INTRODUCTION TO PLANT CLASSIFICATION: CLASSIFYING CLASS 1 PLSC 1 Class Unit 2.

INTRODUCTION TO PLANT CLASSIFICATION: CLASSIFYING CLASS 1

PLSC 1 Class Unit 2

Concept Map!

Vocab:

Essential Question

How are plants named and classified ?

Warm-Up

Take 1 minute to write down as many animals as you can name

Take 1 minute to write down as many plants as you can name

Class Discussion: As we go around the room put a check by names that have already been read.

Videos

Intro to Classifying Living Things

Objectives

Describe the system used for naming and classifying plants.

Nomenclature

Definition : The system of naming things

Goal: To have specific labeling system to help with identification

Where did it start?

Aristotle Classified animals

based on similarities into Genera

K P C O F G S

Kingdom - King Phylum - Phillip Class - Came Order - Over Family - For Genus - Good Species -

Spaghetti

Activity: Each table come up with your own memory sentence ! You have 3 minutes. Write them on the board to share with the class.

5 Kingdoms and Descriptions Prokaryota Protista Fungi Plantae Animalia

Most plants that we will be discussing will be in the Kingdom Plantae

Unicellular and colonial

Unicellular protozoans

Haploid and dikaryotic (binucleate) cells, multicellular, generally heterotrophic

Haplo-diploid life cycles, mostly autotrophic

Multicellular animals, without cell walls and without photosynthetic pigment

What do you notice?

What do you notice about how animals are grouped together and named? Are they grouped by similarities or

differences?

Naming Plants

Plants are labeled by similarities What do scientists look for?

Flowering pattern Stem structures Leaf structures Life cycles Genetic similarities

All plants belong to the Kingdom Plantae

Taxonomy

Definition: The science of naming

Each plant is categorized with 7 names We normally only use the last 2 this is

called Binomial nomenclature

A 2 name system of identification

Binomial Nomenclature

Developed by Carolus Linnaeus

1707- 1778 Botanist,

Physician, Zoologist

What does it look like?

Always use the last 2 “names” to label plants

**Keep in mind this is scientific classification!! **

Genus name is always capitalized Species name is always lower case

Example: Liriodendron tulipifera

Latin Example: Phytolacca americana

Phytolacca: Plant with red milk, sap

Americana: Of the Americas

Common Name: Pokeweed, Red Ink Plant

Naming Continued…

Genus is a group of plants with similar characteristics

Species are plants that can mate together freely in the wild

Common names are used to help non-scientists classify and remember plants

Common Name: Yellow Tulip Poplar

Scientific Name: Liriodendron tulipifera

Class Activity: Practice with Nomenclature Use the internet to ID 10 plants. 8 plants should have the Scientific

Name, and Common Name 2 plants should have the entire K F C O F

G S and Common Name The plants must be found in

Delaware/North Eastern US

Class Activity-Library Wed 1:30-2:30

PlantUnit2Wrksht1 Complete the worksheet provided. Use

COMPLETE sentences and CORRECT punctuation.

Write legibly (so others can read what you write!)

Closing

Word Wall: Taxonomy, Binomial Nomenclature

Exit Question Into what types of groups are plants

classified? Next Class

Explore major plant groups

INTRODUCTION TO PLANT CLASSIFICATION: CLASSIFYING PLANTS 2

PLSC 1 Class Unit 2

Warm Up

Can you name any of these?

Life Science Plants Video

Essential Question

What are some ways that we can group plants together?

Objectives

Identify the major groups of plants

Bryophytes

Classified in the Phylum Bryophyta Non Vascular

No conducting tissue Examples

Mosses and liverworts Where do you find them?

They live in damp places All other plants are in the Phylum

Tracheophyta

Bryophyte

Ferns

Reproduce by spores Dependent on water to for their sperm to

swim during reproduction No true leaves!

Fronds have a double purpose Food production ( photosynthesis) Spore formation

Fronds unfold from the center of the plant . New fronds are called fiddleheads

Fern

Gymnosperm

Plants that reproduce with “naked” seeds on scales Use CONES to reproduce Called a Conifer

They do not drop their leaves Leaves are modified into needles

Gymnosperm

Coniferous vs. Deciduous

Coniferous: Do not drop their “leaves”/needles in winter

Deciduous: Drop their leaves in winter. Leaves change color

Angiosperms

Seeds develop in a fruiting body All angiosperms reproduce with flowers Two Types

Monocots and Dicots

Monocots: single cotyledon, flower parts in multiple of 3’s , parallel veins

Dicots: 2 cotyledons, flower parts in multiples of 4 or 5, netted veins, stems in a ring pattern

Make a VEN diagram (Separate sheet of paper)

Scavenger Hunt!

Find the most common monocot on school grounds Find the most common dicot on school grounds Find a plant with a “naked seed” Find a fruiting body Find an angiosperm Find a gymnosperm Find a coniferous leaf Find 3 deciduous leaves You have from 8:35-8:55 Back in the classroom by

9am

Outside Activity

Each student will have clippers. Each student will collect 4 specimens

outside Each student will make rubbings of 3

plants Each student will identify the all plant

specimens as monocot or dicot You will be responsible for explaining

your answers.

INTRODUCTION TO PLANT CLASSIFICATION: CLASSIFYING PLANTS 3

PLSC 1 Class Unit 2

WARM UP

Divide your plants into the groups discussed last class. Separate them by table. Use your notes to help you.

Separate them into Monocots, Dicots, Conifers, and other groups we talked about yesterday in class. Only use four .

Be prepared to support you answer!!

Essential Question

What is the difference between biennial , perennial, and annual plant life cycles?

Warm Up

Name any annual , biennial , and perennial plants that you know

SENIORS ONLY! BE DONE BY THE END OF ANNOUCEMENTS

Give to Ms. W Get out a sheet of paper and nominate 1 boy and 1 girl for each of the following:

Best Car Worst Car Best Dressed Best Eyes Best Instrumentalist Best Looking Best Smile Class Clown Most Athletic Most likely to be:

A Celebrity On Facebook Stay Friends Work at AHS

Most school spirited Most Unique style

Annual Plant Life Cycle

Plants which grow from a seed, then flower, then produce seeds in one season.

After flowering the plant will DIE It only lives for 1 season Normally herbaceous

No woody stem

Biennial Life Cycle

Plants which live for two years, then flower and die.

Only flower in second season of life Examples: Carrots , Foxgloves, Queen

Anne’s Lace

Perennial Life Cycle

Plants which live for three or more years. Often flower for a short time every year Hold some energy for reserves for next

season Herbaceous and Woody stems

Herbaceous

Woody

Video : Review

United Streaming Life Science: How plants grow

Worksheet with questions. Please answer them. They are due at the end of class.

Class Activity: When finished @ station grab a green book and finish the summary

Table 1 Review Quiz 1 DUE TODAY IN THE BIN AT THE END OF CLASS

Area 2: Microscopes Follow the directions in “Section 1”

Table 3: Rubbing of your plant Write if it is a monocot or dicot

Write the characteristics that make you think this Table 4: Pg 50 Self Eval Questions

DUE TODAY (Whatever you have done. Should be done at least 10 or more!)

TURN INTO THE BIN

Your Review Worksheet on Plant Classification

Whatever you have done of the self evaluation

Plant Rubbing

Chairs up and Clean up everything

INTRODUCTION TO PLANT CLASSIFICATION:PARTS OF PLANTS-> ROOTS

PLSC 1 Class Unit 2

Essential Question

What are the functions of a plant’s roots?

Warm-Up

Which one is not a root?

Plant Health

Relies on the ROOTS Constantly growing to remain healthy That’s why plant’s need space in their

pot! Without space plants become root

bound

Root bound plant

On your Table

Answer the following question about your plant Is it root bound? If YES

How do you know? What does it look like?

If NO How do you know? What does it look like?

Roots: What’s the job?

A. The roots must absorb all of the water and minerals that a plant needs to live.

B. The root must anchor the plant to the ground and support the above ground part of the plant.

C. The roots store food that has been made through photosynthesis. This food can be used later when a plant

needs it to grow or survive.

Root Anatomy ROOT: Absorbs nutrients, minerals, and salts. Stores food. Passage of nutrients

PRIMARY ROOT: Anchors plant. Known as tap root

SECONDARY ROOT: Collects and transports nutrients up and down

ROOT CAP: Protect the root as it pushes through the soil . Protects the apical meristem from damage.

Root Anatomy: A closer look

Roots

When seeds germinate, roots are the first to emerge.

Roots are covered with cells Called the epidermis

Increased surface area= increased food

Epidermis cells grow long and form root hairs

Roots: Two Types

Tap Root System: Primary roots and secondary roots

Fibrous / Adventurous Root System: Primary root grows, then dies. Multiple roots take its place

Healthy Roots Unhealthy

Roots

Fresh smell, white in color, grow throughout pot

Activities Video

United Streaming – How Plants Grow Lab Rotation

Station 1 – Review Quiz 2 (It is on the back of your sheet from yesterday)

Station 2- Microscopes Complete the section of the worksheet about ROOTS

Station 3- Design a root. Draw a picture of the root labeling the important parts and describing what they do

Station 4- Continue to work on pg 50 review

Root Section in your Packet @

40x Mag.Root System

DUE TODAY-In the Bin

Review Quiz 1 and 2 Both Sides Completed no notes

Root Drawing Be sure to label the parts and explain what

their job is!!

Self Evaluation Questions ALL are due on Friday at the end of class

INTRODUCTION TO PLANT CLASSIFICATION:PARTS OF PLANTS-> STEMS

PLSC 1 Class Unit 2

Essential Question

What are the functions of the stem?

Warm Up

Do you recognize these stems?

Stems : What’s the Job?

Support the leaves in correct position to collect sunlight

Move water, minerals , and manufactured food through plant

Green stems practice photosynthesis and produce food

Store food

Stem: External Anatomy

Apical/Terminal Bud- growth occurs from here. Adds length to the plant

Stem: External Anatomy

Node: Where the leaf attaches to the stem

Internode: The area between leaves

Lateral Bud: Located next to the leaf attachment to stem

Stem: External Anatomy

Bud Scale: Protects developing bud

Leaf Scar: Left behind by fallen leaves

Stem: External Anatomy

Lenticels: Openings on bark where gases are exchanged

Activities:

Outside: External Stem Anatomy Search

Use vocabulary from class and identify vocabulary in the outside forest.

Inside: Lab Rotation Station 1: Review Quiz about Stems Station 2: Microscopes : Section about STEMS Station 3: Draw a stem, label the parts, and

what they do Station 4: Finish your Self Eval on pg 50

DUE TODAY!!!!!

COMPLETED Lab Packet Review Worksheet on Stems Drawing of stems with parts labeled and

defined Axillary Bud, Stem, Leaf, internode, Node,

Apical bud, Bud Scale , Leaf Scar

Test Review

Annual, Perennial, Angiosperm, Gymnosperm, Monocot, Dicot, Apical Meristem, Root hair, Root Cap, Epidermis, Biennial, Lenticels

What are the parts of the root and their function? What are the parts of the stem and their function? What are the types of root systems? Who put animals/plants into genera? How do scientists group plants? What are the signs of healthy roots?

Compare/Contrast Monocot and Dicot Characteristics