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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: 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: 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 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 o Feel o Size, leaf location, height of plant, color of bark, flowers, fruits Texture, Thickness Chemical o o 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