Classifying and Naming Plants

1. Classifying and Naming Plants Reminder: student learning activities are at the end of this power point.

2. Next Generation Science / Common Core Standards Addressed! • MS‐LS1‐6. Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. [Clarification Statement: Emphasis is on tracing movement of matter and flow of energy.] [Assessment Boundary: Assessment does not include the biochemical mechanisms of photosynthesis.] • MS‐LS2‐5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.* [Clarification Statement: Examples of ecosystem services could include water purification, nutrient recycling, and prevention of soil erosion. • Examples of design solution constraints could include scientific, economic, and social considerations.] • RST.6‐8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-LS2-1

3. Agriculture, Food and Natural Resource Standards addressed! • BS.02.03. Apply standard operating procedures for the safe handling of biological and chemical materials in a laboratory. • Sample Measurement: The following sample measurement strands are provided to guide the development of measurable activities (at different levels of proficiency) to assess students’ attainment of knowledge and skills related to the above performance indicator. The topics represented by each strand are not all-encompassing. • BS.02.03.02.a. Examine and implement standard operating procedures for the use of biological materials according to directions and their classification (e.g., proper handling of bacteria or DNA before, during and after use).

4. Bell Work • Describe the difference between a corn plant and a bean plant. What area legumes? Are they important. What is the most important legume grown in New Mexico? Why?

5. Common names Dichotomous key Kingdom Morphology Plant Scientific names Species Taxonomy Vocabulary

6. What is the difference between these plants?

7. Differences • They are different because one produces ears of corn and the others produce smaller grain. • They are different color • They grow at different heights

8. What are the Similarities? • They are alike because all of them are in the grass family • They are monocotyledons.

9. What is a plant and why are they important? • A plant is a living organism that has the capacity to make its own food through a process known as photosynthesis. SUN SOLAR ENERGY Energy Flow Carbon dioxide from atmosphere Food (Chemical energy for plant) Water from soil (moisture)

10. Plants are found in varying climates. • Some 350,000 different species of plants have been identified. • Knowing the requirements of a particular plant helps in successfully growing it.

11. Plants are made of many cells. • Some plants, such as trees, grow quite large and live for many years. • Some plants are small and may live for only one year, with lettuce and petunias being examples.

12. Plants are used in many ways. • Food—Plants are used to produce human food and animal feed materials. • Clothing—Plant fibers are used to produce clothing. • Shelter—Plant materials, especially lumber and plywood, are used in building houses and other structures.

13. Plants are used in many ways • Paper - Many kinds of plants are used in manufacturing paper, with pine trees being widely used. • Human appeal - Some plants are used for their beauty in landscaping and preparing floral displays. • Others - Plants have many uses in the lives of humans, ranging from fuel sources, to medical applications, and in hobbies like gardening.

14. The classification of plants and other living things is known as taxonomy. • The first efforts in taxonomy began over 2,000 years ago in Greece. • Modern taxonomy uses seven divisions or stages in classification, with each stage being more specific than the previous stage. • These stages form a taxonomic hierarchy.

16. The seven stages in the hierarchy • Kingdom - Kingdom is the first stage, with all living organisms fitting into one of five stages: • plant, • animal, • fungi, • protista, • monera.

17. The seven stages in the hierarchy • Division - Ten divisions are used in the plant kingdom. (This stage in animal classification is known as phylum.) • Class - Members of a class have more common characteristics than those of a division. • Order - Members of an order are more alike than those of a class.

18. The seven stages in the hierarchy • Family - Members of a family are more alike than those of an order. • Genus - Members of a genus are very similar.

19. The seven stages in the hierarchy • Species - The species is the most specific stage in the taxonomic hierarchy for an organism. • Members of a species can be bred and produce offspring similar to their parents. • No two species have the same scientific name.

20. Species • Groups within a species that have unique traits may be formed into subspecies or varieties. • Species names are comprised of the genus and species.

21. Stages in Plant Classification

22. Plant classification uses of a dichotomous key. • A dichotomous key is a written set of choices that leads to the name of a plant or other organism. • The choices are sequential and involve determining if a plant fits a group with specific characteristics.

24. Morphology • Is the study of the internal and external appearance of an organism. • Most plants are identified by external appearance. • Internal appearance of plant growth structures will help verify classification and may be needed with some species. • The characteristics observed are often referred to as evidence in classification.

25. Scientists look for similarities and differences in organisms. • Common characteristics with plants include leaf shape and arrangement; stem structure, including exterior bark or epidermis; root system, such as fibrous or tap;and flower color, structure, and other features. • Scientists may also use chromosomes, embryo growth, and biochemistry of a plant in its classification.

26. How are plants named? • Common names are the “everyday” names that people use. • Scientific names are the names of plants based on taxonomy.

27. Common names • Common names may vary from one region or location to another. • One plant species may be known by several different common names. • An example is the lima bean, which is also known as a butter bean.

28. Who Eats Lima Beans?

29. Scientific names • A scientific name is often comprised of two words—the genus and species of the plant. • Scientific names are written in italics or are underlined. • The first letter of the genus is capitalized; no other letters are in capital letters. • An example is Phaseolus limensis - which is the lima bean or butter bean.

30. Lima Beans Again?

31. Examples of Common and Scientific Names • Butterfly Orchid - Orchis Papilionacea • Dreamland Zinnia - Zinnia elegans • Norway Spruce - Picea abies • Soybean - Glycine max

32. Why are scientific names used • enhance communication about plants. • are based on relationships among different species of plants.

33. Why are scientific names used • Plants with common characteristics are in the same family, order, class, and division. • Two examples are beans and corn - all beans (soybeans, pinto beans, etc.) are in the Leguminosae family (commonly referred to as “legume”) • While corn is in the grass family, Gramineae. (The scientific name for corn is Zea mays.)

34. Good New Mexico Legumes!

35. Scientific names illustrate differences between plants. • Differences should be obvious from the names of plants. • Corn, wheat, and oats are in the grass family and are obviously different from strawberries and apples in the rose family, Rosaceae.

36. Apples & Roses! Related - Same Plant Family?

37. Scientific names are universally accepted • By scientists and agriculturalist use • Using the scientific name assures that there is no confusion about which crop is being discussed. • Using scientific names enhances the exchange of research information.

38. The End! NEXT: Student Learning Activities

39. Student Learning Activities • Sample tests are available in the Lesson Plan tab.

40. Name: _______________________________ a. Mouth open ………………… go to 2 b. Mouth not open ……………..go to 4 a. Arms …………………………go to 3 b. No Arms ……………….……Alienus quadlgicus a. Hairy …………………….….Alienus hairicus b. Not hairy ……………………Alienus tritoothicus a. No horns…………………….go to 5 b. Horns ………………………Alienus stripicus a. No legs……………………..Alienus blobicus b. Legs ………………………..Alienus fuzzicus Look at the species name for each alien. How do you thing these names were chosen? ________________________________________________________________________________________________________________________________________________________________ Look carefully at the aliens pictured below. Use the dichotomous key to find the scientific name of each one. Each of these aliens belongs to the same genus. What is their genus? _______________________ Identifying Aliens with a Dichotomous Key

41. Name: _______________________________ Alienus hairicus Alienus Alienus stripicus Alienus blobicus a. Mouth open ………………… go to 2 b. Mouth not open ……………..go to 4 a. Arms …………………………go to 3 b. No Arms ……………….……Alienus quadlgicus a. Hairy …………………….….Alienus hairicus b. Not hairy ……………………Alienus tritoothicus a. No horns…………………….go to 5 b. Horns ………………………Alienus stripicus a. No legs……………………..Alienus blobicus b. Legs ………………………..Alienus fuzzicus Look at the species name for each alien. How do you thing these names were chosen? ________________________________________________________________________________________________________________________________________________________________ Look carefully at the aliens pictured below. Use the dichotomous key to find the scientific name of each one. Each of these aliens belongs to the same genus. What is their genus? _______________________ Identifying Aliens with a Dichotomous Key I think they all got their names by their outer appearance. KEY Alienus tritoothicus Alienus quadlgicus Alienus fuzzicus

42. Use the Dichotomous key to find the names of the different leaves. Name: ___________________________

43. Use the Dichotomous key to find the names of the different leaves. Name: ___________________________ KEY Magnolia Elm Walnut Spruce Pine White oak Chestnut Holly

44. Here is a foldable that you can do with your students on the levels of classification. You can do this with any plant you would like, or leave it as an animal. Outside Inside

45. Here are two more activates that you can do with your students on classification.

46. Fill in the chart for two plant species. Name: ___________________________________