JSSS Teacher support material
1C3, 1C4, 1C5 - Plant structure, transport, nutrition
Prerequisites
Sections covered previously: life processes, plant cell structure, using the microscope, food and food tests, the human transport system, air and oxygen, burning, evaporation.
Primary science syllabus
Recognise root, stem, leaf, flower structure; investigate plants and light; explore the need for water and the transport of water; understand the need for sun’s energy for photosynthesis.
Learning Outcomes / Possible approach /OB45 identify the main parts of a typical flowering plant and their functions; the root, stem, leaf and flower / Pair&Share followed by class discussion to glean prior knowledge of four main parts - use visual – real plants; students draw generic diagram
Teacher-led discussion (watch for misconceptions) of observed common features of each main part; students match functions to relevant part (use game, quiz or group exercise). Students add function labels to relevant part of their plant diagram
OB47 carry out simple activities to show the path of water through plant tissue, and show that water evaporates from the surface of a leaf by transpiration / (note – reversal of OB47 & OB46)
Teacher demo: results of plant with leaves v. plant with no leaves (previously set up with students) – water levels has dropped in one – discussion as to why, linked to functions as listed before
Student guided discovery exercises (celery, daffodil, twigs, weeds, food dye, water….) with predictions – this will need time; will dissect plants to see result later
Observation and comparison of surfaces of various leaves, working in small discussion groups (might prompt a CWB later?); important to note the ‘vein’ structure; observation of the ‘pores’ on the leaf surface (nail polish, scraping or tearing) under microscope – make drawings
Now observe and dissect the celery and daffodils and see patterns of dye update
Design a way to show the water evaporating from the leaf surface – can students think of way to ‘catch’ the water? How will they test it….(CWB type)
Homework – some HOT qs, website worksheet, textbook
Links – make links: Water Cycle, with sweating in humans
OB46 understand that the xylem transports water and minerals in the plant and that the phloem transports food / FACT – this is the xylem transporting water & minerals, it is beside phloem which transports food, use model to explain (or get students to make model), students add fact to copy
Possible HOT q: i. which direction is each transporting in? ii. make a comparison with the human transport system
OB48 describe, using a word equation, how plants make their own food through photosynthesis / Probe prior knowledge of p-sis (use probe sheet?)
Teacher-led discussion – link back to OB45 …water …leaf …food …function… - about plants making food (suggest Concept Cartoon “Heavy Plants”. Brainstorm, teacher or students keep notes on whiteboard, ‘what do plants need or use to make this food?’ also ‘what enters, what leaves, what stays?’; refer to respiration as life process, burning, composition of air, green colour of leaf (show the colour green leave the leaf in warm alcohol); if gas sensors are available, use them; show the LoggerPro movie clip; eventually lead to building of correct word equation – students add this to copy
CO2+ H20+energy (+chlorophyll) = food +O2
To summarise, or spark questions, use ppts. from website
Language / glossary checks – wordsearches & x-words
Perhaps posters of student summary work on wall?
Homework – HOT qs (and revise Food and Food tests)
OB49 show that starch is produced by a photosynthesising plant / As intro to this CWA activity, link back to foods / food tests; remind about how to identify variables; give BIG hints during planning – how did we remove the chlorophyll, how (and why) to test for starch; students use the CWA writing frame to keep account of activities.
Homework - study for a summative test which will include a mixture of factual and HOT qs
Suggest website for later revision: www.skoool.ie slides / qs
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