Lesson Plan: REKHA. V.

Session title Mechanism of transport of water by xylem vessels. Date 10.03.2020 Location Biology Lab

Learner group AS Level Duration 1 hour Group size 20

Learning aims The aim of the lesson is to understand mechanism of transport of water by xylem.
A statement which provides the scope of
the subject and the overall intent of the
course

Learning objectives At the end of the lesson students will:

What are learners expected to learn after All students:
completing the lesson? These should be
specific and able to be assessed.  Absorption of water from the soil by the roots – Active transport.
 Water movement through cortex to endodermis by apoplastic and symplastic pathway.
 What is transpiration?
 Route of water transport from xylem vessel to air spaces near stomata through mesophyll cells.
Most students:
 How root or hydrostatic pressure is developed at the base of xylem vessels?
 Difference in water potential between leaf surface due to transpiration and roots due to hydrostatic pressure.
 Importance of cohesion and adhesion in water transport through xylem vessels.
 Significance of pits in xylem vessels.
Some students:
 Structure of endodermis with reference to suberinised deposits on its cell wall.
 Importance of passage cells.

Lesson plan template

Lesson Plan: REKHA. V. M

Inclusion During lesson students will be asked to refer and understand:

How will you make your lesson inclusive?  Fig 7.14, Page 134 – To understand the movement of water through a plant down the water potential gradient.
 Fig 7.15, Page 135 – To understand structure of dicot leaf.
 Fig 7.16, Page 136 – To understand how low water potential gradient is created on leaf surface due to transpiration.
 Fig 7.23 d, Page142 – Structure of xylem.
 Fig 7.25, Page 144 – The pathway of water movement from root hair to xylem.
 Fig 7.27, Page 145 – Apoplastic and Symplastic pathway.

Time What are you doing? What are your students doing? Learning materials and resources

5 mins Brain Storming –  Letting students think and come up with  Past knowledge
the best possible clear explanations for
 Asking students to think and undergo
different type of transport mechanisms.
group discussions about the process of
active transport, diffusion, osmosis and
transpiration.

5 mins  Understanding structure of a dicot leaf.  Understanding distribution and function  Refer to Fig 7.15, Page 135.-
of palisade and spongy mesophyll cell. Cambridge AS and A level
Textbook.
 Importance of stomata – transpiration.

20 mins JIG SAW learning  Understanding how low water potential Cambridge AS and A level Textbook.
gradient is created on leaf surface;
 Group A: Students collects information  Refer to Fig 7.16, Page 136
Phenomena of diffusion.
about water movement through leaf
surface – Transpiration stream  Understanding why mineral ions are
transported from soil to roots by active  Refer to Fig 7.14, Page 134
 Group B: Students collect information
transport.
how root absorbs mineral ions by active
transport followed by water absorption
by osmosis.  Students understand how movement of
water occurs from root hairs to
 Group C: Research and understand  Refer to Fig 7.27, Page 145
endodermis via cortex through two
about Apoplastic and Symplastic
pathways.
pathway.
 (a) Students understand the relevance
 Refer to Fig 7.28, Page 145
of symplastic pathway in creating high
root pressure needed for transport of
Lesson plan template
Lesson Plan: REKHA. V. M

Time What are you doing? What are your students doing? Learning materials and resources
water through xylem vessels.
 Group D: Students research and
understand how the endodermis helps
(b) How passage cells are formed from
in creating high root pressure and
endodermal cells.
controlling movement of mineral ions
into xylem.
 ACTIVITY: Students understanding the  Straw, beaker of water, Refer to
process - Simulating the uptake of Fig 7.25, Page 144
water through xylem vessels using
sucking up of water by straw.
 Group E: Students understands about
uptake of water through xylem vessels
by – cohesion-adhesion; transpirational
pull and root pressure.

20 mins EVALUATION:
 Making expert groups by picking one  Students doing group discussion,
student from each group A, B, C, D and consolidating their points and
E. presenting in front of the class.

10 mins SUMMARY: Group Discussion and Student One student from each group will be asked to Group work.
Reflection.
 Share their knowledge gained. Past Cambridge question papers.
Distributing worksheets based on water
 Share their working on class worksheet
transport by xylem vessels.
given.

Lesson plan template

Lesson Plan: REKHA. V. M

Use as many rows in the table as applicable – add rows if necessary

Lesson Evaluation: Include what you feel went well and what you would like to improve.

 Students will be given assignments based on past year question papers.

 Aligning student response with mark scheme.
 Activity went well: Students were able to understand the process of cohesion, adhesion and transpirational pull from a region of high water
potential to low water potential. They were clearly able to correlate the different figures mentioned in lesson plan with the process.
 Improvement needed: Slides based on plant xylem vessels, dicot stem, dicot root and dicot leaf can be included.

Lesson plan template