1. Classifying Ornamental Plants
Lesson 1
Classifying Ornamental Plants

2. Next Generation Science/Common Core Standards Addressed!
HS‐LS1‐2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. [Clarification Statement: Emphasis is
on functions at the organism system level such as nutrient uptake, water delivery, and organism movement in response to neural stimuli. An example of an interacting system could be an artery depending on the proper function of elastic tissue and smooth muscle to regulate and deliver the proper amount of blood within the circulatory system.] [Assessment Boundary:
HS‐LS2‐3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. [Clarification Statement: Emphasis is on conceptual
understanding of the role of aerobic and anaerobic respiration in different environments.][Assessment Boundary: Assessment does not include the specific chemical processes of either aerobic or anaerobic respiration.]

3. Bell Work!
. Describe the system used for naming and classifying plants
2. Identify the major groups of plants
3. Describe the differences between annuals, biennials and perennials

4. Terms!

5. Interest Approach
Suppose you were walking through the woods and stumbled upon an unusual plant. What would you call it? Would you know how to classify it? Could you identify its characteristics? These are questions many taxonomists ponder when labeling a new plant.

6. Interest Approach Cont.
Take a couple of minutes and list as many plants as you possibly can. Let’s classify them as deciduous (loose their leaves) or coniferous (remain as evergreens).
Now list as many animals as you can. Can you classify them as birds, reptiles, amphibians, insects, fish, or mammals?
Why do you know more about animals?
Have students first make a list of plant names. This probably only take a few minutes if that. Then go through the list and help the students classify the plants into their various categories.
Next, have the students list as many animals as they can. Then go back and classify them as either mammals, amphibians, fish, reptiles, birds, insects, etc.
Discuss why they know so much more about animals than plants. It is probably based on past experiences.

7. How Are Plants Named and Classified?
Plants are classified by their similarities within their characteristics.
Taxonomists compare flower patterns, stem and leaf structures, life cycles, genetic similarities and many other characteristics.
They are then grouped in specific categories, or taxas:

8. *Sample classification of bread wheat
Categories/Taxas
Example*
Kingdom Plantae
Phylum (Division) Magnoliophyta
Class Liliopsida
Order Cyperales
Family Poaceae
Genus Triticum
Species aestivum
Have students come up with a pneumonic device to help them remember the order of all the taxas.
*Sample classification of bread wheat

9. Botanists call plants by their last two taxas – genus and species
This system is known as binomial nomenclature (two-word naming system)
Developed by Carolus Linnaeus
Uses Latin for three reasons:
Universal (known by all scientists)
Very descriptive
Unchanged (contains no slang words)
Genus is capitalized; Species lower case
Ex. Triticum aestivum
Reasons for using Latin:
1. universal – all scientists study Latin at some point or at least are familiar with the Latin names in their specific field. This way when scientists get together from different countries they can be sure they are discussing the same tree or plant.
If I were to mention the name Red Maple to a French botanist, he/she will not know what I am speaking about. But if I were to say Acer rubrum, then the scientist will know exactly what I am talking about.
2. Very descriptive – you can figure out the common name of a plant by deciphering the Latin name. For example Trifolium grandiflora: tri means 3; folium means foliage (– 3 leafed); grand means large and flora means flower (-large flower)
3. Unchanged – Latin has been unspoken for thousands of years, so there are no slang words or changes in their meanings. This makes the language very consistent around the globe.

10. What Are Some Ways That We Can Put Plants Into Groups?
Plants live in a variety of climates and niches
The adaptations that plants have made to survive in different climates allows for them to be classified into one of four major groups:
Bryophytes, ferns, gymnosperms and angiosperms

11. Bryophytes Belong to the phylum Bryophyta Non-vascular plants
No conducting tissues
Live in damp places
Limited in size due to lack of conducting tissue
Ex. Mosses and liverworts
Liverwort
Emphasize to the class that non-vascular means that they have no conducting tissue. This allows them to remain small and low to the ground.
Moss

12. Ferns Vascular plants Reproduce by spores
Ferns in the forest
Vascular plants
Reproduce by spores
Have no true leaves; 0nly fronds
Fronds produce food and spores
New fronds called fiddleheads
Fiddleheads
Spores on underside of frond

13. Gymnosperms Reproduce with seeds found in cones
Also known as a conifer
Leaves reduced to scales or needles
Most are evergreen – hold on to their green color year round
Ex. Pines, spruce, cedar
Some can be deciduous- lose their leaves
Ex. Ginkgo, larch
Coniferous evergreen – Pinus contorta
The common name for Pinus contorta is the lodgepole pine.
See if the students are familiar with Ginkgo biloba. Ask them where they have heard it before. It is a broadleaf evergreen as opposed to a needle or scale.
Deciduous conifer –
Ginkgo biloba

14. Angiosperms Plants that reproduce by flowers
There are two types: monocotyledons (monocots) & dicotyledons (dicots)
A cotyledon is a food storage structure in the seed.
Monocots have a single cotyledon
Ex. Grasses, corn and lilies
Dicots have two cotyledons
Ex. Roses, petunias and geraniums, beans

15. Angiosperms - Monocot
Have flower parts (sepals, petals, stamens, pistils) in multiples of three
3, 6, 9…
Parallel venation within the leaves
Stems with scattered vascular bundles
Narrow leaves
Fibrous root system
Orchid – Paphiopedilum curtisii

16. Angiosperms - Dicot Flower parts are in multiples of 4’s or 5’s
Netted veins
Vascular bundles are in rings around the stem
Have broad leaves
Taproot system
Hibiscus sp.

17. Monocot vs. Dicot

18. What Is the Difference Between Annuals, Biennials and Perennials?
Plants are often classified based on their life cycles
Even though gymnosperms and angiosperms reproduce by seed, there are different strategies for passing the seeds on to future generations

19. Annuals
Corn – Zea mays
Plants grow from seed, flower, produce new seeds all in one season
It dies after producing new seeds
Have an herbaceous stem – green & fleshy
Ex. Impatiens, corn, snapdragons

20. Biennials Plants that live for two years, then flower and die
Foxglove – Digitals purpurea
Plants that live for two years, then flower and die
Food is produced during the first year, flowers the second year
Ex. Foxglove, carrot, queen Anne’s lace

21. Perennials Plants that live for three or more years
Flower for a short time
Do not die after flowering
Can be herbaceous or woody – having thick stems made of wood
Ex. Tulips, Kentucky bluegrass, trees and shrubs
This is the oldest living organism on the Earth. It is estimated to be more than 4,500 years old!
Bristlecone pine – Pinus longaeva

22. Courtesy of Interstate Publishing
Back to Annuals
Germination----Growth---Flowering----Death
Back to Perennials
Germination---- Growth---Flowering----Dormancy
One or more flowering cycles
Make a copy of the overhead blocking out the names. Have the students copy down the information.
Back to Biennials
Germination---Growth---Dormancy---Growth---Flowering---Death
Season 1
Season 2
Courtesy of Interstate Publishing

23. Summary What is the difference between an angiosperm and a gymnosperm?
How is a monocot different from a dicot?
Are evergreens herbaceous or woody plants?
How would you classify the grass found outside on the lawn?
Read each question individually. Allow the students to think of the answer before calling out. Then select different students to get a feel for their understanding.
Then use these same questions on a quiz.

24. Summary Cont. What makes up the scientific name of a plant?
Why are scientific names written in Latin?
In what group would you find mosses? Describe their habitat.
Describe the life cycle of a perennial.
Name all 7 taxas in the classification system.

25. The End