SoW FOR PUPIL TRACK 1:

PLANT BIOLOGY
~ SEPTEMBER-OCTOBER 2012 ~ Lesson 1 Lesson 2 Lesson 3 Plant Structure Gas Exchange in Plants Chlorophyll and Photosynthesis The Fate of the End Products of Photosynthesis Conditions for Plant Growth Plants for Food 1 Plants for Food 2

YEAR 8 BIOLOGY

Lesson 4

Lesson 5 Lesson 6 Lesson 7

Lesson 1: Plant Structure

Lesson Objectives: 1. That plants are comprised of cells, tissues and organs. 2. That plants make their own food by photosynthesis. Starter Remind pupils of structure of Cells, Tissues and Organs (brainstorm those in humans and plants). Main Body Activity 1: PowerPoint Presentation (PPP) show presentation (Lesson_1.ppt) and discuss with pupils as they fill in p1-3 in booklet Activity 2: Revision of a balanced diet for humans. Name the 7 requirements. The same requirements are needed by plants for much the same reasons. Food to respire and food to make new cells (remember plants dont need roughage as their cell walls are roughage.) Plants differ because they can make their own food by photosynthesis. Notes in books. Plenary Tie it all together. Plant structure is designed to obtain the requirements for photosynthesis and to reproduce. Different plant shapes are different methods of doing this and evolution has occurred by competition to give all the modern types of plant. Homework Word search (in booklet): students answer the questions on p4 and then find the words. Year 8 Biology Pupil Track 1 Sep-Oct 2011
TIMING
RESOURCES/ NOTES

0-5min

545min

Riley: Biology Now! textbook and/ or Coordinated Science: Biology textbook Worksheet in filing cabinet next to pigeon holes:
1. Plant Structure

45-50 min

PowerPoint presentations and videos in R:/Science/KS3/Y 8/ Biology/Lesson Resources.

Lesson 2: Gas Exchange in Plants

Lesson Objectives: 1. What is meant by photosynthesis and how it is used by plants to make food. 2. The word equation for photosynthesis. 3. That photosynthesis requires light and how this can be shown experimentally.
TIMING

Year 8 Biology Pupil Track 1 Sep-Oct 2011

010min 1045min

45-50 min

Starter Optional: go over homework (word search). Set up activity 1 while introducing the lesson (this experiment needs about 55mins to work). Introduce the idea that all living cells respire all the time (MRSGREN). Plant cells are no exception. Respiration requires oxygen and produces carbon dioxide. Photosynthesis is the way a plant obtains its nutrition and this requires carbon dioxide and produces oxygen. This reaction requires light energy. Main Body Activity 1: An experiment to show how carbon dioxide exchanges in the light and dark (see p5 in booklet). Activity 2: Notes in exercise books: General heading: PLANT NUTRITION: PHOTOSYNTHESIS. Brief introduction as the way the plant obtains nutrition. Give word equation: Carbon dioxide+Water+Light Energy Chlorophyll Glucose+Oxygen Respiration is the way the plant obtains the energy from the glucose made in photosynthesis. Give word equation: Glucose+Oxygen Carbon dioxide+Water+Energy Sub heading: Gas Exchange in a plant. Gas exchange is by diffusion. Gases pass through stomata in leaves and very small holes called lenticels in the woody parts of stems and roots Air must be present in the soil for the roots to respire. Over-watered pot plants die due to lack of air to the roots; animals such as earthworms aerate the soil. Touch on the mechanism by which stomata open and close due to osmosis in the guard cells if time Plenary Show and discuss results of experiment; pupils to answer questions on this experiment in their booklets (p6). Homework Revise the equations for photosynthesis and respiration for a mini-test at the start of next lesson/ finish questions as above.
LESSON_2: Practical Tips Method Set up at different distances from a single constant light source, a pair of clear glass airtight bottles as follows: o Bottle 1: control - red-orange equilibrated bicarbonate indicator. o Bottle 2: experiment - same volume of red-orange indicator with Elodea. All bottles have the same volume of equilibrated indicator/ the samples of Elodea are from the same plant and same mass/ temperature to remain constant at room temperature, 20C. Leave the set up for an hour. Passing fresh air through the indicator makes its carbon dioxide concentration equal to the atmosphere - it is said to be 'equilibrated' and has a red-orange colour. The colour will change if the pH changes. Loss or gain of CO2 changes the pH of the indicator because CO2 is reasonably soluble in water forming carbonic acid. Therefore bicarbonate indicator responds to changes in its carbon dioxide concentration. If equilibrated indicator gains CO2 (Elodea adds it to water during respiration) it becomes more acidic turning yellow. If equilibrated indicator loses CO2 (Elodea removes it from water during photosynthesis) it becomes more basic turning purple. Results Control Results: the indicator colour has not changed, all red-orange. The plant at compensation point is still red-orange - unchanged indicator. P = R: no loss or gain of CO2 by the indicator. The plants closer to the light will have turned the indicator purple. The light intensity is greater than compensation point. P > R. Indicator lost carbon dioxide to the plant so the indicator went more basic. The plants further from the light will have turned the indicator yellow. Light intensity is less than compensation point. P < R. Indicator gained carbon dioxide from the plant so the indicator went more acidic.

RESOURCES/ NOTES

Riley: Biology Now! textbook and/ or Coordinated Science: Biology textbook Worksheets (x10) in filing cabinet next to pigeon holes on the subject of Photosynthesis and one on the subject of Gas Exchange. PowerPoint presentations and videos in R:/Science/KS3/Y 8/ Biology/Lesson Resources.

Information for Technician

Equipment for teacher demonstration: Lamp

2 clear, airtight bottles Red-orange equilibrated bicarbonate indicator Elodea

AT THIS POINT IN THE TRACK IT WOULD BE AN APPROPRIATE TIME TO SET THE 20-MARK COMMON ASSESSMENT, Investigating the Effect of Light Intensity on Photosynthesis Rate. THE PUPIL GUIDANCE SHEET AND MARK SCHEMES ARE SHOWN BELOW; PLEASE ASK DAVID M FOR COPIES OF BOTH.

Lesson 3: Chlorophyll and Photosynthesis

Lesson Objectives: 1. Revise that photosynthesis requires light and how this can be shown experimentally. 2. That starch is the storage molecule used by plants as food and that this can be tested for using iodine 3. That chlorophyll, the green pigment, is used by plants to absorb light for photosynthesis. Starter TIMING 1. Quick test on the equations for photosynthesis and respiration; use this to remind 0-5min pupils of the processes. 2. Go over questions (p6) based on gas exchange experiment from last lesson: 1. The tube in the light should have turned a darker red. 2. The tube in the dark should have turned a lighter red (yellow). 3. There should be no change in the tubes without elodea 4. The plant took up carbon dioxide in the light. The plant gave out carbon dioxide in the dark. 5. Photosynthesis requires carbon dioxide. Respiration produces carbon dioxide. 6. The two tubes are a control to make sure there are no colour changes without the plant. Main Body 51. Class practical of starch test 45min Discussion of starch as an energy store used by plants. Go through method on p6-7 and explain certain aspects (e.g. we need to boil the leaf such that the iodine can penetrate the waxy cuticle) Highlight safety (especially the requirement to turn off Bunsen burners before ethanol is used consider turning the gas key after water has boiled for all pupils and provide ethanol only when there are no naked flames!). Advise pupils that once finished they should pack away and answer questions on p8 in their booklet 2. Go over answers on p8 Plenary 45-50 Summary notes and discussion based on lesson: Chlorophyll is necessary for min photosynthesis. Include: The use of starch by plants to store energy Basic process of starch test How a starch test on variegated leaves shows that chlorophyll is necessary for photosynthesis Homework Pupils to complete the exercises relating to variegated plants in the booklet (p9).
LESSON_3: Practical Tips Method Place a plant with variegated leaves in darkness for at least 24 hours - this de-starches the leaves. Place the plant into good light for six hours at room temperature (20C) to ensure a high rate of photosynthesis. Compare the iodine stain pattern to the original 'green/non-green' pattern. Place the leaf in boiling water - kills the leaf stopping all biochemical activity and breaks open the cells making easier the removal of chlorophyll and the entry of iodine stain. Place the leaf in boiling alcohol - this removes the green chlorophyll from the leaf and so the colour of the iodine stain, when added to the leaf, can be clearly seen. The alcohol is not to be heated by a Bunsen flame. Heat the alcohol in a water bath of very hot water. Place the leaf into boiling water - alcohol made the leaf brittle and unreceptive to the iodine stain, the alcohol is replaced with water softening the leaf. Apply iodine solution to the leaf - to check for the presence or absence of starch. A blue-black colour indicates starch is present (iodine enters the spiral starch molecule changing its colour). A yellow-brown, the colour of the iodine solution, indicates that starch is absent. The iodine stain is iodine dissolved in a solution of potassium iodide.

Year 8 Biology Pupil Track 1 Sep-Oct 2011

RESOURCES/ NOTES

Riley: Biology Now! textbook and/ or Coordinated Science: Biology textbook Worksheets (x10) in filing cabinet next to pigeon holes on the subject of Photosynthesis and one on the subject of Chlorophyll and Photosynthesis. PowerPoint presentations and videos in R:/Science/KS3/Y 8/ Biology/Lesson Resources.

Results Chlorophyll: green parts blue-black with iodine starch present photosynthesis occurred. No Chlorophyll: white parts yellow-brown with iodine starch absent photosynthesis did not take place. Therefore, chlorophyll is necessary, as photosynthesis only occurs when it is present.

Information for Technician

Equipment for class practical (x13):