"Botany in Hawai‘i" discusses introductory topics of Botany through examples of the native and introduced plants found in Hawai‘i. It includes anatomy and physiology of seeds, roots, leaves, stems, fruits and flowers and covers the main plant groups from nonvascular to flowering plants. This book provides a visual reference to botanical concepts and terminology for beginners.

Botany, also called plant science(s), plant biology or phytology, is the science of plant life and a branch of biology. A botanist, plant scientist or phytologist is a scientist who specialises in this field. 

Botany, also called plant science(s), plant biology or phytology, is the science of plant life and a branch of biology. A botanist, plant scientist or phytologist is a scientist who specialises in this field. 

In The Botany of Desire, Michael Pollan explores risks inherent in one of the most widespread practices in modern agriculture. It's called monoculture, and it refers to cultivation of single or very similar varieties of a food crop on large acreages. In many cases, the variety is one that dominates the marketplace, like the Russet Burbank potato, whose shape makes it a favorite for cutting French fries, or one of the few apple varieties commonly seen in supermarkets. Monoculture may offer economic advantages, but Pollan argues that it brings serious environmental risks.

Botany generally refers to the study of plants, but other organisms are often included in the field such as photosynthetic bacteria, fungi, algae, and slime molds. Plants are multicellular organisms with complex, eukaryotic cells that contain cell walls, chloroplasts, and other cell structures that are absent in animal cells. They can be studied at many levels, ranging from the molecules that comprise them to cells and tissues to organs (flowers, leaves, roots, etc.) to organ systems (shoot system and roots systems). Each structure in the plant body is adapted to optimize its function, whether it be photosynthesis, support, nutrient absorption, transportation, or reproduction. Plant physiology explores the chemistry and physics of these functions, including how they respond to the environment, coordinate responses using hormones, gather energy and nutrients, and change throughout their life cycles. Plant ecology examines even larger scales, including plant populations and their roles in communities and ecosystems. Humans rely on plants for food, fiber, and medicines, and to provide clean air, erosion control, and other services. Unfortunately, human activities resulting in habitat loss, climate change, and pollution threaten plant biodiversity, but current and future conservation efforts slow the loss of biodiversity.

Working in teams of four, students act as botanists and use non-fiction on-line text to conduct Self Organized Learning System (SOLE) research to uncover the needs and life cycle of a plant for the school garden.

Since we live in an urban environment with many trees, shrubs, and flower plantings this course is designed so that each student will always be able to walk down the street and have some familiarity with their environs. To that end, each student will learn to identify approximately 50-60 trees and shrubs and know them by their common name, scientific name and family, as well as some annuals and perennials commonly used as bedding plants. Students will learn some basic the botanical concepts, which are used in, plant identification, such as botanical structural features used in phylogeny and taxonomy of plants. In addition to this, students will get an overview of the ecological and economic aspects specific to urban botany.

Assigning this  Quiz gives a piece of knowledge about the important medicinal plants we use in our day to day life. Secondly, enrich knowledge about the usage of medicinal plants with their secondary metabolites having the ability to cure certain disease. Thirdly about knowing or identifying the name of the plants, its uses by viewing its image. Medicinal plants give us economic importance as well as make us to usage in daily life.

The lessons in this issue of Smithsonian in Your Classroom introduce the work of botanists and botanical illustrators, specifically their race to make records of endangered plant species around the world. “Very little of the world’s flora has been fully studied,” says one Smithsonian botanist, “and time is running out.” In the first lesson, students gets to know six endangered plants. They examine illustrations, photographs, and dried specimens of the plants as they consider this question: If a scientist can take a picture of a plant, are there advantages in having an illustration? They go on to consider some of the big questions that botanists themselves must ask: Which of these species are most in need of conservation efforts? Are any of these plants more worth saving than others?In the second lesson, the students try their own hands at botanical illustration, following the methods of a Smithsonian staff illustrator. All that is required for the lesson are pencils, markers, tracing paper, and access to a photocopier.

Each lab has a section that is intended to be completed prior to the start of the lab. This section includes formative questions, content and skill objectives, and an introduction to the topic. Formative questions are not intended to be graded for “correctness” and often lack any correct way to answer. Instead, these questions are intended to see what you might already know or think about the topic you are going to learn about. Content objectives list what you are expected to learn during the lab, while skill objectives list what you should be able to do after the lab. The introduction frames the lab content in context of larger topics within the field of science and highlights specific concepts that will be covered within the lab. Later labs focused on learning different organismal groups also contain a section called selection pressures and drivers that explains what conditions this group of organisms evolved in response to.

Linda Black Elk is passionate about plants. Linda Black Elk is an ethnobotanist and professor of ethnobotany and science education at Sitting Bull College in Fort Yates, North Dakota and recently she traveled to the Cansayapi Oyate (the Lower Sioux Indian Community) to share her knowledge of medicinal plants with students there.

Two lesson plans for grades 9-12 are included as gallery assets and in the Support Materials.

Red and cyan fluorescent proteins marking plant cell nuclei. Fernan FedericiCC-BY-NC-SA-2.0 Botany by Melissa Ha, Maria Morrow & Kammy Algiershttps://bio.libretexts.org/Bookshelves/Botany/Botany_(Ha_Morrow_and_Algiers)A Photographic Atlas for Botany by Maria Morrow https://bio.libretexts.org/Bookshelves/Botany/A_Photographic_Atlas_for_Botany_(Morrow)Introduction to Botany By Alexey Shipunovhttps://bio.libretexts.org/Bookshelves/Botany/Introduction_to_Botany_(Shipunov)Plant Anatomy and Physiology by Sean Bellairshttps://bio.libretexts.org/Bookshelves/Botany/Book%3A_Plant_Anatomy_and_Physiology_(Bellairs)Did you have an idea for improving this content? We’d love your input.

This glossary in Telugu is extensively helpful for those who are studying Botany . It provides them with simple and clear definitions for key terms and concepts in Botany. By contributing clarity and understanding in Telugu, a glossary for Botany can be a great source of help, especially for those who have done much of their education in Telugu and for those who are from rural areas and have been dispossessed of their education for a period of time and are trying to resume their studies. I hope my efforts will serve your purpose.

This online article, from the museum's Musings newsletter for educators, profiles two scientists who lead walking tours in New York City's green spaces. Bill Schiller, a botany lecturer and senior museum instructor, discusses the ways in which he "builds an appreciation of how nature works and a sense of responsible stewardship" during his tours. Bob DeCandido, an urban park ranger, explains how he "teaches city-dwellers to look closely at their wild neighbors and become better environmental stewards in the process." The article also includes ideas for four activities that can be completed during a walking tour.

Integrated Digitized Biocollections (iDigBio https://www.idigbio.org) is the National Resource for Advancing Digitization of Biodiversity Collections (ADBC) funded by the National Science Foundation. Through ADBC, data and images for millions of biological specimens are being made available in electronic format for the research community, government agencies, students, educators, and the general public.

The iDigBio specimen portal (https://www.idigbio.org/portal) provides access to millions of records about neontological and paleontological specimens curated at museums and other institutions in the US. Records might include information about the specimen, when, where and by whom it was collected, the institution providing the data, images and other media related to the specimen.

Short Description:
Return to milneopentextbooks.org to download PDF and other versions of this textNewParaInanimate Life is an open textbook covering a very traditional biological topic, botany, in a non-traditional way. Rather than a phylogenetic approach, going group by group, the book considers what defines organisms and examines four general areas of their biology: structure (size, shape, composition and how it comes to be); reproduction (including sex when present); energy and material needs, acquisition and manipulations; and finally their interactions with conditions and with other organisms including agricultural interactions between plants and people. Although much of the text is devoted to vascular plants, the book comparatively considers ‘EBA = everything but animals’ (hence the title): plants, photosynthetic organisms that are not plants (‘algae’, as well as some bacteria and archaebacteria), fungi, and ‘fungal-like’ organisms. The book includes brief ‘fact sheets’ of fifty-nine organisms/groups that biologists should be aware of, ranging from the very familiar (corn, yeast, pines) to the unfamiliar (cryptophytes, diatoms, late-blight of potato). These groups reflect the diversity of inanimate life.NewParaThis updated edition was published in July 2022 and includes corrections, revisions, additional figures, and fact-sheets for several more groups.

Long Description:
Inanimate Life is an open textbook covering a very traditional biological topic, botany, in a non-traditional way. Rather than a phylogenetic approach, going group by group, the book considers what defines organisms and examines four general areas of their biology: structure (size, shape, composition and how it comes to be); reproduction (including sex when present); energy and material needs, acquisition and manipulations; and finally their interactions with conditions and with other organisms including agricultural interactions between plants and people. Although much of the text is devoted to vascular plants, the book comparatively considers ‘EBA = everything but animals’ (hence the title): plants, photosynthetic organisms that are not plants (‘algae’, as well as some bacteria and archaebacteria), fungi, and ‘fungal-like’ organisms. The book includes brief ‘fact sheets’ of fifty-nine organisms/groups that biologists should be aware of, ranging from the very familiar (corn, yeast, pines) to the unfamiliar (cryptophytes, diatoms, late-blight of potato). These groups reflect the diversity of inanimate life. This updated edition was published in July 2022 and includes corrections, revisions, additional figures, and fact-sheets for several more groups.

Word Count: 177367

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This blog post shared on the Wisconsin Fast Plants website is a guest post by Daniel Murphy, author of the weekly blog Awkward Botany. In this post, Daniel shares his firsthand account of his experiences growing plants and becoming "a bona fide plant nerd." This post is a great example of the value in letting learners know plants by growing them. Thank you Daniel for letting us share this story!

In this lesson students are introduced to the basic structures of flowers and then are shown why a daisy is not a flower, but an infloresscence. Students should be able to name, describe and idenify the basic anatomy of flowers after viewing these demonstrations.