LONG LEAF PINE TREE, LOBLOLLY PINE AND SLASH PINE CLASSIFICATION

Objective(s): After completing the field lab, students will be able to:
1. Identify the common species of pine trees and using leaf, bark and cone characteristics develop and understand a dichotomous key.
2. Utilize their sense of observation, organizing information and measuring skills for data interpretation to draw conclusions.
Ecosystem(s): Hammocks; Pinelands
Equipment:

Easel/chart paper, marker, clipboards, measuring tapes/rulers, data recording sheets, pencils, digital cameras student-owned or classroom, 6 lab trays with a handful of birdseed or hamster feed, large ziplock bags for samples and permanent markers

Background:
• Vocabulary: deciduous, conifers, fascicle (holder of the bundle of needles),dichotomous key, traits, characteristics, taxonomy, kingdom, vascular system, soft stem/woody stem, non-vascular (algae and moss), seeds or spores, meiosis, pollen, embryo, gymnosperms (naked seed – conifers, cycads, gnetophytes, ginkoes), angiosperms (flower and fruit)
• Reference Material: Tree ID Guides, Wikipedia encyclopedia internet research on the three pines.
• Dichotomous Key Sample
• Equipment Training: Measuring tapes with cm and inches, digital camera use, web browsing and computer use
Procedure (Engage; Explore; Explain)
1. Engage the students by asking a specific question that gets to the heart of the activity: How would you sort the feed in the tray? Using the students’ answers to ascertain what they already know emphasizing the sorting by physical characteristics or traits based on their observations, and then relate this information to the conifers at the site, and then ask them to formulate their own hypothesis relating to their own expectations of the outcome of the lab of how would you be able to figure out what pines trees are at the site.
2. Discuss things we use to help us identify items. Talk about methods that include use of all our senses – observation. Lead the students into thoughts of how to identify plants, animals, and finally, trees – specifically conifers. Use the easel and chart to make a mock dichotomous key for some of the seeds that stand out and can be described using qualitative and quantitative descriptions.
3. Using the Scientific Method: Determine: PROBLEM: How can I figure out which conifer is which? INFERENCE: I need to observe the different species and gather information to help me make a comparison of physical properties like bark, needles, and cones, shape, size. HYPOTHESIS: If I collect information on the bark, needles, and cones of the different pine species then I will be able to make comparisons between the three and determine which tree is a slash, a loblolly or a long leaf pine tree because each one has its own type of bark, needles, and cones. TEST THE HYPOTHESIS: Observe, measure, describe, record findings and collect samples for each of the three conifers and take pictures of each tree’s bark, needles and cones – a full shot also. Steps 5 and 6 are done back in the classroom and as a project. ORGANIZE AND ANALYZE THE DATA: Make comparisons with field guides and internet research. CONCLUSION: Develop a dichotomous key poster with pictures and descriptions.

Extension of Project: Student produced power point presentations and brochures for community and public distribution.


Pine Tree Identification Lab Student Data Sheet
General Information
Full Name: Date:
School (teacher): Time:
Latitude: Longitude:
Student Hypothesis and Rationale
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


FieldObservations/Measurements/Data
Name of Pine Tree Binomial Nomenclature: scientific name Bark Cone Needle
Loblolly Pine Description:



Measurements:


Description:



Measurements: Description:


r>Measurements:
SlashPine Description:



Measurements:


Description:



Measurements: Description:


r>Measurements:



LongLeaf Pine Description:



Measurements:



Description:



Measurements: Description:

r>
Measurements:




Pine Tree Classification Assessment
1. [Insert a question that requires the student to look at his/her data/measurements to answer] Write a descriptive sentence for each of the observed pine trees.



2. [Insert a question that requires the student to compare, contrast or make a calculation using two or more of his/her measurements?] Using your collected data on each pine tree, make a rank order chart using the pine needles’ length from the shortest to the longest with data proof.



3. Does your data support your hypothesis? Whether your hypothesis is supported or not, what can you infer from your observations, measurements, and results? By using your data, can you develop a dichotomous key to determine which pine tree you are observing? Which part of the tree would you use in your Key?



4. [Insert question that requires the students to apply knowledge to a different context/setting?] If you were looking as trees in a river community, what would you do to determine what types of trees you were seeing?



5. [Insert a question that requires the students to consider the impact of human/social systems on the natural systems being studied?] If a logging company came in and cut down all the pine trees in the pine forest, explain what impact would there be to this community?
Portfolio Journal Prompt
[insert journal prompt or “scaffolded essay”] Using your explanations from question #5, what advise would you give to the logging company and how would you present your information?

Pine Tree Classification Reference Chart
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