| Lesson Plan |
| Grade: |
Date: 25/02/2026 |
| Subject: Biology |
| Lesson Topic: draw plan diagrams of transverse sections of stems, roots and leaves of herbaceous dicotyledonous plants from microscope slides and photomicrographs |
Learning Objective/s:
- Identify and label the main tissue types in transverse sections of stems, roots, and leaves of herbaceous dicot plants.
- Distinguish the relative positions of xylem, phloem, and cambium within vascular bundles.
- Produce accurate plan diagrams that reflect the proportions and specialised structures shown in microscope slides or photomicrographs.
- Apply a checklist to verify completeness and correctness of the diagram.
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Materials Needed:
- Projector and screen
- Microscope slides / photomicrographs of stem, root and leaf sections
- Drawing paper and tracing paper
- Colour pencils or markers
- Ruler and scale‑bar template
- Worksheet with diagram checklist
- Whiteboard and markers
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Introduction:
Begin with a quick question: “Why is the arrangement of transport tissues crucial for plant survival?” Students recall prior lessons on basic plant tissue types, then the teacher outlines today’s success criteria – accurate identification, correct positioning of xylem/phloem/cambium, and a complete, scaled diagram.
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Lesson Structure:
- Do‑now (5’) – Students sketch a leaf transverse section from memory and list the tissues they recall.
- Mini‑lecture (10’) – Review key anatomical features of dicot stems, roots, and leaves, emphasizing xylem, phloem and cambium positions.
- Guided analysis (15’) – In small groups, examine provided photomicrographs, note organ shape, epidermal features, and locate vascular bundles.
- Collaborative diagramming (20’) – Pairs construct a plan diagram on paper, using ruler and scale‑bar; teacher circulates to support labeling.
- Peer review (10’) – Swap diagrams and use the assessment checklist to critique accuracy, proportion and completeness.
- Whole‑class debrief (5’) – Discuss common errors (e.g., reversed xylem/phloem) and clarify any misconceptions.
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Conclusion:
Summarise the main steps for constructing a correct plan diagram and highlight the importance of the checklist. For the exit ticket, each student writes one key difference between stem and root transverse sections. Homework: complete a diagram of a new herbaceous dicot leaf using a provided slide and submit it digitally.
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