Lesson Plan

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Lesson Plan
Grade: Date: 17/01/2026
Subject: Biology
Lesson Topic: State the functions of xylem and phloem in transport of water, mineral salts and food.
Learning Objective/s:
  • Describe the role of xylem in transporting water and mineral ions and providing structural support.
  • Explain how phloem transports organic nutrients and the concept of source‑sink relationships.
  • Compare the directionality, living status of cells, and energy requirements of xylem and phloem.
  • Illustrate the mechanisms that drive water movement in xylem and sugar movement in phloem.
Materials Needed:
  • Projector or interactive whiteboard
  • Diagram of a stem cross‑section (printed or digital)
  • Worksheets with comparison table
  • Markers and chart paper
  • Sample plant stems (optional for demonstration)
 Introduction:
Begin with a quick poll: “Where does the water you drink come from in a plant?” Connect to prior learning about roots and leaves, then state that today students will uncover how specialised vascular tissues move water, minerals, and food throughout the plant. Success will be measured by their ability to explain and compare xylem and phloem functions.
Lesson Structure:
  1. Do‑now (5') – Students label a simple diagram of a vascular bundle (xylem inner, phloem outer). Teacher checks answers.
  2. Mini‑lecture (10') – Present key functions of xylem and phloem using slides and the stem diagram.
  3. Interactive comparison (8') – In pairs, students fill a comparison table (direction, living cells, energy, support) and discuss.
  4. Demonstration (7') – Show a cut celery stem in coloured water to visualise xylem transport; discuss transpiration pull.
  5. Guided practice (10') – Work through the pressure‑flow mechanism for phloem using a step‑by‑step worksheet.
  6. Quick quiz (5') – Exit ticket: one sentence describing one key function of each tissue.
  7. Recap & homework assignment (5') – Summarise main points and assign a short diagram‑labeling task.
Conclusion:
Review the contrasting features of xylem and phloem, emphasizing the one‑way versus bidirectional flow and the energy differences. Ask a few students to share their exit‑ticket responses as a retrieval check. For homework, students will label a detailed stem cross‑section and write a brief paragraph linking transport mechanisms to plant growth.