Part of Unit: Plant Physiology and Growth Principles
Lesson Plan Overview / Details
This lesson introduces the concept of monocot and dicot seeds and their characteristics. It also explores the three main parts of the seed and their individual functions.
- One class period
- 59 Minutes
California's 2008 CTE Standards
- ANR.F.F2.2 Understand the seed’s essential parts and functions.
- ANR.FS.11.0 Demonstration and Application
California Academic Content Standards (Reinforced)
- ELA.9-10.R.CAGT.2.3 Generate relevant questions about readings on issues that can be researched.2
- ELA.9-10.R.CAGT.2.5 Extend ideas presented in primary or secondary sources through original analysis...3
Objectives and Goals
- Distinguish between a monocot seed and a dicot seed.
- List the three parts of the seed and describe the function of each.
Activities in this Lesson
- Seed Inquiry Hooks / Set
Students arrive to class with a monocot seed and a dicot seed on a long post-it at each of their desks. Naturally, once seated, students will start to fidget with the materials (natural inquiry).
Contextualize: Today we are continuing our study of plant physiology and need to think like scientists. Give directions that the students need the materials on their desks and a writing utensil. When prompted, the students will have 60 seconds to write down as many observations about the two seeds, on their post-it, as possible. They may list similarities, differences or any visible characteristics.
Ask: what questions are there? Answer if needed and prompt students to begin. At the close of of 60 seconds, count down the final 10 seconds and reclaim their attention. (B egin me-you-us moment) Ask students to mark their top three observations Then prompt them to share their top three with the person next to them. Allow 30 seconds for the exchange. Count down the last five seconds to reclaim attention.
Ask students who will share their own or their neighbor's top 3 observations. Take 3-4 volunteers. Accept all answers and expand when necessary. Also ask specific questions such as, "One of the two seeds is more resistant to drought. Which do you think it is and why?"
"And/or one of these seeds is designed to more readily take root in tough, shallow soil. Which do you think it is and why."
Allow for a little discussion and explanation of the seeds characteristics that allow the seed to perform as described. After discussion, lead into the power point with an explanation that students had great ideas ,many of which will be discussed during the lesson and that we will also discuss the characteristics, similarities, and differences of the seeds that we don't see.
Resources and Materials
- Me-you-Us e-moment [ Go to Site ] Life Knowledge Online
- Power Point Presentation Lecture
Have students recall that we had recently learned about gymnosperms and angiosperms and that today we will be adding to our knowledge of angiosperms by exploring seeds, their parts and the functions of those parts. Deliver the power point presentation expanding understanding while discussing. Utilize expansion questions throughout. Require that students sketch and/or bullet the facts on the monocot and dicot fact slides.
Resources and Materials
- Seed Parts & Functions Power Point Presentation [ Download ] Power Point Presentation to be used during lecture
- Hieroglyphic e-moment during lecture Demo / Modeling
Begin power point presentation. For each definition throughout the
presentation (examples: monocot, dicot, seed coat, embryo, endosperm)
students must come up with a hieroglyphic (see hieroglyphic e-moment)
and draw it next to the term. Allow a few extra seconds for the hieroglyphics.
A hieroglyphic is a quick "egyptian symbol" to describe in picture what comes to mind when thinking of a term or to reflect the meaning of that term. Example: for seed coat, a student could draw a seed, an addition sign and a winter coat. or a seed under an umbrella. This concept can be explained when initiating the first hieroglyphic. I use this early in the year so that it can be employed throughout the year without further explanation. If this presentation is the first application of the hieroglyphic moment, provide a few examples so that students get an idea of what is being asked of them.
Resources and Materials
- Hieroglyphic e-moment [ Go to Site ] Life Knowledge Online
- Seed Dissection Quick-Lab Lab / Shop
The day before the lesson soak plenty of dried beans. Pinto beans work great. Soak them in water over night. Drain in the morning and they are ready for class. At the close of the power point lecture, apply newly learned information by having students perform a simple seed dissection. Do not reveal to students the type of seed being dissected. Leave that for the end as a connection question. Begin by passing around a beaker of soaked seeds asking for students to take one and pass them along. I ask that students take a seed, place it on their desk and wait for further instruction.
When everyone has a seed proceed by first inviting inquiry questions (a frequent one is "why are we using beans?") Explain answers to student questions and clarify before beginning (Beans are actually a seed that fits into one of the types we learned today. They are easy to use because their parts are large enough for use to touch and see).
Along with students ,dissect a seed. Begin by carefully removing the seed coat. Ask students what part they have dissected. Check for understanding by asking the function of the seed coat. Ask students to draw the seed coat and describe what they see (in their notebook under the heading "Seed Dissection: Quick Lab). Following the seed coat, carefully split the endosperm in half, allow for students to follow. Ask students what part they have dissected. Ask the function of the endosperm. As students to sketch the endosperm and describe what they see. On the half of the endosperm with the embryo attached carefully demonstrate ow to use your fingernail to slide the embryo off in one piece (do not reveal the name of the part when demonstrating). Ask students to identify the part removed. Ask students to describe the embryo. Ask students to sketch the embryo and describe what they see.
When finished, ask students to compare their seed to their drawings from the power point presentation. Ask them to identify the dissected seed as a monocot or dicot and describe why they believe that. Concur with students that the seed is a dicot and list specifics as to why.
- Assessment Types:
In the time remaining ask students to share their hieroglyphics by drawing them on the board for the class to see. Once drawn, ask the class to identify the term and explain it. Expand on answers when necessary. Repeat this method of assessment until the five major terms of the day (monocot, dicot, seed coat, endosperm, and embryo) have all been identified and discussed aloud.
Once the assessment is complete, inform students that their homework for the evening is to review the three parts of the seed and their functions. As a "ticket in the door" for the following day, they must list the three seed parts and their function to the teacher in order to enter the classroom. Those waiting may review with their classmates to ensure their clear ticket.