#3172. Classifying monocot and dicot plants.

Science, level: Elementary
Posted Wed Jul 7 14:19:53 PDT 2004 by Enrique Ayuso Jr. (rickayuso@yahoo.com).
Louisiana Government School, Orange Walk,Belize Central America
Materials Required: local plant samples
Activity Time: one hour
Concepts Taught: Monocots have one seed leaf and dicots have two seed leaves.

Teacher Enrique Ayuso
EDUC 301
Lesson Plan

Subject: Science
Topic: Monocots and Dicots
Time: 1 hour
Class: Grade 6
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References:
Basic Science Book 1 page 82

Materials: leaves, magnifying glass, flowers, Bristol board ,computer

Previous knowledge: Students know the basic parts of a flower.

Objectives: Students will be able to:
1. identify parts of the flower
2. tell the difference between monocots and dicots
3. group plants according to leaf type and characteristics and present findings in a table form by using a computer.

Concepts:
Flowering plants include two main groups:
a) monocots
b) dicots

monocots

Monocot is the short for monocotyledon, which means that the seeds of these plants contain only one cotyledon or seed leaf.
Examples of monocots are: onions, bananas, tulips, wheat, barley, maize and daffodils.
Characteristics:
-all grasses are monocots
- Monocots have one cotyledon.
- Flower parts are in threes of multiples of three.
- Monocots have leaves with parallel veins that run down the length of the leaf
- pollen grains often have one pore.

Dicots
- two cotyledons
- Flower parts in fours or multiples of fours or fives.
- Leaf veins form a net pattern
- Pollen grain often have three pores.

Skills:
Observe different types of leaves and flowers.
Write the name of the different groups of plants
Discuss observations with class
Create a table on a computer
Listen for information

Attitude:
Appreciate the importance of group classification in plants.

Procedure:
Introduction:
Form students into groups. Set on the desk of each group various different leaves, seeds, and flowers. Give students a diskette which will guide them into identifying the difference among the different items in front of them.

Development:
Ask for feedback from students. Have student present their findings orally. . Clear any doubts about the two groups of plants.

Conclusion:
Students will demonstrate their understanding by constructing table on Microsoft word and insert information.
Plant Monocot/Dicot Leaf type Flower Yes/no # of petals

Assessment:
Presentation of chart .
Evaluation: