Tree of Life: Classifying Woodland Organisms
Activity Overview
Students learn about the diversity of
major groups of plant and plant-like
organisms in a woodland through field
experience and questioning.
Objectives
Students will:
• Learn about the major groups of
plant and plant-like organisms observable in a woodland
• Experience field work investigations to collect data about organisms in a forest ecosystem
• Ask “I wonder” questions and pursue answers (Grades 4 - 7)
• Develop a question based on data
collected and organize visually
(Grades 8 and up)
• Begin to understand interconnections through observation
Subjects Covered:
Science
Grades:
4 through 12
Activity Time: 45 minutes prepar-
ing for fieldwork, 45 minutes collecting
data, 45 minutes classroom followup
Season: Spring, Summer, Fall
(during growing season)
Materials: Field sheets, clipboards,
pencils, magnifiers, cameras (if available)
State Standards
Science
Decide which questions to ask (A.4.1)
Decide which collected data is pertinent to new problems (A.4.2)
Decide which data should be collected
(A.4.3)
Background
An amazing diversity of life exists in our woodlands just waiting to be
discovered, if only we can slow down and observe closely the ever-changing
organisms it supports. All of the life forms, from flora to fauna, are
intertwined; often changes in one population will force changes in others as
they depend on each other for food, nutrients, and other necessities of life.
Why should we learn to identify species? Knowing the specific plants and
animals that are in a community can tell us a lot about what type of forest
community it is, how healthy it is, and what kind of wildlife it can support. Often observation of one species leads to discoveries of many others.
For example, by studying a plant, you might find that something has been
eating it, and see signs of an animal or insect. Generally, the more diversity
of organisms in an area, the more ecologically sound the area is. Learning to
identify various species might seem difficult at first, but is so important in
understanding the wild places we enjoy and how all of these organisms work
together, that you will find the effort is worth it. In the not-so-distant past,
knowing how to identify the plants and animals in our environment was
important to our survival, since they provided food, wild game, medicine,
and materials for homes.
You may already be familiar with many of the different plants you see
when you walk in the woods. We get to know differences in organisms
by observing them closely. Scientists use a classification system to group
organisms based on similar features they share. Identifying and classifying
them based on evidence of relationships to each other is known as
taxonomy. This system helps to distinguish one specific plant from another.
For instance, all of the trees that have similar leaf shapes, acorns, and
branching patterns are known as oaks, but there are many different species
of oak trees. The scientific names given to organisms will list the genus first,
then the species name, so a white oak would be Quercus alba.
Biological classification is based on hierarchical rankings that progressively
group organisms into more specific groups until we reach the species level,
where all the members show similar characteristics. For example, a white oak
tree would be classified like this:
KINGDOM: Plant
Phylum or DIVISION : Magnoliophyta
CLASS: Magnoliopsida
ORDER: Fagales
Collect and organize data that explains
or critiques models (A.8.3)
Use scientific sources and resources (B.4.1)
Use scientific vocabulary and themes
(C.4.1)
© Earth Partnership for Schools • University of Wisconsin – Madison Arboretum
FAMILY: Fagaceae
GENUS: Quercus
SPECIES: alba
Woodland Study the Model 1-4
Tree of Life: Classifying Woodland Organisms (cont.)
Ask questions, plan investigations, make
observations, predictions (C.4.2)
Select multiple information sources
(C.4.3)
Use data to answer questions (C.4.5)
Communicate results (C.4.6)
Identify data and sources to answer
questions (C.8.2)
Design and conduct investigations
(C.8.3)
Use knowledge, models, and theories to
explain results (C.8.5)
State learning from investigations
(C.8.6)
Explain data and conclusions (C.8.7)
Discuss results (C.8.10)
Evaluate data (C.12.3)
Choose and evaluate data collection
methods (C.12.4)
Present results (C.12.6)
Group/classify objects based on
properties (D.4.2)
Find connections among living and
non-living things (F.4.4)
Investigate structure and function of
organisms (F.8.1)
Show organism’s place in ecosystems
(F.8.8)
Understand evolution theory, natural selection, biological classification (F.12.5)
Understand species changes and
diversity (F.12.6)
Investigate cooperation and competition
(F.12.7)
Language Arts
Orally communicate (C.4.1, C.8.1,
C.12.1)
Listen & comprehend oral communications (C.4.2, C.8.2, C.12.2)
Participate in discussion (C.4.3, C.8.3,
C.12.3)
Conduct then communicate research
(F.4.1, F.8.1, F.12.1)
All illustrations are drawn by
Marjorie C. Leggitt for “Keepers of
Life,” Fulcrum Publishing, 1994.
Used with written permission.
This system is based on observation, but more recently DNA tests have been
used to link organisms together whose similarities were not readily apparent,
which has further defined the names of some species.
In this activity, students will identify groups of plants or plant-like
organisms that are easily observable. Over time, they can begin to learn the
identity of individuals species and begin to know them by name. Please see
Earth Partnership for Schools activities, “Botany Bouquet EPS 1-3”, Plant
Families” EPS 1-10; and Taxonomy and Field Guide Warm-up” EPS 1-11.
Before taking students in the woods, review the activity handouts to familiarize students with the basic characteristics of each group. If possible, bring
samples into the classroom. You may want to define the parameters of the
forest to explore, and set a time limit. If available, give each team a camera
to take photos of especially interesting or unusual specimens they find.
Activity Description
First, as a large group, walk through a woodland using your observation
skills to find the different types of life forms. Then break into teams and
decide if teams will identify organisms in each category or be responsible
for finding only one type. Next, as an “I Spy” activity, find and use the field
sheet to tally how many different types in each category you can find in
the forest. As you are making observations, write two to three “I wonder”
questions or inquiries.
You will be looking for the following life forms in the forest:
Plants
Trees are what makes a forest, and form the canopy under which other life
forms live. The amount of sunlight available to plants on the forest floor can
vary quite a bit; this largely determines which plants can grow underneath.
Deciduous and conifer trees cast different amounts of shade, according to
their leaf shape and canopy density, and leaf cover varies at different times of
the year. Trees that die are very beneficial to the forest ecosystem, since they
host insects for birds to eat, and provide a place for nest cavities. Decomposers work on downed wood in the forest, helping to form humus-rich
new soil.
Wildflowers are most abundant in the springtime before leaves are fully
open, when more light reaches the forest floor. Most flowers are pollinated
by bees and other insects, which fertilize the flowers to form new seeds in
the fall. Many of the trees in the forest have flowering parts that are not very
showy, but the nuts, acorns, and berries they produce are a good source of
food for wildlife.
Grasses and Sedges are flowering plants that may surprise some people.
These plants usually have long thin leaves resembling ribbons. Grasses have
© Earth Partnership for Schools • University of Wisconsin – Madison Arboretum
Woodland Study the Model 1-4
Tree of Life: Classifying Woodland Organisms (cont.)
round stems and sedges triangular-shaped stems with ridges that you can
feel between your fingers.
Ferns grow in the understory of the forest, usually in moist, shady areas. In
the spring, you can see their round “fiddleheads” emerge and unfurl into
lacy fronds. Ferns form spores, which are small dust-like particles that can
germinate into new plants, often found in little brown spots on the underside of the leaf.
Mosses often form patches of bright green “carpet” on rocks, rotting logs,
and the forest floor. It is interesting to look at mosses through a magnifying
lens to see their many structures.
Plant-like Organisms
The following two groups, Fungi and Lichens, are not true plants. These
plant-like species were once considered plants but lack true roots, stems, and
leaves. They play vital roles in woodland ecosystems as decomposers and for
nutrient recycling.
Lichens are actually an algae and a fungus living together. Algae and fungus
help each other to survive. The fungus provides shelter, moisture and minerals for the algae. The alga provides carbohydrates through photosynthesis
for the fungus. Together they form what’s called a symbiotic relationship
because each benefits from the association. Together they break down dead
wood and even rocks, which begins the process of making soil. Finding
lichens growing in a woodland is often a sign of good air quality.
Fungi come in a variety of forms, from shelf fungus growing on the sides
of trees, to mushrooms of all shapes and sizes, to giant white “puffballs”.
Mushrooms can literally pop up overnight in humid or damp weather, most
typically in the early fall. Many fungi are poisonous, some deadly...PLEASE
do not collect or handle fungus!
The following fact sheets for each life form point out some of the main parts
and characteristics of each group. Although we are concentrating on finding
forms of plant life and fungi for this activity, animals, birds, and insects are
also very important parts of the ecosystem, and will often be seen on your
woodland explorations. Make a note of these sightings and talk about what
role they play in the forest.
Back in the classroom, tally up how many total organisms were found in
each category as a group. Since it’s likely that teams will tally the same plant,
average the number of organisms in each category. Choose the direction for
follow-up. Options include:
• As teams, look at the results of your data and graphically organize the
results to explain what you observed.
© Earth Partnership for Schools • University of Wisconsin – Madison Arboretum
Woodland Study the Model 1-4
Tree of Life: Classifying Woodland Organisms (cont.)
• Research answers to your “I wonder” questions.
• Brainstorm ideas, ask a question and figure out how to go about setting
up an investigation to get an answer. Follow scientific conventions as
well as good techniques for data collection and representation.
• Extensions
• Collect data at different times of the year and compare how the composition of each group might change and hypothesize what might be occurring.
• Make a “photo tour” of your walk by printing photos out and putting in
book form, Powerpoint, or short video and present to others.
• Prepare photo cards of plants, trees and organisms that are on your site.
Hand out a card for each team to “match” by finding it in the environment. Increase the challenge by showing a plant in bloom and searching
for the plant in seed form (oak tree and acorn, Jack in the Pulpit flower
and bright red seed head, etc.)
• Select one organism you see in the forest, research it, and find examples
of how it relates to your classmates’ organisms. What might happen if
one organism disappeared or became extinct? How would that affect the
rest?
Additional Resources
• Black, Merel R. and Emmet J. Judziewicz 2008. Wildflowers of Wisconsin
and the upper Midwest, Cornerstone Press and UW-Stevens Point Press;
Stevens Point, Wisconsin.
• Boettcher, Greg. Animal stories to go with Animal Classification website:
http://www.gregboettcher.com/as/science/classification/index.htm
• Center for Biodiversity Informatics, Missouri Botanical Gardens: http://
www.mobot.org/cbi/default.asp
• Courtenay, Booth 1975: An amateur’s guide to the genera of Mushrooms and their relatives, UW-Madison Arboretum.
• Flora of North America -The Outreach Resources: Species and Specimens: Exploring Local Biodiversity with additional links to teaching/
learning activities and references. http://www.fna.org/Outreach/FNA_
lesson_biodiversity
• Great Lakes WormWatch: Forest Ecology and Worms: http://www.nrri.
umn.edu/worms/forest/
• Koelling, Melvin: Identifying Trees of Michigan. http://forestry.msu.
edu/extension/extdocs/idents.htm Wisconsin trees are similar and therefore this is a useful guide and key.
• Lifewatch02 2009 e-science and techology infrastructure for biodiversity
data and observations http://www.youtube.com/watch?v=hSEGW1slYN
g&feature=player_embedded#at=17
© Earth Partnership for Schools • University of Wisconsin – Madison Arboretum
Woodland Study the Model 1-4
Tree of Life: Classifying Woodland Organisms (cont.)
• Ohio Moss and Lichen Association links to lichen resources: http://
ohiomosslichen.org/index.html
• Tree of Life web project: http://tolweb.org/tree/phylogeny.html
• United States Department of Agriculture (USDA) Natural Resources
Conservation Service Plants Database includes the plant and fungi with
lichens kingdoms: http://plants.usda.gov/classification.html
• US Forest Service website: http://www.fs.fed.us/wildflowers/index.shtml
• Celebrating ferns and wildflower posters: http://www.fs.fed.us/wildflowers/features/posters.shtml
• Teacher resources for wildflowers: http://www.fs.fed.us/wildflowers/
teacher/index.shtml
• University of Wisconsin - Madison Plant Systematics Collection now
links to the the Botany Resources site; http://botit.botany.wisc.edu/
courses/systematics/Phyla/Phylum_directory.html
• Plant Teaching Collection: Trees of WI, Plant Diversity, Tom Volk’s
Fungi Collection, V. Kline’s Collection of the Vegetation of WIsconsin:
http://botit.botany.wisc.edu/Resources/
• Waller, Donald M. and Thomas P. Rooney, ed., 2008. The vanishing
present. University of Chicago Press.
• Watermolen, Dreux J and Matthew D Murrell 2001: Checklist of
Wisconsin vertebrates, Bureau of Integrated Science services, Wisconsin
Department of Natural Resources PUB-SS-954 2001
• Woodward, Catherine: Key to Wisconsin Woody Plants for the iPod
https://mywebspace.wisc.edu/cwoodwar/web/iPodKey.html
• Wisconsin Lichens: http://www.botany.wisc.edu/wislichens/
• Wisconsin State Herbarium: http://www.botany.wisc.edu/herbarium/
• WisFlora: Wisconsin Vascular Plant Species: http://www.botany.wisc.
edu/wisflora/
• Wisconsin Society of Ornithology’s checklist of Wisconsin Birds: http://
www.wsobirds.org/
Assessments
• Describe 2 key features of at least four groups of organisms from the following: trees, wildflowers, grasses/sedges, ferns, mosses, fungi or lichens.
• Identify at least 3 interconnections among plants or among plants and
animals in a diverse woodland.
• In your opinion, which life form has the greatest influence in the woodland community?
© Earth Partnership for Schools • University of Wisconsin – Madison Arboretum
Woodland Study the Model 1-4
Tree of Life: Classifying Woodland Organisms (cont.)
TREES
Trees are usually the largest and oldest organisms in the forest. You may find both conifer and deciduous trees in
your forest. Conifers are generally evergreen trees while deciduous trees shed their leaves in the fall.
Trees have several characteristic parts, each with their own function:
ROOTS anchor the tree and absorb water and minerals from the soil
LEAVES collect sunlight and create food for the tree via photosynthesis
BRANCHES hold the leaves aloft to catch sunlight; they also support flowers and fruit of the tree
TRUNK provides support and acts as a pipeline to carry nutrients up and down the tree
© Earth Partnership for Schools • University of Wisconsin – Madison Arboretum
Woodland Study the Model 1-4
Tree of Life: Classifying Woodland Organisms (cont.)
FLOWERING PLANTS
Flowering plants make up the largest plant group, and can be anything from small flowering grasses to beautiful
blossoming trees, shrubs, and wildflowers. Flowering plants are divided into two groups:
Monocots
Single leaf or cotyledon
Leaves have parallel veins
Flower parts occur mostly in groups of 3
Vascular tissue throughout the stem
Dicots
Two seedling leaves
Leaves with network of veins (opposite or alternate)
Flower parts occur mostly in 4’s or 5’s
Stems have a ring or bundle of vascular tissue
Parts of a Flower
d. pollen grain
tor
pcc.
pollinatorllina-
b.
pollen
The process of pollination:
The ripe anther (a) releases the pollen (b)
A pollinator, such as an insect (c), carries the
pollen to the stigma of another flower of the
same species.
Once it arrives, the pollen grain germinates (d).
The pollen tube grows down to the ovary, where
the ovum is produced and fertilized, and
eventually forms a seed.
© Earth Partnership for Schools • University of Wisconsin – Madison Arboretum
Woodland Study the Model 1-4
Tree of Life: Classifying Woodland Organisms
FERNS
A fern is a vascular plant that differs from the more primitive plants in having true leaves and from the
more advanced seed plants (gymnosperms and angiosperms) in lacking seeds,
and instead reproducing with spores.
There are an estimated 10-15,000 known species of ferns. There are also plants known as “fern allies”Horsetails, Club Mosses, and Whisk Ferns- that are also vascular plants and reproduce via spores,
but are not true ferns.
© Earth Partnership for Schools • University of Wisconsin – Madison Arboretum
Woodland Study the Model 1-4
Tree of Life: Classifying Woodland Organisms
MOSSES
Mosses are non-vascular plants -- they cannot transport fluids through their bodies. Instead, they must rely
on surrounding moisture to do this job for them. Though small in stature, mosses are very important members of our ecosystem. They lay the foundations for other plant growth, prevent erosion, and contribute to
the lush green appearance of many forested areas.
LICHENS
A fungus grows symbiotically with algae, resulting in a composite organism that characteristically forms a crustlike or branching growth on rocks or tree trunks. Lichens help to form new soil as they can break down rocks
over a very long span of time.
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Woodland Study the Model 1-4
Tree of Life: Classifying Woodland Organisms
FUNGI
There are about 40,000 different kinds of fungi. Many fungi are decomposers - they do not contain chlorophyll to
make their own food but instead get their energy from dead plant matter. This forms humus, a substance rich in
organic matter and nutrients found in woodland soils. Soil which is rich in humus enables new strong plants to grow
and provides a home for thousands of living things.
Some fungi exist on living trees and plant matter-this is called symbiosis and usually benefits both organisms.
© Earth Partnership for Schools • University of Wisconsin – Madison Arboretum
Woodland Study the Model 1-4
Tree of Life: Classifying Woodland Organisms
Six major groups of plants and plant-like organisims.
© Earth Partnership for Schools • University of Wisconsin – Madison Arboretum
Woodland Study the Model 1-4
Tree of Life: Classifying Woodland Organisms
As you walk through your woodland, tally the different types of organisms you find in each category.
You may want to do this several times throughout the season, since some are more visible than
others at certain times of the year. Compare what you find with others in your group.
TREES
Conifers________________________________________________________________________________
Deciduous______________________________________________________________________________
Total_________
FLOWERING PLANTS
Wildflowers_____________________________________________________________________________
Total_________
Shrubs (Woody Stems)_____________________________________________________________________
Total_________
Grasses and Sedges _______________________________________________________________________
Total_________
Total Flowering Plants _________
FERNS________________________________________________________________________________
Total_________
LICHENS______________________________________________________________________________
Total_________
MOSSES_______________________________________________________________________________
Total_________
FUNGI________________________________________________________________________________
Total_________
Completed By______________________________________________________________Date_________
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Woodland Study the Model 1-4