Botany: Fall 2016 Course Outline

Mr. Brian Mulcahey MAT Biological Sciences, BA Zoology

Botany course description: The study of plant science is explored in the
school greenhouse, the lab, and in the field. Students will propagate plants,
research and classify plants, conduct plant experiments and create projects that
support the understanding of the plant world.
Botany course objectives: Students will understand plant anatomy and
physiology. Students will develop an appreciation for the natural world and
agriculture through plant fieldwork and research. Students will design and
conduct plant experiments based on the scientific method. Students will learn
basic principals of horticulture and gardening skills.
The Botany Curriculum addresses these Massachusetts Life Science
(Biology) Learning Standards:
1.2 Recognize the six most common elements in organic molecules.
2.3 Distinguish between plant and animal cells.
2.6 Identify the reactants and products in the general reaction of
photosynthesis.
2.7 Provide evidence that the organic compounds produced by plants are the
primary source of energy and nutrients for most living things.
2.9 Explain the interrelated nature of photosynthesis and cellular respiration.
2.10 Describe and compare the processes of mitosis and meiosis, and their role
in the cell cycle.
3.5 Differentiate between dominant, recessive, codominant, polygenic, and sexlinked traits.
3.8 Explain how zygotes are produced in the fertilization process.
5.3 Describe how the taxonomic system classifies living things into domains and
kingdoms.
6.1 Explain how biotic and abiotic factors cycle in an ecosystem (water, carbon,
oxygen, and nitrogen).
6.2 use a food web to identify and distinguish producers, consumers, and
decomposers, and explain the transfer of energy through trophic levels.

Botany Scope
A. Plant Anatomy and Physiology
- Roots
- Stems
- Leaves
- Flowers
- Fruits
This area of study includes plant cells and tissues, reproduction, photosynthesis
and growth.
B. Classification
- six-kingdom classification
- Linnaeuss Binomial System of Nomenclature
- dichotomous keys
C. Greenhouse Skills and Study
- plant experiments using the Scientific Method
- the greenhouse environment
- propagation
D. Plant Environment (embedded curriculum in above topics)
- biotic factors
- abiotic factors (water, light, soil, temperature, climate, geography)
Botany Activity and Assessment Sequence
Reading to Text: Wicked Plants, The Weed That Killed Abraham Lincolns
Mother & Other Botanical Atrocities- Throughout the course, we will read a
few plant profiles in this book every week. It covers plants that are illegal, toxic,
deadly, all while increasing your skills reading science-specific texts.
Planting and propagating students will plant seeds and cuttings during the
first week of class. Note technique, teamwork and cleanup throughout course.
Journal on-going. Each student will keep a daily journal noting measurable
data and observations of their plants. Diagrams and illustrations are required.
Grade for number of entries and completeness.
Plant Profiles: summaries fact summary made for any plant grown. Include
family, species, common name, description, growing requirements and usage.
Submit as part of Journal.
Textbook Review Questions based upon selected reading.
Online Learning text websites, quizzes, links.
Vocabulary Quizzes weekly, based on Monday or Tuesday lectures.
Labs/Lab Activities analysis, lab reports. Use Teacher Manual.

Midterm multiple choice, short answer and open response to trouble-shooting

problems.
Final Exam cumulative, see above.
Plants in the World. Media view. Students create a collage of plants (pictures,
products, headlines) and their functions. Oral presentation.
Fruit Party
Economically Important Plants Students research a selected plant or crop.
Poster including pictures, statistics, processing and usage is required. Oral
presentation.
Choices include tea, coffee, spices (select one), turf, soy, corn, wheat, rice,
lumber, cotton, rubber, roses or other flowers used in the florist industry, olives,
grapes, coffee, cacao (chocolate), tobacco, potatoes, tomatoes, spices (select 3),
pharmaceutical and recreational drugs and herbal supplements such as coca,
marijuana, deadly nightshade, ephedra, garlic, etc.
Leaf Identification in Blunt Park. Use field guides and keys for identification.
Use leaf presses to preserve specimens. Captions to accompany specimens.
Wildflower/Weed Identification see above.
Houseplant Project as described.
Wisconsin FastPlants conduct and design experiment. 2 labs with lab report.
Soil Testing Lab gather samples, analysis. Find existing lab.
School Beautification Project survey areas (location, sun), select plants,
write rationale and present to class as partners. Class votes on top 3, which
selected, earn extra credit. Explore annuals, perennials, biennials, ground cover,
and trees.
Term Paper Write a 5-page paper researching these or other plant related
topics.
- Plants in literature, ex. agriculture, Grapes of Wrath, Little House Books,
fairy tales (Jack in the Beanstalk, Snow White, the 3 Bears), etc.
- Plants in art. Describe 3 selected artists landscapes, still work, and
discuss plants used as their subjects. Background of artist, setting of
pictures, time of artwork.
- Native American use of Plants.
- Medically important plants of the tropical rain forest.
- Historically important plants, ex. Irish potato famine, Boston Tea Party,
the search for spices in the New World, genetically engineered plants.
- Sustainable Agriculture.
- History of Domesticated Plants (evolution of agriculture)
- Agriculture in the Pioneer Valley.
- Kingdom Fungi.
- Kingdom Protista.
- The 5-A-Day Initiative.
- The Ethnobotanical Cookbook. Ethnic or religious backgrounds are
explored in the medium of 3 recipes that include plant foods. Each
recipe should include ingredients, directions, nutritional breakdown for
fat, protein, carbohydrates and important vitamins or minerals. Plants
featured must be described and classified, including their Latin name.

Historic or religious importance must be described. In addition to the

written work, students selecting this project are expected to cook these
dishes and serve them to the class.
Examples: African American collard greens, cornbread. Hispanic
rice and beans, plantains. Yankee/early American baked beans,
apple pie. Mexican guacamole, tortillas. Asian vegetable soups,
rice dishes.
Aquatic Plants
Vegetarian Diets
Fields of Dreams: the creation and care of the Major League Baseball
fields and professional golf courses
Paper Recycling
Insects and Plants: beneficial, symbiotic, and pests

Special Projects/Field Trips/Fundraisers

Fall Field Trip: Smith College Greenhouse, pumpkin and apple picking, corn
maze.
Spring Field Trip: Smith College Greenhouse, maple sugaring.
Field Trip Wish List: New England Flower Show, New York Botanical Garden.
Text book (Stern, McGraw Hill, 2003) selected chapter topics:
Chapters 1 through 12, 14, 16, 24.
Appendices and Glossary.
Labs: Stern (and Applied Botany (both McGraw Hill)
1 + 2 The Microscope and The Cell
4 Roots have students view slides, then return to lecture
5 Stems combine with other resources. Use diagrams and transparencies
6 complete after lecture
7 Plant Propagation see list for plants. Do 1st or 2nd week.
8 Diffusion, Growth, Hormones and E. Plasmolyis, F. Transpiration, M.
Phototropism
10 Photosynthesis
13 Kingdom Survey research list examples of each available specimens?
16 Bryophytes + Ferns use as part of field walk draw diagrams
17 Gymnosperms use as part of field walk draw diagrams
18 Angiosperms flower dissection
19 Fruits, etc. Use key as introduction to Fruit Party
21 Genetics red and white corn