• Quick retrieval from earlier learning (Photosynthesis). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Which is a use of the glucose made in photosynthesis? (It makes chlorophyll green. / It is turned into soil. / It is stored as starch. / It is breathed out.) → It is stored as starch.Prompt: Iodine turns blue-black when this store is present.
2. Pondweed in light gives off 27 bubbles of oxygen in 3 minutes. What is the rate in bubbles per minute? → 9Prompt: Rate = amount ÷ time.
3. Photosynthesis: which statement is NOT true? (Photosynthesis produces oxygen. / Photosynthesis turns oxygen into carbon dioxide. / Chlorophyll is found in chloroplasts. / Photosynthesis takes in energy (it is endothermic).) → Photosynthesis turns oxygen into carbon dioxide.Prompt: Remember the word equation.

• Bring in a plant that has been kept in the dark next to one in the light, and ask what happened.
• Share the objective: Xylem, phloem and transpiration. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Xylem or phloem? It transports mineral ions.
• Step 1: Xylem carries water and mineral ions up from the roots; it is made of dead cells strengthened with lignin.
• Step 2: So the answer is: xylem
• Answer: xylem
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. Xylem or phloem? It transport called translocation. (xylem / phloem) → phloemPrompt: Xylem is about water; phloem is about food (sugars).
2. Which conditions make transpiration fastest? (humid and dark / dark and cold / hot, dry, windy and bright / cold, humid and still) → hot, dry, windy and brightPrompt: Think about what dries washing quickly.

• Students work on the student sheet. Circulate and check the first two answers of every student early.
• Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. In a potometer, the air bubble moves 70 mm in 10 minutes. What is the rate of water uptake in mm per minute? → 7 mm/minPrompt: Rate = distance moved ÷ time.
2. Root hair cells are adapted to absorb water because they… (have thick waxy walls / are dead / have a large surface area / contain many chloroplasts) → have a large surface areaPrompt: More surface means more water can enter.

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-10.