Write a paragraph explaining why you believe it is important for those who work in forestry to be able to identify forest trees.

Transcription

1 OBJECTIVE 5 SHEET IDENTIFY FOREST TREES INTRODUCTION A forester can identify tree species just as a farmer can recognize crops or a rancher knows the breeds of cattle or sheep. Learning this part of forestry is hard work, but it is also fun. It is a skill that is essential in forestry and important to a wide range of agricultural and outdoor pursuits. FOCUS ASSIGNMENTS Reading Comprehension Gain factual information Analyze cause and effect Draw conclusions READING: WRITING: FOCUS ASSIGNMENTS Read sections from the publication Forest Trees of Oklahoma or other key to tree identification in your area Write a paragraph explaining why you believe it is important for those who work in forestry to be able to identify forest trees. Language Use standard grammar, spelling, and capitalization State Ideas clearly Composition Use complete sentences UNIT OBJECTIVE After completing this unit, you will show the following competencies by mastering the activities on the Assignment Sheets and by scoring at least 85% on the Written Test. SPECIFIC OBJECTIVES 1. Identify nomenclature and taxonomy terms. 2. Distinguish between characteristics of gymnosperms and angiosperms. 3. Name identifying characteristics of trees, given their descriptions. 4. Name parts of a leaf. OBJECTIVE SHEET - CIMC - 5-1

2 5. Draw common leaf arrangements. 6. Label common leaf shapes. 7. Label leaf margins. 8. Label parts of a twig. 9. Compile a leaf and twig collection. (Assignment Sheet 1) 10. Identify trees. 11. Identify trees using a key. (Assignment Sheet 2) OBJECTIVE SHEET - CIMC - 5-2

3 5 INFORMATION SHEET IDENTIFY FOREST TREES OBJECTIVE 1 Required Activities/ Resources Transparency Master 1 Optional Activities/ Resources in Instructor s Guide Identify nomenclature and taxonomy terms. Your instructor will show a transparency of a basic taxonomy. WORDS YOU SHOULD KNOW key nomenclature taxonomy an outline or shortcut for identifying a specimen by the process of elimination system of names used in a branch of learning; for example, common names and botanical names science of classification; taxonomists are scientists who identify and classify plants and animals Taxonomists use two systems for naming plants, common names and binomial or scientific names. An international set of rules, called The International Code of Botanical Nomenclature, has been drawn up to ensure that every different plant species has a different binomial name and that it is the oldest binomial name ever used for that plant. The scientific name is a universal language, used and understood by foresters, botanists, biologists and other scientists all over the world. Common name Popular, familiar, or local plant name Most plants have more than one common name; some have several. Common names are confusing. The same plant may be known by different common names in different parts of the country. ` EXAMPLE: The tree known as the redbud in the Southwestern United States is called a Judas tree in the Eastern United States In addition, two different plants may have the same common name. EXAMPLE: In New York State, the cowslip is a buttercup-like plant that grows in marshes. But in New England, the cowslip is a primrose-like plant that comes from dry, grassy slopes. INFORMATION SHEET - CIMC - 5-3

4 Binomial name The scientific plant name, which consists of two Latin names EXAMPLES: Pinus echinata Shortleaf pine Quercus alba White oak Quercus rubra Red oak The first name is known as the generic name; this is the plant s group name. All plants having the same generic name belong to the same genus (GEE-nus) EXAMPLES: Pinus is Latin for pine Quercus is Latin for oak Juniperus is Latin for juniper Ulmus is Latin for elm Related genera (JEN-uh-ruh, plural of genus) are grouped together into families EXAMPLES: All pine trees belong to the same family; all oaks are in the same family; all elms. The Rose family includes trees with a stone or seeded fruit surrounded with flesh; apples, plums, cherries, peaches, pears, apricots, almonds, strawberries, raspberries, and blackberries; also ornamental shrubs: roses, spireas, hawthorns, firethorns, and mountainashes. The second name is the specific name. All plants having the same specific name belong to the same species. NOTE: Plants of the same species have the same characteristics and will consistently produce plants of the same type. Sometimes the species name will be a Latin term for a location, for the discoverer or namer, for color, or for some other characteristic of the species. EXAMPLES: Ulmus americana - American elm Juniperus virginiana - Easter juniper; virginiana refers to the eastern U.S. Quercus alba - White oak; alba means white and comes from the same word as albino Quercus rubra - Red oak; rubra means red and comes from the same word as ruby Pinus echinata - Shortleaf pine; echinata means bristly or prickly Pinus taeda - Loblolly pine: taeda means torch and comes from the fact that pine pitch was used for lighting in ancient times INFORMATION SHEET - CIMC - 5-4

5 Today, some species are subdivided into varieties or cultivars, that may resemble another variety, but they always have one or two consistent, inherited differences. EXAMPLES: Prunus persica var, nectaria is a nectarine tree, and a variety of the peach tree, Prunus persica Quercus virginia fusiformis is a Texas live oak, which is a fusiform variety of the eastern oak. Fusiform means spindle-shaped. The tree is an oak, but has rounded, spindleshaped leaves instead of the characteristic oak leaves. Procedures for scientific naming Because scientific names are written in Latin, a foreign language, they are written in italics. When they are written by hand or on a typewriter, scientific names are underlined. Other rules that govern scientific names: Genus Always written first Begins with a capital letter Usually a noun Species Always written last Begins with a lowercase letter Usually an adjective INFORMATION SHEET - CIMC - 5-5

6 OBJECTIVE 2 Optional Activities/ Resources in Instructor s Guide Distinguish between characteristics of gymnosperms and angiosperms. Trees are divided into two classes, gymnosperms (JIM-no-sperms) and angiosperms (AN-gee-oh-sperms). These terms are from Greek words. Sperm means seed. Gymno means naked, bare, or uncovered; and angio comes from a word meaning vessel or container. Gymnosperm A plant bearing naked seeds.(figure 1) EXAMPLES: Pines, junipers, cedars, firs Generally evergreen Called conifers or softwoods Wood has no pores, but resin ducts Leaves are needlelike, scalelike, or awl-like Fruit is a woody or fleshy cone Characteristic shape: Excurrent, meaning a dominant main stem with lateral side branching FIGURE 1 Gymnosperm INFORMATION SHEET - CIMC - 5-6

7 Angiosperm Plant bearing closed seeds EXAMPLES: Oaks, elms, pecans, maples, locusts Generally deciduous Called broadleaf trees or hardwoods Wood has pores and no resin ducts Leaves are broadened; expanded blades Fruit is dry or fleshy and encloses the seed Characteristic shape: Dendritic, meaning branching and rebranching of the main stem FIGURE 2 Angiosperm INFORMATION SHEET - CIMC - 5-7

8 OBJECTIVE 3 Name identifying characteristics of trees, given their descriptions. Optional Activities/ Resources in Instructor s Guide compound fruit WORDS YOU SHOULD KNOW those that develop from several pistils joined together fruit samara (SAM-uh-ruh) simple fruit a ripened ovary (sac that holds seeds) that may also contain some parts of the flower dry, winged fruit, usually having a single seed those that develop from a single pistil; examples are apple, acorn, Osage orange Tree identification begins with the class gymnosperm or angiosperm and then considers the following characteristics that differentiate one tree from another. Learning to recognize leaves, bark, twigs, fruit and branching habits means that foresters can identify any part of a tree in any season. This is especially important for angiosperms that lose their leaves in winter. Leaves Most trees can be identified by the size, shape, color, texture, arrangement, type of apex, types of veins, and margin of the leaf. (See objectives 5-7) NOTE: Leaves are the most important identifying feature. Leaf buds, leaf scars and branching on twigs can indicate leaf arrangement. INFORMATION SHEET - CIMC - 5-8

9 Bark Varies in thickness, roughness, types of crevices and color. NOTE: The bark is the most important identifying feature of large trees during the winter. Some barks can be identified by their color and odor. FIGURE 3 Horizontal Vertical Smooth Scaly Fruit May be simple or compound; simple fruits can be fleshy or dry; dry fruits are further divided into those that pop open when ripe and those that do not open. EXAMPLES: Simple Compound Fleshy Magnolia Berries Sweet gum Cherries Apples Pears Dry Those that pop open Mimosa, redbud, catalpa Those that do not open Sycamore, maple, Nuts: oak, pecan, walnut INFORMATION SHEET - CIMC - 5-9

10 Twigs Buds, leaf scars, and bark are used for identification; color, smell, and shape of the pith can be useful. (See objective 8) FIGURE 4 Leaf Scar Shapes Tree form Tree size, shape, and branching habits are distinctive. NOTE: Tree form can be affected by its location and the location of surrounding trees. The amount of shade, water, nutrients, wind exposure, and crowding can keep the tree small or allow it to expand. Wood Color and general structure of the wood are important clues, especially in closely-related species. NOTE: Some species of pine can only be identified by their cellular structure, examined under a microscope. The cellular structure provides an absolute identification of species. INFORMATION SHEET - CIMC

11 OBJECTIVE 4 Name parts of a leaf Optional Activities/ Resources in Instructor s Guide bract lobe sinus WORDS YOU SHOULD KNOW a small leaf located either below a flower, on the staff of a flower cluster or on the scales of pine cones roundish division of a leaf the separation between lobes FIGURE 5 Apex Blade Margin Node Vein Base Midrib Bud Petiole Leaf parts Apex The tip or uppermost portion Margin The outer edge Base The bottom-most part Veins Conduction system INFORMATION SHEET - CIMC

12 Midrib Main vein extending from the twig through a petiole to the apex Blade Expanded portion of a leaf Petiole Stalk of a leaf Bud New shoot or flower; also indicates the beginning point of a leaf OBJECTIVE 5 Optional Activities/ Resources in Instructor s Guide Draw common leaf arrangements. Simple leaves NOTE: Twigs have the same arrangement patterns as simple leaves. Alternate arrangement one leaf at a node EXAMPLE: Osage orange FIGURE 6 Alternate INFORMATION SHEET - CIMC

13 Opposite arrangement two leaves at a node EXAMPLE: Silver maple FIGURE 7 Opposite Whorled more than two leaves at a node EXAMPLE: Magnolia FIGURE 8 Whorled INFORMATION SHEET - CIMC

14 Compound leaves NOTE: These are the most common compound leaf arrangements. See Transparency 3 for additional classifications. Pinnately compound leaflets are attached in two rows along an axis (like a feather), shedding together EXAMPLE: Black walnut FIGURE 9 Pinnately Compound Bipinnately compound the axis is branched or forked, with leaflets on branches (Bipinnate means twice pinnate ) EXAMPLE: Honey locust FIGURE 10 Bipinnately Compound INFORMATION SHEET - CIMC

15 Palmately compound leaflets are attached together at the end of the petiole (like fingers on the palm of the hand) EXAMPLE: Buckeye FIGURE 11 Palmately Compound INFORMATION SHEET - CIMC

16 OBJECTIVE 6 Optional Activities/ Resources in Instructor s Guide Label common leaf shapes. NOTE: The prefix ob means reverse. Cordate means heartshaped and obcordate means the leaf is shaped like an upsidedown heart. Acicular Needlelike pine leaves EXAMPLE: Pine Scalelike or Awl-shaped Small, short, sharp-pointed, overlapped or close together EXAMPLE: Eastern Redcedar Linear Long and narrow EXAMPLE: Willow Oak Oblong Long and wide EXAMPLE: Permission INFORMATION SHEET - CIMC

17 Lanceolate Ovate Obovate Lance-shaped Egg-shaped Inverse EXAMPLE: Black willow EXAMPLE: Osage orange egg-shaped EXAMPLE: Black gum Elliptical Oval Orbicular Shaped like an A broad ellipse Circular ellipse EXAMPLE: Dogwood EXAMPLE: Maple EXAMPLE: American beech INFORMATION SHEET - CIMC

18 Deltoid Reniform Cordate Triangular Kidney-shaped Heart-shaped EXAMPLE: Cottonwood EXAMPLE: Redbud EXAMPLE: Catalpa Obdeltoid Inverse triangular EXAMPLE: Gingko Spatulate Wide at the top and narrowing EXAMPLE: Water oak INFORMATION SHEET - CIMC

19 OBJECTIVE 7 Label leaf margins. Optional Activities/ Resources in Instructor s Guide Revolute Entire Repand Turned under Smooth edge Wavy EXAMPLE: Magnolia EXAMPLE: Western EXAMPLE: Laurel oak soapberry Sinuate Crenate Dentate Very wavy Rounded teeth Sharp teeth pointed EXAMPLE: Hercules club EXAMPLE: Eastern EXAMPLE: Chestnut cottonwood INFORMATION SHEET - CIMC

20 Crenulate Serrate Serrulate Finely round teeth Sharp teeth, pointed up Finely serrated EXAMPLE: Honeylocust EXAMPLE: American EXAMPLE: Black cherry basswood Doubly Serrate Divided Lobed Coarse and fine Sinus extends to midrib Rounded sinus EXAMPLE: Birch EXAMPLE: Bur oak EXAMPLE: Scarlet oak INFORMATION SHEET - CIMC

21 Pinnately Lobed Palmately Lobed Cleft Lobing from midrib Lobing from base of leaf Narrow, sharp sinuses EXAMPLE: Southern EXAMPLE: Sweetgum EXAMPLE: Silver maple red oak Parted Cleft extends to midrib EXAMPLE: Pin oak INFORMATION SHEET - CIMC

22 OBJECTIVE 8 Label parts of a twig. Your instructor will show you a transparency of the parts of a twig. Required Activities/ Resources Transparency Master 2 Optional Activities/ Resources in Instructor s Guide lenticels WORDS YOU SHOULD KNOW lens-shaped body of cells on a stem; serve as pores pendant cone hanging downward from the twig, as opposed to sitting upright on the twig FIGURE 12 False terminal bud Terminal bud Twig scar Bud scales Superposed bud Lateral leaf buds Bundle scar Leaf scars Flower bud Lenticle Stipule scar Terminal bud scale scars Pith Angiosperm Gymnosperm INFORMATION SHEET - CIMC

23 OBJECTIVE 9 Complete Assignment Sheet 1. OBJECTIVE 10 Required Activities/ Resources List of trees Slides, photographs, or keys Identify trees. Your instructor will show you slides, keys, and additional information to identify trees or slides of trees. Optional Activities/ Resources in Instructor s Guide OBJECTIVE 11 Complete Assignment Sheet 2. INFORMATION SHEET - CIMC

24 INFORMATION SHEET - CIMC

25 5 ASSIGNMENT SHEET 1 IDENTIFY FOREST TREES Name Score OBJECTIVE 9 Compile a leaf and twig collection. INTRODUCTION A leaf and twig collection is your own record of trees in your area. Making the collection will help you learn the many characteristics and arrangements of leaves and twigs. The collection is easy, fun, and enables you to learn about and identify important forest trees in your part of the country. EQUIPMENT AND SUPPLIES Identification key Leaves and twigs Newspapers, board Paper (brown paper bag, posterboard, construction paper) Pen or pencil Tape or glue INSTRUCTIONS 1. Collect leaves and twigs from 25 different tree species. 2. Identify the trees using a key. Research and Reference Use standard references Functional Reading Use content area vocabulary Life Science Identify/classify living organisms Cognitive Activities Collect/record information Create a finished product 3. Dry the leaves between folds of newspapers with a board and weight on top for 3-5 days. 4. Tape or glue the dried leaves and twigs to heavy paper, such as pieces of brown paper bag, lightweight posterboard, construction paper, etc. NOTE: Glue or gummed cloth or plastic tape will hold better than cellophane tape. Other methods for mounting can be found in 4-H and Boy Scout Handbooks. 5. In the lower right-hand corner, write the common name and the scientific name. 6. Use a key or a taxonomy to arrange the pages in order by families. 7. Number the pages. ASSIGNMENT SHEET 1 - CIMC

26 8. Make an attractive cover for the collection and put the pages together in book form. ASSIGNMENT SHEET 1 - CIMC

27 5 ASSIGNMENT SHEET 2 IDENTIFY FOREST TREES Name Score OBJECTIVE 11 Identify trees using a key. INTRODUCTION A key is an outline or shortcut for identifying a tree by the process of elimination. Keys group species using leaves and other characteristics. A key is a quick guide to determining a tree species. Keys are available for each region of the United States and for many states, for different characteristics and for different seasons. Learning how to use a key is a valuable skill that can lead to increased knowledge and pleasure working in the forest. How to use a key NOTE: The instructions below are for using Forest Trees of Oklahoma. Many keys use a similar process. Follow instructions for the key you are using. 1. Select the class. EXAMPLE: Conifers or Deciduous - some keys will use gymnosperm/angiosperm or softwoods/hardwoods 2. Select the type of leaf. EXAMPLES: Gymnosperms: Needles, short or long; awlshaped or acicular. 3. Select the leaf arrangement. EXAMPLE: Alternate simple leaves, alternate compound leaves, opposite leaves. ASSIGNMENT SHEET 2 - CIMC

28 4. Follow the selection process in the key: type of leaf composition, twig characteristics, etc. EXAMPLE: Shape of leaves or leaflets, size, margin type. Letters identify a characteristic. The double letter at the same indentation identifies a different type of the same characteristic (this example is condensed from Forest Trees of Oklahoma): A. Twigs bearing spines or ending in spines B. Leaves more than 2 ft. long, bipinnately or twice compound; spines on twigs and leaf axes - devils walkingstick, Aralia spinosa BB. Leaves less than 1 ft. long C. Leaflets of pinnately compound leaves with strong odor when crushed; small spines at nodes, stout spines on trunk - Prickly-ash, Zanthoxylum AA. Twigs not spiny 5. Continue selecting according to twig characteristics, leaf texture, color, etc. until the tree is identified. 6. Check the description in the book to verify your conclusion and to learn more about the tree. EQUIPMENT AND SUPPLIES Identification key Pen or pencil Trees to identify ASSIGNMENT SHEET 2 - CIMC

29 INSTRUCTIONS Research and Reference Use standard references Functional Reading Use content area vocabulary Use the key to identify trees in the forest or in materials provided by your instructor. For trees marked with **, write down the characteristics as listed in the key. Give the common name and the scientific name for each tree you identify. Softwoods 1. Common name** Binomial name Characteristics Life Science Identify/classify living organisms 2. Common name Binomial name 3. Common name Binomial name ASSIGNMENT SHEET 2 - CIMC

30 Oaks 1. Common name** Binomial name Characteristics 2. Common name Binomial name 3. Common name Binomial name Trees with alternate compound leaves (or other characteristics provided by your instructor) 1. Common name** Binomial name Characteristics ASSIGNMENT SHEET 2 - CIMC

31 2. Common name Binomial name 3. Common name Binomial name ASSIGNMENT SHEET 2 - CIMC

32 ASSIGNMENT SHEET 2 - CIMC