John Taylor-Lehman National Tropical Botanical Garden Science Teacher Enrichment Program June 1-10, 2010 • Tri-Valley High School • Dresden, Ohio 43821 • 740-754-2921 • email@example.com • 9-12 • Biology, Chemistry • Oceanography, Zoology
THE IMPORTANCE OF PLANTS Read ( Chap 24 ) 20th Century Med. Man Video (30 min) Campus Walk to identify sps. (sheet in binder) common, trees, bushes and herbs (locust, oak, pear, hemlock, dandelion, violet, grass, poison ivy, dogwood, pine, black cherry) Crossword Puzzle (sheet in binder) 3 Day recall of plant contacts Dendrochronology Lab Activity Chromatography Lab Activity
THE IMPORTANCE OF PLANTS Topics A. Classification : flowers, conifers, ferns, and mosses B. Major plants cultivated for food C. Human History and Cultivation D. Plant Anatomy
Info on seeds was covered for quarter long project Flower parts were covered when we did genetics
Brain Storming Activity • Purpose: Check for prior knowledge, Cooperative Learning • Question: What words come to mind when you hear the word plant?
Individually- list a min. of 20 words associated with plants (5 foods max.) • Pairs- eliminate duplicates and get list back up to a min. of 20. • Group- eliminate duplicates and get back to a min. of 20 • Whole Class: Compile total list and organize into categories • Group with the most unique words get prize • Save list till the end of the unit
A. Plant Classification • http://classic.sidwell.edu/us/science/vlb/class/plantae/plant-tree.jpg Draw this in your notes on a half sheet of paper
?????????? • If you are allergic to Poison Ivy Toxicodendron radicans then you will likely be allergic to the Devil’s Fruit http://www.ppws.vt.edu/scott/weed_id/poisonivy8-11b.jpg
http://utopiankitchen.files.wordpress.com/2007/11/cashews.jpghttp://utopiankitchen.files.wordpress.com/2007/11/cashews.jpg CASHEW Anacardiumoccidentale Fruit and seed
And allergic to • The fruit Mango Mangifera indica L. (not the green pepper Capsicum annuum) the flowering plant familyAnacardiaceae Any ideas about why this is true? http://www.worldwidehealth.com/ecards/6403_tn_green%20pepper.jpg http://www.oisat.org/images/Sabermango.jpg
B. The importance of plants (as food) • 275,000 SPS. OF FLOWERING PLANTS • 3,000 USED FOR HUMAN FOOD • 200 DOMESTICATED* • 12 MAIN FOODS reference “Seeds to Civilization” C.Heizer
DOMESTICATION • - REQUIRE HUMAN INTERVENTION TO MAINTAIN CURRENT FORM
Group Activity! • Name the major food crop plants that are harvest from around the world. • This is based on amount of plant matter harvested • A student will record suggestions on the SMART Board from classmates. Teacher will screen responses.
list is by weight harvested 1. 7. 13. 2. 8. 14. 3 9. 15. 4. 10. 16. 5. 11. 17. 6. 12.
list is by weight harvested 1. SUGAR CANE* 7. BARLEY* 13. GRAPE 2. WHEAT* 8. MANIOC 14. TOMATO 3. CORN* 9. SWEET POTATO 15. OAT* 4. RICE* 10. SOY BEAN 16. ORANGE 5. POTATO 11. SORGHUM* 17. APPLE 6. SUGAR BEET 12. BANANA What do all the * have in common?
Look closely at them *A MAJOR plant group The Grass family
NOTES ON 20TH CENTURY MED MAN. (video in library) • Botany • Ethnobotany • Dr. Mark Plotkin (Harvard) • Jaguar Shaman • 25% of modern meds have their origin in plants • examples poppy (opium, morphine) periwinkle (vincristine) willow (aspirin) • Info lost about plants b/c • Young people are uninterested in learning • Extermination of tribes • Loss of rain forest • Death of knowledgeable elders
C. HUMAN EXISTENCE 200,000 TO 100,000 humans in an early forms; H. sapiens var. sapiens and H. sapiens var. neaderthalensis • 25,000 to 35,000 years ago substantial archeological and fossil evidence of ONLYH. sapiens var. sapiens(us)
EARLY HUMAN LIFESTYLE? • Hunter/gatherer • Man herd food season • Change in human behavior approximately 9,000 years ago • Domestication/agriculture develops simultaneously in several places in the world
GOOD EVIDENCE OF FARMING • 7,000 B.C. Fertile Crescent, Near East Wheat , Barley • " Thailand bean and pea • 5,000 Asia rice • 7,000-5,000 Mexico near Texas gourds, chili, beans • 5,000 Mexico City squash, beans, avacado, Maize
Brain Storming Activity • Purpose: Problem Solving, Cooperative Learning • Question: What plants would you take if you left your home for a destination with unknown resources?
“Canoe Plants” • Here’s what the people who first settled Hawaii brought with them. • Video link will be linked here of Brian T. Yamamoto describing Hawaiian “Canoe Plants” • Insert image of canoe from classroom
Individually- list a min. of 20 plants essential for survival • Pairs- eliminate duplicates and get list back up to a min. of 20. • Group- eliminate duplicates and get back to a min. of 20 • Whole Class: Compile total list and reduce to 20 • Group with the most “ ? “ plants gets a prize
HOMEWORK • 1. 3 DAY RECALL OF YOUR CONTACT WITH PLANTS • 2. AT LEAST 10 PLANTS PER DAY MUST BE RECORDED • 3. BE READY FOR ME TO COLLECT THEM AT ANY TIME • 4. 10 PTS.
Anti-Bacterial properties of Spices • Hope to improve my bacteria unit by expanding the use of spices in our LAB on bacteria culturing and growth inhibition
I. GROSS ANATOMY • ROOTS (functions?) • Anchor • absorb water and nutrients • asexual reproduction (ex. Raspberry) • storage ex. Yam, carrot , beet
LEAVES • Photosynthesis • Enzymes, sunlight, chlorophyll • Transpiration – release of water through the leaf surface. The plant is like a straw. Roots have the opening and the leaves have the exit