Hands On

Supernnarket BotanyBy Geoff E Burrows and John Dl Harper

Supermarket Botany is a trequently-used teaching resource or strategy, it draws on a student'sexisting familiarity witii plant-based toods to expiore piant structure and iite cycies. One otits strongest points is that it is adaptabie to many age levéis -trom iower primary schooi touniversity and gênerai interest groups. We have designed a unique web-based resource thatfeatures accurate botanicai information in an engaging format, combining a tutorial withan interactive test. High-quality photographic images of i<ey morphologicai features aiiowstudents to interpret the structures they are observing. Teaciiers can use the website as astand-aione appiication or as a resource for previewing/reviewing this material before/aftera hands-on iaboratory ciass. Evaiuations have shown that this web-based appiication canresuit in simiiar iearning outcomes to a traditionai iaboratory-based session.

INTRODUCTION

Supermarket Botany {also called 'Grocery StoreBotany', 'Botany on Your Plate', 'Edible Botany', etc.)is an excellent way of introducing various conceptsot plant structure and development to students ofall ages. Supermarket Botan'/ involves using fruitsand vegetables with which students ore tamiliar tohelp them conceptualise the differences betweenstems, roots and leaves, to understand the ditterencesbetween vegetables and fruits and to examine thedevelopmental sequence from flower [with an ovaryand ovules) to fruit (with seeds).

As noted, Supermarket Botany is an engaging topicfor a wide range ot ages. As a part of 'Science inSchools' activities we have given Supermarket Botanypresentations to primary school students (Years 1 to5/6) and secondary school students (Years 9/10). Atuniversity we have given presentations to full-timeinternal students (usually 18-20 years of age) anddistance education students [usually 20-60+). We haveneeded only small changes ¡n content and terminologyto ettectively bring Supermarket Botany to this widediversity of students.

A search of the web will show that teachers aroundthe world are using Supermarket Botany as part oftheir biology curriculum. While a popular subject,investigating Supermarket Botany independently,e.g. preparing a class on the subject, or providing aready-io-run class resource, is fraught with difficulties.For example, the botany textbook Plant Bia¡ogy[Graham et al., 2006) has onl'y a single page on thesubject, while Smith and Avery [ 1999) wrate a shortpaper that generated numerous letters (in 'AmericanBiology Teacher' June 1999) pointing out inaccuraciesin the original article.

Two web-based Supermarket Botany applications,based on similar information, are available on theTeacher's Domain and Missouri Botanic Gardens websites (please see the 'On-line Resources' section atthe end ot this article for details). Only small images ofthe different plant-based taod stutts are shown, and

Volume 55 | Number 2 \ June 2009

little background Information is presented aboui eitherthe basic parts of plants (root/stem/leaf/ etc) or theparticular species. In summary. Supermarket Botanyis a popular and ettective science education topicbut available resources are generally limited in theirinformation content and/or presentation.

We thought a more interactive and comprehensiveweb resource would be usetui tor:

• independent student learning about plant structureand lite cycles,

• independent student learning about species ofhorticultural importance,

• teachers wishing to find out more about theabove topics,

• teachers wishing to access pre-preparedresources, and

• students preparing far plant structure practicáisand subsequent review.

THE WEB RESOURCE

Our aim was to produce a resource (Fig. 1 ) thatprovided background intormation on plant parts andplant reproduction, and o íest in which students could

Supermarket Botany

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apply their knowledge. We aimed to produce anengaging and interactive resource that had a 'good'depth ot botanical detail and accuracy. The whaleapplication was constructed in ToolBook (Sum TotalSystems), an e-leorning development application thatallows for interactive content. The web address ofthe application Is: http://wv</w.csu.edu.au/research/grahamcentre/education/

The website is divided into two main areas (a tutarialand a test - 'The Challenge'). The tutorial is dividedinto 'vegetable' and 'fruit' sections, wifh an averallemphasis on distinguishing between fruits andvegetables, a topic that is furfher investigated In a thirdminor area ('A tomato - fruif or vegetable?') {Fig. 2)

Thi plsili M buy ol Ihi Supimurkit at diiidid mm iiHur f i i i i l . sr . i g i l i b l«

F1UII« inclaót Iho port« 0/ ifManml' ra^roductm prooêti - fíoiwflr« fruilt ond H

Ftnd DuT obau

The vegetable section is divided inta root, stem andleaf subsections. These subsections explain in wordsand images the teatures of and differences betweenthese major parts of a plant's vegetative structure. Italso explains that many of the roots, stems and leavesthat we buy at the supermarket (e.g. carrots, potatoes,celery) are highly-modified versions of the typicalvegetative organs of many plants. By understandingtypical or 'normal' structure (e.g. stems have leaves orleaf scars and axillary buds or branches) students caninterpret more modified torms (e.g. a potato is a stemas the 'eyes' are leaf scars and axillary buds).

Our Supermarket Botany surveys (Table 1 ) indicatedthat younger sfudents had a relatively poorunderstanding ot sexual reproduction in plants

and the sequence of flower/ovary/ovule developinginfo truits and seeds. Consequently, the development otan avary into a truit and the associafed developmentof ovules inta seeds are illustrated for several species(Figs 3, 4). The concept that fruits develop tromflowers and have seeds, while vegetables do not,is emphasised in the tutorial.

Betöre each Supermarket Botany presentation weassess the students' existing level of knowledge witha short anonymous survey ( 18 Items for which thebotanical origin, i.e. root, stem, leaf, flowers, fruit, orseed, needs to be selected; Table 1 ). This indicateswhich truits and vegetables present the greatestlevels of botanical misunderstanding and the natureaf these misunderstandings. For the test, ar 'TheChallenge' as it is called on the web site, we chose 15fruits and vegetables. These were chosen to provide arepresentative cross-sectian ot items derived trom raots,stems and leaves and the various stages of the sexualreproductive cycle (flowers, fruits and seeds). Theywere also chosen to elicit a wide range of botanicalundersfanding, tram the well understood (e.g. carrotsare roots) to the commonly misunderstood (e.g. celeryis the stalk (petiole) of a leaf).

In 'The Challenge' students select an item 'from theshelf (Fig. 5). They then go to a larger image of fheitem and are asked to select root/stem/teaf/flower/fruif/seed (Fig. ó). An incorrect choice generafes aunique feedback box. From the surveys we knowwhich mistakes are the most common and themisunderstandings that most probably led to themistake. Thus we have been able to tailar the feedbackbased on the survey results. For example, a highproportion of sfudents consider a potato to be a roat.

B What

1 p..h„i

8a (II lui

s on the shelf? ^

S i .

a»

£. 1

Fig. 5) The main page ot 'The Challenge' shawing the15 items 'on the shelf that can be selected.

teachingscience W)/ume 55 \ Number 2 | June 2009

Hands On

when it is actually a stem. Thus for feedbock for fhe'roof choice we poinf ouf thot although potatoes growbeneath fhe ground fhey have buds and leaf scors[feofures of sfems) [Fig. 6). While mosf sfudenfs knowa cucumber is a fruif, mosf of fhe incorrecf responseshad fhem classifying if as a stem. Thus for fhe 'sfem'response we indicafe fhaf while a cucumber is long,cylindrical and green if is nof a sfem because fhere areno leaves or axillary buds and if has seeds inside.

Once fhe correct choice is mode fhe user is faken tothe 'Why?' page, where additional high-qualify imagesand explanafory fexf are provided (Figs 7, 8). Theseoddifionol images ore usually close-ups, dissecfions andcuf-aways. These pages are also used fo lisf interestingfocts (e.g. beefroof has an unusual arrangemenfof vascular tissues - anomalous growth), presentbasic bofonicol concepfs (e.g. differences betweenmonocots and dicots - scattered vascular bundles in

Fig. 7 and Fig. 8) Exarriples of fheappear once the correct answer hos been selected.These pages are designed ta provide further informationregarding the particular species, as well as bockgroundinformafion and images supporting fhe correct answerchoice made an the previous page.

Volume SS | Number 2 | June 2009

the stem of ginger) and bofonicol relafionships (e.g.couliflower and broccoli are differenf forms or culfivarsof a single species; when the bose of a leftuce is cuta milky lafex exudes, jusf like many fhisfles, becauseleftuce is in fhe same genus, Lociuca, as severalspecies of thistles).

This web-based applicotion could be used as a stand-alone teaching applicotion but we prefer fo use iffo augmenf, rofher fhan replace, face-fo-face ondhonds-on presenfafions. We expecf sfudenfs fo haveworked through fhe applicafion before offending fherelevanf laborofory class. Affer fhe group demonsfrafionfhey are expecfed fo assess fhe bofanical sfrucfureof some less common ifems of produce e.g. parsnip,rhubarb, fennel and pomegranate, to see how theyapply their knowledge.

EVALUATION

student response to the Supermarket Botany websitehas been uniformly posifive:

• Lagicalty laid ouf. easy fo navigate, a greatresource.

• I found 'The Challenge' is a great way fo reinforceimportant iearning principles.

• I actually understood more in 15 minutes than twohours of textbook reading!

• The SMB site hos helped me heaps! Pennies aredropping everywhere!.

Informal assessmenf (Table 1) has indicafed fhaf fheSupermarkef Bofany websife can hove similar learningoufcomes fo a 'frodifional' laborafory-based sessionwifh a demonsfrofor.

USING SUPERMARKET BOTANYIN THE CLASSROOMWe have provided fwo fables fhaf will hopefully helpfeachers to integrate Supermarket Botany into theirbiology programme. Table 1 is a partial version ot theSupermarket Botany survey sheet. Additional ifems canbe added, depending on availobilify ond fhe concepfsfo be invesfigafed. Toble 2 is a sheef on which sfudenfsrecord fheir findings. We also use fhis sheef fo discussfhe correcf expression of scienfific nomes, aufhorifycifafions, planf family relofionships efc. Table 2includes a dicofyledon/monocofyledon column.Atmosf all bofanicol items found in supermarkefsare from angiosperms (the flowering planfs). Theangiosperms are primarily divided info two majorgroups, fhe dicofytedons and fhe monocotyledons.Supermarket botanical items can be used to exploresome of the differences befween fhese two iorgeand imporfanf groups.

SUMMARY

Supermarkef Bofany is a widely-used and effecfiveway fo infroduce several imporfanf aspecfs ofplanf sfrucfure and function. Many of fhe exisfingfeaching maferials are eifher bofanicallyinaccurafe, lack imporfanf defoils or could bemore inferacfive. We have designed a web-basedresource fhaf offers accurafe bofanical confent inan engaging presentotion.

ACKNOWLEDGMENTSWe thank Jenni Horsnell for toking the images of fheplant items used on the 'On the Shelf page. Scoff Blackfor fhe ToolBook programming and Alison Pound forcommenfs on fhe manuscripf. This developmenf wasfunded by a CSU Flexible Learning Institute Seed Grant.

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Table 1 ) Part of the survey sheet for assessingsfudeni knowledge before and affer SupermarketBotany exercises.Whaf Plant Part am I? Tick one column per item.If you think fhe ifem is made up of more than oneorgan indicate the one that makes up the majorityof the item.

ON-LINE RESOURCES

' " ^ A A / l f ^ ROOT STEM LEAF FLOWERS

Carrot

Tomato

Potato

Ginger

Apple

FRUIT , ^ „

SEEDS) ^ ' " = ^ ^

Table 2) Supermarket Botany recording sheet.

Species fo be examined for 'Supermarkef Bofany', wifhsome relevanf details. CA - Cifafion aufhorify. D or M- Dicofyledon or monocofyledon. V or R - Vegetative(root. stem, leaf) or reproductive (flower, fruif. seed),PP - Which plant part [root, stem, ¡eat, flower, fruif orseed). Reason - How did you decide?

REFERENCESGroham LE. Graham JM. Wilcox LW [2006) Plant Biology.Second Edition. Pearson Prentice Hall, New Jersey,Smith. DG, Avery DF (1999) Supermarket Botany.American Biology Teacher 61. 128-131

Supermarket Botany. Teachers' Domainhttp://www.feachersdomain.org/re5ource/lsps07.sd.life.oafe.planfparfs/Supermarket Bofany. Missouri Botanic Gorden.h ttp://mbgnet.net/biaplants/supermkt. h fmlBotany at the Grocery Store. University ot Illinois.htto://www.inhs.uiuc.edu/~l(.enr/grocery/bofaoy-htrnDelicious Pieces: the vegetables we eat.http://www.wsu.edu:8080/--wsherb/edpaaes/delicious/intraduction.htmlEdible Bofany. Texas A&M Universityhttp://aaqie-horficuiture.famu.edu/svliabi/2olh/ediblebofanv/

RESOURCES FOR SALEBotany on your Plate (www.Qordeningwjfhfeids.org)Supermarket Botany (www,bfjf.org)(Botanical Research Institute ot Texas) [ B

ABOUT THE AUTHORS:Geoff Burrows is a Senior Lecfurer in Plant Science afCharles Sturf University. His research interests focus onthe anatomy of Australian plants, including buds andfire in the eucalypts and buds and brancfies in fheWollemi pine. He also enjoys consfrucfing inferactivebotanical web sites.John Harper is a Senior Lecturer in Plant Science atCharles Sturt University. His research interests focuson fhe cell biology of pianfs with particular interestsin the function of protein fibre componenfs of cellscollecfiveiy called the cyfoskeleton.

SCIENTIFIC NAME CA FAMILY COMMONNAME REASON

Doucuscorota

Beta vuigoris

Solanum tuberosum

Zingiber offic/na/e

Apium graveolens

Allium ampeloprasum

Lactuca sativa

Allium cepa

Brassica olerácea

Brassica olerácea

Púnica granatum

Malus X domestica

Cucumis sativus

Solanum lycopersicum

Arachis hypogaea

Pisum sativum

Fragaria x ananassa

L.

L.

L.

Rose.

L.

L.

L.

L.

L,

L.

L.

Borkh.

L.

Mili.

L.

L.

Duch.

Apiaceae

Chenopodlaceae

Solanaceoe

Zingiberaceae

Apicaeoe

Amaryllidaceae

Asteraceae

Amaryllidaceae

Brassicaceae

Brassicaceae

Puniceoe

Rosaceae

Cucurbitaceoe

Solanaceae

Fabaceae

Fabaceae

Rosaceae

D

D

D

M

D

M

D

M

D

D

D

D

D

D

D

D

D

Carrot

Beetroot

Potato

Ginger

Celery

Leek

Lettuce

Onion

Cauliflower

Broccoli

Pomegranate

Apple

Cucumber

Tomato

Peanut

Peas

Strawberry

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