River-Lab 5 Guide Manual – Trail Point 1
Trail Point 1—Large Plant
Alder shrub
(Alnus rugosa)
 We are going to look at this plant called Alder. (Point to Alder.)
 This species of alder is a shrub not a tree.
 Record “Alder” on your observation sheet on the line next to “Large Plant”.
 Has anyone studied the Alder? If yes: Tell us about it.
Observation and Recording of Habitat
 Describe where the alder is growing. [On the riverbank.]
o Check off habitat: riverbank.
 The alder is found growing most often in floodplains and along river and
stream banks.
 What does this tell you about the habitat conditions this plant prefers? [It
grows well in moist soil and sunny and partly shady conditions.]

Check off habitat conditions: moist soil and sun or part shade.
Observation and Recording of Features and Evidence of Productivity
 Record features observed and evidence of productivity when I direct you. (Ask
questions, as necessary, to lead team to observations.)
 (Point (again) to the alder.)
o Describe the size of the alder. [Tall.] Record feature: tall.
 The alder grows to about 15 to 20 feet high. I am xx feet tall. How
much taller would that be?
 If catkins are evident, point out male and female alder catkins. If catkins are not
evident, show images.
o Did you know the male and female flowers (catkins) of the alder are on the
same tree?
o Look carefully at the tips of the alder twigs. Describe the flowering parts of
the alder. [One part is long, yellow and kind of fuzzy.] Record feature:
fuzzy catkins.
 The male and female catkins are separate but close on the end of the
branches.
 The male catkins are hanging down with their yellow pollen exposed.
 The female catkins, found at the ends of twigs, are tightly closed.
 The leaf buds at the end of the twigs can be mistaken for the female
flowers.
o How do you think pollination takes place? [Alders are pollinated by the
wind.]
o What is the purpose of flowers? [To make seeds to make more plants.]
 Those cone-shaped seed packets are from the previous year and will
open to release seeds.
 What animal do you think might eat the seeds? [Birds, mice,
shrews.]
 We are looking for evidence of productivity from the alder.
o What could that evidence be? [Flower parts (catkins), seed packets, buds,
leaves, other plant parts such as twigs and branches.]
o Those are all of the possibilities and let’s see what we can actually see here.
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o (Guide – indicate where you want them to look – i.e., early in trips on ground
and banks for flower parts; later in trips also in water.)
 Use the Evidence of Productivity Checklist and check off what you
see that could be from the alder.
o How do all the plant parts on the ground contribute to the river basin system?
[They decay and nutrients add enrichment to the soil.]
The leaves and parts also drop directly into the river and enrich the water
too, because the alder grows so close to the water.
All the fallen parts – the flower parts in spring, the many brown leaves in
fall, the other parts all year long – builds up and creates mulch. The
mulch will eventually decay and enrich the soil.
The mulch contributes to productivity in another way. When it rains, how
will the mulch contribute to the river basin system? Remember what
you learned in 4th grade when you rained on the two models. [Mulch
absorbs and intercepts runoff and rain, slows runoff and
rainwater.]
What other area downstream, where the river meets the sea, benefits from
the enrichment of the soil and water upstream? [Estuary.]
Interactive Activity
 Direct team members to take turns reading information about the alder on the trail gear
card. Information italicized and underlined below is information listed on card. Respond
with additional detail provided here in open bullets.
 The alder sprouts many new shoots from the base of older plants.
o More shoots mean more stems and branches.
o The dense growth of stems holds lots of mulch.
o How does that dense growth of stems and all the mulch those stems trap
contribute to the river basin system? [Slows flood water.]
 The roots of the alder have a special job in the river basin system.
o The roots of the alder hold soil in place the same way other plants do.
o The roots’ special job is to convert or change nitrogen, a nutrient needed for
plant growth into a form that plants can use.
 Alders provide habitat for many animals and birds.
o Muskrats and water shrews find shelter in the spaces of their roots.
o The dense growth of stems provide nesting places in the branches for
chickadees, goldfinches, and redwing blackbirds.
o The stems and branches of the alder hang out over the water. Over-hanging
branches contribute to the river basin system by providing shade and cooling
the water for animals living in the river.
Record Contributions of the Alder
 Check off on observation sheet the contributions of the alder to the river basin system.
o [Food, enrichment of soil and water, soil holding, oxygen production,
habitat for animals, slow flood water, water cooling, mulch trapping,
nitrogen conversion.]
Full checklist from observation sheet (for guide reference).
 Food source for animals
 Enrichment of soil and water
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River-Lab 5 Guide Manual – Trail Point 1
 Soil holding
 Oxygen production
 Nitrogen conversion
o Nutrient storage and release
 Mulch trapping
 Slowing runoff and floodwater
 Habitat for animals
 Water cooling
Transition:
 Look around, can you spot any more alders.
 What else do you see? [Living organisms.]
o How does the alder and all that you can see will impact the productivity of the
living river basin system and the estuary?
o Does it increase or decrease productivity? [Increase]
 In the next trail point, we will look at a smaller plant to see how it will impact the
river basin system.
Cattail
(Typha latifolia)
We are going to look at this plant called cattail. (Point to cattail bed.)
 Record that name on your observation sheet on the line next to “Large plant”.
 Has anyone studied the cattail? If yes: Tell us about it.
Observation and Recording of Habitat
 Describe where the cattail is growing. [In the swamp.]
 Check off habitat: swamp.
■ Often cattails grow in shallow water—in marshes, swamps, and wetlands, out
from under any trees.
■ What does this tell you about the habitat conditions this plant prefers? [It grows
well in wet soil and sunny to partly sunny conditions.]
 Check off habitat conditions: wet soil, sunny.
Observation and Recording of Features and Evidence of Productivity
 Record features observed and evidence of productivity when I direct you. (Ask
questions, as necessary, to lead team to observations.) We may talk about contributions
this organism makes as we go along but we will record the contributions at the end of the
trail point.
 (Point (again) to cattail bed.)

Describe any new cattail growth poking up from the ground. [Green spikes.]

Describe old stems: [Thick round straight brown.]

Describe/estimate the height of the cattails.
■ They can grow 3 to 10 feet (1-3 m) tall. [Tall.] Record feature: tall.
■ Cattails grow in dense group. Record feature: grows in dense group.

Look around, how many more cattails are growing here?
■ Use Evidence of Productivity Checklist and after the word plant add a dash
and add “last year’s “and check off that you see last year's cattails. Check off
whether you see a few cattails or many cattails.

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Describe the leaves: [Long, green, wide, flat.] Record feature: wide, flat leaves.
 If flower spike is present, point it out. If flower spike is not present, show
photographs of flower spikes as they will appear later in the season.

Describe the flower spike. [Fluffy.]

Did you know the flower parts of the cattail are on the same plant?
■ In May, the flower spike is green.
■ Male flowers make up the upper, narrower half of the spike and female
flowers the lower, slightly wider half.
■ Flower spikes are dark brown after pollination and are hot-dog shaped.
■ What is the purpose of flowers? [To make seeds to make new plants.]
 Did you know some plants reproduce in ways other than seeds?

Cattails also reproduce through rhizome sprouts.

Rhizomes are not roots, they are a special kind of stem that grow out to the side
instead of up and can sprout a new plant.

Rhizomes are eaten by geese.
 We are looking for evidence of productivity from cattails.
o What could that evidence be? [Flower parts (catkins), seed packets, buds,
leaves, other plant parts such as twigs and branches.]
o Those are all of those are possibilities and let’s see what we can actually see
here. (Guide – indicate where you want them to look – i.e., early in trips on
ground and banks for flower parts; later in trips also in water.)
 Use the Evidence of Productivity Checklist and check off what you
see that could be from cattails.
o How do all the plant parts on the ground contribute to the river basin system?
[They decay and nutrients add enrichment to the soil.]
The leaves and parts also drop directly into the river and enrich the water
too, because cattails grow in the water.
All the fallen parts – the flower parts in spring, the many brown leaves in
fall, the other parts all year long – builds up and creates mulch. The
mulch will eventually decay and enrich the soil.
The mulch contributes to productivity in another way. When it rains, how
will the mulch contribute to the river basin system? Remember what
you learned in 4th grade when you rained on the two models. [Mulch
absorbs and intercepts runoff and rain, slows runoff and
rainwater.]
What other area downstream, where the river meets the sea benefits from
the enrichment of the soil and water upstream? [Estuary.]
Interactive Activity
 Direct team members to take turns reading information about cattails on trail gear card.
Information italicized and underlined below is information listed on card. Respond with
additional detail provided here in open bullets.
 Stems are used by muskrats and humans.
o Both muskrats and people use cattails as building material.
o Muskrats eat the stems.
o Most parts are edible to humans.
 Birds nest in cattail stands.

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River-Lab 5 Guide Manual – Trail Point 1
o
o
Red-winged blackbirds especially nest in the cattails.
Red-wings use the fluff to line their nests.
Record Contributions of Cattails
 Check off on observation sheet the contributions of the swamp maple to the river
basin system.
o [Food, enrichment of soil and water, soil holding, oxygen production,
mulch trapping, habitat for animals, slow flood water.]
Full Checklist from observation sheet (for guide reference.)
 Food source for animals
 Enrichment of soil and water
 Soil holding
 Oxygen production
o Nitrogen conversion
o Nutrient storage and release
 Mulch trapping
 Slowing runoff and floodwater
 Habitat for animals
 Water cooling
Transition:
 We observed many cattails here.
 What else do you see? [Living organisms—plants.]
 Look at your Evidence of Productivity Checklist.
o How do the cattails and all that you can see impact the productivity of the
living river basin system and the estuary?
o Does it increase or decrease productivity? [Increase.]
 At the next trail point, we will look at a smaller plant to see how it will impact the
river basin system.
Silky Dogwood
(Cornus amomum)
 We are going to look at this plant called Silky Dogwood. (Point to silky dogwood.)
 Record silky dogwood on your observation sheet on the line next to “Large Plant”.
 Has anyone studied the silky dogwood ? If yes: Tell us about it.
Observation and Recording of Habitat
 Describe where the silky dogwood is growing. [On the bank of the river.]
o Check off habitat: riverbank
 Often silky dogwoods are found growing in floodplains and along
river and stream banks just under larger trees.
 What does this tell you about the habitat conditions this plant prefers?
[It grows well in moist soil and some shade.]
 Check off habitat conditions: moist soil and some shade.
Observation and Recording of Features and Evidence of Productivity
 Record features observed and evidence of productivity when I direct you. (Ask
questions, as necessary, to lead team to observations.) We may talk about contributions
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
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this organism makes as we go along but we will record the contributions at the
end of the trail point.
 (Point (again) to silky dogwood.)
 Describe the size of the silky dogwood. [Tall.] Record feature: tall.
 Silky dogwoods are large shrubs. They can grow 6-10 feet tall.
 Look around, do you see any more silky dogwoods? Use Evidence of
Productivity Checklist and check off that you see live silky dogwood.
Check off whether you see a few shrubs or many.
 If shrubs are in flower, point out flower clusters. If flowers are not evident,
show photographs white flowers in clusters.
 What is the purpose of flowers? [To make seeds to make more plants.]
 After reproduction the flower parts fall from the trees. Together
with leaves from last year, they create mulch which will eventually
decay and enrich the soil. The leaves and parts also drop directly
into the river.
 How does this contribute to the river basin system? [Food for
animals in the water, enrichment of water.]
 Silky dogwood can reproduce in another way besides seeds.
 Where stems come in contact with the ground, roots are formed.
 More stems grow. This creates thickets. Record as feature: lots of stems.
 What do you notice trapped in between all those stems? [Mulch.]
 That mulch – the brown leaves trapped in between the stems – are
from last years’ leaves.
 Lots of stems holding mulch and lots of roots: how do those 2
features help the river basin system? Remember what you learned
last year in 4th grade. [Stems and mulch slow runoff and
floodwater, lots of roots hold lots of soil.]
 What area downstream also benefits? [Estuary.]
We are looking for evidence of productivity from the silky dogwood.
o What could that evidence be? [Flower parts (catkins), seed packets, buds,
leaves, other plant parts such as twigs and branches.]
o Those are all of those are possibilities and let’s see what we can actually see
here. (Guide – indicate where you want them to look – i.e., early in trips on
ground and banks for flower parts; later in trips also in water.)
 Use the Evidence of Productivity Checklist and check off what you
see that could be from the silky dogwood.
o How do all the plant parts on the ground contribute to the river basin system?
[They decay and nutrients add enrichment to the soil.]
The leaves and parts also drop directly into the river and enrich the water
too, because the silky dogwood grows so close to the water.
All the fallen parts – the flower parts in spring, the many brown leaves in
fall, the other parts all year long – builds up and creates mulch. The
mulch will eventually decay and enrich the soil.
The mulch contributes to productivity in another way. When it rains, how
will the mulch contribute to the river basin system? Remember what
you learned in 4th grade when you rained on the two models. [Mulch
© 2009 Mill River Wetland Committee, Inc.
River-Lab 5 Guide Manual – Trail Point 1
absorbs and intercepts runoff and rain, slows runoff and rainwater.]
What other area downstream, where the river meets the sea benefits from
the enrichment of the soil and water upstream? [Estuary.]
Interactive Activity
 Direct team members to take turns reading information about silky dogwood on trail gear
card. Information italicized and underlined below is information listed on card. Respond
with additional detail provided here in open bullets.
 Berries form in the fall and are eaten by birds and squirrels.
o Show photographs of fruit. Bluish fruit in September. Record feature:
berries.
o How does this contribute to the river basin system? [Food.]
 Stems arch out over the water.
o How do you think the arching stem contribute to the river basin system?
o [Shade—water cooling.]
Record Contributions of the Silky Dogwood
 Check off on observation sheet the contributions of the silky dogwood to the river
basin system.
o [Food, enrichment of soil and water, soil holding, oxygen production,
mulch trapping habitat for animals, slow flood water, and water cooling]
Full Checklist from observation sheet (for guide reference).
 Food source for animals
 Enrichment of soil and water
 Soil holding
 Oxygen production
o Nitrogen conversion
o Nutrient storage and release
 Mulch trapping
 Slowing runoff and floodwater
 Habitat for animals
 Water cooling
Transition:
 We observed many silky dogwood shrubs here.
 What else do you see? [Living organisms—plants.]
 Look at your Evidence of Productivity Checklist.
o How does the silky dogwood and all that you can see impact the productivity
of the living river basin system and the estuary?
o Does it increase or decrease productivity? [Increase.]
 At the next trail point, we will look at a smaller plant to see how it will impact the
river basin system.
Swamp Maple
(Acer rubrum)


We are going to look at this plant called Swamp Maple. (Point to swamp maple.)
Swamp maples, also known as red maples, are one of the earliest trees to flower in the
spring.
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 Record swamp maple on your observation sheet on the line next to “Large Plant”.
 Has anyone studied the swamp maple? If yes: Tell us about it.
Observation and Recording of Habitat
 In what part of the river basin is the swamp maple growing? [Near the river, on
floodplain.]
o Check off habitat: floodplain, riverbank.
 Swamp maples can grow in a wide range of conditions but are usually
found growing in floodplains and along river and stream banks—near
water.
 What does this tell you about the habitat conditions this plant prefers?
[It grows well in moist soil and sun.]
 Check off habitat conditions: moist soil and sunny.
Observation and Recording of Features and Evidence of Productivity
 Record features observed and evidence of productivity when I direct you. (Ask
questions, as necessary, to lead team to observations.)
 (Point (again) to swamp maple tree.)
o Describe the size of the swamp maple. [Very tall.] Record feature: tall.
 Swamp maples can grow 30-90 feet tall. A one story house is about 30
feet tall.
o Look around, how many more swamp maples do you see in this area?
 Use Evidence of Productivity Checklist and check off that you see live
swamp maples. Check off whether you see few trees or many trees.
 (If trees are still in flower, point out a female tree and a male tree. If flowering is
not seen, state information about the different color of flowers.)
o Did you know that the male and female flower parts are on separate trees?
o What is different about the color you see at the tops of these two trees? [One
is dark red, the other more orange.]
 The female swamp maple is a dark, red hue.
 The male swamp maple appears orange because the yellow pollen
blends with red of the flower part, so our eye perceives it as the color
orange.
o What is the purpose of flowers? [To make seeds to make more plants.]
 Lots of seeds leading to lots of sprouts can grow into lots of trees with
lots of leaves.
 This is what a maple leaf looks like. (Show photographs of mature maple
leaves, flowers, and seeds.)
 We are looking for evidence of productivity from the swamp maple.
o What could that evidence be? [Flower parts (catkins), seed packets, buds,
leaves, other plant parts such as twigs and branches.]
o Those are all of those are possibilities and let’s see what we can actually see
here. (Guide – indicate where you want them to look – i.e., early in trips on
ground and banks for flower parts; later in trips also in water.)
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River-Lab 5 Guide Manual – Trail Point 1

Use the Evidence of Productivity Checklist and check off what you
see that could be from the swamp maple.
o How do all the plant parts on the ground contribute to the river basin system?
[They decay and nutrients add enrichment to the soil.]
The leaves and parts also drop directly into the river and enrich the water
too, because the swamp maple grows close to the water.
All the fallen parts – the flower parts in spring, the many brown leaves in
fall, the other parts all year long – builds up and creates mulch. The
mulch will eventually decay and enrich the soil.
The mulch contributes to productivity in another way. When it rains, how
will the mulch contribute to the river basin system? Remember what
you learned in 4th grade when you rained on the two models. [Mulch
absorbs and intercepts runoff and rain, slows runoff and
rainwater.]
What other area downstream, where the river meets the sea benefits from
the enrichment of the soil and water upstream? [Estuary.]
Interactive Activity
 Direct team members to take turns reading information about the swamp maple on trail
gear card. Information italicized and underlined below is information listed on card.
Respond with additional detail provided here in open bullet.
 Swamp Maples have a strong, large root system. Record feature: Large root
system.
 Roots systems extend underground as far as the overhead branches extend.
 How does the prolific reproduction and the large root system help the river
basin system? [Lots of roots hold lots of soil in place during flooding AND
lots of big trees with lots of big roots prevent excess silt from washing in
to the river.]
 Swamp maples are food for animals living in the river basin system.
 Swamp maples are habitat for raccoons, squirrels, opossums and birds.
 As the tree leaves grow, they provide shade to keep water cool in the summer
for fish.
Record Contributions of the Swamp Maple
 Check off on observation sheet the contributions of the swamp maple to the river
basin system.
o [Food, enrichment of soil and water, soil holding, oxygen production,
habitat for animals, slow flood water, and water cooling]
Full Checklist from observation sheet (for guide reference).
 Food source for animals
 Enrichment of soil and water
 Soil holding
 Oxygen production
 Nitrogen conversion
 Nutrient storage and release
 Mulch trapping
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
o

Slowing runoff and floodwater
Habitat for animals
Water cooling
Transition:
 We observed many swamp maples here.
 What else do you see? [Living organisms—plants.]
 Look at your Evidence of Productivity Checklist.
o How does the swamp maple and all that you can see impact the productivity
of the living river basin system and the estuary?
o Does it increase or decrease productivity? [Increase.]
 At the next trail point, we will look at a smaller plant to see how it will impact the
river basin system.
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© 2009 Mill River Wetland Committee, Inc.