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Moncots and Dicots: Do you know what they are?

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Mary Hughes is the speaker and creator of the podcast. Shannon S. Moore, Science teacher


Meridianville Middle School, Madison County Schools


This is a podcast describing the two classes of Angiosperms, Monocots and Dicots. The podcast provides real examples of how you can view a leaf and identify a plant as moncot or dicot. The leaf examples are native to northern Alabama. The podcast can be used in class to introduce the topic or as a review of the topic.

Length: 03:32

Aligned to the following ALEX lesson plan:

Picture This!

Content Areas: Science, Technology Education

Alabama Course of Study Alignments and/or Professional Development Standard Alignments:

SC (7)
1. Describe characteristics common to living things, including growth and development, reproduction, cellular organization, use of energy, exchange of gases, and response to the environment.
  • Identifying homeostasis as the process by which an organism responds to its internal or external environment
  • Predicting how an organism's behavior impacts the environment
  • Identifying unicellular organisms, including bacteria and protists, by their methods of locomotion, reproduction, ingestion, excretion, and effects on other organisms
  • Identifying the structure of a virus
    SC (7)
    4. Describe organisms in the six-kingdom classification system by their characteristics.
  • Recognizing genus and species as components of a scientific name
  • Identifying contributions of Aristotle and Linnaeus to the early history of taxonomy
    SC (9-12) Biology
    10. Distinguish between monocots and dicots, angiosperms and gymnosperms, and vascular and nonvascular plants.
  • Describing the histology of roots, stems, leaves, and flowers
  • Recognizing chemical and physical adaptations of plants
  • Examples:
    chemical—foul odor, bitter taste, toxicity;
    physical—spines, needles, broad leaves
    SC (9-12) Botany Elective
    1. Identify the twelve plant kingdom divisions.
  • Classifying native Alabama plants using dichotomous keys
    SC2015 (9-12) Biology
    13. Obtain, evaluate, and communicate information to explain how organisms are classified by physical characteristics, organized into levels of taxonomy, and identified by binomial nomenclature (e.g., taxonomic classification, dichotomous keys).
    a. Engage in argument to justify the grouping of viruses in a category separate from living things.
    SC2015 (9-12) Environmental Science
    17. Obtain, evaluate, and communicate geological and biological information to determine the types of organisms that live in major biomes.
    a. Analyze and interpret data collected through geographic research and field investigations (e.g., relief, topographic, and physiographic maps; rivers; forest types; watersheds) to describe the biodiversity by region for the state of Alabama (e.g., terrestrial, freshwater, marine, endangered, invasive).

    AQTS_1.A.1: Academic Discipline(s) [Knowledge of the structure of the academic disciplines related to the subject-matter content areas of instruction and of the important facts and central concepts, principles, theories, and tools of inquiry associated with these disciplines.]
    AQTS_1.A.3: Academic Discipline(s) [Ability to use students' prior knowledge and experiences to introduce new subject-area related content.]
    AQTS_1.A.5: Academic Discipline(s) [Ability to help students make connections across the curriculum in order to promote retention and transfer of knowledge to real-life settings.]
    AQTS_1.B.3: Curriculum [Ability to select content and appropriately design and develop instructional activities to address the scope and sequence of the curriculum.]


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