Transcript Classifying and Naming Plants

Classifying and
Naming Plants
Reminder: student learning activities are at the end of this
power point.
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
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).
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?
Vocabulary
 Common
names
 Dichotomous key
 Kingdom
 Morphology
 Plant
 Scientific
names
 Species
 Taxonomy
What is the difference between
these plants?
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
What are the Similarities?
 They
are alike because all of them
are in the grass family
 They are monocotyledons.
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
Carbon dioxide
from atmosphere
Food
(Chemical energy
for plant)
Water from soil
(moisture)
Energy Flow
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.

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.
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.
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.
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.
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.
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.
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.
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.
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.
Stages in Plant Classification
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.
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.
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.
How are plants named?
 Common
names are the
“everyday” names that people
use.
 Scientific names are the names
of plants based on taxonomy.
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.
Who Eats Lima Beans?
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.

Lima Beans Again?
Examples of Common and
Scientific Names
 Butterfly
Orchid - Orchis
Papilionacea
 Dreamland Zinnia - Zinnia elegans
 Norway Spruce - Picea abies
 Soybean - Glycine max
Why are scientific names used
 enhance
communication about
plants.
 are based on relationships among
different species of plants.
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.)
Good New Mexico Legumes!
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.
Apples & Roses!
Related - Same Plant Family?
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.
The End!
NEXT:
Student Learning Activities
Student Learning Activities
 Sample
tests are available in the
Lesson Plan tab.
a. Arms …………………………go to 3
b. No Arms ……………….……Alienus quadlgicus
2.
________________________________________________________________________________
________________________________________________________________________________
Look at the species name for each alien. How do you thing these names were chosen?
Each of these aliens belongs to the same genus. What is their genus? _______________________
5. a. No legs……………………..Alienus blobicus
b. Legs ………………………..Alienus fuzzicus
4. a. No horns…………………….go to 5
b. Horns ………………………Alienus stripicus
3. a. Hairy …………………….….Alienus hairicus
b. Not hairy ……………………Alienus tritoothicus
a. Mouth open ………………… go to 2
b. Mouth not open ……………..go to 4
1.
name of each one.
Look carefully at the aliens pictured below. Use the dichotomous key to find the scientific
Identifying Aliens with a Dichotomous Key
Name: _______________________________
Name: _______________________________
a. Arms …………………………go to 3
b. No Arms ……………….……Alienus quadlgicus
2.
Alienus stripicus
Alienus hairicus
Alienus fuzzicus
Alienus tritoothicus
________________________________________________________________________________
Look at the species name for each alien. How do you thing these names were chosen?
I think they all got their names by their outer appearance.
________________________________________________________________________________
Alienus
Each of these aliens belongs to the same genus. What is their genus? _______________________
Alienus blobicus
Alienus quadlgicus
5. a. No legs……………………..Alienus blobicus
b. Legs ………………………..Alienus fuzzicus
4. a. No horns…………………….go to 5
b. Horns ………………………Alienus stripicus
3. a. Hairy …………………….….Alienus hairicus
b. Not hairy ……………………Alienus tritoothicus
a. Mouth open ………………… go to 2
b. Mouth not open ……………..go to 4
1.
name of each one.
Look carefully at the aliens pictured below. Use the dichotomous key to find the scientific
Identifying Aliens with a Dichotomous Key
KEY
Use the Dichotomous key to find
the names of the different leaves.
Name: ___________________________
Use the Dichotomous key to find
the names of the different leaves.
KEY
Name: ___________________________
Magnolia
Elm
Walnut
Spruce
Pine
White oak
Chestnut
Holly
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
Here are two more activates
that you can do with your
students on classification.
Fill in the chart for two plant species.
Name: ___________________________________