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This lesson provided by:
Author:Debra Spiller
System: Fayette County
School: Hubbertville School
Lesson Plan ID: 23800

Distinguishing Between Monocots and Dicots


Students will:
Learn how monocots and dicots are different.
Learn how to recognize a dicot seed and a monocot seed.
Learn to recognize a dicot leaf and a monocot leaf.
Learn to recognize a dicot root system and a monocot root system.
This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.

Content Standard(s):
SC(9-12) Biology9. Differentiate between the previous five-kingdom and current six-kingdom classification systems.
SC(9-12) Biology10. Distinguish between monocots and dicots, angiosperms and gymnosperms, and vascular and nonvascular plants.
SC(9-12) Botany Elective5. Identify types of roots, stems, and leaves.
SC(9-12) Botany Elective12. Describe the ecological and economic importance of plants.
Local/National Standards:

National Academies of Science NS.9-12.3 Plant cells contain chloroplasts; the site of photosynthesis. Plants and many microorganisms use solar energy to combine molecules of carbon dioxide and water into complex, energy rich organic compounds and release oxygen to the environment. This process of photosynthesis provides a vital connection between the sun and the energy needs of living systems.

Primary Learning Objective(s):

The students will be able to distinguish the differences between monocots and dicots by reading the word, hearing the word or by observing the plant.

Additional Learning Objective(s):

Language skills: Learning the meaning of the prefix & suffix of words in the lesson.

Approximate Duration of the Lesson: 91 to 120 Minutes
Materials and Equipment:

Teacher: textbook, notes, overhead projector and transparency sheets.
Samples: pictures of a corn plant, a corn seed, a bean plant, and a bean seed, or a live corn plant, a corn seed, a bean plant, and a bean seed. You will need enough corn seed and bean (lima bean)seed for each student to have one of each seed.
Student: textbook, paper; both notebook and plain, and pencil or pen.

Technology Resources Needed:

Computer with Internet, a printer, and an overhead projector or interactive board.


Resource material should be with the textbook or use the resource links provided. Resource material should includes handouts for each section, and transparencies for each section of the chapter. You may be able to find live specimens of a bean plant and seed, and a corn plant and seed. Purchase enough seeds for all students to have one of each.

1.)Teacher will show transparencies or show live specimens of monocots and dicots. (attachment)

2.)Teacher will ask, How are they different?

3.)Teacher will ask what is the meaning of the prefix mono (meaning one)? Monocots have one cotyledon in the seed. A cotyledon is the structure of seed plant embryo that stores or absorbs food for the developing embryo: may become the plant' first leaves when the plant emerges from the soil. One type of veins in the leaves (veins go in one direction), and one type root system (the same type of roots).

4.)The students will get into groups (two students per group). Pair the students that need extra help with students that are more advanced.

5.) The teacher will give each student a lab sheet, a corn seed and a bean seed.

6.)The lab sheet will have these directions: Monocots and Dicots Draw the monocot seed List the characteristics of the monocot Draw the dicot seed List the characteristics of the dicot Which seed is the monocot?__________ Which seed is the dicot?____________

7.) After the students complete the lab project, ask them to remove the seed coat from the seeds. The bean seed coat should be removed easily, and split into two parts, (a dicot). The corn seed coat can not be removed easily, and will not divide, (a monocot).

8.)Ask the students, How many got the correct answer? If they did not get the correct answer ask them to correct their paper and everyone turn them in for a grade.

9.)Ask the students, How many got the correct answer? If they did not get the correct answer ask them to correct their paper and everyone turn them in for a grade.

Attachments:**Some files will display in a new window. Others will prompt you to download. DSC_0009.JPG
Assessment Strategies:

The students will receive a grade for their lab work. A chapter test will be given when all lesson are completed.


The lesson can be extended by the students researching one monocot and one dicot to present to the class. The student should list: the name of the plant, where the plant can be found, what biome, and if it is used for something, like a food product. Also the students can research a monocot or dicot that is used to make medicine and present the research to the class. lesson can be extended by assigning students to research a monocot or dicot that is used to make medicine.


Students who need extra assistance should be paired with a student that can work independently. The teacher should monitor the groups that need extra assistance more closely than other students.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.
Variations Submitted by ALEX Users:
Alabama Virtual Library
Alabama Virtual Library

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The University of Alabama at Birmingham
The University of Alabama at Birmingham
The Malone Family Foundation
The Malone Family Foundation
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