Download PLANT PACKET 2 08

UNIT TWELVE: Plant Diversity
Chapter Sections 23.1, 23.2, 24.2, 24.3, 25.1, 25.2, 26.1, 26.2
1. Describe evolution of modern plants from green algae and the adaptations that
allowed plants to survive on land.
2. Discuss the characteristics that are used to classify plants.
3. Provide examples of environmental stimuli and plant responses to these stimuli.
4. Name several plant hormones and describe the effect of each to a plant.
5. Compare the functions of leaves, stems, roots, and flowers.
6. Relate leaf structures to the process of photosynthesis.
7. Compare and contrast the functions of xylem and phloem (vascular tissue) in
plants.
8. Explain how plants grow upward and outward using specialized growth tissues
called meristems.
9. Explain how plants reproduce asexually and provide examples.
10. Identify the parts of a seed and distinguish between monocots and dicots.
11. List characteristics required for seeds to germinate.
12. Identify male, female, and sterile parts of the flower and their role in sexual
reproduction.
13. Describe the process of plant fertilization.
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2
OTHER
UNIQUE
CHARACTERISTICS
EXAMPLES
e. Make
Fruit
d. Make
Seeds
c. Make
Pollen
b. Make
spores
REPRODUCTION
a. Need H2O
for sperm
STRUCTURES
HABITAT
VASCULAR
TISSUE
PRESENT
TRAIT
BRYOPHYTES
PTEROPHYTES
GYMNOSPERMS
Diversity and Characteristics of Kingdom Plantae
ANGIOSPERMS
Seed Germination and Tropism Lab
A seed contains a plant embryo. When conditions are right, the embryo will begin to grow into a plant. The
process of embryo growing out of a seed is called germination.
Objectives:
Observe the germination of a monocot seed (corn) and dicot seed (lima bean).
Compare and contrast the germination of monocots and dicots.
Measure to the nearest tenth of a millimeter
Describe the effect of tropism on a germinating dicot seed.
Procedure:
DAY 1
1. Obtain a clear plastic cup, some paper towel, three bean seeds, and 2 corn seeds.
2. Dampen the paper towel and place it in the cup so that it pushes up to the sides of the cup from top to
bottom. The paper towel will provide the moisture necessary for the corn and been seeds to germinate.
3. Place the seeds between the paper towel and the plastic cup. Make sure the seeds are equally
spaced from each other.
4. Arrange each of the five seeds according to the drawings on the data table on the back.
5. DO NOT let your seeds touch the water!! Avoid having standing water in your cup or else you will grow
fungi and not germinate your seeds!
DAY 4 or 5
6. Sketch in your data table what the seeds look like.
7. Measure the length of the longest root and the longest shoot in mm. Measure mm to the
tenthʼs place. HINT: Which is green; the root or the shoot? HINT: What should emerge from the seed
first? WHY? Record observations/data in columns titled: Observations #1
8. Turn one of your beans in the opposite direction and identify which one was turned in your data table.
(in observations #1 region)
DAY 9 or 10
9. Sketch in your data table what each seed looks like.
10. Measure the length of the longest root and the longest shoot in mm. Record measurements in the
data table in columns labeled: Observations #2
11. Clean up all materials as directed by you teacher.
12. Answer the lab analysis questions in complete sentences within lab report.
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Lab Report Components:
I.
Title: effect of ________ and ____________ on ____________ over _________
II. Purpose
III. Data table
IV. Analysis Questions: Answer using complete sentences on separate paper.
1.
2.
3.
4.
5.
6.
7.
8.
Distinguish between the germination of a monocot and a dicot.
State the requirement(s) for seed germination. Explain how each requirement aids in the germination process.
Which structure emerges from the seed first, root or stem? Why?
Is light necessary for your seeds to germinate? How do you know?
Why donʼt seeds need soil to germinate?
What is a tropism? Provide three examples of tropisms.
Explain an advantage of phototropism. Gravitropism.
What tropism did you test in this lab? Explain what your observations told you about this tropism.
V.
Conclusion:
Wirte a concept generalization paragraph using the following words. Be sure to summarize
your data within the concept generalization paragraph. Underline key words in paragraph.
tropism (+ and -)
gravity
light root shoot/stem
seed
germination
corn bean monocot
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dicot orientation
Data Table: Complete this table neatly and completely so you donʼt have to recopy it for your lab
report!!
Effect of _______________________ on __________________________ over ______ days
OBSERVATION #1
SEED
Length of
Root (mm)
Length of
Shoot (mm)
sketch
New
orientation?
if yes, draw!
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OBSERVATION #2
Length of
Root (mm)
Length of
Shoot (mm)
sketch
Seed Structure Lab
In angiosperm plants, seeds develop after a sperm fertilizes an egg inside the female part of the
plant. The fertilized egg and sperm nucleus form a zygote. This zygote will develop into the new plant
and is protected and nourished by the surrounding seed. Protecting the seed is a fruit. Sometimes
the seed is protected by a fleshy fruit, like an apple. Other seeds are protected by a hard, brittle fruit,
like a walnut. The structure of seeds and fruits determines how the seeds will be dispersed. Some
seeds of fleshy fruits are consumed by animals and the seeds pass out of the animal in its feces.
Some seeds which are protected by a hard shell are not consumed by animals. Sometimes the fruit
is light and feathery and the seed is dispersed by the wind.
Procedure:
1. Carefully remove the outer shell of the peanut, the fruit. Inside the shell you will find the seed
surrounded by the seed coat which is a brown papery structure.
2.
Split the peanut longitudinally to open it in half. Each half of the peanut is the cotyledon. On one
cotyledon, you will see the embryo. The embryo consists of three parts: the radicle, the
leaves,and the hypocotyl. Use the hand lens or dissection (stereoscope) scope to identify
these structures of the peanut embryo.
3. The number of cotyledons in a seed indicates whether the seed is from a a monocot or dicot plant.
A monocot has one cotyledon and a dicot has two cotyledons. Is the peanut a monocot or a
dicot?
4. Consume the two cotyledons and the embryo of the peanut. YOU EMBRYO EATER!
Questions-Answer on separate paper using complete sentences.
1. Draw and label a peanut including the shell. Label all of the parts you learned about:
seed coat, fruit, embryo, radicle, hypocotyl, embryonic leaves(epicotyl), cotyledon(endosperm)
2. What is the function of each of the following seed parts in your own words:
cotyledon
radical
hypocotyl
epicotyl
seed coat
3. What part of a peanut plant flower developed into the shell of the peanut?
4. What part of a peanut plant flower developed into the peanut seed?
5. What is germination?
6. What is (are) required for a seed to germinate? Why are each required ?
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Stigma
Style
Anther
Ovary
Filament
Sepal
Epicotyl
Hypocotyl
Radicle
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Flower Structure
INTRODUCTION:
There are over 200,000 species of flowers in the world. They range in size from microscopic water blossoms to tropical
flowers as large as 91 cm across! They range in shape from the familiar star to shapes mimicking insects or birds. As
varied as flowers are, they all play the same role in the angiosperm life cycle. Flowers contain the sexual reproductive
parts of angiosperms. Plants reproduce sexually when some flower parts produce pollen (male gametes) and some
parts produce eggs (female gametes). Fertilized eggs become zygotes protected by seeds and seeds are surrounded by
fruits. After the fruit ripens, the seeds are released and the seeds may germinate into new plants.
PURPOSE:
List, explain, and identify the structures of flowers.
Relate the structures of flowers to their role in angiosperm reproduction.
MATERIALS:
Assorted flower specimens (tulip, lily, rose, , iris, daffodil), scalpel or razor blade, dissecting scope, slides, cover slips,
compound light microscope, eye dropper, lens paper
PROCEDURE:
A. Flower structure
There are four basic parts of a a flower: petals, sepals, stamens, and pistils. Some flowers do not have all four parts and
are called INCOMPLETE. Flowers that have all four parts are called COMPLETE.
1. Obtain a flower from your teacher. What is the name of the flower you have? ________________ Record whether it
is complete or incomplete. __________________
2. Examine the petals. The petals are showy, colorful outer structures. Petals protect the inner flower parts and attract
insects and other pollinators. The sepals are leaf like parts below the petals. In most species they are green, but
may also be colored. The sepals enclose the flower when it is in a bud and help support the flower when it opens.
3. Some flowers have both male and female reproductive organs and are known as PERFECT flowers. Other flowers
have only male or only female organs and they are called IMPERFECT.
Gently pull away the petals and sepals from the flower. When removing these structures, take care not to destroy the
widened base of the flower where they are both attached. Is your flower perfect or imperfect?_________________
How do you know?
Examine the stamen, if your flower has them,which look like stalks with swords on the ends. The stamen are the male
reproductive part of the flower. The stalk-like part is called the filament and it supports the sword-like anther. The anther
produces pollen grains, which contain sperm.
Carefully tap some pollen from the stamen onto a slide, prepare a wet mount, and examine the pollen with the light
microscope at various magnifications. Draw what you see at 100X magnification.
4. Examine the pistil, a stalk-like structure that widens at the base. This is the female reproductive organ. The pistil is
divided into three main parts from top to bottom: stigma, style and ovary. Inside the ovary are the ovules and
inside the ovules are eggs.
5.
Pollen is transferred from the anther to the stigma by insects and other pollinators, which are attracted by the petals,
scent,or nectar. In flowers without petals, pollen is often transferred by wind. The pollen grows a pollen tube which
extends down the length of the style into the ovary. Sperm travel through the pollen tube to the ovary. Only pollen
from a flower of the same species will reach the ovary.
Some flowers self-pollinate and some must cross-pollinate. Cross pollination leads to a greater genetic diversity in the
species and is therefore advantageous for the plant species. Whether self-pollination or cross pollination occurs, they
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BOTH are sexual reproduction, since pollen, which contains male gametes, sperm , is involved. Gametes have one half
the genetic information of the parent and sexual reproduction involves the combining of genetic info from two parents..
The number of flower parts indicates whether a flower is from a monocot or a dicot. Most plant structures of a monocot
flower usually occur in multiples of three. The structures of a dicot flower usually occur in multiples of four or five. If you
can, count the number of stamen you have and record the number. ____ Count the number of petals you have and
record the number. ____ Do these numbers identify your flower as a monocot or dicot? ___________ If you have a
flower with a huge number of petals, what other characteristics can you use to identify the flower as a monocot or dicot?
7. Many ovaries are divided into chambers called carpels. Inside the carpels are numerous ovules, each of which
contain an egg. After the eggs are fertilized, the ovules develop into seeds.
Using a scalpel or razor blade, cut the ovary in half lengthwise from top to bottom as shown:
Examine the cut ovary under the dissecting scope (stereoscope). Locate the carpels and
Cut along
the white, dot-like ovules. Actually, two sperm are involved in producing a seed in a flowering
dashed line
plant. One sperm fertilizes the egg, which develops into the embryo. The nucleus of the
second sperm unites with two nuclei of a cell in the middle of the ovule. This second
fertilization forms a tissue called the endosperm. Endosperm divides and provides
<--- ovary
nourishment for developing embryo. Since two sperm are essential in producing a seed,
flowering plants have double fertilization.
8. Throw away your flower and begin your lab report including answering the analysis questions and conclusion.
Analysis Questions:
Answer these questions on a separate piece of paper and use complete sentences and thoughts.
1. Draw pollen at 100X magnification. Label the name of the flower from which the pollen originated.
2. Draw and label a complete, perfect flower.
3.
Describe the functions of the following flower parts in your own words:
Anther Filament
Ovary
Ovule
Pollen Stigma
Style
Pistil Stamen
4. Can an imperfect flower be complete? Explain.
5 Can an incomplete flower be perfect? Explain.
6. Many more pollen grains are produced compared to ovules. Why do plants do this?
7. Would plants that use the wind as their pollinator have large, colorful flowers? Explain why or why not.
8. Some flowers reject pollen produced by the same plant. Why do plants do this?
9. Many flowers have anthers that are lower than the stigma. How does the plantʼs anatomy help to ensure cross
pollination?
10. Is self-pollination sexual or asexual reproduction? Explain.
11. If one ovary of a flower contains 9 ovules, how many fruits will develop? How many seeds could be produced?
Conclusion:
In a paragraph or two, explain the relationship between flowers, pollination, fertilization, fruits, and seeds for
angiosperm sexual reproduction. Be sure to explain all specific structures involved. Underline these key words in your
paragraph summary.
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Fruit Lab
INTRODUCTION:
Fruit formation is an important phase of sexual reproduction in flowering plants. Fruits protect and help
distribute seeds. Fruits are often eaten by small animals. The seeds, which are enclosed within the fruit, are
not digested; they pass right through the animals. Thus, some seeds are dispersed by animals. Because they
are associated with reproduction, fruits and seeds are related to flower parts. Fruits are enlarged ovaries.
Seeds are enlarged and thickened ovules.
PURPOSE:
Compare different fruits in terms of nature of fruit, number of seeds, and evidence of flower parts.
Sample a variety of unusual fruits.
MATERIALS:
a variety of fruits provided by students: NOT apples, oranges, or bananas!! Be sure you know the NAME of
your fruit!! Suggested fruits include, but are not limited to: string bean, cucumber, peach, green pepper, peanut
(in shell),etc.
PROCEDURE:
1. Examine the sample of fruit. Have your teacher cut open the fruit as shown in Diagram #1 to examine the
interiors of each fruit. Indicate the name of your fruit on a note card and place the card next to the plate with
your cut fruit for others to examine it.
Cut fruit along
lines as shown:
2.
For each fruit examined, create a neat, titled data table in your notebook and determine the following:
a. Name of fruit:
b. Nature of fruit: Either dry (hard or brittle like walnut) or fleshy (soft like kiwi, mango, or pear)
c. Number of seeds: For some fruits (tomato, cucumber, green pepper) an estimate should be made.
d. Fruit edible: Yes or no considering people as the consumer. Do you eat the inside, outside or the entire
fruit
e. Seed edible: Yes or no considering people as the consumer.
f. Evidence for flower parts:
Yes or no. A scar-like structure appears on the ends of certain fruits showing remains of reproductive
parts no longer needed such as stigma or petals. Do not confuse this with the stalk end where the fruit
was connected to the plant.
green pepper
peach
DIAGRAM #1: How to cut fruit
watermelon
Be sure to have a wide variety of fruits in your data table. You should investigate at least different 15 fruits!
3. Consume the variety of swollen ovaries after everyone has analyzed them. Politely ask your teacher to cut
the fruits into smaller slices so lots of people may consume them... OVARY EATERS!
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ANALYSIS: Answer using complete sentences on separate paper. Attach your data table to your
responses to these questions.
A. Is there a relationship between the nature of a fruit and its edibility? Cite several examples from the lab to
support your answer.
B. Is there a relationship between the number of seeds present and seed edibility? Cite several examples
from the lab to support your answer.
C. Most vegetables are actually, biologically fruit. What is the proper, biological definition for fruit? Cite
examples of “vegetables” that are actually fruits according to your definition.
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Review and Thinking Questions
PLANTS
Plant Diversity, Evolution, and Adaptation (23.1, 23.2)
1. Explain the relationship between vascular tissue and a plantʼs size.
2. List four survival advantages for plants that produce seeds.
3. Distinguish between angiosperms and gymnosperms. Name several examples of each.
4. Which group of small multi-cellular organisms are most closely related to plants and are thought to
be their ancestors?
5. Explain why vascular tissue, seeds, and flowers are considered plant evolutionary “milestones.”
6. Which group of plants is considered the most recent to evolve and the most successful? What
three features are considered the keys to their success?
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Seeds and Germination (24.2 and p. 572-573)
7. List and explain several advantages of seeds.
8. Although most seeds need warm temperatures and moisture to germinate, all seeds are different.
According to the book, what are some of the different conditions that different seeds need to
germinate?
9. What is a cotyledon? What is a monocot? What is a dicot?
Tropisms: Plant Responses to their Environment (p. 582 and use class notes)
10. What is the difference between positive and negative tropisms. Provide an example of each.
11. List several examples of plant stimuli and explain why plants need to respond to such stimuli.
12. Why is it unnecessary to plant seeds right-side up?
13. Why do my plants at home, after several days, lean toward the window or grow light?
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14. What type of response is involved with the ivy on the outfield walls at Wrigley Field? Explain.
Plant Structures and Functions (23.1, 24.3, 25.1, 25.2)
15. Create a chart listing several functions for roots, stems, leaves, and flowers.
(in other words, focus on the big picture!)
16. Name the two adaptations present on leaves that allow successful life on land for plants. Explain
how each adaptation has improved the success for plant life on land.
17. Explain the roles of light, carbon dioxide, minerals, and water with respect to photosynthesis.
18. Can plants “drown” if they are over watered? Explain why or why not.
19. Compare and contrast xylem and phloem.
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20. What is transpiration? Provide two environmental examples that impact the rate of transpiration
in plants.
21. What type of plant tissue causes the plant to grow taller or causes roots to grow longer? How
would cutting the ends off the plant affect itʼs growth with respect to this tissue?
22. Why do some plants grow up and outward? What are some advantages to lateral growth?
Plant Reproduction and Coevolution (23.1, 24.2, 24.3)
23. How is the ability to reproduce both sexually and asexually helpful to plant species?
24. Explain the functions of runners, bulbs, corms, rhizomes, and tubers in vegetative propagation.
25. How have humans used the ability of plants to reproduce asexually?
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26. What do male parts of flowers do? What do female flower parts do? Can both male and
female parts be found in one flower? Why?
27. Which must occur first pollination or fertilization? Why?
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Cross Section of a Typical Angiosperm Leaf
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Tree Planting Alternative Extra Credit Assignment
If you would prefer not to (or are unable to) plant a tree, you may earn extra credit by increasing the efficiency
of your household lighting. See description below.
1. Let your parents know what you're doing, that it is for extra credit, and that it is entirely optional.
2.
Purchase and install at least 10 compact fluorescent bulbs inside or outside your house. Be sure to note that
with some CFL's, there are limits on where they can be used. Check the packaging for instructions on use
with dimmers or on temperature restrictions (outdoor lighting). Be sure to choose the appropriate bulb
based on the fixture into which you will place it (see the photos on this sheet for some of the options!).
You will save money by planning ahead, and then buying the bulbs in “multipacks” at a home store such as
Menard's, Home Depot, Costco (very good deal on the flood lights for can lighting), etc..
3. Take pictures of the installation (make sure you're in the picture and smiling!).
4.
Provide a table of detailed calculations that justify the expense of purchasing the light bulbs (i.e., how much
money you will save your parents by doing this!) You must include the following in your table(s):
Wattage of the new bulb vs. the one you're replacing
Average number of hours this light is used
Cost of the new bulbs vs. the old ones
Cost of electricity (check recent ComEd bill for the price/kWahr
(1 kW=1000W)
Life expectancy of bulb
Total savings expected over the lifetime of the bulbs
Reduction in CO2 output because of the new bulbs (assume 0.81
kg/kilowatt hour of electricity)
For examples of these calculations and other info, see:
http://www.consumerenergycenter.org/homeandwork/homes/inside/lighting/bulbs.html
http://www.alliantenergy.com/stellent/groups/public/documents/pub/bus_exp_eff_calc_010787.hcsp#TopOfPage
http://www.alliantenergy.com/stellent/groups/public/documents/pub/bus_exp_eff_012396.hcsp
http://www.efi.org/articles/costs.pdf
NOTE: You may use one of the on-line “calculators” to assist in the computation of the cost savings of
these bulbs as long as you include the results in your table, you understand what they mean, and that it's clear to
me. Be sure to include them with your report.
5. Your final project will be a short paper that includes your narrative with pictures in the body of the text for
illustration, your detailed calculation table and an explanation of your calculations. Be sure to include the
receipt for your purchase.
6. Before submitting project, be sure that you can check each of the following items. “Knowing that this is
worth up to 15 points of extra credit(!), I hereby affirm that I have:
_____Purchased and installed at least 10 high efficiency compact fluorescent bulbs.
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_____Completed detailed calculation table(s) of my energy and cost savings.
_____Taken photos of myself and the installation process.
_____Chosen the appropriate light bulb for the fixture (i.e., flood light for can lights, rounded bulb for
bathroom vanities (see picture at right), cone lights for decorative fixtures, not used with a dimmer switch for
most CFL's, etc.).
_____Computed the reduction in CO2 emissions per year (assume 0.81 kg CO2/kilowatt hour of electricity)
_____(After installing the bulbs), compared the average daily kilowatt hours used between the “current
month” and “last year” (see ComEd bill and example below). Discuss other variables may come into play
when comparing this month's [usage to last month's and last year's usage (i.e., why is this month higher or lower
than you may have expected it to be?)
_____Made a commitment to continuing our usage of high efficiency lighting where practical and
appropriate.
_______________________________ Student signature/Date _______________________________
Parent signature/Date
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Biology Tree Planting Project/Perennial garden
There are many reasons why you could take a personal interest in planting a tree or a perennial garden. In this
project, you will:
1. Select an appropriate species of tree (for maximum credit, choose a tree native to our area) or
8 perennial plants..
2. Plant the tree or perennials--this should be a NEW tree, not simply a replacement for one from
before.
3. Care for the tree or perennials 4. Complete this form and promise to take care of the tree or perennials the first year.
5. Hopefully come back in 50 to 100 years and see how the tree you placed on this Earth is doing.
Parameters:
1. Before you dig the hole, make sure that there are no underground phone lines,
gas or water pipes, or power-lines. Call JULIE--1-800-892-0123 if you have any
questions about underground lines.
2. Make sure that you are taking into account the size of the fully grown tree
and branches and roots continue to avoid power lines, waterlines, foundations, etc.
3. Your tree must be at least four feet tall.
4. You personally must dig the hole and plant the tree.
5. You must submit the instructions, dated sales slip, tree tag, and a pictures of you with your tree (before,
during, and after planting). You must also answer the questions on this page and turn these in with the rest of
the information. You must also keep some pictures for yourself so you can show your grandchildren a picture of
you and your tree in 10, 25,50 or 100 years!!
6. You must agree to water and care for your tree for the first summer so it can survive its most difficult year.
NOTE: Be sure to follow the directions carefully--avoid the most common problems (i.e., reasons for
killing your plants!). How do you do that??
Don't plant the plants too deeply--the top of the root ball (base of tree) should be even or slightly (2-4
inches) above grade.
Remove clay (get rid of it altogether) if in the hole--the poor drainage will kill your plants!
Don't water too much or too little
Consider how big these plants will get--don't plant too close to house, power lines, etc.
7. Before you begin you must have your parent's permission. Explain that this is optional and no student is
expected to bear the cost of purchasing and planting a tree. Let your parents read this sheet and have them sign
the consent on the back page. (Thank you, parents!)
8. NOTE: For maximum extra credit points, you should select a tree that is native to our area. You can find
more about this at the following sites. The Morton Arboretum sites listed below gives many good
recommendations.
Try these first: http://www.theconservationfoundation.org/tcf/ch/ninps-native1.asp
A very straightforward and easy to use list of plants--http://www.inhs.uiuc.edu/~kenr/woody.html
http://www.mortonarb.org/plantinfo/plantclinic/Selection_NativeShrubsMidwestHomeLandscape.pdf
http://www.mortonarb.org/plantinfo/plantclinic/Selection_NativeTreesMidwestHomeLandscape.pdf
(or just use the Morton Arboretum site--it's very good!)
All trees, not necessarily native trees: http://www.botany.wisc.edu/
wisflora/
http://www.fs.fed.us/database/feis/plants/tree/index.html
Project Questions:
1. Describe the soil, water, and drainage conditions of the area where you intend to plant the tree.
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2. Describe the purpose of the tree. (Shade for the south side of the house, wind break on the west side,
beautiful flowering tree in the spring, evergreen for privacy, etc.)
3. Explain the procedure you will follow when you plant the tree. Include how you will ensure the protection
of the roots while you are planting and why it was necessary.
4. Describe and list the care that you will give the tree over the next two years (be sure to note the proper
amount of water that you will give the tree).
5. Describe how your tree will add habitat for creatures found in the area. Identify potential inhabitants.
6. Describe what is happening to Earth's atmospheric CO2 levels and why planting trees is so important.
-------------------------------------------------------------------------------------------------------------------------------------Student Name: _____________________________________
Scientific name (Genus species):
Common name:____________________
Please circle one of the following:\
This tree is native to our area native
This tree is NOT native to our area
I don't know if it's
I support this project and will supervise its completion including tree selection, site selection, planting, and care
for the first 2 years.
(Parent Signature)
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Landscaping for a Healthy Environment
What are some general landscaping concerns? Animal habitat, aesthetics, building energy conservation, ease
of maintenance of yard, soil conditions, use of toxins and fertilizers, need for privacy, wind screens, etc.
Problems and Trends: Biodiversity is being reduced. Simple ecosystems are less stable, *U.S. loses 1
million acres of prime farmland each year. With a trend of an increasing human population and
decreasing farmland, euddthis will eventually become a problem.
I. Habitat destruction is the single largest cause of extinction.
Complex Habitats--------> are becoming--------> Simple Habitats
Many Food Sources--------> are becoming--------> Few Food Sources
Many Species--------> are becoming--------> Few Species
II. Aesthetics – Think adult plant sizes.
–Choose plants that when mature are a size that you would like. This reduces pruning.
–Select plants that flower at different times of the summer to add color all season long.
–Hedges must be trimmed in a pyramidal shape (narrow at top, wide at bottom) or bottoms will die
in the shaded area and not look beautiful.
–Use Perennial Bushes, Flowers, Trees, and Grasses. These plants live many years.
–Avoid Annual Plants because these live one year and must be replanted. This is usually bad but
annual grasses do grow very rapidly and can be used to start a yard until the slower perennial
grasses get started. Annual plants are usually cheaper to buy but cost more over the years.
–Choose a variety of food producing plants for a better diversity of animals and birds. Use some
plants that keep seeds through winter for the over wintering animals.
III.Energy: Sun and Wind Considerations
A. Sun: Use deciduous trees and plants (lose leaves in winter) on south side of house.
(Summer – Shade – Less Air Conditioning)
(Winter – Sun (No leaves) Passive solar heat through windows on south side of house.
Small windows on the north side for light.
Realize north windows only lose heat!
B. Wind: Plant evergreens (Coniferous gymnosperms = Pines and Spruces) on the north and west
side of the house. This blocks the prevailing northwesterly winter winds.
IV.Soil – check the soil and sun conditions of the area you want to landscape. Choose plants that fit the
conditions of the area (Be smart.)
V.
Privacy Needs
A. Summer privacy for decks and backyards– Use deciduous plants which give a better view in the
winter.
B. Year-round privacy - Use evergreens.
VI.Slow Growth Hardwood
A. Slow growing plants live longer and are generally stronger. (Oaks, Walnuts, etc.) People are
not planting many of these because they grow more slowly. We need more hardwoods.
These
will become valuable investments as their numbers dwindle in the wild.
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B. Soft woods – grow faster but do not live as long (Maples, etc.)
VII.
Do you like to breath?
Plant a tree, take a breath.
Plant a tree, take a breath.
Fair is fair!
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