Unit f222 Growth Development and Disease Scheme of Work and Lesson Plan Booklet

Support Material
GCE Human Biology

OCR Advanced Subsidiary GCE in Human Biology: H0 ! "nit: #
$%is Support Material boo&let is designed to accompany t%e OCR Advanced Subsidiary GCE speci'ication in Human Biology 'or teac%ing 'rom September 00()
GCE Human Biology
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Contents
Contents.......................................................................................................................2 Introduction..................................................................................................................3 GCE Human Biology: H023. 222 Gro!t"# $e%elo&ment and $isease ................5 GCE Human Biology: H023. 222 Gro!t"# $e%elo&ment and $isease ..............11 GCE Human Biology: H023. 222 Gro!t"# $e%elo&ment and $isease ..............15 GCE Human Biology: H023. 222 Gro!t"# $e%elo&ment and $isease ..............23 GCE Human Biology: H023. 222 Gro!t"# $e%elo&ment and $isease ..............2' GCE Human Biology: H023. 222 Gro!t"# $e%elo&ment and $isease ..............32 GCE Human Biology: H023. 222 Gro!t"# $e%elo&ment and $isease ..............3' GCE Human Biology: H023. 222 Gro!t"# $e%elo&ment and $isease ..............(0 GCE Human Biology: H023. 222 Gro!t"# $e%elo&ment and $isease ..............(5 GCE Human Biology: H023. 222 Gro!t"# $e%elo&ment and $isease ..............(' )am&le *esson +lan..................................................................................................(, GCE Human Biology: H023. 222 Gro!t"# $e%elo&ment and $isease .............(, )am&le *esson +lan..................................................................................................51 GCE Human Biology: H023. 222 Gro!t"# $e%elo&ment and $isease .............51 )am&le *esson +lan..................................................................................................53 GCE Human Biology: H023. 222 Gro!t"# $e%elo&ment and $isease .............53 )am&le *esson +lan..................................................................................................55 GCE Human Biology: H023. 222 Gro!t"# $e%elo&ment and $isease ..............55 -t"er forms of )u&&ort.............................................................................................5'
GCE Human Biology
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*ntroduction
Bac&ground
A ne+ structure o' assessment 'or A ,evel %as been introduced- 'or 'irst teac%ing 'rom September 00() Some o' t%e c%anges include: $%e introduction o' stretc% and c%allenge .including t%e ne+ A/ grade at A 0 1 to ensure t%at every young person %as t%e opportunity to reac% t%eir 'ull potential $%e reduction or removal o' course+or& components 'or many 2uali'ications 1 to lessen t%e volume o' mar&ing 'or teac%ers A reduction in t%e number o' units 'or many 2uali'ications 1 to lessen t%e amount o' assessment 'or learners Amendments to t%e content o' speci'ications 1 to ensure t%at content is up3to3date and relevant)
OCR %as produced an overvie+ document- +%ic% summarises t%e c%anges to Human Biology) $%is can be 'ound at !!!.ocr.org.u.# along +it% t%e ne+ speci'ication) *n order to %elp you plan e''ectively 'or t%e implementation o' t%e ne+ speci'ication +e %ave produced t%is Sc%eme o' 4or& and sample ,esson 5lans 'or Human Biology) $%ese Support Materials are designed 'or guidance only and play a secondary role to t%e Speci'ication)
Our Et%os
All our Support Materials +ere produced 6by teac%ers 'or teac%ers7 in order to capture real li'e current teac%ing practices and t%ey are based around OCR7s revised speci'ications) $%e aim is 'or t%e support materials to inspire teac%ers and 'acilitate di''erent ideas and teac%ing practices) *n some cases- +%ere t%e Support Materials %ave been produced by an active teac%er- t%e centre logo can be seen in t%e top rig%t %and corner Eac% Sc%eme o' 4or& and set o' sample ,esson 5lans is provided in: 58# 'ormat 1 'or immediate use 4ord 'ormat 1 so t%at you can use it as a 'oundation to build upon and amend t%e content to suit your teac%ing style and students7 needs)
GCE Human Biology of 58
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$%e Sc%eme o' 4or& and sample ,esson 5lans provide e9amples o' %o+ to teac% t%is unit and t%e teac%ing %ours are suggestions only) Some or all o' it may be applicable to your teac%ing) $%e Speci'ication is t%e document on +%ic% assessment is based and speci'ies +%at content and s&ills need to be covered in delivering t%e course) At all times- t%ere'ore- t%is Support Material boo&let s%ould be read in con:unction +it% t%e Speci'ication) *' clari'ication on a particular point is soug%t t%en t%at clari'ication s%ould be 'ound in t%e Speci'ication itsel')
A Guided $our t%roug% t%e Sc%eme o' 4or& ; *nnovative $eac%ing *dea
$%is icon is used to %ig%lig%t e9ceptionally innovative ideas)
; Stretc% < C%allenge Activity

$%is icon is added at t%e end o' te9t +%en t%ere is an e9plicit opportunity to o''er Stretc% and C%allenge)
; *C$ Opportunity
$%is icon is used to illustrate +%en an activity could be taug%t using *C$ 'acilities)
GCE Human Biology of 58
( of 58 (
GCE H"MA= B*O,OG>: H0 !) # 8*SEASE

)/GGE)0E$ 0E1CHI2G 0I3E 0-+IC -/0*I2E .a0 describe t%e cell cycle including interp%ase .GA-S and G 0- mitosis and cyto&inesis leading to diploid cellsB @ HO"RS 0-+IC MO8",E A $HE 8E?E,O5*=G CE,,
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Outline to students contents o' t%is module) Ascertain +%at t%ey can re3call 'rom GCSE about mitosis e)g) &ey +ords and principles using tra''ic lig%t cards Brie'ly describe overvie+ o' cell cycle including Inter&"ase# mitosis and cyto.inesis
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$ra''ic lig%t cards) ! 'or eac% student .Green cards signi'y t%at students &no+- yello+ unsure- red do not &no+)0 "se +++)biology)ariCona)eduDCell bioDtutorialsDcell cycleDcells!)%tml introductory page 'or overvie+ diagram and introduction)
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Have pre3prepared A red- green and yello+ card 'or eac% student) 4%en establis%ing dept% o' &no+ledge students demonstrate t%eir con'idence by :ust %olding up t%e relevant card to a statement given) $%is gives an indication to t%e teac%er as to %o+ muc% t%e students remember or understand and at +%at level t%ey need to start t%e topic) $eac%ers s%ould emp%asise t%at t%is is not a test but :ust a met%od to %elp t%e students)
; *nnovative teac%ing idea GCE Human Biology
; Stretc% and c%allenge opportunity idea
; *C$ opportunity 5 of 58

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E9plain stages o' mitosis- .ensuring &ey +ords e)g) nuclear en%elo&e- centrioles# s&indle fi8res# centromere# c"romatids and c"romosomesB are also used- t%is can be e9plained in various +ays depending on ability and pre'erred learning pre'erences by use o' interactive po+er point presentations- using pre3prepared OH$7s stage by stage or by demonstrating t%e stages o' mitosis using s+eets- stra+berry and apple laces cut to lengt% to be used a c%romatids- spindles etc) Activities using mitotic cloc& ,oop activity to re3en'orces &ey +ords and de'initions learnt in t%is section Home+or& activity to devise a mnemonic to %elp t%em remember t%e stages andDor learn t%e stages 'or a s%ort test 'ir t%e ne9t lesson
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Eac% step as a po+er point slide or OH$ +++)sci)sdsu)eduDmultimediaDmitosisDmitosisE gi' )%tml +++)bbc)co)u&DeducationDasguruDbiologyD0Fge nesgeneticsD 0 replicationmitosisD0AmitosisDinde9)s%tl +++)le+port)+nyric)orgD:+anama&erDanimation s)%tml %ttp:DD+++)stola')eduDpeopleDgianniniD'las%anim atDcelldivisionDcrome!)s+' +++)t%edeanes)co)u&DH$M,Dsub:ectsDScience DGSFD4eblin&sDmoduleF)%tm S+eets suc% as stra+berry and apple laces:elly tots) .plasticine could be substituted 'or s+eets0 OCR endorsed Human Biology te9t boo&) 5%ilip Harris Mitotic cloc&
+-I20) 0- 2-0E
A+areness o' %ealt% and sa'ety in labs i' s+eets are to be eaten)
describe t%e appearance o' t%e components o' t%e nucleus and cell during t%e stages o' mitosis +it% re'erence to: nuclear envelope- centriolesspindle 'ibres- centromerec%romatids and c%romosomesB

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Opportunity 'or practical s&ills %ere 5reparation o' onion- garlic root or s%allot tips to s%o+ stages o' mitosis orDand observation- dra+ing and labelling o' prepared slides s%o+ing stages o' mitosis Home+or& researc% 4atson and Cric& and t%eir contribution to t%e determination o' t%e structure 8=A) Random 2uestion < ans+er establis%es basic in'ormation determined 'rom %ome+or& "sing in'ormation 'rom net and course boo& describe t%e structure o' 8=A and e9plain t%e importance o' com&lementary 8ase &airing and "ydrogen 8onding: "sing stra+s and base templates made 'rom carddi''erent colours representing di''erent bases ma&e larger t%an li'e models o' 8=A to %ang 'rom ceiling o' room +++)bbc)co)u&DeducationDasguruDbiologyD0Fge nesgeneticsD0 replication +++):o%n&yr&)comD8=Aanatomy)%tmlnobelpriC e)orgDeducationalEgamesDmedicineD OCR endorsed Human Biology te9t boo&) Card- stra+s 5ractical Biology by Mic%ael Roberts- $im Ging- Mic%ael Reiss 3 =elson page !H $%e =obel 5riCe site besides in'ormation contains interactive games) Essay 1 =ucleotides are 'undamental to li'e3discuss)
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5ractical Biology by Mic%ael Roberts- $im Ging- Mic%ael Reiss 3 =elson page A(F)
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*' possible t%e preparation o' slides to s%o+ mitosis is best done in t%e early morning as t%e stages can be observed better t%an in t%e a'ternoon
.b0
describe t%e structure o' 8=A and e9plain t%e importance o' complementary base pairing and %ydrogen bondingB
; *C$ opportunity ' of 58

)/GGE)0E$ 0E1CHI2G 0I3E 0-+IC -/0*I2E @ HO"RS 0-+IC MO8",E A $HE 8E?E,O5*=G CE,,
5lay t%e interactive game 'rom t%e =obel priCe site Students to ma&e a list o' t%e properties o' 8=A E9plain %o+ 8=A replicates semi3conservatively during t%e S p%ase o' t%e cell cycleB 4it% cut outs o' polynucleotide strands +it% corresponding bases and strands +it% base pairs to encourage students to demonstrate to eac% ot%er semi3conservative 8=A replication Outline t%e processes ta&ing place at t%e GA and G c%ec& points in t%e cycleB use +eb sites Students could produce in'ormative posters to illustrate all stages o' t%e cell cycle Cut outs o' polynucleotide strands +it% corresponding bases and strands +it% base pairs to encourage students to demonstrate semi3conservative 8=A replication) $%is is a7 %ands on7 activity) By using pre3prepared paper models- students can describe +%at is %appening during semi3conservative replication +it% t%e manipulation o' cuts outs o' polynucleotide strands and corresponding bases) +++)nobelpriCe)orgDeducationalEgamesDmedici ne +++):o%n&yr&)comDinde9)%tml +++)biology)ariCona)eduDCell bioDtutorialsDcell cycleDcells!)%tml $%is activity allo+s 'or di''erentiation by outcome)
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.c0e9plain %o+ 8=A replicates semi3 conservatively during t%e S p%ase o' t%e cell cycleB .d0 outline t%e processes ta&ing place at t%e GA and G c%ec& points in t%e cycleB

)/GGE)0E$ 0E1CHI2G 0I3E 0-+IC -/0*I2E .'0 de'ine t%e term apoptosisB .g0 state t%at cell deletion by apoptosis and cell addition by mitosis are essential 'or normal gro+t% and repairB .%0 e9plain t%at damage to t%e pI! gene by agents suc% as "? radiation and c%emicals in tobacco smo&e can lead to 8=A damage going undetected leading to mutationsB @ HO"RS 0-+IC MO8",E A $HE 8E?E,O5*=G CE,,
Mi9 up cards +it% &ey +ords on and ot%ers +it% t%eir de'initions and s%u''le out randomly to students) Students t%en to call out +ord and person +it% de'inition ta&es ne9t turn until all +ord and de'initions %ave been matc%ed $%oug%t s%o+er on +%at and %o+ can lead to 8=A damage and t%e role o' oncogenes and proto3 oncogenes in uncontrolled cell division) Students t%en to researc% and ma&e o+n notes
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Set o' &ey +ords to do +it% cells and cancer and de'initions including apoptosis- pI! genemutation- tumour- benign- metastasismalignant- proto3oncogenes- oncogenesrepressor genes- carcinogens- cancer OCR endorsed te9t boo&s
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Centre can add more +ords to t%ese suggested +ords
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)/GGE)0E$ 0E1CHI2G 0I3E 0-+IC -/0*I2E .i0 e9plain t%at cancer is t%e result o' uncontrolled cell divisionB .&0 de'ine t%e term stem cellB .l0 e9plain t%e term differentiation, +it% respect to t%e production o' eryt%rocytes and leucocytes derived 'rom stem cells in bone3marro+
*n pairs revision o' di''erences bet+een eryt%rocytesleucocytes Researc% stem cells and +rite a s%ort report to include +ords di''erentiation- eryt%rocytesleucocytes- bone marro+- pluripotent- omnipotent
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%ttp:DDdels)nas)eduDblsDstemcellsDboo&let)s%tmld els) %ttp:DDne+s)bbc)co)u&DAD%iD%ealt%DFIH %ttp:DD+++)smart2uads)co)u&D %ttp:DDr%eumb)b%am)ac)u&Dteac%ingDimmunolog yDl )%tm !I)stm

)/GGE)0E$ 0E1CHI2G 0I3E 0-+IC -/0*I2E .a0 outline t%e 'actors t%at may increase t%e ris& o' developing cancers- +it% re'erence to types o' radiation- carcinogensageing- viruses and %eredityB .b0 evaluate t%e epidemiological evidence lin&ing smo&ing +it% lung cancerB diet +it% bo+el cancerB mutations in t%e BRCAA gene +it% breast cancerB .c0 de'ine t%e term prevalence- +it% re'erence to breast cancer in post3 menopausal +omen
A0 HO"RS
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MO8",E A $HE 8E?E,O5*=G CE,, )A) 8E$EC$*=G A=8 $REA$*=G CA=CER

Juic& re3cap by 2uestion and ans+er and s%o+ me boards o' &ey +ords associated +it% cancer Spider diagram o' ideas generated 'rom students and added to by teac%er o' 'actors t%at may increase t%e ris& o' developing cancers- +it% re'erence to types o' radiation- carcinogensageing- viruses and %eredityB E9plain and discuss need 'or epidemiological studies and de'ine term prevalence Ans+er SAJ7s pA@!- A@I in Human Biology 'or AS 1Mary Kones and Geo'' Kones C"5 'or interpretation o' data on grap%s and tables Researc% essay set on one o' t%e 'ollo+ing: 3evaluate t%e epidemiological evidence lin&ing eit%er smo.ing and lung cancer or diet and 8o!el cancer or mutations in t"e B5C11 gene !it" 8reast cancer. $%ese essay titles could be divided up e2ually bet+een students in class- you could %ave t%em pic& stra+s as +%o does +%at) $%e best o' eac% title is t%en p%otocopied and %anded to t%ose +%o did not do t%e topic- names to
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S%o+ me boards and +%ite board pens . t%ese can be simply made by laminating AF +%ite card0 OCR Endorsed Human Biology $e9t Boo& %ttp:DDin'o)cancerresearc%u&)orgDyout%andsc%o olsDgamesandpuCClesDbustacellD %ttp:DD+++)innovationsreport)deD%tmlDberic%teD mediCinEgesund%eitDberic%t3AI0(@)%tml %ttp:DD+++)cancer%elp)org)u&D%elpDde'ault)aspL page;M! %ttp:DD+++)cancer%elp)org)u&D%elpDde'ault)aspL page;A!M %ttp:DDmo''itt)orgDmo''ittappsDcc:DvFn Darticle )%t ml +++)8reastcancercare)org)u&D %ttp:DD+++)netdoctor)co)u&DdiseasesD'actsDbrea stcancer)%tm %ttp:DDne+s)bbc)co)u&D D%iD%ealt%DHI !00M)stm
+-I20) 0- 2-0E
8iscussion o' cancer can be an emotive sub:ect and s%ould be %andled diplomatically and tact'ully
#or t%is and t%e ne9t 'e+ topics centres +ill 'ind +++)cancer%elp)org)u& very %elp'ul +++)cancerbac&up)org)u& is also very %elp'ul) A Google searc% o' breast cancer in postmenopausal +omen +ill o''er many interesting sites

)/GGE)0E$ 0E1CHI2G 0I3E 0-+IC -/0*I2E compared +it% t%e rest o' t%e 'emalepopulationB .d0 outline t%e met%ods o' detecting cancers o' t%e breast and lungs- +it% re'erence to MR*- N3raysmammograp%yt%ermograp%y- C$ scansultrasound and 5E$ scansB

A0 HO"RS
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MO8",E A $HE 8E?E,O5*=G CE,, )A) 8E$EC$*=G A=8 $REA$*=G CA=CER

be removed 'rom essays 'irst and distributed +it% prior consent o' pupils 5o+er point presentation Kigsa+ ideaB 3 divide students into e2ual siCed groups) Eac% group researc%es one met%od o' detecting cancer and ma&es student 'riendly notesDdiagrams +it% pros and cons o' t%eir met%od) $%en one person 'rom eac% group is trans'erred into a completely ne+ group- so ma&ing groups +it% an 6e9pert7 'or eac% met%od in eac% ne+ group) Eac% e9pert no+ in'orms rest o' group about t%eir met%od) Reconvene class bac& as a +%ole and as& :igsa+ groups to ans+er 2uestions based on t%eir accumulated &no+ledge Source Guest spea&er 5ractical opportunity3 *nterpretation o' images produced 'rom MR* etc ?isit to local %ospital 5o+er5oint presentation 8ivide class up into group and eac% group to produce a presentation to rest o' group on given
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OCR Endorsed Human Biology $e9t Boo& Kones C"5 page A@I %ttp:DD+++)cancer%elp)org)u&D OCR Endorsed Human Biology $e9t Boo& %ttp:DD+++)cancerbac&up)org)u& ,ocal %ealt% partners%ips mig%t %ave cancer specialist nurses andDor %ealt% promotion specialists +%o could come and tal& to AS groups about detection and treatments etc) ,ocal Hospital *mages o' cancer ultra sound scans- pet scans- MR* scans 93rays etc can all be 'ound on Google images
+-I20) 0- 2-0E
A pre3lesson researc% %ome+or& could be set %ere *mages to be used in lesson s%ould be selected in advance o' lesson Guest spea&er needs to be boo&ed +ell in advance o' lesson
.e0 outline met%ods used to treat cancers o' t%e breast- +it% re'erence to
%ttp:DD+++)cancerbac&up)org)u&D$reatments %ttp:DD+++)cancer%elp)org)u&D
A pre3lesson researc% %ome+or& could be set %ere Guest spea&er needs to be boo&ed +ell

)/GGE)0E$ 0E1CHI2G 0I3E 0-+IC -/0*I2E $amo9i'en- surgery .lumpectomy and mastectomy- removal o' lymp% nodes0c%emot%erapyimmunot%erapy and complementary t%erapiesB .'0 describe %o+ clinical trials may be used to establis% t%e value o' a cancer treatment- +it% re'erence to t%e need 'or 6blind7 or 6double blind7 trials- randomisation and t%e use o' placebosB .g0 discuss t%e socialet%ical and economic conse2uences o' bot% t%e development and use o' A0 HO"RS 0-+IC MO8",E A $HE 8E?E,O5*=G CE,,
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met%od o' treatment) $%ey must also provide in'ormative- student 'riendly notes to %and out +it% t%e presentations to t%e rest o' t%e class Source Guest spea&er
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Human Biology 'or AS 1Mary Kones and Geo'' Kones C"5 pagesA@(3A(0 ,ocal %ealt% partners%ips mig%t %ave cancer specialist nursesDand %ealt% promotion specialists +%o could come and tal& to AS groups about detection and treatments etc)
+-I20) 0- 2-0E
in advance o' lesson
Juestion and ans+er and s%o+ me boards to establis% class &no+ledge o' medical trials e)g) use of terms 8lind# dou8le 8lind# randomisation# &lace8o. 5o+er5oint presentation Class debate- discussion o' recent issues in t%e press- validity o' t%e trials and %o+ t%ey are carried out and used $%is to could be included in a specialists tal& Essay 'or %ome+or& Concept Map3put class in groups- dra+ ! columns on large paper- %eadings3social- et%ical- economic Students t%en to put relevant points beneat% t%em)
%ttp:DD+++)u&ccsg)orgDpublicDclinicalEtrialsD 0bl ind$rial)%tml %ttp:DD+++)s&eptics)org)u&Darticle)p%pL dir;articles<article;doubleEblindEtrials)p%p %ttp:+++)consort3 statement)orgD8o+nloadsDdo+nload)%tm OS%o+ meP boards and +%ite board pens and rubbers ,arge s%eets o' paper- large 'elt tip pens or OH$7s and pens or 'lip c%arts 8i''erentiation by outcome) S%eets o' paper to be put up in labDroom at end

)/GGE)0E$ 0E1CHI2G 0I3E 0-+IC -/0*I2E cancer treatments) A0 HO"RS 0-+IC MO8",E A $HE 8E?E,O5*=G CE,,
)A) 8E$EC$*=G A=8 $REA$*=G CA=CER )/GGE)0E$ 0E1CHI2G 12$ H-3E4-56 1C0I7I0IE)
8iscussion o' +or& and comparison o' points by +%ole class at end o' lesson
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Consolidation
Home+or& revise 'or test ne9t lesson) 5roduce an agreed set o' &ey+ords 'or t%is part o' t%e module 5roduce a revision poster Ans+er a set o' e9amination 2uestions on t%e topic t%en give t%em t%e mar& sc%emes to mar& t%em 'or t%emselves) $%en t%e teac%er could t%en ta&e t%ese in to 6standardise7 and give bac& relevant 'eedbac& End o' Module $est
5ast e9amination 2uestions
Go t%roug% ans+ers o' test a'ter being mar&ed
; *C$ opportunity 1( of 58

)/GGE)0E$ 0E1CHI2G 0I3E 0-+IC -/0*I2E .a0 e9plain t%e signi'icance o' meiosis in producing %aploid gametesB .b0 describe- +it% t%e aid o' diagrams- t%e stages o' meiosis: interp%aseprop%ase A- metap%ase AA HO"RS 0-+IC MO8",E $HE 8E?E,O5*=G *=8*?*8"A,
) )A $HE B*O,OG*CA, BAS*S O# *=8*?*8"A,*$> A=8 $HE MO=*$OR*=G #E$A, 8E?E,O5ME=$) )/GGE)0E$ 0E1CHI2G 12$ H-3E4-56 1C0I7I0IE)
Outline to students contents o' t%is module) Ascertain +%at t%ey can re3call 'rom AS about meiosis e)g) &ey +ords and description o' p%asest%is can be done by +riting 2uestions on a series o' cards and t%en getting t%e students to c%ose a 2uestion 'rom t%e pac& o' cards E9plain stages o' meiosis- .ensuring &ey +ords and stages are used- t%is can be e9plained in various +ays depending on ability and pre'erred learning pre'erences by use o' interactive 5o+er5oint presentations- using pre3prepared OH$7s stage by
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Cards +it% 2uestions on) Micrograp%s o' stages o' meiosis Eac% step as a po+er point slide or OH$ 5ractical Biology by Mic%ael Roberts- $im Ging- Mic%ael Reiss- 3 =elson pA(I %ttp:DD+++):o%n&yr&)comDmeiosis)%tml +++)le+port)+nyric)orgD:+anama&erDanimatio nsDmeiosis)%tml +++)biology)ariCona)eduDcellEbioDtutorialsDmei
+-I20) 0- 2-0E
Have pre3prepared 2uestions +ritten on cards t%roug%out t%e +%ole o' t%is Module OCR Endorsed Human Biology $e9t Boo& A+areness o' %ealt% and sa'ety in labs i' s+eets are to be eaten) S+eets s%ould not be eaten once %andled in t%e activity Students could prepare a 5o+er5oint

)/GGE)0E$ 0E1CHI2G 0I3E 0-+IC -/0*I2E anap%ase A- telop%ase Aprop%ase - metap%ase anap%ase - telop%ase .no details o' t%e stage names +it%in prop%ase A are re2uired0B A HO"RS 0-+IC MO8",E $HE 8E?E,O5*=G *=8*?*8"A,
stage or by demonstrating t%e stages o' meiosis using s+eets- stra+berry and apple laces cut to lengt% to be used a c%romosomes- spindles etc
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osisDpage!)%tml S+eets suc% as stra+berry and apple laces:elly tots) .plasticine could be substituted 'or s+eets0 OCR endorsed AS Human Biology te9t boo&) Human Biology by Mi&e Boyle and Gat%ryn Senior 1 Collins Advanced Science) 5age !MI3!MM %ttp:DD+++)accesse9cellence)orgDRCD?,DGGDc omparison)%tml Slides s%o+ing stages o' meiosis Microscopes
+-I20) 0- 2-0E
presentation 5resentations could be videoed to aid revision later on
5ipe cleaners could also be used to represent c%romosomes $o rein'orce +%at %appens during meiosis students could be put into small groups be set a tas& o' presenting meiosis to t%e rest o' t%e class) Ho+ t%ey do it is up to t%emB ideas could be a po+er point presentation- in'ormative poster- as a story in cartoon 'orm- as a :igsa+- using cut out pieces etc
8escribe and identi'y 'rom p%otomicrograp%s and diagrams t%e stages o' meiosis: Home+or&3students to dra+ up a table comparing mitosis +it% meiosis Opportunity 'or loo&ing at p%otomicrograp%s e9amining stages o' meiosis

)/GGE)0E$ 0E1CHI2G 0I3E 0-+IC -/0*I2E .c0 e9plain t%e importance o' c%iasma 'ormationcrossing overindependent assortment o' c%romosomes .metap%ase A0 and c%romatids .metap%ase 0 resulting in genetic variation bet+een gametes and subse2uently genetic variation bet+een individualsB .d0 outline t%e programme o' antenatal care in t%e "nited Gingdom- +it% re'erence to preconceptual care .to include immune status +it% regard to rubella and t%e use o' 'olic acid A HO"RS 0-+IC MO8",E $HE 8E?E,O5*=G *=8*?*8"A,
5o+er5oint presentation to e9plain importance o' c%iasma 'ormation Crossing overindependent assortment o' c%romosomes .metap%ase A0 and c%romatids .metap%ase 0 resulting in genetic variation bet+een gametes and subse2uently geneti variation bet+een individuals "se o' di''ering colours plasticine- modelling clay or pipe cleaners mig%t %elp e9plain crossing over etc
)/GGE)0E$ 5E)-/5CE)
%ttp:DD+++)accesse9cellence)orgDRCD?,DGGDc omeiosis)%tml 5lasticine or modelling clay OCR Endorsed Human Biology $e9t Boo&
+-I20) 0- 2-0E
,abelling o' structures o' male and 'emale reproductive systems as revision e9ercise) Selected diagrams 'orm t%e anatomy colouring boo& could also be used) $%is is particularly %elp'ul to students +%o learn t%roug% visualisation Juestion and ans+ers 'or revision o' 'ertilisationusing s%o+ me boards On small cards +rite &ey +ords and on separate
Copies o' ne+ personal maternity record boo&lets OCR Endorsed Human Biology $e9t Boo& $%e Anatomy Colouring Boo& by 4ynn GapitD,a+rence M) Elson pageAA!3AA( S%o+ me boards and +%ite board pens %ttp:DDguidance)nice)org)u&DCGHDniceguidanceD
5reparation o' time line and labels in advance 5ersonal maternity record boo&lets are given to all pregnant +omen to monitor t%em during pregnancy Outside spea&er needs to be boo&ed +ell in advance o' lesson
; *C$ opportunity 1' of 58

)/GGE)0E$ 0E1CHI2G 0I3E 0-+IC -/0*I2E supplements0 and routine post conceptual careB A HO"RS 0-+IC MO8",E $HE 8E?E,O5*=G *=8*?*8"A,
cards +rite de'initions) S%u''le cards and t%en e2ually distribute among students) Students t%en ta&e turns to read &ey +ord and students %ave to identi'y +%o %as t%e de'inition) ?ideo opportunity Opportunities 'or a guest spea&er e)g) mid+i'e%ealt% visitor or doctor) 5o+er5oint presentation $imeline e9ercise- a time line divided into A +ee&s be'ore pregnancy- F0 +ee&s o' pregnancy- Q H +ee&s a'ter birt%) Students t%en %ave to place pre3 prepared labels under time line notable events 'rom preconception to t%e 'irst H +ee&s a'ter birt%) $%is can be done individually or in groups An opportunity 'or a guest spea&er e)g) a mid+i'e%ealt% visitor or doctor) $%is topic can be included into previous topics tal& 5o+er5oint presentation Students to ma&e up a +ee&s menu 'or a pregnant
)/GGE)0E$ 5E)-/5CE)
pd'DEnglis% %ttp:DD+++)bbc)co)u&DparentingD%avingEaEbaby DpregnancyEantenatalcare)s%tml %ttp:DD+++)nice)org)u&Dpd'DCGHEA=CE=*CEgui deline)pd' %ttp:DD+++)baby+orld)co)u&Din'ormationDpregna ncyDantenatalEcareDantenatalEcare)asp %ttp:DD+++)onA0A)co)u&D'oetal)%tml %ig%ly recommended %ttp:DD+++)as&baby)comDpregnancy3 planning)%tm %ttp:DD+++)nice)org)u&Dpage)asp9Lo;H!!I@ %ttp:DD+++)marc%o'dimes)comDpn%ecDAIM)asp ?ideo 1 BBC HoriCon video 3 4orld o' t%e unborn) +++)nutrition)org)u& 'or in'ormation on 8R? values during pregnancy Human Biology by Mi&e Boyle and Gat%ryn Senior- Collins Advanced Science page AF!
+-I20) 0- 2-0E
.e0 state t%e dietary c%anges recommended during pregnancy +it% re'erence to 8R? values 'or energy- protein-
*C$ 'or menu design Guest spea&er needs to be boo&ed +ell in advance o' lesson

)/GGE)0E$ 0E1CHI2G 0I3E 0-+IC -/0*I2E calcium- iron- vitamin Avitamin C and 'olic acid and t%e reasons 'or t%e c%anges +it% respect to t%e role o' t%ese nutrientsB .'0 describe %o+ %uman 'etal gro+t% can be measured using ultrasound to measure biparietal diameter o' cranium and cro+n rump lengt% o' bac&B .g0 describe %o+ alco%ol and nicotine can a''ect t%e gro+t% and development o' t%e 'oetusB A HO"RS 0-+IC MO8",E $HE 8E?E,O5*=G *=8*?*8"A,
+omen stating +%y t%e various 'oods %ave been included Home+or&3e9amination 2uestion)
)/GGE)0E$ 5E)-/5CE)
+-I20) 0- 2-0E
5o+er5oint presentation "sing c%arts devised 'rom personal maternity records students to practice reading 'etal measurements e)g) SAQ 10.2 page 195 Human Biology 'or AS1Mary Kones and Geo'' Kones C"5 page AMF3AMI
Human Biology 'or AS 1Mary Kones and Geo'' Kones C"5 pageAMF3AMI +++)'etalmeasurement)com Copies o' ne+ personal maternity record boo&lets, mid+ives mig%t be able to provide copies o' t%ese
5ersonal maternity record boo&lets are given to all pregnant +omen to monitor t%em during pregnancy
; *C$ opportunity 1, of 58

)/GGE)0E$ 0E1CHI2G 0I3E 0-+IC -/0*I2E .%0 E9plain t%e use o' 'etal ultrasonograp%yamniocentesis and c%orionic villus sampling .C?S0 'or detecting named disorders and assessing 'etal +ell3being) $%e advantages and disadvantages o' eac% tec%ni2ue s%ould be outlinedB A HO"RS 0-+IC MO8",E $HE 8E?E,O5*=G *=8*?*8"A,
Opportunity 'or independent researc% on ultrasonogra&"y# amniocentesis# C7) sam&ling 4it% in'ormation researc%ed eit%er in groups- +it% eac% group producing presentation on one topic to t%e rest o' t%e class- +it% %andoutsB orDand +or&ing in small groups present posters o' tables o' advantages and disadvantages o' eac% tec%ni2ue) $%e last idea could also be set as a %ome+or& e9ercise ?ideo material s%o+ing ultrasound images
)/GGE)0E$ 5E)-/5CE)
,arge s%eets o' sugar paper and coloured +%ite board pens %ttp:DD+++)marc%o'dimes)comDpn%ecDAIMEIAM )asp %ttp:DD+++)netdoctor)co)u&D%ealt%EadviceDe9a minationsDamniocentesis)%tm %ttp:DD+++)n%sdirect)n%s)u&DarticlesDarticle)asp 9Larticle*d;A@ %ttp:DD+++)n%sdirect)n%s)u&DencyclopaediaDsub :ectsDinde9)asp9Lcategory*d;AI OCR Endorsed Human Biology $e9t Boo& Human 5%ysical Healt% by 8ennis $aylor 1 C"5 pages A(3AM Ma&e up Garyotype sets 'or normal and 'emale %umans- Garyotypes 'or Gline'elter7s and $urner7s syndrome) $%ese s%ould be c%romosomes t%at students can pair up 5%otomicrograp%s o' Garyotypes OCR Endorsed Human Biology $e9t Boo& 5ritc%ard- 8orian)K) and Gor'- Bruce- R)
+-I20) 0- 2-0E
*C$ in t%e delivery o' %andouts 'or group 5osters could be placed on +alls until end o' Module - to %elp as revision material
.i0 outline %o+ a &aryotype is produced and used to determine 'etal se9 and to diagnose c%romosomal mutations- limited to $urner7s and Gline'elter7s syndromesB
Students to ma&e up Garyotypes 'or %uman male'emale- Gline'elter7s and $urners syndromes 'rom cut out c%romosomes E9amination o' p%otomicrograp%s o' Garyotypes) 5o+er5oint presentation o' c%romosome mutations suc% as Gline'elter7s and $urner7s syndromes Home+or& 3 Ans+er an e9amination 2uestion)
Garyotype sets need to be made up in advance

)/GGE)0E$ 0E1CHI2G 0I3E 0-+IC -/0*I2E A HO"RS 0-+IC MO8",E $HE 8E?E,O5*=G *=8*?*8"A,
Revise +or& 'rom ) )A)
)/GGE)0E$ 5E)-/5CE)
Medical Genetics at a Glance) .5ub) O9'ord: Blac&+ell 5ublis%ers- 00!0 +++)biotec%nologyonline)gov)au +++)mat%emagic)org +++)conte9o)in'o +++)%ipsandt%ongs)eu %ttp:DD+++)&sa3u&)co)u&D*ntroduction)%tm %ttp:DD+++)aaa)d&D$"R=ERDE=GE,SGDG,*=E )H$M %ttp:DD+++)bbc)co)u&D%ealt%DconditionsD&line'elt erA)s%tml %ttp:DD+++)tss)org)u&D+%atis)%tm +++)bbc)co)u&D%ealt%DconditionsDturnerssynd romeA)s%tml %ttp:DD+++)n%sdirect)n%s)u&DarticlesDarticle)asp 9Larticle*d;!@M %ttp:DD+++)tiscali)co)u&Dre'erenceDencyclopaedi aD%utc%insonDm00 0A!A)%tml
+-I20) 0- 2-0E
.:0 e9plain %o+ c%romosome mutations suc% as $urner7s and Gline'elter7s may occur during meiosis .+it% re'erence to non3 dis:unction only0)

)/GGE)0E$ 0E1CHI2G 0I3E 0-+IC -/0*I2E A HO"RS 0-+IC MO8",E $HE 8E?E,O5*=G *=8*?*8"A,
) )A $HE B*O,OG*CA, BAS*S O# *=8*?*8"A,*$> A=8 $HE MO=*$OR*=G #E$A, 8E?E,O5ME=$) )/GGE)0E$ 0E1CHI2G 12$ H-3E4-56 1C0I7I0IE) )/GGE)0E$ 5E)-/5CE)
+++)biology)ariCona)eduD%umanEbioDactivitiesD &aryotypingD&aryotyping)%tml 1 a &aryotyping simulation e9ercise on Gline'elter7s and ot%er conditions)
+-I20) 0- 2-0E

)/GGE)0E$ 0E1CHI2G 0I3E 0-+IC -/0*I2E .a0 describe met%ods o' measuring in'ant gro+t% by monitoring c%anges in +eig%t- %eig%t and %ead circum'erenceB .b0 outline t%e importance o': carbo%ydrates- lipidsessential 'atty acidsproteins essential amino acidsB calcium- ironp%osp%orousB vitamins A C and 8 in maintaining %ealt%y gro+t% in in'antsB ( HO"RS 0-+IC MO8",E
$HE 8E?E,O5*=G *=8*?*8"A,
) ) $HE 8E?E,O5*=G *=#A=$ )/GGE)0E$ 0E1CHI2G 12$ H-3E4-56 1C0I7I0IE)

Outline to students contents o' t%is part o' t%e module) "sing +%iteboards as& 'or suggestions as to %o+ in'ant gro+t% can be monitored) 8iscussion o' met%ods Opportunity 'or guest spea&er e)g) local %ealt% visitor $%is activity is one t%at can be done i' time allo+s) Students design +ell balanced meals 'or in'antsmodel 'oods using model magic- paintB allo+ to drystic& on plates- t%ese can t%en be stuc& on to card +it% in'ormation as to t%e importance o' t%e various components
)/GGE)0E$ 5E)-/5CE)
4%iteboards and pens boards guidance)nice)org)u&Ddo+nload)asp9L o;F A@M0 OCR Endorsed Human Biology $e9t Boo& 5aper plates- model magic- paints- 5?C glue +++)nutrition)org)u& Several spreads%eet programmes are available as pac&ages used in #ood $ec%nology 8epartments) 5ractical Biology by Mic%ael Roberts- $im Ging- Mic%ael Reiss- 3 =elson p)IF
+-I20) 0- 2-0E
$%roug%out t%e +%ole o' t%is module Human Biology 'or AS 1Mary Kones and Geo'' Kones C"5 is a use'ul resource
Students compose menu cards 'or in'ants o' +ell balanced meals +it% an e9planation 'or c%oice
Carry out diet analysis and comparison +it% publis%ed 8R? values) Several spreads%eet programmes are available as

)/GGE)0E$ 0E1CHI2G 0I3E 0-+IC -/0*I2E ( HO"RS 0-+IC MO8",E
$HE 8E?E,O5*=G *=8*?*8"A,

pac&ages used in #ood $ec%nology 8epartments) $%e +ebsite +++)biologyFall)co)u& also %as a spreads%eet) 5RAC$*CA,: Carry out analysis o' t%e 'at content o' s&immed and 'ull 'at mil& using copper sulp%ate 5RAC$*CA,: Carry out analysis o' t%e ?itamin C content o' varying pure 'ruit :uices 5%otocopy gro+t% c%art onto OH$) "se to e9plain %o+ to read one $%en give out sets o' gro+t% c%arts +it% varying labels- students %ave to identi'y c%art to label e)g) baby o' diabetic mot%er- normal baby- c%ild +it% coeliac disease "se ra+ data to construct gro+t% c%arts) ?arious gro+t%D+eig%t c%arts o' babies and c%ildren o' varying %ealt% bac&grounds) 8escriptive labels to go +it% t%em OCR Endorsed Human Biology $e9t Boo&
)/GGE)0E$ 5E)-/5CE)
+-I20) 0- 2-0E
.c0 describe +it% t%e aid o' diagrams t%e pattern o' gro+t% during t%e %uman li'e cycleB .d0 e9plain and interpret gro+t% c%arts 'or males and 'emales 'rom birt% to A( years o' ageB .e0 distinguis% bet+een absolute and relative gro+t% ratesB
Construct and interpret absolute gro+t% rate curves and relative gro+t% rate curves 'or males and 'emales) Activity AA)A and AA) p A in Human Biology 'or AS by Mary Kones and Geo'' Kones
OCR Endorsed Human Biology $e9t Boo& Gro+t%- 8evelopment and Reproduction by 8ennis $aylor 3 C"5) 5)M

$HE 8E?E,O5*=G *=8*?*8"A,

C"5 5ractical opportunity: use %aemocytometers to count number o' yeast cells over days < use t%is in'ormation to construct gro+t% curves "sing 6S%o+ me7 boards- invite students to +rite do+n ans+ers to revision 2uestions to introduce topic "se o' overlays on OH$ to demonstrate di''erences o' di''erential gro+t% rates o' lymp%aticreproductive- nervous and average 'or all organ systems) $%en use pair3s%are tec%ni2ue to e9plain +%y lymp%aticreproductive and nervous organs systems are di''erent 'rom t%e rest) $%is +or&s by 'irst getting students to +rite t%eir o+n ideas do+nt%en s%are t%ese +it% a partner and t%en a general group discussion to ascertain t%e reason +%y 4%ite Boards and pens OCR Endorsed Human Biology $e9t Boo&
)/GGE)0E$ 5E)-/5CE)
+-I20) 0- 2-0E
.'0 e9plain t%at %umans are multicellular organisms in +%ic% genetically identical cells are organised into tissuestissues into organs and organs into organ systemsB .g0 describe t%e di''erential gro+t% patterns o' lymp%aticreproductive and nervous tissueB Consolidation
5roduce an agreed set o' &ey+ords 'or t%is part o' t%e module 5roduce a revision poster "sing 6%ot potatoes7 ma&e up a cross+ord to aid
+++)"ot&otatoes)netD 5ast e9amination 2uestions
Go t%roug% ans+ers o' test a'ter being mar&ed

$HE 8E?E,O5*=G *=8*?*8"A,

revision) Ans+er a set o' e9amination 2uestions on t%e topic) Once mar&ed give t%e mar& sc%emes to t%e students Home+or& revise 'or test ne9t lesson End o' Module $est
)/GGE)0E$ 5E)-/5CE)
+-I20) 0- 2-0E

)/GGE)0E$ 0E1CHI2G 0I3E 0-+IC -/0*I2E .a0 e9plain +%at is meant by t%e term infectious diseaseB .b0 de'ine t%e terms epidemic, endemic and pandemic;
A0 HO"RS
0-+I C
MO8",E ! *=#EC$*O"S 8*SEASE )!)A CO=$RO,,*=G $HE S5REA8 O# *=#EC$*O"S 8*SEASE) )/GGE)0E$ 5E)-/5CE)
#lip C%art- 4%ite board pen 4%ite Boards and 5ens Human 5%ysical Healt% by 8ennis $aylor 3 C"5 p)H Human Healt% and 8isease by Ann #ullic& 3 Heinemann p)(3M

Outline to students contents o' t%is module "sing 'lip c%art +rite t%e +ords HEA,$H in large letters and t%en get students to come up in turn and add +ords to it as to +%at t%ey t%in& is meant by t%e term) Outcome being a de'inition) 8o li&e+ise t%en +it% t%e +ord disease) 8e'inition o' disease in general terms any disorder o' normal bodily 'unction and li&e %ealt% it %as mental p%ysical and social dimensions) 8iscussion as to +%at is meant by infectious disease "sing s%o+ me boards get students to +rite do+n +%at t%ey t%in& t%e terms e&idemic# endemic and &andemic mean) $%en discuss rig%t ans+ers- +it% e9amples o' disease 'or eac% term Home+or& e9ercise 3 in table 'orm list +ays in +%ic% an outbrea& o' a disease can start under 'ollo+ing %eadings: 3$ype o' transmission- Ho+ transmission occurs- E9ample o' disease 8ra+ing o' Mycobacterium tuberculosis as an e9ample o' a &ro.aryotic cellB Students could ma&e a cross section model o' a
+-I20) 0- 2-0E
.c0 describe +it% t%e aid o' diagrams and p%otograp%s- t%e structure
OCR Endorsed Human Biology $e9t Boo& Human 5%ysical Healt% by 8ennis $aylor 3 C"5
Opportunity 'or revision o' cell structure o' eu&aryotic cells 'rom # A A+areness o' %ealt% and sa'ety in labs

)/GGE)0E$ 0E1CHI2G 0I3E 0-+IC -/0*I2E o' Myco acterium tu erculosis as an e9ample o' a pro&aryotic cellB .d0 describe +it% t%e aid o' diagrams t%e structure o' t%e Human *mmunode'iciency ?irusB .e0 describe t%e symptoms- causes and means o' transmission o' tuberculosis .$B0 and H*?DA*8SB
A0 HO"RS
0-+I C
MO8",E ! *=#EC$*O"S 8*SEASE )!)A CO=$RO,,*=G $HE S5REA8 O# *=#EC$*O"S 8*SEASE) )/GGE)0E$ 5E)-/5CE)
Human Healt% and 8isease by Ann #ullic& 3 Heinemann Model magic by Crayola- paints?ariety o' s+eets e)g)- li2uorice com'orts- dolly mi9tures- :elly tots- stra+berry or apple laces etc) Coloured plasticine- coloured card +++)+ads+ort%)org +++)+ads+ort%)orgDdataban&Dmycotubr)%tm %ttp:DD+++)sg%%ealt%Fu)com)sgDHealt%F"D respiratoryDrccmEcontentE'rameset)%tmlL tuberculosis)%tmRprevie+ +++3ro%an)sdsu)eduDRsepaDH*?Aids,ab)%tm +++3ro%an)sdsu)eduD)))DH*?,abDaids3virus)gi' biology)&enyon)eduD)))D,entiviralD%ivEimage):pg %ttp:DD%cd )bupa)co)u&D'actEs%eetsD%tmlD$uberc ulosis)%tml %ttp:DD+++)%pa)org)u&Din'ectionsDtopicsEaCD+'%' acts%eetsD4#H$B)%tm

pro&aryotic cell and %uman *mmunode'iciency viruses7s 'rom eit%er model magic and paint t%emuse s+eets to ma&e t%e models or plasticine) 8 models could :ust be made out o' coloured card Students to researc% and prepare and give presentations on 0B or HI7) $%is could be done individually or in groups Students could devise a 'lo+ diagram to s%o+ t%e li'e cycle o' H*? Students could also produce revision siCe cards on t%e 'eatures o' H*? and $B 8emonstrate t%e spread o' H*? in a population using starc% suspensions and iodine solutions $%e Resource 65andemic7 *SB= A (@ I0 MH contains t%is and ot%er e9cellent teac%ing resources
+-I20) 0- 2-0E
i' s+eets are to be eaten) S+eets t%at %ave been %andled in t%e laboratory s%ould not be eaten

)/GGE)0E$ 0E1CHI2G 0I3E 0-+IC -/0*I2E A0 HO"RS 0-+I C MO8",E ! *=#EC$*O"S 8*SEASE
)!)A CO=$RO,,*=G $HE S5REA8 O# *=#EC$*O"S 8*SEASE) )/GGE)0E$ 5E)-/5CE)

%ttp:DD+++)n%sdirect)n%s)u&DarticlesDarticle)asp 9Larticleid;AMH %ttp:DD+++)bbc)co)u&D%ealt%DconditionsD%ivA)s%t ml 5andemic: Globel Healt% and H*? by Kane 8avies Actioaid) *SB= A (@ I0 MH OCR Endorsed Human Biology $e9t Boo& Human Healt% and 8isease by Ann #ullic& 3 Heinemann %ttp:DD+++)sumanasinc)comDsciencein'ocusDsi' Eantibiotics)%tml .$%is %as a good animation on antibiotic resistance0 5ractical Biology by Mic%ael Roberts- $im Ging- Mic%ael Reiss- 3 =elson Biology Bidding- t%is activity can be used 'or a varying number o' topics) Over a term t%e group +%o %as gained t%e %ig%est number o' points 'or t%is type o' activity could be given a small re+ard Healt% and sa'ety precautions to be ta&en as t%e practical are a bio%aCard
+-I20) 0- 2-0E
.'0 outline t%e use o' antibiotics in t%e treatment o' in'ectious diseaseB
5o+er5oint presentation on t%e use o' anti8iotics in t%e treatment o' in'ectious disease and e9plain %o+ t%e use o' antibiotics leads to t%e evolution o' resistant strains- +it% re'erence to 0B and 35)1: Animation on anti8iotic resistance Biology bidding 3 5ut %eading on board 3 precautions +%ic% s%ould be used to reduce t%e spread o' resistant bacteria in %ospitals) 4or&ing in small groupsDpairs students %ave mins to +rite do+n as many points as t%ey can on t%e topic) Eac% group t%en bids 'or %o+ many 'acts t%ey %ave) $%e group +it% t%e %ig%est bid %as to give t%e number o' points bid
.g0 e9plain %o+ t%e use o' antibiotics leads to t%e evolution o' resistant strains- +it% re'erence to $B and MRSAB .%0 outline t%e precautions t%at s%ould be used to reduce t%e spread o'
+ractical;Microbiology3e''ect o' impregnated antibiotic discs on non3 pat%ogenic bacteria gro+n

)/GGE)0E$ 0E1CHI2G 0I3E 0-+IC -/0*I2E resistant bacteria in %ospitalsB A0 HO"RS 0-+I C MO8",E ! *=#EC$*O"S 8*SEASE
)!)A CO=$RO,,*=G $HE S5REA8 O# *=#EC$*O"S 8*SEASE) )/GGE)0E$ 5E)-/5CE) +-I20) 0- 2-0E

on agar plates
.i0 state t%at plants can be used as a source o' antimicrobial compounds and ot%er drugsB .:0 e9plain t%at similarities in 8=A can be used to establis% relations%ips and identi'y potential medicinal propertiesB .&0 discuss t%e role o' seed ban&s in t%e e! situ conservation o' rare or e9tinct in t%e +ild plant speciesB
Hoo& 'or t%is activity could be e9tracts ta&en 'rom t%e 'ilm O t%e Medicine ManP- starring Sean Connery Researc% pro:ect3on plants as a source o' antimicro8ial com&ounds# including similarities in 8=A t%at can be used to establis% relations%ips and identi'y potential medicinal propertiesB and t%e role o' seed ban&s in t%e e! situ conservation o' rare or e9tinct in t%e +ild plant species $%e e''ect o' e9tracts o' plants suc% as garlic or t%yme could be used to demonstrate in%ibition o' bacteria 5ractical: investigate antibacterial activity o' plant e9tracts) #or advice on suitable bacteria to use contact M*SAC 1 Microbiology in Sc%ools Advisory Committee education"sgm.ac.u#
M*SAC 1 Microbiology in Sc%ools Advisory Committee educationSsgm)ac)u& 1 'or advice on culturing micro organisms +++)rbg&e+)org)u& and ++')org)u& 1 'or in'ormation on medicinal plants OCR Endorsed Human Biology $e9t Boo& Human Biology by Mi&e Boyle and Gat%ryn Senior 1 Collins advanced Science +++)rbg&e+)org)u& and ++')org)u& 1 'or in'ormation on medicinal plants Microbiology in Sc%ools Advisory Committee educationSsgm)ac)u&
?ideos can be used 'or listening and observing s&ills

)/GGE)0E$ 0E1CHI2G 0I3E 0-+IC -/0*I2E A0 HO"RS 0-+I C MO8",E ! *=#EC$*O"S 8*SEASE
)!)A CO=$RO,,*=G $HE S5REA8 O# *=#EC$*O"S 8*SEASE) )/GGE)0E$ 5E)-/5CE) +-I20) 0- 2-0E

Home+or&3Ans+er an e9amination 2uestionD revise +or& 'rom )!)A)

)/GGE)0E$ 0E1CHI2G 0I3E 0-+IC -/0*I2E .a0 e9plain +%at is meant by t%e term vaccineB .b0 outline t%e programme o' vaccination used in t%e "nited GingdomB ( HO"RS 0-+IC MO8",E ! *=#EC$*O"S 8*SEASE )!) ACJ"*R*=G *MM"=*$> )/GGE)0E$ 0E1CHI2G 12$ H-3E4-56 1C0I7I0IE)
"sing spider grap% on board- +rite vaccination in middle o' t%e circle and get students to ta&e turns to come up and +rite a +ord o'' t%e circle t%at t%ey associate +it% t%e +ord %accination Outline +%at t%is part o' t%e module is about) 5o+er5oint presentation "se t%e =HS 8irect 4ebsite and construct a 6timeline7 'or vaccinations Home+or& 3 #ind out +%at vaccinations t%ey %ave %ad since t%ey +ere born *ce brea&er activity3?olunteer to stand in 'ront o' board or lie on large s%eets o' paper +%ile someone dra+s around t%em) Rest o' class t%en ta&e in turns to place on image +%ere &at"ogens can enter body) $%is t%en leads on to discussion o' &rimary res&onse and s&ecific and non s&ecific res&onse 5o+er point presentation on t%e action o' &"agocytes# B and 0 cells =obel priCe +ebsite %as a game on immunity t%at
)/GGE)0E$ 5E)-/5CE)
4%ite board and pen or 'lip c%art Human 5%ysical Healt% by 8ennis $aylor 1 C"5 p)HM Human Healt% and 8isease by Ann #ullic& 3 Heinemann pages F 3F@ OCR Endorsed Human Biology $e9t Boo& Human Biology by Mi&e Boyle and Gat%ryn Senior 1 Collins Advanced Science) 5)I H =HS 8irect 4ebsite %ttp:DDnobelpriCe)orgDeducationalEgamesDmedic ineDimmunityDimmune3detail)%tml %ttp:DD+++)s3cool)co)u&Dde'ault)asp %ttp:DD+++)biologyguide)netDbya!Dbya!3A 3 !)%tm %ttp:DDscience)n%mccd)eduDBiolDin'lam)%tml %ttp:DD+++)immunisation)n%s)u&Darticle)p%pL id;@( Human Healt% and 8isease by Ann #ullic& 3
+-I20) 0- 2-0E
.c0 e9plain +%at is meant by t%e term immune response, distinguis%ing bet+een t%e non speci'ic and speci'ic responseB .d0 describe t%e originmaturation and mode o' action o' p%agocytes and lymp%ocytes in t%e non3
%ttp:DD+++)s3cool)co)u&Dde'ault)asp 3 t%is %as a number o' animations to e9plain t%ings very simply- use'ul 'or revision %ttp:DDscience)n%mccd)eduDBiolDin'lam)%t ml t%is also %as simple animations

)/GGE)0E$ 0E1CHI2G 0I3E 0-+IC -/0*I2E speci'ic and speci'ic immune responseB ( HO"RS 0-+IC MO8",E ! *=#EC$*O"S 8*SEASE )!) ACJ"*R*=G *MM"=*$> )/GGE)0E$ 0E1CHI2G 12$ H-3E4-56 1C0I7I0IE)
can be used
)/GGE)0E$ 5E)-/5CE)
Heinemann p @3 M OCR Endorsed Human Biology $e9t Boo& Human Biology by Mi&e Boyle and Gat%ryn Senior 1 Collins Advanced Science) 5ages I and I !) $%e Anatomy Colouring Boo& by 4ynn GapitD,a+rence M) Elson page (! on+ards Model magic- 5?A glue- paints and cardboard) %ttp:DDscience)nasa)govD%eadlinesDy 00 D !:an Ecell+ars)%tm %ttp:DD+++)cancer%elp)org)u&D%elpDde'ault)asp Lpage;AA(Tbt %ttp:DDusers)rcn)comD:&imball)ma)ultranetDBiolog y5agesDBDBEandE$cells)%tml Human Healt% and 8isease by Ann #ullic& 3 Heinemann pages M3!0 OCR Endorsed Human Biology $e9t Boo& Human Biology by Mi&e Boyle and Gat%ryn Senior 1 Collins Advanced Science pages I !3I @
+-I20) 0- 2-0E
.e0 compare and contrast t%e modes o' action o' B and $ lymp%ocytes in 'ig%ting in'ectionB
5o+er5oint presentation on t%e action o' p%agocytes- B and $ cells "se o' +eb animations "sing model magic produce models to s%o+ t%e stages o' B and $ lymp%ocyte actions +%ic% can t%en be stuc& and displayed on cardboard Colour pages o' lymp%oid system- 'rom $%e Anatomy Colouring Boo&) Students +%ose pre'erred learning pre'erence is by visualisation mig%t do t%is One or t+o students to t%en to e9plain to t%e rest t%e class t%e di''erence bet+een B and $ lymp%ocytes

)/GGE)0E$ 0E1CHI2G 0I3E 0-+IC -/0*I2E ( HO"RS 0-+IC MO8",E ! *=#EC$*O"S 8*SEASE )!) ACJ"*R*=G *MM"=*$> )/GGE)0E$ 0E1CHI2G 12$ H-3E4-56 1C0I7I0IE)
?isualisation 3 students to dra+ t%eir o+n 'lo+ c%arts to e9plain t%e action o' B andDor $ cells and t%en use t%eir diagrams to e9plain to a partner "sing categorising grid- provide ro+s and column labels and ans+ers 'or active and passiveartificial and natural immunity in a scrambled 'ormat and students %ave to put t%em in t%e rig%t order 5o+er point presentation on role of memory cells in long term immunity Home+or&3Ans+er e9amination 2uestion
)/GGE)0E$ 5E)-/5CE)
$%e Anatomy Colouring Boo& by 4ynn GapitD,a+rence M) Elson page (I Colouring pencils 1 pages (F3(H Human 5%ysical Healt% by 8ennis $aylor 1 C"5 pages H(3@! OCR Endorsed Human Biology $e9t Boo& Biological Science by Green- Stout and $aylorC"5 %ttp:DD+++)scool)co)u&DtopicEprinciples)aspL loc;pr<topicEid;AA<sub:ectEid;!<ebt;@(<eb n;<ebs;<ebl;<elc;A! Grid- +it% ro+s and column labels and ans+ers 'or active and passive- arti'icial and natural immunity +it% e9amples .all :umbled up0 students %ave to place correct e9amples under correct title) OCR Endorsed Human Biology $e9t Boo& Human 5%ysical Healt% by 8ennis $aylor 1 C"5 pages H!3HF A level Biology by 4 8 5%illips and $ K C%ilton
+-I20) 0- 2-0E
.'0 distinguis% bet+een active and passive immunity and natural and arti'icial immunityB .g0 describe t%e role o' memory cells in long term immunityB
5re3prepared grid o' natural and arti'icial immunity
.i0 describe- +it% t%e aid o' diagrams- t%e general structure o' an antibody and relate its structure to
?isualisation3students- students to dra+ t%e general structure o' an anti8ody and t%en use t%eir diagram to e9plain to a partner %o+ structure is related to 'unction
5re3prepare card sets o' antibody parts and 'unctions

)/GGE)0E$ 0E1CHI2G 0I3E 0-+IC -/0*I2E its 'unction .:0 e9plain t%e role o' antibodies in ABO blood group incompatibility and R%esus .R%0 incompatibilityB ( HO"RS 0-+IC MO8",E ! *=#EC$*O"S 8*SEASE )!) ACJ"*R*=G *MM"=*$> )/GGE)0E$ 0E1CHI2G 12$ H-3E4-56 1C0I7I0IE)
Card sort 1 parts o' antibody matc%ed +it% de'initions Researc% essay 1 e9plain t%e role o' antibodies in 5"esus incom&ati8ility
)/GGE)0E$ 5E)-/5CE)
O"5 p)AF@ AS ,evel Biology by 5%il Brad'ield- Ko%n 8odds- Kudy 8odds- and =orma $aylor 1 ,ongman) 5! H Human Healt% and 8isease by Ann #ullic& 3 Heinemann p!0 %ttp:DD+++)scool)co)u&DtopicEprinciples)aspL loc;pr<topicE id;AA<sub:ectEid;!<ebt;@(<ebn;<ebs;<ebl ;<elc;A! +++3immuno)pat%)cam)ac)u&D)))Dlec0HDabA )gi' +++)immuno)pat%)cam)ac)u&D)))Dlec0HDlecHEM@ )%tml %ttp:DDne+s)bbc)co)u&D D%iDtal&ingEpointDspecial DaidsD! (0@F!)stm Article outlining t%e biological problems involved indeveloping and using a vaccine against H*?B OCR endorsed Human Biology $e9t Boo& %ttp:DD+++)rcog)org)u&Dinde9)aspL
+-I20) 0- 2-0E
.&0 outline t%e biological problems involved in developing and using a vaccine against H*?B .l0 discuss t%e et%ical issues relating to t%e
Students to read articles e)g) 'rom BBC ne+s on t%e biological problems involved in developing and using a %accine against H*?B and t%en ma&e bullet point notes As a +%ole class debate- and ma&ing a concept map as points are made 5o+er5oint presentation

)/GGE)0E$ 0E1CHI2G 0I3E 0-+IC -/0*I2E development o' a vaccine 'or Human 5apilloma ?irus .H5?0 to prevent cervical cancerB .m0 outline %o+ individuals can be tested 'or $B and H*? in'ectionB ( HO"RS 0-+IC MO8",E ! *=#EC$*O"S 8*SEASE )!) ACJ"*R*=G *MM"=*$> )/GGE)0E$ 0E1CHI2G 12$ H-3E4-56 1C0I7I0IE)
At end o' lesson in t%e last ! minutes get students to report t+o t%ings t%ey %ave learnt and +%at 2uestions remain Home+or&3Students to ans+er past e9amination 2uestions
)/GGE)0E$ 5E)-/5CE)
5age*8;A(HM +++)cat%olic3 bioet%ics)org)u&DdocumentsDCervicalcancervac cinepaper'orCBKBC)doc +++)nu''ield'oundation)orgD'ile,ibraryDpd'D'inal EH5?EvaccineEpaper)pd'
+-I20) 0- 2-0E
Consolidation
Card Sort 3 4rite t%e &ey +ords do+n on small cards and t%e de'initions o' t%ose +ords onto ot%er cards and put into sets 'or class) Students t%en %ave to select t%e rig%t de'inition 'or t%e rig%t +ord) $%e cards made 'or t%e previous activity could also be used to play pairs +it% Home+or&3revise +or& covered in )!)
Gey +ords +ritten on small cards- +it% t%e de'initions +ritten on ot%er cards
Card sets need to be made up and laminated in advance

)/GGE)0E$ 0E1CHI2G 0I3E 0-+IC -/0*I2E .a0 outline t%e importance o' epidemiological data suc% as morbidity and mortality rates in assessing t%e incidence and prevalence o' diseaseB H HO"RS 0-+IC MO8",E ! *=#EC$*O"S 8*SEASES
)!)! $HE #"$"RE O# *=#EC$*O"S 8*SEASE CO=$RO, )/GGE)0E$ 0E1CHI2G 12$ H-3E4-56 1C0I7I0IE)
Outline +%at t%is part o' t%e module is about *n small groups students to come up +it% de'initions o' epidemiology- morbidity- mortalityincidence- prevalence and noti'iable disease *nterpret data to assess t%e global importance o' $B and H*? in'ection "se t%e Healt% 5rotection Agency 4ebsite
)/GGE)0E$ 5E)-/5CE)
Organisations suc% as t%e Healt% 5rotection Agency .H5A0 in t%e "G and t%e 4orld Healt% Organisation .4HO0 monitor t%e spread o' in'ectious diseases by collecting data andBased on t%is- provide guidance and advice to t%e public and to governments +++)%pa)org)u& +++)+%o)int
+-I20) 0- 2-0E

)/GGE)0E$ 0E1CHI2G 0I3E 0-+IC -/0*I2E .b0 interpret data to assess t%e global importance o' $B and H*? in'ectionB .c0 e9plain +%at is meant by t%e term notifia le diseaseB .d0 discuss t%e socialet%ical- economic and biological 'actors involved in attempts to control and prevent $B and H*?DA*8SB
.e0 outline t%e problems
Biology bidding 3 5ut eac% %eading on board and eac% to be one at a time- e)g) social 'actors involved in controlling and preventing $B- t%en economic etc)3 4or&ing in small groupsDpairs students %ave mins to +rite do+n as many points as t%ey can on t%e topic) Eac% group t%en bids 'or %o+ many 'acts t%ey %ave) $%e group +it% t%e %ig%est bid %as to give t%e number o' points bid
H HO"RS
0-+IC
MO8",E ! *=#EC$*O"S 8*SEASES )!)! $HE #"$"RE O# *=#EC$*O"S 8*SEASE CO=$RO,

.+++)%pa)org)u&0 'or advice on current or potential epidemics or t%e 4orld Healt% Organisation .+++)+%o)int0 to obtain data on disease distribution globally Home+or&3ans+er e9amination 2uestions on interpretation o' data and discuss ans+ers
)/GGE)0E$ 5E)-/5CE)
Human 5%ysical Healt% by 8ennis $aylor 1 C"5 p) F Human Healt% and 8isease by Ann #ullic& 3 Heinemann pages !3I OCR Endorsed Human Biology $e9t Boo& E9amination 2uestions
+-I20) 0- 2-0E
%ttp:DD+++)e2ui3tb)org)u&DuploadsDtb3c%ina)pd' %ttp:DD+++)medic()comD%ealt%guideDarticlesDtb) %tml %ttp:DDne+s)bbc)co)u&DAD%iD%ealt%DmedicalEnote sDF@IHHH0)stm Human 5%ysical Healt% by 8ennis $aylor 1 C"5 Human Healt% and 8isease by Ann #ullic& 3 Heinemann pages FM3I0 OCR Endorsed Human Biology $e9t Boo& Human Biology by Mi&e Boyle and Gat%ryn Senior 1 Collins Advanced Science pages FM(
involved in controlling t%e spread o' ne+ly evolved in'ectious diseases to prevent 'uture pandemicsB
5o+er5oint presentation 'eaturing t%e 'actors o' $B or H*?- %andouts to be produced to accompany presentation)

)/GGE)0E$ 0E1CHI2G 0I3E 0-+IC -/0*I2E H HO"RS 0-+IC MO8",E ! *=#EC$*O"S 8*SEASES
)!)! $HE #"$"RE O# *=#EC$*O"S 8*SEASE CO=$RO, )/GGE)0E$ 0E1CHI2G 12$ H-3E4-56 1C0I7I0IE)
$%oug%t S%o+erDConcept map #ocused t%in&ing 1 put 5%rase problems involved in controlling t%e spread o' ne+ly evolved in'ectious diseases to prevent 'uture pandemics) As& students to ta&e F minutes to list ideas related to t%e problem) $eac%er to do t%e same) Compare ideas
)/GGE)0E$ 5E)-/5CE)
3I0M
+-I20) 0- 2-0E

)/GGE)0E$ 0E1CHI2G 0I3E 0-+IC -/0*I2E a0 state +%at is meant by a non3in'ectious disease and in'ectious disease and give e9amples eac% ta&en 'rom t%e speci'icationB AA HO"RS 0-+IC MO8",E F =O=3*=#EC$*O"S 8*SEASE )F)A CORO=AR> HEAR$ 8*SEASE )/GGE)0E$ 0E1CHI2G 12$ H-3E4-56 1C0I7I0IE)
Outline to students contents o' t%is module) "se 6s%o+ me7 boards 'or 2uic& J < A o' in'ectious diseases *n pairs get students to come up +it% di''erences +%at is meant by a non3in'ectious disease as opposed to an in'ectious disease "sing blan& table OH$ or interactive +%iteboard students to ta&e turns to 'ill in table +it% e9amples o' in'ectious and non in'ectious diseases) #or e9tension +or& students could 'urt%er brea& diseases in sub categories e)g) mental- in%eritedsocial etc Students to design in'ormative A! posters to diagrammatically demonstrate t%e development o' at%erosclerosis and subse2uently angina pectoris andDor %eart attac& .myocardial in'arction or M*0B 5o+er5oint presentation coronary %eart disease) Animations 'rom t%e +eb
)/GGE)0E$ 5E)-/5CE)
Human 5%ysical Healt% by 8ennis $aylor 1 C"5 p)H Human Healt% and 8isease by Ann #ullic& 3 Heinemann p)@ Human Biology by Mi&e Boyle and Gat%ryn Senior 1 Collins Advanced Science p)I!H3I!@ OCR endorsed Human Biology $e9t Boo& 4%ite boards and pens *nteractive +%ite board OH$- pens- OH5 Human 5%ysical Healt% by 8ennis $aylor 1 C"5 pages (M3A0H Human Healt% and 8isease by Ann #ullic& 3 Heinemann pages @F3(A Human Biology by Mi&e Boyle and Gat%ryn Senior3Collins Advanced Science pages I!( 3IF( OCR endorsed Human Biology $e9t Boo& BiologyA by Mary Kones- Ric%ard #osberry and
+-I20) 0- 2-0E
.b0 describe coronary %eart disease .CH80 as a conse2uence o' at%erosclerosis leading to angina pectoris andDor %eart attac& .myocardial in'arction or M*0B .c0 distinguis% bet+een
$%e posters allo+ students to use t%eir o+n style and can subse2uently be used 'or revision purposes
; *C$ opportunity (0 of 58

)/GGE)0E$ 0E1CHI2G 0I3E 0-+IC -/0*I2E %eart attac& and cardiac arrestB AA HO"RS 0-+IC MO8",E F =O=3*=#EC$*O"S 8*SEASE )F)A CORO=AR> HEAR$ 8*SEASE )/GGE)0E$ 0E1CHI2G 12$ H-3E4-56 1C0I7I0IE)
)/GGE)0E$ 5E)-/5CE)
8ennis $aylor3C"5 pages AM! 3 0 %ttp:DD+++)+orldtravelmeds)comDmainDcardioDb loodF)%tm %ttp:DD+++)nlm)ni%)govDmedlineplusDtutorials)%t m %ttp:DD+++)+orldtravelmeds)comDmainDcardioDb loodF)%tml %ttp:DD+++)netdoctor)co)u&D%ealt%EadviceD'acts D%eartattac&)%tm OResusci AnnieP doll OCR Endorsed Human Biology $e9t Boo&
+-I20) 0- 2-0E
.d0 describe 'irst aid treatment to a conscious person su''ering a suspected %eart attac&B .e0 describe 'irst aid treatment to a casualty +it% suspected cardiac arrestB .'0 outline t%e use o' de'ibrillators and aspirin by 2uali'ied medical practitionersB
Guest spea&er 3 2uali'ied pro'essional medical practitionerDSt Ko%n7s Ambulance BrigadeDRed Cross Role play
Guest spea&er needs to be boo&ed +ell in advance o' lesson Students must not actually carry out resuscitation met%ods on one anot%er

)/GGE)0E$ 0E1CHI2G 0I3E 0-+IC -/0*I2E
.g0 describe t%e global
AA HO"RS
0-+IC MO8",E F =O=3*=#EC$*O"S 8*SEASE )F)A CORO=AR> HEAR$ 8*SEASE )/GGE)0E$ 0E1CHI2G 12$ H-3E4-56 1C0I7I0IE)
Students to identi'y on +orld map- t%e main distribution areas o' CH8 "sing :igsa+ grouping met%od - divide students into groups to researc% and report on in'luence o' eit%er environmental or be%avioural or social or genetic 'actors on t%e distribution o' CH8 distributionB t%ey must identi'y t%e ris&s associated +it% t%eir 'actors) Students to pic& a ris& 'actor out o' t%e %at and t%en put toget%er a po+er point presentation on t%at 'actor and its association +it% CH8) 5roducing %andouts 'or rest o' class to go +it% t%e presentation Analysis and e9planation o' global 'igures o' ris& 'actors e)g) SAJ on page AA@ Human Biology 'or AS 1Mary Kones and Geo'' Kones C"5 $able ()A Human 5%ysical Healt% by 8ennis $aylor 1 C"5 page A0 3A0! Home+or&3Ans+er an e9amination 2uestion) Carry out calculations 'or BM* using 'abricated
)/GGE)0E$ 5E)-/5CE)
,arge map o' +orld Human 5%ysical Healt% by 8ennis $aylor 1 C"5 pages (M3A0H Human Healt% and 8isease by Ann #ullic& 3 Heinemann pages @F3(A Human Biology by Mi&e Boyle and Gat%ryn Senior 1 Collins Advanced Science OCR endorsed Human Biology $e9t Boo&
+-I20) 0- 2-0E
*C$ opportunity Students could i' t%ey +anted tocalculate t%eir o+n BM*- but t%is is a sensitive issue and teac%ers s%ould leave t%is as optional
distribution o' CH8 and discuss t%e in'luence o' environmentalbe%avioural- social and genetic 'actors on t%e distributionB .%0 identi'y t%e ris& 'actors associated +it% CH8 including: diet- blood pressure- e9ercisesmo&ing-genetic in'luencesB
.i0calculate BM* and
+aistD%ip ratios and relate t%is to ris& levels 'or CH8B

)/GGE)0E$ 0E1CHI2G 0I3E 0-+IC -/0*I2E AA HO"RS 0-+IC MO8",E F =O=3*=#EC$*O"S 8*SEASE )F)A CORO=AR> HEAR$ 8*SEASE )/GGE)0E$ 0E1CHI2G 12$ H-3E4-56 1C0I7I0IE)
'igures)
)/GGE)0E$ 5E)-/5CE)
+-I20) 0- 2-0E
.:0 outline medical treatment 'or CH8 to include coronary by3pass surgery- angioplasty and %eart transplantsB .&0 discuss t%e economic cost o' treatment and prevention o' CH8B .l0 consider t%e et%icalsocial and medical 'actors in management o' CH8 in populations including t%e role o' =*CE .=ational *nstitute 'or Healt% and Clinical E9cellence0B
Outside spea&er Researc% pro:ect 5ut toget%er a 6story boo&7 presentation o' a person7 s li'estyle story 'rom be'ore diagnosis o' CH8 to a'ter surgery
%ttp:DD+++)innerbody)comDimageDcard0!)%tml %ttp:DD+++)nlm)ni%)govDmedlineplusDtutorials)%t ml Human Biology by Mi&e Boyle and Gat%ryn Senior 1 Collins Advanced Science OCR Endorsed Human Biology $e9t Boo&
Guest spea&er needs to be boo&ed +ell in advance o' lesson
Class discussion and concept map

)/GGE)0E$ 0E1CHI2G 0I3E 0-+IC -/0*I2E Consolidation AA HO"RS 0-+IC MO8",E F =O=3*=#EC$*O"S 8*SEASE )F)A CORO=AR> HEAR$ 8*SEASE )/GGE)0E$ 0E1CHI2G 12$ H-3E4-56 1C0I7I0IE)
O4%o 4ants $o Be A MillionaireP 2uiC Class could be divided into groups +it% t%e groups ma&ing up 2uestions 'or t%e ot%er groups +%o +ill c%oose a pair to represent t%em) Home+or& 1 past 2uestions could be set 'or %ome+or& and revision o' )F)A)
)/GGE)0E$ 5E)-/5CE)
Juestions 'or 2uiC ?ideo camera
+-I20) 0- 2-0E
Juestions to be made up +ell in advance i' students not ma&ing up 2uestions
; *C$ opportunity (( of 58

)/GGE)0E$ 0E1CHI2G 0I3E 0-+IC -/0*I2E .a0 e9plain t%e meaning o' t%e terms c$ronic and Acute in t%e conte9t o' %ealt% and diseaseB .b0 describe t%e s%ort term and long term e''ects o' smo&ing on t%e respiratory system- +it% re'erence to CO58 .C%ronic Obstructive 5ulmonary 8isease and lung cancerB I HO"RS 0-+IC MO8",E F =O= 3 *=#EC$*O"S 8*SEASE )F) ) ,"=G 8*SEASE )/GGE)0E$ 0E1CHI2G 12$ H-3E4-56 1C0I7I0IE)
Card sort o' &ey +ords and de'initions associated +it% topic *n order to understand t%e e''ects o' pulmonary diseases students s%ould %ave some &no+ledge o' t%e structure o' t%e lungs +ractical Microscopy slides o' lung sections +ractical 8issection o' lungs Opportunity 'or outside spea&er 5o+er5oint presentation Students to ta&e a CO58 disease researc% it and t%en e9plain to rest o' class %o+ smo&ing contributes to t%eir disease) Ma&e a poster Analysis o' data associated +it% CO58
)/GGE)0E$ 5E)-/5CE)
Cards +it% +ords and de'initions) Slides o' lung sections 8issection e2uipment) ,ungs Healt% visitor- doctor %ttp:DD+++)netdoctor)co)u&D%ealt%EadviceD'acts Dsmo&e%ealt%)%tm %ttp:DD+++)canstopsmo&ing)comDsmo&ing3 'actsDe''ects3smo&ing)%tm +++)ingentaconnect)comDcontentDiuatldDi:tldD 00FD0000000(D000000A Dart0000I 1 .t%is resource contains statistics0 %ttp:DD+++)priory)comDcmolDcopd)%tm %ttp:DD+++)lungu&)orgDcopd)asp +++)n%sdirect)n%s)u&DarticlesDarticle)asp9L article*d Human 5%ysical Healt% by 8ennis $aylor 1 C"5 pages (A3 (()
+-I20) 0- 2-0E
5repare card sets +ell in advance As dissections can be sensitive issues teac%ers need to care'ully consider t%e classes t%ey are teac%ing be'ore t%e dissection and %ave alternative activities- a+ay 'rom t%e laboratory- to %and 'or t%ose not +is%ing to participate in a dissection

)/GGE)0E$ 0E1CHI2G 0I3E 0-+IC -/0*I2E I HO"RS 0-+IC MO8",E F =O= 3 *=#EC$*O"S 8*SEASE )F) ) ,"=G 8*SEASE )/GGE)0E$ 0E1CHI2G 12$ H-3E4-56 1C0I7I0IE)
)/GGE)0E$ 5E)-/5CE)
OCR Endorsed Human Biology $e9t Boo&
+-I20) 0- 2-0E
.c0 outline t%e possible
causes- symptoms and treatment o' ast%ma including t%e use o' beta agonists and steroids to relieve symptomsB
Juic& survey o' people +it% ast%ma in class and discussion o' symptoms and treatments 5o+er5oint presentation
%ttp:DD+++)yor&)ac)u&DinstDcrdDe%c(A)pd' +++)n%sdirect)n%s)u&DarticlesDarticle)asp9L article*d

)/GGE)0E$ 0E1CHI2G 0I3E 0-+IC -/0*I2E .a0 distinguis% bet+een type A . insulin dependent0 and type .non3insulin dependent0 diabetes .details o' insulin action are not re2uired0B @ HO"RS 0-+IC MO8",E F =O= 3 *=#EC$*O"S 8*SEASE )F)!) 8*ABE$ES )/GGE)0E$ 0E1CHI2G 12$ H-3E4-56 1C0I7I0IE)
5o+er5oint presentation
)/GGE)0E$ 5E)-/5CE)
%ttp:DD+++)n%sdirect)n%s)u&DarticlesDarticle)asp9L article*d;A ( %ttp:DD+++)diabetes)org)u&DGuide3to3diabetesD %ttp:DD+++)bbc)co)u&D%ealt%DconditionsDdiabetesD aboutdiabetesE+%at)s%tml OCR Endorsed Human Biology $e9t Boo& Human Healt% and 8isease by Ann #ullic& 3 Heinemann p)AA Human Biology by Mi&e Boyle and Gat%ryn Senior 1 Collins Advanced Science pages A!3 AI Spea&ers could be 8iabetic =urses- 'rom specialised clinics) G57s- Healt% ?isitors) Clinisti9- moc& urine samples OCR Endorsed Human Biology $e9t Boo& Human Healt% and 8isease by Ann #ullic& 3 Heinemann p)AA Human Biology by Mi&e Boyle and Gat%ryn Senior 1 Collins Advanced Science pages A!3
+-I20) 0- 2-0E
.b0 describe t%e lin& bet+een type diabetes and dietB .c0 describe procedures 'or t%e diagnosis o' type diabetes +it% re'erence to t%e 'asting blood glucose
Outside spea&er Researc% pro:ect on diabetes +ractical < Simple practical to detect glucose levels in 6moc& urine7 by use o' clinisti9 *' t%ere is a diabetic in t%e teac%ing group t%en t%ere is t%e possibility o' students loo&ing at a portable biosensor) Students could compare t%e advantages and disadvantages o' clinisti9 compared to biosensors
Guest spea&er needs to be boo&ed +ell in advance o' lesson
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)/GGE)0E$ 0E1CHI2G 0I3E 0-+IC -/0*I2E test and glucose tolerance testB .d0 outline t%e use o' biosensors 'or monitoring blood3glucose levelsB .e0 analyse data to describe t%e distribution o' type diabetes +it%in populations .to include c%anges due to migration and accelerated economic development0B @ HO"RS 0-+IC MO8",E F =O= 3 *=#EC$*O"S 8*SEASE )F)!) 8*ABE$ES )/GGE)0E$ 0E1CHI2G 12$ H-3E4-56 1C0I7I0IE)
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Sample ,esson 5lan GCE Human Biology: H0 !) # 8evelopment and 8isease

Introduction to 3itosis
OCR recognises t%at t%e teac%ing o' t%is 2uali'ication +ill vary greatly 'rom sc%ool to sc%ool and 'rom teac%er to teac%er) 4it% t%at in mind- t%is lesson plan is o''ered as a possible approac% but +ill be sub:ect to modi'ications by t%e individual teac%er) ,esson lengt% is assumed to be one "our)
Gro+t%-
,earning Ob:ectives 'or t%e lesson

Ob:ective A Ob:ective Ob:ective ! "nderstand t%at t%e cell cycle is divided into ! parts- interp%ase- mitosis and cyto&inesis +%ic% leads to diploid cells 8escribe and identi'y t%e appearance o' t%e components o' t%e nucleus and t%e cell during t%e stages o' mitosis Gno+ t%e stages o' mitosis
Recap o' previous e9perience and prior &no+ledge

Ascertain +%at students can re3call 'rom GCSE about mitosis e)g) &ey +ords and principles using tra''ic lig%t cards .$ra''ic lig%t cardsB ! 'or eac% student- green cards signi'y t%at students 6&no+7yello+ ; 6unsure7- red ; 6do not &no+7)0
Content
0ime I minutes AI minutes Content "sing a pie3type c%art s%o+ divisions o' t%e cell cycle diagrammatically and e9plain brie'ly +%at is %appening in eac% p%ase: interp%ase- mitosis and cyto&inesis) E9plain +%at %appens step by step during t%e stages o' mitosis using over%ead transparencies- ensuring &ey +ords e)g) nuclear en%elo&e- centrioles# s&indle fi8res# centromere# c"romatids and c"romosomesB are also used- and labelled on t%e diagrams) S%o+ interactive animation 'rom +eb site e)g) %ttp:DD+++)cellsalive)comDmitosis)%tm to rein'orce learning) "sing s+eets- e)g) stra+berry and apple laces cut to lengt% to be used a c%romatids- spindles etc) Kelly $ots as centrioles and centromeres- mars%mallo+ as nucleolus- students to demonstrate and e9plain to one anot%er mitosis) Modelling clay- di''erent coloured plasticines or pipe cleaners could also be used instead o' s+eets) NB: sweets that have been handled should not be eaten.
(, of 58 (, of 58
I minutes I minutes
GCE Human Biology
*' some students 'inis% t%is activity early t%en e9tension +or& is to play interactive cell division gameat:%ttp:DDnobelpriCe)orgDeducationalEgamesDmedicineD 00ADcellcycle)%tml
Consolidation
0ime I minutes Home+or& Content Card sort 1 cards +it% diagram o' stages o' mitosis on) Students %ave to put t%e name labels on t%em and put in correct order 'rom memory) ,earn t%e stages o' mitosis ready 'or s%ort test at t%e beginning o' ne9t lesson)
GCE Human Biology
50 of 58 50 of 58

-utline of &rogramme of &re;conce&tual# antenatal and &ost;natal care
Gro+t%-

Ob:ective A Ob:ective Ob:ective ! $o &no+ and understand t%e need 'or preconceptual care $o be a+are o' t%e antenatal care available in t%e "nited Gingdom $o understand t%e need 'or post conceptual care)

Gno+ledge o' 'etal development 'rom GCSE)
Content
0ime I minutes A0 minutes Content S%ort discussion as to need 'or pre3conceptual care- antenatal care and post3natal care) $imeline e9ercise- a time line divided into A +ee&s be'ore pregnancy- F0 +ee&s o' pregnancy- Q H +ee&s a'ter birt%) Students t%en %ave to place pre3prepared labels under time line o' notable events 'rom preconception to t%e 'irst si9 +ee&s a'ter birt%) $%is can be done individually or in groups) *dea is to get students t%in&ing about +%at %appens) $%e timeline is le't until end o' lesson +%en students can go bac& and correct labels) Suggest 0 or so labels ranging 'rom e)g) stop oral contraceptive pill- start ta&ing 'olic acid- conception- positive pregnancy testmorning sic&ness- dating scan- an&les and 'ingers start s+elling- Bra9ton and Hic&s contractions- baby born to baby7s 'irst smile) $eac%er created 5o+er5oint presentation using in'ormation 'rom +ebsites and resources suggested in sc%eme o' +or& 'or # Module : $%e 8eveloping
51 of 58 51 of 58
F0 minutes
GCE Human Biology
*ndividual - to include slides on pre3conceptual care:3on %ealt% education- se9ual %ealt%- 'olic acid supplementation- rubella status) Antenatal care +it% slides on previous medical and 'amily %istory- social %istory- p%ysical e9amination o' mot%erB5- urine testing- measurements o' developing 'oetus- problems in pregnancynutrition in pregnancy- alco%ol and smo&ing in pregnancy- need 'or scans) 5ost natal care and assessing in'ant gro+t%) Students to be given %andouts o' printed slides used in presentation)
Consolidation
0ime I minutes Content Students to go bac& to timeline and correct incorrect labels in lig%t o' 5o+er5oint presentation. =e9t lesson nutrition in pregnancy etc) can be e9amined in greater detail)
GCE Human Biology
52 of 58 52 of 58

0"e actions of B and 0 *ym&"ocytes in fig"ting infections
Gro+t%-

Ob:ective A Ob:ective Ob:ective ! 8escribe t%e originmaturation and mode o' action o' p%agocytes and lymp%ocytes) Compare and contrast t%e modes o' action o' B and $ lymp%ocytes un 'ig%ting in'ection) 8escribe t%e role o' memory cells in long term immunity)

Mi9 and matc% card sort- +ords +it% de'initions on immunity- speci'ic and non speci'ic response- p%agocytes- neutrop%ilsmacrop%ages- monocytes 'rom previous lesson and GCSE)
Content
0ime A0 minutes Content Mi9 and matc% card sort- +ords +it% de'initions including immunity- antigenantibody- speci'ic and non speci'ic response- p%agocytes- neutrop%ilsmacrop%ages- monocytes)
GCE Human Biology
53 of 58 53 of 58
!I minutes
5o+er5oint presentation on t%e action o' B and $ cells- emp%asising t%e origin o' cells- +%ere t%ey mature and +%ere t%ey circulate to) A detailed description o' t%eir roles and 'unctions- +it% diagrams- and %o+ t%ey interact) #or B cells &ey +ords include bone marro+- liver- spleen- clone- receptor- antigenantibody- plasma cellsmemory cells- primary response- secondary response and immunological memory s%ould be used) #or $ cells t%e 'ollo+ing +ords s%ould also be included into t%e presentation: 3 antigens- mitosis- t%ymus- $ cell receptors- $ %elper cells- &iller $ cells .or $ cytoto9ic cells0- cyto&ines and memory $ cells) $%e suggested resources in t%e sc%eme o' +or& 'or # Module !: *n'ectious 8isease +ill %elp in t%e ma&ing o' t%e presentation) Handouts o' slides to be given out) Content 5air s%are activity +or&ing in pairs) Students %ave ( minutes to +rite do+n on t%eir o+n t%e di''erences bet+een t%e actions o' B and $ lymp%ocytes) $%ey t%en s%are t%eir ideas +it% partners and come up +it% a summary bet+een t%em) "sing Model Magic students +or&ing in pairs to produce models to s%o+ t%e stages o' B and $ lymp%ocyte actions +%ic% can t%en be stuc& and displayed on to cardboard) .Models to be painted +%en dried a'ter F %ours0)
Consolidation
0ime AI minutes
Home+or&
GCE Human Biology
5( of 58 5( of 58

)"ort and long term effects of smo.ing on t"e res&iratory system
OCR recognises t%at t%e teac%ing o' t%is 2uali'ication +ill vary greatly 'rom sc%ool to sc%ool and 'rom teac%er to teac%er) 4it% t%at in mind- t%is lesson plan is o''ered as a possible approac% but +ill be sub:ect to modi'ications by t%e individual teac%er) ,esson lengt% is assumed to be one "our.
Gro+t%-

Ob:ective A Ob:ective E9plain t%e meaning o' t%e terms c%ronic and acute) 8escribe t%e s%ort term and long term e''ects o' smo&ing on t%e respiratory system+it% re'erence to CO58- and also lung cancer)

5revious lesson +ould %ave include loo&ing at slides o' lung sections- a dissection o' a lung o' a co+- available 'rom a butc%er or abattoir- recap o' naming parts o' t%e lungs and t%eir 'unctions 'rom GCSE)
Content
0ime I minutes A0 minutes Content "sing +%iteboards and pens .s%o+ me boards0 J<A recap o' previous lesson) 8iscussion o' t%e meaning o' t%e terms- c%ronic- acute- s%ort term and long term and +%at is meant by c%ronic obstructive pulmonary disease .CO580 naming t%e diseases associated +it% it and %o+ smo&ing mig%t a''ect t%e respiratory system) *t is important +%en discussing t%e e''ects o' smo&ing t%at students &no+ t%e
55 of 58 55 of 58
GCE Human Biology
di''erence bet+een t%e 'actors t%at a''ect t%e respiratory system as opposed to t%e circulatory system as t%ey o'ten con'use t%e t+o in e9amination type 2uestions) 0 minutes Class t%en to be divided e2ually into t%ree groups) Eac% group t%en to be given a topic to researc% in greater dept%3lung cancer- bronc%itis and emp%ysema) A list o' 2uestions to be given to eac% group and t%ey %ave to researc% t%e ans+ers) 'or e9ample +%at in cigarette smo&e contributes to disease 9L 4%at are ot%er causes o' t%is diseaseL 4%at are t%e e''ects on t%e respiratory system o' 9L 4%at are t%e symptomsL Can you 'ind any statistics and analyse t%em 'or 9L etc) =e+ groupings made +it% at least one 6e9pert7 o' eac% o' t%e t%ree diseases in eac% o' t%e ne+ groups +%o t%en pass on t%eir ne+ly 'ound &no+ledge to t%e rest o' t%e group)
AI minutes
Consolidation
0ime A0 minutes Content 4%ole class come toget%er and by J < A 'ill in a pre3dra+n grid on eit%er a spreads%eet on an interactive +%ite board- OH$ or +%iteboardDblac&boardsummarising in'ormation researc%ed- e)g) condition- symptoms- e''ects on respiratory system +it% reasons etc) Mind map on A! paper to be produced on t%e s%ort term and long term e''ects o' smo&ing on t%e respiratory system- +it% re'erence to CO58B including bronc%itisemp%ysema and lung cancer)
Home+or&
GCE Human Biology
59 of 58 59 of 58
Ot%er 'orms o' Support

*n order to %elp you implement t%e ne+ Human Biology speci'ication e''ectively- OCR o''ers a compre%ensive pac&age o' support) $%is includes:
OCR $raining
Get 5eady=introducing t"e ne! s&ecifications
A series o' #REE %al'3day training events are being run during Autumn 00@- to give you an overvie+ o' t%e ne+ speci'ications)
Get )tarted=to!ards successful deli%ery of t"e ne! s&ecifications

$%ese 'ull3day events +ill run 'rom Spring 00( and +ill loo& at t%e ne+ speci'ications in more dept%- +it% emp%asis on 'irst delivery) ?isit +++)ocr)org)u& 'or more details)
Mill 4%ar' $raining

Additional events are also available t%roug% our partner- Mill 4%ar' $raining) *t o''ers a range o' courses on innovative teac%ing practice and +%ole3sc%ool issues 3 +++)mill3+%ar'3training)co)u&)
e3Communities
Over @0 e3Communities o''er you a 'ast- dynamic communication c%annel to ma&e contact +it% ot%er sub:ect specialists) Our online mailing list covers a +ide range o' sub:ects and enables you to s%are &no+ledge and vie+s via email) ?isit %ttps:DDcommunity)ocr)org)u&- c%oose your community and :oin t%e discussionU
*nterc%ange
OCR *nterc%ange %as been developed to %elp you to carry out day to day administration 'unctions online- 2uic&ly and easily) $%e site allo+s you to register and enter candidates online) *n additionyou can gain immediate 'ree access to candidate in'ormation at your convenience) Sign up at %ttps:DDinterc%ange)ocr)org)u&
GCE Human Biology
5' of 58 5' of 58
+u8lis"ed 5esources
OCR o''ers centres a +ealt% o' 2uality publis%ed support +it% a 'antastic c%oice o' 6O''icial 5ublis%er 5artner7 and 6Approved 5ublication7 resources- all endorsed by OCR 'or use +it% OCR speci'ications)
+u8lis"er &artners
OCR +or&s in close collaboration +it% t%ree 5ublis%er 5artnersB Hodder- Heinemann and O9'ord "niversity 5ress .O"50 to ensure centres %ave access to: Better publis%ed support- available +%en you need it- tailored to OCR speci'ications Juality resources produced in consultation +it% OCR sub:ect teams- +%ic% are lin&ed to OCR7s teac%er support materials More resources 'or speci'ications +it% lo+er candidate entries Materials t%at are sub:ect to a t%oroug% 2uality assurance process to ac%ieve endorsement
$%e publis%er partners%ips are non3e9clusive +it% t%e GCE Sciences being t%e only e9ception) Heinemann is t%e e9clusive publis%er partner 'or OCR GCE Sciences) Heinemann is producing t%e 'ollo+ing resources 'or OCR GCE Human Biology 'or 'irst teac%ing in September 00( Vpublication 1 Spring 00(W 1)>1 *e%el Human Biology )tudent Boo. Barbara Geatrell- 5auline ,o+rie- Alan $illey- Series Editor #ran #uller *SB= is M3@(03F!I3HM A00
1&&ro%ed &u8lications
OCR still endorses ot%er publis%er materials- +%ic% undergo a t%oroug% 2uality assurance process to ac%ieve endorsement) By o''ering a c%oice o' endorsed materials- centres can be assured o' 2uality support 'or all OCR 2uali'ications)
Endorsement
OCR endorses a range o' publis%er materials to provide 2uality support 'or centres delivering its 2uali'ications) >ou can be con'ident t%at materials branded +it% OCR7s OO''icial 5ublis%ing 5artnerP or OApproved publicationP logos %ave undergone a t%oroug% 2uality assurance process to ac%ieve endorsement) All responsibility 'or t%e content o' t%e publis%er7s materials rests +it% t%e publis%er) $%ese endorsements do not mean t%at t%e materials are t%e only suitable resources available or necessary to ac%ieve an OCR 2uali'ication) Any resource lists +%ic% are produced by OCR s%all include a range o' appropriate te9ts)
GCE Human Biology
58 of 58 58 of 58

Unit f222 Growth Development and Disease Scheme of Work and Lesson Plan Booklet

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GCE Human Biology

GCE Human Biology

GCE Human Biology

GCE Human Biology of 58

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