Teacher notes
This illustration contains several discussion points relating to transport in plants, including:
minerals: represented by circular characters with either N (nitrogen), P (phosphorus) or K (potassium) on their chests, which are the key minerals needed by plants.
active transport: minerals are being carried into the plant by the roots, which requires energy.
osmosis: the water molecules (represented by droplets) are passively walking in from the roots into the plant, which does not require energy.
transpiration: minerals and water molecules are being pulled up a central hollow tube, which represents xylem. The signs show that transport is “up only” and glucose is not allowed to travel in this tube.
glucose: represented by sugar cubes, has been produced by the leaves and are now being directed to the parts of the plant that needs them, as shown in the map of a plant on the wall. The doors represent phloem. The signs above the doors indicate that minerals and water are not allowed in. Some of the glucose is grouped in trolleys ready for storage as starch.
Teacher notes
This matching activity could be used as a plenary exercise on the general functions of the parts of the plant. Students could be asked to complete the questions in their books and the activity could be concluded by the completion on the IWB.
Teacher notes
This six-stage animation about plant stems provides a close-up view of transport tissues.
Suitable prompts could include:
Start: What do plants need for healthy growth?
Stage 1: What are vascular bundles?
Stage 2: What differences do you notice between the xylem and phloem? (Please note that the colours used to represent these tissues are to provide a contrast and do not illustrate the colours found in a plant.)
Stage 3: What is transported in the xylem?
In which direction do the materials travel?
Stage 4: What is transported in the phloem?
In which direction does glucose travel?
Stage 5: Which parts of the plants do stems connect?
Teacher notes
This activity provides illustrated information about the arrangement of transport tissues in different parts of the plant. It should be highlighted that phloem and xylem both form continuous systems in plants.
Teacher notes
Appropriately coloured voting cards could be used with this classification activity to increase class participation.
Teacher notes
When using this slide, it could be highlighted to students that if the stomata were permanently open the plant would constantly lose water.
Teacher notes
This four-stage interactive animation shows how guard cells control the opening and closing of stomata.
Suitable prompts could include:
Start: Where on plants are the stomata?
Stage 1: What liquid enters the guard cells?
Stage 2: Is the concentration of carbon dioxide lower in the air or the plant cells?
Stage 3: Which gas goes out of the stoma in to the air?
What will happen if the plant loses too much water?
Stage 4: How do the guard cells close the stoma?
Teacher notes
This completing sentences activity could be used as a plenary or revision exercise on the diffusion of gases. Students could be asked to write down the missing word in their books and the activity could be concluded by the completion on the IWB.
Teacher notes
This two-stage animation illustrates how celery can be used to demonstration the movement of water up a plant stem. The animation could be viewed before running a similar practical in the lab. In this demonstration, it should be emphasized that the coloured water acts as a reservoir of water and is an area of higher water concentration than the stem and air. This means water is drawn up the stem by osmosis. It should be highlighted that food colouring is used and not ink. This is because ink contains a mixture of compounds, which may diffuse up the stem at different rates. White flowers, such as carnations, could also be used to demonstrate that water travels up the plant stem.
See the ‘Movement In and Out of Cells’ presentation for more information about osmosis.
Teacher notes
See the ‘Movement In and Out of Cells’ presentation for more information about osmosis.
Teacher notes
This four-stage animation uses close-up illustrations of the roots, stem and leaves to show what happens in the different part of a plant during transpiration.
Suitable prompts include:
Start: What is transpiration?
Stage 1: How do root hair cells increase the diffusion of water?
Stage 2: Which plant tissue transports water?
Stage 3: Through what part of the leaf does water evaporate?
Stage 4: What will happen to the water after it has evaporated into the air?
See the ‘Movement In and Out of Cells’ presentation for more information about osmosis and concentration gradients.
Teacher notes
This activity provides illustrated explanations about why certain environmental factors influence the rate of transpiration. It could be used to introduce the topic or for revision purposes.
Teacher notes
This true-or-false activity about transpiration could be used as a plenary or revision exercise on transpiration, or at the start of a lesson to gauge student’s existing knowledge.
Teacher notes
See the ‘Movement In and Out of Cells’ presentation for more information about active transport.
Teacher notes
This two-stage interactive animation illustrates how molecules enter the cell through active transport.
See the ‘Movement In and Out of Cells’ presentation for more information about active transport.
Teacher notes
Appropriately coloured voting cards could be used with this classification activity to increase class participation.
Teacher notes
This multiple-choice quiz could be used as a plenary activity to assess students’ understanding of transport in plants. The questions can be skipped through without answering by clicking “next”. Students could be asked to complete the questions in their books and the activity could be concluded by the completion on the IWB.