Plant Systems · SHS2 Biology

Lesson notes

Learning Objectives

Indicator: 2.4.2.LI.1 - Explain how substances are transported in flowering plants and state the factors affecting them.

By the end of the lesson, learners can:

Describe the two main transport tissues (xylem and phloem) and state the substances each one carries.
Explain how water and dissolved minerals move from the roots to the leaves, including the roles of root pressure, capillary action, and transpiration pull.
Explain how manufactured food (sugars) moves from the leaves to other parts of the plant through translocation.
State at least four factors that affect the rate of transport of substances in flowering plants, and explain how each factor works.
Set up and observe a simple experiment (such as the Ring Experiment or a celery stalk in coloured water) to demonstrate the movement of substances in stems, and report their findings.

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Curriculum details

Strand: Systems of Life (Strand 4)
Sub-strand: Plant Systems (4.2)
Content standard: 2.4.2.CS.1 - Demonstrate knowledge and understanding of transport and nutrition in flowering plants. 2.4.2.LO.1 Explain the processes of transportation and photosynthesis in flowering plants.
Indicator: 2.4.2.LI.1 - Explain how substances are transported in flowering plants and state the factors affecting them.
Suggested placement: Semester 2, Week 16 (Week 36 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 85

Exemplars (from the NaCCA curriculum)

Initiating Talk for Learning: based on research from textbooks, the internet and documentaries on Botany, engage in a whole class discussion on how substances are transported in flowering plants; learners learn from one another and learn to accept the views of peers or disagree with them constructively.
Individualised Learning: individually, write down the key processes involved in the transport of minerals in plants and the factors which influence these processes: learners learn to work privately and independently, invoking the "can do" attitude in them, and boosting their confidence and morale.
Experiential Learning: in small groups, conduct the Ring Experiment, using trees around the school community; each group prepares a report for class presentation after two or three days; learners gain real-world experiences, thus, becoming confident and appreciating the abilities of their peers.
Teaching and Learning Materials:
- * Appropriate textbooks * Internet facility * pot Lap-top/TV/mobile phone. * Knives and cutlasses
- YEAR THREE
- * Seedlings of dicotyledonous plant in a
- * Test tube * Iodine
- * Methanol * Scalpel/blade * * Burner
- Petri dish
- White tile
- Beaker
Assessment (2.4.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.