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NAMING PLANTS
Unit.
Problem Area.
Plant Classification
List of Resources.
Terms.
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The following terms are presented in this lesson (shown in bold italics):
Annuals
Biennials
Bolts
Carl von Linne
Common name
Cultivar
Dichotomous key
Genus
Kingdom
Morphology
Nomenclature
Perennials
Scientific name
Species
Summer annual
Taxonomy
Variety
Winter annual
Interest Approach.
Use an interest approach that will prepare students for the lesson. Teachers often develop approaches for their unique class and student situations. A possible
approach is included here.
Bring samples of two common plants, such as corn and Kentucky bluegrass, into the
classroom. Samples consisting of entire plants are best. Ask students to name the
plants. Once name agreement has been reached, ask students to describe how the
two specimens are alike and different. They are alike because both are in the grass
family and both are monocotyledons. They are different in some ways including size,
and fruit. Indicate that scientists use the similarities and differences observed in specimens to classify and name plants.
Objective 2:
inherited from the previous generation through sexual reproduction. The variety is
written in lower case, underlined or italicized, and follows the specific epithet. A
sweet variety of corn named rugosa is written as follows: Zea mays var. rugosa or Zea
mays rugosa.
4. Another group important to the agriculture industry is cultivar. Cultivars have distinguishing characteristics from the other plants in the species, but do not transfer
those characteristics to their offspring through sexual reproduction. An example of a
corn cultivar is Illini Xtra-Sweet. Its name is written in this manner, Zea mays var.
rugosa Illini Xtra-Sweet. If Illini Xtra Sweet is allowed to cross pollinate, the plants
from the resulting seed will not display the same traits as Illini Xtra Sweet. Cultivars
are propagated by selective hybridization or asexual means.
Lead a discussion of the information covered. Ask probing questions to determine
student mastery of the material. Use visual aids such as a PowerPoint presentation to
highlight key points. Ask students to give examples of why scientific names are used.
Help them to see that the common names used in local areas or regions may create
confusion in communication about plants. No such confusion exists when scientific
names are used. Invite an agricultural scientist or botanist to serve as a resource person in class and discuss the importance of scientific names. Use TMB to illustrate this
objective.
Objective 3:
they go dormant and rest until the following spring. During the winter months they
receive a required cold treatment. Growth is resumed in the spring of the second season. The plants bolt, flower, produce seed, and die. This group of plants is fewer in
number than the other two groups. Some examples include hollyhock, Sweet William,
parsley, beets, and carrots.
C. A perennial is a plant that has a life cycle of more than two growing seasons. It may take
perennial plants a few years to many years to reach reproductive maturity. They may be
woody like trees and shrubs or herbaceous.
1. The shoots of herbaceous perennials typically die back to the ground each winter.
The roots and crowns of herbaceous perennial plants survive and send up new
shoots in the spring. Strawberries, asparagus, and many ornamentals are herbaceous
perennials.
2. Woody perennial plants produce secondary growth that persists year after year. Secondary growth gives the plants the ability to grow in girth and height. Theoretically,
they can increase in size indefinitely. Woody perennials may flower and produce
seeds every year for many years. During the winter months, they go dormant or stop
any growth. Plant growth resumes in the spring as vegetative buds on the stems
sprout. Examples of woody perennial plants include pines, grapes, walnuts, maples,
and oranges.
Continue classroom discussion with emphasis on the plant life cycles. Use the recommended resource as a supplement to the instruction. Assign the laboratory on making herbarium specimens to strengthen student understanding of the material.
Review the material covered in this problem area with the students. Assess their
knowledge through oral responses to questions and by administering a quiz or test.
Use TMC to illustrate this objective.
Review/Summary.
Application.
Use the transparencies, lab sheet, and technical supplement to apply the
information.
Evaluation.
e
a
i
c
j
g
d
b
f
h
Test
Name ________________________________________
bolting
taxonomy
kingdom
morphology
e.
f.
g.
h.
dichotomous key
common name
scientific name
species
i. perennial
j. Carl von Linne
annual
biennial
perennial
winter annual
_______2. What types of plants germinate, produce leaves and roots, flower, produce seed, and then die, all in
one growing season?
a.
b.
c.
d.
summer annual
biennial
perennial
winter annual
TMA
TMB
CLASSIFICATION COMPARISON OF
CORN AND TOMATO
CORN
Kingdom
TOMATO
Plantae
Plantae
Division (Phylum)
Tracheophyta
Tracheophyta
Class
Angiospermae
Angiospermae
Order
Monocotyledoneae
Dicotyledoneae
Family
Graminae
Solanaceae
Genus
Zea
Lycopersicum
Species
mays
esculentum
Variety
rugosa
commune
Cultivar
Illini Extra-Sweet
Big Boy
TMC
Germination
Growth
Flowering
Death
Growth
Dormancy
Growth
(Season 2)
Growth
Flowering
Biennial
Germination
(Season 1)
Flowering
Perennial
Germination
Dormancy
Death
Research Problem
What is the proper procedure for collecting and preparing herbarium specimens?
Procedures
Give each student or group of students a copy of the student worksheet to perform the
activities.
Helpful Hints
Have students establish a herbarium in which specimens are filed in an organized manner
and have them use the herbarium for instructional purposes.
Anticipated Findings
Students should be able to collect and press a wide variety of plants.
Name ________________________________________
TSA
Technical Supplement