Phinizy Swamp Nature Park

Phinizy Swamp Nature Park Program: Teacher Field Trip Preparation Guide

Program: Forest Communities of Phinizy

Objectives: To introduce students to the basics of forest ecology: tree identification using dichotomous keys, soil sampling, and forest succession

Vocabulary:
Broadleaf: A plant with wide-bladed leaves (as opposed to needles), such as oaks and maples; describes most flowering trees
Canopy: The forest layer formed by the leaves and branches of trees or scrubs; there may be several canopy layers.
Compound Leaf: A leaf that is subdivided into many leaflets (A leaf that is comprised of a single leaf blade is a simple leaf.)
Conifer: Non-flowering, cone-bearing trees and shrubs, which are mostly evergreen (e.g. pine, cedar), but can also be deciduous (cypress)
Deciduous: A plant that periodically (usually in the fall) loses all of its leaves; most North American broadleaf trees are deciduous.
Dichotomous: Divided or separated into two parts or groups; a dichotomous key lets you make one of two choices to reach a proper identification.
Ecology: The scientific study of the relations of living things to one another and to their environment; a scientist who studies ecology is called an ecologist.
Evergreen: A plant or tree that has green leaves throughout the year (not deciduous); includes most conifers and many broadleaf plants (e.g. Holly)
Exotic Species: A species that is not native to where it is growing or living; a nuisance species is an exotic that is taking the place of native species.
Flowering Plant: Having flowers or capable of producing flowers; flowers bear seeds contained within a fruit. These plants are also called Angiosperms.
Forest: A large area of land primarily covered with trees as well as the other organisms, soil, water, and air associated with the area
Leaf Margin: The outer edge of a leaf; it can be described using words such as entire, serrated, lobed and is often used to identify plants.
Non-flowering Plant: Not producing and not capable of producing flowers; it produces seeds not contained within a fruit (they are often in a cone). These plants are often called Gymnosperms (naked seeds).
Palmate: A leaf shaped like a hand with the fingers spread, having veins or lobes radiating from a common center
Pinnate: A simple or compound leaf which resembles a feather
Serrated: A leaf with saw-like notches along the leaf margin
Soil Texture: The way a soil feels as a result of the percentage of clay, sand, and silt (three of the components of soil)
Stand: A group of trees sufficiently uniform in species composition, arrangement of age classes, and condition to be considered a unit (e.g. a 'stand' of pine)
Succession: The gradual replacement of one community by another (e.g. a pine forest changing to a pine hardwood forest). Primary succession starts with no soil; secondary succession starts with disturbed soil.
Understory: The layer formed by the crowns of smaller trees or shrubs in a forest
Wetland: An area characterized by water at or below the surface, low-oxygen soils, and special wetland plant species

Teacher Background Information:
On identification:
Why is plant identification useful?
• Many plants are indicator species, meaning they can indicate whether a site is wet, dry, steep, previously cut-over, etc. Learning to identify species can be useful if you are delineating a wetland, looking for a site to build on, landscaping your yard, or just curious about the environment around you.
Why use a key for identifying species?
• Not everyone wants to know the names of every plant species! A key allows you to identify just the plants in which you are interested.
• Using a key to identify a plant can be more accurate than identification by a
picture. Plants can look different when growing in different conditions. For example, a tree growing in the shade might have very large leaves in order to capture more sunlight for food, while the same species growing in full sunlight should have normal-sized leaves.
• Field guides with pictures do not always show every species and tend to be unwieldy in the field. Keys are less bulky and contain every species.
• Keys can be useful in learning about plants. For example, the key might ask if the leaf scars are alternate, the leaf is bi-pinnately compound, or the pith is chambered. Learning to understand exactly what the key is asking helps in understanding how a plant grows.
What is a dichotomous key?
• A dichotomous key lets you make one of two choices as you move through
the key. For example, the key might ask "are the leaves opposite (go to question 2) or alternate (go to question 10)". We will be using a dichotomous key for this tour.

On soils:
Why are soils important?
• They provide an anchoring support for plants.
• They provide water to plants. Some soils have better water-holding abilities than others; thus, they are capable of supplying more water to the plants. Some soils make tight bonds with the water molecules and make it difficult for the plants to obtain water.
• They provide nutrients such as phosphates and nitrates to plants. Some soils are rich in nutrients and organic material while other soils are leached of valuable nutrients (this means water percolating through takes the nutrients with it).
• All of these soil factors influence the way a plant grows.
What can identifying the soil tell us?
• Farmers use soil identification to determine water and nutrient availability for
their crops. They might choose to plant their best seedlings (most genetically advanced) on their best soils and decide that is it more economical to let some of the poorer sites remain natural. They can also determine how much fertilizer and irrigation will be needed at each site.
• Gardeners use soil type to determine what species of plants will grow best in certain areas. Some plants prefer acidic soils; others prefer alkaline soils. Some plants prefer well-drained sites; others like wet soils. Looking at the plants that are growing on a site can tell you much about the soil before you even take a soil sample.
• Engineers use soil identification for site selection for buildings. Some soils can
support buildings better than others. Soil classification determines how much fill is needed or how strong of a support system the building needs.
• Foresters use soils to determine a site index. Site index is used to determine
how well a tree will grow. For example, a soil with a "25-year site index of 65" for Loblolly Pine tells us that we can expect the pines to be 65-foot tall by age 25. Plants, unlike mammals, continue to grow taller and wider throughout their life. By using site index and a growth curve, you can determine the volume of a tree throughout its life and thus determine the most economical time to harvest.
What soil characteristics are used in classifying soils?
• Soil texture is a large part of soil classification. Soil is generally made up of humus (found mostly in the top inches of soil), sand, clay, and silt. The percentage of sand, silt, and clay determine soil texture. For example, a soil that is 40 % clay, 50 % sand, and 10 % silt has a soil texture classification of a sandy clay. You would identify this in the field by the soil feeling gritty, and by being able to make a long ribbon when the soil is moist (we will do this).
• Soil color is also useful in soil classification. Shades of dark brown or black generally indicate organic material and are usually found in the top layers of soil. Soil rich in shades of red and yellow are typical for upland soils (as opposed to wetland soils). Because of prolonged presence of water, wetland soils are physically different from upland soils. Soils that are saturated most of the time are usually shades of gray, green or bluish gray. Mottled soils form in areas that have been wet followed by periods of dry conditions. By studying the soil color, a soil scientist can determine how long or frequent the soil has been wet and therefore determine if it is a wetland (hydric) soil.
• Particle size is another factor used in soil classification. Particle size is the size and shape of the soil components. It can be described with terms such as grainy or gritty, platy, blocky, with pebbles or minerals (tiny bits of rock). Usually the richest soils are granular.
• Soil’s ability to change texture, color, and particle size with depth is also used in classification. What you might find in the top inches may be very different from what is 2 feet down. Some soil scientists take samples 4 and 5 feet down to really understand their classification.

On communities and succession:
What is succession?
Succession is the gradual replacement of one community by another (such as a pine forest to a pine hardwood forest to an oak hickory forest). Succession is classified as either primary or secondary based on the starting environment.
What is Primary Succession?
• Primary succession starts in an environment where there are no living organisms. Such environments include: a cooled lava flow, rock outcropping, or sand dune.
• In these environments, the complete process of succession might take hundreds or thousands of years.
• The first plants to arrive are usually fungi, lichens or mosses, and ferns. Soil is slowly formed by the growth and decomposition of these species.
• Seeds carried by animals or blown by the wind take root in this soil, and when they germinate, small scrubs and plants become established.
• Eventually, with proper conditions, a mature community of trees will be established.
What is Secondary Succession?
• Secondary succession occurs on land that has been occupied by vegetation but has had a major disturbance such as a wildfire, clear cut, or plowed field (left unplanted). It can be considered an extension of primary succession.
• Annual weeds are usually the first to grow in these locations, followed by perennial weeds and grasses. Next come scrubs, then pines, followed by a mature oak forest. This is usually what happens on dry land.
• A wetland might start with annuals, followed by perennial weeds and grasses. Next might come scrubs, such as buttonbush and lyonia, followed by trees, such as cypress, maple and willow.
Is all Succession the Same• No! Succession depends on the climate and weather patterns. It is also dependent on the type of soils that form. You would not expect to see a redwood forest in Florida nor would you expect to find a cypress swamp growing in a desert.
What communities exist at Phinizy Swamp Nature Park?
• Meadow / Field
• Unpaved parking lot
• Upland Deciduous Woodlot / Forest
• Southern Riverine Forest
• Floodplain Swamp
• Bottomland Hardwood
• Pine - Sweetgum Forest
• Lake
• Stream / Creek
• Cypress - Tupelo Swamp
• Oxbow Lake
• River Scar
• Constructed Wetlands
• Old Field
What is the connection between plant communities, soils, and individual plant species?
• Plant communities are usually made up of species that have the same needs. These needs include common soil types, climatic conditions, and available water amounts.
• By identifying the plant community, you can make an educated guess about the soils, climate, and water availability.
• By knowing the soils, climate, and water availability of a bare site, you can determine what plant species will most likely invade the site.

On Wetlands
What is a wetland?
A wetland is an area that has all three of the following characteristics:
• Low-oxygen (anaerobic), hydric (water-saturated) soil
• Special hydrophytic (water-loving) plants that can survive in low-oxygen conditions
• A hydrologic regime where water is frequently at or near the surface of the soil (but the level of water often fluctuates so this is not always an accurate indicator of a wetland)
Where are wetlands located?
Wetlands are located all over the world and in every state in the U.S.
They can be freshwater or saltwater.
They can be along a body of water or independent from another water source.
They can be forested or not forested.
5% of U.S. wetlands are coastal, while 95% are inland wetlands.
What are some examples of wetlands?
• Marshes: dominated by herbaceous vegetation, with water levels from 3 feet to 6 inches or less
• Swamps: dominated by woody trees or shrubs
• Wet meadows: a type of marsh dominated by grasses or sedges, with water levels at 6 inches or less
• Prairie potholes: water-filled glacial depressions located primarily in the mid-west; an important site for waterfowl
What wetlands exist at Phinizy Swamp Nature Park?
Floodplain swamp (a swamp that exists near a stream or river)
Constructed wetland marshes (human-made grassy wetlands)
Oxbow Lakes and River Scars (remnants of where a river used to flow)
Why is it important to protect wetlands (values of wetlands)?
• They improve water quality by intercepting surface runoff and removing nutrients, waste and sediment from water.
• They slow water down and prevent erosion.
• They soak up floodwaters thus preventing downstream floods.
• They provide areas of recreation and beauty.
• They provide food and shelter for many diverse, and often endangered, species. Up to 43% of threatened or endangered species rely on wetlands for their survival.
• They furnish natural products such as food, timber, and fur to humans.
• Some help to recharge groundwater supplies.

Suggested Activities for before or after the field trip:
**Consider calling us for one of our loan boxes that matches with each field trip - they contain many fun activities for you and your students!
1. Have each student fill a plastic cup with soil from home or school. Tell them to dig down several inches to get the sample so they will avoid the top layer of humus. Add a few drops of water to the sample to get the soil moist. Now have the students make a ball with the soil. If the soil will not make a ball, it is either too sandy or too dry (add more water). The student should then push the soil up between their thumb and forefinger, squeezing it upward to form a ribbon. Have them record how long their ribbon got before it broke and what the soil felt like (gritty, smooth, neither gritty nor smooth). This is the soil texture classification we will do in the field.
2. Have each student collect 3 or 4 leaves either from home, a local park, or the school. Describe the leaves' shapes, outer edge appearance (margin), size, and other features. What do the leaves have in common and what are the differences? Have students form small groups and pool their leaf samples together. Tell them to group their leaves into 5-10 different categories based on appearance and then present this system to the class.