Classifying Ornamental Plants Lesson 1 Classifying Ornamental Plants

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.]

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

Terms!

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.

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.

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:

*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

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.

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

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

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

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

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

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

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.

Monocot vs. Dicot

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

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

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

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

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

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.

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.

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