Objectives:
* Compare and contrast characteristics
of plants.
* List characteristics of plants
that adapt them to live on land or in water.
Engage:
Have students construct
a a table with three columns. In the first column have students make a
list of things
they already know
about plants. In the second column have students make a list of things
they want to learn
about plants. At the
lessons end, have students fill the third column with things they learned
about plants.
Explore: Have groups of
students examine a variety of house plants, wetland plants, or local plants
and list
their distinguishing
characteristics. Characteristics or groupings could include leaf shape,
flower
arrangement, habitat,
possible adaptations to land, adaptations to water or lack of water, coloration.
Appropriate plants
include cacti, other succulents, ivies, broad leafed plants, begonias,
etc. Each group
shares their list
with the entire class and a class list is compiled and distributed or copied.
Explain: Using the plants
brought in by students, the teacher should explain the following content,
key
concepts and terms.
This will serve as an introductory, traditional precursor to activities.
* Plants appeared in the fossil
record around 500 mya.
* Plants are multicellular eukaryotes
that can produce their own food via
photosynthesis.
* Plants contain some kind of
chlorophyll that is used in photosynthesis to make starch.
* Plants are comprised of three
main parts: roots, stems, leaves.
* Stems and leaves are covered
with a waxy waterproof cuticle to prevent water loss.
* Land Plants *Aquatic Plants
Leaves:
cuticle to prevent
water loss, stomata fewer stomata, cuticle?
broad leaves exposed
to sunlight roots complex root systems small, not complex
water and mineral
uptake stems
anchor the plant provide
structural support
stems transport water,
minerals
provide structural
support
transport water, minerals,
food
* Plants can be vascular or non
vascular.
* Seeds and seed coats are of
adaptive value to plants (hickory nut vs. flower seed).
Elaborate:
To expand the concepts,
students could be given a simple teacher-made dichotomous key that includes
plants with various
characteristics. The teacher would show students how to use this tool,
by example in the
field. After some
practice, students could work in groups to identify 10-20 teacher specified
plants with the
teacher-made key or
any other dichotomous, applicable key.
Evaluate:
Plant Classification
Project
Subject:
Biology
Number of students
being assessed: 20 Grade Level of Students: High School
Students will complete the project individually.
Prior to this activity
students should be instructed on how to classify plant species based on
characteristics
and structures. They
should be taught to use a dichotomous key. Students should also be taught
simple
mounting and pressing
technique using newspaper.
Objective: Students will
demonstrate the ability to collect 10 native leaf specimens and classify
them by
using Peterson's Field
Guide and a dichotomous key. Students will also demonstrate mounting and
labeling
skills as briefly
mentioned in class. These skills are used commonly by botanists.
General Instructions: Students
will perform the tasks individually and have a one week duration to complete
the assignment. The
teacher will assess students using the following point system. No class
time will be
devoted to this activity.
Scoring:
Pages within booklet
(total of ten):
proper mounting /
page and properly pressed leaf / page 1 point per page
scientific name correctly
identified
and written / page
and
common name correctly
identified 1 point per page
and written / page
Students may earn a total of 20 points.
Materials:
2 pieces colored, plain
paper (no black)
10 pieces white, plain paper
stapler
spray mount or glue stick 11 leaves
Peterson's Field Guide (or other
suitable identification guide)
blue or black pen, or fine felt
tip marker
newspaper
Assignment:
1. Students will collect five deciduous
and five evergreen leaves / fascicles bundles native to East
Tennessee.
These plants can be obtained from any ecosystem. Students will then collect
another leaf, of
personal
preference, to press and mount on the front cover of their leaf identification
booklet. 2. Press each
leaf between
newspaper for at least one week before mounting. Use the pressing procedure
outlined in
class.
3. Using Peterson's Field Guide
to Eastern Trees (a dichotomous key), classify each leaf according to
genus
and species names. List common name also. Make sure scientific name is
written correctly. Genus
must begin
with a capitalized letter and species begins with a lower case. Underline
both words separately.
4. Mount one leaf (with spray adhesive,
lamination, etc.) per piece of plain, white paper and label each
page according
to the diagram below. Do not use tape or staples to mount leaves. Use blue
or black pen or
fine felt
tip marker to label each page. Do not use pencil.
5. Create a front and back cover
using plain, colored paper. Mount your favorite leaf on the front cover
and neatly
print your first and last name below the leaf.
6. Staple (or neatly string) the
booklet together with at least three staples down the left side of your
booklet.