Year 8 Science · Unit 1 · Lesson 14
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Learning Goals
Match each animal structure to a plant structure
Read each animal part and its job. Which plant part does that job for a plant? Write its letter in the middle column. Each letter is used once.
| Animal structure and its job | Letter | Plant structure |
|---|---|---|
| Heart and blood vessels: move materials around the body | A. Roots that take in water from the soil. | |
| Mouth: takes in water by drinking | B. Leaf cells that use light to make the plant’s own food. | |
| Lungs: take in oxygen and let out carbon dioxide | C. Tubes in the stem that carry water up from the roots. | |
| Digestive system: supplies the body with food | D. Tiny pores in the leaves that let gases in and out. |
Odd one out
In each row, circle the one that does not belong. Give a reason.
| Row | Group | Odd one out and reason |
|---|---|---|
| 1 | roots · heart · stem · leaves | |
| 2 | needs water · has organised parts · exchanges gases · pumps blood with a heart | |
| 3 | makes its own food using light · is made of cells · needs water · has parts with different roles |
Cause and effect: one faulty part
Scenario: a sheep and its paddock
On a farm, insect grubs chew the roots of the pasture grass. In the same paddock, an old sheep develops a weak heart.
Complete both chains, grass first and then sheep. Each box is caused by the box before it.
1. For each chain, name the part that failed and the job it normally does for the whole living thing.
Investigation: a pot plant and a pet rabbit on hot days
A class looked after a pot plant and a pet rabbit in the same room for two weeks. For the plant, they measured how much water they had to add each day to keep the soil equally damp; plastic over the soil stopped water escaping from it. For the rabbit, they measured how much water it drank from its bottle.
| Type of day | Pot plant (mL) | Rabbit (mL) |
|---|---|---|
| Cool days (about 18 °C) | 120 | 150 |
| Hot days (about 32 °C) | 260 | 280 |
Source: sample class results.
2. Describe the pattern for both living things. By how many millilitres did each one’s daily intake go up?
3. Use the data to explain how the plant and the rabbit share a need but meet it with different structures. Name the structure each one uses to take in water.
4. A Year 5 student says: “Plants aren’t living systems. They don’t have a heart or a brain, so they can’t have systems.” Write a reply that would help the Year 5 student. Use the sheep and the pasture grass as your examples.
Match each animal structure to a plant structure
Heart and blood vessels: move materials around the body → C; Mouth: takes in water by drinking → A; Lungs: take in oxygen and let out carbon dioxide → D; Digestive system: supplies the body with food → B.
Odd one out
Row 1: heart (an animal structure; the others are plant structures). Row 2: pumps blood with a heart (animals only; the others are true of both). Row 3: makes its own food using light (plants only; the others are true of both).
Cause and effect: one faulty part
Grass: box 2, the roots take in less water and fewer minerals; box 3, less water reaches the leaves through the stem, so they droop and make less food. Sheep: box 2, less blood is pumped through the blood vessels; box 3, the muscles get less oxygen and food.
1. Grass: the roots, which take in water and minerals from the soil for the whole plant. Sheep: the heart, which pumps blood carrying oxygen and food to the whole body. [2 marks: 1 per chain, part and job]
Go Deeper
2. Both took in more water on hot days than on cool days. Plant: 260 − 120 = 140 mL more. Rabbit: 280 − 150 = 130 mL more. [3 marks: 1 pattern, 1 per increase]
3. Shared need: both need water, and both needed more on hot days (up 140 mL and 130 mL). Different structures: the plant takes in water through its roots; the rabbit drinks through its mouth. Same job, different structures. [3 marks: 1 shared need with data; 1 roots; 1 mouth]
Show What You Know
4. Marking guide (points expected): 1 the idea is wrong: plants are living systems; 2 two jobs, each with both structures (for example, taking in water: grass roots, sheep mouth; moving materials: tubes in the grass stem, the sheep’s heart and blood vessels; getting food: grass leaves make food using light, the sheep eats grass and digests it); 1 a system means parts with roles working together, not having a heart or brain; 1 clear, simple language suited to a younger reader. [5 marks]
Common error to watch for: forcing a one-to-one match, such as calling the stem “the plant’s heart”. Compare the job, then name the different structure that does it.