material and absorption of the organic products; this is known as saprotrophic nutrition; they may store carbohydrate as glycogen. Examples include Mucor, which has the typical fungal hyphal structure, and yeast, which is single-celled. Protoctists: these are microscopic single-celled organisms. Some, like Amoeba, that live in pond water, have features like an animal cell, while others, like Chlorella, have chloroplasts and are more like plants. A pathogenic example is Plasmodium, responsible for causing malaria. 2(a) Section 1: The nature and variety of living organisms b) Variety of living organisms Students will be assessed on ability to: 1.3 describe the common features by prokaryotic organisms such as bacteria. Activities: ActiveBook – find out more viruses, bacteria and fungi. Consider current or recent appropriate news items relating to viruses, for example swine flu or bird flu, or to bacteria. Edexcel International GCSE Biology Student Book: Pages ActiveBook: Page 19 Critical thinking Problem solving Reasoning Interpretation Adaptive learning Adaptability Reasoning Interpretation Adaptive learning Adaptability Initiative Self-direction Responsibility Perseverance Self- regulation (metacognition, 21
RNA. Examples include the tobacco mosaic virus that causes discolouring of the leaves of tobacco plants by preventing the formation of chloroplasts, the influenza virus that causes ‘flu’ and the HIV virus that causes AIDS. 2(b) Section 1: The nature and variety of living organisms Consolidation and assessment Introduce examination-style questions on the topics covered, with a focus on one or two command words such as ‘Name’ and ‘Label’. Edexcel International GCSE Biology Student Book Questions – Pages 14–15 and 22 Self-assessment on Page 22 of ActiveBook Edexcel International GCSE Biology Revision Guide: Pages 4, 5 and 8 Problem solving Reasoning Interpretation Adaptive learning Adaptability Problem solving Reasoning Interpretation Adaptive learning Adaptability Continuous learning Initiative Self-direction Responsibility Perseverance Productivity Self- regulation (metacognition, forethought, reflection) Self monitoring/self evaluation/self reinforcement 3 Section 2: Structures and functions in living organisms a) Levels of organisation b) Cell structure Students will be assessed on their ability to: 2.1 describe the levels of organisation in organisms: organelles, cells, tissues, organs and systems Activities: View images of plant and animal cells then construct a table to show similarities and differences. Class practicals: Edexcel International GCSE Biology Student Book: Pages 1–3 and 12–13 ActiveBook Page 1 – cell labelling resource Critical thinking Problem solving Analysis Reasoning Interpretation Adaptive learning Adaptability Creativity Critical thinking Problem solving Reasoning Intellectual interest and curiosity Initiative Self-direction Collaboration
2.2 describe cell structures, including the nucleus, cytoplasm, cell membrane, cell wall, mitochondria, chloroplasts, ribosomes and vacuole 2.3 describe the functions of the nucleus, cytoplasm, cell membrane, cell wall, mitochondria, chloroplasts, ribosomes and vacuole 2.4 know the similarities and differences in the structure of plant and animal cells. Staining and observing onion epidermis. Staining and observing cheek cells and comparing to the onion epidermis. Compare two different stains. Viewing pondweed leaves with a microscope / leaves. Edexcel International GCSE Biology Revision Pages 1–4 clips: BBC clip 10602 () (2min 12sec) Website: Teamwork Cooperation Interpersonal skills Leadership 4 Section 2: Structures and functions in living organisms a) Levels of organisation b) Cell structure Students will be assessed on their ability to: 2.5B explain the importance of cell differentiation in the development of specialised cells 2.6B understand the advantages and disadvantages of stem cells in Medicine. Activities: View abpi poster of stem cells. Carry out interactive web exercise on stem cells (). debate on the ethics of stem cell use. Make an information leaflet for a doctor’s surgery informing patients on the uses of stem cells. Websites: Association of the British Pharmaceutical Industry (ABPI) website provides posters, information and interactive exercises on stems cells () Video clips: BBC DVD stem cells and uses in medicine – Fix Me – Horizon Personal and social responsibility Adaptability Problem solving Reasoning Interpretation Adaptive learning Adaptability Creativity Personal and social responsibility Adaptability Intellectual interest and curiosity Perseverance Communication Collaboration Teamwork Ethics Cooperation Interpersonal skills Leadership Responsibility Assertive communication Self- presentation
2.12 practical: investigate how enzyme activity can be affected by changes in temperature. Animation: . Demonstration / practical: Catalase compared to denatured catalase on hydrogen peroxide. Effect of temperature on activity of amylase. Practical guides containing student, teacher and technician guides are at: Teamwork Cooperation Interpersonal skills 7 Section 2: Structures and functions in living organisms c) Biological molecules Students will be assessed on their ability to: 2.13 understand how enzyme function can be affected by changes in pH altering the active site 2.14B practical: investigate how enzyme activity can be affected by changes in pH. Activity: Compare class data with data on Page 6 of Student Book/ActiveBook. Class practical: Effect of pH on trypsin / pepsin digestion of albumin / re-suspended powdered milk. Demonstration: Starch-amylase prior to class practical. Edexcel International GCSE Biology Student Book: Pages Edexcel International GCSE Biology Revision Guide: Page 2 Practical: Experiment 1, Page 5 of Student Book Practical guides containing student, teacher and technician guides are at: Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Executive function Creativity Innovation Problem solving Analysis Reasoning Interpretation Decision making Executive function Intellectual interest and curiosity Self- regulation (metacognition, forethought, reflection) Collaboration Teamwork Cooperation Interpersonal skills
8 Section 2: Structures and functions in living organisms d) Movement of substances into and out of cells Students will be assessed on ability to: 2.15 understand the processes of diffusion, osmosis and active transport by which substances move into and out of cells. Activities: Small-group activity with a series of cards that need to be sorted to produce diffusion, osmosis and active transport definitions. Word search game: . Animation: Animation on ActiveBook. Interactive software package on Multimedia Science School Demonstrations: Diffusion in air and (ammonia and HCl in tube / iodine in water). Use Visking tubing, distilled water and a concentrated solute solution to show that osmosis can occur in both directions. Edexcel International GCSE Biology Student Book: Pages and 122 ActiveBook: Page 10 Edexcel International GCSE Biology Revision Guide: Page 3 Practical: Practical guides containing student, teacher and technician guides are at: Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Creativity Innovation Critical thinking Problem solving Analysis Reasoning Interpretation Adaptive learning Intellectual interest and curiosity Self-regulation (metacognition, forethought, reflection) Collaboration Teamwork Cooperation Interpersonal skills Assertive communication Self- presentation 9 Section 2: Structures and functions in living organisms Students will be assessed on their ability to: Activity: List some substances that cells take in and those that cells remove and suggest Edexcel International GCSE Biology Student Book: Pages Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Critical thinking Problem solving Analysis Reasoning Adaptive learning Creativity 11 11
d) Movement of substances into and out of cells 2.16 understand how factors affect the rate of movement of substances into and out of cells, including the effects of surface area to volume ratio, distance, temperature and concentration gradient 2.17 practical: investigate diffusion and using living and non-living systems. mechanism of movement for each. Class practical: Investigating the effects of temperature / surface area to volume ratio and / or concentration gradient on diffusion of acid into agar. Edexcel International GCSE Biology Revision Page 3 Practical: Practical guides containing student, teacher and technician guides are at: Practical on page 10 of Student Book Protocol also via SoB/Practicalbiology Adaptive learning Executive function Creativity Innovation Innovation Intellectual interest and curiosity Initiative Communication Collaboration Teamwork Cooperation Interpersonal skills 10 (a) Section 2: Structures and functions in living organisms d) Movement of substances into and out of cells Students will be assessed on their ability to: 2.17 practical: investigate osmosis using living and non-living systems. Animation: Red blood cells bursting/crenulations as an example of osmotic effect on animal cells. Class practical: Experiments and 12: Investigating the effects of osmosis in onion epidermis Edexcel International GCSE Biology Student Book: Pages and 122–126 Edexcel International GCSE Biology Revision Guide: Pages 44–45 Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Executive function Creativity Innovation Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Executive function Creativity Innovation 11
cells and on potato tuber tissue. This is a useful to bring in the idea of how to calculate percentage change. Demonstration: Investigating the role of osmosis in turgor pressure by placing syrup into visking tubing and placing this into water. Investigating osmosis by placing eggs with their shell removed by acid treatment into different concentrations of salt. Experiment – Page 125 and Experiment 12 – Page 126 of Student Book Practical: Various osmosis practicals on Also, practical guides containing student, teacher and technician guides are at: Video clip: Using red onion to show turgor Intellectual interest and curiosity Communication Collaboration Teamwork Cooperation Interpersonal skills 10 (b) Section 2: Structures and functions in living organisms Consolidation and assessment Students can produce a table to compare osmosis, diffusion and active transport. Edexcel International GCSE Biology Student Book questions – Pages 14–15 and 51–52 Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Critical thinking Problem solving Analysis Reasoning Interpretation Continuous learning Initiative
Edexcel International GCSE Biology Revision Guide: Pages 4–5 and Self- assessment on Page 15 of ActiveBook Edexcel International GCSE Biology Revision Guide: Page 3 Executive function Creativity Innovation Self-direction Responsibility Perseverance Productivity Self regulation (metacognition, forethought, reflection) Integrity Self- monitoring/self- evaluation/self- reinforcement Section 2: Structures and functions in living organisms e) Nutrition Students will be assessed on their ability to: 2.18 understand the process of photosynthesis and its importance in the conversion of light energy to chemical energy 2.19 know the word equation and the balanced chemical symbol equation for photosynthesis 2.23 practical: investigate photosynthesis, showing the evolution of oxygen from a plant, the production of starch and the requirements of light, carbon dioxide and chlorophyll. Activity: Use animation resource on ActiveBook to produce word and symbol equations. Activity: Use Figure 10.4 to link to equation and discuss whether photosynthesis will occur. Class practical: Use variegated leaves from de-starched plants, with covered to exclude light, to test the need for chlorophyll in photosynthesis. Demonstration: Edexcel International GCSE Biology Student Book: Pages 109–112 ActiveBook: Page 112 Edexcel International GCSE Biology Revision Guide: Pages 40–41 Experiment 8 – Pages 109–110 of Student Book Practical: Practical guides containing student, teacher and technician guides are at: Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Executive function Creativity Innovation Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Executive function Creativity Innovation Intellectual interest and curiosity Productivity Self- regulation (metacognition, forethought, reflection)
Set up a plant with leaves without light (foil) and carbon dioxide (soda lime). Useful point to demonstrate need for control experiments. Video clip: 12 Section 2: Structures and functions in living organisms e) Nutrition Students will be assessed on their ability to: 2.20 understand how varying carbon dioxide concentration, light intensity and temperature affect the rate of photosynthesis 2.23 practical: investigate photosynthesis, showing the evolution of oxygen from a water plant, the production of starch and the requirements of light, carbon dioxide and chlorophyll. Activities: In groups of three, each consider a different factor and explain it to the other group members. Undertake . BBC Bitesize. Animation: Consider animation on effect of Class practical: Measuring the rate of photosynthesis using pondweed. Edexcel International GCSE Biology Student Book: Pages 109–111 Edexcel International GCSE Biology Revision Guide: Pages 40–41 Experiment 8 – 109–110 of Student Book Edexcel International GCSE Biology Student Book: Pages 114–117 Edexcel International GCSE Biology Revision Guide: Page 41 Experiment 10 – 116–117 of Student Book Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Executive function Creativity Innovation Adaptability Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Executive function Creativity Innovation Intellectual interest and curiosity Initiative Communication Collaboration Teamwork Cooperation Interpersonal skills
Practical: Practical also on Practical guides containing student, teacher and technician guides are at: 13 Section 2: Structures and functions in living organisms e) Nutrition Students will be assessed on their ability to: 2.21 describe the structure of the leaf and explain how it is adapted for photosynthesis 2.22 understand that plants require mineral ions for growth, and that magnesium ions are needed for chlorophyll and nitrate ions are needed for amino acids. Activities: Produce a presentation (for example ppt/TV ad/interview to highlight the importance of magnesium and nitrate ions. Undertake the interactive task . Label a diagram of TS of a leaf. Make a 3D model of a section through a leaf. Produce a table with two columns. First is for structural adaptation of the leaf, and second column shows how the adaptation enables/increases photosynthesis. Multimedia Science School photosynthesis simulation. Edexcel International GCSE Biology Student Book: Pages 118–119 Edexcel International GCSE Biology Revision Guide: Page 42 clip: BBC clip 213 () (58 sec) Edexcel International GCSE Biology Student Book Pages 112–114 Edexcel International GCSE Biology Revision Page 42 Video clip: Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Creativity Innovation Adaptability Critical thinking Problem solving Analysis Reasoning Interpretation Initiative Self-direction Responsibility Perseverance Self- regulation (metacognition, forethought, reflection)
Demonstrations: Show images of plants lacking named mineral ions. Set up plant cultures that lack named mineral ions such as nitrate and phosphate. BBC clip () (3 min 13 sec) Software: 14(a) Section 2: Structures and functions in living organisms Consolidation and assessment Questions should focus on allowing students to describe and explain how the leaf is adapted for photosynthesis. Edexcel International GCSE Biology Student Book questions – Pages 120–121 Self- assessment on Page 121 of ActiveBook Edexcel International GCSE Biology Revision Guide: Pages 42–44 Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Executive function Creativity Innovation Adaptability Critical thinking Problem solving Analysis Reasoning Interpretation Continuous learning Initiative Self-direction Responsibility Perseverance Productivity Self- regulation (metacognition, forethought, reflection) Ethics Integrity Self- monitoring/self- evaluation/self- reinforcement 14(b) Section 2: Structures and functions in living organisms e) Nutrition Students will be assessed on their ability to: Activities: Students to categorise their meal items over one day into carbohydrates, proteins, lipids. Edexcel International GCSE Biology Student Book: Critical thinking Problem solving Analysis Reasoning Interpretation Problem solving Analysis Reasoning Interpretation Adaptive learning
2.24 understand that a balanced diet should include appropriate proportions of carbohydrate, protein, lipid, vitamins, minerals, water and dietary fibre 2.25 identify the sources and describe the functions of carbohydrate, protein, lipids (fats and oils), vitamins A, C and D, the mineral ions calcium and iron, water and dietary fibre as components of the diet. Do a literature/internet search to find the functions of Three-way cut and paste matching activity, linking listed components of diet with sources and functions. Interactive diet analysis () practical: Use food tests (from week 5) on various foods such as bread, potatoes, butter, soya, chicken, etc. Demonstration: Show images of various sources of dietary components. Edexcel International GCSE Biology Revision Guide: Pages 14–15 Decision making Adaptive learning Creativity Innovation Adaptability Creativity Innovation Intellectual interest and curiosity Initiative Self-direction Responsibility Perseverance Productivity Self- regulation (metacognition, forethought, reflection) Communication Collaboration Teamwork Cooperation Interpersonal skills 15 Section 2: Structures and functions in living organisms e) Nutrition Students will be assessed on their ability to: 2.26 understand how energy requirements vary with activity levels, age and pregnancy 2.27 describe the structure and function of the human alimentary canal, including the Activities: Use/build a model of the alimentary canal. Label a diagram of the alimentary canal. Animation: . Demonstration: Edexcel International GCSE Biology Student Book: and 46–50, and ActiveBook Edexcel International GCSE Biology Revision Pages 14 and 16 Video clip: Living Body Critical thinking Problem solving Analysis Reasoning Interpretation Adaptive learning Creativity Innovation Personal and social responsibility Adaptability Analysis Reasoning Interpretation Initiative Self-direction Responsibility Self- regulation (metacognition, forethought, reflection) Communication 45
oesophagus, stomach, small intestine (duodenum and ileum), large intestine (colon and rectum) and pancreas 2.28 understand how food is moved through the gut by peristalsis. Peristalsis by trying to get a small ball or dried pea out of a length of (clear) plastic tubing. Then repeat with some vegetable oil as a lubricant. 17 Section 2: Structures and functions in living organisms e) Nutrition Students will be assessed on their ability to: 2.29 understand the role of digestive enzymes, including the digestion of starch to glucose by amylase and maltase, the digestion of proteins to acids by proteases and the digestion of lipids to fatty acids and glycerol by lipases. Animation: Animation on ActiveBook. Class practical: Model gut using Visking tubing. Edexcel International GCSE Biology Student Book: ActiveBook: Page 46 Edexcel International GCSE Biology Revision Guide: Page 17 Practical: Practical guides containing student, teacher and technician guides are at: Model gut practical on Problem solving Analysis Reasoning Interpretation Adaptive learning Creativity Innovation Adaptability Problem solving Analysis Reasoning Interpretation Initiative Self-direction Responsibility Self- monitoring/self- evaluation/self- reinforcement 49
Video clips: Living Body/New Living Body Alice Roberts, BBC - Don’t die young 18 Section 2: Structures and functions in living organisms e) Nutrition Students will be assessed on ability to: 2.30 understand that bile is produced by the liver and stored in the gall bladder 2.31 understand the role of bile in neutralising stomach acid and emulsifying lipids 2.32 understand how the small intestine is adapted for absorption, including the structure of a villus. Activities: Draw and label a villus. Annotate various structural adaptations with an explanation of how they help absorption. Make a crossword puzzle or word search. Compare experiment 7 with the use of a food industry calorimeter. Complete Nuffield worksheet of Villi”. Animation: Emulsification animation. Lipase and bile action on fat digestion in milk changing pH. Edexcel International GCSE Biology Student Book: Pages Edexcel International GCSE Biology Revision Guide: Page 17 Experiment 7 – Page of Student Book Practical: Practical guides containing student, teacher and technician guides are at: Worksheets: Problem solving Analysis Reasoning Interpretation Adaptive learning Innovation Adaptability Analysis Reasoning Interpretation Intellectual interest and curiosity Initiative Self-direction Communication Collaboration Teamwork Cooperation Interpersonal skills 50
Nuffield worksheets may be obtained from: Video clip: BBC clip 10649 () (2 min 55 sec) 19 (a) Section 2: Structures and functions in living organisms e) Nutrition Students will be assessed on their ability to: 2.32 describe an experiment to investigate the energy content in a food sample. Class practical: Measuring the energy content of a food. Activity: Comparing simple laboratory calorimeters with more advanced ones. The terms accuracy and reliability can be introduced. Practical: Edexcel International GCSE Biology Student Book: pages Practical guides containing student, teacher and technician guides are at: Nuffield Biology for GCSE Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Executive function Innovation Adaptability Analysis Reasoning Interpretation Decision making Executive function Intellectual interest and curiosity Self- regulation (metacognition, forethought, reflection)
19(b) Section 2: Structures and functions in living organisms Consolidation and assessment Edexcel International GCSE Biology Student Book questions – Pages 51–52 Self -assessment on Page 52 of ActiveBook Edexcel International GCSE Biology Revision Page Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Executive function Creativity Innovation Adaptability Critical thinking Problem solving Analysis Reasoning Interpretation Adaptive Initiative Self-direction Responsibility Perseverance Productivity Self- regulation (metacognition, forethought, reflection) Integrity Self- monitoring/self reinforcement 20 Section 2: Structures and functions in living organisms f) Respiration Students will be assessed on their ability to: 2.34 understand how the process of respiration produces ATP in living organisms 2.35 know that ATP provides energy for cells 2.36 describe the differences between aerobic and anaerobic respiration. Activities: Produce a table to compare differences between aerobic and anaerobic respiration. Comparing Olympic winning times for athletics from Olympic Games between 1956 and 1976. Mexico City is high altitude in 1968. Class practical: Comparing inhaled and exhaled air using limewater. Edexcel International GCSE Biology Student Book: Pages 6–9 Edexcel International GCSE Biology Revision Guide: Pages 2–3 Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Creativity Innovation Adaptability Analysis Reasoning Interpretation Decision making Adaptive learning Creativity Intellectual interest and curiosity Collaboration Teamwork Cooperation Interpersonal skills Leadership Responsibility
Demonstration: Yeast releasing carbon dioxide/dough rising in a measuring cylinder. Section 2: Structures and functions in living organisms f) Respiration Students will be assessed on ability to: 2.37 know the word equation and the balanced chemical symbol equation for aerobic respiration in living organisms 2.38 know the word equation for anaerobic respiration in plants and in animals 2.39 practical: investigate the evolution of carbon dioxide and heat from respiring seeds or other suitable living organisms. Demonstration: Experiment 2: Demonstration of the production of carbon dioxide by small living organisms and Experiment 3: Demonstration that heat is produced by respiration. Class practical: Investigating the effect of temperature on anaerobic respiration of yeast by measuring rate of carbon dioxide production. Edexcel International GCSE Biology Student Book: Page 7 Edexcel International GCSE Biology Revision Pages 2–3 Experiments 2 and 3: Page 8 of Student Book Video clips: BBC clip () (4 min 36 sec) New Living Body “muscles” Practical: Practical guides containing student, teacher and technician guides are at: Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Executive function Creativity Innovation Adaptability Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Executive function Creativity Intellectual interest and curiosity Communication Collaboration Teamwork Cooperation Interpersonal skills
leaf by placing it in indicator. Practical guides containing student, teacher and technician guides are at: 23 Section 2: Structures and functions in living organisms g) Gas exchange Students will be assessed on their ability to: Humans 2.46 describe the structure of the thorax, including the ribs, intercostal muscles, diaphragm, trachea, bronchi, bronchioles, alveoli and pleural membranes 2.48 explain how alveoli are adapted for gas exchange by diffusion between air in the lungs and blood in capillaries. Activities: a paper model of the thorax. Relate to Figure 3.1 Page 26. Undertake interactive task: . Interactive software exercise Demonstrations: View of a pair of lungs or show video clip below. Place wet microscope slides together to show function of pleural fluid. Edexcel International GCSE Biology Student Book: Pages and 29–30 Edexcel International GCSE Biology Revision Guide: Pages 10–11 Check recall of activity using resource on Page 26 of ActiveBook Lung dissection protocol on Pleural fluid demo available in: Nuffield Biology for GCSE Video clip: BBC clip 5373 () (3 min 16 sec) Problem solving Reasoning Interpretation Decision making Adaptive learning Creativity Innovation Adaptability Problem solving Reasoning Interpretation Decision making Adaptive learning Initiative Self- regulation (metacognition, forethought, reflection) Ethics Integrity Self- monitoring/self- evaluation/self 27
24 Section 2: Structures and functions in living organisms g) Gas exchange Students will be assessed on their ability to: 2.47 understand the role of the intercostal muscles and the diaphragm in ventilation 2.50 practical: investigate breathing in humans, including the release of carbon dioxide and the effect of exercise. Activities: Analyse data from Page 30 and make conclusions. Link to Experiment 5: An investigation into the effect of exercise on breathing rate. Use hand-held spirometer to measure maximum expiratory volume of class, plot histogram of results, and relate to body size and fitness. practical: Experiment 5. Demonstration: Demo balloons in a plastic bottle (this could then be used to consider whether it is a good or poor model for ventilation). Edexcel International GCSE Biology Student Book: Pages Edexcel International GCSE Biology Revision Guide: Pages 11–12 Experiment 5 – Page 30 of Student Book Demo-resource on Page 28 of ActiveBook Video clip: Living Body/New Living Body Critical thinking Problem solving Analysis Decision making Executive function Critical thinking Problem solving Analysis Decision making Executive function Initiative Productivity Self- regulation (metacognition, forethought, reflection) Communication Collaboration Teamwork Cooperation Interpersonal skills 25(a) Section 2: Structures and functions in living organisms g) Gas exchange Students will be assessed on their ability to: 2.49 understand the biological consequences of smoking in relation to the lungs and the Activity: Students to produce posters on various effects of smoking including coronary heart disease. Demonstration: Edexcel International GCSE Biology Student Book: Pages Edexcel International GCSE Biology Revision Guide: Pages 12–13 Critical thinking Analysis Reasoning Interpretation Creativity Innovation Personal and social responsibility Critical thinking Analysis Reasoning Interpretation Creativity Innovation Personal and social responsibility 34
circulatory system, including coronary heart disease. ‘Smoking machine’ (in a fume cupboard). Smoking machine protocol on ASH () website Video clip: BBC (Alice Roberts) –Don’t die young Initiative Self-direction Responsibility Communication Self- presentation 25(b) Section 2: Structures and functions in living organisms Consolidation and assessment It would be useful to introduce examination-style questions on the topics covered, with a focus on production of a graph. Edexcel International GCSE Biology Student Book questions – Pages 14–15, 35–36 and Self- assessment on Pages 36 and 121 of ActiveBook Edexcel International GCSE Biology Revision Guide: Pages 4–5, 13–14 and 42–44 Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Executive function Personal and social responsibility Adaptability Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Executive function Personal and social responsibility Adaptability Continuous learning Initiative Self-direction Responsibility Perseverance Productivity Self- regulation (metacognition, forethought, reflection) Integrity
Self- monitoring/self- evaluation/self 26 Section 2: Structures and functions in living organisms h) Transport Students will be assessed on their ability to: 2.51 understand why simple, unicellular organisms can rely on diffusion for movement of substances in and out of the cell 2.52 understand the need for a transport system in multicellular organisms Flowering plants 2.53 describe the role of phloem in transporting sucrose and amino acids between the leaves and other parts of the plant. Activity: Work out surface area, volume, and surface area to volume ratio for three different sized cubes. Then compare back to Experiment 4: Demonstration of diffusion in a jelly. practical: Observe Amoeba. Edexcel International GCSE Biology Student Book: Edexcel International GCSE Biology Revision Page 2 Experiment 4 – Page 10 of Student Book Critical thinking Problem solving Analysis Reasoning Interpretation Adaptive learning Creativity Innovation Adaptability Critical thinking Problem solving Analysis Reasoning Interpretation Adaptive learning Intellectual interest and curiosity Initiative Self-direction Self- regulation (metacognition, forethought, reflection) Section 2: Structures and functions in living organisms h) Transport Students will be assessed on their ability to: Flowering plants 2.54 describe the role of xylem in transporting water and mineral ions from the roots to other parts of the plant Activities: Identify roles of the root. Draw and label root hair cell with (i) typical cell structures, and then (ii) label and annotate structures with a specific uptake function. Recall role of magnesium and nitrate ions. Edexcel International GCSE Biology Student Book: Pages 127–130 and 131–132 ActiveBook: Page 132 Edexcel International GCSE Biology Revision Guide: Pages 44 and 45 Critical thinking Problem solving Analysis Reasoning Interpretation Adaptive learning Creativity Innovation Adaptability Analysis Reasoning Interpretation Adaptive learning Creativity Initiative Self- regulation (metacognition, forethought, reflection) Communication 54
2.55B understand how is absorbed by root hair cells. Animation: Use resource on ActiveBook. Class practical: Place celery in coloured food dye and then dissect out xylem tissue. View XS and LS using microscopes. Observe how it enters the leaves. Demonstrations: View TS of stem and root showing xylem. Look at tree rings to show annual growth of xylem. Video clip: BBC – Private life of plants, “growing Collaboration Teamwork Cooperation Interpersonal skills 28 Section 2: Structures and functions in living organisms h) Transport Students will be assessed on their ability to: 2.56B understand that transpiration is the evaporation of from the surface of a plant 2.57B understand how the rate of transpiration is affected by changes in humidity, wind speed, temperature and light intensity Activity: Computer simulation of transpiration; use data to plot a graph. practical: Use a potometer to investigate the effect of wind on transpiration rate. Demonstration: Show a ‘weight’ potometer (Figure 11.19, Page 130) Edexcel International GCSE Biology Student Book: Pages 127–131 Edexcel International GCSE Biology Revision Guide: Page 46 Practical: Practical guides containing student, teacher and technician guides are at: Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Executive function Creativity Innovation Adaptability Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Executive function Creativity Intellectual interest and curiosity Self- regulation (metacognition, forethought, reflection) Collaboration Teamwork
2.58B practical: investigate the role of environmental factors in determining the rate of transpiration from a leafy shoot. and a volume potometer (Figure 11.20, Page 131). Cooperation Interpersonal skills 29 Section 2: Structures and functions in living organisms h) Transport Students will be assessed on ability to: Humans 2.59 describe the composition of the red blood cells, white blood cells, platelets and plasma 2.60 understand the role of plasma in the transport of carbon dioxide, digested food, urea, hormones and heat energy 2.61 understand how adaptations of red cells make them suitable for the transport of oxygen, including shape, the absence of a nucleus and the presence of haemoglobin. Activities: from Cells Alive website. Virtual centrifugation of blood to discover solid and liquid fractions. Students to produce presentations on red blood cell structural adaptations, shape adaptations or presence of haemoglobin for oxygen carriage. Create models of red blood cells using plasticine or playdough. Edexcel International GCSE Biology Student Book: Pages Edexcel International GCSE Biology Revision Page 22 Critical thinking Problem solving Analysis Reasoning Adaptive learning Creativity Adaptability Critical thinking Problem solving Analysis Reasoning Adaptive learning Creativity Intellectual interest and curiosity Initiative Self-direction Responsibility Communication 30 Section 2: Structures and functions in living organisms h) Transport Students will be assessed on their ability to: 2.62 understand how the immune system responds to disease using white blood cells, Activities: Produce a mind map/spider diagram of how the immune system responds to disease. Find out Edward Jenner. Edexcel International GCSE Biology Student Book: Pages ActiveBook: Page 62 Critical thinking Problem solving Reasoning Interpretation Adaptive learning Creativity Problem solving Reasoning Interpretation Adaptive learning Creativity Initiative
illustrated by phagocytes ingesting pathogens and lymphocytes releasing antibodies specific to the pathogen 2.63B understand how vaccination results in the manufacture of memory cells, which enable future antibody production to the pathogen to occur sooner, faster and in greater quantity 2.64B understand how platelets are involved in clotting, which prevents blood loss and the entry of micro-organisms. Produce a blood clotting flow diagram. Animations: Resource on ActiveBook Immunity from Alive website. Antibody–antigen interaction. Class practical: (simulations showing how an infectious disease can spread through a human population). Edexcel International GCSE Biology Revision Guide: Pages 22–23 Video clips: BBC clip 1838 (phagocytosis) (1min 9 sec) BBC clip 2456 (on Jenner) (3 min 18 sec) BBC – Don’t Die Young Innovation Adaptability Self-direction Responsibility 31 Section 2: Structures and functions in living organisms h) Transport Students will be assessed on ability to: 2.65 describe the structure of the and how it functions 2.66 explain how the rate changes during exercise and under the influence of adrenaline. Activities: Undertake interactive task: . Cloze loop of question and answer cards. Animation: Various on the internet such as . practicals: Heart dissection. rate at different exercise levels; could also do before and after adrenaline flowing. Edexcel International GCSE Biology Student Book: Pages Edexcel International GCSE Biology Revision Guide: Page 21 Heart dissection practical on Also for practical on effects of exercise on heart rate Video clip: from Cells Alive website Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Creativity Innovation Adaptability Problem solving Analysis Reasoning Interpretation Self- regulation (metacognition, forethought, reflection) Collaboration Teamwork Cooperation Interpersonal skills 58
33(a) Section 2: Structures and functions in living organisms h) Transport Students will be assessed on their ability to: 2.67 understand how factors may increase the risk of developing coronary heart disease. Activity: Produce a leaflet to inform people on what heart disease is and the factors that increase the risks of developing it. Video clips: BBC – Don’t Die Young (Alice Roberts) C4 “Bodystory” Website: British Heart Foundation; Critical thinking Problem solving Analysis Reasoning Interpretation Adaptive learning Creativity Innovation Personal and social responsibility Adaptability Reasoning Interpretation Adaptive learning Creativity Initiative Self-direction Responsibility Communication Collaboration Teamwork Cooperation 33(b) Section 2: Structures and functions in living organisms Consolidation and assessment Edexcel International GCSE Biology Student Book questions – Pages 63–64 and 133–134 Self- assessment test – Page 64 on ActiveBook Edexcel International GCSE Biology Revision Pages and 46–48 Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Executive function Creativity Innovation Personal and social responsibility Adaptability Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Executive function Continuous learning Self-direction Responsibility Perseverance Self- regulation (metacognition, forethought, reflection) Integrity Self-monitoring/self- evaluation/self -
Section 2: Structures and functions in living organisms i) Excretion Students will be assessed on their ability to: Flowering plants 2.70 understand the origin of carbon dioxide and oxygen as waste products of metabolism and their loss from the stomata of a leaf Humans 2.71 know the excretory products of the lungs, kidneys and skin (organs of excretion) 2.72B understand how the kidney carries out its roles of excretion and osmoregulation 2.73B describe the structure of the urinary system, including the kidneys, ureters, bladder and urethra. Activity: Make a table to state organs of excretion and what is excreted and why. Class practical: Kidney dissection. Edexcel International GCSE Biology Student Book: Pages Edexcel International GCSE Biology Revision Guide: Pages 32–33 Video clip: BBC clip 5370 () (3 min 18 sec) NB: Video could be used as an alternative to dissection. Critical thinking Problem solving Analysis Reasoning Interpretation Adaptive learning Creativity Innovation Adaptability Reasoning Interpretation Adaptive learning Creativity Innovation Initiative Self-direction 35 Section 2: Structures and functions in living organisms i) Excretion Students will be assessed on their ability to: 2.74B describe the structure of a nephron, including the Bowman’s capsule and glomerulus, Activities: Make notes from resource on ActiveBook. ‘Snap’ match structure to function for parts of a nephron. Edexcel International GCSE Biology Student Book: Pages ActiveBook: Page 87 Critical thinking Problem solving Analysis Reasoning Interpretation Adaptive learning Creativity Critical thinking Problem solving Analysis Reasoning Interpretation Intellectual interest and curiosity
convoluted tubules, loop of Henle and collecting duct 2.75B describe ultrafiltration in the Bowman’s capsule and the composition of the glomerular filtrate 2.76B understand how water is reabsorbed into the blood from the collecting duct 2.77B understand why selective reabsorption of glucose occurs at the proximal convoluted tubule. Animation: See resource above. AFL: opportunity for students to produce a table of differences between selective reabsorption and ultrafiltration. Class practical: Comparing “mock urine” samples to identify and explain presence of protein (high blood pressure), glucose (diabetes) and high concentration due to dehydration (dark colour). This revisits food tests. Edexcel International GCSE Biology Revision Guide: Pages 32–33 Innovation Adaptability Initiative Self-direction Perseverance Productivity Self- regulation (metacognition, forethought, reflection) Self- presentation 36 Section 2: Structures and functions in living organisms i) Excretion Students will be assessed on their ability to: 2.78B describe the role of ADH in regulating the water content of the blood 2.79B understand that contains water, urea and ions. Activity: Students could explore website for ADH function. Multimedia science school interactive software. AFL: opportunity for students to produce a table of differences between excretion and egestion. Edexcel International GCSE Biology Student Book: Pages Edexcel International GCSE Biology Revision Guide: Page 33 Video clip: BBC– Don’t Die Young Critical thinking Problem solving Analysis Reasoning Interpretation Adaptive learning Creativity Innovation Adaptability Problem solving Analysis Reasoning Interpretation Initiative Self-direction Responsibility Perseverance Self- presentation
37 Section 2: Structures and functions in living organisms j) Coordination and response Students will be assessed on their ability to: 2.80 understand how organisms are able to respond to changes in their environment 2.81 understand that homeostasis is the maintenance of a constant internal environment, and that body water content and body temperature are both examples of homeostasis 2.82 understand that a co-ordinated response requires a stimulus, a receptor and an effector. Activity: Students could list the receptor and effector for each image of a stimulus presented. Class practical: Assessing skin sensitivity to temperature. Demonstration: Water (sweat) level and temperature before and after exercise. Edexcel International GCSE Biology Student Book: Pages 83–84 and 90–93 Edexcel International GCSE Biology Revision Guide: Pages 24–25 and 33–34 Skin sensitivity practical on SoB/Practicalbiology clips: Stimulus–response New living body (marathon) Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Creativity Innovation Adaptability Critical thinking Problem solving Analysis Reasoning Creativity Innovation Initiative Self-direction Communication Collaboration Teamwork Cooperation Interpersonal skills Self- presentation 38 Section 2: Structures and functions in living organisms j) Coordination and response Students will be assessed on their ability to: Flowering plants 2.83 understand that plants respond to stimuli 2.84 describe the geotropic and phototropic responses of roots and stems 2.85 understand the role of auxin in the phototropic response of stems. Activity: Plant responses to stimuli. Demonstration: Experiments 13–15: Which part of a shoot is sensitive to light, Effects of auxin in lanolin on growth of coleoptiles, and use of clinostat to show geotropism in roots. Class practicals: Placing with light from one direction. Edexcel International GCSE Biology Student Book: Pages 135–141 Edexcel International GCSE Biology Revision Guide: Pages 48–49 Practical: Experiment 13 – Page 139, Experiment 14 –Page 140 and Experiment 15 – Page 141 of Student Book Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Creativity Innovation Adaptability Problem solving Analysis Reasoning Interpretation Decision making Intellectual interest and curiosity Initiative Communication Collaboration Teamwork Cooperation Interpersonal skills Leadership
Investigating the effects of auxin on tips of oat or wheat coleoptiles. Activity on plant response to stimuli from Practical guides containing student, teacher and technician guides are at: Video clip: 39 Section 2: Structures and functions in living organisms j) Coordination and response Students will be assessed on their ability to: Humans 2.86 describe how nervous and hormonal communication control responses and understand the differences between the two systems 2.87 understand that the central nervous system consists of the brain Activity: View of the vertebral column to recognise position of spinal cord, etc. Animation: See Living Body video. practicals: Comparing reaction speeds of and touch when catching a falling ruler. Edexcel International GCSE Biology Student Book: Pages and 72–75 Edexcel International GCSE Biology Revision Guide: Pages 24–26 and 31 Practical: Practical guides containing student, teacher and technician Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Creativity Innovation Adaptability Reasoning Interpretation Decision making Self-direction Communication Collaboration Teamwork Cooperation Interpersonal skills Leadership Responsibility 68
Demonstration: Eye test experiments / colour vision. Demonstrate focusing in the eye using a model in which lens can change shape. Demonstrate eye dominance / blind spots. Video clip: BBC clip 6016 ( plus focusing and varying intensity response) (4 min 2 sec) 41(a) Section 2: Structures and functions in living organisms j) Coordination and response Students will be assessed on their ability to: 2.93 describe the role of the skin in temperature regulation, with reference to sweating, vasoconstriction and vasodilation 2.94 understand the sources, roles and effects of the following hormones: adrenaline, insulin, testosterone, progesterone and oestrogen 2.95B understand the sources, roles and effects of the following hormones: ADH, FSH and LH. Activity: the sources, roles and effects, possibly as a series of cards so that students form correct triplets. Interactive software package on menstrual cycle Class practical: Whether adrenaline alters ability on . Edexcel International GCSE Biology Student Book: Pages Edexcel International GCSE Biology Revision Guide: Pages 33–34 Video clips: Living Body (Hormones) BBC – Don’t Die Young (skin) Critical thinking Problem solving Analysis Reasoning Interpretation Creativity Innovation Adaptability Problem solving Analysis Reasoning Interpretation Initiative Self-direction 81
41(b) Section 2: Structures and functions in living organisms Consolidation and assessment Edexcel International GCSE Biology Student Book questions – Pages 76–77, 82, 94–95 and 142 Self- assessment on Pages 77, 82, 95 and 142 of ActiveBook Edexcel International GCSE Biology Revision Guide Pages 27–29, 34–35 and Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Creativity Innovation Adaptability Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Creativity Continuous learning Initiative Self-direction Responsibility Perseverance Self- regulation (metacognition, forethought, reflection) Integrity Self- monitoring/self- evaluation/self- reinforcement
42 Section 3: Reproduction and inheritance a) Reproduction Students will be assessed on their ability to: 3.1 understand the differences between sexual and asexual reproduction 3.2 understand that fertilisation involves the fusion of a male and female gamete to produce a zygote that undergoes cell division and develops into an embryo Flowering plants 3.3 describe the structures of an insect-pollinated and a flower and explain how each is adapted for pollination. Activities: Build a model of an flower. Table to compare insect- and wind- pollinated flower structure. Research effect of reduced bee numbers on pollination by using two different sources, for example and . Animation: Resource on ActiveBook. Class practical: Flower dissection. Edexcel International GCSE Biology Student Book: Pages and 143 and 144 ActiveBook: Page 79 Edexcel International GCSE Biology Revision Guide: Pages 50–51 Video clip: BBC – Private Life of plants – flowering Critical thinking Problem solving Analysis Reasoning Interpretation Adaptive learning Creativity Innovation Adaptability Problem solving Reasoning Interpretation Creativity Intellectual interest and curiosity Initiative Self-direction Communication Self- presentation 43 Section 3: Reproduction and inheritance a) Reproduction Students will be assessed on their ability to: Animation: Resource on ActiveBook. Demonstrations: Edexcel International GCSE Biology Student Critical thinking Problem solving Analysis Reasoning Interpretation Reasoning Interpretation Decision making Adaptive learning Executive function
3.3 describe the structures of an insect-pollinated and a flower and explain how each is adapted for pollination 3.4 understand that the growth of the pollen tube followed by fertilisation leads to seed and fruit formation 3.5 practical: investigate the conditions needed for seed germination 3.6 understand how germinating seeds utilise food reserves until the seedling can carry out photosynthesis 3.7 understand that plants can reproduce asexually by natural methods (illustrated by runners) and by artificial methods (illustrated by cuttings). Take cuttings. Fruit demonstration showing the different methods for seed dispersal. Observe pollen tube growth in flowers such as the lily. Demonstrate different asexual methods such as spider plants. Class practical: Conditions required for seed germination (placing cress seeds in conditions lacking one factor). ActiveBook: Page 144 Edexcel International GCSE Biology Revision Guide: Pages 50–52 Video clip: BBC – Private Life of plants – travelling Practical: Practical guides containing student, teacher and technician guides are at: Decision making Adaptive learning Executive function Creativity Innovation Adaptability Initiative Self-direction Responsibility Creativity Innovation Adaptability Collaboration Teamwork Cooperation Interpersonal skills 44 Section 3: Reproduction and inheritance a) Reproduction Students will be assessed on their ability to: Humans Activities: Label male and female reproductive systems and state functions. Edexcel International GCSE Biology Student Book: Pages ActiveBook: Page 99 Critical thinking Problem solving Analysis Reasoning Interpretation Adaptive learning Problem solving Analysis Reasoning Interpretation Initiative Self-direction
Resource on ActiveBook (students to complete). Video clips: BBC clip 1851 () (3 min 9 sec) C4 – Body – the takeover 45(b) Section 3: Reproduction and inheritance Consolidation and assessment Edexcel International GCSE Biology Student Book questions – Pages 105–106 and 150–151 Self- assessment on Pages 106 and 149 of ActiveBook Edexcel International GCSE Biology Revision Guide: Pages 38–39 and 53–54 Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Executive function Creativity Innovation Personal and social responsibility Adaptability Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Executive function Creativity Continuous learning Self-direction Perseverance Self -regulation (metacognition, forethought, reflection) Integrity
Self- monitoring/self- evaluation/self 46(a) Section 3: Reproduction and inheritance b) Inheritance Students will be assessed on ability to: 3.14 understand that the genome is the entire DNA of an organism and that a gene is a section of a molecule of DNA that codes for a specific protein 3.15 understand that the nucleus of a cell contains chromosomes on which genes are located 3.16B describe a DNA molecule as two strands coiled to form a double helix, the strands being linked by a series of paired bases: Activities: Make a ‘big (cell) to (bases)’ flow diagram. a paper / origami DNA model. Animation: Resources on ActiveBook. practical: DNA extraction from onions / kiwi fruit. Edexcel International GCSE Biology Student Book: ActiveBook: Pages 181 and 182 Edexcel International GCSE Biology Revision Guide: Page 67 NCBE website for ‘’ protocol Critical thinking Problem solving Analysis Reasoning Interpretation Adaptive learning Creativity Innovation Adaptability Problem solving Analysis Reasoning Interpretation Initiative Self-direction Responsibility Perseverance Communication
3.27 describe the determination of the sex of offspring at fertilisation, using a genetic diagram. 48 Section 3: Reproduction and inheritance b) Inheritance Students will be assessed on their ability to: 3.28 understand how division of a diploid cell by mitosis produces two cells that contain identical sets of chromosomes 3.29 understand that mitosis occurs during growth, repair, cloning and asexual reproduction 3.30 understand how division of a cell by meiosis produces four cells, each with half the number of chromosomes, and that this results in the formation of genetically different haploid gametes 3.31 understand how random fertilisation produces genetic variation of offspring Activities: Compare identical and Use resource on ActiveBook and to compare mitosis and meiosis. Use pipe cleaners and plasticine to mitosis. Interactive software: Multimedia Science School – cell division Animation: Cells Alive website for mitosis and meiosis. Edexcel International GCSE Biology Student Book: Pages 190–194 Edexcel International GCSE Biology Revision Pages and Video clip: BBC clip 6022 () (2 min 24 sec) Critical thinking Problem solving Analysis Reasoning Interpretation Adaptive learning Creativity Innovation Adaptability Problem solving Reasoning Interpretation Adaptive learning Creativity Intellectual interest and curiosity Initiative
3.32 know that in human cells the diploid number of chromosomes is 46 and the haploid number is 23. Section 3: Reproduction and inheritance b) Inheritance Students will be assessed on their ability to: 3.33 understand that variation within a species can be genetic, environmental, or a combination of both 3.34 understand that mutation is a rare, random change in genetic material that can be inherited 3.35B understand how a change in DNA can affect the phenotype by altering the sequence of acids in a protein 3.36B understand how most genetic mutations have no effect on the phenotype, some have a effect and rarely do they have a significant effect 3.37B understand that the incidence of mutations can be increased by exposure to ionising Activities: Research effects of mutation in where radioactivity has been high (Chernobyl, Hiroshima). Investigate radon distribution around UK and its effects Demonstration: . Class practical: Collect class data on: earlobes, eye colour, hair colour, tongue rolling and height. Data can be presented in a table and one characteristic presented graphically. Compare height with other traits. Edexcel International GCSE Biology Student Book: Pages 183–184 and 193–194 Edexcel International GCSE Biology Revision Guide: Pages 68 and 71 Web page: Critical thinking Problem solving Analysis Reasoning Interpretation Adaptive learning Creativity Innovation Personal and social responsibility Adaptability Problem solving Analysis Reasoning Interpretation Adaptive learning Creativity Intellectual interest and curiosity Initiative Self- regulation (metacognition, forethought, reflection) Ethics Integrity Self- monitoring/self- evaluation/self reinforcement Communication
radiation (for example, gamma rays, x-rays and ultraviolet rays) and some chemical mutagens (for example, chemicals in tobacco). 50(a) Students will be assessed on their ability to: 3.38 explain Darwin’s theory of evolution by natural selection 3.39 understand how resistance to antibiotics can increase in bacterial populations, and appreciate how such an increase can lead to infections being difficult to control. Activities: Students to find out about the life of Charles Darwin. To write an article for a magazine to explain how the giraffe evolved to have a long neck. Analyse data on the increase in MRSA cases. Animation: Resource on ActiveBook. Demonstrations: Computer simulations of evolution. Antibiotic resistance antibiotic multi-discs. Class practical: Simple models for natural selection. Edexcel International GCSE Biology Student Book: Pages 208–216 ActiveBook: Page 210 Edexcel International GCSE Biology Revision Guide: Pages 77–79 Models for natural selection from Video clips: BBC clip 5519 (). BBC – Great Britons – Darwin Problem solving Analysis Reasoning Interpretation Adaptive learning Creativity Adaptability Problem solving Analysis Reasoning Interpretation Adaptive learning Creativity Initiative Self-direction Responsibility Perseverance Productivity Self- regulation (metacognition, forethought, reflection) Self- monitoring/self- evaluation/self Communication 50(b) Section 3: Reproduction and inheritance Consolidation and assessment Introduce examination-style questions on the topics covered, with a focus on genetic crosses and family pedigrees. Edexcel International GCSE Biology Student Book questions – Pages: 188–189, 195–196, and 217 207 Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Critical thinking Problem solving Analysis Reasoning Interpretation Decision making
4.2 practical: investigate the population size of an organism in two different areas using quadrats 4.5 understand how abiotic and biotic factors affect the population size and distribution of Organisms. Distribution of Pleurococcus from Adaptability Collaboration Teamwork Cooperation Interpersonal skills Leadership 52 Section 4: Ecology and the environment b) Feeding relationships Students will be assessed on ability to: 4.3B understand the term biodiversity 4.4B practical: investigate the distribution of organisms in their habitats and measure biodiversity quadrats 4.6 understand the given to different trophic levels, including producers, primary, secondary and tertiary consumers and decomposers 4.7 understand the concepts of food chains, food webs, pyramids of number, pyramids of biomass and pyramids of energy transfer. Activities: Produce a poster of a food web. use images from magazines/internet etc. to illustrate the poster. Construct a pyramid of energy on graph paper using data from Figure 14.12 Page 158. Carry out a belt transect, using a quadrat and tape measure/rope, to determine the distribution of one organism, for example up a rocky shore, away from a pond or tree. Multimedia Science School food web simulation. Animation: Resources on ActiveBook. Edexcel International GCSE Biology Student Book: Pages 155–158 resources on Page 155 of ActiveBook: interdependence, food chains and webs, food webs and pyramids Edexcel International GCSE Biology Revision Guide: Pages 56–57 Video clips: BBC clip 10600 () (2 min 51 sec) BBC clip 201 () (1 min 16 sec) Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Executive function Creativity Innovation Adaptability Analysis Reasoning Interpretation Decision making Adaptive learning Executive function Initiative Self-direction Responsibility Productivity Communication Collaboration Teamwork Cooperation Interpersonal skills Leadership Responsibility
53 Section 4: Ecology and the environment b) Feeding relationships Students will be assessed on their ability to: 4.8 understand the transfer of substances and energy a food chain 4.9 understand why only about 10% of energy is transferred from one trophic level to the next. Activities: Use information to explain why food chains tend to be relatively short. Interconvert percentage and energy units as they move along food chain. Demonstration: Effect of moving fingers in water on water temperature to illustrate heat loss. Edexcel International GCSE Biology Student Book: Edexcel International GCSE Biology Revision Page Video clip: BBC clip 200 () (3 min 37 sec) Critical thinking Problem solving Analysis Reasoning Interpretation Adaptive learning Creativity Innovation Adaptability Problem solving Analysis Reasoning Interpretation Section 4: Ecology and the environment c) Cycles within ecosystems Students will be assessed on their ability to: 4.10 describe the stages in the carbon cycle, including respiration, photosynthesis, decomposition and combustion 4.11B describe the stages in the nitrogen cycle, including the roles of nitrogen fixing bacteria, decomposers, nitrifying bacteria. Activity: Produce a presentation/poem/song etc. about the carbon cycle. Animation: Resource on ActiveBook (carbon cycle). Water cycle Class practical: ‘Microbes ate my homework’. Demonstration: Edexcel International GCSE Biology Student Book: Pages 159–161 ActiveBook: Page 159 Edexcel International GCSE Biology Revision Guide: Pages 57–59 ‘Microbes ate my homework’ practical from Practical: Problem solving Analysis Reasoning Interpretation Adaptive learning Creativity Innovation Personal and social responsibility Adaptability Interpretation Adaptive learning Creativity Innovation Personal and social responsibility Intellectual interest and curiosity Initiative Self-direction Responsibility Self- regulation (metacognition, forethought, reflection) Ethics
Nitrifying bacteria in soil practical. Practical guides containing student, teacher and technician guides are at: Video clip: Bellamy Rides Again – Carbon cycle / Nitrogen cycle BBC– Strange Science of decay Self- monitoring/self Communication Self presentation 55 Section 4: Ecology and the environment d) influences on the environment Students will be assessed on their ability to: 4.12 understand the biological consequences of pollution of air by sulfur dioxide and carbon monoxide 4.13 understand that vapour, carbon dioxide, nitrous oxide, methane and CFCs are greenhouse gases 4.14 understand how human activities contribute to greenhouse gases Activities: Relate how a greenhouse works with the enhanced greenhouse effect. Produce a summary poster with each pollutant, what produces them and their effects. Animation: Resource on ActiveBook. Class practical: Effect of different sulfur dioxide concentrations on mustard seed germination and seedling growth. Edexcel International GCSE Biology Student Book :Pages 170–173 ActiveBook: Page 171 Edexcel International GCSE Biology Revision Guide: Pages 61–63 Resources on global warming (animation) and greenhouse effect (video) Video clip: BBC – Britain Under Threat Critical thinking Problem solving Analysis Reasoning Interpretation Adaptive learning Creativity Innovation Personal and social responsibility Adaptability Interpretation Adaptive learning Creativity Innovation Personal and social responsibility Intellectual interest and curiosity Initiative Self-direction Productivity Self- regulation (metacognition, forethought, reflection) Ethics Communication Self presentation
4.15 understand how an increase in greenhouse gases results in an enhanced greenhouse effect and that this may lead to global warming and its consequences 4.18B understand the effects of deforestation, including leaching, soil erosion, disturbance of evapotranspiration and the carbon and the balance of atmospheric gases. Demonstration: Effect of carbon dioxide gas in a jar on rate of cooling. Video clip: Resource on ActiveBook. 56(a) Section 4: Ecology and the environment d) Human influences on the environment Students will be assessed on their ability to: 4.16 understand the biological consequences of pollution of water by sewage 4.17 understand the biological consequences of eutrophication caused by leached minerals from fertiliser. Activities: Offer students two newspaper articles on deforestation to compare. Poster. Animation: Resource on ActiveBook. Edexcel International GCSE Biology Student Book: Pages 173–176 ActiveBook: Page 173 Edexcel International GCSE Biology Revision Pages Critical thinking Problem solving Analysis Reasoning Interpretation Adaptive learning Creativity Innovation Personal and social responsibility Adaptability Problem solving Analysis Reasoning Interpretation Adaptive learning Creativity Intellectual interest and curiosity Self-direction Self- regulation (metacognition, forethought, reflection) Ethics Integrity Communication Self presentation 56(b) Section 4: Ecology and the environment Consolidation and assessment Introduce examination-style questions on the topics covered, Edexcel International GCSE Biology Student Book questions – Critical thinking Problem solving Analysis Critical thinking Problem solving Analysis
Section 5: Use of biological resources a) Food production Students will be assessed on their ability to: Microorganisms 5.5 understand the role of yeast in the production of food including bread 5.6 practical: investigate the role of anaerobic respiration by yeast in different conditions 5.7 understand the role of bacteria (Lactobacillus) in the production of yoghurt 5.8 understand the use of an industrial fermenter and explain the need to provide suitable conditions in the fermenter, including aseptic precautions, nutrients, optimum temperature and pH, oxygenation and agitation, for the growth of microorganisms. Activity: Build a paper model of a fermenter. Label and annotate it. Animation: Resources on ActiveBook. practicals: Demonstrating the products of anaerobic respiration in Making yoghurt. Baking bread. Demonstration: Set up a fermenter or biogas digester. Edexcel International GCSE Biology Student Book: Pages 228–233 ActiveBook: Pages 228, 231 and 233 Edexcel International GCSE Biology Revision Guide: Pages 85–86 and 87 Experiment 17 – Page 232 of Student Book clip: BBC clip 4198 () (2 min 5 sec) Critical thinking Problem solving Analysis Reasoning Interpretation Decision making Adaptive learning Creativity Innovation Personal and social responsibility Adaptability Problem solving Analysis Reasoning Interpretation Initiative Self-direction Responsibility Productivity Collaboration Teamwork Cooperation Interpersonal skills Leadership 59 Section 5: Use of biological resources Students will be assessed on ability to: Activities: Shuffle a series of statements or diagrams to describe the GM process. Edexcel International GCSE Biology Student Book: Pages 235–243 Intellectual interest and curiosity Initiative Self-direction Responsibility
60(a) Section 5: Use of biological resources d) Cloning Students will be assessed on their ability to: 5.17B describe the process of micropropagation (tissue culture) in which explants are grown in vitro 5.18B understand how micropropagation can be used to produce commercial quantities of genetically identical plants with desirable characteristics 5.19B describe the stages in the production of cloned mammals involving the introduction of a diploid nucleus from a mature cell into an enucleated egg cell, illustrated by the sheep 5.20B understand how cloned transgenic animals can be used to produce human Proteins. Activity: Use resource and Figure 20.10 Page 223 to produce a detailed written flow chart of how Dolly was formed. Animation: Resource on ActiveBook. practical: Cloned cauliflower. Edexcel International GCSE Biology Student Book: Pages 221–224 and questions – Page 225 ActiveBook: Page 223 Edexcel International GCSE Biology Revision Guide: Page 82 Practical Video clip: Channel 4 Animal farm episode 3 (cloned animals) Critical thinking Problem solving Analysis Reasoning Interpretation Adaptive learning Creativity Innovation Personal and social responsibility Adaptability Problem solving Analysis Reasoning Interpretation Adaptive learning Creativity Innovation Intellectual interest and curiosity Initiative Self-direction Responsibility Productivity Self- regulation (metacognition, forethought, reflection) Integrity Self monitoring/self evaluation/self reinforcement Communication Cooperation Interpersonal skills Responsibility Self- presentation 60(b) Section 5: Use of biological resources Consolidation and assessment Edexcel International GCSE Biology Student Book questions – 225, 234 and 244 Critical thinking Problem solving Analysis Reasoning Interpretation Critical thinking Problem solving Analysis Reasoning Interpretation
Self- assessment on 225, 234 and 244 of ActiveBook Edexcel International GCSE Biology Revision Guide: Pages 83–84, 87–88 and 90–92 Adaptive learning Creativity Innovation Personal and social responsibility Adaptability Adaptive learning Creativity Continuous learning Self-direction Responsibility Perseverance Self- regulation (metacognition, forethought, reflection) Integrity Self- monitoring/self- evaluation/self- reinforcement