8. Discuss "Plant Migration" and "Distribution," the lines of 

 stress, lines of migration, the causes of migration, the structural char- 

 acters favoring migration. 



9. Explain why autumnal coloration is so striking in American 

 forests. 



10. Determine the adaptations of the members of the different so- 

 cieties to their environment. 



11. Make special studies of the plants of one or more of the follow- 

 ing : (a) a swamp, (b) a pasture or meadow, (c) a roadside, (d) a thicket, 

 (e) a woods, (f) a lawn, (g) a cliff, (h) a barnyard, (i) a sphagnum swamp 

 ©r bog, (j) a pond, (k) rocks, (1) sand-dune, (m) a ravine, (n) a shore, 

 (o) a dry hill-side. 



Make (a) list of the species of plants growing in each society ; (b) 

 determine the relative abundance of each species ; (c) locate the positions 

 of each species, (d) and try to explain any adaptations. 



12. Make diagrams of distribution of the plants in each area studied. 



13. Observe and try to explain ihe adaptation in the following : (a) 

 strengthening devices in the large leaves of milkweeds, basswood, and 

 catalpa, (b) flat prostrate habit of many shrubs, (c) elastic stems of cereals, 

 (d) hairy leaves of mullein, (e) colored buds, (f) underground fleshy roots 

 and tubers, (g) "sleep" position of clover leaves, (h) rosette habit of dan- 

 delion, blueweed, and plantain, (i) thickened leaves of purslane. 



14. Study the swamp-thicket society near your school. 



[Consult Coulter and Atkinson.] 



II, Flower Calendar. 



Each student should keep a Flower Calendar for Wild Flowers. 



The flowers are not to be picked, but rather studied in their wild 

 haunts. 



By examination of the earlier plants determine how they have devel- 

 oped so rapidly. 



What advantage to the plant in developing so early ? 



Examine the roots of some of the early plants. 



Compare the first pair of leaves produced with the latier ones. 



