4th Sep '25

Schemes of Work

B1
- B1.4
  - Lesson 01 - How are leaf tissues related to their function? Lesson Plan Lesson Title
    - Students should be able to explain how the structures of plant tissues are related to their functions.
      - Suggested Activity:
        Card sort or virtual tour of the leaf tissue.
    - Plant tissues include:
      - epidermal tissues
      - palisade mesophyll
      - spongy mesophyll
      - xylem and phloem
      - meristem tissue found at the growing tips of shoots and roots.
    - The leaf is a plant organ. Knowledge limited to epidermis, palisade and spongy mesophyll, xylem and phloem, and guard cells surrounding stomata.
  - Lesson 02 - How are specialised plant cells adapted to their function? Lesson Plan Lesson Title
    - Students should be able to explain how the structure of root hair cells, xylem and phloem are adapted to their functions.
      - Suggested Activity:
        Hot-seating 'who am I?' Students are allocated one of the specialised cells and they are hot - seated and the other students have to guess what they are.
        
        In groups build models of root hair cells, xylem, phloem with fact sheets to support (if needed)
        Equipment Required:
        modelling equipment (6 boxes)
    - Students should be able to explain the effect of changing temperature, humidity, air movement and light intensity on the rate of transpiration.
      - Suggested Activity:
        Show transpiration using potometer
        Equipment Required:
        Transpiration demo
        Celery translocation demo potometer
    - Students should be able to understand and use simple compound measures such as the rate of transpiration.
    - Students should be able to translate information between graphical and numerical form
    - Students should be able to plot and draw appropriate graphs, selecting appropriate scales for axes
    - Students should be able to extract and interpret information from graphs, charts and tables.
    - The roots, stem and leaves form a plant organ system for transport of substances around the plant.
    - Students should be able to describe the process of transpiration and translocation, including the structure and function of the stomata.
    - Root hair cells are adapted for the efficient uptake of water by osmosis, and mineral ions by active transport.
      - Suggested Activity:
        EW - Describe and explain the functions of the root hair cells, xylem and phloem and how they are specialised to do them.
    - 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 molecules through phloem tissue is called translocation.
    - Detailed structure of phloem tissue or the mechanism of transport is not required.
  - Lesson 03 - What is the reaction of photosynthesis? Lesson Plan Lesson Title
    - Photosynthesis is represented by the equation:
      (light above arrow)
      carbon dioxide + water -> glucose + oxygen
    - Students should be able to describe photosynthesis as an endothermic reaction in which energy is transferred from the environment to the chloroplasts by light.
      - Suggested Activity:
        use the students to model photosynthesis by getting someone to be the sun and handing the energy (heat pack) over to show endothermic.
        Equipment Required:
        Heat packs
    - 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.
      - Suggested Activity:
        Circus task
    - To produce proteins, plants also use nitrate ions that are absorbed from the soil.
  - Lesson 04 - What factors affect the rate of photosynthesis? Lesson Plan Lesson Title
    - Students should be able to explain the effects of temperature, light intensity, carbon dioxide concentration, and the amount of chlorophyll on the rate of photosynthesis.
      - Suggested Activity:
        Graphing from data and describing the trends. Then link to the explanation.
        Use the students to model and pair off every time a collision occurs to show that even as you increase one type of student (molecule) the reaction must stop increasing at some point.
    - students should be able to extract and interpret graphs of photosynthesis rate involving one limiting factor (MS)
    - Students should be able to plot and draw appropriate graphs selecting appropriate scale for axes (MS)
    - Students should be able to translate information between graphical and numeric form. (MS)
    - (HT only) These factors interact and any one of them may be the factor that limits photosynthesis.
    - Students should be able to measure and calculate rates of photosynthesis (MS)
      - Suggested Activity:
        Observe the impact of plant growth with varying conditions that will limit the rate of photosynthesis.
        Equipment Required:
        From lesson 1 equipment - plants in different environments to limit the light by placing in the dark and one in the light.
        
        The carbon dioxide (place in a seal box or fish tank) and one in normal air.
        
        For changing number of chloroplasts have plants with varying surface area / number of leaves on the plant
    - (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.
    - * Use data to relate limiting factors to the cost effectiveness of adding heat, light or carbon dioxide to greenhouses.
  - Lesson 05 - Required Practical - Photosynthesis Lesson Plan Lesson Title
    - Required Practical 6 - Photosynthesis (AT skills 1,2,3,4,5)
      - Suggested Activity:
        Plan for half the lesson. Then carry out.
        Equipment Required:
        Elodea-freshly cut ends,
        Boiling tubes
        0.2% sodium hydrogen carbonate soln
        lamps
        metre rules
        stopclocks
  - Lesson 06 - What is the reaction of respiration? Lesson Plan Lesson Title
    - Students should be able to describe cellular respiration as an exothermic reaction which is continuously occurring in living cells.
      - Suggested Activity:
        Screaming Jelly Baby
        Show the reaction is exothermic by modelling with the students and have them giving the heat packs to 'the environment'.
        Equipment Required:
        Screaming Jelly Baby
        Heat packs
    - The energy transferred supplies all the energy needed for living processes.
      - Suggested Activity:
        Recap MRSGREN.
    - Respiration in cells can take place aerobically (using oxygen) or anaerobically (without oxygen), to transfer energy.
    - Students should be able to compare the processes of aerobic and anaerobic respiration with regard to the need for oxygen, the differing products and the relative amounts of energy transferred.
    - Organisms need energy for:
      ? chemical reactions to build larger molecules
      ? movement
      ? keeping warm.
    - Aerobic respiration is represented by the equation:
      glucose oxygen --> carbon dioxide water
    - Students should recognise the chemical symbols: C6H12O6 , O2 , CO2 and H2O.
  - Lesson 07 - How is anaerobic respiration different and when is it used? Lesson Plan Lesson Title
    - Anaerobic respiration in muscles is represented by the equation:
      glucose -> lactic acid
      - Suggested Activity:
        GF Why is it important to warm up and warm down before and after vigorous exercise?
    - As the oxidation of glucose is incomplete in anaerobic respiration much less energy is transferred than in aerobic respiration.
    - Anaerobic respiration in plant and yeast cells is represented by the equation:
      glucose -> ethanol carbon dioxide
    - Anaerobic respiration in yeast cells is called fermentation and has economic importance in the manufacture of bread and alcoholic drinks
    - During exercise the human body reacts to the increased demand for energy.
      - Suggested Activity:
        Slow mo of Usain Bolt - point out how he holds his breath - ask how he can possibly keep energy going to his muscles without O2.
    - The heart rate, breathing rate and breath volume increase during exercise to supply the muscles with more oxygenated blood.
    - If insufficient oxygen is supplied anaerobic respiration takes place in muscles.
      - Suggested Activity:
        Investigate how the type of sugar affects the rate of anaerobic respiration.
        
        IV - sugar
        DV - Time
        CV - conc / vol of solution (50mL) / amount of yeast (50mL) / same starting temperature (35%) half kettle water and half tap water.
        
        Mix yeast and sugar solution in a conical flask, cover with balloon to compare the rate of the carbon dioxide production (qualitative)
        Equipment Required:
        Set up one teacher demo before the lesson (to see bigger difference)
        
        conical flasks
        glucose solution x 6
        sucrose solution x 6
        yeast solution
        balloons
        pipettes
        kettles
        large beakers
    - The incomplete oxidation of glucose causes a build up of lactic acid and creates an oxygen debt.
    - During long periods of vigorous activity muscles become fatigued and stop contracting efficiently.
    - (HT only) Blood flowing through the muscles transports the lactic acid to the liver where it is converted back into glucose.
    - (HT only) Oxygen debt is the amount of extra oxygen the body needs after exercise to react with the accumulated lactic acid and remove it from the cells.
    - Metabolism is the sum of all the reactions in a cell or the body.
    - The energy transferred by respiration in cells is used by the organism for the continual enzyme controlled processes of metabolism that synthesise new molecules.
    - Metabolism includes: a) conversion of glucose to starch, glycogen and cellulose, b) the formation of lipid molecules from a molecule of glycerol and three molecules of fatty acids. C) ? the use of glucose and nitrate ions to form amino acids which in turn are used to synthesise proteins. d) respiration. e) breakdown of excess proteins to form urea for excretion
    - Be able to explain the importance of sugars, amino acids, fatty acids and glycerol in the synthesis and breakdown of carbohydrates, proteins and lipids.