PHENOLOGY IN THE CLASSROOM Those of us involved in environmental education in the 21 st century face a formidable challenge. Environmental degradation continues even as we try to tell the next generation how unwise this is. Preaching the wrongs of environmental sins does not work, nor do environmental scare tactics or blaming the students for the lifestyle enjoyed by their families. And merely describing environmental problems and possible solutions is a boring way to teach and to learn. Underlying the difficulty of finding ways to foster concern for the environment is the fact that the majority of the youth (and their parents) that we are trying to reach have less interaction with and awareness of the natural world than any of the previous generations. If perceived at all, nature is seen as some place else or some where else. Over my 40 years in teaching, I have seen a dramatic decline in the amount of time students spend outdoors exploring on their own. Pick up an interesting insect, spider, leaf, flower or seed pod from your schoolyard and chances are that most of your students (and many of your colleagues) will be completely unfamiliar with it. “I never saw that before” or “Does that live here?” they might exclaim. Asking students to name ten animals frequently leads to a list of domestic animals or those from other parts of the world. Research from the Aldo Leopold Foundation claims that the average student now can name more than a 1000 advertisement logos, but can recognize less that ten wild flowers. Recently, other educators have picked up on this observation and now label it Nature Deficit Disorder (NDD). Given how little many of our students see or know of the natural world right outside their window, how can we expect them to care about environmental problems? Is it reasonable to hope that they will work to protect what they do not see or know about? I believe that part of our task as environmental educators is to fill this gap in student’ education and awareness, and to give students a positive healthy view of their planet, starting with the abundance and variety of nature nearby. For the past 25 years, I have been teaching a natural science course to seventh graders that seeks to do just that. The curriculum that I have developed is base on phenology, which is, as Webster explains, “the study of natural phenomena that recur periodically, such as migration or blossoming, and their relation to climate and changes in season.” Students learn about local flora and fauna, track the weather and closely monitor the progression of the seasons. Through the year, they develop the skill of observation, gain an awareness of seasonal changes in nearby wildlife and become more attuned to the environment generally. They come to see that nature is not “somewhere else” or “some other time”, but a dynamic presence in their daily lives. This phenology-based natural science course has been very successful and has been adapted in its entirety or modified by colleagues for use with elementary, middle and secondary classes. Both students and parents have shared with me how observant they have become as a result of this class. They report that family outings are now enriched with comments about local plants and animals; and most remark that they never knew so much was so close by.
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PHENOLOGY IN THE CLASSROOM
Those of us involved in environmental education in the 21st century face a formidable
challenge. Environmental degradation continues even as we try to tell the next generation
how unwise this is. Preaching the wrongs of environmental sins does not work, nor do
environmental scare tactics or blaming the students for the lifestyle enjoyed by their
families. And merely describing environmental problems and possible solutions is a
boring way to teach and to learn. Underlying the difficulty of finding ways to foster
concern for the environment is the fact that the majority of the youth (and their parents)
that we are trying to reach have less interaction with and awareness of the natural world
than any of the previous generations. If perceived at all, nature is seen as some place else
or some where else.
Over my 40 years in teaching, I have seen a dramatic decline in the amount of time
students spend outdoors exploring on their own. Pick up an interesting insect, spider, leaf,
flower or seed pod from your schoolyard and chances are that most of your students (and
many of your colleagues) will be completely unfamiliar with it. “I never saw that before”
or “Does that live here?” they might exclaim. Asking students to name ten animals
frequently leads to a list of domestic animals or those from other parts of the world.
Research from the Aldo Leopold Foundation claims that the average student now can
name more than a 1000 advertisement logos, but can recognize less that ten wild flowers.
Recently, other educators have picked up on this observation and now label it Nature
Deficit Disorder (NDD). Given how little many of our students see or know of the natural
world right outside their window, how can we expect them to care about environmental
problems? Is it reasonable to hope that they will work to protect what they do not see or
know about? I believe that part of our task as environmental educators is to fill this gap in
student’ education and awareness, and to give students a positive healthy view of their
planet, starting with the abundance and variety of nature nearby. For the past 25 years, I
have been teaching a natural science course to seventh graders that seeks to do just that.
The curriculum that I have developed is base on phenology, which is, as Webster
explains, “the study of natural phenomena that recur periodically, such as migration or
blossoming, and their relation to climate and changes in season.” Students learn about
local flora and fauna, track the weather and closely monitor the progression of the
seasons. Through the year, they develop the skill of observation, gain an awareness of
seasonal changes in nearby wildlife and become more attuned to the environment
generally. They come to see that nature is not “somewhere else” or “some other time”,
but a dynamic presence in their daily lives.
This phenology-based natural science course has been very successful and has been
adapted in its entirety or modified by colleagues for use with elementary, middle and
secondary classes. Both students and parents have shared with me how observant they
have become as a result of this class. They report that family outings are now enriched
with comments about local plants and animals; and most remark that they never knew so
much was so close by.
We and our students are living in a world of shrinking natural habitat and diminishing
opportunities for interacting with nature. The phenology-based approach to natural
science can help us counter this trend. By putting students in touch with nature on a daily
basis, by encouraging them to become familiar with local flora and fauna and by teaching
and reinforcing their skills of observation, we can help them build the foundation of a
lifelong appreciation of the richness of the natural world around them. Only then can we
expect young people to care enough about the environment and to make the effort that is
needed to save it.
Design of the course
This phenology natural science course operates around three unique conditions:
1. We do not use a textbook.
2. We regularly use the outdoors as a classroom.
3. We follow the seasons’ phenology as the curriculum for the whole school year
Instead of using my allotted money to buy textbooks, I buy classroom sets of reference
books, mostly the Golden Guides, which students use to research the weekly or biweekly
phenology topics, to verify observations and to identify our finds. Students bring two
notebooks to class. One stays indoors, while the other becomes a field journal in which
students take copious notes and make sketches on our outdoor forays.
We go outdoors on a weekly basis. With the exception of three short bus trips, we make
use of the school campus and nearby property for the entire year. The purpose of the
outdoor walks is to find examples or evidence of the phenology topic that we are
exploring that week. To add spontaneity and curiosity, students are encouraged to look
for other interesting things along the way. Students observe and make notes on the
phenology topic of the walk and some of these unanticipated finds, as well as on weather.
While always rewarding, going outdoors weekly is not without its difficulties. Students
do not always come properly prepared for weather conditions, and their energy levels
outdoors can be taxing to a teacher. For these reasons, it is important to maintain a
semblance of classroom structure. I have found that taking students outdoors regularly
from the beginning of the school year establishes a routine. As in the indoor classroom,
we have a strict code of conduct for how we act toward one another and how we treat
organisms that we find. Knowing what to expect from me and what is expected of them
helps us to build a pleasant working rapport. Most students find that they enjoy the walks
even when the weather is not ideal.
Class Procedure
Regular class procedure revolves around five main components.
1. Weather: Temperatures and precipitation are recorded regularly; each day we plot
the high and low temperatures. Being near Lake Superior, we often find huge
variations in temperature within very short distances. As a result, we obtain the
official weather form a local weather station, but we also check our instruments.
We compare monthly weather statistics to the norm and measure and mark
snowfall totals on a “snow board” on the wall. For students who are
unaccustomed to noticing or remembering the weather from one day to the next,
this constant weather watch fosters an awareness of the newness of each day, of
recurring patterns and of links between weather and wildlife. Recalling the
weather during the past week, students learn to predict what they are likely to find
on our outdoor walks.
2. Months: At the beginning of each month, we list and discuss what will happen in
nature during the coming month, including the timing of the full moon and other
astronomical events such as meteor showers, aurora, comets, planetary sights,
sunrise and sunset times and perihelion and aphelion. We also talk about the
names of the months and try to come up with more meaningful one that reflect
events in the natural world, such as the The Dark Month (December) or The
Thawing Month (April).
3. Fall and Spring Phenology Charts: Each year, the class plots the dates of the last
sightings in fall and the first appearances in the spring of common flora and
fauna. Similar data are kept for such weather events such as freezing, thawing or
snowfall. The phenology charts are extremely valuable in documenting the
change of seasons and the consistency of events from one year to the next. Kept
over a long period of time, such charts can even aid in detecting such long-term
trends as global warming. (See below)
4. Student Discoveries: Students are regularly given time to share their own
findings; either sights (critter news that we share every Monday) or specimen
caught and brought to class for observation. All collected organisms are returned
to where they were found within a day of being caught. (See below)
5. Phenology Topics: I have developed a sequence of 20 phenology topics, each of
which is explored for a week or two, not more. These topics are pertinent to what
is happening in nature at that time of year.
Fall and Spring Phenology Charts: The Last List. Noticing the first sighting of some
phenomena for the year is quite easy and we often remark that something is the “first
time seen this year”. But seeing the last of something is harder to determine. To do this, I
use the “Last List” with my students. Using examples of common critters that either
hibernate, migrate or die for the winter, we record each time that anyone in the class sees
them. The list is begun on October 1 and continues until the end of the year. Common
animals are taken from these four taxa: Mammals, Birds, Herps and Insects.
The Last List
Each of these animals is charted followed by dates when seen; noting the last sight.
Mammals:
1. Chipmunk
2. Bear
3. Woodchuck
4. Bat
Birds:
1. Duck or Goose
2. Heron
3. Robin
4. Warbler
Herps:
1. Frog
2. Snake
3. Turtle
Insects:
1. Grasshopper
2. Cricket
3. Katydid
4. Dragonfly
5. Mosquito
6. Butterfly
7. Moth
8. Bumble Bee
Student Discoveries: Critter News; Over the years, this activity has evolved from just
saying various sights to what we now have. Any critters seen by students are listed on a
white board in the back of the room. Each Monday, we take time to list and discuss our
sightings. We follow a few rules: the critters seen need to be alive, wild, seen recently
and seen within the region (about 50-70 miles in any direction). Students become very
good at making observations and as the year proceeds these sightings become more
numerous. Rare or unusual sights recorded by students or me are discussed. We look up
those that the class is unfamiliar with. Recently, a practicum student from the local
university asked me how I evaluated my class. I have students write reports each week on
the findings of our walks and we take quizzes regularly on the pertinent phenology
topics, but as I said to this student, I think that it is the critter news reported each Monday
that is the greatest evaluator of what we see and learn.
Another way we handle the student discoveries is when a critter is brought in to the
classroom (dead or alive, though I prefer alive), I will ask two student volunteers (I am
never at a loss for volunteers) to describe it to the class. They are not to say what it is, but
the rest of the class is to listen to the description and select the proper book that it may be
pictured in. Once located, they are to tell the describing students what page it is on. Once
we determine what it is, we will discuss the critter in more detail. This is a highly
effective way of getting students to take a close look at features of a critter and they don’t
need to know what it is.
TAKING STUDENTS OUTSIDE
Rules:
1. Be Prepared.
This means having notebook and writing utensil. They are also expected to dress
appropriately for the walk. I suggest talking to the class the day before about what
is needed to take this walk. I keep a supply of old boots, gloves and hats in my
room for those who arrive unprepared.
2. No Running.
This is a safety issue. I teach where snow and ice are commonly on hills. It is hard
to slow down students of the middle school age and I frequently need to repeat
this rule, but it is worth it.
3. Stay Together.
This rule is very important if you want to show something to students. Many
times, what I want to show is on the ground and students need to form a circle
around what we are looking at. Those in the front may need to kneel so everyone
can see.
4. No Talking When the Teacher or Another Student is Addressing the Class.
I find that students will chat as we walk outside and that is okay, but as soon as
the teacher starts to talk, everyone is quiet. Sometimes students will see
something while I am talking and so if they interrupt to point out a discovery,
usually that is fine.
5. No Hurting of Any Critters.
I see this as an ethical issue. I define critters as any living thing and all organisms
that we encounter are to be left as they are. Anytime we catch a critter, we look at
it and release it unharmed.
6. Snow Stays Where it is.
This winter rule refers to the fact that snow, which is a wonderful teaching tool
and I love to see students play in it, but we do not throw or kick it on anyone.
7. Anyone Who Picks a Green Plant Should be Prepared to Eat it.
This spring rule is used to discourage picking of plants at this time when so many
are growing often to bloom later. We will pick and eat some plants as a class.
Ten Tips for Taking Students Outside.
Over my 25 years of taking students outdoors during the school year, I have come
up with a few tips to make these walks very good experiences.
1. Know Your Area.
Get out and explore the site that your plan to take students to. I suggest that
you go outside to sites either on the school campus or nearby. Going further
than a short walk, will make these walks happen less often.
2. Take Students Outdoors From the Start of the School Year.
By taking walks regularly and from the beginning of the year, the students see
this as a normal part of the class. I like to take my first walk with students on
the third day of school.
3. Don’t Tell Students, “We’ll go outside when the weather is nice.”
“Nice days” are usually perceived as being warm and clear. Such days are not
always the best time to take students outside. Cool or cold cloudy days are
great. I will take students out in most all weather except for blizzards, thunder
showers and hard rains.
4. Be Prepared for a Change of Plans.
It is quite common in schools, that we need to change plans. I try to prepare
always for an indoor plan in case the outdoors does not work out.
5. Keep the Walk Structured.
Many students will regard a walk outside as no longer being school. Using a
structured notebook and a purpose of the walk with a follow up later, keeps
them attentive as though this is an important part of the class.
6. Prepare the Students.
Prepare students by talking about the walk the day before. After the walk,
review all the findings and, if appropriate, have students write a report with
labeled drawings. Often it is hard for them to write outdoors and so a good
follow-up is well worth the time.
7. Catching Critters.
Catch and bring back finds so that everyone can have a closer look, but be
sure to release any critters.
8. Learn with Your Students.
Explore and learn along with the students. Don’t be concerned that you do not
know everything that you find. Describe, draw and discover.
9. Names.
Don’t get hung up on names. Let students name discoveries by what they look
like. To pursue an interest, look it up in books to see more information.
10. Overdoing it.
Don’t overdo the walks. Students can get burned out by going out too often or
going too far. I like to go outside once a week and for some topics maybe
twice.
The Outdoor Notebook
We follow a structured format in arranging the material in the outdoor notebook.
Date:
Weather:
What has the weather been like since last walk. We use our weather
calendar for this information.
Sky Conditions
Wind; direction and speed
Temperatue; I use Fahrenheit but I have used both.
Snow Depth; when appropriate, we measure the snow on ground.
Topic:
What we are looking for on our walk; purpose of the walk.
Other:
This has evolved over the years. Anything else that we find that is not
weather or topic. Often these are excellent discoveries and most are
spontaneous.
PHENOLOGY CHARTS
These are fall and spring phenomena that we look for. These work good for us, but are no
means all the happenings that we see. We record the dates of each of the following. I post
the records for the fall and spring seasons for each year. With these results, I also have
posted the phenology of the previous five years. This gives a good comparison.
Fall Phenology
Fall Weather
1. First frost
2. First 20 F
3. First 10 F
4. First 0 F
5. First Below 0 F
6. Last 70 F
7. Last 60 F
8. Last 50 F
9. Ground Frozen
10. Ice on puddles
11. Ice covering of a nearby pond
12. Ice covering of a nearby lake
13. Ice covering a nearby stream
14. First snow flurries
15. First snow of 2 inches
16. First snow of 4 or more inches
17. Last rain
18. Last thunder shower
Fall Plants
1. Peak of mushroom growth
2. Peak of deciduous tree color
3. Peak of tamarack tree color
4. Leaves off trees
5. Last flower still in bloom
Fall Animals
1. First migrating geese
2. Peak of broad-wing hawk migration
3. Peak of bald eagle migration
4. Peak of yellow-rump warbler migration
5. First snowy owl
6. First redpoll
7. Last snake
8. Last frog
9. Last butterfly
10. Last grasshopper
11. Last mosquito
12. Last chipmunk
Spring Phenology
Spring Weather
1. First 50 F
2. First 60 F
3. First 70 F
4. Last below 0 F
5. Last 0 F
6. Last 10 F
7. Last 20 F
8. Last freezing (32 F)
9. Last snowfall
10. Last snow to melt
11. First spring rain
12. First spring thunder shower
13. Ice off a nearby stream
14. Ice off a nearby pond
15. Ice off a nearby lake
Spring Plants
1. Green grass
2. First lawn mowing
3. Leaves on deciduous trees
4. Sap flowing
5. Pussy willows open
6. Silver maples in bloom
7. First Dandelion in bloom
8. First Crocus in bloom
9. First Bloodroot in bloom
10. First Marsh Marigold in bloom
11. First Hepatica in bloom
12. First Wild Plum in bloom
Spring Animals
1. First spring robin
2. First red-winged blackbird
3. First tree swallow
4. First yellow-rumped warbler
5. First killdeer
6. First great blue heron
7. First migrating geese
8. First ruffed grouse drumming
9. First woodcock displaying
10. First bird’s nest with eggs
11. First spring chipmunk
12. First woodchuck
13. First bear
14. First bat
15. First baby rabbit
16. First snake
17. First turtle
18. First frog
19. First frog calling
20. First frog eggs
21. First spring mosquito
22. First butterfly
23. First monarch
24. First dragonfly
25. First bumble bee
26. First jumping spider on wall at school
27. First spider orb web
28. First wood tick
29. First earthworm
30. When the smelt run
PHENOLOGY TOPICS THROUGHOUT THE SCHOOL YEAR
1. Mushrooms and Other Fungi Early September (The Cooling Month)
2. Raptors Mid September
3. Fall Wild Flowers Late September
4. Deciduous Trees Early October (The Leaf-Drop Month)
5. Insects and Spiders Mid October
6. Pond in Fall Late October
7. Small Mammals Early November (Cloudy Freeze-Up Month)
8. Animal Signs Mid November
9. Large Mammals Late November
10. Animal Tracks in Snow Early December (The Dark Month)
11. Winter Birds Mid December
12. Pond in Winter Early-Mid January (The Cold Month)
13. Winter Plants Late Jan.-Early February (The Dry Month)
14. Fishes Early March (The Crusty Snow Month)
15. Sap and Other Early Spring Things Mid-Late March
16. Water Birds Mid April (The Thawing Month)
17. Amphibians and Reptiles Late April
18. Pond in Spring Early May (The Greening Month)
19. Spring Wild Flowers Mid May
20. Spring and Summer Songbirds Late May
PHENOLOGY TOPICS
I teach my students the local flora and fauna through a series of 20 phenology topics. The
topics are what is pertinent to nature at that time of year, but also diverse enough to give
a look at the Fungi, Plants and Animals that live here. I stress local wildlife and
consistently teach of what can be found right in our own neighborhoods.
There may be some variation is some years due to weather conditions, but this scheme of
20 topics through the year is held to regularly. Some years, I will add one or two more
topics depending on scheduling time, but I never delete any of these topics.
Each topic has its own vocabulary terms, diagrams (drawings), list and its own
references.
Mushrooms and Other Fungi Early September.
In most years, the fungi growth is abundant in the late summer. I have found that even in
dry years, we can find mushrooms in the nearby yards and woods. In addition to this,
students often see and find them on their own. Whether they are raking or mowing lawns,
being on the playground or just walking to school, students frequently encounter various
fungi. Through the use of photos (slides) that I have taken of local fungi, we examine the
different types.
Taxonomy of fungi can be very difficult and this is our first topic, so I keep it simple.
Though it is a widely diverse group, we lump the gilled mushroom and use our own
names for some other types. We make our list of fungi where we note characteristics for
each and then we go out in search of them. Many students also bring in fungi that they
find themselves.
Over the years, I have learned some choice locations of fungi growths and each year we
find Amanita, Agaricus, Marasmius, Boletes, Corals, Puffballs, Shelf Fungi and Black
Knot at the same or nearby sites.
I encourage students to get a close look. Picking is not harmful to the fungi since, the
“mushroom” is just the fruiting body. We look at closely, handle and maybe draw, but we
will never consume. Often, we also make spore prints and use them to further identify the
mushrooms.
We also take note of where and how the fungi grows. Usually as a saprophyte, fungi finds
the temperature, moisture and available nutrients to be good at this time of year. We note
the peak of mushroom growth on our phenology chart as well.
Students enjoy this topic and I never have a shortage of fungi in my classroom during the
beginning of the school year. Even though I bring in some, most is collected and brought
in by the students.
Vocabulary terms:
Fungi
Mushroom
Gills
Spores
Drawing:
Typical Gilled Mushroom with these parts
Cap
Gills
Stem (Stalk)
Rhizomes (“Roots”)
Spores
List of Mushsrooms and Other Fungi
1. Gill Mushroom
2. Pore Mushroom (Boletes)
3. Tooth Mushroom
4. Sponge Mushroom (Morel)
5. Coral Fungus
6. Finger Fungus (Unbranched Corals)
7. Beard Fungus (Hericium)
8. Puffballs
9. Horn Fungus
10. Shelf Fungus (Bracket)
11. Jelly Babies
12. Jelly Fungus
13. Cup Fungus
14. Eyelash Fungus
15. Bird’s Nest Fungus
16. Blue-Green Stain
17. Black Knot
18. Rust Fungus
19. Lobster Fungus (Hypomyces)
20. Slime Mold
References: Non-Flowering Plants; A Golden Guide
Fascinating Fungi of the North Woods; Kollath-Stensaas
Raptors Mid September
At this time of September, the autumn migration is well at hand. We may see this in
many ways. I feed birds outside my classroom and often we see migrating sparrows and
juncos. We also observe warblers, thrushes, finches and geese as they pass by; but in fall
in Duluth, Minnesota, it is the flight of raptors: hawks, eagles, osprey, etc. that gets our
attention. Though not as likely at this time, I include owls on this list.
We take a trip to the Hawk Ridge Nature Reserve to view this migration. We are
fortunate to have this excellent site only about fifteen minutes from school. To avoid
distractions and disturbances (caused by us and the others witnessing the migration), we
go back from the road observation site is to a small rocky overlook. Here, we sit down
and watch as the raptors fly right over us. As a group, we keep track of what kinds we see
and how many of each. We usually see the movement in late morning or in early
afternoon at about the rate of one per minute (fast enough to keep the middle school
student interested).
Typically, the flight of sharp-shinned hawks is constant and we can be sure to see them.
In addition to these small accipiters, we usually see some American kestrels, osprey, bald
eagles, red-tailed hawks, broad-winged hawks, northern harriers and turkey vultures. If
the winds are right (from the northwest), we may also experience huge flights of broad-
winged hawks. Some years, we have seen kettles of more than a thousand. These are very
impressive numbers, but such flocks are almost always very high. Also, the flight of
songbirds is happening and we take note of these birds as well.
We stay here for an hour to an hour and a half. Students either bring binoculars or are
issued a pair. Part of the time there is spent learning how to use the binoculars properly.
The nearby banding station will nearly always have some caught and banded hawks,
usually sharp-shinned hawks, that we are able to view closely and release.
Vocabulary Terms:
Raptor
Birds of Prey
Buteos
Accipiters
Falcons
Migration
Kettles
Thermals
Drawings:
Hooked Beak
Talons
List of Raptors:
1. Red-Tailed Hawk
2. Broad-Winged Hawk
3. Sharp-Shinned Hawk
4. Cooper’s Hawk
5. Goshawk
6. American Kestrel
7. Merlin
8. Peregrine Falcon
9. Harrier
10. Osprey
11. Bald Eagle
12. Turkey Vulture
13. Great Horned Owl
14. Great Gray Owl
15. Barred Owl
16. Snowy Owl
17. Saw-Whet Owl
18. Long-Eared Owl
19. Short-Eared Owl
20. Hawk Owl
Reference:
Birds of North America; Golden Press
Fall Wild Flowers Late September
Mid to late September is a good time to see the wild flowers that began blooming in
summer and lingered now into the fall. Many will continue to bloom until stopped by the
frosts. Unlike spring wild flowers that bloom in the woods, these are plants of the open
fields, meadows and roadsides. Many are native, but a large number are introduced
species (exotics or aliens).
I use this topic to introduce students to the concept of composites; since many that bloom
now are of this type. We make note of color, size and other pertinent information. Most
are perennial and if you know your study sites, you’ll be able to find the same plants for
years. A few are biennials and produce rosettes that make for good viewing as we move
closer to winter.
Best known of these late blooming plants are the goldenrods and asters. Both are native,
diverse, large and easy to recognize. Others easy to find now include tansy, daisy, black-
eyed susan, yarrow, hawkweed, pearly everlasting and some non-composites: red clover,
sweetclover, mullein, evening primrose and butter and eggs. These plants grow near the
school are many show responses to the shorter days and the cooling of autumn. They also
usually have visiting insects that are worth watching as well.
Vocabulary Terms
Composites
Ray Flowers
Disc Flowers
Annuals
Biennials
Perennials
Exotic
Alien
Drawing:
A typical composite (daisy)
Ray Flowers
Disc Flowers
List of Fall Wild Flowers
1. Black-Eyed Susan
2. Daisy
3. Fleabane
4. White Aster
5. Purple Aster
6. Goldenrod
7. Tansy
8. Sunflower
9. Sticktight
10. Orange Hawkweed
11. Yellow Hawkweed
12. Sow-Thistle
13. Thistle
14. Yarrow
15. Pearly Everlasting
16. Red Clover
17. Yellow Clover
18. Yellow Sweetclover
19. White Sweetclover
20. Birdfoot Trefoil
21. Butter and Eggs
22. Mullein
23. Evening Primrose
24. Gentian
References:
Flowers; A Golden Guide
Wildflowers and Weeds; Van Nostrand Reinhold
Deciduous Trees Early October
Leaf color change begins already in August and continues through September. By late in
the month, it may be at its peak; the time of greatest color. Early October colors continue
with some changes and some lessening. Usually by mid month, we experience the big
drop, when most deciduous trees shed nearly all of these leaves. This is usually brought
on by a strong wind or rain that separates the leaves from the abscission layer of the leaf
petiole and tree twigs.
I like to take this time, usually in early October, to look at the local deciduous trees. We
get to know the tree species by recognizing the leaves, but we also note their autumn
colors and any other pertinent observations, such as the berries (mountain-ash and
highbush cranberries), nuts (oaks) or seeds (maples and box elder). Most of the leaves are
yellow and fewer are red. We have a discussion of how these colors are arrived at and
why reds are less common than yellows. We also look at why trees drop their leaves.
Tree leaves are described into four groups: simple pinnate, compound pinnate, simple
palmate and compound palmate. Though we concentrate on local trees growing on or
near the school campus, we also include the vine Virginia creeper because it is so
common and bright red at this time of year.
Vocabulary Terms:
Deciduous
Pinnate
Palmate
Chlorophyll
Xanthophyll
Anthocyanin
Carotene
Abscission Layer
Leaf Margin Types
Drawing:
Simple Pinnate
Compound Pinnate
Simple Palmate
Compound Palmate
List of Deciduous Trees
1. Sugar Maple
2. Red Maple
3. Silver Maple
4. Highbush Cranberry
5. Basswood
6. Dogwood
7. Cherry
8. Willow
9. Elm
10. Birch
11. Alder
12. Poplar
13. Quaking Aspen
14. Bigtooth Aspen
15. Red Oak
16. Bur Oak
17. Ash
18. Mountain-Ash
19. Sumac
20. Box Elder
21. Buckeye
22. Virginia Creeper
Reference:
Trees; A Golden Guide
Insects and Spiders Mid October
October frequently has clear mild days with a temperature that may rise to the 50 or 60
degree range. It is on these days that many of the insects that persist from the summer in
nearby meadow grasses and wild flowers get active. They are very easy to catch at this
time. Any study of insects and spiders is a huge subject, so I emphasize those still active
at this time of fall.
What I have learned to do with students is to use sweep nets to gather insects in such sites
with just a few sweeps in the meadow plants. The insects (and plant parts) are put into
clear plastic boxes of about 12 inches by 6 inches by 8 inches. Students then gather at a
centralized meeting site and examine the insects and spiders in these boxes. After looking
at them, we use plastic Petri dishes to collect many good species for a closer look.