Download Plant-O-Rama Workshop and lecture on the recognition of major

Plant-O-Rama
Workshop and lecture on the
recognition of major plant families
UGA Costa Rica
Compiled by Lindsay Stallcup, June 2006
with information from the following references:
American Phytopathological Society: Plant Pathology Online. http://www.apsnet.org.
Accessed 5 June 2006.
Haber, W.A., W. Zuchowski, and E. Bello. 2000. An Introduction to Cloud Forest Trees:
Monteverde, Costa Rica. Mountain Gem Publications, Monteverde, Costa Rica.
Lieberman, D., M. Lieberman, and L. Stallcup. 2005. Costa Rica Maymester Course
Handbook. University of Georgia, Athens, GA, USA.
Maas, P.J.M. and L.Y.Th. Westra. 1998. Neotropical Plant Families. Koeltz Scientific Books,
Koenigstein, Germany.
University of Hawaii Botany Department: Vascular Plant Family Access Page (G. Carr).
http://www.botany.hawaii.edu/FACULTY/CARR/pfamilies.htm. Accessed 5 June 2006.
If you have changes, additions, or suggestions,
please contact the Academic Program Manager
Last updated: 20Oct2013 by Katie Lutz, Resident Naturalist
Plant-O-Rama
Objective:
Recognition of major/common tropical plant families
Approximate length: Specimen collection (prep time, instructor only): 2 hours; workshop: 2 hours
Materials needed:
Representatives of each family to be discussed; hand lenses; note cards; markers
Overview
1) Divide students into groups of 2-6 people (3-4 is probably ideal).
2) Each group of students receives a “pile” of plants. Each pile of plants should contain at least
several representatives from each family to be discussed. For example, if the group were to
learn about Piperaceae, Rubiaceae, and Araceae, there should be at least 2 species from
each family, and at least 2 replicates of each species.
3) Without getting into taxonomy, families, etc, students sort plants into “species piles”.
- Anything that is the same goes in one pile. Anything that is different goes in its own pile.
- Focus is on using basic skills of recognition – encourage students to use their five senses
to divide plants into what’s alike and what’s different. (The first naturalists in the tropics did
not have taxonomic keys, and they identified many, many species!)
- Students should use visual characteristics such as leaf arrangement and shoot
architecture (leaves opposite/alternate, leaves simple/compound), latex, spines, glands,
fruits, etc, as well as other sensory characteristics (i.e., smell, oily leaves, etc).
4) After students have finished sorting, instructor reviews plant families present, giving the
following information for each family: common name and examples; life form (tree, shrub,
liana, epiphyte, etc.); leaf arrangement and shoot architecture: leaves compound or simple,
leaves opposite or alternate; and identifying characteristics (spines, glands, latex, smells,
fruits, etc.)
5) Working in the same groups of 2-6 people, students arrange their piles based on families they
have just learned. They should not combine any piles – piles of species from the same family
are placed near one another, but different species are never combined.
6) Have students combine groups (i.e., if students were working in groups of 4, have groups of 4
combine to form groups of 8) and combine their collections.
7) Have whole class combine to form one class collection. Instructor should use note cards to
make labels for each family. Piles of species from the same family are placed near one
another, but different species are never combined.
8) At this point, or later in the day, students should have time to observe, examine, and sketch
plants from each of the families. (This is better done on the same day, as specimens tend to
deteriorate over time.)
Specimen collection
-
Make sure to collect enough of the plant for students to examine its structure and architecture (a
couple of leaves is not sufficient!)
-
Plants can be collected anywhere, but try not to decimate a species or family in any one particular
area. For the same reason, try not to use the exact same species for every Plant-O-Rama.
-
Collect enough so that each group has a more than one example of each species. Example: if
there are 4 groups of students, collect 8 examples of each species if possible, so that each group
has at least 2 examples of each species.
-
Try to collect at least 2 species within each family. This is not so important for groups like mosses,
lichens, Bromeliaceae, Heliconiaceae, etc., but is very important for groups like Piperaceae,
Rubiaceae, etc.
Plant-O-Rama page 1
Compiled by Lindsay Stallcup, June 2006
Families to cover
Instructors should make adjustments to families covered and length of workshop based on student
background, course objectives, and available specimens from each plant family.
Elementary school groups or families with children:
Ferns, Piperaceae, Melastomataceae, Rubiaceae, Araceae, Orchidaceae, Bromeliaceae,
Poaceae (8 families)
High school and college groups: (adjust based on students’ background, etc.)
Ferns, Mosses, Liverworts, Piperaceae, Fabaceae, Melastomataceae, Rutaceae, Rubiaceae,
Araceae, Orchidaceae, Bromeliacae, Poaceae, Marantaceae, Heliconiaceae
Overview of major plant families
In the following pages, information is provided for the following plant families (in taxonomic order, from
most primitive to most advanced):
Primitive Plants
Mosses and Liverworts*
Ferns*
* Note: taxonomically, these
are divisions rather than families
Dicots
Lauraceae
Piperaceae
Cactaceae
Euphorbiaceae
Clusiaceae
Fabaceae
Cecropiaceae
Melastomataceae
Rutaceae
Solanaceae
Rubiaceae
Asteraceae
Moraceae
Monocots
Araceae
Orchidaceae
Arecaceae
Bromeliaceae
Poaceae
Marantaceae
Heliconiaceae
Musaceae
Plant-O-Rama page 2
Compiled by Lindsay Stallcup, June 2006
Introduction to Plants
Costa Rica Plant Diversity:
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Formation of the land bridge between North and South America
Geologic activity
Location in relation to the Equator and effects on climate
12 life zones in Costa Rica, with many microclimates
.03% of the land in the world, but about 4-5% of the biodiversity
12,000 identified plant species (so far), 1500 are orchids (with more being found every year)
Monteverde Region:
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3,000 plants identified, 6-700 are orchids
7 life zones
One tree in Monteverde had over 85 different types of epiphytes!
Why are Plants Important?:
 Food and fiber crops for humans with wild plants offering genetic resources for improving or adding to
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cropped or harvested species
Habitat for wildlife of all kinds including other plants
Sources of medicines, dyes, resins (like rubber), and spices
Sequester Carbon/Release Oxygen
Capture nutrients and pollutants thereby purifying water that moves into groundwater, streams and
oceans
Soil Stabilization
Absorb and reflect solar radiation which can be particularly important in cities
Some plant groups are able to fix nitrogen which enhances soil fertility
Have a major effect on climate and local hydrological cycles
Methodology for Plant Identification:
 Visual
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Feel
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Size, leaf location, height of plant, color of bark, flowers, fruits
Texture, Thickness
Chemical
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Taste/Smell
Emphasize caution with tasting. In a Plant-o-Rama, do not eat anything.
Taxonomy 101
All forms of life are classified by taxonomists according to the following scheme of classification. Each category
is called a “taxon.”
Domain, Kingdom, Phylum (Division), Class, Order, Family, Genus, Species
 Today we will be talking about important families of plants found in the Neotropics
The following you don’t need to use in class, but is helpful to understand plant evolution and answer questions:
Domain: Eukaryota
Kingdom: Plantae
Phylum (Division):
Phylums in the plant world operate a little bit differently. You can think about them being divided into
roughly 4 divisions, from most primitive to most advanced:
Green Algae: Some of the oldest plants on Earth, ancestor of land plants
Bryophyta: Mosses and Liverworts
Pterophyta: Ferns
Spermatophyte: Seed-producing plants
Plant-O-Rama page 3
Compiled by Lindsay Stallcup, June 2006
Monocots vs. dicots
A dicot is a plant whose seedling has two cotyledons, or seed leaves. Dicot leaves have net (reticulate)
venation. Dicot leaves are connected to the stem by petioles. Dicots have vascular bundles in rings.
A monocot is a plant whose seedling has one cotyledon, or seed leaf. Monocot leaves have parallel venation.
Many monocots do not have petioles but have a distinct sheath which connects the blade to the stem.
Monocots have scattered vascular bundles.
cotyledon
Example of a dicot seedling:
two cotyledons (“seed leaves”)
Example of a monocot seedling:
one cotyledon
Example of dicot and monocot leaves – note venation (net vs. parallel) and connection to stem (petiole vs. sheath).
Plant-O-Rama page 4
Compiled by Lindsay Stallcup, June 2006
Leaf arrangement and shoot architecture
* Drawings courtesy of Dr. Diana Lieberman, University of Georgia
What is a leaf?
A leaf is defined as the structure that subtends (lies just beneath) a branch bud. In other words, a branch bud
will be found in the axil of each leaf, where the petiole joins the stem. Look at a plant shoot: if you can find a
branch bud (or an already expanded branch), the structure just below it will be the leaf. In this manner, one can
clearly distinguish between simple and compound leaves.
Example of a simple leaf
Example of a compound leaf
Stipule:
Not indicated on these drawings is another important identification tool, the stipule. The stipule is a small
leaflike or bractlike structure found at the base of some leaf petioles. They can also appear like spines, glands,
or hairs.
Plant-O-Rama page 5
Compiled by Lindsay Stallcup, June 2006
Simple leaves opposite
Leaves whorled
Simple leaves alternate
Leaves spiral
Leaves decussate (each pair
of leaves rotated 90 degrees)
Plant-O-Rama page 6
Compiled by Lindsay Stallcup, June 2006
Overview of common plant families: Primitive plants
Division Bryophyta: Mosses and Liverworts
Mosses
Mosses are small, nonvascular plants, usually found in moist areas
Leaves in 3 dimensions projecting out from a shoot (not a stem)
Liverworts
Liverworts are small, nonvascular plants, usually found in moist areas
Leaves in 2 dimensions (1 plane) projecting out from a shoot (not a stem)
2 forms: leafy (similar appearance to mosses) and thallose (liver-shaped)
Facts about Bryophytes
- Bryophytes are some of the most primitive plants; they are non-vascular and don’t use seeds.
- Many Bryophytes are pioneer plants, growing on bare rock and contributing to soil development. In bogs and
mountain forests they form a thick carpet, reducing erosion. In forest ecosystems they act like a sponge
retaining and slowly releasing water
- Bryophytes provide habitat for other plants and small animals as well as microorganisms.
- Bryophytes lack a cuticle and transport tissue, so they readily absorb whatever is around them. They all
require moist conditions for at least part of their life cycle. If the environment is really wet (in the tropics!) they
may grow as epiphytes.
- Many mosses are quite resistant to desiccation. They can lose water in the dry season, become dormant and
then imbibe water or spring back to life when it rains. Similarly, many temperate mosses can survive freezing
and thawing without damage.
- Reproduction: Sporophytes (what we see) create and release spores. These germinate and create
gametophytes (which we can’t see) that reproduce at a microscopic level and create sporophytes.
Example of a moss
Example of a thallose liverwort
Example of a leafy liverwort
Plant-O-Rama page 7
Compiled by Lindsay Stallcup, June 2006
Overview of common plant families: Primitive plants
Division Pterophyta
Ferns
-More advanced; vascular plants with a wiry stem and true roots
-But still flowerless and seedless – reproduce through spores, which are found on the underside of the leaf
-Most are herbaceous terrestrial plants, although some are tree-like, aquatic, or epiphytes
-New fronds uncurl upward (“fiddlehead” form)
-Most species are tropical, although ferns are a component of all but the driest ecosystems on earth.
-Reproduction: Sporophytes (the large, visible fern) release spores and they germinate. Gametophytes are
plantlets (2mm-2cm) that reproduce at a microscopic level and create sporophytes.
Example of a fern
Example of new fern leaves:
note “fiddlehead” shape
Spores on underside of fern leaves
Plant-O-Rama page 8
Compiled by Lindsay Stallcup, June 2006
Overview of common plant families: Dicots
Asteraceae
Common Name and Examples
Aster Family: Sunflower, Daisy
Life Form(s)
Herb, Shrub, Tree
Leaves
Simple, Opposite or Alternate
Identifying Characteristics
Spanish Names
Rough leaves
Daisy-like flowers (which are actually a “head” of many
small flowers)
Strong smell (many say unpleasant)
***May be opposite or alternate leaves***
Dienteleón (Dandelion), Girasol (Sunflower), Margarita
(Daisy)
Cactaceae
Common Name and Examples
Cactus Family
Life Form(s)
Epiphyte, Shrub
Leaves
Simple, Alternate
Identifying Characteristics
Succulent, leafless, spiny plants
Spines arise from felty pads
Fleshy fruits
Spanish Names
Cactus
Cecropiaceae
Common Name and Examples
Cecropia
Life Form(s)
Tree
Leaves
Simple, Alternate
Identifying Characteristics
Characteristic large lobed leaves with long petioles
Palmately Loved
Hollow stem
Symbiosis with Azteca ants – live in stems
Müllerian Bodies at base of petioles, produce food for ants
Watery sap turns blackish in air (and stains!)
***Sometimes placed in Urticaceae***
Spanish Names
Guarumo
Clusiaceae
Common Name and Examples
Clusia
Life Form(s)
Epiphyte, Liana, Shrub
Leaves
Simple, Opposite
Plant-O-Rama page 9
Compiled by Lindsay Stallcup, June 2006
Overview of common plant families: Dicots
Identifying Characteristics
Thick, paddle-shaped leaves (used for writing messages!)
Yellow or orange latex
Fruit usually a capsule or berry
Spanish Names
Copey (Autograph Tree)
Euphorbiaceae
Common Name and Examples
Poinsettia Family: Cassava, Croton, Sapium
Life Form(s)
Tree
Leaves
Simple, Alternate
Identifying Characteristics
Spines
Marginal teeth
Some have glands at base of leaf
Some have latex (milky sap)
Spanish Names
Yuca (Cassava), Targuá (Croton), Yos (Sapium)
Fabaceae
Common Name and Examples
Legume Family: Beans, Mimosa, Guanacaste (National
Tree)
Life Form(s)
Tree
Leaves
Compound, Alternate
Identifying Characteristics
Leaves simply pinnate
Bean-like odor
One of the largest families of flowering plants
Fruit a legume (resembles a bean)
Important for fixing Nitrogen in the soil
Spanish Names
Frijoles (Beans), Guabo (Inga), Poró (Machete Flower)
Lauraceae
Common Name and Examples
Avocado Family
Life Form(s)
Tree
Leaves
Simple, Alternate
Identifying Characteristics
Strong avocado odor when leaves are crushed
Oily fruit with red cupule and a single large seed
Leaves have kinked petioles
Fruit is eaten by Quetzals and 3 Wattled Bellbirds
***Some genera have opposite leaves***
Spanish Names
Aguacatillo (Wild Avocado), Aguacate (Avocado)
Plant-O-Rama page 10
Compiled by Lindsay Stallcup, June 2006
Overview of common plant families: Dicots
Melastomataceae
Common Name and Examples
Melastome Family
Life Form(s)
Tree
Leaves
Simple, Opposite
Identifying Characteristics
3-7 veins on leaves
Tertiary veins nicely visible (square-like pattern)
Spanish Names
Lengua de vaca, María
Moraceae
Common Name and Examples
Fig Family: Ficus, Strangler Fig
Life Form(s)
Tree
Leaves
Simple, Alternate
Identifying Characteristics
Stipules protrude from leaf clusters (at base of petioles)
White latex sap
Has flowers disguised as fruits known as syconiums
Pollinated by wasps
Fused roots
Some hemiparasitic and hemiepiphytic
Spanish Names
Matapalo (Strangler Fig)
Piperaceae
Common Name and Examples
Black Pepper Family
Life Form(s)
Epiphytic or Terrestrial Herbs, Shrubs, Small Trees
Leaves
Simple, Alternate
Identifying Characteristics
Erect white inflorescences
Arcuate (Curved) venation
Unequal leaf bases
Swollen / “knobby” nodes
Strong odor of black pepper or root beer when leaves or
inflorescences are crushed
Spanish Names
Pimienta (Black Pepper), Anisillo (Piper auritum)
Rubiaceae
Common Name and Examples
Coffee Family
Life Form(s)
Tree, Shrub, Liana
Leaves
Simple, Opposite
Plant-O-Rama page 11
Compiled by Lindsay Stallcup, June 2006
Overview of common plant families: Dicots
Identifying Characteristics
Leaves opposite and usually decussate (90 degree angles)
Stipules at base of petiole (interpetiolar stipules)
Spanish Names
Café, Coloradillo (Hamelia patens)
Rutaceae
Common Name and Examples
Citrus Family: Oranges, Limes, Etc.
Life Form(s)
Tree; Sometimes Shrub, Epiphyte, or Liana
Leaves
Compound, Alternate
Identifying Characteristics
Strong citrus smell when leaves are crushed
Leaves have greasy feel when crushed (citrus oil)
Translucent oil glands in leaves (use hand lens & light)
Spines on trunk and branches
Spanish Names
Naranja (orange); limón (lime/lemon);
Solanaceae
Common Name and Examples
Tomato/Potato Family: Tomato, Potato, Chile Peppers
Life Form(s)
Tree, Shrub
Leaves
Simple; Alternate
Identifying Characteristics
Strong “tomato” smell
Flowers and fruits hang downward
Fruits with characteristic “tomato-like” seeds
May have spines
Small and large leaves grow together
Small leaves near tips of twigs
***Sometimes appear to be opposite***
Spanish Names
Tomate, Papa, Chile Picante (Hot Chile Pepper)
Plant-O-Rama page 12
Compiled by Lindsay Stallcup, June 2006
Overview of common plant families: Monocots
Araceae
Common Name and Examples
Aroid Family: Many House Plants, Philodendrons
Life Form(s)
Epiphyte, Liana, Terrestrial Plants
Leaves
Simple, Alternate
Identifying Characteristics
Large succulent leaves
Leaves have sheathing petioles (base)
Fruit usually a berry
Contain Calcium Oxalate crystals
***Sometimes compound***
Spanish Names
Filodendron, Mano de tigre (Monstera Vine), Zorrillo
(Dumb Cane), Ñampi and Chamol (Common Edible
Tubers)
Arecaceae
Common Name and Examples
Palm Family: Coconut, Bactris, Royal Palm, Etc.
Life Form(s)
Tree or Shrub
Leaves
Compound, Alternate
Identifying Characteristics
Unbranched, trunk may be spiny
Can be colonial or arborescent
Leaves usually very large and in a rosette pattern
Fruit a berry, drupe, or nut, usually with one seed
Seeds with much endosperm
Meristem (growing tip) often edible (palmito/Palm Heart)
Almost all species native to tropical forests
Spanish Names
Palma, Coco (Coconut), Pacaya (Bamboo Palm)
Bromeliaceae
Common Name and Examples
Bromeliad Family: Bromeliads, Pineapple
Life Form(s)
Epiphyte, Shrub
Leaves
Simple, Alternate
Identifying Characteristics
Thick leaves, often stiff and spiny, in rosette form
Frequently epiphytic (but pineapples grow in the ground)
Leaves are parallel-veined, usually stiffly lorate or strapshaped, and troughlike, with a sheathing base
Leaves commonly with spiny margins
Base of leaves retains water – habitat for insects, etc.
Fruit is usually a berry or capsule
Conspicuous floral bracts
Often pollinated by bats
Spanish Names
Bromelia (Bromeliad); Piña (Pineapple)
Plant-O-Rama page 13
Compiled by Lindsay Stallcup, June 2006
Overview of common plant families: Monocots
Heliconiaceae
Common Name and Examples
Heliconia
Life Form(s)
Herb (though tall and shrub like)
Leaves
Simple, Alternate
Identifying Characteristics
Long, banana-like leaves
Do not confuse with Marantaceae:
-Heliconia have uneven leaf base
-Heliconias do not have jointed petioles
-Heliconia leaves do not make loud noise when ripped
Spanish Names
Heliconia, Platanilla
Marantaceae
Common Name and Examples
Prayer Plant, Rattlesnake Plant
Life Form(s)
Herb (though tall and shrub-like)
Leaves
Simple, Alternate
Identifying Characteristics
Seeds dispersed by ants
Ripping leaves exposes fibers/”hairs”
Do not confuse with Heliconiaceae:
-Marantaceae have even leaf base
-Marantaceae have jointed petiole (“kink” in the petiole)
-Marantaceae make a loud noise when leaves are ripped
Spanish Names
Cascabel, Bijagua
Musaceae
Common Name and Examples
Banana Family: Bananas, Plantains, Cuadrados
Life Form(s)
Treelike Herb
Leaves
Simple, Alternate
Identifying Characteristics
Herbaceaous, usually large
Clear sap, turns black in air (stains clothes!)
Cultivated plants, originally from Asia
Reproduce by clones; do not have functional seeds
Spanish Names
Banano, Plátano, Cuadrado
Plant-O-Rama page 14
Compiled by Lindsay Stallcup, June 2006
Overview of common plant families: Monocots
Orchidaceae
Common Name and Examples
Orchids Family
Life Form(s)
Epiphytic or Terrestrial Herb
Leaves
Simple, Alternate
Identifying Characteristics
Succulent leaves, pseudobulbs (thickenings in stem)
White roots (covered in velamen)
Medium- to small-sized flowers
Many, many very tiny seeds with no endosperm
Vanilla is an orchid
20% are on ground, 80% are epiphytes
Spanish names
Orquídea
Poaceae
Common Name and Examples
Grass Family: grass, wheat, rice, corn, barley, etc.
Life Form(s)
Herb
Leaves
Simple, Alternate
Identifying Characteristics
Linear leaves in two ranks
“Grass-like” appearance
Spanish Names
Zacate (grass)
Plant-O-Rama page 15
Compiled by Lindsay Stallcup, June 2006
Appendix: Miscellaneous Plant Information:
Plant Reproduction:
The Anther (male reproductive part) makes pollen. The filament holds the anther out to
meet the pollinator. When a pollinator arrives with pollen, the stigma receives the pollen, it
passes through the style to the ovary (female reproductive part). The ovary then becomes
the fruit and the ovules within become seeds.
Plant-O-Rama page 16
Compiled by Lindsay Stallcup, June 2006
Plant-O-Rama page 17
Compiled by Lindsay Stallcup, June 2006