LAUNCH · Edexcel GCSE Biology 1BI0 Foundation · Paper 1 · Topic 1 · Week 6
| Key word | What it means |
|---|---|
| root hair cell | A plant cell with a long thin hair that absorbs water and minerals. |
| mineral ion | A dissolved nutrient a plant needs, e.g. nitrate, from the soil. |
| villi | Tiny folds in the small intestine that absorb digested food. |
| uptake | The rate at which a cell takes a substance in. |
| oxygen | Needed for respiration, which powers active transport. |
Session plan: 40-minute session: Arrival 3; overview 1; I Do 1 4; We Do 1 4; I Do 2 3; We Do 2 4; independent work 15; feedback and next step 3; exit 3. Title orientation is untimed. The optional two-minute evidence check sits inside independent time. Keep extra practice available; use the core question, a contrasting example and a recheck before extending.
Name: ____________________ Tier ringed by adult: ◆ Supported ▲ Standard ★ Stretch Date:
I can apply active transport to root hair and gut cells, and use data to link it to respiration.
From the word bank, name the part of the plant cell that absorbs mineral ions.
Why can a root hair cell not use diffusion to absorb mineral ions?
Explain why a root hair cell must use active transport rather than diffusion for minerals.
Long thin root hair → ______________________________
Many mitochondria → ______________________________
Carrier proteins in the membrane → ______________________________
Villi in the small intestine → ______________________________
Uptake rises with oxygen → ______________________________
Minerals sucked in like a straw → ______________________________
A root hair cell absorbs mineral ions by active transport because the ions are more concentrated inside the cell than in the soil. Moving them against the gradient needs energy from respiration, so the cell has many mitochondria. When oxygen is low, respiration and uptake both fall.
You explain the gut, out loud as you write: 'Glucose is absorbed into the blood by active transport because its concentration is already higher in the blood than in the gut. Moving it against the gradient needs energy from respiration, so gut cells have many mitochondria.' Direction, reason, source. Then read the oxygen graph the same way.
root hair cell, mineral ion, villi, uptake, oxygen
You explain the gut, out loud as you write: 'Glucose is absorbed into the blood by active transport because its concentration is already higher in the blood than in the gut. Moving it against the gradient needs energy from respiration, so gut cells have many mitochondria.' Direction, reason, source. Then read the oxygen graph the same way.
root hair cell, mineral ion, villi, uptake, oxygen
You explain the gut, out loud as you write: 'Glucose is absorbed into the blood by active transport because its concentration is already higher in the blood than in the gut. Moving it against the gradient needs energy from respiration, so gut cells have many mitochondria.' Direction, reason, source. Then read the oxygen graph the same way.
root hair cell, mineral ion, villi, uptake, oxygen
Task: Label the root hair cell, then complete two sentences on why it uses active transport, from the word bank.
Task: Explain root hair and gut uptake, then describe what the oxygen–uptake graph shows.
Task: Explain both examples, interpret the oxygen–uptake graph, and predict what happens to uptake if the roots are waterlogged.
Why does the gut use active transport, not diffusion, to absorb glucose?
Pearson Edexcel GCSE (9–1) Biology 1BI0 (Foundation, grades 1–5); GCSE Combined Science 1SC0 F where appropriate; AQA UAS science units
Records what was observed, and at which level of independence.
| Pupil | ____________________ |
| Lesson | Use: Active Transport in Root Hairs and the Gut — LAUNCH Science · Week 6 |
| Date | ____________________ |
Observed in this lesson
☐ Explained root hair mineral uptake as active transport.
☐ Explained gut glucose uptake against the gradient.
☐ Used the oxygen graph to link uptake to respiration.
Assessor comment
Ring the tier the pupil actually worked at
| ◆ Supported | ▲ Standard | ★ Stretch |
Assessor name ______________ Role ____________ Signature ______________ Date ________
Space: Reading graphs under time pressure is a barrier for some. The graph stays on the board and you may talk it through with a partner before writing.
Voice: If the data seems to contradict the idea, say so — checking the claim against the graph is exactly the skill here.
Audience: Your annotated graph and explanations go into the Topic 1 folder for the W7 review.
Influence: The class chooses whether we apply this next to a plant example or a human one.
Closing the loop: this one ends on paper — your own hand, or your words scribed by an adult. Saying it aloud starts the loop; writing it is what closes it. Pass is always allowed.
What I said, and what it changed:
Keep with your portfolio.
| Pupil name: | Date: |
| WWW (What Went Well): | |
| EBI (Even Better If): | |
| Level worked at: Supported / Standard / Stretch | Evidence filed: Yes / Not yet |
| Pupil response — my next step: | |