Lesson Plan

• Describe the key morphological features that differentiate ferns, dicots, and monocots.
• Compare leaf venation, stem vascular arrangement, and root types across the three groups.
• Identify plant specimens using cotyledon number, leaf pattern, and floral part count.
• Explain the role of alternation of generations in classifying these plant groups.

• Projector and screen
• PowerPoint slides with fern life‑cycle and stem cross‑section diagrams
• Printed comparison worksheet
• Sample plant specimens (fern frond, dicot leaf, monocot leaf)
• Whiteboard and markers
• Exit‑ticket cards

Begin with a quick image‑guessing game showing three plant parts to spark curiosity. Review prior knowledge of seed plants and ask students what they know about spores versus seeds. State that by the end of the lesson they will be able to classify plants into ferns, dicots, or monocots using observable features.

1. Do‑now (5'): Students label a mixed‑specimen chart with “fern”, “dicot”, “monocot”. Quick check.
2. Mini‑lecture (10'): Present key features of ferns (spores, alternation of generations, frond structure) with diagram.
3. Interactive comparison (12'): Show side‑by‑side slides of dicot vs. monocot stems, leaf venation, and root systems; students fill a Venn diagram on the worksheet.
4. Hands‑on activity (15'): In small groups, examine real specimens and record the three diagnostic traits (cotyledon number, leaf venation, floral part multiples).
5. Formative check (5'): Groups share findings; teacher clarifies misconceptions.
6. Summary recap (3'): Highlight the checklist for quick identification.
7. Exit ticket (5'): Write one feature that distinguishes each group.

Re‑emphasize the diagnostic checklist and ask a few rapid‑fire questions to confirm understanding. Collect exit tickets as a retrieval practice and assign homework to complete a worksheet that asks students to classify additional plant images.