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How to use this board: Think about the student experience. What can we include in the course that will make the content engaging, interactive, relevant, and real? You can post anything: a subtopic, question, discussion topic, activity, idea for a video etc., just click the "+" sign. You can add links, pictures etc.

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Have students go out and take photos of plants, and then label the various parts discussed in the course material. Alternatively, they can use photos of plants from a free photo service. ID to species would not be necessary here.

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Key out plant specimens (photos provided) using provided/established/well-recognized keys.

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Make their own dichotomous keys for assigned families, etc. using common and less common features

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One of the first concepts to cover ; woody versus herbaceous.

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Encourage visits to local community garden

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Encourage visits to local community garden

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Interview avid vegetable gardeners/greenhouse employees about selected topics.

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Provide a very broad introduction, through readings and customized course content of the major plant families.

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I used this years ago to learn families. Using this, or adapting it to my own content could be very useful http://www.wildflowers-and-weeds.com/Plant_Identification/Patterns_in_Plants.htm

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Related to above link http://www.wildflowers-and-weeds.com/Plant_Identification/index.html

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Provide students with an online flow chart, ven diagram, or something similar. They can fill in (from independent readings) the patterns of the main families.

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Provide broad introduction, via generic readings,

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In a discussion forum of sorts, students can choose to answer at least 3 but up to all 10 possible questions. Questions could range from: What are you looking forward to learning here? to What is your favourite plant and why?

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Depending on familiarity with dichotomous keys and how they work, there are several simple keys (unrelated to botany) that could point students in the right direction.

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Dependent on season - visit a garden centre. Take photos of a few plants from each life history and label them. Try to get photos of at least 4 different families.

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Why are the different? What different requirements might there be? List as many of the differences between the two as we can.

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How are aquatic plants different from terrestrial ones.

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Main differences

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Provide the class with a list of vines. They can choose 3 from the list to research and write a 3-5 sentence description; this includes describing the name and also the life history. Answers will be shared/compiled so as many species as possible are covered. Readings for the week include reading through all the submissions

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Bark, buds, sap, etc. Cover characteristics you might not use with herbaceous plants

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Match photos to the correct life history & species; could be online or printable options.

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check out this open biology textbook. I think it might be

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In this class, we will focus primarily on the anatomy and physiology of higher (flowering) plants, or angiosperms. A more detailed study of other, more "lower," plants, such as nonvascular plants (mosses, liverworts and hornworts), vascular seedless plants (whisk ferns, club mosses, horsetails, and true ferns), and vascular nonflowering seeded plants (gymnosperms) are reserved for a higher level Botany course.

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Students can take time to record and key out species from their area, from florists, from walks in the park. This could include photos, drawings, keying them out, etc. It's an opportunity for creativity but also for students to become familiar with plants and explore what they are drawn to.

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Using a pre-designed form, explain similarities and differences between the 3 life histories. This will allow students to easily compare them and see better understand key differences.

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Present information about different plants, flowering versus foliage, etc. Discuss

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Using a key and photos, provide answers to various plant identities.

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Include photos of plants and explain how it was keyed out (provide key, or other means)

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What makes a vine a vine? What is different about them then any other type of plant?

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Choose a subset to focus on; focus should be more general, perhaps groups of plants versus individual species.