.Lane Tech College Prep High School.
Biological Sciences
A Parent/Student Team Participation Project
Project design in alignment with National Science Education Standards and Illinois State Goals
Collaborative project design by:
James W. Keating, MS.Ed., N.B.C.T., Illinois State Master Teacher
Debra A. Dossing, Ph.D.
Michael L. Keating, MS.Ed., N.B.C.T., Illinois State Master Teacher
Christopher A. Dignam, Ed.D.
Tree Taxonomy Project
2010 edition
 With civics component earning students 25 service learning hours upon successful completion.
-See page 20 for details.
Parent Instructions
Your son/daughter is working on a unit in taxonomy. We ask that you help take their
classroom learning about taxonomy to a higher level, and make real world connections by
incorporating some field work and independent internet research. This is what professional
biologists do. Your participation will insure your son or daughter‟s success throughout the
four phases of this project.
Phase One
Your son/daughter needs to collect data and leaves from trees with your assistance and
supervision. The collection should be done in the next week, before the leaves all fall from
the trees. Some students will be able to collect all the required samples within a few
hundred feet of their front door. Others may have to travel to collect them. This may be an
excellent opportunity for a family field trip. Please provide the necessary resources and
guidance to help in the tree data and leaf collection and taxonomy project completion.
When each sample is collected, the students must complete a page providing specific data
about the tree from which the leaves were collected. This must be done at the time of
collection. Working with your son /daughter in completing this field data will be helpful.
Legality and safety
Parents, please act as the primary guidance resource in these matters. Remind our student
that trespassing, destruction of property, and collection of plant samples in some places is
illegal. Climbing trees, standing on fences, jumping to reach high places, etcetera, is not
necessary to complete this project. These actions are DANGEROUS and can lead to serious
injury or death. If leaves cannot be reached while standing on the ground, find others to
collect. Lane‟s campus is not to be used as a collection site.
Phase Two
The collected leaves are to be “pressed” and mounted to prepare herbarium specimens in the
same way a professional biologist would prepare them. The pressing and mounting
instructions are explained in class. Needed materials and instructions are also in the
“parent-student team instructions” pages that follow. Please read them and help your son or
daughter. Parental assistance is mandatory if a box cutter or other sharp instrument is used
to prepare the „leaf press‟ that will be used.
Page 1 of 20
Phase Three
In class the students will be taught how to use a traditional dichotomous taxonomic key. In
this project you and your son/daughter will expand on, and apply those skills by using
computer Internet technology. The students are required to access a specific website and use
it to classify the trees from which they have collected data and leaves. This will be done by
the students outside of class time. Your interactions should be learning experiences for you
and your son/daughter during this phase of the activity. It is NOT necessary for the student
to have internet access at home. Our school has computers with internet access available to
every student before or after school, and some Saturdays. Free internet access is also
available at most Chicago Public Libraries.
Phase Four
The final phase of this project is assembly and submission of the professional style
herbarium sheets with mounted leaves and supporting data. The parent-student team
instructions that follow explain how to do this. Ask your son /daughter to show and explain
the instructions to you. Your help in reviewing and assisting in completion of this project
with your son or daughter is greatly appreciated.
 A student constructed scoring guide is provided at
the end of the instructions.
 As a team, you and your son/daughter will be the
primary assessors of the completed project!
Page 2 of 20
Parent-Student Team Instructions
Tree Taxonomy Project
DUE DATE:
11 /8 /10
The purpose of this project is to demonstrate your newly acquired knowledge of taxonomy
by applying your skills to the classification of deciduous trees found in Chicago.
You will:
 Collect field data and leaf samples from five different deciduous trees in the Chicago area.
 Press and compile your leaf collection with supportive data into a notebook.
 Use an internet database as your information source.
 Key out (research and identify) the trees using your own field data and leaf samples.
 Photograph tree details and your team‟s activities in completing all phases of the project.
I. Field Data and Sample Collection Instructions:
1. Make at least 5 copies of the page titled “Taxonomic Worksheet for Sample # ___.” You
will need these pages and a single copy of the two pages titled “Illinois Trees: Tree Clues” at
the location and time you do your field work. You also need several numbered plastic bags.
2. Do NOT collect data or samples from any conifers (also known as pine trees or evergreens).
3. Look at the instructions for pressing and drying leaves. Make sure you have all the necessary
materials ready before you start out to collect data and leaves. The leaves must be placed in
the drying press within hours of collection or they will not be usable for mounting and display.
4. Collect field data and samples from five (5) different deciduous trees as follows:
a) Select a mature tree that is not on private or restricted property. (Or ask permission
first.) The tree must have leaves easily within reach while standing on the ground.
If you cannot easily reach the leaves, choose another tree! Do Not Climb!
b) Refer to the “Illinois Trees: Tree Clues” pages and observe the tree. Use these pages as
a guide to fill in all of the blank data fields on the top section of one of your
“Taxonomic Worksheet for Sample # ___” copies. You must fill in all the field data
blanks when you are at the tree. You will be asked for this information as well as
details about the leaves you have collected when you use the leaf key.
c) Take two photographs of each tree you collect from.
 One “close up” photograph showing the bark detail.
 One photograph that shows the shape of the entire tree.
d) Collect at least three (3) leaf samples from each tree with the leaf petiole intact.
Caution- Do not confuse leaflets from a compound leaf with leaves! A leaf
terminates with a petiole! (“little foot”) This is the attachment point to a wood branch.
A petiole generally looks like a tiny version of the large end of a piece of celery torn
from the entire stalk. If you do not see this, you probably have only a part of a
compound leaf. You need to follow the stem farther down until it meets a woody
branch. Two of your samples will be placed in a leaf press that you must make. You
will use the third leaf with your field data for identification research. Remember, the
leaves you will mount must go in your leaf press immediately!
e) Photograph team members’ collection of specimens during this phase of the project.
Page 3 of 20
II. Pressing and Drying Leaves:
The collected leaves are to be “pressed “ and mounted to prepare herbarium specimens in the same
way a professional biologist would prepare them. First, you need to obtain the following:
Materials:
a) Six pieces of brown corrugated cardboard approximately 12” x 12”. It is best if the cardboard
is plain brown. Cardboard with lots of printing or a color overcoat on it will interfere with the
drying process. These pieces can be cut from discarded boxes. Parental assistance and safety
guidance is mandatory if using a box cutter or other sharp bladed instrument.
b) A roll of paper towels.
c) A 24 can case of pop or similar weight. If you use anything else for a weight, it should be at
least 20 lbs. and flat on the bottom to press evenly on the cardboard.
Procedure:
1. Place one piece of cardboard on a strong flat waterproof surface. Not a hardwood floor!
2. Put a single layer of paper towel on top of the first cardboard.
3. Layout samples of leaf #1. Leaves must not overlap! If your leaves do not want to cooperate,
and they tend to curl or fold over, you can cut ½ ” wide strips of notebook paper and
carefully lay the strips across the problem section, taping just the ends of the strip to the
paper towel. Do not tape directly to the leaf or the cardboard. No part of the tape can overlap
the leaf. The leaves must press flat without any folded over margins (edges). If you go
immediately from collecting to this step, curling will generally not be a problem.
4. Place a single layer of paper towel over leaf samples #1.
5. Now place another piece of cardboard on top of the “sandwich” you just made with paper
towels and leaf sample #1. This second piece of cardboard is the top of your leaf press for
the first sample and the base for sample two.
6. Repeat by placing a single layer of paper towel on the cardboard, layout samples of leaf #2,
another layer of paper towel, and a piece of cardboard on top.
7. Repeat, repeat, repeat! – You are building a five layer “sandwich” which is your leaf drying
press. Make sure you finish the stack with a cardboard on top.
8. Place the weight. Do not cover the stack! Air must circulate freely through the corrugations.
9. After 24 –36 hours, about half of the moisture will be gone from the leaves. At this point,
carefully disassemble the stack and replace the paper towels with new dry sheets. This will
prevent sticking that often occurs if the leaves are left in place with the original paper towel.
Straighten out any leaves that may have accidentally folded over or otherwise taken an
unwanted shape or position. If you wait more than 36 hours before doing this step, your leaves
may be too dry to make corrections without cracking apart. Watch the timing carefully.
 Photograph team members working with the leaf press during this phase of the activity.
10. Re-assemble your leaf press and replace the weight. Wait 4 to 8 more days!
Your leaves will be extremely fragile !!! Do not remove them until you are ready to mount!
Page 4 of 20
III. Mounting your herbarium specimens:
Materials:
You need five sheets of 8 ½” x 11” HEAVY WEIGHT stiff white construction paper and
a clear drying glue or adhesive. Not Tape! Fabric cement works well. It is used for
applying glitter and sequins to fabric. You can find it in fabric and craft stores. It looks
like white glue, but dries clear and somewhat flexible.
Procedure:
1. Three-hole punch the heavy white 8 ½” x 11” stock you will use to show your specimens
in the completed report folder. Along a vertical line 1 ¼ ” from the left edge of each
page, crease the pages and fold back and forth a several times. This will make the pages
“hinge” nicely within your report folder. Professional presentation and appearance are
part of the grade. If you skip this step your mounted leaves will bend and crack
when the pages are turned.
2. Carefully and neatly PRINT the necessary information on the “field data cards.” You
will get this information from your “Taxonomic Worksheet for Sample ___” pages after
you have completed your keying and identification work. Cut the field data cards, leaving
about 1/16” of white paper around the black borders. Do not cut on the lines. Cut
outside the printed borders to leave a neat, even border when you attach them to your
specimen pages.
3. The leaf samples should be arranged on the upper two-thirds of each page. If a sample
shows distinguishing differences between the top and the bottom of the leaf that were
important identification indicators in the keying (example: Silver Maple) lay out one
leaf face up and the other face down. In all other cases, both specimens will show the top
surface. The data cards should be bottom 1/3 centered. If the leaf samples are very large,
you may place the field data card in the lower right corner, no closer than 1” from the
side or bottom edge of the page. If you cannot fit both specimens completely on the
page, ask your instructor for acceptable alternatives.
4. After you are satisfied with the layout, carefully apply a thin film of glue to the back of
each leaf, including the stem and petiole. Also glue the field data card in place. It is best
if you lay out the pieces first, then apply the glue and press each in place one at a time.
Carefully press the fresh glue and leaves onto the pages. Properly prepared leaves will be
perfectly flat and the entire leaf margin should be in glue-contact with the mounting
paper. You may find it helpful to press the specimens in place using a pad made of
something your glue will not stick to. Neatness counts. You are preparing a
professional herbarium display. This is an advanced level high school project!
Anything less than excellent appearance will reduce your grade. Ask your parents for
help. It may help to experiment with some extra leaves first.
Photograph team members mounting the herbarium specimens.
Page 5 of 20
IV. Taxonomic Identification of the TREES you selected to investigate:
1. Have your “Taxonomic Worksheet for Sample #___” pages with your tree observation data
pages and matching leaf specimens at the computer when you access the
http://www.cnr.vt.edu/dendro/dendrology/syllabus/key/location.htm
website you will use for taxonomic identification. The word part dendro literally means branch,
so dendrology translates to the study of trees! You must use this dendrological key only, unless
specifically instructed otherwise by your instructor. Remember, we are not actually attempting
to identify the leaf; we are identifying the type of tree using the leaf and other data you have
collected about the tree. The key will then show the Linnaean Family, Genus, and species as
well as the common name.
2. Follow the “Dendrology leaf key” directions on the website and on your “Taxonomic Worksheet for Sample #___” pages. Fill in all information as you progress. Make sure the sample
number is filled in as well as all the collection site tree information on the top half.
3. The bottom half must be complete, including ALL the key choice statements you picked. The
website will keep track and list your choices as you proceed. Indicating anything not specifically
descriptive as the key choices is UNACCEPTABLE. The statements you chose must be listed in
order. Example: bipinnately compound, complete margin, whorled branches, leaf underside is
powdery white, etcetera. You must make all possible key choices until there are no more to be
made. If you go „fishing‟ to find a match before exhausting all possible choices you have not
identified all of the specific identification traits for that tree leaf (listed as the key choices) and
the entire page will be marked wrong!
V. Compiling your leaf collection and supportive data into a notebook:
Materials: You need a 3-fold-over-tab clear cover report folder. Do not wait until the last
day to obtain one! On the last day there will be 500 students looking for report folders in stores
that stock 30! Plan ahead.
1. Create an attractive WORD PROCESSED cover page. The cover page must include:
Tree Taxonomy Project (The Title), Your Name, School Name, Course title and period
or class number, Date of submission, Your instructor‟s name, and any other information
your instructor requests: ask!__________________________________________________
Your instructor may require or restrict the use of graphics: ask! ______________________
2. A completely blank white page follows the cover page.
3. The next page is your first mounted tree leaf sample with a completed Field Data Card.
Consecutively number your pages in the lower right corner starting with this page.
4. Follow each mounted sample page with the corresponding completed Taxonomic Work
Sheet for Sample # ____ page.
5. After the work sheet place a printout of the final information page about the tree from the
website. Do not include any other pages from the dendrology key.
6. Insert another blank page before starting the next leaf informational set. The blank pages
preceding the mounted leaf pages will prevent any bleed-through of plant pigments.
7. Repeat: blank, mounted leaves, worksheet until all five specimens are in place.
8. Include your parent-student team photographs and include a caption indicating the phase each
photograph refers to. You may add appropriate additional commentary to the captions.
9. The completed student narrative.
10. Completed scoring list and parent survey pages with signatures.
Page 6 of 20
VI. Overall help tips:
1. Collect additional leaves to allow for mishaps! Mount the two best specimens.
2. Collect from more than 5 types of trees. You may not be able to successfully “key” out every tree.
You must have 5 complete different trees in your completed project.
3. Keep track of which leaves go with which worksheet! Number your field data collection
worksheets and also number separate collection bags before you embark on your journey.
4. Have all your supplies for the leaf press ready at home before collecting the leaves. Place your
collected specimens in the press immediately! If you wait just one day the leaves will not press flat.
VII. Complete materials list:


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
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
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Clear cover report folder
Flexible clear fabric cement to secure pressed leaf specimens to paper
Heavy stock paper to mount leaf samples (suggested thickness: 90 – 120 lb paper)
Multiple copies of page 8 to collect and record field data (12 observations at each tree!)
The Illinois tree pages with you when you embark (p.10&11)
Individual, numbered bags to place each tree‟s specimens into at the time of collection
A roll of paper towels
Six 12” X 12” Corrugated cardboard cut outs for the leaf press
Heavy scissors or box cutter for cutting the corrugated cardboard
Weighted object to place on top of the assembled leaf press
Camera to document tree shape, bark detail, and to take pictures during each phase of the project
Additional instructions from your instructor:__________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Notes:_________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Questions I need to ask my instructor:
______________________________________________________
______________________________________________________
______________________________________________________
Page 7 of 20
Taxonomic Work Sheet for Sample # ____
( Fill in as you collect )
Print all information:
Instructor ______________________
Collected by: ___________________________________ Div. _______ Class Period _____
M
A
K
E
M
U
L
T
I
P
L
E
Last
first
Date of collection ________
Location ___________________________________
( example: 321 S. Clark Street, Teller‟s Park, etcetera )
(Month/Day/Year)
See the ILLINOIS TREE CLUES PAGES for the proper words or phrases to fill in the following:
Tree shape _______________
Branch Pattern _____________________________
( Six choices )
( Three choices, Describe! )
Tree bark color ____________
Tree bark texture ____________
( Five choices )
( Four choices )
Tree bark pattern ____________
Tree bark attachment ____________
( Three choices )
( Two choices )
Leaf attachment __________________ Leaf arrangement _______________
( Two choices, Describe! )
C
O
P
I
E
S
O
F
T
H
I
S
P
A
G
E
P#
8
of
20
Leaf margins _______________
( Two choices )
Leaf shape _______________
( Three choices )
( Ten choices )
Leaf color, top ___________________ Leaf color, bottom __________________________
( Describe what you see )
(Describe what you see )
Photographic data checklist: Overall showing shape of tree Bark detail close up
-----
 Field Work - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Homework  - - - - - Dendrology Leaf Key
Directions:





Identify the key (check the appropriate box below).
Start with ANY STATE and ANY ZONE as your first key choice.
Describe, in order, the identification choices you selected for each step through the key.
Identify the Family, Genus, species & common name of the tree.
Print out the complete final description page for this tree. ( Needed for your project folder )
 http://www.cnr.vt.edu/dendro/dendrology/syllabus/key/location.htm

Other: _____________________________________________ (Only with prior permission)
Key choices you made, in order. Describe in words ALL must be listed until NO choices remain!
1. __Any State , Any Zone
5. _______________________ 9. ______________________
Do NOT choose “Illinois” or a zone. Ask why!
2. ________________________
6. _______________________
10. _____________________
3. ________________________
7. _______________________
11. _____________________
4. ________________________
8. _______________________
12. _____________________
YOUR FINAL IDENTIFICATION:
Family
Genus
species
common name
NEATLY PRINT ALL INFORMATION.
READ INSTRUCTIONS BEFORE CUTTING!
(See Procedure #2, page 5)
Field Data Card
Field Data Card
__________________________________________
Collector’s Name
___ /___ /___
Date
__________________________________________
Collector’s Name
___ /___ /___
Date
_____________________________________
_____________________________________
Collection Location
Collection Location
Tree Identification
Tree Identification
_____________________________________
_____________________________________
Linnaean Name
Linnaean Name
_____________________________________
_____________________________________
Common Name
Common Name
Field Data Card
Field Data Card
__________________________________________
Collector’s Name
___ /___ /___
Date
__________________________________________
Collector’s Name
___ /___ /___
Date
_____________________________________
_____________________________________
Collection Location
Collection Location
Tree Identification
Tree Identification
_____________________________________
_____________________________________
Linnaean Name
Linnaean Name
_____________________________________
_____________________________________
Common Name
Common Name
Field Data Card
Field Data Card
__________________________________________
Collector’s Name
___ /___ /___
Date
__________________________________________
Collector’s Name
___ /___ /___
Date
_____________________________________
_____________________________________
Collection Location
Collection Location
Tree Identification
Tree Identification
_____________________________________
_____________________________________
Linnaean Name
Linnaean Name
_____________________________________
_____________________________________
Common Name
Common Name
Field Data Card
Field Data Card
__________________________________________
Collector’s Name
___ /___ /___
Date
__________________________________________
Collector’s Name
___ /___ /___
Date
_____________________________________
_____________________________________
Collection Location
Collection Location
Tree Identification
Tree Identification
_____________________________________
_____________________________________
Linnaean Name
Linnaean Name
_____________________________________
_____________________________________
Common Name
Common Name
Page 9 of 20
These pages are excerpts from the Illinois Website, with some minor additions:
http://www.dnr.state.il.us/lands/education/CLASSRM/TreeSeedsLeaves/treeclues.htm
ILLINOIS TREES
TREE CLUES
Tree Shape Hint: Many trees in urban areas have been trimmed.
What shape would the tree have if it had not been pruned?
oval
round
pyramidal
?
You Describe it!
v-shaped
irregular
columnar
Branching
Patterns
alternate,
branches on
different
levels
opposite,
branches
across from
each other at
the same
level
Bark
whorled,
three branches at the
same level
color:
texture:
pattern:
attachment:
brown
smooth
diamond
tight
gray
ridged
horizontal
loose
black
deep
vertical
red-brown
shallow
white
Page 10 of 20
Leaves (Deciduous: shedding leaves at the end of the growing season.)
attachment:
simple, single blade
Petiole
compound, more than one blade
Petiole
arrangement:
opposite
margins:
lobed
shape: triangular
heart-shaped
palmate, like a hand
pinnate, like a feather
bipinnate, two times like a feather
egg-shaped
five-pointed
star
alternate
entire
toothed
mitten-shaped
round
fan-shaped
lance-shaped
cross-shaped
pear-shaped
Page 11 of 20
FINAL REPORT ASSEMBLY
Place your pages in a clear-cover report folder.
 Pages must be three-hole punched and in a
folder with three bend-over metal tabs.
Scoring List and Parent Survey
(Make sure you have scored your
project and signed the last page)
Student Narrative Page
Team in Action Photographs with Captions
-collecting, pressing, mounting, others?
(The number of pages and photographs may vary)
Five Pages for Each of the Five
Tree Species You Classify
1. Blank page.
2. Leaf species samples.
3. Taxonomy worksheet.
4. Printed tree information page.
5.YOUR two photos showing:
a) overall tree, b) bark detail,
with captions I.D.ing the tree.
Note:
You will repeat this process
for all five leaf species samples!
Cover Page
With title, name,
course and school
information
Tree
Taxonomy
Project
(This page shows
through the clear
plastic cover)
By
Your Name
Period _ Biology
Date
(Ask your instructor for specifics
about the cover page format)
Clear Plastic
Report Cover
Lane Tech College Prep High School
2501 W. Addison St.
Chicago, Illinois, 60618
Instructor’s Name
Assembly Reference Page
Page 12 of 20
Student Narrative
Write a narrative below about your experience working as a Dendrologist and Taxonomist. What did you enjoy most? What did you like least?
What was the most difficult part of this project? What was the easiest part of this project? What interesting events occurred on your field trip?
Are you proud of your accomplishments as a Dendrologist and Taxonomist? Overall how do you feel about your experience completing this
parent assisted activity?
LIMIT 1 Full Page You must use this form or word process your story. Do not use notebook paper. Do not write on the back side.
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Dendrology / Taxonomy Project
Student Constructed Scoring List and Parent Survey
Students and Parents, refer back to the project instructions, and use the following
checklist to assess the final project artifact as a team. You will score your own project!


Clear cover report folder, and proper title page
Project submission organized neatly as
demonstrated in class and explained in the instructions
(5 Points Max.) Points Earned______
(10 Points Max.) Points Earned______
Leaf Sample No. 1

Herbarium sheet with leaf pressed and mounted in a professional manner,
dry and flat with a correctly completed Data Card.
(4 Points Max.) Points Earned______

Taxonomic Worksheet completely and correctly filled out.
(4 Points Max.) Points Earned______

Photographs of Tree and Bark
(2 Points Max.) Points Earned______

Dendrology Website Identification/Verification printout.
(2 Points Max.) Points Earned______
Leaf Sample No. 2

Herbarium sheet with leaf pressed and mounted in a professional manner,
dry and flat with a correctly completed Data Card.
(4 Points Max.) Points Earned______

Taxonomic Worksheet completely and correctly filled out.
(4 Points Max.) Points Earned______

Photographs of Tree and Bark
(2 Points Max.) Points Earned______

Dendrology Website Identification/Verification printout.
(2 Points Max.) Points Earned______
Leaf Sample No. 3

Herbarium sheet with leaf pressed and mounted in a professional manner,
dry and flat with a correctly completed Data Card.
(4 Points Max.) Points Earned______

Taxonomic Worksheet completely and correctly filled out.
(4 Points Max.) Points Earned______

Photographs of Tree and Bark
(2 Points Max.) Points Earned______

Dendrology Website Identification/Verification printout.
(2 Points Max.) Points Earned______
Leaf Sample No. 4

Herbarium sheet with leaf pressed and mounted in a professional manner,
dry and flat with a correctly completed Data Card.
(4 Points Max.) Points Earned______

Taxonomic Worksheet completely and correctly filled out.
(4 Points Max.) Points Earned______

Photographs of Tree and Bark
(2 Points Max.) Points Earned______

Dendrology Website Identification/Verification printout.
(2 Points Max.) Points Earned______
Leaf Sample No. 5

Herbarium sheet with leaf pressed and mounted in a professional manner,
dry and flat with a correctly completed Data Card.
(4 Points Max.) Points Earned______

Taxonomic Worksheet completely and correctly filled out.
(4 Points Max.) Points Earned______

Photographs of Tree and Bark
(2 Points Max.) Points Earned______

Dendrology Website Identification/Verification printout.
(2 Points Max.) Points Earned______
 Photographs of student collecting leaves, pressing leaves,
preparing herbarium sheets, identifying leaves,
and assembling project submission artifact.
(10 Points Max.) Points Earned______

Student Narrative - A complete, detailed, well organized story.
Grammar, spelling and punctuation have been proofread and are correct.
(10 Points Max.) Points Earned______

This scoring list, Parent Survey, and signatures complete.
(5 Points) Points Earned______
TOTAL POINTS EARNED ________
Note: No partial credit for incomplete projects. If any component is missing the project is unscorable.
Parent Survey
Please take a few minutes to complete this survey.
Did you walk or drive to collect the leaves? ________________________________________________
How long did the leaf collection and gathering of the tree data in the field take? ____________________
How much time did you spend assisting after the field work? ___________________________________
What comments or suggestions can you offer to help our parent / student / teacher team?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Students and parents, please verify the accuracy of your assessment by
signing in the spaces below.
Student's signature____________________________________________
Parent's signature _____________________________________________
Example of a
herbarium page
Heavy paper folded
back and forth 1 1/4”
from the edge to make
the pages easier to turn.
Do this before placing
the pages in your report
folder.
Field Data Card
__________________________________________
Collector’s Name
___ /___ /___
Date
_____________________________________
Collection Location
Tree Identification
_____________________________________
Linnaean Name
_____________________________________
Common Name
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The Eastern Black walnut Juglans nigra
Example of a tree shape
and bark detail page
The Black Walnut tree we discovered in Teller’s Park.
Bark detail of the black walnut tree.
This tree was about 45 cm in diameter.
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Things to Avoid!
If the tree has small bushes or vines around it, find another tree.
Poison Oak Toxicodendron diversilobum
Poison Sumac Toxicodendron vernix or Rhus vernix
Poison Ivy Toxicodendron radicans
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Carl von Linné 1707 – 1778 (Latinized as Carolus Linnaeus)
Professor of Botany. Known as the father of modern taxonomy.
Linnaeus laid the foundation for binomial nomenclature.
No, that’s not an iPod or Blackberry hanging from Carl’s belt. When Linné was alive if you weren’t within
speaking range of someone, you communicated in writing. Few people were educated and literate. Most
people would have to pay a scribe to write a letter for them, and the recipient would have to pay someone
to read it! The language of scientific publication was Latin. Today most international science research is
published in English. Hanging from Carl’s belt is his coin purse. Men’s clothing had no pockets.
The leaf press you will make
A 24 can case of pop or
a case of drinking water
makes a good weight.
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Lane Tech College Prep High School
Biological Sciences
Curriculum-Based Service Learning Opportunity
Dear parents,
Your son/daughter needs to complete 40 hours of service learning activity to graduate from a CPS high school.
Successful completion of all parts of this project will satisfy 25 hours of service learning.
Overview:
 A tree and green-space survey of residential areas within Chicago will be conducted.
 Each student will contribute to a collective database and participate in analyzing and discussing the
impact of the findings.
 Plans for civic improvement and action will be formulated and pursued.
What to do: (student responsibilities)

Students will include a printed copy of the area(s) the leaf specimens were collected from by visiting, for
example, Google Maps (http://maps.google.com) or Map Quest (http://www.mapquest.com).

You must source and print a satellite photograph (or photographs) of your area(s) to assist, supplement,
and verify your collection of field data.

The satellite images you provide, in some cases, may appear to be outdated. Do not worry! Your images
will be used as field data for a tree and green-space survey of residential areas of Chicago for classroom
discussion.

Your project, along with your satellite images and the images of your peers‟ projects, will be used to
discuss classroom findings.

Classroom findings will be utilized to formulate a practical and logical plan of civic responsibility for
improving the City of Chicago‟s green-space.

Your classroom plan may include, for example, contacting the Chicago Park District, a local Alderman‟s
Office, or the Arbor Society to improve the quality and quantity of green-space throughout Chicago.
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