CCEA Planning Framework for GCSE Biology
CCEA Planning Framework for GCSE Biology
CCEA Planning Framework for GCSE Biology
GCSE Biology
Contents
Page
Unit 1: Cells, Living Processes and Biodiversity
6
Unit 2: Body Systems, Genetics, Microorganisms and Health
57
CCEA Planning Framework for GCSE Biology
Introduction
The purpose of this Planning Framework is to support the teaching and learning of GCSE
Biology. The Planning Framework is based on specification content but should not be used as a
replacement for the specification. It provides suggestions for a range of teaching and learning
activities which provide opportunities for students to develop their:
 Knowledge and understanding
 Subject specific skills
 The Cross-Curricular Skills
 Thinking Skills and Personal Capabilities
The Planning Framework is not mandatory, prescriptive or exhaustive, therefore teachers are
encouraged to adapt and develop it to best meet the needs of their students.
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CCEA Planning Framework for GCSE Biology
Subject Skills Assessed through GCSE Biology:
The following skills are assessed in GCSE Biology:

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develop their knowledge and understanding of biology;
develop their understanding of the effects of biology on society;
develop an understanding of the importance of scale in biology;
develop and apply their knowledge and understanding of the nature of science and of the
scientific process;
develop their understanding of the relationships between hypotheses, evidence, theories and
explanations;
develop their awareness of risk and the ability to assess potential risk in the context of
potential benefits;
develop and apply their observational, practical, modelling, enquiry and problem solving skills
and understanding in laboratory, field and other learning environments;
develop their ability to evaluate claims based on science through critical analysis of the
methodology, evidence and conclusions both qualitatively and quantitatively; and
develop their skills in communication, mathematics and the use of technology in scientific
contexts.
Supporting the Development of Statutory Key Stage 4 Cross-Curricular
Skills and Thinking Skills and Personal Capabilities
This specification builds on the learning experiences from Key Stage 3 as required for the
statutory Northern Ireland Curriculum. It also offers opportunities for students to contribute to
the aim and objectives of the Curriculum at Key Stage 4, and to continue to develop the CrossCurricular Skills and the Thinking Skills and Personal Capabilities. The extent of the
development of these skills and capabilities will be dependent on the teaching and learning
methodology used.
Cross-Curricular Skills at Key Stage 4
Communication
Students should be able to:
 communicate meaning, feelings and viewpoints the logical and coherent manner, using
appropriate technical terms, for example outline the process of eutrophication;
 make oral and written summaries, reports and presentations, which take account of audience
and purpose, for example describe some treatments for cardiovascular disease and explain
when and how they are used, their benefits and drawbacks, in the form of a written or oral
presentation;
 participate in discussions, debates and interviews, for example the role of international treaties
in combating increasing global CO2 levels;
 interpret, analyse and present information in oral, written and ICT formats, for example
prepare a PowerPoint presentation or poster; and
 explore and respond, both imaginatively and critically, to a variety of texts, for example re‐
evaluate the evidence for how environmental changes affect the distribution of organisms.
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CCEA Planning Framework for GCSE Biology
Using Mathematics
Students should be able to:
 use mathematical language and notation with confidence, for example use appropriate units,
measurements and calculations in enzyme and transpiration experiments;
 use mental computation to calculate, estimate and make predictions in a range of simulated
and real life contexts;
 select and apply mathematical concepts and problem‐solving strategies in a range of
simulated and real‐life contexts, for example during fieldwork work out average percentage
cover of a species or average number of a species;
 interpret and analyse a wide range of mathematical data, for example calculating the energy
content in foods;
 assess probability and risk in a range of simulated and real‐life contexts; and
 present mathematical data in a variety of formats that take account of audience and purpose,
for example a graphical representation of different examples of variation within a class.
Using ICT
Students should be able to:
 Students should be able to make effective use of information and communications
technology in a wide range of contexts to access, manage, select and present information,
including mathematical information, for example use of dataloggers to record experimental
data about an abiotic factor during fieldwork and use of an appropriate format for presenting
experimental results and conclusions.
Thinking Skills and Personal Capabilities at Key Stage 4
Although not statutory at Key Stage 4 this specification also allows opportunities for further
development of the Thinking Skills and Personal Capabilities of Managing Information and
Creativity.
Self-Management
Students should be able to:
 plan work, for example plan with others how they might carry out one of the prescribed
practical tasks;
 set personal learning goals and targets to meet deadlines, for example learning how to use a
scientific balance to find the mass of materials encountered through a prescribed practical;
 monitor, review and evaluate their progress and improve their learning, and manage their
time effectively.
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CCEA Planning Framework for GCSE Biology
Working with Others
Students should be able to:
 learn with and from others through co‐operation, for example plan and carry out an
experiment with others to test a range of foods;
 participate in effective teams and accept responsibility for achieving collective goals, for
example carry out a series of practical tasks to complete a field survey; and
 listen actively to others and influence group thinking and decision‐making, taking account of
others’ opinions, for example research the benefits and risks of the use of stems cells in
medicine.
Problem Solving
Students should be able to:
 identify and analyse relationships and patterns, for example investigate experimentally the
relationship between light and rate of photosynthesis and use ICT to process the data;
 propose justified explanations;
 reason, form opinions and justify their views;
 analyse critically and assess evidence to understand how information or evidence can be used
to serve different purposes or agendas, for example evaluate why the number of people with
diabetes in the population is rising;
 analyse and evaluate multiple perspectives, for example have a discussion on both positive
effects of human activity on biodiversity;
 explore unfamiliar views without prejudice, for example evaluate the ethical issues associated
with genetic screening;
 weigh up options and justify decisions, for example evaluate the advantages and
disadvantages of various treatment methods for cancer; and
 apply and evaluate a range of approaches to solve problems in familiar and novel contexts.
Key Stage 4 Statutory Skills and Personal Capabilities
Communication Skills
Using Mathematics
Using ICT
Problem solving
Working with Others
Self-Management
Comm - T&L (Talking & Listening) W (Writing) R (Reading)
UM
UICT
PS
WO
SM
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CCEA Planning Framework for GCSE Biology
Key Features
The Planning Framework:
 Includes suggestions for a range of teaching and learning activities which are aligned to the
GCSE Biology specification content.
 Highlights opportunities for inquiry-based learning.
 Indicates opportunities to develop subject knowledge and understanding and specific skills
 Indicates opportunities to develop the Cross-Curricular Skills and Thinking Skills and
Personal Capabilities.
 Provides relevant, interesting, motivating and enjoyable teaching and learning activities which
will enhance the student’s learning experience.
 Makes reference to supporting resources.
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CCEA Planning Framework for GCSE Biology
Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
1.1 Cells
Students should be able to:
1.1.1
Microscopy
 Practical 1.1 make a
temporary slide and use a light
microscope to examine, draw
and identify the structures of a
typical plant and animal cell
and produce labelled biological
diagrams;
 explain how greater
resolution of electron
microscopes has increased
our understanding of cell
structures;
Unit 1
Suggestions for Teaching and Learning Activities
Link to Practical Manual
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
UICT
SM
WO
 Students use this interactive activity to practice safe and precise
microscopy(1)
 Students label a diagram of a microscope
 Students make slides from cheek cells (animal) and from onion tissue
(plant) to view under the microscope
 Students draw these cells as viewed under the light microscope
 Students are given a range of electron micrographs of different
objects to see if they can identify them
 Students are asked to make a list of advantages and limitations of
PS
each of the microscopes discussed on a YouTube video called
‘Comparing microscopes’
 The STEM bus allows students to see the differences in preparation
for light and electron microscopes and can prepare specimens to view
in both
 Students make a temporary slide and use a light microscope to
examine, draw and identify the structures of a typical plant and animal
cell and produce labelled biological diagrams
6
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
1.1 Cells (cont.)
Students should be able to:
1.1.2
Size and
magnification
 determine the size of
biological specimens by:
– estimation;
– calculation using the
equation:
– magnification = size of
image ÷ size of real object;
and
– using a scale bar;
Suggestions for Teaching and Learning Activities
 Students use the booklet from TES called ‘calculating magnification’
to practice using the equation for calculating magnification(2)
 Students calculate size using a scale bar(3)
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
UM
UM
Microscopes, slides, coverslips, onion, sterilised swabs, disinfectant, calculators and rulers, access to online resources
(1) www.brainpop.com/games/virtuallabsusingthemicroscope/
(2) www.tes.com/teaching-resource/calculating-magnification-6008077
(3) www.thinkib.net/biology/page/17083/calculating-magnification-and-size
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CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
1.1 Cells (cont.)
Students should be able to:
1.1.3
Animal Cells
 demonstrate knowledge of
the structure and function
of animal cells, including
nucleus and chromosomes,
cytoplasm, mitochondria
as the site of cell
respiration, and cell and
nuclear membranes;
1.1.4
Plant Cells
 demonstrate knowledge
that plant cells can have
additional structures not
found in animal cells:
cellulose cell wall, large
permanent vacuole and
chloroplasts;
1.1.5
Bacterial Cells
 compare and contrast the
structure of bacterial cells
with plant and animal cells:
non-cellulose cell wall,
absence of nucleus and
presence of plasmids;
Resources
Printables, scissors, glue, online access
(1) www.bbsrc.ac.uk/documents/build-your-own-cell-pdf/
(2) https://app.activateinstruction.org/resource/view/id/51eee91107121cfb69c3826c/bc0/user/bc0_id/519ad0c5efea657621000013
(3) http://sciencewithsteve.co.nz/games/advanced_learners/bacterial_cell/
 Students build their own cell(1)
 Students working in groups do a ‘cells and organelles’ card sort(2)
 Students do a drag and drop activity to label a bacterial cell(3)
8
SM
UICT, PS
WO
UICT
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
1.1 Cells (cont.)
Students should be able to:
1.1.6
Stem Cells
 demonstrate knowledge
 Students view this animation to reinforce understanding of the role of Comm
and understanding that a
human embryonic stem cells(1)
stem cell is a simple cell in  Students use the board game and giant body to reinforce the subject
animals and plants that has
of stem cells(2)
the ability to divide to form
cells of the same type:
– in animals stem cells can be
harvested from the
(embryonic) umbilical cord
or bone marrow (adult);
– embryonic stem cells form
a full range of cell types
while adult stem cells form
WO, PS
a limited range of cell types;
– most animal stem cells
change permanently at an
early stage into specialised
cells with structures that
adapt them to a particular
function; and
9
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
1.1 Cells (cont.)
Students should be able to:
1.1.6
Stem Cells (cont.)
– in plants, stem cells
Students take a piece of cauliflower and grow cloned plants by plant
originate from meristems at tissue culture
the apices of roots and
stems and many of these
cells retain the ability to
divide and so can be used
in cloning techniques;
Resources
Eurostemcell toolkit activities
(1) www.sumanasinc.com/webcontent/animations/content/stemcells_scnt.html
(2) www.eurostemcell.org/toolkititem/regenerate-interactive-classroom-games-and-activities
Cauliflower florets, scalpel, forceps, petri dishes, agar
10
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
Comm, SM
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
1.1 Cells (cont.)
Students should be able to:
1.1.7
Stem Cells (cont.)
 demonstrate knowledge
 Read the story of two characters Monika and Peter(1)
and understanding that
 Students do card sort (cut up and shuffled). Working in groups they
using stem cells in medicine
could arrange the cards into the correct piles matching the images of
has:
the cells with their name, function and specialisation(2)
– potential benefits, including  Teacher input to explain that cells group into tissues and tissues into
bone marrow transplants in
organs
treating leukaemia;
– potential risks with ethical
implications, including pretreatment using
radiotherapy or
chemotherapy, transfer of
viruses or diseases from
other animals, formation of
tumours or development of
unwanted cell types; and
– the need for validation of
research, for example by
peer review;
11
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
Comm – R
WO
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
1.1 Cells (cont.)
Students should be able to:
1.1.8
Specialisation
 demonstrate knowledge
and understanding that
multicelled organisms’ cells
can form specialised
tissues, organs and organ
systems;
1.1.9
 explain the need for
exchange surfaces and a
transport system in
multicelled organisms in
terms of surface area :
volume ratio;
1.1.10
 describe and explain the
process of diffusion, which
transports substances,
including oxygen, carbon
dioxide, water, dissolved
nutrient molecules and
mineral ions, into and out
of cells and organisms:
– as the movement of
molecules from a region of
high concentration to a
region of low
concentration; and
Suggestions for Teaching and Learning Activities
12
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
1.1 Cells (cont.)
Students should be able to:
1.1.10 (cont.)
– the rate of diffusion is
affected by temperature,
surface area and
concentration gradient; and
1.1.11
 investigate the effect of
surface area on the rate of
diffusion.
Resources
Printables from the eurostemcell website, card sort printed from TES Cell specialisation, online access
 Teacher demonstrates the effect of surface area by using different
sized agar cubes with alkali + indicator and immerse them in acid
(1) www.eurostemcell.org/toolkititem/stem-cell-treatments-and-ethics-discussion-lesson
www.eurostemcell.org/files/SC_treatments_ethics_plan_plus_resources_FINAL.pdf
(2) www.tes.com/teaching-resource/specialised-cells-card-sort-3000424
HCl acid, beaker, stopclock, tweezers, agar cubes of different sizes, indicator solution, white paper, goggles
13
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
1.2 Photosynthesis
Students should be able to:
1.2.1
 demonstrate knowledge
and understanding of
photosynthesis as an
endothermic process that
takes place in chloroplasts,
where chlorophyll absorbs
light energy, producing
sugars and starch;
 Explain that chlorophyll is a pigment that absorbs light energy.
During photosynthesis this energy is used. Since more energy is
taken in than given out, it is an endothermic reaction
 recall the word equation
 Students carry out the following experiments;
1.2.2
light
carbon dioxide + water
(chlorophyll)
glucose + oxygen
and the balanced
chemical equation for
photosynthesis:
6CO2 + 6H2O
light
chlorophyll
1.2.3
C6H12O6 + 6O2
 explain investigations into
how photosynthesis
requires light, carbon
dioxide and chlorophyll to
show that biology is an
evidence-based discipline,
including:
– how and why a leaf is
destarched;
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
WO
 Explain why plants are destarched. They are left in darkness for at
least 48 hours so that all starch is used up in respiration
PS
(i) Test for starch in two leaves, one which has been left in the dark for
24 hours (after destarching) and one which has been left in the light. The
WO
reasons for each step should be explained. (Geraniums can be used)
Insert link to the Practical manual
(ii) Test for starch in a variegated leaf to show that chlorophyll is
necessary for photosynthesis. (Variegated geraniums/pelargoniums can
be used)
(iii) Show that oxygen is produced using pond weed Elodea (this can be a
demonstration or students can do it. It may take several days to collect
enough oxygen to give a positive test)
(iv) Demonstration; Show that carbon dioxide is required. Use two
conical flasks with a similar photosynthesising plant in each. In one flask
place soda lime. Test for starch after 24 hours in the light
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CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
1.2 Photosynthesis
(cont.)
Students should be able to:
1.2.3 (cont.)
– testing a leaf for starch by
boiling in water, boiling in
ethanol, softening in water
and testing with iodine
solution;
– the production of oxygen;
– using sodium hydroxide to
absorb carbon dioxide; and
– using a variegated leaf to
illustrate the role of
chlorophyll;
Students test a leaf for starch
 Practical 1.2
investigate the need for light and
chlorophyll in photosynthesis by
testing a leaf for starch;
Link to Practical Manual.
Students investigate the need for light and chlorophyll in photosynthesis
by testing a leaf for starch.
15
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
PS
WO
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
1.2 Photosynthesis
(cont.)
Students should be able to:
1.2.4
 explain how temperature,
light intensity and carbon
dioxide concentration
affect the rate of
photosynthesis and
interpret data on the
limiting factors on the
rate of photosynthesis;
Suggestions for Teaching and Learning Activities
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
 Vary a variable in turn to demonstrate how the rate of photosynthesis
changes, for example: vary the distance of a lamp in relation to
photosynthesising pond weed. Record the number of oxygen
bubbles per minute
 Introduce limiting factors by playing a card matching game such as
‘pairs’ using blue and red cards. The game will proceed as long as a
blue card has a match with a red card, but if there are no more red
cards, the game stops. The lack of red cards is the limiting factor.
This will enforce the idea that photosynthesis will proceed until one
factor becomes limiting
 Recap respiration and its word equation. It is the reverse of
photosynthesis. Why?
 Students should be encouraged to discuss the relationship between
making food and using food within the plant
16
WO
Comm – T&L
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
1.2 Photosynthesis
(cont.)
Students should be able to:
1.2.5
 explain the relationship
 Demonstrate the colour change in hydrogen carbonate indicator,
between photosynthesis
when carbon dioxide concentration is high, by bubbling carbon
and respiration in plants,
dioxide through it
using hydrogencarbonate
 Demonstrate the colour change when carbon dioxide concentration is WO
indicator, to include:
low by adding indicator to a test-tube with photosynthesising
PS
– knowing the colour
pondweed
(Elodea)
changes of
Comm – T&L
hydrogencarbonate
 Students should discuss reasons for the causes of the colour change
indicator (high CO2 –
in pairs or groups
yellow, normal CO2 – red
and low CO2 – purple);
and
– demonstrating
compensation point.
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CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
1.2 Photosynthesis
(cont.)
Students should be able to:
1.2.6
 describe the structure and
shape of the mesophytic
leaf and identify its
adaptations for gas
exchange and light
absorption including:
– the epidermis, with cell
walls as a physical defence
that are transparent to
allow light through;
– the waxy cuticle, which is a
physical defence that is
transparent to allow light
through and waterproof to
reduce water loss;
– the palisade mesophyll
cells, which are tightly
packed, end on to upper
surface with many
chloroplasts to increase
photosynthesis;
Suggestions for Teaching and Learning Activities
 Make a model of a leaf using ‘junk’ materials and discuss the
properties that the materials for each part should have, for example,
waterproof cling film used for the waxy cuticle, porous sponge used
for the spongy mesophyll layer
18
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
PS
Comm
WO
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
1.2 Photosynthesis
(cont.)
Students should be able to:
1.2.6 (cont.)
– the spongy mesophyll cells,
with a few chloroplasts and
a large surface area for gas
exchange;
– intercellular spaces, which
allow diffusion of gases
through the leaf; and
– guard cells and stomata,
which allow gases to
diffuse into and out of the
leaf.
Resources
Relevant Scientific equipment including suitable plants (geranium, elodea)
Junk material: plastic, paper, sponge, card etc.
19
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
1.3 Nutrition and
Food Tests
Students should be able to:
1.3.1
 recall the following
reagents and their colour
changes:
Reagent
Initial
colour
Benedict’s Blue
Iodine
Biuret
Ethanol
1.3.2
Yellowbrown
Blue
Clear
Lilac
End colour
for positive
result
Brick red
precipitate
Blue-black
Suggestions for Teaching and Learning Activities
 Students should work in groups to carry out each food test and
record the colour changes. The results should be discussed within
their group and with other groups to find the patterns. Students
should devise a list of examples of each food type
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
WO
Comm – T&L
 Use a card sorting game to identify foods containing each nutrient
PS
 Discuss why we need a balanced diet containing all nutrients and
relate it to the functions of the biological molecules of each
WO
Purple/Lilac
White
emulsion
 investigate food samples
using food tests, including:
– reducing sugar (Benedict’s);
– starch (iodine solution);
– amino acid or protein
(Biuret); and
– fats (ethanol);
20
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
1.3 Nutrition and
Students should be able to:
Food Tests (cont.)
1.3.3
Biological
Molecules
 explain the importance of
the following biological
molecules:
– carbohydrates made up of
simple carbohydrates
(sugars, glucose and
lactose) as sources of
energy and storage,
complex carbohydrates
(cellulose, starch and
glycogen);
– fats/lipids, made up of
fatty acids and glycerol, as
sources of energy and
storage; and
21
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
1.3 Nutrition and
Students should be able to:
Food Tests (cont.)
1.3.3
Biological
Molecules (cont.)
– proteins, made up of amino
acids, as structural and
functional molecules in
cells; and
Food and Energy
 Practical 1.3
investigate the energy content of
food by burning food samples.
Link to Practical Manual
 Students should work in pairs to investigate the energy content of at
least 2 types of food (crisps work well). Students should calculate the
temperature difference of the water sample using the start and end
temperatures. Students may want to calculate the energy content of
the food in Joules using the formula:
 4.2 x mass of water (g) x change in temperature (ºC)
Resources
Relevant Scientific equipment including food samples
22
WO
UM
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
1.4 Enzymes and
Digestion
Students should be able to:
1.4.1
 describe the actions of
enzymes as proteins that
are biological catalysts
which speed up the rate of
reactions without being
used up, to include
carbohydrase (amylase),
lipase and protease, and
interpret the results using
the lock and key model to
illustrate substrate
specificity;
Suggestions for Teaching and Learning Activities
 Teacher introduction to recall knowledge of digestive enzymes
discussed in KS3. Reinforce earlier learning that enzymes are
proteins made up of amino acids which fold into 3D molecules that
function as biological catalysts. Recall that a catalyst speeds up a
reaction, by lowering activation energy, without being used up in the
reaction
 Teacher shows the action of catalase (extracted from liver) on the
breakdown of hydrogen peroxide
 Students could investigate the action of amylase, lipase and protease
on starch agar and amylase, lipase and protease on egg white. They
should conclude from results that enzymes are specific to a substrate
 Students watch amoeba sisters’ animation on enzymes will introduce
the idea of the lock and key theory of enzyme action(1)
Resources
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
Enzymes, starch, egg white, agar
(1) www.youtube.com/watch?v=fMa3xyMySbE
23
PS, WO
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
1.4 Enzymes and
Digestion (cont.)
Students should be able to:
1.4.2
 interpret how temperature,
pH, enzyme concentration
and inhibitors affect the
action of enzymes,
including:
– low temperature causing
reduced rates of collision
between substrate and
enzyme.
– describing the maximum
rate of reaction as the
optimum;
– denaturation occurring
increasingly at levels above
the optimum, explained as
irreversible change to the
shape of the active site that
inhibits enzyme action; and
Suggestions for Teaching and Learning Activities
 Students plot graphs of the effect of temperature and pH on the rate
of an enzyme controlled reaction
 Teacher input to link the results with knowledge of kinetic theory
from KS3
24
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
WO
UM
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
1.4 Enzymes and
Digestion (cont.)
Students should be able to:
1.4.2 (cont.)
– inhibitors as molecules
that fit the active site but
are not broken down (no
further detail required);
 Teacher makes link to the role of inhibitors in medicine – many drugs
work by preventing enzymes from working
 Practical 1.4 investigate the
effect of temperature on the
action of an enzyme;
 Students investigate the effects of temperature on the action of an
enzyme – Link to the practical manual
1.4.3
Resources
 demonstrate knowledge
 Students watch this animation which shows the stages of digestion(1)
and understanding that in
food digestion, enzymes are  Students carry out a practical ‘The model gut’. They use Visking
tubing to contain a mixture of starch and glucose solution. This is
needed to break down
immersed in a beaker of water. After 30 minutes they can test for
(digest) large, insoluble
glucose and starch in the water. Introduces the idea that only small
molecules into small,
molecules (link to earlier learning on biological molecules) can cross
soluble ones that can then
the wall of the ileum
be absorbed into the
bloodstream;
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
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PS
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Online access, amylase, starch solution, iodine, water baths at different temperatures
Visking tubing, starch solution, glucose solution, benedict’s, iodine, water bath. CCEA practical booklet
(1) http://highered.mheducation.com/sites/0072495855/student_view0/chapter26/animation__organs_of_digestion.html
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CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
1.4 Enzymes and
Digestion (cont.)
Students should be able to:
1.4.3
– and that they have
commercial and economic
uses, including biological
washing powders;
Suggestions for Teaching and Learning Activities
 Teacher uses this PowerPoint to introduce the idea that enzymes are
useful in industry(1)
 Students research how enzymes work in biological washing powders.
They investigate the action of three (or more) different samples of
washing powder on starch nutrient agar and milk nutrient agar in
Petri dishes. They measure the diameter of the clear zones produced
in the agars
 Students research the use of non-biological washing powder
compared to biological washing powder at removing stains from a
piece of cloth. Link to the idea that using biological washing powder
means stained clothing can be cleaned at lower temperatures which
saves energy and therefore is economically beneficial as well as
reducing water pollution
Resources
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
Biological and non-biological washing powder, starch and milk nutrient agar, fabric
(1) www.tes.com/teaching-resource/enzymes-in-industry-6372269
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CCEA Planning Framework for GCSE Biology
Unit/Option
content
1.4 Enzymes and
Digestion (cont.)
1.4.4
The Digestive
System
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
Students should be able to:
 relate the structure of the
ileum to its function of
absorbing digested nutrient
molecules and how it is
adapted: large surface area
(length, folds and villi),
good blood supply, and
thin and permeable
membranes; and
 Students label a diagram of the digestive system to recall their
knowledge of its structure from KS3
 Teacher uses model torso to revisit the stages of digestion. Recall
that during digestion large insoluble molecules must be broken down
into small soluble molecules so that they can cross the wall of the
ileum and enter the blood
 Students view prepared slides of the ileum (of a small mammal) and
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make drawings of its structure. Students try to identify features of the
ileum that will aid absorption of food into the blood. (Recall earlier
knowledge of the leaf as exchange surface and its adaptations)
 Students complete a table of structures and function of the
adaptations of the ileum
 Teacher input to explain that in order for substances to move across
a membrane there needs to be a diffusion gradient. Link this to the
importance of a good blood supply
1.4.5
Resources
 explain how the structure  Students label a diagram of the structure of a villus to include the
of a villus (finger-like
epithelial cells, lacteal and capillary network
shape, single layer of
surface cells, capillary
network and lacteal) is
adapted to absorb
digested food molecules
efficiently.
Prepared slides of the ileum/model ileum
27
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CCEA Planning Framework for GCSE Biology
Unit/Option
content
1.5 Breathing and
the Respiratory
System
1.5.1
Respiratory
Surfaces
1.5.2
Respiratory
surfaces
1.5.3
Lung Model
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
Students should be able to:
 describe the structures of
the respiratory system and
relate them to their
functions, including the
nasal cavity, trachea,
bronchus, bronchioles,
lungs, alveoli, diaphragm,
ribs, intercostal muscles,
pleural membranes and
pleural fluid;
 explain the adaptations of
respiratory surfaces in
plants and animals,
including large surface area,
thin, moist, permeable,
good blood supply and
diffusion gradient;
 use a lung model to
describe and explain
breathing as changes in
pressure and volume of the
thoracic cavity that result
from the actions of the
diaphragm, ribs and
intercostal muscles;
 Provide students with an outline diagram of the respiratory system
and ask them to label it
 Using a large roll of paper (wallpaper is ideal and shops often sell off
or give away rolls when lines end); ask a student to lie down and draw
around their outline. Then draw the respiratory system in the correct
position. Diagrams of the respiratory parts can be printed from
appropriate websites and stuck on, if preferred
Comm – T&L, W
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Comm – T&L, W
 Identify the respiratory surfaces in animals. Identify the alveoli in the UICT
lungs. Students could use the Internet to compare images of the lungs
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of different animals. In groups students devise a list of the key
features of the lungs of each animal
 Identify the respiratory surfaces in plants. Use the Internet to
compare the leaves of different plants and in groups devise a list of
the key features of the leaves
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 Discuss how these features aid gas exchange in each respiratory
surface
 Teacher uses lung model to explain breathing and demonstrates how
the lungs inflate as the diaphragm moves down, and deflate as it
returns
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CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
1.5 Breathing and
the Respiratory
System (cont.)
1.5.4
Uses of energy
released
Students should be able to:
1.5.5
 demonstrate knowledge
and understanding that
respiration is an
exothermic reaction,
taking place in
mitochondria,
continuously releasing
energy in all cells that
organisms can use for heat,
movement, growth,
reproduction and active
transport;
 demonstrate knowledge
and understanding of the
effect of exercise on the
depth and rate of
breathing;
Suggestions for Teaching and Learning Activities
 Students can investigate the effect of exercise on breathing by placing
their hand on their ribcage and counting the number of breaths per
minute. Describe the gentle movement of their hand as their rib cage
moves up and down. Do 1 minute of exercise (star jumps) and after
count the number of breaths per minute and describe the movement
of their hand as they breathe
 Teacher clarifies that breathing involves the exchange of gases in the
alveoli whereas respiration is a process that occurs in every cell of the
body. Respiration involves the oxidation of glucose which produces
a large amount of heat energy. This energy is released so it is an
exothermic reaction
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Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
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UM
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
1.5 Breathing and
the Respiratory
System (cont.)
Students should be able to:
1.5.6
Equation for
Respiration
 recall the word equation for
aerobic respiration
glucose + oxygen
energy
+ carbon dioxide + water
and the balanced
chemical equation
C6H12O6 + 6O2
energy
+ CO2 + H2O;
1.5.7
Aerobic and
Anaerobic
respiration
 compare and contrast
aerobic respiration with
anaerobic respiration in
mammalian muscle:
glucose
energy + lactic acid
and in yeast:
glucose energy + alcohol +
carbon dioxide
 Practical 1.5
investigate the factors affecting
the respiration of yeast.
Resources
Suggestions for Teaching and Learning Activities
 In groups students discuss what happens to their muscles when they
exercise for a long time. They try to explain why muscles tire and
why they often start to burn (or get a stitch) they will explain the
lower energy and lactic acid that is a product of anaerobic respiration
in muscles
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
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Comm – T&L
 Teacher uses store bought yeast to demonstrate the production of
CO2 in anaerobic respiration. Lime water will change colour as the
CO2 is released
Link to practical manual
Students investigate the factors affecting the respirations of yeast
Practical Manual and Fact file on the CCEA website insert link here
Yeast, bell jar model of the lungs
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CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
1.6 Nervous
System and
hormones
Students should be able to:
1.6.1
 compare and contrast the
two communication
systems (nervous and
hormonal) in the human
body, including the speed
and nature of the response;
Suggestions for Teaching and Learning Activities
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
 Class discuss how communication occurs in the body. The teacher
directs towards two systems, nervous and chemical (hormonal).
Students construct a table to show the similarities and differences
between the two systems limited to speed and nature of the response
 Students do activities on the endocrine system that can be used to
reinforce learning(1)
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1.6.2
CNS
Comm – T&L
 describe and explain the
 Class discussion around how the nervous system is controlled.
basic structure and
Students will be aware of the brain but some questioning about reflex
function of the central
reactions should get them thinking about the role of the spinal cord.
nervous system:
A model spine is used to show the spinal cord running through the
– the brain and spinal cord
vertebrae and the branching to the peripheral nervous system.
together form the central
Introduction of the terminology of receptors which pick up stimuli
nervous system that
and effectors (muscles or glands) that cause a response. Relate to
controls and co-ordinates
previous knowledge of the five senses (sight, sound, touch, taste and
the responses between the
smell) identify these as receptors and discuss the effectors in each
receptors and effectors, and
case for example, muscles in the eye responding to bright light to
muscles; and
make the pupil smaller, saliva produced by the salivary gland when we
smell baking bread
Resources
Model spine, online access
(1) http://resources.schoolscience.co.uk/SEP/notes/abpi/14-16/hormones.pdf
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CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
1.6 Nervous
System and
hormones (cont.)
Students should be able to:
1.6.3
The Eye
 use models and specimens
to identify the following
component parts of the eye
and understand their
functions in producing a
focused image on the retina
under different light
conditions:
– conjunctiva helps prevent
microorganisms entering
the eye;
– cornea allows light into the
eye and causes it to bend
(refract) slightly;
– pupil allows light into the
eye;
– iris controls the amount of
light entering the eye by
changing its diameter;
– lens bends (refracts) the
light towards the retina,
Resources
Suggestions for Teaching and Learning Activities
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
 Teacher uses an eye model to introduce the structure and the
function of each part of the eye
 Students label a diagram of the component parts of the eye
 Students carry out an eye dissection and identify the parts of the eye
 They construct a table showing the component parts of the eye and
their functions
Sheep eyeballs/ model eye, dissection kits
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CCEA Planning Framework for GCSE Biology
Unit/Option
content
1.6 Nervous
System and
hormones (cont.)
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
Students should be able to:
– aqueous and vitreous
humour help maintain the
shape of the eye and lens;
– retina contains cells that are
sensitive to different types of
light;
– an optic nerve transfers
nerve impulses from the
light-sensitive cells of the
retina to the brain;
1.6.4
Resources
 extend their knowledge
 A teacher demonstration using an optical bench will help students to
and understanding of the
understand accommodation
eye, including:
 Students watch the animation and then draw diagrams to explain
– how the ciliary muscles
what happened when focussing on a near or far object(1)
and suspensory ligaments
change the shape of the
lens so that near and
distant objects may focus
on the retina
(accommodation);
Optical bench
(1) www.kscience.co.uk/animations/eye.htm
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CCEA Planning Framework for GCSE Biology
Unit/Option
content
1.6 Nervous
System and
hormones (cont.)
1.6.5
1.6.6
Resources
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
Students should be able to:
 demonstrate knowledge and  Students label diagram of a neuron (1)
understanding how neurones
are adapted to their function  Students watch animation to show synaptic transmission(2)
by their cell body, branched  Students label the synapse and put the sequence of events in the
ends, long length and
correct order(3)
insulating myelin sheath;
 The teacher uses ppt and class do worksheet on synapses(4)
 demonstrate knowledge
and understanding of
synapses as gaps between
neurones that:
– function as junctions; and
(1) https://faculty.washington.edu/chudler/fillin1.html
(2) www.youtube.com/watch/?v=uU_4uA6-zcE
(3) http://act.hdsb.ca/biology/Homeostasis_files/The%20Synapse.pdf
(4) www.tes.com/teaching-resource/synapses-6197502
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CCEA Planning Framework for GCSE Biology
Unit/Option
content
1.6 Nervous
System and
hormones (cont.)
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
Students should be able to:
– allow the nerve impulse to
pass due to diffusion of a
transmitter chemical
produced by the end of
the neurone leading into
the synapse, which in
high enough
concentration triggers an
impulse in the next
neurone;
1.6.7
Voluntary and
reflex actions
1.6.8
Reflex arc
 distinguish between
 Students watch this animation to introduce the difference between
voluntary and reflex actions,
voluntary and involuntary reactions(1)
referring to conscious
 Students could be given cards of voluntary and reflex reactions and
control and speed of
asked to place them under the correct heading
response;
 Students do a drag and drop activity to label the reflex arc(2)
 demonstrate knowledge
and understanding of the  Students label a blank diagram of the reflex arc
pathway of the spinal
 Students work in pairs to test their own reflexes by doing a ruler drop
reflex arc, including:
test, firstly with eyes open and slight touch and then with eyes closed.
– a receptor that detects
They may find their reaction is faster when their eyes are closed. A
stimuli in the
class discussion around heightened senses could be used to explain
environment and
their findings
produces nerve impulses;
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CCEA Planning Framework for GCSE Biology
Unit/Option
content
1.6 Nervous
System and
hormones (cont.)
1.6.8 (cont.)
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
Students should be able to:
– a sensory, an association
and a motor neurone
connected by synapses
(gaps between neurones);
and
– an effector (a muscle or
gland) that responds to
impulses from the motor
neurone;
 Students use the following website to test their own reflexes(3)
1.6.9
Homeostasis
 explain the importance of
 Homeostasis is introduced by discussing what happens to our body
maintaining a constant
when warm/cold and students think about why temperature control
internal environment for the
is important. Link to earlier learning on enzymes controlling
proper functioning of cells
reactions in the body and how their reaction is affected by
and enzymes in response to
temperature. Students are asked to come up with other examples of
internal and external change,
factors that are controlled in the body. Teacher explains that there
limited to controlling blood
are many factors that are controlled in the body by the process of
glucose concentration and
homeostasis
osmoregulation; and
Resources
Meter rulers, online access, voluntary and involuntary reaction cards
(1) www.sumanasinc.com/webcontent/animations/content/reflexarcs.html
(2) www.wwnorton.com/college/psych/psychology8/dragdrop/03_06.html
(3) www.humanbenchmark.com/tests/reactiontime
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Comm – T&L
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
1.6 Nervous
System and
hormones (cont.)
Students should be able to:
1.6.10
Hormones

Resources
Model body
demonstrate knowledge
and understanding that
hormones are chemical
messengers produced by
glands and released into
the blood, which carries
them to a target organ
where they act, referring
to:
– blood glucose
concentration constantly
monitored by the pancreas;
– the pancreas producing
insulin in response to
increasing blood glucose
concentration;
Suggestions for Teaching and Learning Activities
 Teacher uses model body to show which organs are hormone
producers. Students complete worksheets from this website (1)
(1) http://resources.schoolscience.co.uk/SEP/notes/abpi/14-16/hormones.pdf
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Curricular Skills,
Thinking Skills and
Personal Capabilities
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CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
1.6 Nervous
System and
hormones (cont.)
Students should be able to:
1.6.10
Hormones (cont.)
– insulin acting by causing
the liver and muscles to
absorb more glucose from
the blood, so lowering
blood glucose
concentration; and
– liver cells either respiring
the absorbed glucose or
converting it to glycogen,
which they store;
1.6.11
 explain negative
feedback exemplified by
the role of insulin in the
control of blood glucose;
Resources
(1) www.youtube.com/watch?v=X78C5ajmKJs
 Students could view the following animation a number of times and
then construct a negative feedback loop to show how insulin and
glucagon are involved in the control of blood sugar levels within a
normal range(1)
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Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
UICT
SM
CCEA Planning Framework for GCSE Biology
Unit/Option
content
1.6 Nervous
System and
hormones (cont.)
1.6.12
Diabetes
Resources
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
Students should be able to:
 demonstrate knowledge and  Teacher demonstrates how a blood glucose monitor/clinistix is used
understanding that:
to monitor blood glucose levels. Students should be aware that the
– diabetes is a condition in
normal level is between 4-7 mmol/litre
which the blood glucose
 This NHS choices video tells the story of Chandler, a teenager
control mechanism fails;
diagnosed with diabetes(1)
– Type 1 diabetes usually
occurs early in life when the  Students construct a table showing the causes, symptoms and effects
pancreas stops producing
of diabetes
insulin, which then has to be
taken as medication
 Students produce a video about the increase in type II diabetes,
throughout life;
warning of the risks and giving advice on how to reduce the risk of it
– Type 2 diabetes is a
developing
progressive disease linked to
lifestyle factors and obesity,
when the pancreas gradually
produces less insulin, which
in early stages means it can
be controlled by diet but
later may also require insulin
injections;
Poster paper, video cameras, text books
(1) www.nhs.uk/Conditions/Diabetes-type1/Pages/Chandlersstory.aspx
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CCEA Planning Framework for GCSE Biology
Unit/Option
content
1.6 Nervous
System and
hormones (cont.)
1.6.12
Diabetes (cont.)
1.6.13
Excretion
Resources
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
Students should be able to:
– the symptoms of diabetes
include high blood glucose,
glucose in the urine,
lethargy and thirst;
– possible long-term effects
of diabetes include eye
damage, kidney failure,
heart disease and strokes;
– that the number of people
with diabetes in the
population is rising and
evaluate why;
 Students produce a leaflet or poster to inform people of the
symptoms of diabetes
 describe the gross structure
of the excretory system,
including the kidney (renal
artery, renal vein, cortex,
medulla and pelvic only, no
detail of the nephron
needed), ureters, bladder
and urethra;
 Class discussion about the term excretion, teacher input to explain
that excretion is the removal of waste made in the body’s metabolic
reactions and that egestion is the removal of waste the body could
not digest
 A model of the body is used to introduce the excretory system
 Students label the diagram of a kidney(1)
 Teacher demonstrates a kidney dissection
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PS
 Students are be asked to produce a leaflet or poster to inform people
of the long term risk of diabetes to health
 Teacher to invites in a speaker to discuss living with diabetes
Kidney, dissection kit, model body
(1) www.edhelper.com/teachers/health_Urinary_system.htm
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Comm – T&L
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CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
1.6 Nervous
System and
hormones (cont.)
1.6.14
Osmoregulation
Students should be able to:
Resources
Online access
(1) http://highered.mcgraw-hill.com/sites/0072495855/student_view0/chapter20/animation__hormonal_communication.html
(2) www.youtube.com/watch?v=rYLCM-qmtRo
 demonstrate knowledge
 Students watch an animation to show how the body copes with being UICT
and understanding of the
dehydrated(1)
kidney’s homeostatic role
in maintaining water
balance in the body
(osmoregulation) limited to:
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– water gained through intake  Students work in groups to produce a poster on how water is gained
in food and drink and the
and lost by the body
production of water by
respiration;
– water lost through
evaporation of sweat,
evaporation during
breathing and the
production of urine by the
kidney; and
– the role of the kidney in
 Students watch this animation which shows how the kidneys work (2)
filtering the blood and
controlling the
reabsorption of water;
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CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
1.6 Nervous
System and
hormones (cont.)
1.6.15
Students should be able to:
 explain the role of the
hormone antidiuretic
hormone (ADH) as a
hormone that causes the
kidney to reabsorb more
water and so reduce the
volume of urine
production (negative
feedback not required);
 Students use this interactive animation to discover what happen when
water levels are high and low and make a flow chart of the
information(1)
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 Students view the K Science animation which depicts how ADH
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effects the permeability of the collecting duct (2)
1.6.16
Plant Hormones
 explain how plant
hormones are important in
controlling and
coordinating plant growth
and development, referring
to phototropism in stems
as a differential growth of
cells caused by uneven
distribution of the
hormone auxin in response
to unidirectional light; and
 Class discuss how plants control their reactions. Students could be
asked to come up with a list of ways in which plants react to their
surroundings
Resources
Comm – T&L
 Teacher explains that communication in plants is all by chemicals
called hormones
 Students do an internet search to discover some of the hormones
found in plants such as those to control growth, fruit or flower
development
 Teacher shows students a plant that has been grown in unilateral light
and ask students to discuss what has happened and why
Plants grown in unilateral light
(1) www.abpischools.org.uk/asset/0/flash/422.html
(2) www.kscience.co.uk/animations/kidney.htm
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PS
CCEA Planning Framework for GCSE Biology
Unit/Option
content
1.6 Nervous
System and
hormones (cont.)
1.6.17
Resources
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
Students should be able to:
 extend their knowledge
 Students grow cress seeds in different light conditions to see the
and understanding of
outcome
phototropism to include:
– auxin produced at the tip  Students use this interactive resource to discover how auxin works(1).
Students make notes from the information to explain the how auxin
of the shoot;
causes cell elongation and why when plants are grown in unilateral
– auxin moving down the
light there is a bending of the shoot
shoot;
– light causing uneven
 Students are asked to explain why this occurs and why it is
distribution of auxin; and
advantageous to the plant
– auxin causing cell
elongation, which results
in bending of the shoot.
Cress seeds, boxes with hole cut in one side, petri dishes, cotton wool
(1) www.kscience.co.uk/animations/auxin.htm
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WO
UICT
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
1.7 Ecological
relationships and
energy flow
Students should be able to:
1.7.1
 demonstrate knowledge
and understanding of the
terms biodiversity,
population, habitat,
environment, community
and ecosystem;
 Students use text books to make a glossary of the terminology
outlined in this section
1.7.2
Fieldwork
 measure biotic and abiotic
factors such as wind speed,
water, pH, light,
temperature and
biodiversity (the number of
plant and animal species)
and explain how they affect
communities;
 This work is best done during a field trip away from school. (If not
possible the school grounds can be used). Students are shown the
appropriate use of each apparatus
1.7.3
 describe how to use
quadrats to investigate
changes in the distribution
and population of
organisms within a sample
area of a habitat, limited to
belt transect and random
sampling;
 Students in pairs use a line transect in a number of different areas in a
site showing change in the distribution of organisms. They measure
biotic and abiotic factors
Resources
SAPS printable activity, quadrats, pH meters, Light meters, thermometers
44
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
SM
WO
UM
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
1.7 Ecological
Students should be able to:
relationships and
energy flow (cont.)
Link to Practical Manual
 Practical 1.6 use quadrats to
investigate the abundance of plants
 Students use quadrats to investigate the abundance of plants or
and/or animals in a habitat;
animals in a habitat
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
SM
 Students can sample randomly or using a belt or line transect
1.7.4
Competition
Resources
 account for the distribution  This activity looks at the adaptations of plant leaves(1)
WO
of plants and animals by
UM
 Students use different tools as ‘bird beaks’ and compete for food(2)
describing how the
organisms found have
adapted to their environment
and the competition for
resources – water, light,
space and minerals in plants
and water, food, territory,
mates and predators in
animals – that can affect
population growth and how
humans influence the normal
balance of ecosystems
Quadrats, SAPS Printables, Tong Chopsticks, Eye Droppers, Forks, Pliers, Tweezers, Toothpicks, Clothespins, Bird food mix of Sand,
Oats, Rice, Marshmallow, Gummy Worms, Cereal, Pasta, Coconut, Small candies
(1) www.saps.org.uk/secondary/teaching-resources/869-investigating-leaf-adaptations-why-do-nettles-sting
(2) http://science-mattersblog.blogspot.co.uk/2011/02/adaptations-bird-beaks-version-1.html?m=1
45
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
1.7 Ecological
Students should be able to:
relationships and
energy flow (cont.)
1.7.5
Role of the Sun
 demonstrate knowledge and
understanding that the Sun
is the source of energy for
most ecosystems on Earth
and demonstrate
understanding of the role of
green plants as producers in
capturing this energy and
making it available to other
organisms;
 Students recall previous knowledge of photosynthesis. Class
discussion about where our food comes from. Teacher to make link
that all food we consume gets its original energy from the sun
Comm – T&L
1.7.6
Food chains and
food webs
 demonstrate knowledge and
understanding of food
chains and webs by:
– identifying producers and
consumers;
– describing the differences
between the trophic levels;
and
 Students watch this video which introduces food chains within an
ecosystem(1)
PS
Resources
Printed card game, online access
 Students can use these activities to build food chains and food webs
and test their knowledge(2)
(1) www.youtube.com/watch?v=MuKs9o1s8h8
(2) www.bbc.co.uk/schools/scienceclips/ages/8_9/habitats_fs.shtml
46
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
1.7 Ecological
Students should be able to:
relationships and
energy flow (cont.)
1.7.6
Food chains and
food webs (cont.)
– understanding that arrows
represent consumption and
the transfer of substances
(carbon and nitrogen) and
energy through the
ecosystem;
1.7.7
Energy Flow
 calculate the efficiency of
energy transfers between
trophic levels and explain
how this affects the
amount of energy available
at each trophic level due to
heat from respiration,
excretion, egestion and
uneaten structures, and
understand why shorter
food chains are more
efficient;
Resources
 Students view interactive animation and record the information about
the energy flow in a cow(1). They then discuss in groups why it is
more efficient to eat vegetables than meat from cattle
 Students could use websites to research food chains in different
environments and depict their food chain in some way (see Pinterest
for artistic ideas). Class discussion about the length of the food
chains, link to earlier information on the energy losses of the cow and
get students to explain why it is best for consumers to consume at
lower trophic levels
 Teacher discusses the effect on food chains if an organism in the
food chains becomes extinct and could link this to the current
problem with the plight of the honey bee
Online access, printable worksheet
(1) www.kscience.co.uk/animations/energy_transfers.htm
47
UM, Comm – T&L
UICT
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
1.7 Ecological
Students should be able to:
relationships and
energy flow (cont.)
1.7.8
Pyramids of
numbers and
biomass
 construct pyramids of
numbers and biomass as
models of food chains and
explain the difference, and
explain the advantages
and disadvantages of
each type of pyramid;
 Students draw pyramids of number and biomass for food chains they
have researched. It is useful to draw a pyramid of number for a food
chain that does not give a pyramidal shape. The class is then asked to
draw a pyramid of biomass for the same food chains and discuss
what are the advantages and disadvantages of each model(1)
UM
1.7.9
Carbon Cycle
 demonstrate knowledge
and understanding of the
significance of
photosynthesis, respiration,
combustion, fossilisation,
feeding, excretion, egestion
and decomposition in the
carbon cycle, and the
constant removing and
returning of substances
from the environment;
 This interactive animation allows students to visualise how carbon
moves between the atmosphere and different compounds in animals
or plants
UICT
 Students produce and record their own song!(2)
PS, WO
Comm - W
Resources
 Students produce a poster of the carbon cycle showing each of the
processes involved
Poster materials
(1) http://wrightrobinson.co.uk/wp-content/uploads/2015/03/pyramids-of-numbers-and-biomass-worksheets.pdf
(2) www.youtube.com/watch?v=bWaEB4BMFAQ&list=UUGJqRYuHwar5W6fzQO4VxxQ
48
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
1.7 Ecological
Students should be able to:
relationships and
energy flow (cont.)
1.7.10
Decomposition
1.7.11
Resources
 demonstrate knowledge
and understanding of the
decomposing action of
saprophytic fungi and
bacteria including:
– secretion enzymes,
extracellular digestion and
absorption;
– in recycling nutrients
through the abiotic and
biotic components of the
ecosystem;
– in forming humus;
 investigate the key features
of the decay process
(temperature and water
content) on the rate of
decomposition in aerobic
and anaerobic
environments
 Teacher shows a time lapse video of the decomposition of food or
animals (readily available on google video). The teacher can then lead
a discussion about what other organism may be involved in the
decomposition
Comm – T&L
 Students watch the video which explains the role of decomposers(1)
and then construct flow chart of decomposition.
SM
 Students can set up a compost heap. They ensure key factors for the
decay process are established i.e. correct temperature, correct pH,
correct moisture and oxygen content
Compost bin, food waste
(1) www.youtube.com/watch?v=uB61rfeeAsM
49
WO
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
1.7 Ecological
Students should be able to:
relationships and
energy flow (cont.)
1.7.12
Global Warming
 evaluate the evidence for
how environmental
changes affect the
distribution of
organisms, limited to
increasing levels of
carbon dioxide leading
to global warming and
demonstrate knowledge
and understanding of:
– the causes, including
combustion of fossil
fuels and deforestation;
 The class is split into two groups. Students use newspaper clippings
and websites to research the topic and prepare for a class debate
looking at both sides of the argument surrounding global
warming(1)(2)
Resources
(1) www.globallearningni.com/resources
(2) The guardian teacher network provides a wealth of resources for this topic.
50
Comm – T&L
UICT
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
1.7 Ecological
Students should be able to:
relationships and
energy flow (cont.)
1.7.12
– the problems associated
Global Warming
with this, including:
(cont.)
increasing temperatures
(melting ice caps, rising
sea levels or flooding);
increasing frequency of
extreme weather (storms
or drought); and loss of
habitats;
1.7.13
Nitrogen Cycle
Resources
 demonstrate knowledge
 Students view animation and use it to label a diagram of the nitrogen
and understanding of the
cycle(1)
role that microorganisms
 Knowing how nitrogen is recycled students predict what would
have in the nitrogen
happen to the cycle if oxygen was not available. Students should
cycle, to include nitrogen
recognise that the number of denitrifying bacteria increase and the
fixation, nitrification,
nitrates are denitrified. Ask students to explain what would happen
denitrification and
to the plant growth with less nitrate in the soil. Students should think
decomposition
about conditions that may reduce nitrogen in the soil and those that
(knowledge of the names
would increase it. Link to farming and our economy
of specific bacteria is not
required) and apply this
to aerobic and anaerobic
conditions, for example
water logging;
(1) www.pbslearningmedia.org/asset/lsps07_int_nitrogen/
51
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
UICT
WO
Comm – T&L
PS
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
1.7 Ecological
Students should be able to:
relationships and
energy flow (cont.)
1.7.14
Minerals
Resources
 demonstrate knowledge
 Students discuss nutrient deficiency by looking at what happens to
and understanding that
humans if they are nutrient deficient. Display examples of plants that
plants absorb minerals
are nutrient deficient. It is easy to grow geraniums in poor soil to
from the soil by active
show the pink colouring that appears when they are deficient in
uptake /transport, to
magnesium
include: calcium for cell
 Students produce a table of the named nutrients their use and the
walls and
effect they will have if deficiency occurs
magnesium for chlorophyll;
absorption of nitrates for
 Students investigate the effect of fertiliser on growing radishes by
proteins; and
using a range of artificial and natural fertilisers.
– that growers can add
minerals to the soil in the
form of natural fertilisers
(farmyard manure, slurry or
compost) or artificial
fertilisers
SAPS investigation, images of nutrient deficientplants
(1)The TES website has many worksheets on plant mineral deficiency that can be downloaded for free
52
Comm – T&L
Comm – W
PS
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
1.7 Ecological
Students should be able to:
relationships and
energy flow (cont.)
1.7.14
Minerals cont.
– root hair cells as specialised
cells that are adapted to
absorbing minerals and
water from the soil by
having an extended shape,
providing an increased
surface area.
 Students view slides or images of roots and make drawings. They
look at how a root hair cell is different in structure from a nonspecialised plant cell. Discuss why this adaptation is useful to the
plant, making the link with larger surface area for uptake of water and
minerals
 Students recall that substances move into and out of cells from
section 1.1. They think about what substances in the soil are needed
in the plant cell. Teacher input to discuss that water will move in by
osmosis along an osmotic gradient
– active uptake/transport
is a process that requires
energy from respiration
to transport the minerals
against a concentration
gradient;
 Teacher explains that minerals are higher in many root hair cells than
in the soil. Students asked (based on their knowledge of diffusion)
how they would expect minerals to move. Explain that this would be
disadvantageous to the plant if minerals were to move out. Introduce
the term active transport
53
Comm – T&L
PS
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
1.7 Ecological
relationships and
energy flow (cont.)
1.7.15 (cont.)
Resources
 This animation of active transport can be used to explain to students
that sometimes substances move against the gradient but that this
process is dependent on energy(1)
 Link to earlier discussion about mineral deficiency in anaerobic
conditions. Ask students why the plant became deficient (no mineral
uptake) get them to explain why the plant becomes deficient linked to
the fact that energy is required for mineral uptake. Students make
that link that if the plant is deficient there is no mineral uptake and
that active transport is not occurring as the energy required is not
made. Link to respiration as the source of energy therefore in
anaerobic conditions the plant is unable to respire and produce the
energy for mineral uptake
Prepared slides or root
(1) www.bbc.co.uk/schools/gcsebitesize/science/add_ocr_pre_2011/homeostasis/importancerev6.shtml
54
Comm – T&L
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
1.7 Ecological
Students should be able to:
relationships and
energy flow (cont.)
1.7.16
Eutrophication
Resources
 explain how sewage
 Discussion about the use of fertilisers in farming, and why farmers
disposal and fertilizer runmight apply organic or artificial fertiliser to their grass and crops.
off can cause
Show an image of a farmer spraying a field near a water source.
eutrophication, including:
Prompt students to think about what this will do to the plants living
– nitrates stimulating
in the water
growth of aquatic plants
 Students view this animation and produce a flow chart showing the
and algae;
stages of eutrophication(1)
– aquatic plants and algae
 Students graph the results collected from different points on a stream
dying due to subsequent
nitrate depletion and
shading;
– the role of aerobic
microorganisms in the
decomposition of plants
and algae;
– the consequences of
oxygen depletion on other
aquatic vertebrates and
invertebrates; and
Comm – T&L
PS
UM
Water samples from clean and polluted water sources. Species identification cards
http://nroc.mpls.k12.mn.us/Environmental%20Science/course%20files/multimedia/lesson78/animations/5a_Lake_Eutrophication.ht
ml
55
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
1.7 Ecological
Students should be able to:
relationships and
energy flow (cont.)
1.7.16
Eutrophication
(cont.)
1.7.17
Human activity
and biodiversity
Resources
 demonstrate knowledge
and understanding that
human activity can have
positive effects on
biodiversity, including the
role of:
– reforestation and
sustainable woodlands; and
– the role of international
treaties in reducing global
CO2 levels.
 The Department of Agriculture, Environment and Rural affairs run
an education programme in many of NI woodlands. A class visit to
look at the work being done in NI would be useful(1). This can be
supplemented by resources from the Woodland Trust (2)
(1) www.daera-ni.gov.uk/articles/education-programmes
(2) www.woodlandtrust.org.uk/mediafile/100146207/Getting-outside-the-classroom-learning-pack.pdf
56
SM
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
2.1 Osmosis and
plant transport
Students should be able to:
Osmosis,
plasmolysis and
turgidity
 Practical 2.1 investigate, the
process of osmosis by measuring
the change in length or mass of
plant tissue or model cells, using
Visking tubing;
Link to Practical Manual

Students investigate osmosis using potato cylinders immersed in
various sucrose solutions (may use various concentrations of
blackcurrant juice). Measure change in mass/length. Collate results
and draw a graph showing % change in mass/length against
concentration of sucrose solutions. From the graph they see the
concentration of sucrose solution that is isotonic with the potato cell
concentration (no change in mass)
2.1.1
 identify changes in plant
cell structure that occur in
plasmolysed and turgid
cells due to osmosis (linked
to 1.1.3–4);

Students study a selection of prepared plant cell slides, recapping cell
structure and noting the difference in turgid and plasmolysed cells
Practical: students place red onion or rhubarb epidermal cells in
water and in concentrated (20%) sucrose solution. Leave for 20
minutes and examine under a microscope
The students draw labelled diagrams of the turgid and plasmolysed
cells. The teacher describes the role of turgidity in plant support


Resources
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
UM
Comm – W
PS
WO
WO, Comm – T&L
WO, Comm – W
Raw potato, cork borer (to cut cylinders), knife/blade, various concentrations of sucrose solution (or blackcurrant juice), ruler, electronic
balance, graph paper. Visking tubing, various solutions of sucrose solutions, water, electronic balance
Safety:- Safety glasses, cutting board, great care needed using the cork borer and knife/blade, care with glassware
Microscopes, Prepared plant cell slides
Rhubarb/red onion, distilled water, 20% sucrose solution, microscope slides, cover slips, forceps
CCEA Textbook
57
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
2.1 Osmosis and
plant transport
(cont.)
Students should be able to:
2.1.2
Osmosis,
plasmolysis
and turgidity
(cont.)
 explain osmosis as
diffusion of water
molecules from a dilute
solution to a more
concentrated solution,
through a selectively
permeable membrane;
Suggestions for Teaching and Learning Activities



Students recall diffusion. Direct to osmosis (water molecules)
The teacher explains that a dilute solution has more water molecules
than a concentrated solution as these terms apply to the amount of
solute molecules in the solution
Students role play a selectively permeable membrane. Students stand
in a row with small gaps in between. Single or small groups can pass
through but large groups cannot
2.1.3
 explain how osmosis causes 
plant cells to become
plasmolysed and turgid and
demonstrate knowledge

and understanding of the
role of the cell wall in
limiting the entry of water;
Resources
Visking tubing, various solutions of sucrose solutions, water, electronic balance
Students make simple osmometers using visking tubing and various
solutions of sucrose and water. Record the initial weight and the
final weight after X minutes. Describe and explain the results
Teacher explains the role of the cell wall in limiting the entry of water
into plant cells
ipads/computers for web search
CCEA Textbook
58
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
WO, Comm – W
WO, Comm – T&L
WO, Comm – T&L,
Comm – W, UM
CCEA Planning Framework for GCSE Biology
Unit/Option
content
2.1 Osmosis and
plant transport
(cont.)
The Potometer
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
Students should be able to:
 Practical 2.2. Use a potometer
(bubble or weight photometer
and/or washing line method) to
investigate the factors affecting
the rate of water uptake by a
plant
Link to Practical Manual
2.1.4
Transpiration
 define transpiration as
evaporation from
mesophyll cells followed by
diffusion through airspaces
and stomata (linked to
1.2.6)
 Students recall the structure of a mesophytic leaf. They label an
unlabelled diagram as revision. The teacher gives the definition of
transpiration and explains the function
 Students watch an animation to reinforce understanding,
 Students observe prepared slides of stomata under the microscope
 Students make nail varnish ‘casts’ of the upper and lower surfaces of
ivy leaves and view the distribution of stomata under the microscope.
Draw a labelled diagram of each surface
Resources
Link to practical manual
Bubble potometer, electronic balance, leafy plant shoots, potted plant. Safety:- Care with glassware
Potted plant, clear polythene bag, electronic balance
Diagrams of mesophytic leaf
Microscope, ivy leaves, nail varnish, tweezers, microscope slides
CCEA Textbook
 In groups of two/three, one half of the class investigates
transpiration using a bubble potometer, the other half using the
weighing method
– Using the bubble potometer record the distance the air bubble moves
at regular time intervals
– Cover a watered, plotted plant with a polythene bag. Record the
initial weight. Leave for 24 hours and record the final weight or
record the weight at regular intervals. Calculate the change in weight
– Class then carries out washing line method.
59
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
WO
Comm – T&L
PS
UM
SM
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
2.1 Osmosis and
plant transport
(cont.)
Students should be able to:
2.1.5
Transpiration
(cont.)
 Explain how surface area,
wind, temperature,
humidity and light intensity
affect transpiration and the
rate of water uptake by a
plant (linked to 1.2.6);
Suggestions for Teaching and Learning Activities
 In groups of two/three, one half of the class investigates
transpiration using a bubble potometer, the other half use the
weighing method. They investigate the factors affecting the rate of
transpiration:
– Wind speed – use hair dryer or fan;
– Temperature – plants in different areas where temperature differs;
– Surface area – compare rates when leaves are removed; and
– Humidity – compare using plant covered in polythene bag and one
without. Keep all other variables the same
 Teacher emphasises that rate involves the measurement of time.
Students draw graphs and work out the rates of transpiration for each
condition
 Students suggest how plants use water. They recall support,
transport, transpiration and photosynthesis
 They construct a table/spider diagram to include each use of water
with a short description
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
WO
PS
Comm – T&L
UM
UM
2.1.6
Uses of water
 demonstrate knowledge
and understanding that
plants use water for
support, transport,
transpiration and
photosynthesis;
Resources
Bubble potometer, electronic balance, fan, clear polythene bag, leafy plant shoots, potted plant. Safety: Care with glassware
Potted plant, clear polythene bag, electronic balance
CCEA textbook
60
Comm – W, R
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
2.2 The Circulatory Students should be able to:
System (cont.)
2.2.1
 use a microscope to
examine a blood smear,
identify the component
parts and demonstrate
understanding of their
function;
– red cells are a specialised
cell adapted to oxygen
transport – biconcave
shape, absence of nucleus
and haemoglobin
containing iron;
– white cells are a defence
against disease;
– platelets have a role in
converting fibrinogen to
fibrin, causing blood
clotting and scab
formation;
– plasma transports cells,
food molecules, carbon
dioxide, hormones and
urea;
 Students observe prepared slides of blood under the microscope
 Students are given a range of electron micrographs of different blood
components to see if they can identify them
61
WO
PS
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
2.2 The Circulatory Students should be able to:
System (cont.)
2.2.2 Cell Lysis
 demonstrate a
knowledge an
understanding of the
effect of placing red cells
in water, causing cell
lysis (linked to 1.1.2 and
1.6.9)
A large hand drawn diagram is used to explain the direction of water
movement by osmosis and to show the impact that osmosis will have on
cell lysis
2.2.3
Blood Vessels
 describe the structure of
blood vessels (arteries,
veins and capillaries) and
relate their structure to
their functions, including:
– wall thickness
– presence of muscles and
elastic fibres; and
– lumen diameter and
– presence of valves; and
Students examine prepared slides of arteries, veins and capillaries as well
as web based diagrams of same (example sciencephoto.com). Students
could be asked to make a compare and contrast table of the features
from the three types of blood vessels
2.2.4
 demonstrate knowledge
and understanding of the
role of the different types
of blood vessel, including:
– arteries carrying blood
under pressure away from
the heart (usually
oxygenated);
Comm – T&L
Colouring the elastic and muscle layers as well as measuring the relative
thickness of these layers from the diagram could also be carried out to
help highlight the differences between arteries and veins
An unlabelled diagram of the circulatory system is given out and class
asked to label this from prior knowledge in pencil. The whole class then
complete as part of a peer assessment.
62
PS
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
2.2 The Circulatory Students should be able to:
System (cont.)
2.2.4 (cont.)
– veins carrying blood under
low pressure towards the
heart with valves that
maintain the direction of
flow (usually deoxygenated
blood); and
– capillaries allowing the
exchange of material with
tissues through permeable
walls.
2.2.5
 name and demonstrate
knowledge and
understanding of the
functions of blood vessels
entering and leaving the
heart, lungs, liver, kidneys
and intestine, describing
the sequence and direction
of flow in double
circulation of oxygenated
and deoxygenated blood;
Suggestions for Teaching and Learning Activities
Students carry out a role play to demonstrates how oxygenated and
deoxygenated blood moves throughout the body and how double
circulation works. In a spacious area the heart is marked out on the
ground using masking tape. Students, starting at the vena cava walk
through the heart to a designated ‘lungs’ area where they leave a blue
bead in a beaker. They collect a red bead from an adjacent beaker and
walk back through the heart to a designated ‘body organs’ area. They
leave a red bead and pick up a blue bead. They walk back to the heart,
completing a double circulation
The video clip (1) below is used to show the narrated step through
circulation through all heart chambers. It then goes on to show how the
heart rate and stroke volume both increase to increase cardiac output.
Discussion links increased heart rate and the need for delivery of extra
oxygen, and removal of carbon dioxide after exercise
Students examine heart models and/or carry out a dissection of a heart
obtained from a butcher or abattoir. (It can be difficult to obtain suitable
hearts as they are often sliced open at the abattoir for inspection)
Students draw and label diagrams of the cross section of the heart and a
front on view to include the names of associated blood vessels
This video clip is used which shows an animated step cardiac sequence
followed by a simple dissection of pig heart showing all key components
63
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Comm – T&L
SM
Comm - W
CCEA Planning Framework for GCSE Biology
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content
Learning Outcomes or
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Suggestions for Teaching and Learning Activities
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
2.2 The Circulatory Students should be able to:
System (cont.)
2.2.6 Effects of
Exercise
 investigate the effects of
exercise on the pulse rate
(linked to 1.5.4 and 1.5.5);
2.2.7
 explain the effects of
exercise on the circulatory
system to include:
– increased muscle
contraction requiring
energy for respiration
(linked to 1.5.4 and 1.5.5);
– increased cardiac output
and blood flow to muscles
to supply glucose and
oxygen;
– increased heart rate at
higher blood pressure; and
– strengthened heart muscle;
Resources
Teacher uses a bingo type recap activity such as that shown in this link:
www.bingocardtemplate.org/cardiovascular-system-bingo
Students are asked to carry out a simple investigation where they take
UM
their resting heart rate then do increasing duration of star jumps in class
(20 sec bursts followed by 2 mins rest). The duration should increase by
20 seconds each time up to a maximum of 100 seconds. They then plot a
graph of heart rate v exercise duration
Comm – T&L
Discussion after the graph is drawn should refer back to the body
requirement for oxygen and removal of carbon dioxide. In addition
teacher refers to the link between fitness and how quickly the heart
returns to resting pulse and how this indicates faster recovery from
exercise as a key fitness indicator
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CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
2.3 Reproduction,
fertility and
contraception
Students should be able to:
2.3.1
 demonstrate knowledge
and understanding of the
structure and function of
the male reproductive
system, including the testes,
urethra, scrotum, penis,
sperm tube and prostate
gland;
Suggestions for Teaching and Learning Activities
 Students examine models/photographs/diagrams of the reproductive
systems
 Students recap the location of each component structure
 Students label diagrams of male and female systems
 They produce a table detailing the structure and function of each
component of the male and female reproductive system
 Introduce the terms haploid, diploid, mitosis and meiosis in outline
only (it will be covered in detail later)
2.3.2
 demonstrate knowledge
and understanding of the
structure and function of
the female reproductive
system, including the
ovaries, oviducts, uterus,
cervix and vagina;
Resources
Models/photographs/diagrams of male and female reproductive systems
CCEA textbook
65
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Thinking Skills and
Personal Capabilities
Comm – W,R
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
2.3 Reproduction,
fertility and
contraception
(cont.)
Students should be able to:
2.3.3
Sperm formation
and pregnancy
 demonstrate knowledge
and understanding that:
– sperm cells are specialised
cells (linked to 1.1.3 and
1.1.8) formed by meiosis;
– sperm cells are adapted to
their function by having a
haploid nucleus,
mitochondria for energy
production (linked to
1.1.3) and a flagellum for
swimming;
– fertilisation takes place in
the oviducts when the
haploid sperm and egg
nuclei fuse to give a diploid
zygote;
– the zygote divides by
mitosis many times to form
a ball of cells as it travels
down the oviduct to the
uterus;
Suggestions for Teaching and Learning Activities
 Students study images of sperm, label key features and note function
of each. Important to note significance of haploid nucleus of sperm
and egg (ovum), fertilisation restores diploid number
 Teacher describes the processes of fertilisation, zygote formation,
mitotic division, and implantation, there are many resources online.
spider diagrams or flow diagrams are very useful – aid pupil learning
 Students label and annotate diagrams of these processes
 Use flow diagram to note cell differentiation from zygote to a ball of
cells to produce tissues and organs
 Use an anonymous question box to allow students too embarrassed
to speak, ask their question. All students should be given a piece of
paper and if they do not have a question, then just write their name –
this will help ensure anonymity
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Comm
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
2.3 Reproduction, Students should be able to:
fertility and
contraception
(cont.)
2.3.3
– after implantation in the
Sperm formation
uterus lining, it then
and pregnancy
differentiates to produce a
(cont.)
variety of tissues and organs;
– the placenta is adapted for
diffusion by having a large
 Students label and annotate an unlabelled diagram of the developing
surface area for exchange of
foetus. They include arrows to show the direction of blood flow in
dissolved nutrients, oxygen,
the umbilical artery and vein
carbon dioxide and urea and  Students list the adaptations of the placenta and benefit of each, in
explain the role of villi in
particular the role of the villi
providing these adaptations;  Students construct a table with headings
– these substances are carried – ‘Substances carried to foetus’, ‘Reason’,
to or from the foetus in the – ‘Substance carried from foetus’, ‘Reason’.
blood vessels in the umbilical
 Students note the function of the amnion and amniotic fluid, label on
cord; and
a diagram
– the amnion and amniotic
fluid cushion the foetus;
Resources
Diagrams of sperm, female reproductive system – especially the oviducts where fertilisation takes place
Diagrams of fertilisation, growth of the zygote by mitosis, implantation
Ipads/ICT suite – to study zygote formation, mitotic division, implantation. CCEA Textbook
Diagrams of the placenta, umbilical cord. CCEA Textbook
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PS
WO, Comm – T&L
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
2.3 Reproduction,
fertility and
contraception
(cont.)
Students should be able to:
2.3.4
Sex hormones
 demonstrate knowledge
 Students suggest the effects of the male and female sex hormones
and understanding that
 Construct a table/spider diagram for testosterone and oestrogen to
testosterone, produced by
detail all secondary sexual characteristics
the testes, and oestrogen,
produced by the ovaries,
are sex hormones and recall
the secondary sexual
characteristics they cause to
develop;
2.3.5
Menstrual Cycle
 describe the main events of
the menstrual cycle,
including menstruation,
ovulation, the time when
fertilisation is most likely to
occur and the roles of
oestrogen and
progesterone;
Resources
 Students study diagrams representing the menstrual cycle for example
graphs showing hormone levels against time
 Students construct a table to understand the menstrual cycle with
headings: Event, Time/Day Hormone, Site of production, Effects
 Students label and annotate a 28 day diagram – template to show the
main events of the menstrual cycle
Diagram of Menstrual cycle – for example, graph showing hormone levels.
Ipads/ICT suite
CCEA Textbook
68
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Thinking Skills and
Personal Capabilities
SM
Comm - W
SM
Comm - W
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
2.3 Reproduction,
fertility and
contraception
(cont.)
Students should be able to:
2.3.6
 explain some of the
causes of infertility and
the following
developments in fertility
treatments in humans;
– the use of hormones to
produce multiple ova;
– i.e. invitro fertilisation;
– the transfer of several
embryos in the uterus;
2.3.7
Contraception
 examine how different
methods of contraception
work and evaluate the
advantages and
disadvantages of each,
including:
– mechanical – the condom
(male and female) as a
barrier to prevent the
passage of sperm and also
prevent the spread of
sexually transmitted
infections
Suggestions for Teaching and Learning Activities

Students suggest some causes of infertility.
The teacher discusses fertility treatments.
Students then construct a table with the Headings:
– Causes of infertility
– Types of fertility treatment
– How treatment works
Supporting Cross
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Thinking Skills and
Personal Capabilities
Comm – T&L, W

Compile a list of stages of in-vitro fertilisation and give a brief but
specific explanation of each. NHS website has good information on
the process of IVF.
 Students, in small group view a range of contraceptives placed at
different stations in the classroom. They visit each station for several
minutes and read the accompanying information leaflets + answer
questions on a worksheet
 Students gain an understanding of how different types of
contraception are appropriate at different stages of life. They
research one method of contraception using the NHS website –
Contraception guide. They prepare short notes to share with the
class/others in their group, give a brief explanation of how each
method of contraception work, the advantages and disadvantages.
Collate all the information in a table with Headings: ‘Type of
contraception’, ‘How it works’, ‘Advantages’, ‘Disadvantages’
69
WO, Comm – R, W
Comm – R, W
Comm – T&L
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
2.3 Reproduction,
fertility and
contraception
(cont.)
Students should be able to:
2.3.7
Contraception
(cont.)
(such as HIV leading to
AIDS) some of which
can lead to infertility if
left untreated, for
example Chlamydia;
– chemical – the
contraceptive pill and
implants, which change
hormone levels and stop
the development of the
ovum;
– surgical – male and female
sterilisation to prevent the
passage of sperm and ova
respectively;
– an awareness that
contraception can raise
ethical issues for some
people;
Resources
Range of contraceptives
Ipad/ICT suite
CCEA Textbook
Suggestions for Teaching and Learning Activities
 Some people have ethical issues regarding contraception – students
may research and have a short discussion/debate regarding these.
Sensitivity and careful direction of any discussion will be required
70
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Comm – T&L
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
2.4 Genome,
chromosomes,
DNA and
genetics
Students should be able to:
2.4.1
 describe the genome as the  Students are asked to carry out a survey of characteristics that they
entire genetic material of an
possess and to consider which of those characteristics were passed
organism;
from their parents. Students may also consider characteristics passed
down from their grandparents’ generation to them
2.4.2
Chromosomes
 identify and describe
chromosomes as genetic
structures occurring in
functional pairs in the
nucleus of cells, except
gametes (linked to 1.1.3);
 The key terms for this section could be introduced as:
chromosomes, genes, alleles, gametes
 Students recap the structure of a cell and recall where genetic
information resides
 Teachers use a ‘drill down’ type diagram to show how it is possible to
visualise all the way from the nucleus and right down to
chromosomes made up of genes and finally genes composed of
molecules of DNA
 Students discuss how genes control the inheritance of characteristics
by making the link between the genetic code and the building of
proteins
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WO
SM
Comm – T&L, R
Comm – T&L
CCEA Planning Framework for GCSE Biology
Unit/Option
content
2.4 Genome,
chromosomes,
DNA and
genetics (cont.)
Learning Outcomes or
Elaboration of Content
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
Students should be able to:
 Teacher discusses inheritance of chromosomes (and therefore
characteristics) in pairs, one from each parent. The karyotype image
from section 2.4.2 can be used to visualise this. This will allow
clarification of how short lengths of DNA can operate as the code
for a particular protein (see 2.4.4), and therefore for particular
characteristics. However since both versions of characteristics
inherited from each parent are not going to be the same, then they
will actually inherit a pair of genes but often only actually express one.
This will serve to explain what alleles and such pairs of different
versions of the same gene
2.4.2
Chromosomes
(cont.)
2.4.3
Genes and Alleles
Suggestions for Teaching and Learning Activities
 identify and describe genes
and alleles as sections of
chromosomes made up of
short lengths of DNA that
operate as functional units
to control characteristics
and understand that alleles
are different forms of the
same gene;
 Students examine 3D models (preferably) or drawings, images of part
of a molecule of DNA. They draw a short length of the DNA
molecule:
 3D model kits are available commercially or students could build
simple models using the websites
Comm – W
UICT
 The teacher explains why 3 bases (one triplet) are necessary to code
for 1 amino acid. Some simple example calculations may also be used UM
to calculate how many amino acids will result from a particular length
of DNA
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CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
2.4 Genome,
chromosomes,
DNA and
genetics (cont.)
Students should be able to:
2.4.4
DNA Structure
 demonstrate knowledge
and understanding of the
structure of DNA, to
include:
– a phosphate and sugar
(deoxyribose) backbone
with interlinking bases to
form a double helix;
– base pairing rules and the
unique nature of an
individual’s DNA; and
– the link between the
DNA code and the
building up of amino
acids in the correct
sequence to form protein
– the base triplet
hypothesis (transcription
and translation not
required);
Suggestions for Teaching and Learning Activities
 The teacher explains the link between the triplet codes to amino acids
to protein formation in outline. The code is different for everyone.
Students label unlabelled diagrams to summarise the process
 Students are given a brief explanation at this stage that before cells
can divide they must double up all their structures, including their
chromosome sets so that a complete set of all the important
structures can be sent to the two new ‘daughter cells’ generated
during mitosis and that this is the reason for DNA replication
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PS
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
2.4 Genome,
chromosomes,
DNA and
genetics (cont.)
Students should be able to:
2.4.5
Cell Division
 demonstrate knowledge
and understanding of
mitosis as part of the cell
cycle, limited to cell growth
and cell division, which
allows organisms to:
– grow;
– replace worn out cells; and
– repair damaged tissue;
2.4.6
Mitosis
 outline mitosis as the exact
duplication of
chromosomes producing
daughter cells that are
genetically identical to
parent cells, clones (names
of phases and details of
DNA replication not
required);
Suggestions for Teaching and Learning Activities
 Students view animation of mitosis from the following suggested
source: [2]
 They then use pipe cleaners to simulate what happens to the
chromosomes during mitosis. 4–5 stages should suffice. They
arrange the pipe cleaners (chromosomes) on the table and the teacher
checks. Students then arrange a set of photomicrographs/diagrams
of the stages in the correct order. They label and annotate a
template/diagram showing the complete process
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PS
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
2.4 Genome,
chromosomes,
DNA and
genetics (cont.)
Students should be able to:
2.4.7 Meiosis
 demonstrate knowledge
 Introduce meiosis as a type of cell division that produces haploid
and understanding of
gametes, which contain half of the required chromosomes for an
meiosis as reduction
organism
division (one cell producing
 Students could view a YouTube clip video on meiosis. They then
four genetically different,
carry out a role play show the difference between meiosis and mitosis
haploid daughter cells) and
as a process which,
through independent
assortment, re-assorts
the chromosomes to
provide variation
(crossing over and the
stages of meiosis are not
required);
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Comm – T&L
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
2.4 Genome,
chromosomes,
DNA and
genetics (cont.)
2.4.8
Genetic diagrams
and terminology
Students should be able to:
 demonstrate knowledge
and understanding of and
interpret genetic diagrams
consisting of a single
characteristic controlled by
a single gene with two
alleles (monohybrid cross)
in plants, animals and
humans including to
including:
– dominant and recessive
alleles;
– genotype, phenotype,
gamete and offspring ratios
and percentages and
probabilities;
– homozygous and
heterozygous genotypes;
– Punnett squares to
determine genotype
frequencies;
Suggestions for Teaching and Learning Activities
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
 The teacher gives a key word list with meanings of the following:
alleles, dominant, recessive, genotype, phenotype, homozygous, and
heterozygous
 They introduce dominant and recessive alleles using eye colour as the PS
inherited characteristic. Study that brown alleles are dominant to blue
alleles (recessive). Class survey may be carried out to see if the ratio
of eye colour in the class matches this
 Activity: A pair of students has two beakers containing the following
number of beads (alleles). Beaker 1- 20 brown beads, Beaker 2 - 20
blue beads. A blindfolded pupil selects one from each beaker giving
brown/blue combinations only
–
–
–
–
Explain why the offspring would all be brown eyed since the
brown eye phenotype is dominant, and as such most likely to
occur
Repeat using the following combinations; Beaker 1 – 10 brown +
10 blue beads, Beaker 2 – 20 blue beads
Students calculate the phenotypic ratio of brown to blue eyed
offspring.
Beaker 1 – 10 brown + 10 blue beads, Beaker 2 – 10 brown + 10
blue beads
Students calculate the phenotypic ratio of brown to blue eyed
offspring. They identify the offspring as homozygous dominant,
heterozygous dominant and recessive (homozygous)
76
UM
CCEA Planning Framework for GCSE Biology
Unit/Option
content
2.4 Genome,
chromosomes,
DNA and
genetics (cont.)
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
Students should be able to:
 The teacher demonstrates how to set out genetic diagrams producing
F1 and F2 generations using Punnett squares
2.4.8
Genetic diagrams
and terminology
(cont.)
UM
 Students carry out given genetic crosses and questions from past
papers to reinforce the learning
– test (back) crosses to
determine an unknown
genotype; and
– pedigree diagrams;
 Students should now know that organisms with homozygous
dominant and heterozygous (NN and Nn for example) will have the
same phenotype. Teacher asks how the genotype of a prize sheep
can be ascertained since by looking just visually at the sheep we
would not know if it were a pedigree or not. Explain the test (back)
cross as a way of finding this out
 Students use beakers containing different beads to carry out test
crosses. They observe the differences in the phenotypes of the
offspring. If any offspring have the recessive characteristic then the
genotype is nn and one of the parents is Nn and cannot be NN
77
PS
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
2.4 Genome,
chromosomes,
DNA and
genetics (cont.)
Students should be able to:
2.4.9
 describe the role of
Mendel’s monohybrid
crosses in developing our
understanding of genetics;
 Students view YouTube video clip to look at the work of Mendel:
2.4.10
 demonstrate knowledge
and understanding of how
sex is determined in
humans;
 Students identify the male and female chromosomes on a karyotype
 demonstrate knowledge
and understanding of and
explain the inheritance of
these genetic conditions:
– haemophilia;
– cystic fibrosis;
– Huntingdon’s Disease; and
– Down’s Syndrome;
 Students are given a brief paragraph explaining the symptoms of each
of these diseases to put some context on these genetic conditions
2.4.11
Supporting Cross
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PS
 They note the difference. Introduce X and Y chromosomes (not
alleles)
 In terms of inheritance students may be asked to look at genetic
diagrams involving parents who are heterozygous or homozygous for
the conditions in order to see the significance of a person being a
carrier of these conditions
 It may also be discussed that parents who are carriers may consider
their genetic make-up when it comes to thinking about having
children and how this can tie in with genetic screening (section
2.4.12)
78
Comm – T&L
CCEA Planning Framework for GCSE Biology
Unit/Option
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Learning Outcomes or
Elaboration of Content
2.4 Genome,
chromosomes,
DNA and
genetics (cont.)
Students should be able to:
2.4.12
 explore the increasing
understanding of the
human genome and
evaluate the associated
ethical issues of genetic
screening, including:
– who decides who will be
tested;
– benefits and risks of
amniocentesis compared to
blood tests;
– the dilemma for carriers of
genetic conditions after a
test that diagnoses
abnormalities; and
– making genetic information
available to wider society,
for example insurance
companies; and
Suggestions for Teaching and Learning Activities
 It should be pointed out to students that they should not be drawn in
to presenting their own views, simple to act as scientists and be aware
of the arguments for and against genetic screening. A class
discussion on the dilemma for people who have the condition or are
carriers in deciding whether to have a child is a useful way of
approaching this section
 Teachers may wish to view the National Health Service video on
genetic screening prior to the discussion [1]
 Extend the discussion on the dilemma for parents, if following tests
the foetus is shown to have abnormalities and ask students to be
aware of the sensitivities of all those involved with this emotive
subject
 Another potentially contentious issue for class to discuss would be if
they would be happy if insurance premiums for health insurance, for
example, were calculated.
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Supporting Cross
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Personal Capabilities
SM
Comm – T&L
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
2.4 Genome,
chromosomes,
DNA and
genetics (cont.)
Students should be able to:
2.4.13
Genetic
Engineering
 demonstrate knowledge
 Students discuss how genetic engineering is possible. The teacher
and understanding of
directs them towards the idea that the DNA code is universal, that
genetic engineering as a
genes from humans can be introduced into other organisms, like
process that modifies the
bacteria, which can then make the human protein coded for [3]
genome of an organism to  Students view animations of the production of the protein insulin by
introduce desirable
genetic engineering
characteristics, to including:  Students discuss and list the advantages of producing insulin by GM
– the basic technique used
bacteria rather than being produced from cows and pigs
to produce human
insulin for the treatment
of diabetes (transfer of a
human insulin gene into
the plasmid of a bacterial
cell to form a genetically
modified bacterium that
can then be cultured in a
fermenter to produce
human insulin);
80
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Thinking Skills and
Personal Capabilities
Comm – T&L
Comm – T&L
PS
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
2.4 Genome,
chromosomes,
DNA and
genetics (cont.)
Students should be able to:
2.4.13 (cont.)
– using restriction
enzymes to produce
‘sticky ends’;
– the need for down
streaming (extraction,
purification and
packaging) to produce a
pure form of insulin that
can be used to treat
diabetes; and
– the advantages of
producing human insulin
(and other products) by
this method.
Resources
[1] www.nhs.uk/Pages/ HomePage.aspx In search box enter ‘video genetic tests’
[2]Amoeba Sisters: mitosis
[3] www.tes.com/teaching-resource/genetic-modification-6144086
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CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
2.5 Variation and
natural selection
types of variation
Students should be able to:
2.5.1
 investigate variation in
living things and display
data using appropriate
graphical techniques,
including;
– height and length as
examples of continuous
variation (histogram); and
– tongue rolling and hand
dominance as examples of
discontinuous variation
(bar chart);
Suggestions for Teaching and Learning Activities




Students measure their heights/mass/shoe size. These are examples
of continuous variation. They count the number of tongue rollers
and non -tongue rollers in class and the number of students with
different coloured eyes. These are examples of discontinuous
variation
Class results are collated and they draw separate histograms for
height/mass/shoe size
Draw separate bar charts for tongue rollers and non-tongue rollers
and for eye colour
Reliability will be improved by using data for a number of classes for
example year group
82
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WO, UM
UM, SM
PS
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
2.5 Variation and
natural selection
types of variation
(cont.)
Students should be able to:
2.5.2
 demonstrate knowledge
and understanding that
variation in living
organisms has:
– a genetic basis – mutations
(random changes in the
number of chromosomes
or type of gene) and sexual
reproduction produce
different phenotypes in a
population;
– an environmental basis
influencing the
development of a
phenotype (for example
height in humans);
Resources
Suggestions for Teaching and Learning Activities



Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
Validity will be improved if all measurements are taken very carefully
using sensitive equipment. Students discuss the reliability and validity
of the data they have collected
Students will know from work on DNA that variation of
characteristics has a genetic basis for example eye colour. The
teacher asks what other factor might be important in a characteristic
like height or mass. The teacher directs towards the idea of the
Comm - W
environment having an effect.
Students construct a table for genetic and environmental variation,
SM
include a definition and examples
Tape measures, scales, graph paper, pencils, rulers, markers
CCEA Textbook
83
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
2.5 Variation and
natural selection
types of variation
(cont.)
Students should be able to:
2.5.3
Natural Selection
 demonstrate knowledge
and understanding of how
variation and natural
selection may lead to
evolution or extinction, to
include:
– variation in the phenotypes
of a population;
– competition for resources
often leading to differential
survival of the best adapted
phenotypes, for example
antibiotic resistance;
– surviving phenotypes are
more likely to reproduce
and pass on their genes to
the next generation;
Resources
Suggestions for Teaching and Learning Activities
 Teacher introduces and explains the terms evolution and extinction
 Students investigate how variation and natural selection can lead to
evolution or extinction. Viewing YouTube videos on natural
selection and evolution. Students produce flow diagram to illustrate.
Interactive whiteboard/ICT suite/iPads
CCEA Textbook
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PS
CCEA Planning Framework for GCSE Biology
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2.5 Variation and
natural selection
types of variation
(cont.)
Students should be able to:
2.5.3
Natural Selection
(cont.)
– the theory of evolution as
a continuing process of
natural selection that
leads to gradual changes
in organisms over time,
which may result in the
formation of a new
species;
– describe the role of
fossils in providing
evidence for evolution;
and
– extinction of a species over
time as a consequence of
failure to adapt to
environmental change; and
Resources
Suggestions for Teaching and Learning Activities
 Students search for Peppered Moth simulation – excellent interactive
activities showing how predation results in natural selection in a
population
 The students draw a flow diagram showing how variation within a
phenotype can lead to the survival of the best adapted individuals
 Search GCSE Bitesize Science or other web sources for information
on the role of fossils in providing evidence for evolution. Students
note the definition and cause of extinction, give examples
Interactive white board/ICT suite/ipad
CCEA Textbook
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PS
UICT
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Suggestions for Teaching and Learning Activities
2.5 Variation and
natural selection
types of variation
(cont.)
Students should be able to:
2.5.4
Selective breeding
 explain selective breeding
in food plants and
domesticated animals as a
process in which:
– humans select individual
plants or animals for their
desirable genetic
characteristics, for example
appearance, increased food
quantity or quality or
disease resistance, and
breed them to produce
offspring; and
– repeated selection and
breeding over many
generations causes all the
offspring to show the
desired characteristic.
Resources
Interactive whiteboard/ICT suite/ipad
Pictures of organisms as listed above
CCEA Textbook

Give a pair or small group of students a range of pictures of
vegetables, wheat, flowers, dairy and or beef cows, etc. - students
select the most desirable characteristics and list them, share with the
class. Teacher adds to the list if necessary. Together produce a flow
diagram outlining the process of selective breeding
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Comm – T&L
CCEA Planning Framework for GCSE Biology
Unit/Option
content
2.6 Health,
disease, defence
mechanisms and
treatments
2.6.1
2.6.2
2.6.3
Communicable
Diseases
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
Students should be able to:

 define health as being free
from communicable and
non-communicable disease;
 explain the costs to society
of communicable and noncommunicable diseases,
including the economic
cost of treatment for the
National Health Service;

 demonstrate knowledge
and understanding of the
types of communicable
diseases caused by
microorganisms and how
they are spread, prevented
and treated including:
– bacteria (chlamydia,
salmonella and
tuberculosis);
– viruses (HIV leading to
AIDS, cold and flu and
human papilloma virus
(HPV)); and
– fungi (athlete’s foot and
potato blight); and


Students are given a glossary of terms to be completed on an ongoing basis during the topic starting with definitions of
communicable, for example: a communicable disease is one that able
to be transmitted from one sufferer to another; (contagious or
infectious)
Students discuss with teacher a list of common diseases and see if
they can do a mind map type diagram to tease out the costs in terms
of society and economy
Students carry out some web based research to determine the annual
cost of certain illnesses and if this cost is rising [1]
Students research the communicable diseases listed using the
Internet. They construct a table with the headings. Name of disease,
Type of microorganism, Symptoms, How spread, Prevention and
Treatment
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SM
Comm – T&L, R
UM
UICT
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Learning Outcomes or
Elaboration of Content
2.6 Health,
disease, defence
mechanisms and
treatments (cont.)
Students should be able to:
2.6.4
Aseptic
techniques
 safely use aseptic
techniques to grow
uncontaminated colonies of
bacteria in nutrient broth
or on an agar plate,
including:
– sterilising Petri dishes,
culture media, inoculating
loops and culture bottles by
autoclaving, flaming and
alcohol to kill unwanted
microorganisms,
– needing to keep Petri
dishes partially covered and
to work near a Bunsen
burner during inoculation
to reduce the risk of
contamination by
microorganisms from the
air;
Suggestions for Teaching and Learning Activities
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2.6 Health,
disease, defence
mechanisms and
treatments (cont.)
Students should be able to:
2.6.4
Aseptic
techniques (cont.)
– incubating sealed Petri
dishes at a maximum
temperature of 25oC to
avoid growth of pathogens;
and
– cleaning work surfaces and
hands and safely disposing
of bacterial cultures by
autoclaving;
 Practical 2.3 investigate the
effect of different chemicals or
antibiotic discs on the growth of
bacteria;
Suggestions for Teaching and Learning Activities
Link to Practical Manual

Students investigate the effect and different chemicals (for example,
bleach) or antibiotic discs on the growing bacteria
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2.6 Health,
disease, defence
mechanisms and
treatments (cont.)
Students should be able to:
2.6.5
The body’s
defence
mechanism
 demonstrate knowledge
and understanding of the
body’s defence mechanisms
including:
– the skin, mucous
membranes and blood
clotting;
– the production of
antibodies by white blood
cells (lymphocytes) in
response to antigens;
– the role of antibodies in
defence – antibody-antigen
reaction, clumping, reduced
spread of disease
microorganism and
symptoms;
Suggestions for Teaching and Learning Activities
Supporting Cross
Curricular Skills,
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Personal Capabilities
 Students lay out the key information for this section in a tree diagram
with immunity sub-divided into first and second lines of defence,
then further separate second line defence into lymphocyte action and
phagocyte action
WO
 They draw and annotate diagrams of how antibodies form from a
lymphocyte:
– the antibody – antigen reaction in the formation of an antigen –
antibody complex; and
– the destruction of the clumped complexes by phagocytes
Comm – W,R
 Students draw a branching diagram of immunity, annotating and
giving examples of innate, acquired, active and passive immunity
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content
Learning Outcomes or
Elaboration of Content
2.6 Health,
disease, defence
mechanisms and
treatments (cont.)
Students should be able to:
2.6.5
The body’s
defence
mechanism
(cont.)
– the role of phagocytes in
engulfing and digesting
microorganisms;
– the role of memory
lymphocytes in a secondary
response; and
– immunity, in terms of
active and passive;
2.6.6
 demonstrate knowledge
and understanding that
plant defences against
disease can be:
– structures, limited to thick
cell walls and waxy cuticles
on leaves (link to 1.2.6);
and
– chemicals, limited to
antimicrobial, for example
mint, or poisonous, for
example digitalis from
foxglove;
Suggestions for Teaching and Learning Activities
Students create a table to compare how different plant defences operate
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PS
CCEA Planning Framework for GCSE Biology
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Learning Outcomes or
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2.6 Health,
disease, defence
mechanisms and
treatments (cont.)
Students should be able to:
2.6.7
Development of
medicines
 demonstrate knowledge
and understanding of how
medicines are developed,
including;
– Fleming’s discovery of
penicillin and its later
development for medical
applications by Florey and
Chain;
– the role of careful
observation and scientific
process in the development
of this antibiotic;
Suggestions for Teaching and Learning Activities
Students use the Internet to research the discovery of penicillin and
antibiotics. They produce a flow of diagram to illustrate the development
stages.
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CCEA Planning Framework for GCSE Biology
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content
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Elaboration of Content
2.6 Health,
disease, defence
mechanisms and
treatments (cont.)
Students should be able to:
2.6.7
Development of
medicines (cont.)
– the manufacture of drugs 
(penicillin) in a simple
fermenter;
– preclinical trials, using
cells, tissues and living

organisms to check if the
drug is poisonous and
how effective it is;
– clinical trials, using
healthy volunteers to
determine the optimum
dosage of the drug (no
details of trial procedures
are required); and
Suggestions for Teaching and Learning Activities
Teacher shows an example of an industrial scale fermenter devices
such as one used in the manufacture of insulin or penicillin together
with brief details on how they are set up and used
Students are introduced to the role of clinical trials in the
development of drugs and medicines and how these trials determine
if a drug is safe to use. The risks involved to human subjects from
these trials could be discussed.
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Learning Outcomes or
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Suggestions for Teaching and Learning Activities
2.6 Health,
disease, defence
mechanisms and
treatments (cont.)
Students should be able to:
2.6.8
Antibiotics
 demonstrate knowledge
and understanding that
antibiotics, for example
penicillin, are chemicals
produced by fungi that are
used against bacterial
diseases to kill bacteria or
reduce their growth;
2.6.9
AntibioticResistant bacteria
 demonstrate knowledge
 The teacher explains how bacteria can become resistant to antibiotics
and understanding of the
as a result of the overuse of antibiotics by society and the reasons for
implications on the health
this overuse
of the population of:
 Students list methods of preventing MRSA infection, together with a
– overuse of antibiotics
discussion on their effectiveness
leading to bacterial
resistance, resulting in
the development of
‘superbugs’ such as
MRSA; and
– procedures to reduce the
incidence of ‘superbugs’
and why their eradication
is difficult;
 Students discuss methods of killing bacteria to include using bleach
and steam, eventually leading towards use of antibiotics. Students
link to discussion in section 2.6.7 on Fleming’s development of
penicillin. Brief detail is given on how they are harmful to bacteria by
preventing formation of bacterial cell wall and so are not therefore
harmful to animal cells since they do not have cell walls
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Comm – T&L
Comm – W, T&L
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
2.6 Health,
disease, defence
mechanisms and
treatments (cont.)
Students should be able to:
2.6.10
Vaccinations
 demonstrate knowledge
and understanding of the
role of vaccines, including:
– the use of modified
disease-causing organisms
to produce raised antibody
levels and memory
lymphocytes levels in the
blood; and
– the role of booster
vaccinations and the
interpretation of graphs
of blood antibody levels;
Suggestions for Teaching and Learning Activities


The teacher describes a vaccine as the introduction of modified
disease causing organisms into the body as a deliberate, but
controlled way, of causing the body’s own immune system to raise
antibody levels and make memory lymphocytes in the blood.
Students interpret graphs of blood antibody levels
Graphs are shown on how antibody levels increase after both primary
and secondary response
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PS
UM
CCEA Planning Framework for GCSE Biology
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Learning Outcomes or
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2.6 Health,
disease, defence
mechanisms and
treatments (cont.)
Students should be able to:
2.6.11
Noncommunicable
diseases
 recall that many noncommunicable diseases
may involve interactions
between different types of
disease and are caused by
the interaction of these
factors:
– inherited – some
people may carry a
gene that predisposes
them to some cancers;
lifestyle factors,
including:
– poor diet: excess sugar
and fat intake;
– lack of exercise: energy
used in exercise being
lower that energy
intake is cause for
obesity;
Suggestions for Teaching and Learning Activities

Teacher could guide a discussion using a mind map type diagram the
factors that might lead to non-communicable disease such as CHD
or lung cancer. Different groups are given different diseases
At the end of the discussion a summary table is created where the disease
of lung or skin cancer, CHD, diabetes, bronchitis, emphysema for
example are linked to the factors that cause, or significantly contribute to
them
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Comm – W, T&L
PS, WO
CCEA Planning Framework for GCSE Biology
Unit/Option
content
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities
2.6 Health,
disease, defence
mechanisms and
treatments (cont.)
2.6.11
Noncommunicable
diseases (cont.)
–
–
overexposure to the sun:
ultraviolet (UV) radiation
causes mutations leading to
skin cancer;
misuse of drugs:
alcohol: binge drinking
can cause liver disease
and affect foetal
development (foetal
alcohol syndrome);
tobacco smoke: tar can
cause bronchitis
(narrowing of bronchi
and bronchioles),
emphysema (damage to
alveoli reducing surface
area for gas exchange)
and lung cancer
(abnormal cell division);
and
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Learning Outcomes or
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Suggestions for Teaching and Learning Activities
2.6 Health,
disease, defence
mechanisms and
treatments (cont.)
2.6.11
Noncommunicable
diseases (cont.)
– nicotine is addictive and
affects heart rate; and
carbon monoxide
combines with red blood
cells to reduce the oxygencarrying capacity of the
blood;
2.6.12

describe the interactions
between different types of
disease. Obesity causing
cardiovascular diseases and
Type 2 diabetes.
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2.6 Health,
disease, defence
mechanisms and
treatments (cont.)
Students should be able to:
2.6.13
Heart attacks and
strokes
 demonstrate knowledge
and understanding of the
cause and effect of a
blockage in a blood vessel:
– a blockage caused by the
build-up of cholesterol
deposits leads to clot
formation;
– restricted blood flow
means less oxygen and
glucose reaching cells, and
the resulting reduced cell
respiration leads to cell
death;
– a blockage in the coronary
blood vessels restricts
blood flow to the heart
muscle and causes death of
heart muscle cells (heart
attack); and
Suggestions for Teaching and Learning Activities
 Students use a discussion on probability increasing with each risk
factor in the context of CHD
Supporting Cross
Curricular Skills,
Thinking Skills and
Personal Capabilities
UM
 They examine images of heart tissue that has been affected by CHD.
They should also be shown the coronary arteries
 They research what causes blockages and relate this to heart attack
and stroke using the Northern Ireland Chest Heart and Stroke
Association
UICT
 Students convert this information into a flow diagram that could be
configured for both heart attack and stroke
 Teacher can give students a brief description of what these treatments Comm - W
as a procedure used to widen blocked or narrowed coronary arteries
(the main blood vessels supplying the heart)
 The NHS ‘choices’ website also gives a good explanation of how they
work
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CCEA Planning Framework for GCSE Biology
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Learning Outcomes or
Elaboration of Content
2.6 Health,
disease, defence
mechanisms and
treatments (cont.)
Students should be able to:
2.6.13
Heart attacks and
strokes (cont.)
– a blockage in the vessels of
the brain causes death of
brain cells, resulting in
reduced brain function
(stroke);
2.6.14
 explain treatments for
cardiovascular disease:
– angioplasty and stents; and
– statins and aspirin;
2.6.15
 recall that certain lifestyle
factors increase or reduce
the risk of heart disease and
strokes (excess dietary fats,
smoking, lack of exercise
and stress);
Suggestions for Teaching and Learning Activities

Students are informed that if you have a high cholesterol level, a
cholesterol-lowering medicine called statins may be prescribed. And
that they work by blocking the formation of cholesterol. This helps
slow the progression of CHD, and will make having a heart attack
less likely. Students are told that aspirin helps thin the blood making
blood flow easier through blocked blood vessels but that this
thinning can also have risks associated with strokes. Students then
create a summary diagram.
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Learning Outcomes or
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2.6 Health,
disease, defence
mechanisms and
treatments (cont.)
2.6.16
Cancer
Students should be able to:
 recall that uncontrolled cell
division produces cancer
cells, which can result in
two types of tumour:
benign (encapsulated and
not spreading) and
malignant (capable of
spreading); and
2.6.17
 appreciate how lifestyle
choices can affect the risk
of developing certain types
of cancer, for example
cervical (HPV vaccine),
lung (smoking) and skin
(UV radiation).
2.6.18
 demonstrate knowledge
and understanding of the
importance of early
detection in improving the
survival rate and cancer
patients, including
screening programmes for
breast, cervical, testicular
and skin cancer.
Suggestions for Teaching and Learning Activities

Students are well aware that reduced smoking will reduce lung cancer
risk and that reduced exposure to sun and sunbeds will reduce skin
cancer risk. They may be less aware of the link between HPV and
cervical cancer. This Cancer Research UK link gives detail on the
link between HPV and cervical cancer and on how the HPV vaccine
impacts on this risk (4). Students can then create a poster to promote
the HPV vaccine.
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2.6.19
Resources
Learning Outcomes or
Elaboration of Content
Suggestions for Teaching and Learning Activities

appreciate the advantages
and disadvantages of
 Students carry out research on the different methods of cancer
different treatment
treatments and their advantages and disadvantages and give a
methods for cancer –
presentation to their class.
surgery, radiography,
chemotherapy and
immunotherapy injecting
antibodies that attach to
the cancer cells allowing
the body’s immune system
to destroy them.
[1] www.nhs.uk/NHSEngland/ARC/Pages/AboutARC.aspx
[2] www.sciencephoto.com/media/811387/view
[3] www.nhs.uk/Conditions/Coronary-angioplasty/Pages/Introduction.aspx
[4] www.cancerresearchuk.org/about-cancer/causes-of-cancer/infections-hpv-and-cancer/hpv-and-cancer
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PS, Comm – T&L