Wet Wander Coloring

Developed by: Kaylynn Wohl and Tenley Ong

Adapted from: “Species Lists.” H.J. Andrews Experimental Forest - Oregon State University, 6 Apr. 2017,
andrewsforest.oregonstate.edu/about/species.
Franklin, Jerry F., and C.T. Dyrness. Natural Vegetation of Oregon and Washington. U.S. Forest Service, 1973.

Time: 60 minutes

Overview
This activity introduces middle schoolers (6th-8th grade) to plant identification, and the principles of plant behavior
and diversity through the use of drawing and water coloring.

Rationale
Through this lesson, students will be able to understand and appreciate their local environment, by inspiring them
to take action through conservation, advocacy, and further education. It will allow space for creativity, which builds
upon students’ abilities to draw connections between what they learn and how they can use that information to take
action. Students will build skills in observation, drawing and art techniques, and descriptive language.

Learning Outcomes
By the end of this activity, middle school students visiting HJ Andrews will be able to:
1. Identify at least 4 species of local plant ecology (see background material section on the next page for a
full list).
2. Demonstrate the ability to transfer attention to detail onto paper in a drawing.
3. List 3 key facts about a plant species of their choice.

Links to Standards
This facilitation will engage in science standards by also actively participating in awareness to action. By engaging
in close up observation, they will tune into empathy towards nonhuman living creatures which will then spark the
drive to interact with their natural, local environment with a priority of environmental consciousness and
sustainability.

Materials Needed
❑ 2” x 6” watercolor papers (1 for each student)
❑ 5” x 7” watercolor papers (1 for each student)
❑ pencils
❑ watercolor colored pencils
❑ optional black ink pens
❑ watercolor sets
❑ water holding paint brushes
❑ reusable towels/ washcloths
❑ clipboards for each student
❑ 4 bandanas

Background Material

For more details on species at HJA, the best resource is the species list on their website. For more details on
vegetation in the Cascade region, see the report by Jerry F. Franklin and C.T. Dyrness.

Species list: https://andrewsforest.oregonstate.edu/about/species

Report by Franklin and Dyrness: http://www.fsl.orst.edu/rna/Documents/publications/Natural%20vegetation%20of
%20Oregon%20and%20Washington%201988.pdf
Climate Change: a change in global or regional climate patterns, in particular a change apparent from the mid to
late 20th century onwards and attributed largely to the increased levels of atmospheric carbon dioxide produced by
the use of fossil fuels.

Snag tree: standing dead trees that provide habitats for several species of animals. They provide more life than a
living tree as they are home to decomposers and will eventually turn into soil.

Here is a list of plant genuses and species that the students may find during this activity.
● Bigleaf Maple ● Red, Western Red, or Pacific Red Cedar
● Red Alder ● Stairstep moss
● Red Huckleberry ● Vine maple
● Incense Cedar ● Pacific Yew
● Himalayan Blackberry ● Salal
● Douglas Fir, Oregon Pine ● Western hemlock
● Pacific Rhododendron ● Lungwort lichen
● Sword Fern ● Licorice Fern

Activity Description

Students will have time to sit with local plants (or if they’re lucky, they may find a slow moving critter they won’t
have to touch) and really digest the details, similar to sit-spots. After sitting with what they chose, they will be asked
to physically draw what they see, rather than what they think they see, onto the bookmarks provided. They have two
in case of mistakes. Then, an instruction on how to utilize the watercolor paint brushes will be provided. Students
will then have the opportunity to watercolor what they drew to make a colorful bookmark for their journals.

Step 1. Getting Started: Introductions (1-5 minutes)

1. Overview the next hour: let the students know they will get to learn about the local plants, have some quiet
time to themselves for a sit spot (Ask: “do you know what a sit spot is?”) and participate in an art activity.
Explain to them that we are in a super cool, old growth forest. There are so many interesting things hiding
around every corner. Tell them to use their owl eyes and look around!
2. Before you walk to the station, conduct a series of brief questions to gain where the students’ knowledge
lies on the local plant ecology. It’s possible that previous stations may have provided some knowledge.
Stop and ask them if they can identify different species along the way. (Ask: “what do you notice between
this leaf and another species’ leaf?” “What do you notice about that trees’ bark?” etc.)

Step 2. Plant ID Activity (20 minutes)

1. Start with a 5 minute walk to the station. This activity will test the students’ memories by having them
collect and identify plants, shrubs, and trees. While walking to the station, secretly collect 5-12 parts of
different types of local plants (leaves, fruit, bark chunks, sticks, berries, etc). Be sure that when you collect,
only select plants that are already littered on the ground. If there isn’t anything littered on the ground, you
may pick a plant if it grows in abundance. Be sure to tell students that if they need to pick a plant, they need
to ask a leader first, as well as the plant.
2. Have all of the students turn their backs while you lay the plant parts onto the bandana. Cover them with a
second bandana and explain the game: After lifting the bandana off the items, students will have 30
seconds to look at them. Their goal will be to memorize everything they can see and where it is; take a
“mental photograph”. This should take about 2 minutes.
3. Cover the items back up. Give students 5 minutes to gather the same parts and arrange them exactly as they
were under the bandana.
4. After the time is up, ask them if they want to see it again. Then let them make their final arrangements.
This should take about 3 minutes.
5. The educators will then point to the different things students collected and ask them to make observations
about them. As you transition between each plant, if they don’t already know, tell them the name of the
plant and a fact or two about it. Use the plant profiles on the next few pages for reference.
Sit spot and Watercoloring (30 minutes)
1. Educators split students up to work independently but encourage them to have full autonomy over what
nonhuman living thing they will sit with. The initial step for the activity is a sit-spot activity (10 minutes)
done for internal inquiry and a meditative response.
a. A sit spot is designed to be a place that you go often to get out into nature, get a wild feeling, and
relieve stresses and tensions. Help students find a place that they like and encourage them to use
all of their senses to really get to know their landscape and plant.
2. Students will have 10 minutes to draw in pencil onto both of their bookmarks with the opportunity to use
ink pens to add depth and furthered detail.
3. After students complete their drawings, educators will provide the plot twist of getting to watercolor their
bookmarks. If it’s raining then that’s a bonus; they could essentially use rain water to create their color. We
will provide a demonstration on how to watercolor. This should take about 5 minutes.
4. For 10 minutes, students will then be able to pair up if watercolor sets are limited and collaborate on their
watercoloring.

Step 4. Assessing Understanding (5 minutes)

Take a few moments to have students write about their experience in their journals/passports (length of this exercise
really depends on the amount of time left and the dynamic of the class; read the group). This is so they can reflect on
the activity they just did. Ask them to briefly address the following questions in their journals:
● What type of plant did they draw/watercolor? Can they identify it?
● List 3 observations about it.
● Why did they choose it? What drew them to it? Was it because they liked the shape or color? Or because
they liked the way it grows? Anything else?

Step 5. Wrap Up (5 minutes)

Students will have an encouraging opportunity to show and tell their artwork and experience, regardless
of their artistic success as the purpose of this is not to be the best painter (encourage it not being a
competition). Students will be asked to identify the species they worked with. Have each student (one by
one) show their artwork up for others to see and tell the class about it. They can use their journal entry
bullet points from Step 4 to help them decide what to say.
 Bigleaf Maple
Acer macrophyllum

Habitat: Native to low-mid elevations from San Diego, CA to Vancouver, Canada. Grows from
near the Pacific Ocean to 186 miles inland.

Characteristics: 50-100ft tall, average of 12-36in. diameter. Has broad, rounded crowns on
short, branching boles.

Uses: Wood for construction

Fun facts: Very flood resistant.

Sources: Richard, Terry. “Oregon Loses World's Largest Bigleaf Maple in Wind Storm.”
Oregonlive, 10 Apr. 2011,
www.oregonlive.com/terryrichard/2011/04/oregon_loses_worlds_largest_bi.html.

Habitatdana. “Big-Leaf Maple, Acer Macrophyllum.” Native Plants PNW, 13 May 2015,
nativeplantspnw.com/big-leaf-maple-acer-macrophyllum/.
 Incense Cedar
Calocedrus decurrens

Habitat: They grow Cascade Mountains (below 6600 ft. in Oregon) and Sierra Nevada
Mountains (below 8000 ft. in California).

Characteristics: Leaves are scale-like and appressed twig. Set of 4 leaves is much longer than it
is wide. Woody cones about 1” long, unopened cones shaped like a duck’s bill, open cones
shaped like a flying goose. reddish-brown when mature.

Uses: Wood for construction, fencing, siding, and pencils.

Fun facts: Wood is aromatic, so it resists insects.

Sources: “Native Conifers of Washington State.” Plants Profile for Calocedrus Decurrens
(Incense Cedar), plants.usda.gov/core/profile?symbol=CADE27.

“Incense Cedar.” Incense-Cedar Species: Common Trees of the Pacific Northwest,

oregonstate.edu/trees/conifer_genera/spp/incense_cedar_spp.html.

OSU Editors. “Incense Cedar (Calocedrus Decurrens).” USDA.gov,

plants.usda.gov/plantguide/pdf/pg_cade27.pdf.

“Incense Cedar: University of Redlands.” Sites, sites.redlands.edu/trees/species-

accounts/incense-cedar/.
 Himalayan Blackberry
Rubus armeniacus

Habitat: Found throughout the Pacific Northwest. It was originally native to Western Europe
and was introduced as a cultivated crop to North America.

Characteristics: Canes can get to about 40cm, roots can grow 2-3 feet deep. Stems have large,
stiff prickles. Fruit (blackberries), ripens from midsummer to autumn. Non-native, so it
outcompetes native plants and fills in open areas as it grows in dense thickets.

Uses: Provides food for animals

Fun facts: Birds and omnivorous animals (ex. bears, foxes, and coyotes) are responsible for
dispersing seeds

Sources: Soll, Jonathan. “Controlling Himalayan Blackberry.” The Nature Conservancy, 2004,
www.invasive.org/gist/moredocs/rubarm01.pdf

“Washington State.” Washington State Noxious Weed Control Board, 2009,

www.nwcb.wa.gov/weeds/himalayan-blackberry.
 Pacific Rhododendron
Rhododendron macrophyllum

Habitat: Grows in both dry and moist soils in California, Oregon, Washington, and British
Columbia.

Characteristics: Perennial 5-25ft. shrub with dark green leaves. Has pink and purple bell-shaped
flowers that bloom in April, May, June, and July.

Uses: Used for decoration and cover for wildlife.

Fun facts: Contain poisonous substances that shouldn’t be ingested by humans or animals. They
are especially valuable to bumble bees.

Sources: TWC Staff. “Plant Database.” Lady Bird Johnson Wildflower Center - The University
of Texas at Austin, 2018, www.wildflower.org/plants/result.php?
id_plant=rhma3#:~:text=Pacific%20Rhododendron%20is%20confined%20to,limit%20of
%20this%20shrub's%20range.

Mark, Turner. “Rhododendron Macrophyllum: Pacific Rhododendron: Wildflowers of the

Pacific Northwest.” Turner Photographics, www.pnwflowers.com/flower/rhododendron-
macrophyllum.

Wenning, Dave. “The Rhododendron Trail.” The Rhododendron Trail, Blogger, 7 May 2016,
www.fidalgoweather.net/2015/03/the-rhododendron-trail.html.
 Sword Fern
Polystichum munitum

Habitat: Moist to dry soils, prefers shady woodlands, and native to Oregon. Grows around the
Pacific Northwest.

Characteristics: Grows in evergreen fronds that clump 3-4’ tall and wide and form sturdy,
upright clumps of fronds. Has dagger shaped leaflets, grows upright. Can get as many as 100
fronds at the base. Grows well in shady flower beds and woodland settings with proper shading
and drainage.

Uses: Often used to make holiday wreaths, so it is also called the “Christmas fern”.

Fun facts: New frond shoots are called fiddleheads. Sword fern fronds can be used for medicinal
purposes or candles.

Sources: “Native Ferns.” Native Ferns | Portland Nursery, portlandnursery.com/natives/ferns/.

“Native Plant: Sword Fern: Beaverton, OR - Official Website.” Native Plant: Sword Fern |
Beaverton, OR - Official Website, www.beavertonoregon.gov/1993/Sword-Fern.

Moore, Sarah. “Interesting Facts About the Western Sword Fern.” Home Guides | SF Gate, 21
Nov. 2017, homeguides.sfgate.com/interesting-western-sword-fern-
70704.html#:~:text=Uses,and%20use%20them%20as%20stamps.
 Licorice Fern
Polypodium glycyrrhiza

Habitat: Can be found between Northern California and southern Alaska. Prefers moist
conditions, not dry. Grows on the trunks and branches of Bigleaf Maple trees.

Characteristics: Soft, green fern that grows 10-12 inches long in moist mossy areas, like tree
trunks, stumps, and branches. Round brown dots under leaflets are spores that are spread from
late fall to spring.

Uses: Was a medicinal plant for Native American groups as a remedy for colds, coughts, and
sore throats.

Fun facts: Grows on Bigleaf Maple Trees. Also, “Glycyrrhiza” means “sweet root”, so it might
have been eaten at some point in time.

Sources: “Native Ferns.” Native Ferns | Portland Nursery, portlandnursery.com/natives/ferns/.

“Licorice Fern.” Licorice Fern · University of Puget Sound,

www.pugetsound.edu/academics/academic-resources/slater-museum/exhibits/terrestrial-
panel/licorice-fern/.
 Red Alder
Alnus rubra

Characteristics: simple, alternate, and deciduous; egg-shaped leaves. 3-6 inches long with
straight veins. Produces 1 inch long small, brown woody “cones.” Twigs: Young twigs are
triangular in cross-section. Buds are borne on short stalks.

Habitat: Found in cool, moist environments below 2,500 ft. west of the Cascades.

Uses: For wooden products like food dishes, furniture, doors, tissue, and writing paper. Fiber
materials. Makes dyes in red, red brown, brown, orange, and yellow. Infusions from the bark
were used for treating anemia, colds, congestion, and stomach cramps.

Fun fact: In Washington and Oregon it’s popularly used for smoking salmon.

Sources: Images from Oregon State University: “Common Trees of the Pacific Northwest: Red
alder (alnus Rubra).

United States Department of Agriculture Resources Conservation Service, “Plant Guide. Red
Alder.” Jammie Favorite, Diana L. Immel, M. Kat Anderson. Website.
 Red Huckleberry
Vaccinium parvifolium

Characteristics: Grows slowly up to 12 ft, but mostly grows only to 3-6 ft.. It is often found
growing on top of decaying logs and stumps (nurse logs) in open to fairly dense coniferous
forests. Bright red berries from July through August. Dainty leaves are small, oval, and not
toothed.

Habitat: Mostly in the lowland forests west of the Cascades in British Columbia, Washington,
and Oregon.

Uses: Berries are a good trail snack for everybody (birds and mammals)! Twigs and then the
leaves were separated from the berries by rolling them down a rough, wet plank.

Fun fact(s): Perfect companions to Rhododendrons, Salal, Evergreen Huckleberry, and ferns.
Berries are a perfect source of Vitamin C. Great in pies, jellies, and jams.

Source(s): Native Plants PNW: An Encyclopedia of the Cultural and Natural History of
Northwest Native Plants, “Red Huckleberry, Vaccinium parvifolium.” Website.
 Oregon Grape
Mahonia aquifolium

Characteristics: Can grow up to 10 feet tall, but typically grows 4 to 5 feet tall in garden
settings. Grows upright with slightly arching branches with prickly leaves. The effects of cold,
sun, and even age will cause leaves to take on shades of red to purple. Bright yellow flowers
bloom during April through may and have dusty blue berries that ripen September through
October.

Habitat: Prefers partial sun; can tolerate lots of shade under large trees as well as full sun. One
or more of the four native species of Mahonia can be found in almost every county in Oregon.

Uses: The berries are perfect for trail snacks as well as being used in cooking/baking.

Fun Fact(s): Oregon state flower with berries that have a lot of natural pectin for jellies and
wine. Roots are bright yellow, perfect for dye making, especially for baskets.

Source(s): Portland Nursery. Native Plant Library. “Mahonia: Oregon Grape.” Website.

Native Plants PNW: An Encyclopedia of the Cultural and Natural History of Northwest Native
Plants, “Tall Oregon Grape, Mahonia aquifolium.” Website.
 Douglas fir
Pseudotsuga menziesii

Characteristics: Douglas firs are conifer evergreens, and they produce seeds in cones rather
than in flowers which are dispersed by wind. Douglas fir seeds provide food for a number of
small mammals, including chipmunks, mice, shrews, and red squirrels. They self-prune when in
dense forests. They are fast-growing, and they commonly grow up to 250 feet in old-growth
forests and can reach five to six feet in diameter. Their bark appears in “furrows,” or dense,
rough divots.

Habitat: Coastal Douglas firs are found in the Pacific Northwest and all over Oregon.

Uses: Douglas firs were used by Native Americans for building, basketry, and medicinal
purposes. Ailments that Douglas firs were used to cure include stomach aches, headaches,
rheumatism, and the common cold.

Fun Fact(s): They are one of several species used as Christmas trees so their population is quite
stable. Douglas fir trees are also called red firs, Oregon pines, and Douglas spruce, but are not
actually true fir trees, pines trees, or spruce trees.

Source(s): The National Wildlife Federation. “Douglas Fir, Pseudotsuga menziesii.” Website.

Breen, Patrick. Oregon State University. College of Agricultural Sciences - Department of

Horticulture. “Landscape Plants: Pseudotsuga menziesii.” Website.
 Western Hemlock
Tsuga heterophylla

Characteristics: Flat bark that can peel off. Does not withstand fires well. Prolific seed
production and the ability to grow in high organic matter and rotting wood results in the
formation of nurse logs. Considered climax species in most of our area; if forests are left alone
and allowed to grow undisturbed indefinitely, Western hemlock would be the dominant species.
Hemlock typically grows 150-195 feet. The tallest Western Hemlock is over 240 feet tall.

Habitat: This common conifer that grows in the cool, moist forests of northwest Oregon. Found
in Southeast Alaska to northwest California along the Pacific Coast.

Uses: Native Americans used western hemlock for medicine, food, and dye and to tan hides. It
was used to fashion small implements; to make articles of clothing, such as skirts made of
boughs; to ensure hunting or fishing success by rubbing their bodies with boughs; and to ward
off evil spirits.

Fun Fact(s): The oldest Western hemlocks are over 1200 years old!

Source(s): Lang, Frank A. The Oregon Encyclopedia. “Pacific Yew.” March 17, 2018. Website.

Native Plants PNW: An Encyclopedia of the Cultural and Natural History of Northwest Native
Plants, “Western Hemlock.”
 Pacific Yew
Taxus brevifolia

Characteristics: Have become rare due to their high cost value and due to the decline of old
growth forests. Yews are shade tolerant but cannot tolerate fire. Red bark. Yew foliage resembles
that of the coastal redwood, but its diminutive size and thin distinctive reddish purple color with
long paper scales set it apart.

Habitat: Found under old-growth canopies, in canyon bottoms, or along streams in coastal and
mountainous forests from the Alaskan Panhandle to Northern California, commonly found in the
Cascades, Sierra Nevada, and northern Rocky Mountains to elevations as high as 5,000 feet.

Uses: Has cancer healing properties for ovarian, lung, and breast cancers by producing
‘paclitaxel” which hinders mitosis in tumors. Used for fence posts and railroad ties, wood
carvings, furniture.

Fun Fact(s): High commodity timber; Asian and Japanese buyers spend up to $7,000 for logs.

Source(s): Lang, Frank A. The Oregon Encyclopedia. “Pacific Yew.” March 17, 2018. Website.

Native Plants PNW: An Encyclopedia of the Cultural and Natural History of Northwest Native
Plants, “Pacific Yew.”
 Stairstep Moss
Hylocomium splendens

Characteristics: Stairstep Moss is a beautiful bryophyte with stair-step, feather-like

morphology. Each step is a year's growth which means this bryophyte can be dated. Considered
one of the large bryophytes with stems getting up to 4 centimeters long. The capsules are oblong
and at an upward slant.

Habitat: Extremely common on the forest floor in Oregon. Grows on the majority of surfaces, in
mats on logs, rocks, or humus soil.

Uses: Serving as an indicator species for monitoring air quality.

Fun Fact(s): The age in years of stairstep moss can be determined by counting the number of
“steps.” Lichens and mosses evolved before vascular-land plants, meaning these are some of the
Earth's most early plants.

Source(s): Benton, Laura. Willamette National Forest. “Lichens and Bryophytes of the
Willamette National Forest.” Website.
 Salal
Gaulthoria shallon

Characteristics: Dark green, oval leaves and its purple-to-black, berry-like fruits. This
evergreen shrub can grow to 5’ in height and spread to 5’ in the shade. In sunny spots the plants
may only get 1’-3’ tall. Leaves are simple, alternate, persistent, and 2 to 4 inches long. They have
a leathery texture and are dark glossy green above and paler below. Leaf margins are finely
serrated along their edges.

Habitat: Understory shrub found in coastal forests from British Columbia to southern
California. Grows best in a conifer forest.

Uses: medicine (dermatological aid, gastrointestinal aid, and cough medicine), food (berries,
dried or cooked), dye (purple from fruits, yellow from leaf infusion), and utensil (stems used as
cooking tools).

Fun Fact(s): Its deep and wide root system makes it one of the first plants to return after a forest
fire.

Source(s): Lang, Frank A. The Oregon Encyclopedia. “Pacific Yew.” March 17, 2018. Website.

Native Plants PNW: An Encyclopedia of the Cultural and Natural History of Northwest Native
Plants, “Salal.”

Brun, Charles. Washington State University. WSU Clark County Extension PNW Plants: Salal.
Website.
 Lungwort lichen
Lobaria pulmonaria

Characteristics: large, bright green, leaf-like lichen that resembles the shape of a lung. The
underside is pale and has a veiny texture. They have spore-producing structures called apothecia
that spread fungal spores, and when combined with algae, these spores can grow into lungwort
lichens; however, they can also reproduce by breaking apart.

Habitat: Grows on tree bark and mossy rocks in humid forested areas with both conifers and
hardwood trees. They love healthy old growth forests.

Uses: dyes, teas, and wild animal forage. Humans have used lungwort for lung ailments, such as
tuberculosis and asthma.

Fun Fact(s): They produce the most nitrogen at HJ Andrews and cannot survive in polluted
areas.

Source(s): DeLay, Chantelle. U.S. Forest Service. “Plant of the week: Lungwort, lung lichen
(Lobaria pulmonaria (L.) Hoffm.).”

Image: Paul Noll. http://www.paulnoll.com/Oregon/Wildflower/plant-Lichen-Lungwort.html

 Vine Maple
Acer circinatum

Characteristics: Broadleaf deciduous tree or large shrub, 10-20 ft tall, multi stemmed, shrubby,
spreading, sprawling and vine-like. Grows well bushy with forest shade and dense in sun. Leaves
opposite, simple, almost circular in outline, 6-12 cm across, heart-shaped at base.

Habitat: Found in moist woods and along stream banks from British Columbia and towards
southern to northern California.

Uses: Frames for fishing nets, snowshoes, and cradle frames. Sap was used for sweetener. Also
used as medicine for dysentery and polio.

Fun Fact(s): Also used for spoons, bowls, and platters.

Source(s): Breen, Patrick. Oregon State University. College of Agricultural Sciences -

Department of Horticulture. “Landscape Plants: Acer circinatum.”

USDA Editors. “Vine Maple.” USDA, plants.usda.gov/plantguide/pdf/pg_acci.pdf.

 Pacific DogWood
Cornus Nutalli

Characteristics: Deciduous tree, grows up to 66 feet tall. Smooth, dark bark and oval, pointed
leaves, deep green in color with parallel veins. Flowers are in tight clusters, greenish white and
tinged purple. Flowers in spring and fall. Fruits are bright read and .4 inches long.

Habitat: Pacific Northwest and California, west of the Cascades and Sierra Nevada. Low
tolerance to frost and high tolerance to flooding. Prefers moist, well drained soils on gentle
slopes.

Uses: Food for deer, el, small mammals (ex. mice), pigeons, and woodpeckers. Used for brown
dye, stomach trouble, and weaving baskets. Wood is used in a variety of products, including
bows, arrows, piano keys, and golf club heads.

Fun Fact(s): Named after Thomas Nuttall, English botanist and zoologist from the 1800s.

Source(s):“U.S. Forest Service.” Forest Service Shield, www.fs.fed.us/wildflowers/plant-of-the-

week/cornus_nuttallii.shtml.
 Beard Lichen
Usnea Australis

Characteristics: Yellow/green in color with long stems. Resembles a tangled mass of threads.

Habitat: Lives in humid, mountainous regions. Occurs in the Arctic and the tropics.

Uses: Was used as a remedy for whooping cough, catarrh, epilepsy, and dropsy.

Fun Fact(s): In 300 BC, it was used as a hair growth stimulant. Some species produce orange
moss.

Source(s): The Editors of Encyclopaedia Britannica. “Beard Lichen.” Encyclopædia

Britannica, Encyclopædia Britannica, Inc., 13 Nov. 2013, www.britannica.com/science/beard-
lichen#ref191820.