Interpretive Master Plan for the University of Washington Biology Greenhouse by nowellk

UNIVERSITY OF WASHINGTON

BIOLOGY GREENHOUSE

INTERPRETIVE MASTER PLAN

UNIVERSITY OF WASHINGTON BIOLOGY GREENHOUSE INTERPRETIVE MASTER PLAN June 2015 PREPARED BY KATE NOWELL nowellk@gmail.com A THESIS PROJECT SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN MUSEOLOGY University of Washington Botany Greenhouse Box 351800 Seattle, WA 98195-1800 (206) 543-0436

OVERVIEW

MISSION The mission of the University of Washington Department of Biology is to provide leadership in research and teaching of biology at the regional, national, and international levels.

OBJECTIVE The objective of the UW Biology Greenhouse Teaching Collections is to tell the story of biology through in-person engagement with living plant collections.

DESIGN STATEMENT The UW Biology Greenhouse Teaching Collections will be accessible, interesting, and relevant for use by faculty, students, and the public.

CONTENTS SECTION 1: INTRODUCTION 6 SECTION 2: SUMMARY 7 Greenhouse Resources Greenhouse User Groups Exisiting Interpretation

SECTION 3: PROJECT GOALS

Education Research Community

SECTION 4: METHODOLOGY

SECTION 5: VISITOR EXPERIENCE 14 Wayfinding Physical Accessiblity Intellectual Accessibility

SECTION 6: INTERPRETIVE THEMES 16 SECTION 7: DESIGN CONCEPT SECTION 8: IMPLEMENTATION

SECTION 9: PLANT COLLECTIONS

SECTION 10: APPENDICES

A. Biology Greenhouse Planning Committee Members B. Greenhouse User Survey Questions C. Greenhouse User Survey Results D. Inventory of UW Courses Utilizing Greenhouse E. Greenhouse Course Materials Inventory F. Existing Interpretation Inventory G. Greenhouse K-12 Education Program Evaluation Summary H. Best Practices in Interpretation Resource Guide

INTRODUCTION THE INTERPRETIVE PLANNING PROCESS This interpretetive master plan is a product of a planning process that spanned seven months, beginning in the fall of 2015. This planning process was carried out in accordance with best practices in the intepretive planning field which called for an emphasis on the visitor experience, active participation of stakeholders in planning, and the creation of well-defined yet flexible recommendations. The greenhouse is an experiential, “hands-on” environment. Preserving and augmenting these interactive learning opportunites to connect with visitors with a wide range of learning styles and prior knowledge was a priority that emerged during the planning process. Information about what visitors can learn about in the greenhouse came directly from faculty, students, and the public. This collected input crystalized into interpretive themes that aim to encompass the depth and breadth of educational activity that commonly occurs in the greenhouse. Details of the interpretation designs have purposefully been left open-ended so that future educators have the creative latitude to implement programs and displays that are custom fit to the future facility and to the needs of future greenhouse users.

“Students learn more in real time, with real plants.” -Biology Department Faculty Member

SUMMARY GREENHOUSE RESOURCES Collections Resources The University of Washington Botany Greenhouse has since 1948 provided the UW community and the public with access to diverse plant collections from around the world. Over the years, the collection has grown to encompass over 3,400 species from 190 plant families including rare and endangered species. From tropical and arid ecosystems around the world, the collection is one of the most diverse university teaching collections in the United States, representing one percent of plant diversity on the planet. Greenhouse Site & Facilities Resources In 2016, construction will begin on a new five-floor, 169,000 square foot Life Sciences Building including a 20,000 square foot, energy efficient, state-of-the-art Biology Greenhouse facility to replace the existing 65-year-old Botany Greenhouse. This new facility will offer enhanced space and security for student and faculty research as well as increased physical access to the Biology Greenhouse Teaching Collections including wider aisles and larger meeting and classroom spaces. The Life Sciences Building is slated for completion in 2018.

Personnel Resources Greenhouse Staff With a high level of expertise and knowledge in horticulture and botany, the greenhouse staff is able to effectively meet the cultural requirements of a very diverse plant collection. Maintaining plant records, providing facilities maintenance, and administering Integrated Pest Management are also duties of greenhouse staff. Following the example of former Greenhouse Manager, Doug Ewing, greenhouse staff curate the collection, engaging proactively with faculty and students to obtain plant material valuable for individual and departmental research and teaching endeavors. Greenhouse staff also serve as a resource for visitors, answering questions, highlighting species of interest, and guiding tours. Volunteers Volunteers contribute skilled labor to help maintain and grow greenhouse collections. Retired faculty, university students, professional botanists, and hobbyists are among the volunteers who donate their time and energy to advance the work of the UW Botany Greenhouse. In the summer, the greenhouse has had the assistance of YES Program employees who are high school students with visual impairments. Student Docents Trained as docents, UW students provide guided tours that focus on plant diversity, adaptations, and ecological relationships. Student docents encourage visitors to think like scientists and to practice scientific observation skills.

GREENHOUSE USER GROUPS UW Student Users Each year, the UW Botany Greenhouse is used by over 5,000 UW undergrads in more than 30 different courses. In addition to in-class use in the form of field trips, labs, and experiments, students report visiting the Botany Greenhouse in order to complete assignments, study for an exam, or participate in research. Of 60 student greenhouse users surveyed, 82% also reported visiting the teaching collections outside of class for fun or informal learning. Of those students surveyed, 81% said that they have brought someone else to the Botany Greenhouse to show them the plant collections. Botany Greenhouse spaces are also commonly used by student groups including: • UW Farm • UW Botany Club • Do-It • MESA • Lab groups • Dream Program • Botmobile • Tri-Beta Biology Honor Society • UW Society for Ethnobiology UW Faculty Users The UW Botany Greenhouse facility is utilized by one third of Biology Department faculty for research. One half of new hires in the past year have a research component that requires a greenhouse facility, a trend that could continue as the department is better able to accommodate these demands in a new building. Many instructors use greenhouse collections for teaching. Their use of the teaching collections takes the form of class visits to the greenhouse as well as the presentation of greenhouse plant material in the classroom. (For a list of courses that have used the greenhouse in the 2014-105 school year see Appendix D.) 8

Community Visitors On a daily basis, walk-in visitors take selfguided tours of the greenhouse. While these visitors often include prospective students and the families of students, many visitors have no university affiliations. In addition, more than 3,500 non-UW visitors take free guided tours of the greenhouse each year. These tour groups include: • K-12 & Community College students • Senior citizen groups • Master Gardeners • Garden Club of America Members • Plant Societies A recent quantitative analysis of over 450 thank-You notes the UW Botany Greenhouse has received from K-12 students over the years used content analysis and the National Science Foundation’s Framework for Evaluating Impacts of Informal Science Education Projects. The evaluation found that after touring the greenhouse, students showed indications of STEM learning outcomes with 95% showing awareness, knowledge, and understanding of plants and biological concepts, 90% indicating interest and engagement in science, and 60% demonstrating scientific observation skills. (For a summary of this evaluation project see Appendix G.)

Collaborators The UW Botany Greenhouse maintains relationships with other local horticultural entities including Woodland Park Zoo, Volunteer Park Arboretum, Amazon BioDomes Project, The Northwest Orchid Society, and other plant societies. The UW Botany Greenhouse trades and loans plant material and exchanges horticultural and botanical knowledge with these collaborators. Plant collectors have also contributed significantly to the UW Botany Greenhouse collections, donating their collections to the institution.

Long-distance relationships with greenhouse managers and researchers from other univeristies and with the Association of Education and Research Greenhouse Curators (AERGC) further share the collections and expertise of the UW Botany Greenhouse.

EXISITING INTERPRETATION Exisiting Interpretation takes a variety of forms and has been developed over time in response to specific interpretive needs. A number of UW students have created original interpretation for the greenhouse as a class project while other interpretive materials have been developed by greenhouse staff. (For an inventory of existing interpretation see Appendix F). Plant Tags: Each specimen has a plastic tag printed with the plantâ&#x20AC;&#x2122;s family, genus, species, accession number and nativity. Tags measure 1in x 2in and are visible to visitors. Audio Tour: A one hour audio tour is available to visitors on cassette players or by mp3 download that guides the listener though each room highlighting selected plants and concepts. 10

Docent Tours: A docent guided general tour leads visitors through the teaching collections, highlighting specific plants, adaptations, environments, and ecological relationships. The greenhouse also offers specialized tours designed for course labs and visiting groups. Posters: A few laminated large-scale posters have been mounted in the hallway that focus on plant collections as well as 8.5in x 11in laminated sheets interpreting research and individual plants. Events: Student events, educational presentations, and community events provide further opportunities for visitors to engage with greenhouse collections. Many past events have been partnerships with UW groups such as Tri Beta, Whole U, and UW Advancement.

GREENHOUSE GOALS EDUCATION

RESEARCH

Seeing is Believing

Provide Plant Material

UW faculty and students will have access to appropriate plant material that demonstrates the biological concepts covered in their courses.

UW researchers and outside collaborators will have access to living plant material that supports their research.

Multi-Sensory Learning

Current and potential researchers will be exposed to the variety of life and evolutionary outcomes present in the plant world, sparking new questions and ideas.

Visitors make visual, olfactory, auditory, and tactile connections between plants, their environments, and their ecological interactions. Cultivating Curiosity Visitors will encounter a wide range of biodiverse plant material from around the world, including charismatic and unusual plants, to create impactful learning experiences for visitors. Science Communications Serving as docents, UW students cultivate communication and teaching skills, learn to foster interactions about science, and share their research interests with the public.

Inspire Research

COMMUNITY Public Outreach Those outside the university such as K-12 and community college students and the public will visit the greenhouse, learning about plants and getting a taste of UW Biology. Restorative Space Visitors will feel welcome in this indoor green space and appreciate the wonders of nature year around. Gathering Place People will utilize the greenhouse as a dynamic place on campus for celebrating science and the natural world. Classmates, colleagues, and clubs will gather in the space.

METHODOLOGY INTERPRETIVE PLANNING STEPS 1. Establishment of institutional objectives Institutional interpretive master planning objectives were based on the goals of the University of Washington Department of Biology and the current objectives of the UW Biology Greenhouse as stated in the UW Biology Greenhouse Case Statement. These objectives were approved by the UW Biology Greenhouse Planning Committee consisting of Biology Department leadership, faculty, development staff, advisors from the field, and greenhouse staff. 2. Survey of greenhouse users, analyzing trends and identifing specialized uses An online survey was created to collect data from greenhouse visitors about the use and the educational value of the UW Botany Greenhouse teaching collections and facility to inform planning efforts. The survey was distributed to Biology Department faculty, students, staff, greenhouse volunteers, K-12 teachers, and collaborators from outside institutions. One hundred fiftyfour individuals from across the different user groups completed the survey. Survey responses were coded using NVIVO software and analyzed to identify visitor perception of the benefits of collection, the most valuable aspects for teaching and learning, and any areas for improvement. (For Survey Design see Appendix B. For Summary of Survey Results see Appendix C.)

3. Inventory of course materials, interpretive materials uses A list of courses utilizing the greenhouse was assembled. (See Appendix D). All available course materials were reviewed and inventoried. (See Appendix E). Interpretive materials in use and on file were reviewed and inventoried (See Appendix F). 4. Collection inventory and analysis The objective of the UW Botany Greenhouse teaching collections inventory was to identify groupings of plants that represented educational topics as well as taxonomic groups that had the greatest representation in the collections. Collections were inventoried and organized based on visually surveying the collections and room layouts, listing topical groups, and confirming collections contents with the UW Botany Greenhouse Database. 5. Development of visitor experience objectives, interpretive themes, and design concept Based on survey responses, existing interpretive and course materials, current collections design and use, and input from the Greenhouse Planning Committee, Draft Interpretive Themes were created for the teaching collections. These themes were reviewed and amended by the Greenhouse Planning Committee, Biology Department faculty, UW students, volunteers, and Greenhouse staff. 7. Preparation of plans for implementation Possible resources were identified and plans for implementation were discussed with the Greenhouse Planning Committee.

â&#x20AC;&#x153;Leading greenhouse tours as a docent has absolutely challenged my own thinking about plants and inspired me to reanalyze my own pedagogical techniques. â&#x20AC;? -Graduate Student Docent

VISITOR EXPERIENCE OBJECTIVES WAYFINDING Visitor traffic will flow down the hallway from the entrance, as visitors easily locate rooms housing teaching collections and recognize areas that are not open to the public. Visitors Welcome Upon entering the greenhouse, visitors will be welcomed and oriented to the facility and its contents by introductory signage and plant displays in the atrium. Current Events Visitors will be alerted to collections of note or special exhibitions by a bulletin or chalkboard type display for temporary messages such as “What’s Blooming” or “What’s New” in the teaching collections. Recognizable Public Spaces If necessary, clear signage will mark rooms open to public access. Color-coding in the creation of elements such as signage, door frames, or flooring could intuitively guide visitors through public spaces. Non-Public Research Spaces Evident Rooms that are not open to the public will be conspicuously marked: researchers only. Temporary signage created in cooperation with researchers may be hung outside of research rooms for visitor enrichment at researcher discretion. Online Map and Contact Information Visitors will be able to find the greenhouse and if necessary contact staff prior to visiting via an up-to-date, easy to use, smartphone optimized website. 14

PHYSICAL ACCESSIBILITY Visitors of diverse abilities will be able to easily navigate around the space and access collections and interpretation. Space to Move Adequate space will be provided to maneuver around benches and between potted plants. Varied Heights Plants will be arranged on multiple bench levels, making them observable for visitors at varying heights. Readable Text • Typefaces on non-label signage will be legible with font size not smaller than 24pt. • A high level of contrast between background and text will increase readability. • For widest access, interpretive signage will not be posted above 51 inches high.

INTELLECTUAL ACCESSIBILITY Visitors with various levels of prior knowledge will be able to understand and take interest in the interpretation of the collections, absorbing both the broad major themes and details of their own personal interest. Varied Teaching Styles for Diverse Learners Multiple learning styles will be accommodated, providing various types of interpretation including written explanation, visual aids such as diagrams and illustrations, docent lead participatory tours, and use of hands-on activities by docents. Intuitive Displays Efforts to design room environments and plant displays to mimic native conditions will allow visitors to learn intuitively about plant ecology. An effective example of this in the current greenhouse is the epiphyte display grown on a large tree trunk. Presenting the Exotic AND the Familiar Though many of the plants in the UW Biology Greenhouse Teaching Collection are rare, unusual, or unseen in the local environment a selection of well-known plants are also grown to help scaffold visitor learning. Seeing common houseplants such as Philodendron and Poinsettia grown to tremendous size and food plants such as banana, pineapple, and chili pepper give novice visitors a foothold and help them relate the collections to their own lives. Popular animals such as the Poison Dart Frogs and Goldfish kept in the greenhouse may also have this effect of creating a connection between visitors and unusual plants. Multi-disciplinary Approach Descriptive information presented will allow multiple points of entry with perspectives from across various disciplines such biology, ecology, horticulture, history and ethnobotany.

Accessible Language Written interpretation will be accessible to various reading levels and non-native English speakers. • Use active language. • Limit sentence length (no more than 25 words and aiming for 15 words) • Limit paragraph length. • In addition to scientific names, wellestablished common names may be used to introduce visitors to new plants Depth of Detail Modes of interpretation will offer substantial depth and detail for more experienced visitors to build on their previous knowledge. Informative Web Presence Visitors should be able to access a UW Botany Greenhouse Website that provides information about the collections and can be used to prepare for a visit or to reinforce or expand knowledge after visiting. Website content may include collections descriptions with photos and descriptions of collection themes. Media such as time lapse videos and a downloadable audio tour could further enhance the visitor experience. Social media such as the “uwbotanygreenhouse” Instagram feed has been effective at alerting visitors to plants of interest in the greenhouse in the past. Links to interactive sites of this nature may also be provided on the site to encourage visitors to share their enthusiasm and their botanical photography. Emotional Objectives Intention and care will be taken in making the facility easy to navigate and in developing interpretation that clearly tells the fascinating stories of biology. As a result, visitors will feel welcome in the space. Feeling at ease, they will be able to appreciate the aesthetic and educational aspects of the collections and the biodiversity of nature. 15

INTERPRETIVE THEMES UNIFYING THEME The biodiversity of plant life on Earth is fascinating, valuable, and beautiful. PRIMARY THEME 1: Plant Evolution Green plants have all evolved from a common ancestor, branching into diverse species over hundreds of millions of years.

PRIMARY THEME 2: Fundamental Plant Needs Plants need certain resources, conditions and protections to grow and reproduce.

SUBTHEME 1A: Convergent Evolution Many plants that are not closely related can independently evolve similar traits as a result of having to adapt to similar environments or selection pressures. SUBTHEME 1B: Divergent Evolution Differences between populations of an organism that accumulate over generations lead to the formation of new species. SUBTHEME 1C: Plant Breeding Humans have purposefully manipulated plant species though plant breeding in order to create desired traits for human purposes.

PRIMARY THEME 3: Adaptations Evolving over generations, plants develop adaptations to survive, meet their needs and shape their different environments and communities.

PRIMARY THEME 4: Ecological Relationships Plants interact with other organisms in their ecosystems in parasitic, symbiotic, competitive, commensal, and predatory relationships. SUBTHEME 4A: Pollination Many plants coevolved with insects, birds, or mammals, exhibiting floral traits that attract specific pollinator organisms while other plants are adapted to pollination by wind or water.

PRIMARY THEME 5: Conservation Conservation is necessary to protect many endangered plant species around the world that are threatened with extinction due to habitat destruction, over-collection, and climate change. SUBTHEME 5A: Plants Support Life Plants provide food, medicine, oxygen, fiber, fuel, and habitat for earthâ&#x20AC;&#x2122;s animals including people.

PRIMARY THEME 6: Science Happens Here Important research about life on earth occurs in the Biology Greenhouse at the University of Washington. SUBTHEME 6A: Pest Management The use of biocontrol methods in the greenhouse reduces pest populations without the use of chemical pesticides.

SUBTHEME 5B: Inspiration From Nature Plants provide inspiration and solutions for the design of functional products and the built environment.

DESIGN CONCEPT Rooms will be divided first by cultural needs. Within these parameters, interpretation that engages visitors with educational themes will be created.

FLEXIBLE INTERPRETATION Within each room many options for interpretation will exist. Because visitors from so many disciplines utilize the greenhouse, it is important to provide interpretation vehicles that are not static. Examples of these flexible interpretation options are: Docent Guided Tours A knowledgeable and academically diverse docent corps will provide a general tour that can be tailored to suit different age and interest groups. Customized tours may also be developed that explore particular subjects more extensively. The Mutualisms Lab for the Foundations in Ecology (BIOL356) course is a well developed example of a specialized greenhouse tour. Interpretation Kits Kits with objects that can be passed around to visitors during tours may be created around specific themes and deployed by docents to increase visitor interaction with the collections. Examples of objects used in this manner in the past include a bag of Konjac chips, a Coco De Mer seed, a cross-section of a Cecropia trunk, a “buzz pollination” tuning fork, and a plush tree shrew. Special Events Special events give visitors the opportunity to interact with the greenhouse collections and with each other in different ways. Examples of past events include Tri Beta Terrarium Night and The Whole U Tour. 18

Rolling Focus Maintaining a space to display or post rotating themes of interest such as a “What’s Blooming” or “Plant Family of the Month” will keep interpretation fresh for regular visitors. Self Guided Tours Options for self-guided visitors to gain more in-depth information might include a digital option such as a downloadable audio podcast or a printed option such as a laminated guide to each room highlighting a specific collections or concepts.

VESTIBULE/ENTRY SPACE The vestibule will be where all visitors enter the greenhouse. The space provides the opportunity to present advance organizers which give learners a preview of what they might learn about. By introducing major themes like biodiversity in the vestibule, visitors may be better prepared to observe and absorb information in subsequent rooms.

ARID ROOM As visitors pass through this xeric environment, they will encounter an attractive display of plants from the arid regions of the world. Visitors will be able to examine closely the features these species have adapted that allow them to survive in extreme dry environments. Convergent Evolution In the current Botany Greenhouse, convergent evolution is one of the major themes featured in the arid room. This collection particularly lends itself to this interpretive theme. With collections arranged in groups by family, visitors observe the similarities in adaptations between species in families that are not closely related but have been subjected to the same selective pressures. A special demonstration area could display selected members from each family alonside signage explaining the concept of convergent evolution. This display would introduce visitors to the theme which they may explore in examples throughout the room.

Xeric Dioramas at UC Berkeley Botanical Garden

Xeric Dioramas One strategy to make the connection between these plants and their native environments more clear might be to construct a few â&#x20AC;&#x153;Xeric Environment Dioramas,â&#x20AC;? inspired by displays seen at UC Berkeley Botanical Garden. These dioramas include a selection of smaller specimens that grow among each other in the wild, planted together with a top dressing of native substrate in front of a photo of the native environment. Displays of this nature would show visitors that the arid habitats of the world are both unique and beautiful.

COOL TROPICS Upon entering this room, visitors will be impressed by the diversity of plant forms inside. In addition to a “Tree of Life” exhibit, a significant collection of tropical ferns, aquatic plants, carnivorous plants and orchids from the cooler tropics will be displayed as well as a selection of plants grown for specialized course use.

Tree of Life The “Tree of Life” exhibit will take visitors along a path around the room that traces the course of plant evolution. An introductory panel will briefly introduce visitors to the exhibit concept. Beginning with green algae and culminating with the angiosperms, the exhibit will provide living examples of plants from branches of the tree. Interpretive elements to highlight selected branches could include diagrams, illustrations, or models introducing the novel distinguishing features of the group accompanied by simple explanations as necessary. A branching cladogram with estimations of how many million years ago each branching event occurred, painted along the pathway as a floor graphic, could guide the visitor and visually reinforce the concept of branching evolution.

WARM TROPICS The warm tropics room will introduce visitors to the adaptations many tropical plants have evolved to deal with high levels of competition and low light levels in the dense jungle. Green foliage, giant leaves, epiphytic orchids and tenacious climbing vines will surround visitors as they are transported to a humid tropical forest. A large branched trunk will be covered with vibrant epiphytes. Orchids on slabs and bromeliads will share space with tropical food plants, and large specimens such banana trees, gingers, Amorphophallus, a Strangler Fig, and the Miracle Berry. Points for interpretive focus include:

•Pollination Strategies

•Ethnobotany and Tropical Crops

•Ant Plants

IMPLEMENTATION APPROVALS PROCESS

Future UW Biology Greenhouse staffing structure is not decided at the time of this plan. It can be assumed that plans for any major interpretive projects should be approved by the Greenhouse Manager or Curator.

TIMING/SEQUENCING

The UW College of Arts & Sciences has identified construction of a Life Sciences Complex (LSC), to be completed in 2018, as a top priority. Biology greenhouse move-in will not occur until construction has been completed at which point components of the interpretive strategy will be put into action.

RESOURCES Funding Sufficient funding to construct the LSC shell and the lower four floors at a cost of about $160.5 million dollars has been obtained from the UW College of Arts & Sciences in combination with capital funds from the WA State Legislature. The funding sources will also pay up to 75% of the Biology Greenhouse construction costs. The remaining LSC costs including approximately 25% of the Biology Greenhouse will be funded by private support. It can be anticipated that funding to support interpretation of UW Biology Greenhouse collections may come from a combination of university and private funding sources.

Materials UW Botany Greenhouse experience has shown that interpretive materials degrade quickly in a damp yet sun-exposed environment. Any printed materials or sculpted elements should either be inexpensive to reproduce regularly or be durable enough to endure these elements without fading or showing damage from moisture or cleaning. Interpretive objects should not be fragile or irreplaceable or they will need to be presented inside a safe container as they will be touched by visitors.

Opportunities for Collaboration UW Departments/Programs/Classes/Resources • Biology Department • Faculty, Staff, and Students • BERG- Biology Education Research Group • Burke Museum • UW Herbarium (WTU) • Professional & Continuing Education • Museology Exhibit Design (MUS 524) • New Directions in Audience Research • Natural Science Illustration Certificate • College of Built Environments • Ecological Design (LARCH 363) • School of Art: Design Department • Visual Comm. Design Program • Exhibition & Installation Design (DES 467) • UW Design Help Desk • College of the Environment • Environmental Pedagogy (ENVIR 440) • UW Botanical Garden/WPA • Otis Douglas Hyde Herbarium • Comparative History of Ideas Program (CHID) • UW Farm • UW Medicinal Herb Garden • Comparative History of Ideas Program (CHID) • School of Public Health - Nutritional Sciences

Community Collaborators • Botanical and Horticultural Experts & Enthusiasts • Science Educators • Volunteers • Greenhouse Supporters & Friends • UW Alumni • Collaborating Institutions & Societies • Northwest Orchid Society • Volunteer Park Arboretum • Woodland Park Zoo • WA Master Gardeners • Seattle Garden Club of America

The greenhouse is one of the highlights of my class, allowing students to see the amazing diversity of plant life out there in the world all in one place. -High School Teacher 24

PLANT COLLECTIONS Before the demolition of the existing greenhouse in the summer of 2016, the plants in the UW Botany Greenhouse Teaching Collections will be moved to an offsite location where they will be cared for until the new building is completed. A survey of this vast collection, containing over 3,400 species from 190 plant families, was conducted and collection categories were created based on the strengths of the collection from an interpretive standpoint. The creation of more interpretive collections groupings is certainly possible. Not all plants grown by the UW Botany Greenhouse are listed and each collection list does not necessarily include all potential members of a collection. For large collections, lists contain only representative examples.

COLLECTIONS CATEGORIES Environment Based Categories • Arid Plants • Tropical Plants • Fynbos Plants (S. Africa) • Aquatic Plants

p. 26 28 29 30

Ecology or Physiology Based Categories •Pollinaton Syndromes 31 •Carnivorous Plants 33 •Movement Plants 33 •Plants With Microorganism Associations 34 •Ant Plants 35 •Plants With Specialized Photosynthesis 36 Taxonomically Based Categories •Plant Tree of Life •Lycophytes •Selaginella •Zingiberales •Orchids •Ariods •Bromeliads •Begonias •Gesneriads •Passionflowers •Nepenthes •Aristolochiaceae •Xanthorrhoeaceae

37 40 40 41 42 44 45 46 46 47 48 48 49

Human Relationships Categories •Economically & Culturally Important Plants 50 •Plant Models for Design and Engineering 51 •Math in Plants (Fibonacci) 51 •Plants Endangered in the Wild (unlisted)

COLLECTION: PLANTS FROM ARID ENVIRONMENTS DESCRIPTION:

Visitors have the opportunity to observe specimens ranging from 2 inch succulents to 15 foot cacti in this beautifully diverse collection of species from arid regions around the world. The best represented families are Cacti, Euphorbs, and Crassulas. Visitors can identify myriad forms of drought tolerant adaptations such as reflective coloration, reduced leaves, windowing, protective spines and hairs, deciduousness, waxy covering, water storage and collection mechanisms.

PRIMARY THEMES: TH1-Plant Evolution, TH2-Plant Needs, TH3-Adaptations, TH4-Ecological Relationships, TH5-Conservation SUBTHEMES: TH1A-Convergent Evolution, TH4A-Pollination, TH5- Plants Support Life, Xeric Adaptations Plant Defense, Specialized Photosythesis CONTENTS: Old World (Africa, Asia, Europe, Australia) Succulents (Plants store water in fleshy tissues) • Lithops (Aizoaceae) • Ceropegia (Apocynaceae) • Hoya (Apocynaceae) • Sansevieria (Asparagaceae) • Senecio (Asteraceae) • Crassulas (Crassulaceae) • Euphorbs (Euphorbiaceae) • Aloe (Zanthorrhoeaceae) • Gasteria (Zanthorrhoeaceae) • Haworthia (Zanthorrhoeaceae) • Stapelia (Apocynaceae) Caudiciforms (Plants store water in tissues of thick rigid trunk) • Caudiciform Trees • Adansonia (Baobab) (Malvaceae) • Moringa (Moringaceae) • Uncarina (Pedaliaceae) • Cissus (Vitaceae) • Caudiciform Shrubs • Cynanchum (Apocynaceae) • Fockea (Apocynaceae) • Sarcostemma (Apocynaceae) • Alluaudia (Didiereaceae) • Didierea (Didiereaceae) • Streptocarpus (Gesneriaceae) • Pelargonium (Gesneriaceae) • Dorstenia (Moraceae) • Adenia (Passifloraceae) • Sesamothamnus (Pedaliaceae) • Cissus (Vitaceae) • Cyphostemma (Vitaceae) • Caudiciform Vines • Bowiea (Asparagaceae) • Cynanchum (Apocynaceae) • Stomatostemma (Apocynaceae) • Ipomoea (Convolvulaceae) • Kedrostis (Cucurbitaceae) • Xeriosicyos (Cucurbitaceae) • Dioscorea (Dioscoreaceae)

Lithops

Aloe

Adansonia grandidieri

Alluaudia

Bowiea volubilis

Geophytes (Plants store water & nutrients in underground bulb or tuber) • Zamioculcas (Araceae) • Raphionacme (Apocynaceae) • Albuca (Asparagaceae) • Eucomis (Asparagaceae) • Drimia (Asparagaceae) • Drimiopsis (Asparagaceae) • Massonia (syn. Whiteheadia) (Asparagaceae) • Schizobasis (Asparagaceae) • Scilla (Asparagaceae) • Crossyne (Amaryllidaceae) • Cryanthus (Amaryllidaceae) • Haemanthus (Amaryllidaceae) • Hippeastrum (Amaryllidaceae) • Pancratium (Amaryllidaceae) • Rauhia (Amaryllidaceae) • Gerrardanthus (Cucurbitaceae) Other Old World Arid Plants Trees • Acacia (Fabaceae) Others • Welwitschia (Welwitchiaceae) • Plectranthus (Lamiaceae) • Ceropegia (Apocynaceae) • Eulophia (Orchidaceae)

New World (Americas) Succulents (Plants store water in fleshy tissues) • Agave (Asparagaceae) • Bromeliads (Bromeliaceae) • Cacti (Cactaceae) • Crassulas (Crassulaceae) • Ephedra (Ephedraceae) • Peperomia (Piperaceae) • Euphorbs (Euphorbiaceae) Caudiciforms (Plants store water in tissues of thick rigid trunk) • Caudiciform Trees • Beaucarnea (Asparagaceae) • Bursera (Burseraceae) • Pachycormus (Anacardiaceae) • Caudiciform Shrubs • Calibanus (Asparagaceae) • Fouquieria (Fouquieriaceae) • Sinningia (Gesneriaceae) Other New World Arid Plants • Trees • Ficus (Moraceae) • Other • Plectranthus (Lamiaceae) • Begonia (Begoniaceae) • Oxalis (Oxalidaceae)

Haemanthus albiflos

Welwitschia mirabilis

Agave parryi

Cephalocereus palmeri

Euphorbia aeruginosa

Sinningia leucotricha

COLLECTION: TROPICAL PLANTS DESCRIPTION:

The high moisture levels and dense canopy of the of the tropical rainforest environment challenge plants to compete for sunlight, avoid predation, and to shed water. Visitors learn about the functions of the jungle’s forms by experiencing them in person.

Strongylodon macrobotyrs

Large leaved plants - collect more light • Philodendron selloum (Araceae) • Monstera deliciosa (Araceae) Plants with colored leaves - collect different light wavelengths • Ctenanthe amabilis (Marantaceae) • Acalypha wilkesiana (Euphorbiaceae) • Saintpaulia tongwensis (Gesneriaceae) • Begonia sizemoreae (Begoniaceae)

Monstera deliciosa

Thin leaved plants - light passes through leaves • Caladium hortulanum (Araceae) • Tacca chantrieri (Dioscoreaceae) Epiphytes - grow in canopy • Orchids • Bromeliads • Epiphytic Cacti

(Orchidaceae) (Bromeliaceae) (Cactaceae)

Acalypha wilkesiana

Hemi-epiphytes - starts life in canopy roots grow down to ground • Ficus aurea (Strangler Fig) (Moraceae) Smooth bark - deters climbing vines • Carica papaya (Caricaceae) Caladium hortulanum

Theobroma cacao

Herbivory and Infection Prevention Secondary compounds - prevent herbivory and infection • Hedychium coronarium (Zingiberaceae) • Monstera deliciosa (Araceae) • Ananas comosus (Bromeliaceae) • Brugmansia versicolor (Solanaceae) Egg mimicry - deters butterflies from laying eggs • Passiflora boenderi (Passifloraceae) Varied leaf shape - confuses herbivores • Passiflora suberosa

Hedychium coronarium

(Passifloraceae)

Plants with drip-tipped leaves - shed water to prevent infections • Theobroma cacao (Malvaceae) • Ficus religiosa (Moraceae) Passiflora boenderi

COLLECTION: FYNBOS PLANTS DESCRIPTION:

The Fynbos is an eco-region in the Western Cape of South Africa, known for its exceptional biodiversity and the presence of species that occur nowhere else in the world. The Fynbos habitat is a heath shrubland with a Mediterranean climate characterized by mild temperatures, wet winters, and dry summers. The Fynbos Collection provides visitors with access to Fynbos plants from the Restionaceae and Proteaceae families as well as South African geophytes.

PRIMARY THEMES: TH1-Plant Evolution, TH2-Plant Needs, TH3-Adaptations, TH4-Ecological Relationships, TH5-Conservation SUBTHEMES: TH4A-Pollination, Drought Tolerance Adaptations CONTENTS: Proteaceae •Aulax •Leucodendron •Leucospermum •Protea

Protea cynaroides

Restionaceae •Rhodocoma Amaryllidaceae Asparagaceae Haemodoraceae Iridaceae Haemanthus albiflos (Amaryllidaceae)

COLLECTION: AQUATIC PLANTS DESCRIPTION:

Most of us spend our days on land and rarely have the chance to get up close to plants that grow in water. The aquatic plant collection allows visitors to examine the special adaptations that can make certain species suited for living in aquatic environments. Many aquatic plants have some form of aerenchyma - air spaces in the leaves, stems, and roots for exchange of gases and to increase floatation. Specialized leaf shapes, flexible stems, and hydrophobic surfaces are a few more of the plant features visitors can observe. Aquatic vascular plants have evolved on multiple occasions in different families and the Aquatic Plant Collection reflects this diversity.

Submergents/Elodeids/Isoetids: submerged plants that complete entire lifecycle submerged or with only its flowers above the water line •Isoetes sp. (Quillworts) (Isoetaceae) •Utricularia (Bladderworts) (Lentibulariaceae) •Elodea (Waterweed) (Hydrocharitaceae)

Utricularia sp.

Pleuston: small vascular plants with reduced roots and leaves that float freely •Hydrocharis morus-ranae (Frogbit) (Hydrocharitaceae) •Water Ferns (Salviniaceae) • Azolla sp. • Salvinia rotundifolia •Lemna minor (Duckweed) (Lemnaceae) Floating types: well developed floating plants •Eichornia crassipes (Water Hyacinth)

(Pontederiaceae)

Eichornia crassipes

Nymphaeids: plants rooted in the bottom but with leaves floating on the water surface • Nymphaea (Nymphaceae) • Victoria Helophytes: plants rooted in the bottom with overwintering buds below the surface but with leaves above the waterline •Colocasia esculenta (Taro) (Araceae) •Eleocharis tuberosa (Water Chestnut) (Cyperaceae) •Cyperus papyrus (Papyrus) (Cyperaceae) •Iris-family aquatics (Iridaceae) • Moreae sp. • Neomarica northiana •Geogenanthus sp. (Commelinaceae) •Wachendorfia (Commelinaceae) Amphiphytes: plants adapted to live either submerged or on land •Bacopa monnieri (Water Hyssop) (Scrophulariaceae) •Oryza sativa (Rice) (Poaceae) Wetland Trees •Rhizophora mangle (Mangrove) (Rhizophoraceae) •Pachira aquatica (Malvaceae)

Nymphaea colorata

Pachira aquatica

COLLECTION: PLANT POLLINATION SYNDROMES DESCRIPTION:

Pollination syndromes are suites of plant flower traits that have evolved in response to natural selection imposed by different pollen vectors, which can be abiotic (wind and water), or biotic such as birds, insects, and mammals. Greenhouse visitors can better understand the forces of coevolution that contributed to the diversification of plant species as they observe vivid examples of these different pollination syndromes in the collections.

PRIMARY THEMES: TH1-Plant Evolution, TH2-Plant Needs, TH3-Adaptations, TH4-Ecological Relationships, TH5-Conservation, TH6-Science Happens Here SUBTHEMES: TH4A-Pollination, TH1A-Convergent Evolution, TH1B-Divergent Evolution, Coevolution, TH5B-Plants Support Life CONTENTS: Bat Pollination (Chiropterophily) • Agave parryi (Asparagaceae) • Crescentia cujete (Calabash Tree) (Bignoniaceae) • Carnegia gigantea (Cactaceae) • Hylocereus undatus (Cactaceae) • Pachycereus spp. (Cactaceae) • Pilosocereus spp. (Cactaceae) • Selenicereus spp. (Cactaceae) • Stenocereus queretaroensis (Cactaceae) • Cleome spinosa (Cleomaceae) • Strongylodon macrobotrys (Jade Vine) (Fabaceae) • Pachira aquatica (Malvaceae) • Passiflora mucronata (Passifloraceae) • Passiflora pendulaflora (Passifloraceae) • Piper spp. (Piperaceae) • Cestrum nocturnum (Solanaceae) Bird Pollination (Ornithophily) • Catharanthus roseus (Apocynaceae) • Impatiens niamniamensis (Balsaminaceae) • Impatiens hians (Balsaminaceae) • Tillandsia ionantha (Bromeliaceae) • Costus barbatus (Costaceae) • Calliandra emarginata (Fabaceae) • Mimulus cardinalis (Phrymaceae) • Aeschynanthus lobbianus (Gesneriaceae) • Strelitzia juncea (Strelitziaceae) • Strelitzia reginae (Strelitziaceae) • Aloe arboresens (Xanthorrhoeaceae) Moth Pollination (Phalaenophily) • Pachypodium spp. (Apocynaceae) • Epiphyllum spp. (Cactaceae) • Sinningia tubiflora (Gesneriaceae) • Angraecum sesquipedale (Darwin’s Orchid) (Orchidaceae) • Jumellea comorensis (Orchidaceae) • Sansevieria spp. (Ruscaceae) • Brugmansia sp. (Angel’s Trumpet) (Solanaceae) • Datura sp. (Angel’s Trumpet) (Solanaceae) • Nicotiana sp. (Solanaceae) • Cestrum nocturnum (Solanaceae)

Agave parryi

Strongylodon macrobotrys

Mimulus cardinalis

Strelizia reginae

Brugmansia sp.

Butterfly Pollination (Psychophily) • Pinguicula sp. Bee Pollination (Melittophily) • Centaurea cyanus (Asteraceae) • Opuntia spp. (Prickly Pear) (Cactaceae) • Acca sellowiana (Feijoa) (Myrtaceae) • Lycaste aromatica (Orchidaceae) • Stanhopea spp. (Orchidaceae) • Passiflora edulis (Passifloraceae) • Mimulus lewisii (Phrymaceae) • Begonia sp. (Begoniaceae) Wasp Pollination • Gongora spp. (Orchidaceae) • Ficus carica (Moraceae) Fly/Gnat Pollination (Sapromyophily) • Ceropegia spp. (Apocynaceae) • Stapelia spp. (Apocynaceae) • Amorphophallus spp. (Araceae) • Arisarum proboscideum (Araceae) • Aristolochia spp. (Aristolochiaceae) • Austrobaileya scandens (Austrobaileyaceae) • Ferraria crispa (Iridiaceae) • Theobroma cacao (Chocolate) (Malvaceae) • Nepenthes spp. (Nepenthaceae) • Bulbophyllum grandiflorum (Orchidaceae) • Dracula bella (Orchidaceae) • Trichoceros muralis (Orchidaceae) Beetle Pollination (Cantharophily) • Monstera deliciosa (Araceae) • Cycas spp. (Cycadaceae) • Nymphaea spp. (Nymphaeaceae) • Victoria cruziana (Nymphaeaceae) • Uncarina grandidieri (Pedaliaceae) • Magnolia figo (Magnoliaceae) • Zamia spp. (Zamiaceae)

Stanhopea sp.

Aristolochia grandiflora

Nymphaea sp.

Sasa sp.

Rodent/Possum/Gerbil Pollination • Massonia bifolia (Asparagaceae) • Massonia depressa (Asparagaceae) Wind Pollination • Sasa sp. (Bamboo) (Poaceae)

Eichornia crassipes

Water Pollination • Lycopodium clavatum (Lycopodiaceace) • Eichornia crassipes (Water Hyacinth) (Pontederiaceae) • Rhizophora mangle (Mangrove) (Rhizophoraceae) Self-Pollinated (Cleistogamous- flowers self-pollinate without opening) • Pavonia hastata (Malvaceae) Pavonia hastata

COLLECTION: CARNIVOROUS PLANTS DESCRIPTION:

Adapted to environments that provide restricted access to nutrients such as acidic bogs and rock outcroppings, members of this collection derive additional nutrition from by attracting, trapping, killing and digesting prey. Prey can include insects, amphibians, reptiles, mammals and birds. Carnivorous plants are charismatic crowd pleasers that capture the attentions and imaginations of visitors. Trapping mechanisms include pitfalls (Pitcher Plants), sticky flypaper traps (Butterworts & Sundews), snap traps (Venus flytraps), and underwater bladder traps (Bladderworts).

PRIMARY THEMES: TH1-Plant Evolution, TH2-Plant Needs, TH3-Adaptations, TH4-Ecological Relationships, TH5-Conservation, TH6-Science Happens Here SUBTHEMES: TH4A-Pollination, Low-Nutrient adaptations, Plant Movement CONTENTS: •Cephalotus (Albany Pitcher Plant) (Cephalotaceae) •Drosera (Sundews) (Droseraceae) •Dionaea (Venus Flytrap) (Droseraceae) •Pinguicula (Butterworts) (Lentibulariaceae) •Utricularia (Bladderworts) (Lentibulariaceae) •Nepenthes (Tropical Pitcher Plants) (Nepenthaceae) •Darlingtonia (California Pitcher Plant) (Sarraceniaceae) •Heliamphora (Sun Pitchers) (Sarraceniaceae) •Sarracenia (North American Pitcher Plants) (Sarraceniaceae) •Brocchinia (Bromeliaceae)

Sarracenia flava

Drosera binata

COLLECTION: MOVEMENT PLANTS DESCRIPTION:

All plants move but most travel through space on a time scale long enough to be undetectable to the human eye. Plants move in their quest to fulfill basic needs like light, water, nutrients, and protection. A few unique plants have adapted the ability to move quickly and they thrill greenhouse visitors with their response to touch. Others have evolved projectile seed dispersal methods and dramatically eject their mature seeds into new territory.

PRIMARY THEMES: TH1-Plant Evolution, TH2-Plant Needs, TH3-Adaptations, TH4-Ecological Relationships, TH5-Conservation, TH6-Science Happens Here SUBTHEMES: TH4A-Pollination, Low-Nutrient adaptations, Plant Movement CONTENTS: Dionaea muscipula •Mimosa pudica (Sensitive Plant) (Fabaceae) •Desmodium motorium (Telegraph Plant) (Fabaceae) •Dionaea (Venus Fly Trap) (Droseraceae) •Drosera (Sundew) (Droseracae) •Utricularia (Bladderworts) (Lentibulariaceae) •Opuntia sp. (Cactaceae) •Dorstenia multiradiata (Moraceae) •Ecballium agreste (Cucurbitaceae) Mimosa pudica

COLLECTION: PLANTS WITH MICROORGANISM ASSOCIATIONS DESCRIPTION:

Plants and microorganisms have evolved relationships that increase the plant’s ability to absorb water and nutrients from the environment. Plants in this collection are exceptional examples of this phenomena and help give visitors an impression of the extent to which interspecies ecological relationships have evolved over time.

PRIMARY THEMES: TH1-Plant Evolution, TH2-Plant Needs, TH3-Adaptations, TH4-Ecological Relationships, TH5-Conservation SUBTHEMES: TH5- Plants Support Life, Ecosystem Health CONTENTS: •Azolla sp. (Salivniaceae) (Anabaena azollae fixes nitrogen within leaves and is used as an organic fertilizer in rice paddy fields) •Cycads (Cycadacae) (Cyanobacterium, NOSTOC, form root associations, living within coraliform roots and fixing nitrogen. It also produces a neurotoxin that accumulates in cycad ‘fruits’ ) •Legumes (Fabaceae) (Rhizobium bacterium inhabits root nodules, fixing nitrogen) •Liverworts (Marcantia) (Marcantiaceae) (Cyanobacterium, NOSTOC, colonizes thalli and fixes nitrogen) •Orchids (Orchidaceae) (Mycorrhizal fungal associations are needed for seeds to germinate) •Psychotria punctata (Rubiaceae) (Klebsiella rubiacearum, a nitrogen fixing bacteria, are leaf endophytes. Trichomes on the plant’s shoot tips secrete mucilage to encourage bacterial colonies to grow in nodules on the leaves)

Azolla sp.

Calliandra emarginata

Psychotria punctata

COLLECTION: ANT PLANTS DESCRIPTION:

While relationships between insects like bees and plants are well known, public knowledge of myrmecophily (mutualistic relationships with ants) is less widespread. The myrmecophilous plant collection including trees, vines, ferns, and herbaceous species gives visitors examples of plant structural adaptations that foster ant-plant relationships. For example, many ant plants produce food sources such as extrafloral nectaries that secrete sugars or high energy nutritive beltian bodies on leaf tips. Ant Plants may also produce seeds with elaiosomes, a food reward that encourages ants to transport the seeds back to their colony. Nesting sites for ants such as hollow thorns or cavities in many ant plants called domatia can also be observed. In exchange for the provision of food and shelter, ants provide services such as protection, reduction of competition, and seed dispersal.

PRIMARY THEMES: TH1-Plant Evolution, TH2-Plant Needs, TH3-Adaptations, TH4-Ecological Relationships, TH5-Conservation SUBTHEMES: TH5A- Plants Support Life, Seed Dispersal, Secondary Compounds CONTENTS: •Dischidia major (Apocynaceae) •Richinus communis (Euphorbiaceae) •Acacia collinsii (Fabaceae) •Monolena primuliflora (Melastomataceae) •Myrmecophila tibicinis (Orchidaceae) •Myrmecodia beccari (Rubiaceae) •Myrmecodia solomonensis (Rubiaceae) •Mymecodia tuberosa (Rubiaceae) •Passiflora spp. (Passifloraceae) •Hydnophytum sp. (Rubiaceae) •Lecanopteris pumila (Rubiaceae) •Cercropia peltata (Urticaceae)

Acacia collinsii

Cercropia peltata

COLLECTION: PLANTS WITH SPECIALIZED PHOTOSYNTHESIS DESCRIPTION:

Students of plant physiology and biochemistry take special interest in photosynthetic pathways and their variations presented in this collection.

PRIMARY THEMES: TH1-Plant Evolution, TH2-Plant Needs, TH3-Adaptations, TH4-Ecological Relationships, TH5-Conservation SUBTHEMES: CAM & C4 Photosynthesis, Drought Tolerance Adaptations, Biochemistry CONTENTS: C3 Photosynthesis: Most plants use the C3 photosynthetic pathway. It is called C3 because the CO2 that enters through the stomata during the day is first incorporated into a 3-carbon compound. Photosynthesis takes place throughout the leaf in C3 plants. RUBISCO, the enzyme involved in photosynthesis, is the enzyme involved in the uptake of CO2. Photosynthesis in C3 plants is more efficient that C4 and CAM plants under cool and moist conditions because it requires fewer enzymes and less specialized anatomy. •Many examples C4 Photosynthesis: Called C4 because the CO2 is first incorporated into a 4-carbon compound, this photosynthetic pathway uses a specialized enzyme to uptake CO2 and deliver it to RUBISCO for photosynthesis. This allows CO2 to be taken up very quickly so that stomata can close, reducing water loss. In C4 plants, stomata open during the day and photosynthesis takes place in specialized inner cells referred to as Kranz Anatomy. C4 plants photosynthesize faster than C3 plants under high light and high temperature conditions. •Zea mays (Corn/Teosinte) •Cyperus papyrus CAM Photosynthesis: First discovered in the Crassulaceae family, Crassulaceaen Acid Metabolism (CAM) stores CO2 in the form of an acid before use in photosynthesis. CAM plants tend to open their stomata and uptake CO2 during the night when the evaporation rate is lower. CAM is adapted to arid conditions as it helps plants avoid desiccation and survive very dry periods. The pathway however limits growth rate due to its reliance on stored carbon dioxide. •Crassulaceae Family •Bromeliaceae Family •Agave spp. •Cactaceae Family Non-Photosynthesizing Plants: Myco-heterotrophic plants have adapted a symbiotic relationship with certain kinds of fungi, in which the plant gets all or part of its food from parasitism upon fungi rather than from photosynthesis. •Some Orchidaceae species

Angiopteris evecta (C3)

Zea mays (C4)

Adromischus maculatus (Crassulaceae) (CAM)

Dendrophylax lindenii

Non-leaf Photosynthetic Structures: While photosynthesis takes place primarily in the leaves of most plants, some species have developed photosynthetic capability in other areas such as roots and stems. • Dendrophylax lindenii (roots) (Orchidaceae) • Cactaceae (stems) • Euphorbiaceae (stems) • Stapelia spp. (Stems) (Apocynaceae) Stapelia gigantea

COLLECTION: TREE OF PLANT LIFE DESCRIPTION:

This collection traces the evolution of plant life on earth, including both living fossils and many members of early-evolved families. A selection of these plants will be chosen for use in the “Plant Tree of Life” display while others are maintained for use in UW courses such as Trends in Land Plant Evolution and Plant Identification & Classification. Plants are grown from each genus or family listed in this collection unless otherwise noted. ( *No greenhouse collections. )

PRIMARY THEMES: TH1-Plant Evolution, TH2-Plant Needs, TH3-Adaptations, TH4-Ecological Relationships, TH5-Conservation, TH6-Science Happens Here CONTENTS: •Green Algae •“Bryophytes” • Liverworts (Marchantiaceae) • Marchantia • Lunularia cruciate • Conocephalum conicum • Hornworts (Anthocerotaceae) • Anthoceros sp. • Mosses • Sphagnaceae •Lycophytes • Selaginellaceae • Lycopodiaceae • Lycopodium • Lycopodiella • Huperzia •Ferns • Whisk Ferns (Psilotales) • Psilotum • Horsetails (Equisetophytes) • Equisetum • Snake Tongue Ferns (Ophioglossales) • Ophioglossum petiolatum • Helminthostachys zeylanica • Marattioid Ferns (Marattiales) • Angiopteris evecta • True Ferns (Leptosporangiates) • Bristle Ferns (Hymenophyllales) • Trichomanes javanicum • Royal Ferns (Osmundales) • Todea barbara • Leptopteris hymenophylloides • Osmunda cinnamomea • Water Ferns (Salvinales) • Marsileaceae • Salviniaceae • Azollaceae • Tree Ferns (Cyatheales) • Dicksonia antarctica • Cibotium glaucum • Cyathea australis • Schizaeaeoid Ferns (Schizaeales) • Anemia • Lygodium

Marcantia sp.

Selaginella kraussiana

Huperzia squarrosa

Psilotum nudum

Equisetum hymenale

• Polypod Ferns (Polypodiales) • Pteridaceae • Adiantum (Maidenhair Ferns) • Acrostichum (Leather Ferns) • Actiniopteris (Ray Ferns) • Coniogramme (Bamboo Ferns) • Doryopteris • Hemionitis • Parahemionitis • Pityrogramma (Gold Back Ferns) • Pteris (Brake) • Vittaria • Dryopteridaceae • Elaphoglossum (Deer Tongue Ferns) • Polystichum • Dryopteris (Wood Fern) • Aspleniaceae (Spleenworts) • Asplenium • Camptosorus • Dennstaedtiaceae (Bracken Fern Family) • Dennstaedtia • Hypolepis • Spermatophytes (Seed Plants) • Gymnosperms • Cycads (Cycadales) • Cycadaceae • Cycas • Stangeriaceae • Stangeria • Zamiaceae • Dioon • Encephalartos • Zamia • Ceratozamia • Ginkgoes (Ginkgoales) • Ginkgaceae • Conifers (Pinales) •Pinaceae* • Araucariaceae • Agathis • Araucaria • Wollemia nobilis • Podocarpaceae • Afrocarpus • Nageia • Podocarpus • Retrophyllum • Sciadopityaceae • Sciadopitys verticillata •Cupressaceae • Metasequoia glyptostroboides • Taxaceae • Torreya californica •Gnetophytes (Gnetales) •Epheraceae • Ephedra •Welwitschiaceae • Welwitschia mirabilis •Gnetaceae • Gnetum gnemon

Adiatum sp.

Zamia furfuracea

Wollemia nobilis

Sciadopitys verticillata

Welwitschia mirabilis

Gnetum gnemon

• Angiosperms • ANA Grade • Amborellales • Amborella trichopoda • Nymphales • Victoria cruziana • Nymphaea •Austrobaileyales • Austrobaileya scandens Magnolia figo Orchid: Dendrobium indivisum •Magnoliids •Chloranthales • Sarcandra glabra •Magnoliales • Magnolia figo •Laurales • Cinnamomum kotoense •Canellales • Drimys* •Piperales Asarum maximum Nelumbo nucifera • Aristolochiaceae • Aristolochia • Asarum • Piperaceae • Peperomia • Piper • Sauraceae • Houttuynia cordata •Monocots • Alismatales Beaucarnea recurvata (Asparagaceae) Petrea volubilis (Asteridae) • Araceae • Poales • Hydrocharitaceae • Bromeliaceae • Elodea • Eriocaulaceae • Hydrocharis • Cyperaceae • Dioscoreales • Restionaceae • Dioscoreaceae • Poaceae • Tacca chantrieri •Commelinales • Dioscorea • Commelinaceae • Pandanales • Haemondoraceae • Velloziaceae • Pontederiaceae • Barbacenia purpurea •Zingerberales • Pandanceae • Musaceae • Freycinetia • Streliziaceae • Cyclanthaceae • Cannaceae • Ludovia integrifolia • Marantaceae • Liliales • Zingiberaceae • Colchicaceae • Costaceae •Gloriosa superba •Eudicots • Asparagales •“Basal Tricolpates” • Orchidaceae • Ranunculales • Hypoxidaceae • Berberidaceae* • Curculigo capitulata • Ranunculaceae* • Tecophilaeaceae • Papaveraceae* • Cyanastrum cordifolium • Proteales • Iridaceae • Nelumbonaceae • Xanthorrhoeaceae • Proteaceae • Amaryllidaceae •Rosids • Asparagaceae • Fabidae • Arecales • Malvidae • Aracaceae (Palmae) •Caryophyllidae •Asteridae

COLLECTION: LYCOPHYTES (LYCOPODIALES) DESCRIPTION:

Lycophytes, also know as Clubmosses, are spore-bearing, vascular terrestrial or epiphytic plants. Club mosses are the oldest group of vascular plants that are still exisiting on earth today. Though they tend to be more marginal members of ecosystems today, 300 million years ago during the Carboniferous period, they dominated habitats, with some species reaching more than 100 feet high. Club mosses are cosmopolitan, occurring worldwide. Used to study mass extinction and climate change by a UW researcher, this collection is part of one of the most extensive living lycopsid collections in the United States.

PRIMARY THEMES: TH1-Plant Evolution, TH2-Plant Needs, TH3-Adaptations, TH5-Conservation, TH6- Science Happens Here SUBTHEMES: Paleobotany, Tree of Life CONTENTS: • Huperzia • H. carniata • H. chinensis • H. cuernavacensis • H. hamiltonii • H. nummularifolia • H. occidentalis • H. obtusifolia • H. pinifolia

• H. prolifera • H. selago • H. sp. • H. squarrosa • H. tetrasticha

•Lycopodiella • L. alopecuroides • L. appressa • L. cernua • L. inundata •Lycopodium • L. annotinum • L. clavatum

Lycopodium clavatum

COLLECTION: SELAGINELLA DESCRIPTION:

Selaginella or Spikemoss is an early-evolved monotypic genus that adds to the greenhouse’s lush green atmosphere. Visitors take notice of species with colorful foliage and unusual forms. With simple, scale-like leaves on branching stems, low-growing Selginella species are found around the world. The evolution of a vascular system in Selaginella allowed it to surpass mosses and liverworts in size. Relatives of the living members of this family were important components of ancient forests. Greenhouse visitors are intrigued to discover that three hundred million years later, the fossil fuels we burn today are composed largely of Selaginella carbon. Selaginella helps visitors explore just how dependent humans are on plants, illustrating that our relationship is complex, going well beyond food and shelter.

Selaginella • S. badre • S. biformis • S. borealis • S. concinna • S. densa • S. hoffmanii • S. inaequalifolia • S. involvens • S. kraussiana

• S. lobbii • S. martensii • S. moellendorffii • S. oaxacana • S. oregano • S. pallescens • S. peruviana • S. plana • S. porphyrospora • S. revoluta

• S. rupincola • S. sanguinolenta • S. sericea • S. serpens • S. siamensis • S. sylvestris • S. umbrosa • S. viticulosa • S. wallacei • S. wildenowii

Selaginella siamensis

COLLECTION: ZINGERBERALES DESCRIPTION:

The Order Zingiberales consists of eight separate plant families and over 2000 species. Most members of these eight families are native to tropical regions around the world and many are cultivated as ornamentals and agriculturally. Many culinary spices and traditional medicinal foods are found in Zingerberales. The strong scents and striking flower pigments of this collection take visitors on a sensory adventure.

PRIMARY THEMES: TH1-Plant Evolution, TH2-Plant Needs, TH3-Adaptations, TH4-Ecological Relationships, TH5-Conservation, TH6- Science Happens Here SUBTHEMES: TH5A- Plants Support Life, TH1B-Divergent Evolution, TH4A Pollination, Invasive Species, CONTENTS: Cannaceae (Canna Family) • Canna coccinea Costaceae (Costus Family) • Costus barbatus • Costus osae • Costus claviger Marantaceae (Arrowroot Family) • Ctenanthe amabilis • Ctenanthe oppenheimiane Musaceae (Banana Family) • Musa acuminata ‘Cavendish’ (Cavendish Banana) • Musa velutina (Pink Banana) Strelitziaceae • Ravenala madagascariensis • Strelitzia reginae (Bird of Paradise) Zingiberaceae (Ginger Family) • Alpina zerumbet • Amomum aromaticum • Curcuma longa • Globba winitii (Dancing Ladies) • Hedychium horsfieldii • Hedychium coronarium • Hedychium gardnerianum • Zingiber officinale (Ginger)

Canna coccinea

Musa velutina

Costus osae

Hedychium horsfieldii

Hedychium gardnerianum

COLLECTION: ORCHIDS DESCRIPTION:

Visitors to the UW Botany Greenhouse, accustomed to seeing commonly cultivated orchids like Phalaenopsis, are astonished by the variety of sizes, forms and colors of the Orchid Collection. Specimens range from miniature epiphytic orchid plants less than 2 inches across to the massive terrestrial Grammatophyllum speciosum, the world’s largest orchid at more than 10 feet wide. With over 1,100 species, the Orchid Collection gives visitors a sense of the diversity and size of what may be the largest flowering plant family. Orchids have been successful in colonizing almost every habitat type, from the tundra, to temperate forests, to the desert, to tropical rainforests, to the seashore. They are some of the most evolutionarily advanced of the monocots with adaptations for pollination, drought tolerance, and forming fungal associations. The stories of these remarkable specializations fascinate visitors and illustrate the complexity and value of some of the planet’s most endangered habitats.

PRIMARY THEMES: TH1-Plant Evolution, TH2-Plant Needs, TH3-Adaptations, TH4-Ecological Relationships, TH5-Conservation SUBTHEMES: TH4A-Pollination, TH1B-Divergent Evolution, TH5A-Plants Support Life CONTENTS:

• Acianthera • Acineta • Aerangis • Aerides • Anathallis • Angraecum • Anguloa • Ansellia • Arachnis • Arundina • Ascocentrum • Aspasia • Barkeria • Bifrenaria • Blettila • Brassavola • Brassia • Bryobium • Bulbophyllum • Calanthe • Calopogon • Camaridium • Catasetum • Cattleya • Ceratostylis • Chodroscaphe • Christensonella • Chysis • Cirrhaea • Cochleanthes • Coelia • Coelgyne • Coryanthes • Cuitlauzina

• Cymbidium • Cyrtochilum • Cyrtopodium • Dendrobium • Dendrochilum • Dendrophylax • Dianphananthe • Dichaea • Dimorphorchis • Dinema • Domingoa • Dracula • Dryadella • Encyclia • Epidendrum • Euanthe • Eulophia • Flickingeria • Gomesa • Gongora • Grammatophyllum • Guarianthe • Heterotaxis • Hygrochilus • Isabella • Isochilus • Jumellea • Kefersteinia • Laelia • Lepanthes • Leptotes • Liparis • Lockhartia • Lycaste • Masdevallia

Bifrenaria harrisoniae

Brassia longissima

Bulbophyllym ramosii

Coelogyne lawrenciana

• Maxillaria • Maxillariella • Mediocalcar • Meiracyllium • Miltonia • Miltoniopsis • Mormolyca • Mycaranthes • Myrmecophila • Neobenthamia • Neofinetia • Octomeria • Oncidium • Pabstiella • Paphiopedilum • Parapteroceras • Peristeria • Phaius • Phalaenopsis • Phloeophila • Pholidota • Phragmipedium • Pinalia • Pleurothallis • Pogonia • Polystachya • Porroglossum • Promenaea • Prosthechea • Psychopsis • Renanthera • Restrepia • Restrepiella • Rhetinantha • Rhyncholaelia • Rhynchostele • Rhynchostylis • Rhyncolaelia • Rodriguezia • Rossioglossum • Rudolfiella • Sarcochilus • Scaphosepalum • Scaphyglottis • Sobralia • Stanhopea • Stelis • Stenia • Sudamerlycaste • Symphoglossum • Tolumnia • Trichoceros • Trichoglottis • Trichopilia • Trigonidium • Trisetella

• Vanda • Vandopsis • Warczewiczella • Xylobium • Zootriphion • Zygopetalum Oncidium ampliatum

Dendrobium farmeri

Paphiopedilum urbanianum

Dendrobium speciosum compactum

Peristeria pendula

Gomesa radicans

Renanthera imshootiana

Kefersteinia tolimensis

Restrepia trichoglossa

Lycaste deppei

Trichopilia tortilis

COLLECTION: ARIODS DESCRIPTION:

Members of the Araceae family are quite recognizable in flower, and a couple could even be called botanical celebrities because of their popularity with visitors. Ariods are characterized by a spadix type inflorescence, with small flowers borne on a fleshy stem, often nested within a spathe, a curved leaf like bract. Many species are tuberous or rhizomatous. Plants in this family are often thermogenic, producing heat when in flower to attract pollinators like beetles for example. Amorphophallus titanium is one of the most infamous members of the Ariod Collection, producing the largest unbranched inflorescence in the world that produces the foul odor referred to in its common name, Corpse Flower. Edible members of this family include Taro (Colocasia esculenta), Konjac (Amorphophallus konjac) and Mexican Breadfruit (Monstera deliciosa).

PRIMARY THEMES: TH1-Plant Evolution, TH2-Plant Needs, TH3-Adaptations, TH4-Ecological Relationships, TH5-Conservation, SUBTHEMES: TH4A-Pollination, Thermogenic Plants CONTENTS: Aglanema tricolor Alocasia cuprea Amorphophallus • A. abyssinicus • A. bulbifer • A. excentricus • A. haematospadix • A. henryi • A. konjac (Konjac) • A. krausei • A. lewallei • A. maximus • A. napalensis • A. paeonifolius • A. prainii • A. sp. • A. titanum (Corpse Flower) • A. variabilis • A. yuloensis • A. yunnanensis Anchomanes welwitchia Anthurium • A. polyschistum • A. andraeanum • A. luxurians • A. veitchii • A. gracile • A. warocqueanum

Arisarum proboscideum Caladium hortulanum Colocasia esculenta (Taro) Dieffenbachia sp. Dracontium gigas Monstera • M. deliciosa • M. pittieri • M. siltepecana • M. sp. Phildendron • P. verrucosum • P. sp. • P. selloum • P. squamiferum Remusatia vivipara Rhaphidophora • R. sulcata • R. decursiva Schismatoglottis pictus Scindapsus pictus Spathicarpa sagittifolia Spathiphyllum wallsii Zamioculcas zamiifolia Zantedeschia elliottiana

Amorphophallus bulbifer

Amorphophallus titanum

Philodendron selloum

Spathicarpa sagittifolia

COLLECTION: BROMELIADS DESCRIPTION:

The Pineapple is probably the most famous member of the Bromeliad Collection. For many, it is a surprise to learn that the fruit does not grow on a tree but on the ground. Pineapples, like other Bromeliads, are native to the tropical and subtropical regions of the Americas. Common characteristics include spiral arrangement of leaves, tiny leaf scales called trichomes that absorb water and shield plants from solar radiation, and vegetative production of offsets. Many bromeliads are epiphytes living in the rainforest canopy and exhibit drought tolerant adaptations to cope with the lack of water in that soilless habitat.

PRIMARY THEMES: TH1-Plant Evolution, TH2-Plant Needs, TH3-Adaptations, TH4-Ecological Relationships, TH5-Conservation SUBTHEMES: TH5A-Plants Support Life, TH4A-Pollination, Epiphytes, Drought Tolerance Adaptations CONTENTS: •Pitcairnioideae Subfamily- Most ancient lineage- most resemble grass family from which they evolved. Terrestrial or grow on rocks. Common to arid and high-altitude regions. More developed root system than other bromeliads. Very spiny leaves. Dry capsules with small wingless seeds. • Broncchinia • Deuterocohnia (Abromeitiella) • Dyckia • Hechtia Abromeitiella chlorantha • Pitcairnia • Puya •Bromelioideae Subfamily- Mostly contains epiphytic species. Tank bromeliads. Spiny leaves. Wet seeds usually dispersed by birds and animals that consume fruits. • Aechmea • Ananas (Pineapple) • Billbergia • Crypthanthus • Hohenbergia • Neoregelia • Portea • Quesnelia •Tillandsioideae Subfamily- Mostly contains epiphytic species. Spineless leaves. Dry capsule with winged seeds (wind dispersed). • Catopsis • Guzmania • Tillandsia • Vriesea

Dychia pseudococcinea

Bromelioideae members

Tillandsia sp.

COLLECTION: BEGONIAS DESCRIPTION:

While many are familiar with garden begonias, the greenhouse collection offers some more unusual specimens that help visitors imagine the genus in its native tropical context. Begonia is the sixth largest angiosperm genus, with more than 1,600 species occurring in moist tropical and subtropical climates. Begonias are monoecious with unisexual male and female flowers occurring separately on the same plant. Begonia leaves are often asymmetric and variegated. Horticulturally, begonias are a prime example of a plant that is commonly propagated by leaf cuttings. With elements both familiar and completely foreign, the Begonia Collection presents the possibility of a fresh encounter with a popular garden plant.

PRIMARY THEMES: TH1-Plant Evolution, TH2-Plant Needs, TH3-Adaptations, TH4-Ecological Relationships, TH5-Conservation SUBTHEMES: TH4A-Pollination, Horticulture CONTENTS: Begonia

• B. antsiranensis • B. bipinnatifida • B. boliviensis • B. burkillii

• B. foliosa • B. fuchsiodes • B. herbacea • B. hispida

• B. incana • B. luxurians • B. mannii • B. rajah • B. sizemoreae

Begonia luxurians

COLLECTION: GESNERIADS DESCRIPTION:

The Gesneriad Collection has some of the most decorative tropical plants, often boasting showy blooms in eye-popping colors. Species in the Gesneriaceae family are found primarily in the tropical regions of the New and Old World. The best known member of this family is the African violet (Saintpaulia), wild species of which are members of this collection.

PRIMARY THEMES: TH1-Plant Evolution, TH2-Plant Needs, TH3-Adaptations, TH4-Ecological Relationships, TH5-Conservation SUBTHEMES: TH4A-Pollination CONTENTS:

Aeschynanthus • A. lobbianus • A. speciosus • A. tengchungensis Chirita ‘Chastity’ Columnea • C. dodsonii • C. microphylla • C. minor Corytoplectus cutucuensis Drymonia • D. turrialvae • D. decora Episcia • E. dianthiflora • E. liliacina Gasteranthus atratus

Gloxinia sylvatica Mitraria coccinea Nematanthus nummulararia Rynchoglossum gardener Rhytidophyllum tomentosum Saintpaulia • S. rupicola • S. intermedia • S. confuse • S. diplotricha • S. tongwensis Sinningia • S. tubiflora • S. canescens Streptocarpus • S. ‘Kim’ • S. saxorum

Episcia dianthiflora

Gloxinia sylatica

COLLECTION: PASSIONFLOWERS DESCRIPTION:

With over 500 species, the genus Passiflora is one of the most diverse genera in the plant kingdom. Most Passionflowers are native to South and Central America. The subject of research at UW, the flowers of different species display stunning color, shape and scent adaptations to attract different pollinators including hummingbirds, bees, wasps, and bats. Adaptations in leaves such as varied shape, egg-like patterning, cyanide-based secondary compounds and the presence of nectaries to feed ant symbionts serve to deter herbivory. Christian missionaries named the Passion Flower for the Passion of the Christ due to a correlation between elements of the crucifixion story and the numbers of stigma, stamen, and sepals in the flowers. An assortment of the brilliant colors and intricate forms of the Passionflower Collection arranged together in a tray makes a standout display and is the subject of many visitor photos.

PRIMARY THEMES: TH1-Plant Evolution, TH2-Plant Needs, TH3-Adaptations, TH4-Ecological Relationships, TH5-Conservation, TH6-Science Happens Here SUBTHEMES: Ethnobotany, Pollination, TH5A-Plants Support Life, TH5B-Intelligence of Nature CONTENTS: Passiflora • P. actinia • P. aculeate • P. alata • P. ambigua • P. amethystina • P. biflora • P. boenderi • P. cincinnata • P. Columbiana • P. coriacea • P. costaricensis • P. deltoifolia • P. edulis • P. giberti • P. glauca • P. guatemalensis • P. helleri • P. holosericea • P. jamesonii • P. lancetillensis • P. laurifolia • P. maliformis • P. manicata • P.menispermifolia • P. miersii • P. misera • P. mooreana • P. morifolia • P. mucronata

• P. murucuja • P. nephrodes • P. oerstedii • P. organensis • P. perfoliata • P. platyloba • P. pulchella • P. quadrangularis • P. racemosa • P.sanguinolenta • P. seemanii • P. serratifolia • P. serrate-digitata • P. serrulata • P. sp. ‘Elizabeth’ • P. sexflora • P. spruce • P. standleyi • P. suberosa • P. subpelata • P. tarminiana • P. tatei • P. telesiphe • P. tillifolia • P. trifasciata • P. trisecta • P. tulae • P. vitifolia • P. X descaisneana

Passiflora edulis

Passiflora boenderi

Passiflora display

COLLECTION: NEPENTHES (PITCHER PLANTS) DESCRIPTION:

Nepenthes are tropical pitcher plants from the monotypic family Nepenthaceae. Nepenthes are trap-type carnivorous plants, catching prey in highly modified pitcher-shaped leaf structures. The pitchers are filled with viscous fluid that drowns prey from which nutrients are absorbed into the plant. Prey, often attracted to the pitcher by nectar glands, slide into the pitcher due to the slippery texture of the rim. Some Nepenthes maintain mutualistic relationships with other organisms. In the case of the “Shrew Loo” from Borneo, shrews consume a sugary substance secreted upon the pitcher’s lid and defecate into the pitcher, thus providing the plant with a source of nutrients. Visitors admire the beauty of Nepenthes’ vibrant green traps while gaining an understanding of the evolutionary lengths plants have gone to in order to obtain nutrients.

PRIMARY THEMES: TH1-Plant Evolution, TH2-Plant Needs, TH3-Adaptations, TH4-Ecological Relationships, TH5-Conservation SUBTHEMES: Low-Nutrient adaptations, Carnivory CONTENTS:

Nepenthes • N. alata • N. albomarginata • N. ampullaria • N. bicalcarata • N. copelandii

• N. edwarsiana • N. ephippiata • N. jacquelineae • N. khasiana • N. maxima • N. mirabilis

• N. rafflesiana • N. reinwardtiana • N. sanguinea • N. spectabilis • N. truncate • N. veitchii • N. ventricosa

“Shrew Loo” Nepenthes

COLLECTION: ARISTOLOCHIAS DESCRIPTION:

The Aristolochiaceae is a family of basal angiosperms known for their unusually shaped and atypically colored flowers. Members of the genus Aristolochia commonly display pipe-like flowers and heart-shaped leaves while the genus Asarum (Wild Ginger) has radially symmetric flowers and kidney-shaped leaves. This collection exhibits many interesting pollination adaptations. The Aristolochia grandiflora vine for example emits a rotting meat-like odor to attract fly pollinators to it’s giant dark burgundy veined blooms. Meanwhile, low-growing Asarum maximum flowers attract pollinators with a distinctly mushroomy scent.

Asarum

Aristolochia grandiflora

• A. grandiflora • A. gigantea • A. manshuriensis • A. lindneri • A. maximum • A. magnificum

Asarum maximum

COLLECTION: XANTHORRHOEACEAE FAMILY DESCRIPTION:

Members of this diverse family have a wide but scattered distribution throughout the tropical and temperate zones of the planet. Flowers usually arise from a basal rosette of leaves, borne on a leafless stalk. The generas Aloe, Gasteria, and Haworthia are well represented in this collection. Many of the Haworthia specimens were wild-collected and have GPS coordinate records fron thier origin

PRIMARY THEMES: TH1-Plant Evolution, TH2-Plant Needs, TH3-Adaptations, TH4-Ecological Relationships, TH5-Conservation, TH6-Conservation SUBTHEMES: TH4A-Pollination, CONTENTS: Aloe • A. albiflora • A. arborescens • A. bellatula • A. cynicea • A. commutata • A. deltoideodonta var. contingua • A. descoingsii • A. dichotoma • A. fleurentinorum • A. harlana • A. haworthiodes • A. humilis • A. marlothii • A. millotii • A. ramosissima • A. rauhii • A. saponaria • A. sinkatana • A. vera Astroloba aspera Bulbine alooides Bulbine praemorsa Dianella ensifolia Gasteria • G. armstrongii • G. batesiana • G. baylissiana • G. caespitosa • G. disticha • G. ellaphieae • G. glauca • G. glomerata • G. liliputana • G. sp. • G. nigricans ssp. Monstrous • G. pillansii • G. rawlinsonii • G. tukhelensis Haworthia • Almost 600 different accessions, wild-collected in South Africa.

Aloe saponaria

Aloe vera

Gasteria disticha

Haworthia Collection

COLLECTION: ECONOMICALLY & CULTURALLY IMPORTANT PLANTS DESCRIPTION:

Visitors enjoy making the connection between tropical foods from around the world that they buy at the supermarket and the plants that they come from. The Economically Important Plants Collection features tropical and sub-tropical plants of economic importance due to their use in the production of foods, beverages, spices, containers and fiber. Many members of this collection are of ethnobotanical or historical importance such as Papyrus, Cotton, Rice, Chocolate, and Bananas. The Economically Important Plants Collection lends itself particularly to interpretation that tells about the influence plants have had on human history.

PRIMARY THEMES: TH1-Plant Evolution, TH2-Plant Needs, TH3-Adaptations, TH4-Ecological Relationships, TH5-Conservation, TH6-Conservation SUBTHEMES: Ethnobotany, TH5A-Plants Support Life, TH4B-Biological Pest Control, TH4A-Pollination, CONTENTS: • Konjac • Taro • Breadfruit • Mezcal Agave • Annato • Pineapple • Red Pitahaya • Ora-pro-nóbis • Prickly Pear • Papaya • Papyrus • Water Chestnut • Melinjo • Patchouli • Baobab • Calabash Tree • Cotton • Hibiscus • Chocolate • Moringa • Banana • Feijoa • Vanilla • Passionflower • Lemongrass • Rice • Corn/Teosinte • Coffee • Citrus • Miracle Berry • Ghost Chili • Tobacco • Ramie • Aloe • Ginger

Amorphophallus konjac (Araceae) Colocasia esculenta (Araceae) Monstera deliciosa (Araceae) Agave parryi (Asparagaceae Bixa orellana (Bixaceae) Ananas comosus (Bromeliaceae) Hylocereus undatus (Cactaceae) Pereskia aculeata (Cactaceae) Opuntia sp. (Cactaceae) Carica papaya (Caricaceae) Cyperus papyrus (Cyperaceae) Eleocharis tuberosa (Cyperaceae) Gnetum gnemon (Gnetaceae) Pogostemon patchouli (Lamiaceae) Adansonia digitata (Malvaceae) Cresentia cujete (Malvaceae) Gossypium sp. (Malvaceae) Hibiscus sabdariffa (Malvaceae) Theobroma cacao (Malvaceae) Moringa oleifera (Moringaceae) Musa sp. (Musaceae) Acca sellowiana (Myrtaceae) Vanilla planifolia (Orchidaceae) Passiflora edulis (Passifloraceae) Cymbopogon citratus (Poaceae) Oryza sativa (Poaceae) Zea mays (Poaceae) Coffea arabica (Rubiaceae) Citrus sp. (Rutaceae) Synsapalum dulcificum (Sapotaceae) Capsicum hybrid (Solanaceae) Nicotiana tabacum (Solanaceae) Boehmeria nivea (Urticaceae) Aloe vera (Xanthorrhoeaceae) Zingiber officinale (Zingiberaceae)

Hibiscus

Chocolate

Miracle Berry

Ghost Chili

COLLECTION: PLANT MODELS FOR DESIGN AND ENGINEERING DESCRIPTION:

The functional and aesthetic qualities in plants inspire engineers, scientists, designers, architects, and artists who visit the greenhouse. Examples from nature can spur innovation in materials, construction, appearance, and many other aspects of design. Plants in this collection have been highlighted in past tours but many more qualities of interest and plant examples can be added. With the development of nanotechnology, the potential to engineer materials inspired by the microstructures of plants is ever expanding.

PRIMARY THEMES: TH1-Plant Evolution, TH2-Plant Needs, TH3-Adaptations, TH4-Ecological Relationships, TH5-Conservation, TH6-Science Happens Here SUBTHEMES: TH5B- Inpiration from Nature, Design & Engineering CONTENTS: Tensile Strength and Flexibility • Passiflora sp. (tendrils stretch without breaking) • Victoria cruzinana (Strong yet flexible petioles)

Passiflora sexflora

Thermodynamics & Reflectivity • Peperomia dolbriformis (Leaf orientation and “windows” increase photosynthetic surface but minimize dessication) • Sinningia tubiflora (Fine silver hairs reflect light when dry, absorb when wet) Aerodynamics/Hydrodynamics • Nepenthes sp. (Slick surfaces of pitchers) • Utricularia sp. (Fine foliage withstands water current)

Sinningia tubiflora

Hydrophobic/Water Shedding Surfaces • Colocasia esculenta • Salvinia sp. Functional Shapes • Cereus peruvianus (Accordian shape provides structural strength, can expand and contract, and shades itself) Aesthetics and Decorative Motifs • Many examples!

Nepenthes mirabilis

MATHEMATICS IN PLANTS DESCRIPTION:

Patterns in nature that exhibit mathematical concepts have fascinated people for centuries. Beautiful examples of the Fibonacci sequence of numbers and the Golden Ratio are evident in plant structures such as leaf spirals, pinecones and seed heads.

Echeveria prolifera

PRIMARY THEMES: TH1-Evolution, TH2-Plant Needs, TH3-Adaptations, TH4-Ecological Relationships, TH5-Conservation SUBTHEMES: Mathematics CONTENTS:

•Aeonium spp. • Agave spp.

• Ananas comosus (Pineapple) • Echeveria spp.

Agave victoriae-reginae

APPENDIX A: UNIVERSITY OF WASHINGTON BIOLOGY GREENHOUSE PLANNING COMMITTEE MEMBERS Toby Bradshaw: Chair, Biology Department Damien Chapman: Associate Director of Advancement, Natural Sciences Veronica Di Stilio: Associate Professor, Biology Department Jennifer Doherty: Senior Lecturer, Biology Department Ron Gagliardo: Senior Manager of Horticultural Services, Amazon.com Robert Goff: Facilities Director, Biology Department Jeanette Milne: Interim Manager, Botany Greenhouse Lisa Tran: Advancement & Communications Officer, Biology Department

APPENDIX B: UNIVERSITY OF WASHINGTON BIOLOGY GREENHOUSE USER SURVEY QUESTIONS Botany Greenhouse User Survey Survey Introduction Hello and thank you for your willingness to participate in a brief survey about the University of Washington Botany Greenhouse. As you may have heard, the UW Department of Biology has announced exciting plans to build a new Life Sciences Complex, including a modern, energy-efficient greenhouse. (For more information on this project see the UW Biology Website: http://www.biology.washington.edu/life-sciences-complex) As the Botany Greenhouse enters this period of transition, it is time to take a closer look at the educational resources that the greenhouse provides to UW students, faculty and the public. Your survey responses will be used to help support, organize, and interpret greenhouse collections and resources as the Biology Department looks toward the future. Thank you for your valuable input, Kate Nowell M.A. Candidate in Museology, UW nowellk@gmail.com STUDENT SURVEY SAMPLE: 1. What is your relationship with the University of Washington? Student 2. Have you taken a course that utilized the Botany Greenhouse teaching collections? Yes/No 3. Have you utilized the Botany Greenhouse collections for research purposes? Yes/No 4. Have you used Botany Greenhouse teaching collections for learning that was not required by a class? Yes/No 5. Please indicate the maximum number of times in a school year you have participated in the following activities. (0, 1, 2-4, 5-9, 10-20, >20) Visited the greenhouse teaching collections with a class Visited the greenhouse teaching collections outside of class for study purposes Visited the greenhouse teaching collections outside of class for fun or for informal learning Visited the greenhouse teaching collections with non-students Used the greenhouse teaching collections to complete an assignment Used greenhouse facilities to conduct an experiment for a class Learned about research in the Botany Greenhouse Participated in the research done by UW faculty in the Botany Greenhouse Participated in student research in the Botany Greenhouse Participated in UW Farm Participated in the Urban Pollination Project Recommended visiting the Botany Greenhouse to someone else Brought someone to the Botany Greenhouse to show them plant collections or research 6. What subjects have you learned about from the greenhouse teaching collections? 7. What other topics (if any) might you like to learn or teach about in the future using greenhouse teaching collections? 8. What plants in the greenhouse teaching collections are your favorites? 9. What is the most interesting thing youâ&#x20AC;&#x2122;ve learned in the greenhouse?

APPENDIX C: UNIVERSITY OF WASHINGTON BIOLOGY GREENHOUSE SURVEY RESULTS SUMMARY 2015 Botany Greenhouse Survey Preliminary Results

Methods Surveys Collected: • Bio Faculty (Email from Greenhouse Planning Committee) • K-12 & Community College Teachers (Email from KN) • Students (Email from Professor) o BIO 441 Trends in Land Plant Evolution o BIO 425 Plant Physiology & Development o BIO 356 Foundations in Ecology o CLAS 205 Bioscientific Vocab Building from Latin & Greek • Staff, Volunteers, Collaborators (Email from KN) • Alumni Docents (Email from KN) • Greenhouse Visitors (Mini-fliers from KN & Greenhouse Staff) Quantitative Measures o Subjects Taught/Learned Frequency o Visitation & Use Patterns (analysis incomplete) Qualitative Measures • Coded using NVIVO Software to get rough idea of occurrences o Overall benefits of collection o Collection value for teaching/learning o Most interesting/favorite/gets greatest response o How to improve

Complete Survey Responses

Survey Vocabulary Invaluable Awe Curiosity Wonder Love Undervalued Quality Depth Rich Rare Special Legendary Unusual Wonderful Beautiful Fascinating Surprising Exciting Amazing Fun

Quirky Awesome Cool Charismatic Extreme Mind-blowing Novelty New Interaction Personal encounters Connections Explore Observe Smell Touch Taste Experience Share Stories

UW Affiliation

Responses

Undergrads

Faculty/Instructors

Grad Students

Alumni

Staff

K-12 Teachers

Staff

Collaborators/Public 9 Volunteers

Total Responses

154

Inspires Transports Opens possibilities Mind refreshing Stress relieving Gathering place Interdisciplinary

Prepared by: Kate Nowell March 15, 2015 nowellk@gmail.com

Contents of Open-Ended Responses

APPENDIX D: INVENTORY OF UW COURSES UTILIZING GREENHOUSE COURSE NUMBER COURSE NAME Biol 114 Intro Astrobiology Biol 180 Intro Biology Biol 220 Intro Biology Biol 280 History of Life Biol 317 Plant Classification & Identification Biol 325 Tree of Life Biol 356 Foundations in Ecology Biol 400 Molecular Biology Biol 422 Behavior of Plants Biol 425 Plant Physiology & Development Biol 440 General Mycology Biol 441 Trends in Land Plant Evolution Biol 442 Mushrooms & Related Fungi Biol 447 Greening of the Earth Biol 454 Entomology Biol 471 Plant Ecology Biol 489 Plant Biology Seminar Biol 492 Teaching of Biology Biol 499 Undergrad Research Classics 205 Bioscientific Vocabulary ESRM 100 Intro to Environmental Design LARCH 363 Ecological Design Medical Chem 401 Medical Chemistry 401 Scientific Illustration Photography

APPENDIX E: INTERPRETIVE MATERIALS INVENTORY

APPENDIX F: COURSE MATERIALS INVENTORY

APPENDIX G: UW BOTANY GREENHOUSE K-12 EDUCATION OUTREACH PROGRAM EVALUATION SUMMARY PROGRAM EVALUATION: The University of Washington Botany Greenhouse K-12 Education Outreach Program Completed by:

Kate Nowell, June 8, 2015

In Partial Fulfillment of:

Evans School Nonprofit Management Certificate Program

File Location:

Greenhouse Interpretation Inventory/K-12 Activities/ Kate Nowell_K12EdProgramEval_PBAF551_Final Paper

SUMMARY This summative evaluation of the University of Washington Botany Greenhouse K-12 Education Outreach Program analyzed the contents of 468 thank-you notes written by program participants using the National Science Foundationâ&#x20AC;&#x2122;s Framework for Evaluating Impacts of Informal Science Education Projects. Strong evidence was found for impacts in three STEM learning categories: Awareness, Knowledge or Understanding, Engagement or Interest, and Skills.

RESULTS The evaluation of the UW Botany Greenhouse K-12 Education Outreach Program yielded the following results: UW Botany Greenhouse K-12 Education Outreach Program STEM-Learning Impacts Number of Thank-you Notes Indicating: Grade Thank-you Awareness, Knowledge Engagement or Skills Level Notes Counted or Understanding Interest K-3 4th-6th MS HS

All Grades

300 91 31 46 468

291 86 27 41

445 (95%)

275 75 30 45

425 (90%)

190 73 12 11

286 (61%)

APPENDIX H: BEST PRACTICES IN INTERPRETATION RESOURCES Exhibit Text: Serrell, B. (1996). Exhibit labels: An interpretive approach. Walnut Creek: Alta Mira Press. Gallery text at the V&A, A Ten Point Guide. http://www.vam.ac.uk/__data/assets/pdf_file/0009/238077/Gallery-Text-at-the-V-and-A-TenPoint-Guide-Aug-2013.pdf Accessibility: National Park Service. Exhibit Typography Guidelines. http://www.nps.gov/hfc/products/exhibits/ ex-indepth-type.cfm Smithsonian Accessibility Program. (n.d.). Smithsonian Guidelines for Accessible Exhibition Design. http://www.si.edu/Accessibility/SGAED General Exhibit Planning & Design: Bogle, E. (2013). Museum exhibition planning and design. Lord, Barry, and Gail Dexter Lord. 2002. The manual of museum exhibitions. Walnut Creek, CA: AltaMira Press. Interpretative Methods: National Association for Interpretation. Standards and Practices. http://www.interpnet.com/NAI/interp/Resources/Standards_Practices/nai/_resources/ Standards___Practices.aspx?hkey=24e8411c-bed5-43a6-a55f-ecc7251b000f Learning Theory for Exhibits: Hein, G. E., & Alexander, M. (1998). Museums, Places of Learning. [Washington]: American Association of Museums Education Committee. Evaluation: Diamond, Judy (Author), Jessica J. Luke (Author), D. H. U. (Author). (2009). Practical Evaluation Guide: Tools for Museums and Other Informal Educational Settings (2nd ed.). Altamira Press.