Lesson
Title/Focus
Subject/Grade
Level
Unit
Inquiry into Water Transport and Gas Exchange
Date
November 3rd, 2015
Science, Grade 10
Time
Duration
90 Minutes
C – Cycling of Matter in Living Systems
Teacher
Ms. Julia Adolf
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General
Learning
Outcomes:
Specific
Learning
Outcomes:
C3. Analyze plants as an example of a multicellular organism with specialized structures at the
cellular, tissue, and system levels
3.2 describe how the cells of the leaf system have a variety of specialized structures and
functions; i.e., epidermis including guard cells, palisade tissue cells, spongy tissue cells, and
phloem and xylem vascular tissue cells to support the process of photosynthesis
3.3 explain and investigate the transport system in plants; i.e., xylem and phloem tissues and
the processes of transpiration, including the cohesion and adhesion properties of water,
turgor pressure and osmosis; diffusion, active transport and root pressure in root hairs
3.4 explain and investigate the gas exchange system in plants; i.e., lenticels, guard cells,
stomata and the process of diffusion
LEARNING OBJECTIVES
Students will:
 be able to explain and investigate the gas exchange system in plants; i.e., lenticels, guard cells, stomata
and the process of diffusion
 be able to describe how the cells of the leaf system have a variety of specialized structures and functions;
i.e., epidermis including guard cells, palisade tissue cells, spongy tissue cells, and phloem and xylem
vascular tissue cells to support the process of photosynthesis
 be able to explain and investigate the transport system in plants; i.e., xylem and phloem tissues and the
processes of transpiration, including the cohesion and adhesion properties of water, turgor pressure and
osmosis; diffusion, active transport and root pressure in root hairs
ASSESSMENTS
Observations:
Products/Performances:
Verbal Questioning and Communication
Lab assignments – Transpiration and Stomata
Plant worksheets: plant cells, tissues, and systems, gas exchange, and transport
LEARNING RESOURCES CONSULTED
 Alberta Program of Studies
 Addison Wesley Science 10 textbook
MATERIALS AND EQUIPMENT
 Computer, projector, worksheets, and lab
materials for Stomata and Transpiration
PROCEDURE
Prior to lesson
Agenda
Print worksheets. Set up computer and PowerPoint. Set up lab materials.
Introduction
1. Inquiry Questions
2. Examining Xylem in Celery
3. Inquiry into Lead Stomata’s
4. Phloem Tissue, Sugar Transport In Phloem Lecture
5. Plant Worksheets
Body
Learning Activity #1
Teacher Notes:
Learning Activity #2
Teacher Notes:
Have half of the class
working through activity 1
while the other half works
through activity 2
Inquiry Questions
Time
15 Minutes
Review photosynthesis with the class.
Create a question or questions about why plants need to use sunlight.
Bring up water transport. Ask the students what they remember from
yesterday’s video.
Create some hypothesis about what they think they will see in their
lab today.
Show the students the spider plant. Ask where it would most likely go
through the two processes of photosynthesis, gas exchange and
sunlight absorption.
Have the students create a hypothesis surrounding these questions.
Lastly show the students the potted cactus. Tip said cactus over. What
will happen to it by the end of the week? Create another hypothesis.
Examining Xylem in Celery
30 Minutes
Give each pair of students a stalk of celery.
Put a drop of food colouring on the end to show where they xylem in
the celery is located.
Students can choose which ever colour food dye they wish, and place
some in a beaker filled with water.
Students then can place the celery in the beaker or flask of water with
food colouring in it.
Students can also choose to split their celery stalk down the middle a
quarter of the way up the stem and place the ends in two opposing
colours.
Students will be able to observe some changes by the end of class, but
the majority of changes will become visible tomorrow morning.
Give each lab bench a carnation. Students need to carefully split the
ends of the carnation so that they are able to place it in two or three
beakers of food colouring. This will be left overnight to allow for the
Coloured water to transport through the xylem tissues.
Have students start working on the handout, creating a hypothesis
and recording their initial observations.
Learning Activity #3
Inquiry into Leaf Stomata’s
Teacher Notes:
Have students complete the leaf lab. Students are to work in pairs.
Students are to take a leaf from the tree in the stairwell. They may
also take a frond from the spider plant at the front of the room.
Students are to follow the lab loosely. They are mostly exploring and
seeing what they can inquiry about the structure of the leaf and how it
gives the plant the functions it needs to survive.
30 Minutes
Learning Activity #4
Phloem Tissue, Sugar Transport In Phloem Lecture
20 Minutes
Teacher Notes:
Slides 27-29, and Slides 30-34
Show students the interactive:
https://camtools.cam.ac.uk/access/content/group/5234dd8c-893c44c2-ba59-69f09f2f02ab/Public/Animation%204/index.html
Learning Activity #5
Plant Worksheets
25 Minutes
Teacher Notes:
Show students the crash course for plant systems:
https://youtu.be/h9oDTMXM7M8
Students are to work through the following:
 Plant Cell, Tissues, and Systems
 Movement of Gases and Water in Leaves
 Transport in Plants
If students have time, complete the 3D model of a plant leaf.
Closure:
Closure
Students are to complete the lab for homework if they have not finished it in class.
Remind students that the worksheets handed out today are due on Thursday.