3. Kingdom Plantae Phylum (Division) Magnoliophyta Class Liliopsida Order Cyperales Family Poaceae Genus Triticum Species aestivum *Sample classification of bread wheat Categories/Taxas Example *
17. Courtesy of Interstate Publishing Germination----Growth---Flowering----Death Germination---- Growth---Flowering----Dormancy One or more flowering cycles Germination---Growth---Dormancy---Growth---Flowering---Death Season 1 Season 2 Back to Annuals Back to Perennials Back to Biennials
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Editor's Notes
Have students come up with a pneumonic device to help them remember the order of all the taxas.
Reasons for using Latin: 1. universal – all scientists study Latin at some point or at least are familiar with the Latin names in their specific field. This way when scientists get together from different countries they can be sure they are discussing the same tree or plant. If I were to mention the name Red Maple to a French botanist, he/she will not know what I am speaking about. But if I were to say Acer rubrum , then the scientist will know exactly what I am talking about. 2. Very descriptive – you can figure out the common name of a plant by deciphering the Latin name. For example Trifolium grandiflora: tri means 3; folium means foliage (– 3 leafed); grand means large and flora means flower (-large flower) 3. Unchanged – Latin has been unspoken for thousands of years, so there are no slang words or changes in their meanings. This makes the language very consistent around the globe.
Emphasize to the class that non-vascular means that they have no conducting tissue. This allows them to remain small and low to the ground.
The common name for Pinus contorta is the lodgepole pine. See if the students are familiar with Ginkgo biloba. Ask them where they have heard it before. It is a broadleaf evergreen as opposed to a needle or scale.
This is the oldest living organism on the Earth. It is estimated to be more than 4,500 years old!
Make a copy of the overhead blocking out the names. Have the students copy down the information.
Read each question individually. Allow the students to think of the answer before calling out. Then select different students to get a feel for their understanding. Then use these same questions on a quiz.
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