Let’s learn about the families of vascular plants
School level
Workshop was at Vipava grammar school, Slovenia, with second class students (16 years old).
Identification key
Interactive guide to the plants of Val Rosandra (S. Dorligo della Valle / Dolina, Trieste) was used as the identification key.
Aims
Aims which are part of curriculum:
- introducing students to different identification keys (picture-based identification keys, Mala flora Slovenije, interactive guide) and identifying some organisms;
- introducing students to binomial nomenclature;
- students get to know some representatives of the higher plants.
Other aims:
- showing students a pleasant way of discovering biodiversity;
- introducing students to the local flora;
- increasing students’ observation skills.
Further resources
- PCs or Laptops with an internet connection;
- pedagogical support material: two students have 5 different plants (four dicotyledonous and one monocotyledonous);
- different paper-printed identification keys (Mala flora Slovenije, picture-based identification keys);
- worksheet (provided by the teacher).
SCENARIO
Part one: WORK INSTRUCTIONS (10 min)
Whole-Class Teaching.
Before starting the identification students were acquainted with the identification key, plants and worksheet and were explained some technical terms that the key contains (parts of the plant, parts of the flower, flower symmetry, orientation of the leaves, etc.).
Part two: WORK WITH IDENTIFICATION KEY AND DISCUSSION (35 min)
Individual Work.
Students identified species working individually or in pairs. When in trouble or doubt the teacher and laboratory assistant helped them and also discussed and answered the questions. When students had identified the plant, the teacher checked it and then they started solving the worksheet. They had to write down the Slovene and Latin name of the plant and the Slovene and Latin name of the family which the plant belonged to. Using the available resources, they had to find the characteristics of the family and three other plants which are the representatives of the same family. They also sketched the plant.
During the next lesson we talked about binomial nomenclature. Students used experiences with Latin names and summarized the rules of binominal nomenclature. The teacher used the plants from the workshop as examples and so students revised their names and characteristics.
Statements from the students
All participants appreciated the simple structure of the key and the numerous coloured images. Some theses/antitheses were not possible to determine as there were no flowers available in that season or the characteristic were not obvious. Some students also had problems with precise observation.
Kristina Prosen, teacher and Nadja Pregeljc, laboratory assistant
