Plant Systems · SHS1 Biology

Lesson notes

Learning Objectives

Indicator: 1.4.2.LI.1 - Distinguish between the external and internal features of monocotyledonous and dicotyledonous plants and relate these plant structures to their functions.

By the end of the lesson, learners can:

Identify at least four external features of monocotyledonous plants and four external features of dicotyledonous plants from specimens or diagrams.
Compare the internal features of monocotyledonous and dicotyledonous plants, including root and stem structure, using at least three points of difference.
Relate specific plant structures (roots, stems, leaves, flowers) to their functions in growth and development.
Classify unfamiliar flowering plant specimens as either monocotyledonous or dicotyledonous based on observable features, giving reasons for their classification.
Present findings from group observations on plant morphology clearly to the class, respecting the contributions of all group members.

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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.1 - Distinguish between the external and internal features of monocotyledonous and dicotyledonous plants and relate these plant structures to their functions.
Suggested placement: Semester 2, Week 16 (Week 36 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)

Task-Based Learning: in mixed-ability gender-responsive and all -inclusive tasked-based groups, learners sample different flowering plants from their immediate environment, and carefully observe and write down features that are common to monocotyledonous and dicotyledonous groups. Learners appreciate real-life situations by undertaking project assignment in their immediate environment.
Collaborative Learning: in groups, design and present PowerPoint presentations on the morphological adaptations, similarities and differences between monocotyledonous and dicotyledonous plants to the entire class. By carrying out this task, learners work together, build self-confidence and believe that their thoughts and opinions are valued.
Individual-Based Learning: sample flowering plants from the immediate environment, and create a poster on monocotyledonous and dicotyledonous plants, focusing on the features that are common to both groups of plants. Learners listen to their peers' opinions and accept constructive criticism.
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.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.