SHS1 Biology · Semester 2 Week 17: Plant Systems

Lesson notes

Learning Objectives

Indicator: 1.4.2.LI.2 - Relate the tissues of the leaf, stem, and roots of monocotyledonous and dicotyledonous plants to their functions.

By the end of the lesson, learners can:

Identify the major tissues found in the roots, stems, and leaves of monocotyledonous and dicotyledonous plants.
Compare the arrangement of vascular tissues (xylem and phloem) in monocot stems and dicot stems.
Relate each tissue type (epidermis, cortex, pith, xylem, phloem, mesophyll, stomata) to its specific function in the plant.
Distinguish between monocot and dicot internal structures using microscope observations or prepared diagrams.
Justify why internal tissue arrangement supports the growth habits of monocots (e.g., maize) compared with dicots (e.g., mango).

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Curriculum details

Strand: Systems of Life (Strand 4)
Sub-strand: Plant Systems (4.2)
Content standard: 1.4.2.CS.1 - Demonstrate knowledge and understanding of the morphology, growth and development of flowering plants 1.4.2.LO.1 Describe the morphology of flowering plants and explain how these are related to their growth and development.
Indicator: 1.4.2.LI.2 - Relate the tissues of the leaf, stem, and roots of monocotyledonous and dicotyledonous plants to their functions.
Suggested placement: Semester 2, Week 17 (Week 37 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 60

Exemplars (from the NaCCA curriculum)

Group-Based and Experiential Learning:
- In mixed-ability and tasked-based groups, watch videos/pictures/charts or listen to presentations on the internal tissues of flowering plants. Learners discuss what they learn from the video or presentation to build self-confidence and also, they learn to critique their peers' opinions and express disagreement in constructive ways.
- Obtain monocotyledonous and dicotyledonous plants, make thin sections of parts such as the roots, stems, and leaves, and critically use a microscope to observe and compare the internal structures.
- In pairs, create a poster on an A4 sheet, showing the various structures of the plants and their functions.
- Submit your final posters for a gallery walk or whole class exhibition. By conducting these group activities, learners appreciate real-life situations. Working together builds self-confidence and team
spirit among learners.
Teaching and Learning Materials:
- * Three different species of the different groups of mammals (e.g., rabbit, albino rat, guinea pig, cat, etc.), dissection kits such as dissecting scissors, forceps or tweezers, scalpels, hand gloves, a dissecting board, etc. * Young monocotyledonous and dicotyledonous plants (e.g., mango/orange seedling, maize seedling), dissecting kits, microscope, slides, etc. * Flowering plants (monocotyledons and dicotyledons) with flowers, shears, trays and scalpels * "TV/LCD projector, * Monocotyledonous and dicotyledonous plants * Blade/scalpel * Board * Light microscope * Petri dish * Microscope slide * Coverslip * Eosin stain * Water * A young monocot and dicot plants (e.g., mango/orange seedling, maize seedling) * Dissecting kits
- YEAR TWO
- * Microscope * Slides, etc."
- Computer/Projectors/TV/Smart phone * Pen drive * Pictures * Simulation device * Yam tissue * Concentrated salt/sugar solution * Water * Crystals of potassium permanganate * Source of water * Source of light * Nutrients * A temperature-regulated environment.
Assessment (1.4.2.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.