Teacher guidance - 1

Investigating the salt tolerance

of plants
Lesson overview:
There are many plants that are highly salt tolerant. These include plants such as mangrove shrubs that
grow in tidal regions of the tropics and sub-tropics and plants such as samphire, sorrel, sea lavender
and thrift that grow on UK salt marshes. All these can tolerate frequent flooding by sea water.

Most food crops are much less tolerant of high salt levels in the soil than salt marsh plants. There is a
wide variation of tolerance as reported by FAO1 (The Food and Agriculture Organization of the
United Nations):

In the UK, DEFRA (Department for Environment, Food and Rural Affairs) provides guidance about
saltwater contamination of land to farmers in the UK2 . Farmers are advised to drain the flood water as
soon as possible and allow normal rainfall to wash away the salt. Unfortunately, this process can take
up to a couple of years. During that time land needs to be left fallow or planted with salt-tolerant crops
such as barley or ryegrass.

In this investigation, children work collaboratively to explore the salt tolerance of pea plants. To ensure
results are repeatable and reproducible, children follow a standard method, thus modelling how
the science community verifies data from investigations. Ideally, eight different concentrations of salt
solution will be tested at least three times by different groups of children. Assigning different solution
strengths to groups may need some careful organisation.

The tolerance level of a crop is defined as the level at which growth is not affected. We would therefore
expect a graph of results to look similar to this with the change in gradient showing the salt tolerance:

In this investigation, children will

measure growth by finding the
mass of pea plants after a set time.
Fourteen days is suggested although
you may wish to vary this to suit the
growth rate of the pea plants or other
constraints such as holidays.

1
http://www.fao.org/3/r4082e/r4082e08.htm
2
https://www.gov.uk/government/publications/protecting-our-water-soil-and-air
Teacher guidance - 2

Equipment needed:
• 250 ml beaker
• Approx. 1000 ml of each different strength of salt solution:
o 0 g/l
o 1.0 g/l
o 2.0 g/l
o 3.0 g/l
o 4.0 g/l
o 5.0 g/l
o 6.0 g/l
o 7.0 g/l
o 8.0 g/l
o 9.0 g/l
o 10.0 g/l

• 33 circles made from packing foam (approx. 5 cm in diameter and punched with three
holes to accommodate three pea seeds)
• Approximately 120 pea seeds, preferably pre-soaked and germinating
• Access to balances with 0.01 g precision

Safety information:
Standard safety procedures should be followed. Spills should be cleared up immediately.

Presentation guidance:
Slide 2: Explain that extreme weather events are becoming more frequent
around the world including in the UK.

The photos on this slide show a recent flood and a reservoir during a
recent drought in the UK. Other extreme weather events in the UK have
included major storms and mini tornados.

Slide 3: Explain that low-lying coastal land around the world is prone to
flooding by sea water. The situation set to worsen with global warming
and as sea-levels rise.

Tidal surges are common when storms or strong winds coincide with
spring tides along the East Coast of the UK. Farmland can be badly
affected, and crops ruined.
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Slide 4: Explain to children that some plants are salt-tolerant. These sheep are
grazing on salt marshes in Wales. The marsh is frequently flooded
by the sea. Parts of it are flooded every high tide but others are only
flooded twice a month by spring tides.

Salt marsh lamb is highly prized for its flavour, which is imparted by salt
tolerant plants eaten by the lambs.

Slide 5: Set the scene for the children. Remind them that land contaminated
with salt is unsuitable for growing crops. Knowing what salt levels in the
soil are and the salt tolerance of different crops is important for farmers.
However, farmers are busy people and do not always have time or the
equipment to investigate their soil and test crops for salt tolerance.

This is where data collected by university science research teams may

be useful. The children play the part of researchers in the team.

The image on the slide shows pea plants growing in a saline solution.
Growing peas in a solution allows careful control of the solution
strength. It is difficult to achieve control when growing plants in soil or
compost because salt concentration varies as water evaporates from
the soil and when additional water is added.

The peas were soaked and allowed to germinate before placing on a

foam disc. The floating disc keeps the pea stem and foliage out of the
water but allows the root to grow into the salt solution. It also reduces
water loss by evaporation. The beaker is topped up with fresh water as
the plants take up water and the level drops.

Slide 6: Explain to children that they will be given a prescriptive method

unlike many investigations. This is because it is important that all
groups follow the same method and so results are repeatable and
reproducible.

The class will test eleven different strengths of salt solution. Each
strength will be tested by three groups. You will need to assign 3-6 salt
solution strengths to each group of children depending the number of
groups in your class.

Slide 7: Explain to children that plant growth is unaffected until the salt tolerance
threshold is reached. For concentrations of salt solution greater than the
threshold, growth is reduced or stopped altogether.

The image shows an idealised graph and may not be reflected by the
data collected from this investigation.
Teacher guidance - 4

Slide 8: It is recommended that children monitor growth and the solution level
in each beaker every 2-3 days.

After 14 days, children can measure the height of the plants and
observe and record the appearance of the roots, stems and leaves.
The plants can be snipped off where the stem meets the root and the
mass of the plants recorded. Having three pea plants in each beaker
will reduce the impact of growth variation between different plants.
Having three different groups trialling each solution strength will allow
identification of anomalous results and better evaluation of the quality
of data.

Slide 9 Explain that the science research report for this investigation needs three
distinct parts: a summary of the findings, the data collected including
tables and graphs, and recommendations for further investigation.

Children may need hints or guidance to develop ideas for further

investigation. Likely ideas may include investigating different types of
crop and investigating salt tolerance of crops growing in soil. Children
may suggest additional creative ideas such as genetic modification of
crops using DNA from salt marsh plant.

Key Stage 3 Curriculum Links

Subject Topic Objective

Science Working Scientifically Make predictions using scientific knowledge and

(Experimental skills and understanding.
investigations)
Select, plan and carry out the most appropriate types
of scientific enquiries to test predictions, including
identifying independent, dependent and control
variables, where appropriate.

Use appropriate techniques, apparatus, and

materials during fieldwork and laboratory work,
paying attention to health and safety.

Make and record observations and measurements

using a range of methods for different investigations;
and evaluate the reliability of methods and suggest
possible improvements.
Teacher guidance - 5

Science Working Scientifically Present observations and data using appropriate

(Analysis and evaluation) methods, including tables and graphs.

Interpret observations and data, including identifying

patterns and using observations, measurements and
data to draw conclusions.

Present reasoned explanations, including explaining

data in relation to predictions and hypotheses.
Evaluate data, showing awareness of potential
sources of random and systematic error.

Science Cells and organisation The functions of the cell wall, cell membrane,
(biology) cytoplasm, nucleus, vacuole, mitochondria and
chloroplasts.

Science Nutrition and digestion Plants making carbohydrates in their leaves by

(biology) photosynthesis and gaining mineral nutrients and
water from the soil via their roots.

Science Photosynthesis The reactants in, and products of, photosynthesis,

(biology) and a word summary for photosynthesis.

Science Inheritance, Differences between species.

(biology) chromosomes, DNA
and genes The variation between individuals within a species
being continuous or discontinuous, to include
measurement and graphical representation of
variation.