AboriginalPlantClassification by cuiliqing


									Lesson Plan:   Plant Classification and Nomenclature
Audience: Grade 11, Biology 20 (Unit B)

INTENTS: What do you plan to accomplish?
         Classification schemes are arbitrary and used to suit the purposes of those using them

              Biology 20 – B1.2s: conduct investigations into relationships between and among observable variables
              and use a broad range of tools and techniques to gather and record data and information
                              • perform a field study to measure, quantitatively, appropriate abiotic characteristics of an
                              ecosystem and to gather, both quantitatively and qualitatively, evidence for analysis of the
                              diversity of life in the ecosystem studied
              Biology 20 – B1.5k: explain the fundamental principles of taxonomy and binomial nomenclature, using
              modes of nutrition at the kingdom level and morphological characteristics at the genus species level
              Biology 20 – B1.2sts: explain how conventions of mathematics, nomenclature and notation provide a
              basis for organizing and communicating scientific theory, relationships and concepts
                              • research the historical development of the modern classification system
                              • research plant and animal systems of classification developed by Aboriginal peoples in
                              their cultural practices

DISPLAYS (resources):
- www. ecoknow.ca/documents/TEKUnit1.pdf (lesson adapted from)
- plant species (pictures or real samples)
- field study collection materials
- classification guides (or internet resources)


TIME            TEACHER ACTIVITY                          STUDENT ACTIVITY                           EVALUATION
                                                          (demonstrating active                How do you know students
10 – 15 min     Introduction                              involvement)                         are learning?
                 - review with students                    - fill in “Biological                - have students
                    scientific classification                  Classification” as a                 volunteer responses
                    (done in the previous class)               group                                and walk around
                                                                                                    discussing and
                                                                                                    engaging with students

45 – 60 min     Lesson
                - discuss Gitxsan                          - if the weather is
                    classification, specifically              appropriate, students
                    major understandings and                  will take part in a
                    how the Gitxsan classify                  transect study
                    (“Gitxsan Classification”)                (“Transect study”)



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                                                - provide pictures or
                                                   samples of leaves or
                                                   plant material and
                                                   have students use
                                                   classification guides to
                                                   classify according to
                                                   classification and
                                                   Gitxsan classification

TIME           TEACHER ACTIVITY                STUDENT ACTIVITY                      EVALUATION

15 – 20 min    Conclusion
               - as a class compare and         -   evaluation questions      -   hand in evaluation
                  contrast data from both                                         questions
                  classification systems

Evaluation Questions
   1. What is the rationale for each category used?
   2. What criteria is used to differentiate among categories?
   3. Is form or function more important? Is either more important than the other?
   4. Which classification scheme did you find easier to use and why?

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                          Biological Classification
                     (adapted from http://www.ecoknow.ca/documents/TEKUnit1.pdf)



   1. What are the taxonomic ranks in modern scientific classification?

   2. What is binomial nomenclature?

   3. What is the purpose of classification schemes?

   4. What feature of organisms did Linnaeus use to group organisms into groups?

   5. What feature do taxonomists use to classify organisms today?

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                            Gitxsan Classification
                  (adapted from http://www.ecoknow.ca/documents/TEKUnit1.pdf)

       Gitxsan plant classification makes use of both how the plant looks and is used
       Gitxsan classification is hierarchal, as is scientific classification
       Three main life form groupings are used, (trees, plants, berries)
       Aboriginal classifications do not create divisions and plants are interconnected
             - plants and berries often overlap
       Plants exist in a set of relationships with other plants and animals (there is a moral and an
        ethical context)
       Utility is a primary purpose for classification (Johnson 1999:212)
       Morphology is a fundamental basis of classification

                           Gitxsan Dominant Life Form Groupings
       Plant Group              Trees – „trees‟           Sgan – „plants‟         Maa‟y – „fruit bearing
       Description             Tall and woody          Small trees and shrubs     Plant types with fleshy
                                                        - overlap with berry
                                                                                     fruits („berries‟)
          Uses               Food, medicine and         Food, medicine and         Food, medicine and
                                  technology                technology                     dyes
Naming of sub-types         Many tree names take                                  Focused on the edible
                           the form „good for___‟                                         fruits
                           - e.g. cottonwood is am                                - inedible berries are
                           mal or „good for canoe‟                                peripheral but mostly
                                                                                    named if they are
                                                                                     useful elsewhere

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                                      Transect Study
Purpose: Working in groups of approximately four, you will be performing a transect study. In a
transect study, a particular habitat is investigated to find out what animals and plants live in the
habitat. A transect survey is one way of quantifying and qualifying the types of flora and fauna that
live in a specific habitat or ecosystem.

   1. Using the meter stick and bottles of colored water, mark a 2 meter x 2 meter area.
   2. In your area have each member identify the different plant species, count them and collect a
       sample (or take a picture) of each of the species (this is done to more accurately determine the
       type and numbers of species).
   3. Print all pictures and with the collected samples, use field guides and internet resources to
       classify the plant species according to scientific classification.
   4. Using the handout on Gitxsan classification and the internet to determine use, classify the
       plants according to Gitxsan classification.
   5. Create a chart that includes both classifications and the numbers of each kind of plant.

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