones
vasaline in petri dishes
washing line to peg out leaves
string
paper clips
small pieces of stickers
jury balances

Test CASE LESSON:
Activity 2: Workcard C

Draw eat well plate pie chart.

Compare energy found in different foods

Equipment Required:

Laminated food labels

Look at nutritional information on food packaging.

Which is bigger a kilojoule or a kilocalorie?

Equipment Required:

Food packaging.

Which crisp contains the most energy?

Equipment Required:

burning crisps. calorimeters with cardboard lids
Thermometers
'Fluffy' Crisps eg Wotsits Cheese Curls Onion Rings Cheesy Balls
Pins in Plasticine in bottle tops.
small accurate balances

Burning crisps measuring the temperature increase

Equipment Required:

5 different brands of crisps
small balances
pins to hold crisps
boiling tubes
thermometer

Showing effects of obesity on joints

modelling impact of high blood pressure using students as red blood cells (no equipment needed)

Equipment Required:

Syndey skeleton model

https://www.mrcorfe.com/Hamble/Questions/4B.1

Digestion Animation

Class practical: Observing changes in concentration of sugar solution through semi permeable membranes.
Test water for sugars after time to diffuse.

Equipment Required:

visking tubing
glucose solution
distilled water
pipettes

Testing for sugars:
Kettles
beakers
test tubes
benedicts solution

Poo in the sock

FOR BACKGROUND OR TO BE ADDED AS LEARNING POINTS:

You're more microbe than human - if you count all the cells in your body, only 43% are human
- The rest is our microbiome and includes bacteria, viruses, fungi and single-celled archaea
- The human genome - the full set of genetic instructions for a human being - is made up of 20,000 instructions called genes
- But add all the genes in our microbiome together and the figure comes out at between two million and 20 million microbial genes
- It's known as the second genome and is linked to diseases including allergy, obesity, inflammatory bowel disease, Parkinson's, whether cancer drugs work and even depression and autism
- The microbiome has the same mass as your brain.

from BBC http://www.bbc.co.uk/news/health-43785523

Equipment Required:

THEORY LESSON

A letter needs to go home first:
http://www.bbc.co.uk/education/clips/z3bmpv4

https://www.mrcorfe.com/Hamble/Questions/5B.1

Show: http://www.bbc.co.uk/staticarchive/678f62dce35d0fc7ef2333d6d3bfbf53744374ff.jpg

Develop Analogy (Bridge Map)

Base Pairs => Words
DNA => Recipe
Gene => Paragraph
Chromosome => Chapter
Nucleus => Recipe book

Watch:
https://www.youtube.com/v/VegLVn_1oCE
(4 mins)

Look at Ligers, Tigons; Zorse and Horbra etc.


What out for photoshopped pictures.

Debate?

https://www.youtube.com/v/iix7JlBf0ng

Get students to come up with a list of differences between people in the class.
Are these caused by genetics or environmental factors?
Create a list of genetic, environmental and both variations.

Eg
Hand span
height
weight

Eg
Ear lobes: detached / attached
Eye Colour
Hair Colour
Gender
Blood Group
Number of legs

COMPARE
Foot length & shoe size

Collect class data for height against no. of students and eye colour against number of students.
Plot these results as graphs.
Height (continuous variation) represented by a line graph.
Eye colour (discontinuous variation) represented by bar graph.

Skim, scan, summarise a text on the extinction of woolly mammoth, dinosaurs and dodo.

Example table available to help students summarise the information.

What do we need, so that we can do exercise?

How are aerobic classes different from weight lifting?

https://www.youtube.com/watch?v=1M5-HzxswPw#t=00m35s

Why can't people keep on lifting heavy weights for a long time?

- Car is not getting heavier.
- Muscles are not getting smaller.
- They can take a break, without eating anything and then start again.

https://www.youtube.com/watch?v=p8dp8TWnHGc#t=00m43s

Why do people continue to breathe heavily after exercise?

Students explain why these statements are true in terms of the particle model.

Draw a diagram from the description.

KS2 RECAP

https://www.mrcorfe.com/Hamble/Questions/6B.1

Label diagram from description

Label diagram from description

Label diagram from description

Label diagram from description

Lung dissection

Equipment Required:

Lung
Scalpel
Scissors
Forceps
Board
Pins
Pump
Dettol spray and cloth
Gloves

Use the lung volume bags.

Use the fact sheets to create a matrix map to show short and long term effects of smoking

Equipment Required:

6B.10 fact sheets

Class brainstorm facts and question.

Equipment Required:

Drugs example box if required please let us know

http://www.nuffieldfoundation.org/practical-biology/investigating-factors-affecting-heart-rate-daphnia

Not temperature- just ethanol

Please concentrate on ethics of experimenting on living organisms

Equipment Required:

AQA required Practical Sheet

https://www.mrcorfe.com/Hamble/Questions/8B.1