Download Year 9 Biology Learning Cycle 4 Overview

Year 9 Biology Learning Cycle 4 Overview
What do plants need to survive?
Learning Cycle Overview:
Line of enquiry 1:
Hypothesis 1
Hypothesis 2
Hypothesis 3
Hypothesis 4
Hypothesis 5
What is photosynthesis?
Photosynthesis is the same as respiration
The leaf is a plant organ.
Sugar and water move through the plant in the same way
Plants transpire at the same rate throughout the day
Plants photosynthesise at the same rate throughout the day
Week 1
Line of enquiry 2:
Hypothesis 6
Hypothesis 7
Hypothesis 8
Do humans cause diseases in plants?
Plants become ill in different ways
All diseases cause the same symptoms in plants
Plants have three different types of defence to prevent attack
Week 2
Year 9 Chemistry | Learning Cycle 4 | Medium Term Plan | Science 2015/16
Line of enquiry one: What do plants need to survive?
Intentions for learning from AQA:

Photosynthesis is represented by the equations: carbon dioxide + water light glucose + oxygen

(HT only) 6CO2 + 6H2O light C6H12O6 + 6O2

Photosynthesis is an endothermic reaction.

Energy is transferred from the environment to the chloroplast by light.

The rate of photosynthesis may be affected by: • temperature • level of carbon dioxide • light intensity • amount of chlorophyll.

(HT only) These factors interact and any one of them may be the factor that limits photosynthesis.

(HT only) Students should be able to explain graphs of photosynthesis rate involving two or three factors and decide which is the limiting factor.

(HT only) Students should understand and use inverse proportion – the inverse square law and light intensity in the context of photosynthesis.

(HT only) Limiting factors are important in the economics of enhancing the conditions in greenhouses to gain the maximum rate of photosynthesis while still maintaining profit.

The glucose produced in photosynthesis may be: • used for respiration • converted into insoluble starch for storage • used to produce fat or oil for storage • used to produce cellulose, which strengthens
the cell wall • used to produce amino acids for protein synthesis.

To produce proteins, plants also use nitrate ions that are absorbed from the soil.

Plant tissues include: • epidermal tissues, which cover the plant • palisade mesophyll, which carries out photosynthesis • spongy mesophyll, which has air spaces for diffusion of gases • xylem and
phloem, which transport substances around the plant • meristem tissue found at the growing tips of shoots and roots which will differentiate into different plant cells.

The leaf is a plant organ. The structures of tissues in the leaf are related to their functions.

Knowledge limited to epidermis, palisade and spongy mesophyll, xylem and phloem and guard cells.

Students should be able to explain the effect of changing temperature, humidity, air flow and light intensity on the rate of transpiration.

The roots, stem and leaves form a plant organ system for transport of substances around the plant.

Root hair cells are adapted for the efficient uptake of water by osmosis and mineral ions by active transport.

Xylem tissue transports water and mineral ions from the roots to the stems and leaves. It is composed of hollow tubes strengthened by lignin adapted for the transport of water in the transpiration
stream.

The role of stomata and guard cells are to control gas exchange and water loss.

Phloem tissue transports dissolved sugars from the leaves to the rest of the plant for immediate use or storage.

The movement of food through phloem tissue is called translocation.

Phloem is composed of tubes of elongated cells.

Cell sap can move from one phloem cell to the next through pores in the end walls. Detailed structure of phloem tissue or the mechanism of transport is not required.
Year 9 Chemistry | Learning Cycle 4 | Medium Term Plan | Science 2015/16
Lesson 1: Photosynthesis is the same as respiration.
Lesson 2: The leaf is a plant organ.
Key words: respiration, chlorophyll, endothermic.
Key words: Epidermal, palisade mesophyll, spongy mesophyll, meristem.
Learning Intentions:
Students should develop an understanding that:
 Plants use carbon dioxide and water in the presence of sunlight and chlorophyll to make sugar and
oxygen during the process of photosynthesis.
Learning Intentions:
Students should develop an understanding that:
 Plant tissues include epidermal tissue, palisade mesophyll, spongy mesophyll, xylem, phloem and
guard cells. Transpiration is the movement of water throughout the plant.
Success Criteria:
Success Criteria:




Recall the word equation for photosynthesis.
Explain the importance of photosynthesis.
Explain why photosynthesis is endothermic.
Compare the processes of photosynthesis and respiration.
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Details:
Details:
Peer assessed exam question. Use feedback to redraft.
Home learning activity set:
Design a practical to compare the rate of tomato plant growth between seeds from Earth vs those which
have been into space.
REACH:
Propose how the investigation would be affected by the following:




 Identify the different tissues in a plant.
 Describe the different functions of each tissue in a leaf.
 Compare the cells and tissues within a leaf to their role in photosynthesis.
soil type
light availability
water applied
fertilisers
Peer-assess the different tissues in plant matched to their functions.
REACH extension task: A-level exam question.
Year 9 Chemistry | Learning Cycle 4 | Medium Term Plan | Science 2015/16
Lesson 3: Sugar and water move through the plant in the same
way.
Lesson 4: Plants transpire at the same rate throughout the day.
Key words: Transpiration, guard cells, stomata.
Key words: Xylem, phloem.
Learning Intentions:
Students should develop an understanding that:
 Water and glucose are transported around the plant in an
organ system.
 Xylem tissue carries water and dissolved minerals through
the plant and the phloem tissue transports dissolved
sugars.
Learning Intentions:
Students should develop an understanding that:
 Rate of transpiration is affected by a number of factors.
 Transpiration rate is controlled by guard cells and
stomata.
Success Criteria:
Success Criteria:
 Recall the uses for sugars in plants.
 Describe the structure and function of the xylem tissue.
 Describe the function of the phloem tissue.
 Explain how root hair cells are adapted to transport water.
 Identify variables which affect rate of transpiration.
 Explain how transpiration rate is controlled.
 Explain how light intensity, humidity, air flow and
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Details:
Details:
Peer assessed exam question on structure and function of xylem and
phloem.
Act on feedback from L1 and improve answer. Teacher assessed
investigation of rate of transpiration question.
temperature affect transpiration rate.
Lesson 5: Plants photosynthesise at the same rate throughout the
day
Key words: Light intensity, carbon dioxide, temperature,
chlorophyll
Learning Intentions:
Students should develop an understanding that:
 Rate of photosynthesis can be affected by a number of
factors.
 The rate can be explained using graphs and the limiting
factor can be identified.
Success Criteria:



Identify variables which affect rate of photosynthesis.
Explain how light intensity, carbon dioxide, chlorophyll
and temperature affect rate of photosynthesis.
Interpret rate data to identify the limiting factor.
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Details:
Self-assess questions on photosynthetic data.
Year 9 Chemistry | Learning Cycle 4 | Medium Term Plan | Science 2015/16
Line of enquiry two: Do humans cause disease in plants?
Intentions for learning from AQA GCSE specification:.

(HT only) Plant diseases can be detected by: • stunted growth • spots on leaves • areas of decay (rot) • growths • malformed stems or leaves • discolouration • the presence of pests.

(HT only) Identification can be made by: • reference to a gardening manual or website • taking infected plants to a laboratory to identify the pathogen • using testing kits that contain monoclonal
antibodies.

Plants can be infected by a range of viral, bacterial and fungal pathogens as well as by insects.

Knowledge of plant diseases restricted to tobacco mosaic virus as a viral disease, black spot as a fungal disease and aphids as insects.

Plants can be damaged by a range of ion deficiency conditions: • stunted growth caused by nitrate deficiency • chlorosis caused by magnesium deficiency.

Knowledge of ions is limited to nitrate ions needed for protein synthesis and therefore growth and magnesium ions needed to make chlorophyll.

Physical defence responses to resist invasion of microorganisms. • Cellulose cell walls. • Tough waxy cuticle on leaves. • Layers of dead cells around stems (bark on trees) which fall off taking pathogens
with them.

Chemical plant defence responses. • Produce antibacterial chemicals, such as mint and witch hazel. • Produce poisons to deter herbivores, such as tobacco plants, foxgloves and deadly nightshade.

Mechanical adaptations. • Thorns and hairs deter animals from eating or touching them. • Leaves which droop or curl when touched. • Mimicry to trick animals into not eating them or not laying eggs
on the leaves.
Lesson 8: Plants have three different types of defence to prevent
Lesson 6: Plants become ill in different ways.
Lesson 7: All diseases cause the same symptoms in plants.
attack.
Key words: Tobacco mosaic virus, black spots, aphids, deficiency.
Key words: stunted growth, chlorosis, and deficiency.
Key words: witch hazel, mint.
Learning Intentions:
Students should develop an understanding that:
 Plants can be infected by a range of pathogens.
 Plant can be damaged by deficiency of ions.
Success Criteria:



Recall pathogens which can cause disease in plants.
Describe the symptoms and effects of Tobacco mosaic
virus.
Explain how aphids effect plant growth.
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Details:
Peer assess questions using mark schemes in slides.
Learning Intentions:
Students should develop an understanding that:
 These diseases are detected by stunted growth, spots on
leaves, decay, discolouration, malformation, growths and
presence of pests.
 Diseases can be identified by testing or online
referencing.
Learning Intentions:
Students should develop an understanding that:
 Plants have physical and chemical defence responses to
resist the invasion of microorganisms.
 There are also mechanical adaptations to deter animals
from eating or touching them.
Success Criteria:
Success Criteria:



Describe the visual indications of plant disease.
Describe methods that gardeners and scientists can use
to identify the disease causing pathogen.
Explain the cause of stunted growth.




Recall the structure of plant cells and leaves.
Describe the physical and chemical ways plants can resist
microorganisms.
Describe mechanical adaptations to deter animals.
Design a super plant which has a range of defence
mechanisms.
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Details:
Feedback Focus:
Knowledge input | Check | Development | REACH | Improvement
Act on teacher feedback from L4 during REACH time. Self-assess
activity describing visual indications of plant disease.
Details:
Self-assess leaf diagram and descriptions of preventative plant
measures.