This quiz will test your knowledge of content covered in the previous lesson as well as prior learning.

Revision: What is the role of the root hair cells?

Revision: What pigment must be present for photosynthesis to take place?

Which tube's main role is to carry water through a plant?

Which tube carries sugars around the plant?

The process of water cycling through a plant is called what?

Transport in Plants

﻿Hi everyone, it's Miss White here and welcome to lesson seven of the plants and photosynthesis unit. In this lesson, we're going to be reviewing all the content we've learnt so far. So you might want to get yourself some coloured pens and playing paper ready. So you can actively participate in the revision activities that I suggest. If you've not got those, you might want to pause the lesson now and get yourself prepared. We should be ready to start. Well, like I said, this is a revision lesson. So we're going to go back over and cover any content that you may not be sure of. And we're going to test your knowledge, see what you know so far. Like I just mentioned in today's lesson, we're going to be looking at several different revision techniques, as well as having a go at some quick fire quizzing, and longer application questions. It's important that you have the worksheet that coincides with this lesson open, so you can work through it as we go along. If you've got that worksheet open, you'll notice that the first three pages are key fact sheets. We're going to use these key fact sheets at the start the lesson. And it also might be worth you having these handy as we go throughout to help you answer the questions. The key fact sheets look like this. I've split them into three sections. The first sheet contains key facts all about plants. The second sheet contains key facts all about transport within plants. And finally, the third sheet is all about photosynthesis. So like I said, make sure you've got these key fact sheets handy, so that you can use them throughout the lesson. We're now going to have a look at how you can make some flashcards for yourself, using the free key fact sheets that I just shown you. So it maybe that you have some blank flashcards of your own already. But if not, I'm going to tell you how to make some now. I'm going to go through each step, step by step, and it's worth you pausing after each explanation to give yourself time to complete the steps. Firstly, you need to fold your piece of paper in half to form two sections, just like this. Then you need to fold it again to make four quarter sections. When you unfold your piece of paper, it should look similar to the one on my screen. The third step is to then fold the top and bottom edge into the middle so you have eight sections. You can then cut these out, so you have eight small flashcards. It may be that you want to make larger flash cards. That's perfectly fine. However, I do recommend you make them smaller, as this will reduce the temptation to fill your flashcards with unnecessary information. I'm now going to show you the two different types of flashcards that I recommend you make. You can either write a key word on the front and the definition on the back, like so. So here, I've got my keyword, "Phloem," and the definition, "carries dissolved sugars." That's a really simple flashcard with a really short and concise definition of what Phloem does. The other option is you can use the flashcards as question cards. So you can either use your own questions or use examples that I'm going to use in today's lesson. So for this one here, I've got "What are stomata?" On one side of my flashcard, and I've put the answer on the other side. We're now going to look at what makes a good flashcard. So I would just like a moment, you can pause the slide if you need too, and have a think "what's the problem with this flashcard?" That's right, there's far too much detail in this definition. It is all correct, but we could split it into more flashcards. That'll make it a lot easier for you to remember, and also easier for people to use the flashcards to test you with. I've now improved my flashcard by writing the key word on one side and a short definition on the other. I could then use the rest of the information that I had on the flashcard, to turn it into these three questions. I'm going to leave it entirely up to you as to what you'd like to do. Whether you want definition or question cards. Your first task of today's lesson is to make flashcards for fact sheet one. It maybe that you want to make flashcards for all the fact sheets. That's entirely up to you. And you can make them as colourful as you'd like, if you think that will help you remember. Before you get started, I'd just like to remind you that everyone is different. So it is important at key stage three, that you try all ways of reviewing your work, so that by the time you've reached key stage four, you'll know exactly how you revise best. So pause the video now, and make flashcards of fact sheet one. The second revision technique you need to try is Mind-maps. Now Mind-maps are harder than they look but can be really useful. But just remember, it's not a case of just writing words around the centre point, there has to be meaning. So when making a mind-map, you always start by choosing your topic area, and you normally write that in the centre of your page. You then write keywords for the topic, scattered about around that central word. It's then important to add definition of the words where you need them. And then draw lines between words that may be linked together. If it's relevant you may even need to write a sentence along that line to show how these two ideas are linked. So here's my example. I've chosen a topic area, photosynthesis. Around my topic area, I've then written key words, scattered about, and I've added short definitions of other words that link to that key phrase or word that I started with. Your independent task is now to make your own mind-map for "Fact Sheet 2- Transport Key Facts." So pause the video and complete this now. Well done, you should now have a mind-map for fact sheet two. Just like with the flashcards, however, it may be that you like revising using a mind-map. So you may want to make a mind-map for all three fact sheets, but that is entirely up to you. We're now going to check your knowledge of the unit so far through different types of questioning. And I'm going to start with Plant Roots. The first task I'd like to do is label the diagram of our root hair cell. I've included the five keywords or phrases that you need to use to label your diagram. So pause the video now and have a go. Brilliant, so you should've identified that the first arrow was pointing to the cell wall. The second arrow pointed to the cell membrane. The third to the nucleus. The fourth arrow corresponded to the cytoplasm. And finally the vacuole was the fifth arrow. So pause the video and check that you got all the labels in the correct place. We're now going to do some true or false questions together. First question, root hair cells take in water by diffusion. True or false? Amazing, the answer is false. Can you tell me how the root hair cells do take in water? Brilliant, it is osmosis, well done. True or false? Root hair cells have a long and thin cell membrane. Great job, it is true, brilliant. True or false? Root hair cells have a large surface area. Excellent, it is true. So the long thin membrane that we just mentioned is really important, because it increases the surface area of our root hair cells. And what does that allow the root hair cells to do? Take in water by osmosis, brilliant. Next question, true or false? Root hair cells have lots of chloroplasts. That's right, it is false. Root hair cells don't have any chloroplasts do they, okay? So this one is false. I've now got four plant root key questions that I'd like to have a go at answering. So pause the video and write your answers to these four questions down before moving on for the self-assess. So here's the answers to questions one and two. So you should've identified that chloroplasts are found in typical plant cells but not in root hair cells. And your explanation for this, for question two, is because chloroplasts are not found in root hair cells as they do not photosynthesize. Here are the answers to questions three and four. Pause the video and check you've got these written down. Here's an application task I'd like you to do. Look at the table and explain why root hair cells cannot absorb minerals by diffusion. And then the extension question for that is name the process by which mineral ions are absorbed. So pause the lesson now and have a go. Brilliant, so you should've identified that there are more mineral ions in the cell than there are in the soil. Minerals, as we've learned about before, need to move from areas of low concentration to areas of high concentration. This however, is the opposite to diffusion. Because in diffusion, the movement of particles go from areas of high to low concentration. If diffusion were to happen in our root hair cell, this would cause mineral ions to move out into the soil, which is not what the root hair cell needs. So what it does instead, the process by which minerals are absolved, is active transport. So if you need to pause the video now to make any corrections or check your answer, do that, then press play when you're ready to continue. Your knowledge of plant roots was amazing. It's now time to look at the key points surrounding photosynthesis. We're going to start by doing some multiple choice questioning, to get your brain ticking and see what you can remember. Which gas is a reactant of photosynthesis? Great job, it is the carbon dioxide, well done. Next question, what is the other reactant of photosynthesis? Super, it is B water. Amazing if you got that one right. I've said here that oxygen is a product of photosynthesis. Can you tell me the other one? That's right, glucose, well done. Now onto the photosynthesis word equation. So I'd like to have a go at writing the word equation for photosynthesis. Press play when you're ready to go through the answer. Super, the word equation for photosynthesis is carbon dioxide plus water produces glucose and oxygen. So our two reactants are carbon dioxide and water and our two products are glucose and oxygen. So there are several factors which can limit photosynthesis. Can you remember what they are? I'd like you to say them for me now, that's right. So the factors which limit photosynthesis are light intensity, temperature, carbon dioxide availability, and water availability. So that means that these four factors can limit how fast photosynthesis happens. Here is a graph to the effects of increasing carbon dioxide concentration on the rate of photosynthesis. In a moment, I'd like to pause the video and have a go. The first two questions involve you identifying variables. The third one asks you to describe the graph. So that means say what is happening. Explain the graph and saying why. So questions three and four, you need to say, what is happening as you increase the carbon dioxide concentration at the rate of photosynthesis, then explain why this is happening. Pause the video an have a go now. Press play when you are ready to talk through the answer. So you should've identified that the independent variable is the carbon dioxide concentration, because that is what we are changing, and the dependent variable is the rate of photosynthesis, because that is what we're measuring. If I was to describe this graph, I would say as the carbon dioxide concentration increases, the rate of photosynthesis also increases. And it does this until it reaches a maximum rate where after it then remains constant. I'd now like you to pause the video and read the explanation. Press play when you're confident that you've got the correct answer written down. Now moving on to look at the uses of glucose. Can you name the four uses of glucose for me. Amazing, so the four uses of glucose are the respiration, making new chemicals, it can by stored, and also it can be converted into starch. Well done if you remembered all four. So here are some key questions on the use of glucose to recap your knowledge of that lesson. So pause the video now and how a go at these five questions. Press play when you're ready to self-assess. So here are the answers. Check that you've got these right before continuing with the lesson. The next lesson that we're going to review is the leaves lesson. Here is a cross section of a leaf. What I'd like you to do is identify part A. Is it the stoma or the upper epidermis? What do you think? That's right, it's the upper epidermis. Well done if you got that one right. Now can you identify part B? It is indeed the waxy cuticle, amazing. Now part C, is it the stoma or the palisade cell? That's right, it is a palisade cell, well done. Now onto part D, is part D the spongy mesophyll or a stoma? Awesome work. It is the stoma, well done. And finally part E, is the arrow for E pointing to the spongy mesophyll or a root hair cell? Great work, it is the spongy mesophyll. Well done if you got five out of five on that quiz. It wasn't easy. Now I'd like you to match the part of the leaf cell to the correct description. So on your worksheet, you should have this match-up task ready for you to complete. So draw a line from the keyword on the left hand side to the description on the right. Press play when you're ready to continue with the lesson. Which description matches the spongy mesophyll? That's right, it's randomly spaced to allow for diffusion of gases. What about the upper epidermis? Amazing, yeah, the upper epidermis is the upper layer of the leaf. And the upper layer of the leaf is covered in waxy cuticle. And the waxy cuticle waterproofs the leaf. Give yourself a tick if you got that one right. The palisade cell is the site of photosynthesis, because it's packed with chloroplasts which contain chlorophyll to absorb the light. And finally, the stoma, collectively known as stomata, are the holes of the underside of the leaf. Once again, well done if you got five out of five, you're really impressing me today. Here are key questions on the leaf. As we looked at in the leaf lesson, leaves have several adaptations. What I'd like you to do is explain how each of these three features make the leaf well adapted for its job. Once you've completed that, I'd like to have a go at explaining why having very few stomata on the top of the leaf is an advantage to the plant. So pause the video now, complete these two tasks, and then press play when you're ready to go through your answers. So here are the answers to part A to C. So pause the video now and checked you've got these written down. Now the extension question I asked you to explain why having very few stomata on the top of the leaf is advantageous to the plant. You should've identified that on the under side of the leaf the stomata are exposed to the sunlight much less. This therefore, reduces the volume of water lost by evaporation from the leaf. Pause the video and make any corrections to your answers now. Finally, we're going to recap our lesson on the transport system implants. What are the names of the two tissues which transport substances through the stem? That's right, the xylem and the phloem. Back to our true or false quiz. Is it true or false that the xylem transports sugars around the plant? It is false, well done. What does the xylem transport then? That's right, it transports water and minerals from the roots to the leaves. Next one, is it true or false that transpiration is the uptake of water from the soil to replace water lost by evaporation? Amazing, that fact is true, well done, if you want that one right. And by which process is water taken up from the soil? Can you remember? Great job, it is osmosis. Water moves up the plant due to diffusion. Now I've just kind of given you a hint to this one. Yeah, it's false isn't it? Because it moves due to osmosis. Is it true or false, that phloem transports sugars around the plant? Yeah, well done it is true. So like I've said before, the xylem transports water and minerals, while the phloem transports sugars. Well done, you've made it to the end of the lesson. Thank you for working so hard. It's now time for you to have a go at the exit quiz. And also, if you'd like to show your flashcards or mind-maps with us here at Oak National, you need to ask a parent or carer to share your work on Instagram, Facebook, or Twitter, tagging at Oak National and hashtag learn with oak. Hopefully I'll see you again next lesson, bye.

This quiz covers everything we have learnt so far in the Plants & Photosynthesis unit.

In which organelle in the plant cell does photosynthesis take place?

Why can't roots absorb minerals by diffusion?

What are the two products of photosynthesis?

If glucose is a monomer, what is starch?

What is the role of the waxy cuticle on a leaf?

By which process does water leave the leaf?

Which of these is NOT a limiting factor of photosynthesis?

What is the name of the two transport tubes in a plant?

Review 1

A review of all content covered so far in this unit, including study skills, core knowledge review and extended response question practice.

This lesson will review all content covered so far in this unit. We will look at two different methods of revision then there will be a series of quick fire questioning and extended answer practice to recap all knowledge obtained in this unit.

Science

Y8 Science

Key Stage 3

Year 8

Miss

Mid-Topic review

Plants and photosynthesis

Biology

THEME

UNIT

Plant Roots

Photosynthesis

Uses of glucose

Rate of photosynthesis

The leaf

Transport in plants

George Washington Carver

Plants & the atmosphere

Plants as food

Application of knowledge

Review (Part 2)

What is the role of the chloroplasts within a plant cell?

How are root hair cells adapted to take in water?

By which process does water enter the root hair cells?

Minerals enter the root hair cells by active transport so which organelle do they have lots of?

What are the reactants for photosynthesis?

What are the products of photosynthesis?

In which organelle does photosynthesis take place?

What is the role of the plant cell wall?

What is the green pigment found in plant cells called?

How do plants obtain carbon dioxide?

What has happened to the levels of carbon dioxide over millions of years?

What has happened to the levels of oxygen over millions of years?

What process has led to this increase in oxygen?

Which type of organism will be a producer?

What is a producer?

Revision: What is the role of the vacuole?

What is the name of the chemical added to a leaf to test for the presence of starch?

Where are stomata usually found?

What is the name of the cells either side of the stomata?

What is the role of the stomata?

Lesson overview:Mid-Topic review

Plants and photosynthesis: