Flowering Plants for the Late Summer
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Reproduction in Plants Which But, She Has Never Seen the Seeds We Shall Learn in This Chapter
Reproduction in 12 Plants o produce its kind is a reproduction, new plants are obtained characteristic of all living from seeds. Torganisms. You have already learnt this in Class VI. The production of new individuals from their parents is known as reproduction. But, how do Paheli thought that new plants reproduce? There are different plants always grow from seeds. modes of reproduction in plants which But, she has never seen the seeds we shall learn in this chapter. of sugarcane, potato and rose. She wants to know how these plants 12.1 MODES OF REPRODUCTION reproduce. In Class VI you learnt about different parts of a flowering plant. Try to list the various parts of a plant and write the Asexual reproduction functions of each. Most plants have In asexual reproduction new plants are roots, stems and leaves. These are called obtained without production of seeds. the vegetative parts of a plant. After a certain period of growth, most plants Vegetative propagation bear flowers. You may have seen the It is a type of asexual reproduction in mango trees flowering in spring. It is which new plants are produced from these flowers that give rise to juicy roots, stems, leaves and buds. Since mango fruit we enjoy in summer. We eat reproduction is through the vegetative the fruits and usually discard the seeds. parts of the plant, it is known as Seeds germinate and form new plants. vegetative propagation. So, what is the function of flowers in plants? Flowers perform the function of Activity 12.1 reproduction in plants. Flowers are the Cut a branch of rose or champa with a reproductive parts. -
Seed and Seed Dispersal
1st GRADE SEEDS AND SEED DISPERSAL Summary: This lab is all about seeds. First, students take apart a swollen lima bean seed and find the seed coat, food storage area, and the plant embryo. Second, the students sort a bag of seeds into groups and notice that all seeds look different but have the same three seed parts. Finally, students sort seeds that are dispersed in different ways. Students identify seeds that are dispersed by wind, hitchiking, animals carrying and burying, and animals eating and pooping. Intended Learning Outcomes for 1st Grade: Objective 1: Framing questions. Conducting investigations. Drawing conclusions. Objective 2: Developing social interaction skills with peers. Sharing ideas with peers. Connecting ideas with reasons. Objective 3: Ideas are supported by reasons. Communicaiton of ideas in science is important for helping to check the reasons for ideas. Utah State Core Curriculum Tie: Standard 4 Objective 1: Life Science Analyze the individual similarities and differences within and across larger groups. Standard 4 Objective 2: Life Science Describe and model life cycles of living things. Make observations about living things and their environment using the five senses. Preparation time: 1 hour to locate seeds the first time, then 20 min if seeds are reused Lesson time: 50 min Small group size: works best with one adult for every 5 students Materials: 1. one petri dish or paper towel per student 2. 1 bag of dried lima beans 3. One seed classification bag per group, this should include 5-6 seeds of about 15 different seed types. Use old seeds from seed packets or spices or seeds or nuts you may have in your kitchen. -
Invasive Weeds of the Appalachian Region
$10 $10 PB1785 PB1785 Invasive Weeds Invasive Weeds of the of the Appalachian Appalachian Region Region i TABLE OF CONTENTS Acknowledgments……………………………………...i How to use this guide…………………………………ii IPM decision aid………………………………………..1 Invasive weeds Grasses …………………………………………..5 Broadleaves…………………………………….18 Vines………………………………………………35 Shrubs/trees……………………………………48 Parasitic plants………………………………..70 Herbicide chart………………………………………….72 Bibliography……………………………………………..73 Index………………………………………………………..76 AUTHORS Rebecca M. Koepke-Hill, Extension Assistant, The University of Tennessee Gregory R. Armel, Assistant Professor, Extension Specialist for Invasive Weeds, The University of Tennessee Robert J. Richardson, Assistant Professor and Extension Weed Specialist, North Caro- lina State University G. Neil Rhodes, Jr., Professor and Extension Weed Specialist, The University of Ten- nessee ACKNOWLEDGEMENTS The authors would like to thank all the individuals and organizations who have contributed their time, advice, financial support, and photos to the crea- tion of this guide. We would like to specifically thank the USDA, CSREES, and The Southern Region IPM Center for their extensive support of this pro- ject. COVER PHOTO CREDITS ii 1. Wavyleaf basketgrass - Geoffery Mason 2. Bamboo - Shawn Askew 3. Giant hogweed - Antonio DiTommaso 4. Japanese barberry - Leslie Merhoff 5. Mimosa - Becky Koepke-Hill 6. Periwinkle - Dan Tenaglia 7. Porcelainberry - Randy Prostak 8. Cogongrass - James Miller 9. Kudzu - Shawn Askew Photo credit note: Numbers in parenthesis following photo captions refer to the num- bered photographer list on the back cover. HOW TO USE THIS GUIDE Tabs: Blank tabs can be found at the top of each page. These can be custom- ized with pen or marker to best suit your method of organization. Examples: Infestation present On bordering land No concern Uncontrolled Treatment initiated Controlled Large infestation Medium infestation Small infestation Control Methods: Each mechanical control method is represented by an icon. -
100 Cold Hardy Trees, Perennials, and Shrubs for Kittitas County
100 Cold Hardy Trees, Perennials, and Shrubs for Kittitas County Prepared By Hilary Foss, Master Gardener Coordinator Patrice Andersen, Master Gardener Mary Vathauer, Master Gardener 100 Cold Hardy Trees, Perennials, and Shrubs for Kittitas County Gardeners in Kittitas County face unique challenges. Cold winters and hot, dry summers, and lots of wind create a tough gardening climate. Additionally, our county contains a wide range of eco-systems, with varying soils, soil pH, rainfall, and plant communities. At higher elevations such as Cle Elum (1,930 feet), the average growing season is 90 to 120 days with last frosts in late May (approximately May 24 th ) and first frosts in the middle of September (approximately September 11th ). Cle Elum receives about 22” of rain on average. At lower elevations such as Ellensburg, conditions are much drier and frost-free days are longer. The average growing season in Ellensburg is about 120 days with last frosts in early May (May 11 th ) and first frosts around the end of September (approximately September 25 th ). Kittitas County is rated at USDA Zone 5 (-20 °F. minimum). Our tough climate with varying conditions can be baffling to first time gardeners, who are new to the area. A frequent question at our Master Gardener plant diagnostic clinic is “What can I grow here in Kittitas County?” This brochure is designed to help answer that question, listing trees, shrubs, and perennials that are suitable for this area. Table of Contents 10 Hardy Shade Trees .............................................................................................................................................................................................................................2-3 -
Gilia Sedifolia Brandeg. (Stonecrop Gilia): a Technical Conservation Assessment
Gilia sedifolia Brandeg. (stonecrop gilia): A Technical Conservation Assessment Prepared for the USDA Forest Service, Rocky Mountain Region, Species Conservation Project August 9, 2004 David G. Anderson Colorado Natural Heritage Program 8002 Campus Delivery — Colorado State University Fort Collins, CO 80523 Peer Review Administered by Society for Conservation Biology Anderson, D.G. (2004, August 9). Gilia sedifolia Brandeg. (stonecrop gilia): a technical conservation assessment. [Online]. USDA Forest Service, Rocky Mountain Region. Available: http://www.fs.fed.us/r2/projects/scp/ assessments/giliasedifolia.pdf [date of access]. ACKNOWLEDGEMENTS This research was facilitated by the helpfulness and generosity of many experts, particularly Bill Jennings, Susan Komarek, Peggy Lyon, J. Mark Porter, and James Reveal. Their interest in the project and time spent answering questions were extremely valuable, and their insights into the distribution, habitat, classification, and ecology ofGilia sedifolia were crucial to this project. The rediscovery of this species and its subsequent documentation are solely the work of Susan Komarek; without her efforts very little could be said about this species. J. Mark Porter’s thoughts and insights into this species have contributed greatly to our understanding of G. sedifolia. Greg Hayward, Gary Patton, Jim Maxwell, Andy Kratz, Beth Burkhart, and Joy Bartlett assisted with questions and project management. Jane Nusbaum, Carmen Morales, Betty Eckert, Candyce Jeffery, and Barbara Brayfield provided crucial financial oversight. Amy Lavender assisted with the production of the potential habitat distribution map. Annette Miller provided information for the report on seed storage status. Nan Lederer and Tim Hogan provided valuable assistance and insights at the CU Herbarium, as did Janet Wingate and Loraine Yeatts at the Kalmbach Herbarium. -
Life-History Consequences of Vegetative Damage in Scarlet Gilia, a Monocarpic Plant
Oikos 116: 975Á985, 2007 doi: 10.1111/j.2007.0030-1299.15705.x, Copyright # Oikos 2007, ISSN 0030-1299 Subject Editor: Kathy Suding, Accepted 2 March 2007 Life-history consequences of vegetative damage in scarlet gilia, a monocarpic plant Alison K. Brody, Mary V. Price and Nickolas M. Waser Alison K. Brody ([email protected]), Mary V. Price and Nickolas M. Waser, Rocky Mountain Biological Laboratory, P.O. Box 519, Crested Butte, CO 81224, USA. AKB also at: Dept of Biology, Univ. of Vermont, Burlington, VT 05405, USA. MVP and NMW also at: Dept of Biology, Univ. of California, Riverside, CA 92521, USA. Although herbivory can occur throughout a plant’s life, little is known about relative fitness impacts of damage at different life stages. In the long-lived monocarpic wildflower, Ipomopsis aggregata (scarlet gilia), for example, the response to browsing by ungulates in the year of flowering has been studied extensively, whereas damage and its fitness consequences during the preceding years of vegetative growth remain largely unexplored. As part of a long-term demographic study of I. aggregata, we mapped 5324 individual seedlings belonging to two annual cohorts in three natural populations, and followed these plants throughout their lives. Of the 30.4% of plants that survived past seedling stage, 15.3% suffered observable damage to the apical meristem of their single rosette of leaves, usually resulting in multiple rosettes in vegetative plants and multiple flowering stalks in plants that survived to flower. Vegetative damage reduced survival to flowering by ca 30%, and slowed growth, leading to an average delay in flowering of over one yr relative to undamaged plants. -
Eucomis Bicolor Baker) an Ornamental and Medicinal Plant
Available online at www.worldscientificnews.com WSN 110 (2018) 159-171 EISSN 2392-2192 Chitosan improves growth and bulb yield of pineapple lily (Eucomis bicolor Baker) an ornamental and medicinal plant Andżelika Byczyńska Department of Horticulture, Faculty of Environmental Management and Agriculture, West Pomeranian University of Technology, Szczecin, Poland E-mail address: [email protected] ABSTRACT The wide demand for natural biostimulants encourages the search for new, alternative sources of substances with high biological activity. Chitosan can promote plant growth and root system development, enhance photosynthetic activity, increase nutrient and metabolite content. Eucomis bicolor, commonly known as the ‘pineapple lily’, is not widely known in terms of cultivation and biological activity. The aim of the experiment was to determine the effect of chitosan on growth of Eucomis bicolor. To the best of our knowledge, this is the first study to describe the effect of chitosan on morphological features of Eucomis bicolor. The results showed that soaking Eucomis bicolor bulbs in a chitosan solution before planting has stimulated the growth, flowering and yield of bulbs. Treating the plants with chitosan at 50 mg/L had the most beneficial effect on the number of leaves per plant, the relative chlorophyll content in the leaves as well as the number of bulbs per plant. Chitosan has a multi-directional, positive effect on plant growth and can be used as a potential biostimulant. Keywords: biostimulants, Eucomis bicolor, geophytes, ornamental crops, polysaccharides ( Received 31 August 2018; Accepted 14 September 2018; Date of Publication 15 September 2018 ) World Scientific News 110 (2018) 159-171 1. -
Plant Perennials This Fall to Enjoy Throughout the Year Conditions Are Perfect for Planting Perenni - Esque Perennials Like Foxglove, Delphinium, Next
Locally owned since 1958! Volume 26 , No. 3 News, Advice & Special Offers for Bay Area Gardeners FALL 2013 Ligularia Cotinus Bush Dahlias Black Leafed Dahlias Helenium Euphorbia Coreopsis Plant perennials this fall to enjoy throughout the year Conditions are perfect for planting perenni - esque perennials like Foxglove, Delphinium, next. Many perennials are deer resistant (see als in fall, since the soil is still warm from the Dianthus, Clivia, Echium and Columbine steal our list on page 7) and some, over time, summer sun and the winter rains are just the show. In the summertime, Blue-eyed need to be divided (which is nifty because around the corner. In our mild climate, Grass, Lavender, Penstemon, Marguerite and you’ll end up with more plants than you delightful perennials can thrive and bloom Shasta Daisies, Fuchsia, Begonia, Pelargonium started with). throughout the gardening year. and Salvia shout bold summer color across the garden. Whatever your perennial plans, visit Sloat Fall is when Aster, Anemone, Lantana, Garden Center this fall to get your fall, win - Gaillardia, Echinacea and Rudbeckia are hap - Perennials are herbaceous or evergreen ter, spring or summer perennial garden start - pily flowering away. Then winter brings magi - plants that live more than two years. Some ed. We carry a perennial plant, for every one, cal Hellebores, Cyclamen, Primrose and die to the ground at the end of each grow - in every season. See you in the stores! Euphorbia. Once spring rolls around, fairy- ing season, then re-appear at the start of the Inside: 18 favorite Perennials, new Amaryllis, Deer resistant plants, fall clean up and Bromeliads Visit our stores: Nine Locations in San Francisco, Marin and Contra Costa Richmond District Marina District San Rafael Kentfield Garden Design Department 3rd Avenue between 3237 Pierce Street 1580 Lincoln Ave. -
Athyrium Niponicum 'Pictum'
A Horticulture Information article from the Wisconsin Master Gardener website, posted 30 Jan 2004 Athyrium niponicum ‘Pictum’ The Perennial Plant Association has named Athyrium niponicum ‘Pictum’ the 2004 Perennial Plant of the Year. This perennial low-maintenance Japanese painted fern is one of the showiest ferns for shade gardens. It is popular due to its hardiness nearly everywhere in the United States, except in the desert and northernmost areas in zone 3. ‘Pictum’ grows 18 inches tall and as it multiplies can make a clump that is more than two feet wide. ‘Pictum’ produces 12- to 18-inch fronds that are a soft shade of metallic silver-gray with hints of red and blue. This lovely fern, which prefers partial to full shade, makes an outstanding combination plant for adding color, texture, and habit to landscape beds and containers. Landscape Uses The magnifi cent texture and color of the fronds electrify shady areas of the garden and make the fern a wonderful companion for a variety of shade plants. Japanese painted fern provides a nice contrast to other shade-loving perennials such as hosta, bleeding heart, columbine, Fronds of Athyrium niponicum ‘Pictum’ astilbe and coral bells. A popular combination is Japanese painted fern with Hosta ‘Patriot’ and ‘Ginko Craig’. For something different, try Hosta sieboldiana ‘Elegans’. Another friendly companion plant for the Japanese painted fern is Tiarella (foam fl ower). One of the most unique possibilities is to use this fern with sedges. Carex (sedges) are shade-loving, easy-to-grow grasslike plants. Try Carex morrowii ‘Variegata’ or Carex siderosticha ‘Silver Sceptre’. -
Seed Dispersal: Part 2 in Seed Dispersal Part 2, Find out Three Ways That Seeds Are Dispersed from the Initial Seed Producing Plant: Wind, Water, and Gravity
Finally Fall: Seed Dispersal: Part 2 In Seed Dispersal Part 2, find out three ways that seeds are dispersed from the initial seed producing plant: wind, water, and gravity. Seed Dispersal Part 1 focused on the movement of seeds from the parent plant to different areas of the environment and that gravity alone, wildlife and humans are often involved. Plants disperse their seeds throughout an ecosystem and this limits competition of necessary resources like sunlight as they grow and mature. Seed Dispersal by Wind Seed dispersal by wind is a very common mechanism. Use the space below to make predictions about how wind is involved in seed dispersal. Do you know any plant species where wind disperses their seeds? ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Wind is the main source of seed dispersal for many native plants. Have you ever seen a little yellow dandelion? Have you ever looked at that same flower and noticed that it has turned fluffy and white? The fluff you may have seen were the seeds of the dandelion! Generally, when flowers are at the end of their life cycle they will go to seed, which means the plant will use its energy to focus on reproduction. In the case of a dandelion, seeds are so light and fluffy, they are easily transported by the wind as it blows. Other factors can help the wind pick up the seeds. For example, if an animal walks into the dandelion that has gone to seed, the seeds may be released from the stalk of the plant. Seeds then can be transported by the wind even more effortlessly, having gotten a jump start on the process thanks to that animal. -
Basic Botany
Basic Botany - Flower Structure The Birmingham Botanical Gardens & Glasshouses Brief Descriptions of Activities Flower Structure • a Study Centre-led activity • Using large-scale models and bee (glove puppet) to take pupils through the basic flower parts and their functions Investigating Floral Structure A wide range of flowers are always on display in the glasshouses. Their structure can be recorded in a variety of ways: • Directed observation through use of questionnaires • Drawing half a flower and labelling its structure • Creating a plan of the flower as if viewed from above • Creating a simple floral formula (this worksheet is using a simplified form of the recording system used by botanists) See worksheets 1-4 at back of booklet. Pollination Mechanisms • An extension of this work is to look at a variety of ways in which plants are designed in order to attract different pollinators See ‘A Guide To Pollinators’ at back of booklet. • Busy Bees. This is a game where pupils act out pollination See worksheet 5 at back of booklet Guide To Pollinators “Bee Flowers” Typically yellow, blue or purple. They produce pollen and lots of nectar, are often marked with lines and blotches and are sweetly scented at certain times of the day. “Butterfly Flowers” Vivid colours, often purple, red or white. Usually open during the day with a long thin corolla tube, lots of nectar and a strong scent. “Moth Flowers” Often white, p ink or pale yellow, open at night and have a heavy scent. “Wasp Flowers” Often pinkish or dirty red, with horizontal or drooping cups into which the short tongued wasp can push its head. -
Polemoniaceae) James Henrickson California State University, Los Angeles
Aliso: A Journal of Systematic and Evolutionary Botany Volume 11 | Issue 4 Article 14 1987 New Species, Combinations, and Notes in Ipomopsis (Polemoniaceae) James Henrickson California State University, Los Angeles Follow this and additional works at: http://scholarship.claremont.edu/aliso Part of the Botany Commons Recommended Citation Henrickson, James (1987) "New Species, Combinations, and Notes in Ipomopsis (Polemoniaceae)," Aliso: A Journal of Systematic and Evolutionary Botany: Vol. 11: Iss. 4, Article 14. Available at: http://scholarship.claremont.edu/aliso/vol11/iss4/14 ALISO 11(4), 1987, pp. 589-598 NEW SPECIES, COMBINA nONS, AND NOTES IN IPOMOPSIS (POLEMONIACEAE) JAMES HENRICKSON Department of Biology California State University Los Angeles, California 90032 ABSTRACT Ipomopsis wendtii and Ipomopsis aggregata subsp. carmenensis are described as new from the Sierra del Jardin and Sierra del Carmen in northern Coahuila, Mexico, Ipomopsis pringlei is recognized as specifically distinct from Ipomopsis macombii. Gilia calothrysa is considered synonymous with 1. macombii. and Ipomopsis effusa is reported as new to the floras of California and the United States. Key words: Polemoniaceae, Ipomopsis. Gilia. plant systematics. INTRODUCTION Studies of Polemoniaceae for the Chihuahuan Desert Region Flora have re vealed two new taxa of Ipomopsis from northern Coahuila that are described herein. In addition, Ipomopsis pringlei from the Sierra Madre Occidental of north em Mexico, is distinguished from the more northern l. macombii, and an anom alous new record for the genus is reported for California. TAXONOMY Ipomopsis wendtii Henrickson sp. nov. Fig. la-e Herbae erectae 2-4 dm altae; pilis erectis crispatis saepe glandularibus 0.2-1.2 mm longis.