Understanding Plant Nomenclature, Terminology and Identification

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1 Unit 25 Unit code: QCF Level 2: Understanding Plant Nomenclature, Terminology and Identification M/600/2663 BTEC Specialist Credit value: 5 Guided learning hours: 38 Unit aim The aim of this unit is to provide the learner with the knowledge and skills required to identify and botanically name a range of plants using the correct terminology and format. It also covers the processes for caring and maintaining a range of plants appropriately. Unit introduction Garden retail outlets are a popular destination for the gardener to buy garden products and to access gardening information. It offers a personal contact with knowledgeable staff who are able to help with their choice of product and answer their questions. To ensure plants are of the correct name for display and sale it is necessary to maintain the many forms of plant labelling. Retail outlets display and sell a wide range of plants capable of growing either out of doors or with the aid of protection. There are fundamental factors to be considered in the identification and naming of plants to ensure the accuracy of information to the customer. Learner will need to know the correct method for writing plant names to ensure a high-quality display in the sales area for ease of identification by customers. All activities will require staff to work efficiently and be able to answer enquiries from customers. Learners need to be aware of the accepted codes of practice for the identification and naming of plants. Monitoring of plant names in a retail outlet may be carried out during other ongoing activities or as part of a routine inspection procedure. Learners will need to make decisions about the most suitable methods to use and be able to resolve any problems as they emerge in relation to work activities. Throughout all the activities they will need to select, maintain and use equipment in a safe and correct way. This unit develops the knowledge, understanding and skills of the learner and on completion they should be able to identify and name correctly a range of plants that would be found in a retail outlet. It will also give the learner confidence to advise customers on the purchasing of plants and their maintenance in the garden. Product knowledge is also required when advising customers on tools and other sundries associated with plant care. N Specification Edexcel BTEC Level 2 and Level 3 Award/Certificate/Diploma in 187

2 Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should: Learning outcomes 1 Understand the terminology used in naming plants 2 Understand the sources of information which can help to identify plants 3 Know how to handle plants safely and in ways which minimise environmental damage Assessment criteria 1.1 define the terms family, genus, species, cultivar variety and hybrid 1.2 describe the binomial system of plant nomenclature 1.3 explain the purpose and importance of botanical names and why they are sometimes reclassified 1.4 describe how descriptive botanical names such as pendula can aid identification 1.5 define a range of terms used to describe the key characteristics of plants including terms describing life cycle, seedlings, leaf drop and sensitivity to cold 2.1 describe how examining a plant s characteristics helps identification 2.2 describe how examining the parts of the whole plant helps identification 2.3 describe how the internal structure of a plant may help when undertaking plant identification 2.4 describe a range of reliable reference materials which can be used to identify plants 2.5 use the correct format when writing botanical names 3.1 describe the key requirements of current legislation and codes of practice relevant to identifying plants 3.2 describe the main ways in which environmental damage can occur when identifying plants and describe methods for minimising such damage 188 N Specification Edexcel BTEC Level 2 and Level 3 Award, Certificate and Diploma in

3 Unit content 1 Understand the terminology used in naming plants Definitions position in classification hierarchy; role in classification; writing of terms Binomial system Linnaeus; scheme of classification; genus; species; accepted format of recording Purpose and importance of botanical names universal language; biological classification; plant relationships; grouping of characteristics; descriptive; hybrids; clarification; plant trading; Plant Breeder s Rights (exclusive commercial rights to a registered cultivar, intellectual property, legislation, propagation and sales, import and export) Reclassification taxonomic; misidentification; nomenclature recording Descriptive morphological features; plant shape; flower shape; leaf shape; colour; markings; texture; size; direction of growth; fragrance; taste; flowering time; habitat; resemblance to other things; compass points Key characteristics life cycle (ephemerals, annual, biennial), seedling; leaf drop (deciduous, evergreen); juvenility; maturity; senescence; herbaceous and woody perennials; sensitivity to cold; light requirement; soil; habit; uses (seasonal, site orientation, soil type, architectural, soft landscaping) 2 Understand the sources of information which can help to identify plants Examining recording; reference to published descriptions; structures (flowers, fruits and seeds, leaves, stems, roots, characteristics) Internal structure position of vascular system; presence and absence of specific structures Reference materials plant key; nursery catalogue; plant collection; plant encyclopaedia; botanical painting; seed bank; herbarium Correct format genus; species; cultivar; italics; underlining; inverted commas; pronunciation; plant breeders rights N Specification Edexcel BTEC Level 2 and Level 3 Award/Certificate/Diploma in 189

4 3 Know how to handle plants safely and in ways which minimise environmental damage Key requirements plant exchange; poisonous plants; pest and disease notification; protected plants; conservation; biodiversity; codes of practice (Cites, EU Plant Passports, Species Planatarum by Linnaeus, Health and Safety at Work Act) Environmental damage physical damage; pollution; seed spread; pests; diseases; alien species Minimise damage management systems; legislation; codes of practice; pictorial records; authorised access; handling systems; waste disposal 190 N Specification Edexcel BTEC Level 2 and Level 3 Award, Certificate and Diploma in

5 Essential guidance for tutors Delivery Tutors delivering this unit have opportunities to use as wide a range of techniques as possible. This is likely to be delivered through formal lectures, discussion, site visits, supervised practical sessions and independent learner research. Lectures, seminar presentations, site visits, supervised field practicals, research using the internet and/or library resources and the use of personal and/or industrial experience would all be available. Active participation using Post-it displays, sequence cards and bingo sessions would enhance the learning experience. Tutors should consider integrating the delivery, private study and assessment for this unit with other relevant units and assessment methods that learners are undertaking as part of their programme of study. At the outset of this unit learners must be clear about the importance of developing a professional approach to monitoring and promoting plant growth and development and ensure they have the right attitude in all aspects of their work while in the public gaze. Whichever delivery methods are used, it is essential that tutors stress the importance of environmental management and the need to manage the activities using approved methods. Health and safety issues must be stressed and regularly reinforced, and risk assessments must be undertaken prior to practical activities. Adequate personal protective equipment (PPE) must be provided and used following the completion of risk assessments. Learning outcome 1 investigates the terms used and their meaning as an aid to plant identification. A domino activity would show learners understanding and make the subject enjoyable. The assignment asks learners to compile 10 plant profiles which would include genus, species, cultivars, distinguishing characteristics, use of the plant in the garden and requirements for their successful growing. In learning outcome 2 learners have the opportunity to examine the characteristics of plants and use reference materials to identify plants. The use of pictorial illustrations and bingo activities would cater for those learners with specific learning difficulties and show their understanding. The plant identification tests ought to be conducted using live plants and comprise plants commonly found a retail outlet. Producing descriptive labels for plants on sale would add to the learner s product knowledge. Learning outcome 3 covers the current legislation and codes of practice relevant to identifying plants. It also covers the possible environmental damage when identifying plants in the retail outlet. The assignment allows the learner to handle plants correctly and avoid causing environmental damage. Tutors should identify the plants or agree them through discussion with learners. Where possible, to ensure fairness of assessment, the size and complexity of the tasks should be the same for all learners. N Specification Edexcel BTEC Level 2 and Level 3 Award/Certificate/Diploma in 191

6 Assessment Learning outcome 1: can be covered through learners choosing ten plants and constructing a profile for each. This would require research of the characteristics of each plant and learners can design a piece of literature to support their plant profiles. Each profile could take the form of a pictorial presentation using symbols to convey the information, such as key characteristics as well as their uses and growing requirements. Profiles would need to show the plant s family, genus, species, cultivar and hybrid where appropriate. Learning outcome 2: can take the form of observation directly related to the work placement for identifying plants. Learners would need to identify plants using botanical and accepted common names. Ideally the plants would be chosen for testing to coincide with their particular season of interest. It might be necessary for assessors to consider alternative methods of naming plants such as placing a written or pictorial plant label against the appropriate plant. Learning outcome 3: can be covered by the learner identifying plants and collecting them in preparation for the construction of a plant display. Learners could be given a list of plants to collect and label in preparation for their display but would also need to be mindful of handling plants correctly. Learners could be asked to identify and explain those plants on their list which are subject to the EU Plant Passport legislation. Support must be provided for learners in the planning of work placement observations and professional discussions along with encouragement to build on communication and confidence skills. Essential resources For this unit learners will require access to an area where plants can be grown and maintained to a garden standard. A range of plant types and habits would make the delivery relevant and interesting. It would be desirable for the learner to have access to a retail outlet displaying and selling plants to enable them to meet the requirements of this unit. Indicative reading for learners Books Johnson A T and Smith H A Plant Names Simplified (Landsmans Bookshop, 1972) ISBN NCCPG The National Plant Collections Directory 2009 (National Council for the Conservation of Plants & Gardens, 2008) ISBN Magazines and journals Horticulture Week Plant Heritage The Garden The Plantsman Websites N Specification Edexcel BTEC Level 2 and Level 3 Award, Certificate and Diploma in

While entry is at the discretion of the centre, candidates would normally be expected to have attained one of the following, or equivalent:

While entry is at the discretion of the centre, candidates would normally be expected to have attained one of the following, or equivalent: National Unit specification: general information Unit code: H1JB 11 Superclass: SE Publication date: May 2012 Source: Scottish Qualifications Authority Version: 01 Summary This Unit is designed to meet