State and Next Generation Science Standards will be taught during this course to make sure a middle or high school Botany credit is given. 

Why is botany important? 8 benefits of teaching and learning about Botany-
Many high school biology textbooks include botany as a small chapter buried within lots of microbiology and other topics. This may lead many young people to believe that botany isn’t important or that it isn’t very complex. Nothing could be further from the truth! Many, many careers require a lot of botanical knowledge. In fact, botany–not technology–holds the answers to many of the pressing issues of our time. So, let’s get into my eight benefits.

Agriculture
Teaching young people about botany prepares them to tackle the big problems of feeding large populations. Ever hear about genetically engineered food or patented seeds? Those things came from an understanding of plant genetics, a division of botany. Scientists at big agribusinesses study the genetics of crops so they can create pest and disease resistant strains. They do this by inserting genetic material from other organisms. These companies also use their knowledge to select crops with higher yields or other desirable traits. They then sell the genetically engineered seeds to farmers, hoping that the corn, wheat, and soy crops will be superior.

Gardening
Vegetable gardening is a lot like agriculture, but on a smaller scale. However, landscaping is also a form of gardening. How do landscapers know which plants will thrive in a given environment? How do they know which ones will complement each other? Just as in agriculture, people need to know their particular plants’ needs. They also need to know how to approach pest control and methods to improve the quality of the vegetables or flowers. All of these things involve some knowledge of botany. Teaching young people about gardening prepares them to successfully grow their own food and also create beauty. In recent years, growing your own food has become more and more important as challenges arise with transporting food worldwide. Growing your own food also provides the benefits of eating seasonally.

Botany is important to medicine
Did you know that at least 25% of all drugs are derived from plants? That’s right. Without these medications, many people would suffer. Even some common drugs such as aspirin were developed from plant chemicals. Of course, I prefer traditional herbal remedies and essential oils. And, in most parts of the world, these traditional remedies are all that’s available. But, even natural remedies require special botanical knowledge. And, it’s by spending time with tribal healers and studying traditional plant uses that researchers discover promising new medications. Your child could discover the cure for the world’s worst diseases in a remote jungle somewhere. Botany holds the answers to these pressing problems.

Textiles
Another reason why botany is important is textiles. Textiles are basically fabrics. Most fabrics come from plants. This means that clothing, drapes, upholstery, shoes, bedding, and carpeting were created using plant-based materials. We need innovative solutions for fabrics that can be easily broken down and remade into new material. How about materials that protect us from sun damage, repel insects, and nurture our skin? Research into new and better textile plants may hold some answers.

Construction
We use more than wood from trees in our construction projects. What about rubber or bamboo? Learning more about sustainable forestry and rapid growth trees, shrubs, and canes may hold the keys to better housing materials. We need young people interested in botany to research recyclable, sustainable plants and trees suitable for building projects. The rapidly growing world needs new innovations for accommodating the expanding population and industry. Botany offers some possibilities.

Wilderness Survival
This may not be a pressing need, but another reason why botany is important is wilderness survival. Most of us will never find ourselves in the situation of being lost in the woods, desert, or mountains. But, it does happen. And, in some parts of the world, people still forage for food and rely on the forest for sustenance. Knowing which plants are good for food, which ones are good for medicine, and which ones are poisonous could save your life. And, as I mentioned above, could provide clues for the development of new medications.

Botany is important to energy
Another benefit of teaching botany is a better understanding of the role of plants in energy use and production. For example, trees help control cooling costs during the summer months. And, straw bale homes are more energy efficient. In addition, homes furnished with wood furniture and not synthetics are more fire resistant. The study of plants also helps provide clues about solar energy and other renewable energy sources.

Pollution
Lastly, plants play an important role in reducing air and water pollution. Knowing which trees to plant to improve air quality in cities and suburbs helps make them cleaner and more beautiful places to live. Learning about the best houseplants for cleaning indoor air can combat building sickness. And, studying wetlands offers some answers to water pollution problems and controlling flooding issues.

The reasons why botany is important is that botany is the only science you can’t live without. Air, water, and food all come through plants. Learning more about them may not only save your life, but it may make it better, too.

Science Standard Focus:
-Life Sciences
Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.
Supporting Content:
Many characteristics of organisms are inherited from their parents. Different organisms vary in how they look and function because they have different inherited information.
-Life Sciences
Use evidence to support the explanation that traits can be influenced by the environment.
Supporting Content:
Other characteristics result from individuals' interactions with the environment. Examples of the environment affecting a trait could include normally tall plants grown with insufficient water are stunted. Many characteristics involve both inheritance and environment.
-Life Sciences
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Supporting Content:
Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction. Examples of plant structures could include thorns, stems, roots, colored petals.
-Life Sciences
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
Supporting Content:
Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. The food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms break down dead organisms (both plants or plants parts and animals) and therefore operate as "decomposers." Matter cycles between the air and soil and among plants and animals as these organisms live and die. Plants obtain gases and water from the environment and release waste matter (gases) back into the environment.
Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem.
-Physical Sciences
Use models to describe that energy in animals' food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.
Supporting Content:
The energy released from food was once energy from the sun that was captured by plants in the chemical process that forms plant matter (from air and water). Examples of models could include diagrams, and flow charts.
-Life Sciences
Support an argument that plants get the materials they need for growth chiefly from air and water.
Supporting Content:
Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.
-Life Sciences
Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving and reproduction.
Supporting Content:
Examples of cause and effect relationships could be plants that have larger thorns than other plants may be less likely to be eaten by predators.
-Life Sciences
Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
Supporting Content:
Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.
-Life Sciences
Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
Supporting Content:
Plants use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use. Emphasis is on tracing movement of matter and flow of energy.
-Life Sciences
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
Supporting Content:
Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial environments or to the water in aquatic environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem.
-Life Sciences
Develop a model to describe the flow of energy through the trophic levels of an ecosystem.
Supporting Content:
Food webs can be broken down into multiple energy pyramids. Concepts should include the 10% rule of energy and biomass transfer between trophic levels and the environment. Emphasis is on describing the transfer of mass and energy beginning with producers, moving to primary and secondary consumers, and ending with decomposers.

Next Generation Science Standards-https://newfs.s3.amazonaws.com/docs/next-generation-science-standards-for-go-botany.pdf

-23 yrs of teaching 
-certified teacher in 3 areas
-Mrs. Collins has taught Botany 101 and 102 for upper high school and dual enrolled students. 

The following resources was used to create this class. All required resources will be provided by the instructor but please review the material used to create the class below. 

Young People's Plant and Science Website:
"Biomes of the World"- Missouri Botanical Garden
Junior Master Gardener
Plant Watch - part of Canada's Nature Watch citizen science programs
The Science of Gardening - from the Exploratorium
Try Science - a gateway to science centers and online activities
Gardening With Children - Resources to Encourage Kids to Plant
K-12 Resources:
BSA's www.PlantingScience.org - fostering student research and science mentoring
AAAS - BioSciEdNet (BEN) - portal to lessons, images, and other teaching resources
AIBS - Action Bioscience - lessons and essays
Avoid Misconceptions When Teaching about Plants
More Misconceptions When Teaching about Plants
Analyzing Wetlands - chapter from Earth Exploration Toolbook focusing on international wetland data
Biodiversity Counts - from American Museum of Natural History, includes plant identification and ecology
Canadian Botanical Society Teaching Section - resources for elementary and secondary school
Center for Plant Conservation - Plants in Peril lesson for middle school
North American Association for Environmental Education
Flora of North America - lesson plans and fact sheets for middle and high school
Missouri Botanical Garden's Education Division
National Digital Science Library - searchable K-12 and higher education resources
New York Botanical Garden's Education Program
Plant Genome Research Outreach Portal - searchable comprehensive list of programs and activities
Plants and Animals - Partners in Pollination - three lessons from the Smithsonian Instititution
Plants-in-Motion - timelapse photography and more by Roger Hangarter

**Recommended by not required: For the students to purchase and have on-hand DK Eyewitness Plant books, Audubon Wildflower Guide, and various plant books from your local library to review and use during course.