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
Objectives
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)
ACTIVITIES:
TIME
TEACHER ACTIVITY
10 – 15 min
Introduction
- review with students
scientific classification
(done in the previous class)
STUDENT ACTIVITY
(demonstrating active
involvement)
- fill in “Biological
Classification” as a
group
45 – 60 min
Lesson
- discuss Gitxsan
classification, specifically
major understandings and
how the Gitxsan classify
(“Gitxsan Classification”)
- if the weather is
appropriate, students
will take part in a
transect study
(“Transect study”)
EVALUATION
How do you know students
are learning?
- have students
volunteer responses
and walk around
discussing and
engaging with students
OR
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- provide pictures or
samples of leaves or
plant material and
have students use
classification guides to
classify according to
biological
classification and
Gitxsan classification
TIME
TEACHER ACTIVITY
STUDENT ACTIVITY
15 – 20 min
Conclusion
- as a class compare and
contrast data from both
classification systems
-
evaluation questions
EVALUATION
-
hand in evaluation
questions
NOTES:
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)
Name:____________________________
Date:_____________________________
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)
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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’
Description
Tall and woody
Small trees and shrubs
- overlap with berry
group
Food, medicine and
technology
Uses
Naming of sub-types
Food, medicine and
technology
Many tree names take
the form ‘good for___’
- e.g. cottonwood is am
mal or ‘good for canoe’
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Maa’y – ‘fruit bearing
species’
Plant types with fleshy
fruits (‘berries’)
Food, medicine and
dyes
Focused on the edible
fruits
- inedible berries are
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.
Procedure:
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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