Pine Forest Plants - The Bahamas National Trust

Written and compiled by Lynn Gape & Monique Sweeting 

(Education Officers, Bahamas National Trust) 

with contributions from 

Susan Jacobson (University of Florida); Jim Richards (Abaco); Nancy Brunette 

(Abaco); Sandra Buckner (Chairman, Bahamas National Trust Wildlife Committee); 

and Karen St. Cyr (Ministry of Education). 

With thanks to Melissa Maura and John Thompson for original illustrations. 

Other illustrators Priscilla Fawcett (c) A. R. Gantner Verlag KG 

Jack Patterson and George Stevenson (c) Jack Patterson 

Funding provided in part by the Disney Wildlife Conservation Fund 

May 2003 

The information contained in this resource booklet cannot be reproduced in whole or in part without 

permission from the Bahamas National Trust. 

Bahamas National Trust - Exploring the Bahamian Pine Forest 2

The Bahamas National Trust’s focus on education began in the early 1970’s. Since 

then a staffed Trust’s Education Office has earned a reputation for excellence and creativity 

with many teachers and thousands of students benefiting from Trust educational 

materials and programmes. The BNT Education Office is staffed by Monique Sweeting 

and Lynn Gape and Deputy Director, Susan Larson, supervisor of educational materials 

and programmes. 

The BNT Education Office works with teachers and students by providing educational 

materials that can be incorporated into their existing syllabuses. Recently, the Ministry 

of Education included environmental components in the science and social studies 

curriculum. The BNT Education Office has developed an overall plan to supplement 

this section. The focus is on Bahamian wildlife and ecosystems. 

The Education Office also maintains an extensive environmental library. The library 

is one of the only resource libraries available to students, teachers, and researchers on 

environmental topics and is used by hundreds of people each year. In addition to resource 

books, the library offers individual files on research topics called “Biofiles” and has 

developed a video library with over 100 titles on a variety of environmental topics and 

issues. 

The Education Officers also give presentations to Primary and Secondary schools 

groups. Community education is promoted by Education Officers functioning as guest 

speakers at Civic and Service Clubs and by participating in the education programmes 

of the Ministry of Tourism, Royal Bahamas Defence Force and Royal Bahamas Police 

Force. 

Bahamas National Trust 

Village Road 

P. O. Box N-4105 

Nassau, Bahamas 

BNT EDUCATION OFFICE 

Telephone: (242)393-1317 

Fax: (242) 393-4978 

E-mail: bnt@bahamas.net.bs 


TABLE OF CONTENTS 

How to Use This Resource . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 

The Bahamian Pine Forest Ecosystem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 

Bahamian Pine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 

The Pine Forest Value to People . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 

Fire Climax Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 

Pine Forest in Parks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 

Threats to the Pine Forest - What you can do . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 

Pine Forest Wildlife . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 

Birds of the Pine Forest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 

Bahama Parrot . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 

Pine Forest Plants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 

Creature Features - The Pine Forest Animals . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 

Glossary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 

Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 

Looking at Leaf Shapes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 

Preserving/Collecting Leaves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 

Leaf Prints . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 

Matching Leaves . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 

Keying Out Trees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 

Pine Seed Dispersal Demonstration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 

Reading the Rings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 

Build a Tree . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 

Pine Cone Birds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 

Create a Poster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 

Pine forest Poems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 

Natural Medicine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 

Connect the Dots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 

Parrot Word Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 

A Field Trip to the Pine Forest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 

Birdwatching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 

Pine Forest Bird Checklist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 

Pine Forest Plant Checklist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 

Resource and Reference Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 

Bahamas National Trust Library . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 

Videos, Slides, Books, Biofiles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 

Legislation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 

Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 

Works cited . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 


HOW TO USE THIS RESOURCE BOOKLET 

Years ago (and in some instances today) people referred to the pine forest ecosytem as 

“Pine barrens,” creating images of silent emptiness. In reality, this ecosystem is just 

the opposite. Home to a wide diversity of life, it is far from “barren”! The pine forests are 

found on four of our northernmost islands. On some of these islands, areas of Pine are 

protected within the boundaries of national parks managed by the Bahamas National 

Trust. The ecosystem contains a unique mix of plants and animals that are important 

to the environment and of great value to humans: pine trees have significant commercial 

potential; understory plants are used for bush medicine and craft items, animals 

are hunted and many birdwatchers are astounded by the variety of birds found in the 

pine forest. 

This resource booklet is designed to assist educators in bringing the pine forest to their 

classroom. The concept map below shows the relationship among all the main concepts 

discussed in this booklet. 

ABACO 

GRAND BAHAMA 

NEW PROVIDENCE 

ANDROS 

PINE 

which provides the 

benefit of 

found on 

PINE FOREST ECOSYSTEM 

consists of 

PLANTS 

UNDERSTORY PLANTS 

which are used in 

consists of 

MAMMALS 

protected in 

ANIMALS 

COMMERCIAL HARVEST BUSH MEDICINE BIRDWATCHING 

HUNTING 

that are maintained by 

BIRDS 

that are valuable for 

NUTRIENTS FIRE WATER 

RAND NATURE CENTRE, 

LUCAYAN NATIONAL PARK 

ABACO NATIONAL PARK 

CENTRAL ANDROS PARKS 

REPTILES 

Bahamas National Trust - Exploring the Bahamian Pine Forest 5 

INSECTS

The first section provides basic pine forest facts supplying background information for 

class lectures. These can also be used as reading comprehension exercises. The illustrated 

wildlife section is a “field guide” to the pine porest. 

The activities section offers ready to use class activities and exercises. These activities 

illustrate the multi-disciplinarian approach to environmental education that the BNT 

endorses. Activities that relate to Science, Art, Crafts, Physical Education, Music, Drama 

and Language Arts are all aimed at teaching about the pine forest. This resource is 

designed so that you may copy the activity sheets for use in the classroom. 

The Resource/Reference section contains listings of materials available from the Bahamas 

National Trust that can be utilized to enhance and bring to life your classroom 

lecture. The listing of books and files that relate to the pine forest is provided so that 

educators might see what we have available in our Reference Library if they would 

like to do further research or instruct their students to do a research project. 

Often laws are broken out of ignorance. The Legislation section outlines laws relating 

to trees, birds and animals in The Bahamas. It is important to teach that breaking 

environmental and natural resource laws - is punishable under the law! 

A major mandate of the BNT is to manage the Bahamas’ national park system. The 

parks where pine forest are found are highlighted. A BNT brochure and a list of parks 

can be supplied upon request from the Bahamas National Trust. 


THE BAHAMIAN PINE 

FOREST ECOSYSTEM 


Bahamian Pine 

The Caribbean Pine (Pinus caribaea var. bahamensis) is also known as Yellow Pine. 

The bark of the tree is scaly and deeply furrowed. Its trunk is generally unbranched 

until it reaches a dense symmetrical crown. The wood is very hard, durable and coarsegrained. 

The needle-like leaves are 8 to 12 inches long, dark green, and glossy. The seed cones 

are ovate in shape, 2-6 inches long and they open to release seeds. The black seeds are 

attached to wings which help in their distribution when blown by the wind. 

Other flora which can be found in the Bahamian pine forest are Purple-flowered orchids 

(Bletia purpurea), and Southern bracken fern (Pteridium aquilinum). Shrubs 

which populate the area are Wild guava (Tetrazygia bicolor), Five-finger or Chicken's 

foot (Tabebuia bahamensis), and Pineland snowberry (Chiococca parvifolia). The Scale 

leafed love vine (Cassytha filiformis) winds its way through the understory and around 

Poisonwood (Metopium toxiferum). The Coontie (Zamia pumila) sits majestically in 

the shade and the Silver thatch palm (Coccothrinax argentata) may dominate ground 

flora in certain pine forest areas. 


Status 

Pine Forest only occurs on the northern islands of The Bahamas: Grand Bahama, 

Andros, Abaco and New Providence. Reports indicate that they were once found on the 

Berry Islands and is also known to grow in the Caicos Islands. Areas of pine forest are 

protected in the Rand Nature Centre and the Lucayan National Park on Grand Bahama 

Island, the Abaco National Park, southern Abaco and in the Central Andros Parks. 

The newly drafted Forestry Act allows Government to set aside areas of forest for 

different levels of use - some may be completely protected while others are harvested 

or otherwise used in a sustainable 

way. Approximately 

90% of the pineland of The 

Bahamas is state-owned 

Crown land. 

History 

The Caribbean Pine has been 

used by Bahamians for hundreds 

of years. Large-scale 

commercial exploitation of the 

resource did not begin until 

the early 1900's. In 1905, a 

sawmill was constructed near 

Wilson City, Abaco where it 

ran for twelve years. As local 

pinelands were utilized, the 

mill was moved to other areas. 

By 1943, all of the virgin 

pine of Abaco had been cut 

except for an area north of 

Crossing Rocks and a forest 

between Norman's Castle and 

Marsh Harbour. 

In 1944 the Abaco mill was 

moved to Grand Bahama, 

where large scale logging operations 

continued until the 

1970's. Meanwhile, commercial 

harvesting of pine started 

in Andros in 1906 and in New 


Providence in 1923. In New Providence, few people can remember the sawmill that was 

constructed near Jack Pond, south of Gambier. As trees of sufficient diameter for lumbermaking 

became scarce, the industry turned its attention to harvesting immature secondary 

trees which were ground into pulp for paper making. 

The Bahamian pine forests are the largest and most intact examples of subtropical pine 

rockland ecosystem in the world. They support a variety of globally imperiled and rare species; 

several are endemic to the ecosystem and/or the Bahamas. These unique pine rocklands are 

the only examples with Caribbean pine which is an endemic variety (Pinus caribaea var. 

bahamensis). International organizations, such as The Nature Conservancy, have recognized 

the uniqueness, rarity, and good condition of the Bahamian pineland/coppice landscape on all 

four pine islands, and believe it should be a conservation priority. 


The Pine Forest Value to People 

Commercial: Commercial: Research completed in the 1960's has indicated that the Caribbean pine may be 

one of the most commercially useful pine species in the world. It is fast growing, has considerable 

girth (some trees in the virgin forest measure over thirty inches in diameter), makes 

excellent pulpwood, and is rich in turpentines and resins. Forest biologists have grown it in 

many environments. 

Hunting: Hunting: Many game species live in the pine forest which means that at certain times of the 

year the pine forest is used as hunting grounds. The pine forests of the Bahamas are home to 

Wild Boar which is a popular game species introduced on the islands of Abaco and Andros. 

Quail, Wood Doves and White-crowned Pigeon which feed on Poisonwood may also frequent 

the Pine Forest as well as several migratory species of duck, such as the Blue-winged Teal 

utilize the ponds and lakes of this ecosystem. There are also populations of feral cats and 

raccoons on Abaco. These animals are a threat to native wildlife. 

Birdwatching: Birdwatching: The pine forests of the Bahamas are a bird watcher's paradise. Above the 

pines, Turkey vultures (Carthus aura) can be seen slowly searching for food. Commomly seen 

on Andros, Abaco and Grand Bahama, scientists are stumped as to why it is so rarely seen 

on New Providence. The Bahama parrot can be found 

exclusively on the Pine island of Abaco and on Great Inagua. 

Like aerialists, Bahama swallow dart to catch flying 

insects. During the winter months, numerous birds 

flock around the Agave or Century plants which are often 

found in open spaces between the pines. It bears many 

clusters of yellow nectar-rich flowers attracting nectar 

sipping birds, like the Bananaquit, Bahama Woodstar 

Hummingbird, Cuban Emerald Hummingbird and the showy 

Red-legged Thrush. Over thirty different warblers may 

frequent the Bahamian Pine Forest. Two are residents - the 

endemic Bahama Yellowthroat (Geothlypis rostrata), and the 

Pine Warbler (Dendroica pinus). The rest are winter visitors or migrants, such as the Cape 

May Warbler (Dendroica tigrina) or Black and White Warbler (Mniotilta varia) who may 

return year after year to the same wintering grounds. One of the rarest birds sought by 

birdwatchers is the Kirtland's Warbler, (Dendroica kirtlandii). Scientists estimate the total 

population at 1500. These birds migrate from Michigan in the United States of America to 

The Bahamas to spend the winter. Sightings of this bird in The Bahamas have been at the 

Rand Nature Centre in Grand Bahama, in the Abaco National Park and in south Eleuthera. 


Haven Haven for for for Wildlife: Wildlife: The Bahamas is signatory to The Convention on Biological Diversity. It is 

a commitment to conserve biodiversity, to use biological resources sustainably and to share 

equitably the benefits arising from the use of genetic resources. pine forests are valuable for 

their biodiversity. The pine forest abounds with birds of all shapes and colors. Some are 

natives or resident birds; others may fly for miles to winter in the pine forest. Another rare 

occupant of the pinelands is the Atala hairstreak (Eumaeus atala) a one-inch butterfly. The 

atala caterpillar feeds exclusively on the Sago palm (Zamia pumila), also known as Coontie. 

The Sago palm is not a palm at all but a cycad - an ancient order of plants. Many different 

kinds of lizards can be found in the pine forest. On Andros, iguanas can be found among the 

Pine trees. Many kinds of plants that are important in bush medicine like Five Finger and 

Sword Bush are found in this ecosystem. 


Fire Climax Community 

Fire is a natural feature of Caribbean Pine forests. In the past, low-level fires started naturally and 

burned across the landscape at least every 3-5 years. Caribbean pinelands are called “fire climax 

communities” because they require fires to survive. If periodic fires do not occur to remove the 

shading broad-leafed understory, juvenile pines cannot get enough light to grow and replace the 

adult trees as they die off. Without fires, the hardwood forest would take over the pinelands. 

Well adapted to fire, mature Caribbean Pine are rarely killed by the flames. 

Several characteristics of Caribbean Pine protect them, such as, thick protective 

bark that insulates the tree and high open branches that facilitate heat 

dispersal. Long needles enclose the young growing buds and protect them 

from burning. New growth sprouts quickly from the buds following a fire. 

Juvenile pines are not as resistant as older trees and are generally killed, but 

reseeding takes place rapidly around the base of the adult trees. 

Fires may start naturally by lightning and are fueled by dry pine needles and palm leaves. Natural 

fires usually occur during the summer storms. In the drier winter, human caused fires are 

common. Typically, gentle breezes carry fire through the low brush leaving pine trees scorched but 

otherwise undamaged. High winds and the buildup of fuel material on the ground also increases 

the severity of the fire. Fuel loads are governed by the amount of time between fires. 

The plants and animals of the pine forest have evolved adaptations to fire. Shrubs and herbs 

resprout quickly after a fire. Fire stimulates flowering and regeneration by seeds of many species. 

Animals in fire prone environments develop behavioral adaptations to fire as well. For example, 

the Bahama parrot on Abaco nests in natural limestone cavities beneath the ground. This provides 

the nest with protection from surface fires. 

Hardwood trees have thin bark, which offers little protection from fire. Small trees and shrubs 

may be killed outright or die back to the roots. When 

the hardwoods die, the land is cleared, making room 

for the Caribbean Pine to receive enough sunlight. 

The ashes resulting from the fire add nutrients to 

the soil, improving growth of native plants. The 

newly burned land is quickly re-colonized by ferns, 

grasses, orchids and other wildflowers. All these 

new plants improve the food sources for wildlife as 

they return to the ecosystem. 

Managing Managing Managing Fire Fire Fire in in Pine Pine Pine Forests 

Forests 

Failure to burn pinelands at frequent intervals leads 

to rapid fuel buildup. The amount of time between 


fires determines the amount of fuel available. The more time that has passed since the last fire, 

the more time the dry pine needles, palm leaves and other fuel have had to collect on the ground. 

This increases the danger of severe wildfires. 

Lack of fire in pinelands leads to changes in vegetation structure and changes or loss of plant and 

animal species. Without fire, eventually the habitat is lost. Land managers work to maintain 

natural fire regimes on fire-adapted pinelands to keep the balance of native plants and trees. 

Observing Observing the the Pine Pine Forest 

Forest 

The pine forests of the The Bahamas have been shaped by fire, hurricanes, and humans. You can 

observe some of these forces as you explore the pine forest. For example, on Abaco, in 1998, 

Hurricane Floyd damaged portions of the pine forest. The storm damage led to abnormally high 

fuel loads. During a long drought during the dry season of 1999, wildfires burned many of these 

storm-damaged areas, killing large stands of pine. Regeneration of these severely burned areas 

should slowly follow. Now that the pine needle fuel loads have been reduced, new pines will be reestablished 

from mature seed trees that surround the burned areas. This pattern of disturbance 

involving hurricanes and fire has probably been part of a natural disturbance regime in the pine 

forests throughout their history. 

CARIBBEAN CARIBBEAN PINE PINE FOREST 

FOREST 

WITHOUT FIRE WITH FIRE 

Fuel buildup leads to damaging wild fires. 

Plants and animals unique to the Caribbean pine 

forest are displaced by competitive plants and 

animals. 

The forest changes and many animals and 

plants may disappear. 

Forest quickly recovers after fire, animals return, 

and plants sprout with new life. 

Nutrients from ash promote the growth of native 

plants that provide food for wildlife. 

Caribbean pine forests are restored to their 

natural condition and native wildlife thrives. 

Although the pine forests may look similar throughout the four islands, the understory and ground 

cover varies from place to place. These differences are most likely due to fire history, characteristics 

of the substrate (ground), and depth of the water table. 

In places, particularly on Abaco, grasses dominate the ground cover. In other places, like the oldgrowth 

forest on Abaco, bracken fern dominates the understory. Palms seem to be abundant on 

substrates that are saturated with water during the wet season. 


Shrub-dominated understories suggest the area has not burned for a number of years. Coppice will 

occur in areas that are protected from fire. 

(Information in this section was provided by The Nature Conservancy’s “Summary Report on Fire Management 

Assessment of the Caribbean Pine Forest Ecosystems on Andros an Abaco Islands, Bahamas, 2003” 


Pine Forest in Parks 

The pine forests of the Bahamas form an important ecosystem, which has 

significant economic potential, and provides critical habitat for numerous 

birds and animals. This ecosystem is represented and protected in four 

national parks located on Abaco, Grand Bahama and Andros. The Bahamas 

National Trust manages the national park system of The Bahamas. 

The Rand Nature Centre 

The 100-acre Rand Nature Centre is located two miles from downtown Freeport, the second 

largest city in The Bahamas. The Nature Centre serves as headquarters for the Bahamas 

National Trust in Grand Bahama. There are easy to follow trails through the native pineh 

forest. The Centre boasts a wide diversity of native flora and guided tours highlight the uses 

of Bahamian plants in “bush medicine”. 

Lucayan National Park 

The 42-acre Lucayan National Park is located between Freeport and Freetown at 

Gold Rock Creek on Grand Bahama. The Park contains one of the longest underwater 

cave systems in the world, a unique system of elevated walkways though a mangrove 

swamp, a magnificent unspoiled beach, pine forest and a wealth of native flora and 

fauna. The Lucayan National Park contains all the vegetative zones representative of 

The Bahamas. 

Abaco National Park 

The Abaco National Park, created in 1994, encompasses over 20,500 acres of pine forest/ 

coppice and is the principal habitat for the endangered Bahama Parrot and many other 

important species of Bahamian wildlife. The Park covers a large area of the Great 

Abaco water table and has significant recreational value for the people of Abaco. This 

is the largest area of Caribbean pine protected in the Bahamas. 

Central Andros Parks 

In 2002 the first phase of park designation for Andros took place. Areas of Central 

Andros - North Bight, Fresh Creek, Blanket Sound, Young Sound, and Staniard Creek 

- became a part of the national park system. These areas contain pine forests, blue 

holes, coral reefs, wetlands, and mangroves. Fresh Creek to Stafford Creek are set aside 

for blue hole protection and management. This area includes large areas of pinelands 

and coppice, some of the best beaches on Andros, a portion of the extensive Andros 

fresh water lens and the highest concentration of blue holes in the country. 


Threats to Pine Forest - What you can do 

Threats 

Threats 

Fire: This is an ancient enemy of forests. Slash and burn agriculture and burning wood 

to make coal often leads to out of control fires with many acres of forest destroyed for no 

useful purpose. Also a practice of lighting fires to facilitate hunting in the pine forest 

has sometimes resulted in the loss of considerable areas of pine especially during the 

dry winter months. 

Development: Man’s need for cleared land for development is truly a threat to our forests 

and it is a challenge to all Bahamians to set aside areas of Bahamian forest to protect 

our valuable fresh water lens as well as for wildlife. 

What What What You You Can Can Do Do 

Do 

The Pine Forest is an important natural community in The Bahamas. There are several 

actions that would ensure that this ecosystem is conserved for future Bahamians. 

Here’s how you can help conserve and protect the valuable Pine Forest resource: 

Obey all the regulations that govern the National Parks and legislation that 

protects the pine tree. 

Do not start fires in pine forest. 

Obtain a permit to harvest pine trees for Christmas trees or other purposes. 

Do not litter. Glass and other debris can start fires, and harm wildlife. 

Have your pets spayed or neutered. Do not allow pet cats or dogs to run wild or 

breed in the wild. Abandoned animals in Pine forest kill many of our native 

wildlife. 

Promote the need for pine forest conservation with Local Government officials 

Use native plants for landscaping. 

Educate others about this unique ecosystem. 

Join the Bahamas National Trust and get involved in conservation programs. 


PINE FOREST WILDLIFE 


Birds of the Pine Forest 

Bahama Parrots 

Amazona leucocephala bahamensis 

The Bahama Parrot is the only native parrot in 

The Bahamas and is resident on Abaco and Great 

Inagua. The plumage is mainly green, with a 

white forehead, red throat and partly blue wings. 

The parrots in Abaco, especially during the breeding 

season, eat pine seeds. This provides a rich 

source of protein, essential for the development of 

parrot chicks. (see page 22) 

Bahama Woodstar Hummingbird 

Calliphlox evelynae 

This is the only species of hummingbird on New 

Providence and on most of the Family Islands. 

It is relatively uncommon on Abaco and Grand 

Bahama. It has greenish upperparts, a white chest 

and rufous lower underparts. Adult males have 

irridescent violet throat-feathers which are beautiful 

when seen in the sunlight, but appear black 

when seen from a distance or in poor light. Females 

have white throats and rounded tails while 

the males have a forked tail. 

Bahama Swallow 

Tachycineta cyaneoviridis 

The Bahama Swallow has greenish upperparts 

and pure white underparts, the green feathers 

appear to be dark and of no particular colour 

until viewed up close. It’s tail is deeply forked. 

Bahama swallows like to live in clearings in 

pinelands. This species is known only from the 

Bahamas, Cuba and Florida and their breeding 

range is apparently confined to the northern Bahamas. 

Bahama Yellowthroat 

Geothlypis rostrata 

The Yellowthroat is a relatively large slow-moving 

warbler with a heavy bill. This bird has a 

black mask, gray cap, and yellow throat, breast 

and upper belly. The female lacks the black 

mask but has a whitish eyering and eyebrow 

stripe. This bird is endemic to the northern Bahamas. 

It is common on Grand Bahama, Abaco, 

Eleuthera and Cat Island; uncommon on Andros 

and rare on New Providence. 


Cuban Emerald Hummingbird 

Chlorostilbon ricordii 

This hummingbird is a common year-round resident 

on Abaco, Andros and Grand Bahama. The 

Bahamas shares this bird only with Cuba. The 

male is known by its mainly green plumage (including 

the throat), while males are distinguished 

from female by their forked, instead of 

rounded tails and lack of rufous on their underparts. 

This species is larger than the Bahama 

Woodstar. 

Kirtland’s Warbler 

Dendroica kirtlandii 

The Kirtland’s Warbler is a neo-tropical migrant, 

a bird that breeds in the north and flies 

to the tropics in winter. The range of this warbler 

is very specific: it breeds only in Michigan 

and winters only in The Bahamas. They are 

present in The Bahamas from August through 

April. The Kirtland’s Warbler is mainly gray to 

gray-brown above, with a streaked back and 

yellow below; it vigorously pumps its tail down 

and up. Structurally it is a large and relatively 

long-tailed, heavy billed warbler. 

Hairy Woodpecker 

Picoides villosus 

The Hairy woodpecker is a North American species 

that has extended its range to The Bahamas. 

This woodpecker is a non-migratory year-round 

resident of the pine forest. It chips away pine 

bark to feed on insects and drills larger holes in 

dead pines for nest cavities. Many other animals 

use these holes for nesting and shelter. Hairy 

woodpeckers are mostly black and white. Adult 

males have a red patch on the back of the head. 

Olive-capped Warblers 

Dendroica pityophila 

This bird is a resident of the pine barrens of 

Abaco and Grand Bahama only. The greybacked 

and yellow-throated warbler is distinguished 

by its olive green crown and black 

streaking along the flanks. It has two whitish 

wingbars. Olive-capped Warblers are usually 

seen in treetops, but during the breeding season 

may descend to the ground to forage. 


Pine Warblers 

Dendroica pinus 

This bird is resident on the pine-forested northern 

islands: New Providence, Andros, Grand 

Bahama, and Abaco and is a native of the southeast 

United States and The Bahamas. This warbler 

is well named, for it is found almost exclusively 

in pine trees. Adult males have olive 

upperparts with two white wingbars, a yellow 

throat and breast and white belly. This bird is 

the only warbler to be found in the Pine Forest 

in midsummer. The nesting season appears to 

reach a peak in June and many young are seen 

from July onwards. 

West Indian Woodpecker 

Melanerpes superciliaris 

The West Indian Woodpecker is known by its 

heavily barred, black and white back and wings 

and red belly. Males have the entire crown and 

nape red, while females only have a red nape. 

These birds are resident on Abaco, San Salvador 

and were at one time found on Grand 

Bahama, but have been extirpated. 


Bahama Parrot 

Description 

Description 

The Bahama parrot (Amazona lecocephala 

bahamensis) is a subspecies of the Cuban 

Amazon parrot. The Bahama Parrot’s scientific 

name literally means "white headed 

Amazon parrot from The Bahamas." Its 

white head and mostly green body make the 

Bahama parrot easily recognized. Patches of 

red feathers are on its cheek, throat and 

sometimes its abdomen. Its flight feathers, 

usually hidden from sight when it is perched 

in a tree, are a beautiful cobalt blue. Viewers 

are often struck by this unexpected flash of 

color. Its short rounded bill is characteristic 

of all true parrots. The bill is a powerful 

multipurpose tool used for eating, climbing, 

defending, preening (grooming) and playing. 

The Bahama parrot has two toes facing 

forwards and two facing backwards - a 

configuration known as zygodactylus. The 

Bahama parrot is 12-13 inches in length. 

Diet 

Diet 

A variety of fruits from many shrubs are eaten by the Bahama Parrot. They feed on 

wild guava, poisonwood berries, pigeonberry, gumbo limbo and pond-top palm. 

Especially during the breeding season, Bahama parrots in Abaco eat the seed from the 

Pine trees. This provides a rich source of protein, essential for the development of 

Bahama parrot chicks. 

Reproduction 

Reproduction 

Pair formation begins in early Spring. Bahama Parrots are monogamous - they mate 

for life. In Inagua, the Bahama parrot seeks out cavities in large hollow trees. Our 

national tree, Lignum vitae, the Mahogany and Black Mangrove trees are used by the 

Inagua parrots for nesting. Abaco parrots look for limestone cavities on the ground of 

the Pine forest to nest in. The female parrot lays two to four eggs. For 26 days she 

incubates them while her mate, the male parrot assumes responsibility for food. The 

eggs open 12 -72 hours apart. Parrot chicks hatch helpless, blind and almost completely 

featherless. By three weeks their eyes open. The chicks are fed regurgitated (predigested) 

food. 


Habitat 

Habitat 

Historical the Bahama Parrot occurred on seven different Bahamian islands. Bahama 

parrot bones found on New Providence have been dated back to the Pleistocene era, 

more than 50,000 years ago.Today, they are found only on Abaco and Great Inagua 

Islands. On Inagua the parrots live in the coppice areas and Abaco parrots live in the 

Pine forest of southern Abaco. 

Status 

Status 

Christopher Columbus was so struck by their numbers when he made landfall in The 

Bahamas in 1492, he wrote in his log, "flocks of parrots darken the sun"! There are less 

than 3,000 birds remaining in The Bahamas. The habitat of both populations of Bahama 

parrots fall within the boundaries of Inagua National Park and Abaco National Park. 

Bahama Parrots are protected under the Wild Bird (Protection) Act. It is illegal to 

harm or capture or offer this bird for sale. The Convention for the International Trade 

of Endangered Species (CITES) list the Bahama parrot in Appendix I meaning that it 

is a species which is near extinction or very endangered. 

Threats 

Threats 

A number of factors influence the survival of the Bahama parrot. The ground nesting 

nature of the Abaco Bahama parrot makes the population of these birds vulnerable to 

predation by feral (wild) cats, feral boar, crabs and snakes. Heavy rains during the 

nesting period can flood their nest holes, killing young chicks. Habitat loss is a constant 

threat to both populations of birds and habitat protection is very important to the 

survival of the Bahama parrot. The pet trade is another threat that is ever present. 


Pine Forest Plants 

The soil in the Pine Forest is comprised of immature clay containing residual minerals. 

The ground having honeycombed rock makes for a difficult trek. This sets the scene 

for a variety of understory plants characteristic to the Pine Forest habitat to thrive. 

These broadleaf plants make up the understory of the Pine Forest. 

Following is a selection of understory plants of the Pine Forest. A plant checklist is 

provided in the Activities section of this booklet. A line drawing and description of 

each of these plants is included. 

Understory Plants At-A-Glance 

Bahama Buttercup Turnera ulmifolia 

Black Torch, Lancewood Nectandra coriacea 

Bletia Orchid Bletia purpurea 

Blolly Guapira discolor 

Bromeliad Cuddlefish Bromeliaceae spp 

Century Plant Agave sp. 

Cinnecord Acacia choriophylla 

Coontie Zamia pumila 

Ernodea Ernodea sp. 

Five Finger (Chicken toe) Tabebuia bahamensis 

Sword bush, hardhead Phyllanthus epiphyllanthus 

Guanaberry Byrsonima lucida 

Maidenhair Fern, Anemia Fern Anemia adiantifolia 

Morning Glory Merremia tuberosa 

Passion Flower Passiflora spp. 

Pineland Aster Aster concolor 

Pineland Snowberry Chiococca parvifolia 

Poisonwood Metopium toxiferum 

Silver thatch palm Coccothrinax argentata 

Sky Vine, Wild Potato Ipomea microdactyla 

Southern Bracken Fern Pteridium aquilinum var. caudatum 

Star Sedge Dichromena floridensis 

Strongback Bourreria ovata 

Thatch Palm Thrinax morrisii 

Wild Coffee Psychotria nervosa 

Wild Guava Tetrazugia bicolor 

Wild Sage Lantana involucrata 

Wild Powderpuff Calliandra haematomma 


Bahama Buttercup 

Turnera ulmifolia 

Bahama buttercup is an aromatic shrubbery 

herb that is about 3 feet tall. The leaves are 

alternate and hairy. The flowers are yellow, and 

sometimes they have a brown spot at the base. 

Bletia Orchid 

Bletia purpurea 

This plant is epilithic and rarely epiphytic. It 

has many roots. The primary stem or rhizome 

is short. The leaves are thin, long and narrow. 

Flowers are pink, rose-purple or deep purple. 

Black Torch or Lancewood 

Nectandra coriacea 

This evergreen tree grows to about 40 feet tall. 

Its bark is smooth and light gray. Leaves alternate 

and are dark-green and shining above, dull 

beneath. It flowers in late spring to mid-summer. 

The flowers are white and fragrant. Black 

Torch is found throughout The Bahamas, but 

not on Inagua nor Mayaguana. 

Blolly 

Guapira discolor. 

The Blolly has light reddish bark. It can achieve 

a height of 10-20 feet. Flowers bloom in the summer. 

They are small and yellow-green and sometimes 

tinged with purple. The Blolly fruit is red 

and juicy. 


Bromeliad Cuddlefish 

Bromeliaceae spp. 

Native bromeliads are mostly epiphytic. This 

means that roots are usually present but often 

serve as holdfast. The leaves are spirally arranged. 

Inflorescence is simple, bearing 

brightly colored showy bracts. 

Cinnecord 

Acacia choriophylla 

The leaves of Cinnecord are made of numerous 

small leaflets. These leaflets are dark green 

above and paler below with entire margins 

turned under slightly. The leaves can be described 

as being fringe-like. The flowers are 

bright yellow. The fruits are black, flat, garden 

pea shaped pods. The wood is good for fire wood. 

Century Plant 

Agave sp. 

The Century plant leaves are 3 feet or more long, 

and succulent. They curve outwards with sharp, 

recurved spines in the margins. The trunk is 2- 

8 feet when mature. Greenish yellow nectarrich 

flowers decorate the top of the trunk. The 

Century plant flowers once then withers and 

dies. They produce suckers or offsets at the base 

that mature later. 

Coontie 

Zamia pumila 

The Coontie or Sago palm is a member of an 

ancient order of plants called cycads. Its short 

woody stems are mostly underground. The fernlike 

pinnate leaves are 20-35 inches long in a 

cluster around the root tip. The “male” cones 

and “female” cones are on separate plants. 

Coontie is the only food of the Atala butterfly 

caterpillar. The pre-Columbian Indians of the 

West Indies and Florida were first to use sago 

flour. 


Ernodea 

Ernodea cokeri 

Ernodea is a low trailing shrub. The leaves are 

narrow and opposite. The flowers are small and 

white to pink. The fruit is fleshy containing 2 

soft 1 seeded pyrenes. 

Sword bush or Hardhead 

Phyllanthus epiphyllanthus 

Sword bush grows to 10-50 cm tall. Phyllanthus 

comes from the Greek words for “leaf” and 

“flower,” an allusion to some plants that have 

flat leaf-like flowering branches. Gale-of-Wind 

is used as a diuretic. 

Five Finger (Chicken toe) 

Tabebuia bahamensis 

This plant has leaves with leaflets numbering 

three to seven, but mostly five - thus its name. 

The leaves are smooth, firm and shiny. Five 

Finger flowers in spring and summer. The flowers 

are 2-3 inches long, white to deep pink. 

Fruits are brown cylindrical pods that are 3-5 

inches long. The leaves are used as a soothing 

tea, for “bodily strain” and for the relief of backache. 

Guanaberry 

Byrsonima lucida 

Guanberry is a shrub in the pinelands but it 

can grow to 30 feet. Leaves are medium firm, 

smooth, and dark green. It flowers generally in 

the fall. The flowers are white when they first 

open, turning pink later. The fruits are fleshy 

and yellowish when ripe. It is edible and tastes 

like cranberry. The leaves can be boiled and eaten. 

Guanaberry is found throughout The Bahamas. 

It is favoured by iguanas. 


Maidenhair or Anemia Fern 

Anemia adiantifolia 

Maidenhair or Anemia fern has brown creeping 

rootstocks and from this rootstock grows a 

long stalk or stipe which carries a finely divided 

triangular shaped blade. It is brown and looks 

lacy because of its fine divisions. The leaves are 

15-31 inches long. The fronds grow close together. 

This plant grows well around pine trees 

or on sandy or limey soil. 

Passion Flower 

Passiflora bahamensis 

The Passion Flower was so named because the 

complex structure at the center of a passion 

flower symbolized the crucifixion to early Spanish 

explorers. This vine is woody at the base. 

The flowers can be red, white, blue or purple 

and are in a whorl. The fruit is a firm-walled, 

many seeded berry. It is black when ripe and 

edible. The fruit can be made into an ink substitute. 

Morning Glory 

Merremia tuberosa 

The flower of the Morning glory is yellow and 

flaring. The stem is viney and twisting. It is 

woody and somewhat weedy in nature. The tuber 

is edible. 

Pineland Aster 

Aster concolor 

This is an erect unbranched brittle-stemmed 

herb that arises from short tuberlike woody rootstocks. 

Pineland aster produces small purple 

flowers. 


Pineland Snowberry 

Chiococca parvifolia 

Pineland Snowberry is a low trailing shrub with 

many vine-like branches. Leaves are glossy 

above and paler below. The leaf bases tend to 

be a reddish colour. Flowers are white or purplish-white 

and fragrant. The fruits are white 

long berries and have a mealy pulp surrounding 

the seeds. A plant tea is given to children as 

a remedy for “nocturnal incontinence”. In some 

areas the root has been used to treat tuberculosis. 

Sky Vine, Wild Potato 

Ipomoea microdactyla 

Wild Potato has a tuberlike root.The vine is 

somewhat fleshy. It produces a brown fruit that 

is ovoid. Its seeds are brown and woolly. The 

flower is red. 

Poisonwood 

Metopium toxiferum 

The Poisonwood bark is greyish-cream in color, 

often with black and orange spots. The tree produces 

small creamy white flowers that grow in 

clusters. Male and female flowers are on separate 

trees. Fruits are yellow to orange in color. The 

Poisonwood tree sap causes dermatitis for some 

people, producing itching and resulting in a 

rash. The poison element is urushiol. This fruit 

is a favourite of White Crowned pigeons. 

Silver palmetto 

Coccothrinax argentata 

This palm may reach a height of 20 feet. The 

leaf is fan-shaped. The top is glossy-green and 

silvery gray underneath. The fruit is eaten by 

many animals. This palm is an integral part of 

our culture. Leaves are used for thatch. It is 

also woven into “plait” and made into hats, baskets, 

mats and other craft items. The terminal 

bud of the Silver palmetto may be cooked and 

eaten. 


Southern Bracken Fern 

Pteridium aquilinum var. caudatum 

The Southern Bracken fern has a creeping stem. 

The stalk is woody with hairs matted like felt 

at the base when young, but becoming hairless 

later. Leaves are 3-8 feet long. Southern 

Bracken fern is abundant in pinelands. Yellow 

and green dyes are made from the roots. 

Steamed mature fronds are used to make medicinal 

teas and inhalants for lung disorders and 

headaches. 

Strongback 

Bourreria ovata 

The Strongback grows to a height of 15-30 feet. 

The leaves of this shrub have a strong fragrance. 

They can be used to make tea said to “give 

strength to the back”. The leaves are smooth, 

dark green above and paler below. The edges of 

the leaves curl up. The flowers are creamy 

white. The fruits are globular and change from 

orange to red as they ripen. The fruits are edible 

but not tasty. 

Star Sedge 

Dichromena floridensis 

A triangular stem distinguishes Sedges from the 

grasses. Star Sedge is a grass-like herb with 

creeping rhizomes. Leaf blades are linear for 

the most part. Leaves are 4-12 inches tall. A 

whorl of modified leaves or bracts underlay and 

surround 4-6 flowers which are white near the 

base. Star sedge flowers and bears fruit all year. 

It is used to relieve colds and bronchitis. 

Thatch Palm 

Thrinax morrisii 

The name of this plant hints at one of its uses. 

The leaves of the Thatch palm is used for thatching 

and fencing. These palmate leaves are from 

3 1/2 to 4 feet across. They are shiny and lightgreen 

above and silvery-white below. Its flowers 

are small, and white on long arching inflorescences. 


Wild Coffee 

Psychotria nervosa 

Wild Coffee has a rosette of leaves. The veins 

are very prominent and the leaves are long with 

their widest part in the middle. Flowers are 

white and arranged in clusters. The bright red 

fruit of the Wild Coffee resembles the commercial 

coffee beans. However it is not edible to humans. 

Birds eat the berries. This small shrub 

reaches 8-10 feet and has white flowers. 

Wild Sage 

Lantana involucrata 

Wild Sage grows in thickets up to 5 feet tall 

along roads, and trails. The leaves are light 

green and rough in texture, with toothed edges. 

They produce a spicy aroma when crushed. 

Flowers are small and grow in heads or clusters. 

They are white to lavendar and fragrant. 

Wild sage blooms off and on all year. The fruit 

is small, purple and 1/8 inch in diameter. 

Wild Guava 

Tetrazyugia bicolor 

Wild Guava can be recognised by the distinctive 

leaves having three veins running the 

length of the leaf. Leaves are medium firm, 

smooth, dark green and shiny above. Bark is 

gray-brown, thin, and rough in furrows. The 

fruit is purple or black and the tree bears fruit 

off and on all year. The Bahama Parrot feeds 

on these berries. A decoction of the leaves is 

drunk to “reduce night sweats.” 

Wild Powderpuff or Casinas 

Calliandra haematomma 

The Wild Powderpuff flowers off and on all year. 

It produces medium red, showy flowers. The 

fruit is a pod that is slightly curved and flat. 

The thin bark is gray-brown to brown. It is 

somewhat rough and when young it is armed 

with many short spines. 


Alien Alien Plants 

Plants 

Protecting the native habitats of The Bahamas is important for historical significance, 

and essential to protect native wildlife species, and water quality and quantity. 

Alien (non-native) species can invade pinelands and other natural areas. In many 

instances they become invasive because they can easily displace native plants and 

dominate an ecosystem, and thereby also wipe out wildlife that depend on native plants. 

Alien plant species can alter natural processes such as fire and water flow. 

Several troublesome non-native, invasive species are spreading in the pinelands and 

freshwater marshes in The Bahamas. The Brazilian pepper (Schinus terebinthefolious) 

was first introduced as a landscape plant for its attractive red berries. It’s now considered 

a noxious weed in the U.S. where it has invaded pinelands and other natural areas and 

crowded out native trees. Pinelands in The Bahamas are threatened as well. 

Australian pine (Casuarina equisetifolia), not to be confused with our native Caribbean 

pine, invades pinelands as well as sandy shores in The Bahamas. It is salt-tolerant and 

produces dense shade that displaces native vegetation. Melaleuca (Melalueca 

quinquenervia), another invasive tree from Australia, forms dense thickets that shade 

out native plants, including food plants required by wildlife. 

It is important to recognize The Bahama’s alien, invasive plants. They should not be 

used in landscapes near natural areas. Removing them from private property helps 

eliminate a major source of invasion into natural areas. 


Creature Features: The Pine Forest Animals 

Andros Rock Iguana 

Cyclura cychlura cychlura 

The Andros Rock Iguana is the largest of the Iguanas of The Bahamas, growing to just under 5 feet in 

length and weighing up to 20 pounds. The female Iguana lays 3 - 12 eggs, and often lays its eggs within 

termite mounds - the only iguana species known to utilize this method of incubation. The Andros Rock 

Iguana is blue-gray to brown-gray with strong pink-orange scalation around the head. 

Anoles (General) 

Anoles are cousins of the Iguana and Curly-tailed Lizard. They possess the remarkable ability to change their color 

to match their environment. They also have a distinctive dewlap or throat sack. A routine of head bobs and “press 

ups” accompanied by an extension of the dewlap is a threat display designed to keep rival lizards out of its hunting 

grounds. Anoles seldom fight for territories, instead they tend to respect other’s threat displays. The best showman 

will have the best hunting grounds as well as the most attractive mates. 

Bahama Green Anole 

Anolis smaragdinus 

The Green Anole is the bright green lizard one 

can see climbing on walls or trees. It has the 

ability to change to a mottled brown color. The 

head is longer than that of other anoles and has 

a bright red dewlap. It is rarely seen on the 

ground and feeds on insects and spiders. 

Bahama Bark Anole 

Anolis distichus 

The Bahamian Bark Anole is 3 ˚ to 5 inches in 

length is usually dark brown but can change 

from almost white to almost black. Yellow spots 

form an arrow pattern on its back and the dewlap 

is yellow with spots. Rarely seen on the 

ground, it prefers tree trunks and branches. 


Bahama Brown Anole 

Anolis sagrei 

The Brown Anole grows to a length of 5 inches 

and is light brown with occasional small yellow 

spots. They may also have brown lines running 

the length of its body and the dewlap is 

bright orange red. Females and juveniles may 

have a light brown center stripe with scalloped 

edges. The Brown Anole is most often seen on 

the ground, but will often climb trees in search 

of insects. 

Blue–tail or Lion Lizard 

Ameiva auberi 

The Blue-tailed or Lion Lizard is a large (7 –12 

inches), fast moving lizard that is easily identified 

by 5 white stripes running the length of its 

body that separate bands of brown, black and 

blue. The tail of the young lizard is very bright 

blue. It is found in gardens, vacant lots, and in 

sandy and rocky areas where it feeds on smaller 

lizards, ants and termites. 

Geckos (General) 

Geckos are nocturnal and have no eyelids so they 

always appear to be “awake”. This seems to be from 

an adaptation to night hunting. They may also be 

recognized by the large toe pads, which enable them 

to walk on ceilings. They have very thin delicate skin. 

Great Bahama Bank Reef Gecko 

Sphaerodactylus notatus 

This is the most common gecko which grows to 

be about 2 to 2 ˘ inches long and is brown with 

a few white spots, sometimes only having two 

spots on the shoulder. It is rarely seen, because 

when it is disturbed it always runs to the nearest 

hiding place. 

Curly–tailed Lizard 

Leiocephalus carinatus 

This lizard grows to be 7 – 10 inches long and is 

noticed because of its habit of carrying its tail 

curled over its back. It is light brown with 

darker spots and cross bands. The scales have 

sharp points which gives its skin a rough appearance. 


Worm Snake 

Typhlops biminiensis 

The five inch Worm Snake lives beneath the 

sandy soil or in rotten wood, where it feeds on 

insect larvae, ants and termites. The tan worm 

snake bears a striking resemblance to the earthworm, 

which is very rare in The Bahamas. 

Bahamian Boa Constrictor 

Epicrates exsul – Abaco and Grand Bahama 

Epicrates striatus – New Providence and Andros 

Bahamian Boas are grey brown in color with striking 

regular patterns in dark grey or black along 

the length of their body. Epicrates exsul is grey 

with blue splotches. The Bahamian Boa can reach 

lengths of 6 to 8 feet. Young Boas live in trees and 

shrubs and feed on anole lizards found there. Adult 

boas feed on frogs, birds and rats. The Bahamian 

Boa is non-venomous and subdues its prey by enveloping 

it with its body and suffocating it. Many 

people fear these harmless creatures, which do 

man a great service by consuming thousands of 

rats in their lifetime. 

Brown Racer 

Alsophis vudii 

The Brown Racer is a fast moving snake that 

hunts insects and lizards among the litter of 

leaves and other debris on the ground. Alsophis 

is a rear-fanged snake with mild venom that 

overpowers its small prey, but is harmless to 

humans, cats and other large animals. 


Pygmy Boa 

Tropidophus canus 

The fourteen inch Pygmy Boa is commonly 

found on or under the ground, under rocks and 

in other damp areas. Young specimens of the 

Pygmy Boa have bright yellow orange-tipped 

tails; the adults are grey with black dorsal markings. 

Pygmy boas have a strange tendency to 

bleed through the eyes when stressed, a defense 

mechanism that may convince finicky predators 

that they are dead and inedible. Pygmy 

Boas primarily eat Anole lizards and geckos. 

Atala Hairstreak 

Eumaeus atala 

This one-inch butterfly is known to occur on 

Grand Bahama, Andros, Abaco and New Providence. 

The atala is a handsome species, with a 

bright orange abdomen (a warning to birds and 

other predators that it is bad tasting), drab 

brown wings accented by an orange spot on the 

upperside of the lower wing and an overall scintillating 

metallic blue tinge. The atala 

hairstreak has a very specialized life style. The 

Atala caterpillar feeds exclusively on the Sago 

Palm (Zamia pumila) also known as Coontie. 

Unfortunately, extensive areas of Coontie habitat 

have disappeared in due to urban development 

and fires. 


Alien Animals 

The Raccoon 

Procyon lotor 

The Raccoon is an introduced mammal. It is 

found on Abaco, New Providence and Grand 

Bahama. Its head is broad with a pointed foxlike 

snout. Most are grayish brown, with black 

tipped guard hairs scattered through the fur. 

The tail is banded alternately with dark brown 

and contrasting gray to yellow-orange bands. 

A black mask surrounds the eyes. Raccoons are 

excellent climbers and swimmers. They can devour 

almost any animal that they can overpower, 

and will also feed on fruits, beach debris 

and garbage. 

Feral Cat 

Felis catus 

Feral cats are sometimes found in the pine forests. 

These are wild, free-roaming offspring from people’s 

domestic pets. Cats are efficient hunters. They prey 

on native animals, such as birds, small mammals, 

toads, lizards and even sea turtle hatchlings. A single 

feral cat may kill as many as 100 or more birds and 

mammals per year, posing a threat to our native 

wildlife. They also may be a threat to human health. 

Feral cats can spread rabies, cat scratch fever, hookworms, 

roundworms and toxoplasmosis to other 

animals and people. 

Wild Hog 

The Wild Hog is currently one of the most destructive 

alien animals found on our islands. 

These hogs are descended from domestic stock 

which has gone wild on the islands of Inagua, 

Andros and Abaco. The Andros wild hogs have 

learned to sniff out and consume buried iguana 

eggs. Wardens in the Inagua National Park 

shoot hogs in order to keep them away from the 

breeding colony of Greater Flamingos. Wild 

Hogs are highly valued by Bahamian hunters 

on Abaco, Andros and Inagua. 


GLOSSARY 

Adaptation – The act of adjusting or fitting in with another thing, e.g., adjusting to one’s environment 

or having webbed feet for paddling on top of the water. 

Allusion - to refer to something 

Aromatic – fragrant 

Biodiversity or Biological diversity - variety of plant and animal life 

Conserve – keep from harm or damage 

Cycad - ancient group of seed plants with a crown of large compund leaves and a stout trunk, native to 

warm regions 

Dewlap – a loose fitting fold of skin hanging from the neck 

Diversity – different kinds or varieties of a thing 

Dorsal – on or near the back 

Ecosystem – a biological community of interacting organisms and their physical environment 

Endemic – regularly or only found in a certain region 

Epiphytic – a plant growing but not parasitic on another, e.g., moss 

Epilithic - a plant that grows on an inorganic substrate, such as rocks 

Fauna – the animal life of a region or geological period 

Flora – plants of a particular region, geological period, or environment 

Furrow – narrow trench made in the ground by a plough 

Incontinence – lack of control over one’s bowels or bladder or both; lack of control over one’s 

behaviour 

Integral – a whole or a part necessary to the completeness of the whole 


Iridescent – showing rainbow-like luminous or gleaming colours 

Migratory – the tendency to move under natural forces from one area to another during seasons 

Mottled – marked with spots or smears of colour 

Native – indigenous animal or plant 

Nocturnal – active by night 

Periodic – appearing or occurring at regular intervals 

Prominent – conspicuous, important, distinguished 

Refrain – avoid doing an action; recurring phrase or number of lines 

Resource – a stock or supply of something that can be used 

Scorched – a surface that has been burnt by flame or heat so that it is discoloured, parched, injured or 

hurt 

Streaking – long, thin, usually irregular, line or band of colour 

Sustainable – maintain or keep going continuously 

Thicket – tangle of shrubs or trees 

Understory – a layer of vegetation beneath the main canopy of forests 

Volatile – apt to burst out into flames 


ACTIVITIES 

Exploring the Bahamian Pine Forest 40

Activities at-a-Glance 

A CTIVITY CTIVITY 

GGRADE 

G RADE LLEVEL 

L EVEL S UBJECT 

UBJECT 

Looking At Leaf Shapes 2-9 Science, Art 

Preserving/Collecting Leaves All Art 

Leaf Prints Using Paint All Art 

Matching Leaves 2-6 Science 

Keying Out Trees 5-9 Science 

Pine Seed Dispersal 4-12 Science 

Reading the Rings 5-9 Science 

G 

L 

Build A Tree 3-6 Science, Phys. Ed., Drama 

Pine Cone Birds 4-9 Art, Science 

Create a Poster All Art, Language Arts 

Birdwatching All Science 

Pine forest Poems 4-10 Language Arts, Science, Music 

Natural Medicine 5-12 Science, Social Studies, History 

Connect the Dots K-2 Language Arts, Science, Art 

Parrot Word Games 4-7 Language Arts, Science 

A Field Trip to the Pine Forest All Science, Language Arts 


Looking at Leaf Shapes 

Summary 

The leaves of broad-leaf trees come in a great variety of shapes and forms. Students 

can learn about the differences by looking at and playing with the different shapes. 

Learning Objectives 

Students will be able to: 

Describe the shape of leaves 

Identify trees by their leaves 

Grade Level 

2 - 9 

Subject 

Science 

Materials 

Copies of worksheets 

Information about each plant 

Plant field guide (optional) 

Possible Possible Shape Shape Names 

Names 

smooth edge tooth edge serrated 

oval palmate filiform 

opposite triangular narrow 

compound simple 

Trees 

Trees 

Pine Sword bush Wild Guava 

Casinas Poisonwood Morning Glory 

Procedure 

1. Give each student a copy of Student Activity Sheet A and Student Activity Sheet B. 

2. Have the students cut out the leaves and glue them on the tree. The completed tree 

will be quite special as other trees always have leaves with the same shapes. 

3. Either use Student Activity Sheet C yourself or give copies to the class. 

4. Use these individual leaves to match up with the pasted down leaves. 

5. Have the students describe the shape and characteristics of each leaf. 

6. Write down names given to the shapes and identify the tree to which each leaf 

really belongs. 

Extension 

Every community has trees that are characteristic of that area of land. You may use 

the following drawings of leaves, sometimes accompanied by their fruit or flower, to 

help the students identify the leaves they have collected. You can then determine 

which tree species are most common in your community. 


Student Activity Sheet A - Looking at Leaf Shapes 


Student Activity Sheet B - Looking at Leaf Shapes 


Student Activity Sheet C - Looking at Leaf Shapes 


Preserving/Collecting Leaves 

Summary 

Students collect leaves, preserve and display them in the classroom. 



Preserve leaves using wax paper. 

Identify trees by their leaves. 

Subject 

Art, Science 

Grade Level 

All 

Materials 

Leaves, wax paper or wax paper sandwich bags, scissors, old newspapers, electric 

iron, brown construction paper 

Procedure 

1. Have students collect as many differently shaped leaves as they can, and bring 

them into the classroom. 

2. Cut a large tree trunk and branches from construction paper and hang on a wall. 

3. Cut pieces of wax paper. Wax paper sandwich bags may be used instead. 

4. Distribute wax paper or bags to students according to the number of leaves each 

has collected. 

5. Have students arrange leaves between two pieces of wax paper or in the sandwich 

bag. 

6. Place these between several sheets of newspaper. 

7. Iron with a warm iron until the wax melts and coats the leaf’s surface. The teacher 

will need to iron for younger children. In either case closely supervise this part of the 

activity to ensure all safety measures are taken. 

8. The various leaves can be taped onto the tree to provide a display of different leaf 

shapes. 

Extension 

Students can also hang preserved leaves in a window for an attractive display or try 

making place mats in this way. 


Leaf Prints Using Paint 

Summary 

A great Art project! Students use leaves as stamps to create designs. 

Objectives 


Create designs using different leaves 

Subject 

Art 

Grade level 

All 

Materials 

Leaves, paint (water based block-print ink, or oil-based for older children), plates, brayer (roller) 

or brush, old newspapers, paper, or other material to be painted. 

Procedure 

1. Put a leaf on the newspaper. 

2. Pour paint into the paint container. 

3. Dip the brayer or brush into the paint. 

4. Apply the paint to the leaf. 

5. Put the leaf, paint side down, on the article to be printed. 

6. Cover with a sheet of newspaper and press the leaf down gently. (It may help to use a rolling 

pin or to roll a straight-sided bottle over the leaf.) 

7. Remove the leaf to reveal its print. 

8. Continue to work in this way until you have created the desired design. 

Conclusion: 

Choice of paint colours and arrangements of leaves offer many creative alternatives. A variety of 

items can be decorated by this technique, from notepaper and place mats to wall hangings and 

curtains. 


Matching Leaves 

Summary 

This exercise helps students to distinguish between leaves from different plants. It directs students 

to focus on details such as venation, shape and color. This is a handy method for dividing a group 

arbitrarily into smaller groups. 

Objectives 


Compare leaves. 

Group leaves that are alike. 

Subject 

Science 

Grade Level 

2-6 

Materials 

Different kinds of leaves, several of each. 

Procedure 

1. Have each child take a leaf and then find the other children who have matching leaves. 

Extension 

Variations of this activity are possible. Use twigs from different kinds of evergreens. Cut a variety 

of twigs into halves; give a half to each child who then finds the child with the other half. 


Keying Out Trees 

(Adapted from Ranger Rick’s Nature Scope Trees are Terrific!) 

Summary 

“Key out” the children in your group, then identify some trees using a simple leaf key. 

Objective 


Use a key to identify trees. 

Subject 

Science 

Ages 

5-9 

Materials 

copies of worksheet,chalkboard or easel paper, pencils or pens, index cards (optional), 

construction paper (optional), bulletin board (optional) 

Part 1: “Keying Out” Kids 

How can you figure out the name of a tree you’re looking at if you’ve never seen that 

kind of tree before? You can use a tree identification key. A tree key is a series of 

phrases, each of which points out a certain feature of a tree, such as the shape of its 

leaves, colour of its bark and so on. By determining which phrases apply to your tree, 

you can identify the tree you are looking at. (There are also keys for wildflowers, 

birds, shrubs, fish and many other living things.) 

Using a “people key” is one way to teach your group what a key is and how it works. 

The tree-shaped diagram on page 44 is a modified key for identifying people. Before 

you get started using the people key, copy the tree-shaped diagram onto a chalkboard 

or a large piece of easel paper. (You can also make a more permanent display by 

sketching the diagram on a bulletin board covered with construction paper.) 

Begin the activity by asking the kids how they can tell different people apart (by their 

sex, hair colour and texture, eye colour, height and other physical features.) Why isn’t 

clothing a good way to tell people apart? (Because people can change their clothes or 

wear identical clothes.) Then pass out copies of page 44 and have the kids follow along 

as you explain how the “key” works. 

Each of the branches represents a physical feature that helps to tell people apart. By 

starting at the trunk and moving up the branches that correctly describe the person 


eing “keyed out”, you will reach the very tip of an outermost branch. This is the 

person’s position in the key. For example, if you were keying out a blue-eyed girl 

with straight brown hair and freckles, you would first move up the branch marked 

“female”. At the fork for hair colour, you’d climb up the branch for brown hair. 

After moving up the branch for straight hair and then the branch for blue eyes, 

you’d finish up at the end of the “freckles” branch. This is where you’d write that 

person’s name. As an example for the kids, try keying out yourself. (This key is 

designed for an average group of children. If it doesn’t fit the individuals in your 

group, you can adapt the branches already on the tree or add more specific characteristics.) 

Now divide the children into pairs. They will work together to key out each other 

on their diagrams. Carefully looking at their partners, they should go through 

the key to find each other’s position on the key and then write their names at the 

ends of the branches. 

After everyone is finished, have the pairs go up to the large diagram one at a time 

and fill in their names. (If you’re making a bulletin board, the kids can write their 

names on index cards or leaf-shaped pieces of construction paper, then tape or 

staple them on the board.) 

You may find that several people have been placed at a single position on the key. 

If this happens, call these children to the front of the room. What other characteristics 

could identify them? (Height, short or long hair, light or dark shade of skin 

or hair, and so on.) 

Once everyone’s name is on the diagram, go over it as a group. To test the accuracy 

of your “people key”, invite someone into the room who doesn’t know the 

names of the children. Ask one of the children to volunteer, and have the guest 

“key out” the child to determine his or her name. 



Part 2: Leaves 

Now that they understand how a key works, let your kids try keying out trees by 

looking at leaves. Give everyone copies of pages 46 and 47. Each of the boxes on page 

47 contains a picture of leaves. Explain to the kids that they will identify the type of 

tree each leaf came from by using the leaf identification key. 

Before the kids try to key out the six leaves, copy the illustrations of the terms found 

on the bottom of page 46 on the chalkboard or easel paper. Then go over each of the 

leaf terms with them as they follow along on their papers. (Some children may have 

trouble with these terms. Before they try keying out the leaves, you may want to go 

over each of the leaf drawings on page 47, discussing the shape of each leaf and whether 

it is compound or simple and opposite or alternate.) 

Next, have the kids look at the dichotomous key on page 46. Explain that the word 

dichotomous comes from two Greek words that, together, mean “to divide into two 

parts”. A dichotomous key is based on the idea of making a choice between two alternatives. 

As with most keys, each pair of phrases in the leaf key we’ve provided describes 

different features. But only one of the phrases correctly describes the leaf 

being keyed out. As they’re keying out their leaves, each person will need to decide 

which phrase applies to the particular leaf he or she is trying to key out. Explain that 

this “correct” phrase will either guide the kids to the next pair of phrases or state the 

name of the tree the leaf grows on. 

Now set a time limit and let each of the kids try to key out all six leaves. As they 

identify each leaf, they should write the name of the tree it comes from on the line 

under the drawing. 

When the time is up, go over the answers listed below with the group. 

Answers: 

1. Wild Guava 

2. Five Finger 

3. Poison Wood 

4. Caribbean Pine 

5. Sky Vine 

6. Sword bush 


Keying out Trees 

Leaf Key 

1. 1. Leaves are shaped like needles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .go to 2 

Leaves are broad and flat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . go to 3 

2. 2. PINE 

3. 3. Leaves are opposite . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . go to 4 

Leaves are alternate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . go to 5 

4. 4. 4. Leaves are simple . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . WILD GUAVA 

Leaves are compound. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . go to 6 

5. 5. Leaves heart shaped . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SKY VINE 

Leaves are toothed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . GALE-OF-WIND 

6. 6. Leaves are grouped in fives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . FIVE FINGER 

Leaves are ungrouped . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . POISONWOOD 


Keying out Trees 

1. ________________________________ 

3. ________________________________ 

2. ________________________________ 

4. ________________________________ 

5. ________________________________ 6. ________________________________ 


Pine Seed Dispersal Demonstration 

Summary 

Use some closed pine cones for a teacher demonstration of what happens to the cones 

when they are heated. 



Describe the part that heat plays in pine seed dispersal. 

Subject 

Science 

Grade Level 

4 - 12 

Materials 

Closed pine cones 

Hot plate 

Procedure 

1. Pass some closed cones around the room so that students 

can see how tightly closed (almost sealed) the cones are. 

2. Heat some cones on a hot plate. 

3. Ask the students to predict what will happen. 

4. When the cones open, shake out the seeds to show students. 

5. Pass the open cones around the room for viewing. 

6. Students can make their own drawings of what happens to pine seeds. 


Reading the Rings 

(From Ranger Rick’s Nature Scope Trees are Terrific!) 

Summary 

Match tree ring patterns with factors that caused them, then ‘read’ the rings of a tree to 

solve a mystery. 



Describe how events in the life of a tree 

can affect the growth of its annual rings. 

Use cross-dating techniques to find out 

how old a tree is. 

Subject 

Science 

Grade Level 

5 - 9 

Materials 

Cross section of pine tree (collect pieces of Christmas tree trunk that are cut off the 

ends of the tree) Copies of sheet 51 and sheet 55 chalkboard or easel paper, pencils, 

scissors 

One of the best ways to learn about how trees grow is to take a close-up look at their 

annual growth rings. Not only do tree rings tell how old a tree is, they also show what 

the climatic conditions were like in past years. In this activity your group can find out 

how scientists use these growth rings to help learn about past climates. 

Part 1: Reading the Rings 

Copy the cross-section illustration above on the chalkboard or on a large piece of easel 

paper. Using the “Inside Story on Rings”, explain how annual rings form. If possible, 

show the children what the rings look like in a real tree cross-section. 

Next pass out copies of page 51 and have everyone look at the cross sections on the lefthand 

side of the page. Explain that each cross section represents a different tree. On 

the right-hand side are pictures showing seven factors that can affect tree growth rate. 

Go over the factors with the children so that they understand each one. Then discuss 


each cross-section and the factor or factors that could have influenced its growth pattern. 

Have the children draw lines from each cross-section to the matching factor or factors. 

Cross Cross section section A: A: The uneven growth shown in the rings could have been caused by a 

fallen tree leaning against the tree (picture 1). The tree grew more on one side than the 

other, and curved up around the fallen tree. This uneven ring pattern could also belong 

to a tree growing on a steep slope (picture 6). 

Cross Cross section section B: B: The scarring in this cross-section was caused by a forest fire during 

the tree’s sixth growing season (picture 2). 

Cross Cross section section C: C: The mark beginning in the year six is all that’s left of a branch that 

died and fell off (picture 7). Eventually the tree’s trunk grew around the remains of 

the branch and covered it. (The branch could also have been broken or cut off.) 

Cross Cross section section section D: D: The narrow rings shown in this cross-section could have been caused 

by several factors such as drought (picture 3), heavy insect damage (picture 4) or 

damage from construction (picture 5). If a tree lost all or most of its leaves because of 

an insect attack or drought it would not be able to make food and would grow very 

little that year. And root damage from the construction of a house or sidewalk too close 

to the tree would reduce the water and minerals the roots could take up. Ask the 

children if they could think of other factors that might cause narrow growth rings 

(disease, cold winter, a spring frost, transplanting, competition from other trees for 

sunlight and nutrients, and so on). 

The Inside Story on Rings 

What are rings? If you look at a cross section of some tree trunks, you’ll often see a distinct pattern of 

rings. Each ring is a layer of wood produced during the tree’s growing season. As a tree begins growing 

in spring, the cambium produces a light-coloured band of thin-walled cells called earlywood. As growth 

slows down in the summer, a darker ring of thick-walled cells called latewood is formed. Together, the 

earlywood and latewood form an annual growth ring. In most trees growing in temperate and northern 

climates, one growth ring is usually laid down each year. In the tropics, where the growing season 

often continues year round, trees may lay down more than one ring in one year. (Not all trees have 

clearly defined rings. For example many tropical trees have ring patterns that are very hard to read.) 

Good Years and Bad Years: The thickness and appearances of a tree’s annual growth rings often vary 

from year to year , depending on growing conditions. During a good growing season a wide ring is laid 

down. But during a poor growing season (with drought, an extremely long, cold winter, a spring frost, 

or some other factor hindering growth), the ring will be much narrower, indicating the tree was able 

to grow very little. 

Other factors besides the weather can influence a tree’s growth, including insect damage, diseases 

(viruses, bacteria, or fungi), fire, root damage, transplanting, and competition from other trees for 

sunlight, water, or nutrients. Many things that cause a tree to be “stressed” will eventually show up 

in its growth ring pattern. If this stress occurs after the growing season, a narrow growth ring will 

probably be laid down in the next year’s growth. 



Part 2: Cross-Dating Detectives 

Scientists have found that they can learn about past climates by studying the ring 

patterns of very old trees. The science of studying the past by looking at tree rings is 

called dendrochronology. 

One way scientists study past climates is by looking at the growth rings of trees which 

are very sensitive to climatic changes. For example, bristlecone pines are very longlived 

trees that grow in areas with very little rainfall. Their growth rings reflect 

years of little rain (narrow bands) and years of heavy rain (wide bands) in a way that 

allows scientists to piece together information about rainfall during past centuries. 

(Annual growth rings in bristlecone pines are also affected by other climatic conditions, 

such as temperature, but rainfall is the primary variable.) 

Cross-dating is another important technique used by dendrochronologists. Crossdating 

compares the growth rings from one tree to the growth rings of another tree 

and matches the ring patterns of the years when the two trees both lived. 

Scientists use a technique called coring to take a look at the rings of a living tree 

without cutting it down. By drilling into the centre of a tree trunk with a special 

instrument called an increment borer, they can remove a piece of wood that is about 

the thickness of a soda straw. The growth rings of the tree show up as lines on this 

core sample. Scientists count these lines to determine the tree’s age (see diagram). 

Here’s how cross-dating works: 

Scientists first take a core sample from a living tree that produces distinct, reliable 

annual rings. (Conifers growing in the American Southwest produce some of the most 

reliable, drought-sensitive rings. These were the trees used by scientists as they were 

first developing cross-dating techniques.) By counting backward starting with the 

outer ring (the current year), they can assign each ring a year, then figure out when 

the tree sprouted and how old it is. 

The next step in cross-dating is to find an older tree to compare with the younger tree. 

The older tree must be the same kind of tree (similar kinds of trees have similar kinds 

of growth rings), must grow or have grown in the same area, and must have been alive 

for part of the time that the younger tree was growing up. (In cross dating, scientists 

often use stumps, logs, beams in old buildings, or any part of a tree trunk that clearly 

shows the annual rings.) 

Dendrochronologists then compare the inner (oldest) rings of the core sample with the 

outer (youngest) rings of the stump or log to find a section where the ring patterns 

match (see diagram). Since the scientists have already assigned dates to the younger 


tree, they can now assign the same dates to the overlapping rings on the older tree. Then they 

can count backward to date all the rings on the older tree. By finding still older trees, and 

overlapping them with increasingly older trees, scientists have discovered cycles of drought 

from over 10,000 years ago, the dates ancient cities were built, and even the age of the wood 

used to frame paintings done by Rembrandt! (Cross-dating is considered more accurate than 

radioactive carbon dating, one of the methods used to tell the age of fossils.) 

Note: In the following part of the activity, we have adapted cross-dating techniques. 

Dendrochronologists look at the pattern of rings to cross-date trees. To make it easier for the 

kids, we’ve instructed them to lay the core samples on top of the cross section to match the 

overlapping sections. With real trees the distances between the rings would never match 

perfectly. Dendrochronologists also core many trees in one area to get an accurate representative 

sample of the growth rings in similar trees. 

Now pass out a copy of page 55 to each person. Explain that the large cross section at the top 

of the page is from a tree that was used to build an Oklahoma farmhouse. They must find out 

when the farmhouse was built by finding out when the tree started growing and when it was 

cut down. (The kids can assume that the 

farmhouse was built the same year the tree 

was cut.) They can also discover when some 

events happened during the life of the tree. 

To find out, they must study the core samples 

at the bottom of the page. 

First explain what a core sample is and how 

a core sample is taken. Have the kids cut 

out each core sample, making sure they leave 

the lettered tabs attached. Then describe 

how dendrochronologists cross-date trees by 

matching similar ring patterns from a core 

sample to a cross section. Explain that only 

one of the three cores is from a tree that 

grows in the same area where the log (the 

cross section) once grew. It has an interval 

of rings that overlaps with a section of the tree trunk at the top of the page. The kids must 

first decide which core matches the trunk cross section. 

To do this, they should take one of the core samples and try to match its pattern of lines with 

a section of the rings on the round cross section. (See the illustration on the left for how to do 

this. Remind the kids that core samples go no farther than the centre of the tree, so they 

should not extend the core sample across the centre of the cross-section.) 


When they’ve discovered which core sample overlaps the cross section (core sample B), they 

should count backward on the core sample to find out the actual dates when the core sample 

matches the cross section. Tell them that the line closest to the letter on their tab is the 

annual ring from 1985. 

Once they determine the dates, they can figure out when the tree was cut down and when it 

first started growing. (It was cut down in 1930 and started growing in 1896.) Tell them that 

country records kept during that time indicate that the farm was abandoned in 1933, only 

three years after it was built. What was happening in Oklahoma during this time that might 

have caused farmers to abandon their farms? (The Dust Bowl of the early 1930’s forced many 

farmers to give up their farms and move to new land.) 

Then have the kids assign dates to some of the events in the tree’s life. What year did fire scar 

the tree? (1915) How many years did it take for the tree to grow around the remains of a dead 

branch? (10 years) How long did the drought that began in 1912 last? (2 years) 

Wrap up the activity by asking the kids for ideas on other things that cross dating can reveal. 



Build a Tree 

(by Joseph Cornell, author of Sharing Nature with Children) 

Summary 

As a group, act out the parts of a tree. 

Objectives 


Describe the parts of a tree. 

Explain how each part works. 

Subject 

Science, Physical Education, Drama 

Grade Level 

3 - 6 

Materials 

slips of paper 

chalkboard or easel paper 

In this activity, your group can learn about the parts of a tree by acting them out and 

building a “human tree”. Before you begin, copy these words onto separate slips of 

paper and put them in a hat (you should end up with 30 slips): 

heartwood (1) 

sapwood (2) 

cambium (4) 

phloem (8) 

outer bark (12) 

taproot (1) 

lateral roots (2) 

(Adjust the number of slips you make according to the size of your group.) 

Next, copy the diagram below on the chalkboard or easel paper and label the parts. 

Then, using the background information on pages 6 and 7, discuss each part with the 

group, explaining how each functions and where it’s located on a tree. 

Now take the group outside to a large open area and explain that everyone will work 

together to “build” a tree. First, have each person pick a part to play by reaching into 

the hat and pulling out a slip of paper. Next, have the kids practice any sounds or 

movements suggested for their parts and then have them slowly build the tree, layer 

by layer. Once the tree is built, have them act out their parts together. 


1. Have the child playing the part of the heartwood cross his or her arms and stand 

in the centre of the play area. Explain that this child represents the heartwood of the 

tree. 

2. Next, have the child playing the taproot sit down at the foot of the heartwood 

kid. Explain that this person represents the deep taproot that most trees have. 

3. Have the lateral roots lie down on their backs, spreading out from the taproot 

with their feet toward the heartwood. (Have the lateral roots make slurping sounds.) 

4. Have the sapwood kids join hands to make a ring around the heartwood. Position 

them so they stand between the lateral roots. They should face in, toward the 

heartwood. (Have the sapwood kids pretend they are drawing water up from the 

roots by lowering their hands, still joined, and then raising them above their heads.) 

5. Have the cambium kids join hands and form a large circle around the sapwood. 

(Have the cambium kids chant, “we make new cells, we make new cells, we make new 

cells”.) 

6. Next, have the phloem kids join hands and form a larger circle around the 

cambium. (Have the phloem kids pretend they are transporting food down from the 

leaves by starting out holding their arms above their heads, then lowering them and 

raising them again.) 

7. Finally, have the outer bark kids form a circle around the entire tree, facing 

outward and holding hands. 

Once everyone is in position, ask the kids to go through their motions: the roots 

taking up water from the soil, the sapwood transporting the water up the trunk to the 

branches and leaves, the phloem carrying food down from the leaves to the trunk and 

roots, and the cambium chanting “we make new cells”. Afterward, lead short discussion 

about the different parts of the tree to make sure everyone understands what 

each part does. 

A A video video is is available available at at the the BNT BNT Library Library for for for teachers teachers to to view view this this activity 

activity 

before before doing doing it it with with a a class. 

class. 


Pine Cone Birds 

Summary 

Turn pine cones into colourful birds 

Objectives 


Describe birds of the Pine Forest. 

Subject 

Art 

Grade Level 

4 - 9 

Materials for one bird 

pine cones of different sizes 

filbert (hazelnut) or other nut 

flexible wire (about 22 guage) or longer pipe cleaner 

construction paper 

tacky glue 

clay 

scissors 

paints (acrylics work best) and paintbrush 

pictures of birds 

Procedure 

1. Look at some pictures of birds and select a bird to use as a model. 

2. Choose a small pine cone (about 3 inches long) that matches the shape of the bird’s 

body. Cones that are fully opened work best. 

3. Wrap about a foot of wire (or a long pipe cleaner) tightly around the middle of the 

pine cone, leaving about 3 inches free on each end. Shape the two ends into feet. Make 

sure the feet are close to the body and that they face forward, towards the wider end 

of the cone (see diagram). 

4. Put a dot of a tacky glue where the head should be and then put a small bit of clay 

over the glue. Put another dot of glue on the clay and attach the rounded end of a 

filbert (see diagram). 

5. To make wings, break off two scales from a large pine cone. Use scissors to trim the 

wings into shape and then glue them in place. 

6. To make the bird’s tail, break off a very large pine scale. Glue it in place so that it 

helps the bird stand up. (The feet and tail should act as a tripod to hold the bird up.) 

7. To make a beak, cut out a small construction paper triangle. Fold it in half and glue 


it to the end of the nut. To make a crest, cut out a small circle from construction paper. 

Fold the circle in half and glue it on top of the nut. Let the glue dry completely. 

8. Paint the bird, making sure that you get the paint down inside the cone scales as 

far as possible. Also paint on eyes, markings, and other features 

Extension: 

Pine cones make great bird feeders. Just tie a piece of yarn or string around a cone 

and fill the spaces between the scales with a mixture of peanut butter, melted suet (use 

shortening), and birdseed. Then tie the feeder in a place where you can watch the birds 

feast! 

Ranger Rick’s Nature Scope: Wild and Crafty 


Create a Poster 

Summary 

Design a poster to educate people and show what you have learnt about the Pine Forest ecosystem. 

Objectives 


Give information about a particular plant or animal that lives in the Pine forest. 

Arrange information in a poster format. 

Subject 

Art, Language Arts 

Ages 

Primary, Intermediate and Advanced 

Procedure 

1. Select a Pine Forest plant or animal. 

2. Do research to learn more about this plant or animal. You may want your poster to answer 1 or more 

of these questions: 

What does this plant or animal lool like? 

Where does it live? 

What unusual habits or features does it have? 

What does this animal eat? 

What special needs does this plant or animal have? 

What caused this animal to become endangered? 

Could humans have prevented this animal from becoming endangered? 

What can humans do now to save this animal from extinction? 

How is this plant used by humans? 

3. Make a poster. Include a picture of your plant or animal along with the infromation in bold letters. 

4. Share your poster and your knowledge with others. 

From Earth Book for Kids by Linda Schwartz 

Extension: Create a brochure that educates people in your community about forest fires. Create a 

newsletter about the Pine forest ecosystemm. Include interviews with people in the community, 

information articles, comics, games, and more! Create a poem or rap about the Pine forest Ecosystem, 

a plant or animal found in that ecosystem, then perform it for the class. 


Poster Poster Plan Plan 

Plan 

Brochure Brochure Brochure Plan 

Plan 

Title and 

picture on 

front 

Inlude a picture 

somewhere on 

the poster 

TITLE 

TITLE 

Write a few lines 

about the plant or 

animal that you 

choose here. Make 

the letters large 

enough to be read 

from a distance. 

Addtional 

information can be 

put in point form. 

Don’t forget to include your name and grade 

somewhere on your poster. 

Information and pictures with sub headings on 

the inside and back 

Fold here 

Fold here 

Don’t forget to include your name and grade 

somewhere on your brochure. 


Pine Forest Poems 

Summary 

Write a poem or rap about the Pine forest ecosystem and the wildlife that is found there to educate 

people as well as show what you have learnt. Share this poem or rap with the class. 

Objectives 


Give information about a particular plant or animal that lives in the Pine forest. 

Perform this rap or poem. 

Subject 

Language Arts, Music, Drama, Science 

Ages 

4 - 10 

Procedure 

1. Use information from lessons and/or observations from a field trip to the Pine forest. 

2. Write a poem using any format: Vertical poem, Haiku, Cinquain, Rhyme, etc. 

3. Perform your poem or rap for the class. You may use a drum to add rhythm to your piece. 

Extension: Set your poem to the tune of a nusery rhyme song or a commercial jingle and 

perform for the class. 


Natural Medicine 

Summary 

Many of the understory plants of the Pine forest have been used in Bahamian bush medicine. Identify 

some of these plants and their cultural uses. 

Objectives 


Identify 10 understory plants of the Pine forest 

Give information about the use of this plant in bush medicine. 

Subject 

Science, Social Studies, History 

Grade Level 

5 - 12 

Procedure 

1. Select 10 (more or less according to grade level and ability) understory plants of the pine forest. 

2. Use information from the Pine forest Wildlife section or other resource books to gather information 

the Pine forest. 

3. Find these plants and make a leaf leaf rubbing of a leaf at the top of the page. Use one page for each 

plant. 

4. Under the leaf rubbing write the information about the uses of the plant. 

5. Indicated the source fo the information whether it is a book, or person. For the book include the title, 

author, date and place of publication. For the person include the person’s name an date on which the 

information was given to you. 

6. Create a book using these pages. 

7. Decorate the cover. 


Connect the Dots 

Summary 

Connect the dots in alphabetical order to draw a Bahama Parrot then colour the bird 

Objectives 


Write the alphabet in order. 

Name the colours of the Bahama Parrot. 

Subject 

Language Arts, Science, Art 

Grade Level 

K - 2 

Procedure 

1. Distribute copies of page 65. 

2. Using the alphabet, the students connect the dots to draw a Bahama Parrot. 

3. Using the colour code, students then colour the Bahama Parrot. 



Parrot Word Games 

Summary 

These are word games that reinforce concepts about teh Bahama parrot as well as are just plain fun! 

Objectives 


Create words from the scientific name of the Bahama Parrot 

Define terms and concepts about the Bahama Parrot 

Decode information about the Bahama Parrot. 

Subject 

Science, Language Arts 

Grade Level 

4 - 7 

Procedure 

1. Read or distrbute the section on the Bahama Parrot to the class. 

2.Make copies of the word game of your choice and distribute to the class. 

3. Instruct the class to following the instructions on the page. 



Word Wealth 

Draw a line from the word on the left to its correct definition on the right. 

HABITAT 

INDIGENOUS 

FERAL CATS 

ALTRICIAL 

EXTINCT 

CAMOUFLAGE 

Exploring the Bahamian Pine Forest 74 

The coloration or shape an animal is 

born with or gets which allows it to 

blend into its enviornment. 

Newborn animals which are helpless 

and naked at birth. 

No longer existing in living form. An 

animal or plant that has been 

completely wiped out, with absolutely 

no survivors 

A truly native species (plant or 

animal), one that was not introduced, 

but lives or occurs naturally in an 

area or country. 

A special area in the natural world in 

which a particular animal or animals 

lives and on which that animal’s 

survival depends. 

A domesticated animal that has 

become wild and preys on other 

animals for its food.


Word Challenge 

How many words can you make from the letters in my scientific name? 

Amazona leucocephala bahamemsis 



Mystery Message 

Can you figure out the coded message about the Bahama Parrot? Write the message 

on the lines below. 

Code 

1 2 3 4 5 6 7 8 9 10 11 12 13 

A B C D E F G H I J K L M 

14 15 16 17 18 19 20 21 22 23 24 25 26 

N O P Q R S T U V W X Y Z 

20 8 5 2 1 8 13 1 

16 1 18 18 15 20 18 5 13 1 9 14 19 

23 9 20 8 9 20 19 13 1 20 5 

6 15 18 12 9 6 5 


A FIELD TRIP 

TO THE PINE FOREST 


A Field Trip to the Pine Forest 

Taking students on a Pine Forest hike gives them an exciting opportunity to explore 

nature for themselves. Please be aware of safety rules, equipment and clothing required 

and the need to keep students interested 

Tips Tips for for the the Field 

Field 

- Visit the area at least once before the class trip. 

- Have enough leaders and planned activities to keep everyone busy. 

- Make alternate plans for bad weather. 

- Plan pre-visit activities that will prepare students and post-visit activities to follow 

up. 

- Hand out a list of items for students to bring. 

- Review the itinerary and your expectations with the group beforehand, and again 

when you arrive at the site. 

- Bring a camera, binoculars and a simple first aid kit. 

- During the trip, schedule pause to discuss problems and findings and to allow food 

or bathroom visits. 

- Identify and make sure everyone knows Poisonwood. 

- Obtain a release form from each parent. (Sample form following). 

- If possible, plan several visits. The first will provide an introductory experience, 

while subsequent trips will expand and reinforce concepts. 

Site Site to to Explore Explore the the the Pine Pine Forest Forest 


Visiting Visiting the the Bahamas Bahamas Youth Youth Camp 

Camp 

The Bahamas Youth Camp is located on Gladstone Road, New Providence. It sits in an 

enclosed area of Pine Forest with facilities for your group to experience the Bahamian 

Pine Forest. Pastor Redmon and his staff have marked out a trail for school groups and 

also to identify and label various plants along the way. Arrangements can also be made 

to camp on the property which would give an opportunity for groups from the Family 

Islands without Pine Forests to visit! Pastor James Redmon manages the property, so 

arrangements to visit must be made directly through him by calling the Bahamas Youth 

Camp in New Providence. The Bahamas Youth Camp also has a variety of native plants 

for sale. 

Visiting Visiting the the Rand Rand Nature Nature Centre Centre 

Centre 

Students on Grand Bahama can plan visits to the Rand Nature Centre. Call the office 

to make reservations. Reservations must be made at least one week in advance. School 

programmes include an introductory talk and guided tour.( see page16) 


Visiting Visiting the the Lucayan Lucayan National National National Park Park 

Park 

The Lucayan National Park is on Grand Bahama. It is open for visitation between the 

hours of 9 am and 4 pm every day of the year. Tickets may be purchased at the Rand 

Nature Centre in Freeport. (see page 16) 


SAMPLE LIABILITY RELEASE FORM 

STUDENT NAME____________________________FIELD STUDY________________________ 

As used herein: “FIELD STUDY DIRECTORS” shall include____________________________ 

(Name of School) its teachers, agents, employees, and licensees, and “UNDERSIGNED” shall be the 

father and/or mother, or the guardian, or the student if eighteen years or older. 

The UNDERSIGNED understands that during the field study in which the student is participating 

under the direction of the FIELD STUDY DIRECTORS, certain risks and dangers may occur, including 

but not limited to hazards of accidents or illness in remote places without medical facilities, the 

forces of nature, and travel by airplane, automobile, bus, or other conveyance. 

In partial consideration of, and as partial payment for, the right to participate in this field study and 

related activities and to utilize the services, including food, as provided, the UNDERSIGNED hereby 

assumes all the risks set forth above and hereby holds the debts, claims and demands of every kind 

and nature whatsoever which arises from or in connection with the above-described field study and 

related activities. The terms hereof shall serve as a release and assumption of risks for the heirs, 

executors, administrators and members of the student’s family. 

In the event emergency medical treatment is required for the student while he is under the control 

and direction of the FIELD STUDY DIRECTORS and if consent is a requisite to any such treatment, 

the UNDERSIGNED hereby grants to the FIELD STUDY DIRECTORS the right to give consent to 

such treatment for the student on the behalf of the UNDERSIGNED. Said consent may be granted or 

withheld by the FIELD STUDY DIRECTORS as each of them, in their sole discretion, shall determine. 

The UNDERSIGNED hereby waives any claim which they may have against the FIELD STUDY 

DIRECTORS arising from the granting or withholding of the aforesaid consent. 

In the event that the student is under the age of majority, the UNDERSIGNED agrees to indemnify 

the FIELD STUDY DIRECTORS for any liability imposed on the FIELD STUDY DIRECTORS by 

reason of any claim, cause of action or charge of any kind brought by the student participant or by any 

person or entity on behalf of the student and arising out of the above-described field study or incidents 

related thereto. 

___________________________________ ___________________ ____________________ 

Student’s Signature Date Birth date 

___________________________________ __________________ 

Parent/Guardian’s Signature* Date 

* (if student is not of legal age) 

___________________________________ __________________ 

Address Phone No. 


Games to Play 

Incorporate games into your field trip during breaks, lunch to and from school and 

during long periods of hiking. Games are fun, add interest and can be good learning 

tools. Some suggestions follow: 

1. I Spy: 

Make a list of things that students are likely to encounter on their hike. Give each 

student a copy. During the hike, the first one in the group to see one of the items calls 

out “I spy ________________”. Everyone then crosses that item off the list. Make the list 

as long as you can using many common and moderately common things on it. 

2. Nature Alphabet: 

The leader begins at A. The student must name a living or non-living natural object 

found in the Pine Forest that begins with that letter. The next player must use the next 

letter in the alphabet to name something from a Pine Forest. If there are more than 26 

students continue from Z and start again at A but this time the student must name an 

object other than the first “A” object. This continues on through the class until a certain 

time limit is up. 

Example: Leader starts with letter A 

next student says Anemia fern 

next says Bahama Parrot 

next says Curly-tailed lizard. 

and so on . . . 

3. The Picnic: 

Have the students sitting in a circle or at their desks. The first one starts off by saying, 

“I went down to the forest for a picnic and saw _____________ (an anole).” The next 

student in line repeats the same phrase, including what the previous person saw, and 

then adds his own creature. As the game continues, each student must repeat all the 

previous sightings and add on another one. The list gets longer and longer until people 

start to forget. A player who forgets can be thrown out of the game or given penalty 

points. The game continues until only one person remains who hasn’t forgotten any of 

the list. Names used can be plants and animals as well as non-living things such as 

earth, rocks and sunshine. Keep the topics related to the Pine forest. 


4. Pine forest Scavenger Hunt: 

Use your senses to find the items on the list below while on the field trip. 

3 birds __________________________________________________ 

__________________________________________________ 

__________________________________________________ 

3 animals or signs ____________________________________________ 

____________________________________________ 

____________________________________________ 

3 plants ______________________________________________ 

______________________________________________ 

______________________________________________ 

Something whose smell you liked _______________________________ 

Something whose smell you disliked _______________________________ 

Something that feels smooth ___________________________________ 

Something that feels rough ___________________________________ 

Something red _______________________________________ 


Birdwatching 

(Adapted from A Field Guide to the Birds East of the Rockies) 

Birdwatching is an ideal way for young people to gain an understanding of wildlife and the 

world of nature. Many activities can begin in your classroom, and field trips using natural 

areas such Pine forests are ideal places for students to learn about birds, 

habitats, ecosystems and how to care for the environment. 

In these activities students learn to sharpen their observational skills as 

they learn the basics of bird identification. They learn to use size, shape, 

sound, behavior and field marks to tell the difference between species. 

How to Identify Birds 

The eight main visual categories are: 

1. Swimmers - Ducks and duck-like birds 

2. Aerialists - Gulls and gull-like birds 

3. Long-legged waders - Herons, cranes, etc. 

4. Smaller waders - Plovers, Sandpipers, etc. 

5. Birds of Prey - Hawks, Kestrals, Osprey, etc. 

6. Fowl-like Birds - Grouse, quail, etc. 

7. Nonpasserine Land Birds ???? Examples 

8. Passerine (Perching) Birds ???? Examples 

What is the bird’s size? 

Acquire the habit of comparing a new bird with a familiar bird or “yardstick”, i.e., a pigeon, 

mockingbird. Books give you the maximum and minimum lengths given. 

1 3 6 

What is its shape? 

Is it plump like a Starling (left) or slender like a Cuckoo (right)? 


What shape are its wings? 

Are they rounded like a Bobwhite’s (left) or sharply pointed like a Barn swallows’s (right)? 

What shape is its bill? 

How does it behave? 

Does it cock its tail like a wren or hold it down like a Flycatcher? Does it wag its tail? Does it 

sit erect on an open perch, dart after an insect, and return as a Flycatcher does? 

Does it climb in spirals like a Creeper (left), in jerks like a Woodpecker (centre) using 

its tail as a brace, or does it go down headfirst like a Nuthatch (right)? 


How does it fly? 

Does it undulate (dip up and down) like a Redwing Blackbird (1)? Does it fly straight and fast 

like a Dove (2)? Does it hover like a Kingfisher (3)? Does it glide or soar? 

Does it swim? 

Does it sit down in the water like a Comorant (1) or high like a Gallinule (2)? If a duck, 

does it dive like a deep water duck (3); or does it dabble and up-end like a White-checked 

pintail (4)? 

Does it wade? 

Is it large and long-legged like a Heron or small like a Sandpiper? If one of the latter, 

does it probe the mud or pick at things? Does it teeter or bob? 


What are its field marks? 

Some birds can be identified by colour alone, but most birds are not that easy. The most 

important aids are what we call field marks, which are in effect, the trademarks of nature. 

Note whether the breast is spotted as in the Ovenbird (1); streaked as in the Thrasher (2); or 

plain as in the Cuckoo (3). 

Tail Patterns 

Does the tail have a “flash pattern” - white tip as in the Red-legged thrush (1); white patches 

in the outer corners as in the Bahama mockingbird (2); or white sides as in the Northern 

mockingbird (3)? 

Rump Patches 

Does it have a light rump like a Cliff Swallow (1) or Hairy woodpecker (2)? The Harrier, Myrtle 

Warbler and many of the shorebirds also have distinctive rump patches. 

Eye-Stripes and Eye Rings 

Does the bird have a stripe above, through, or below the eye, or a combination of these 

stripes? Does it have a striped crown? A ring around the eye or “spectacles”? A “mustache” 

stripe? These details are important in many small songbirds. 


Wing Bars 

Do the wings have light wing bars or not? Their presence or abscence is important in recognizing 

many warblers, vireos, and flycatchers. Wing bars may be single or double, bold or obscure. 

Wing Patterns 

The basic wing patterns of ducks (shown below), shore birds, and other water birds 

are very important. Notice whether the wings have patches (1) or stripes (2); solidly 

coloured (3) or have contrasting black tips (White ibis, etc.). 


Pine Forest Bird Checklist 

Common Name 

Bahama Parrot 

Bahama Swallow 

Bahama Yellowthroat 

Cuban Emerald Hummingbird 

Hairy Woodpecker 

Kirtland’s Warbler 

Olive-capped Warbler 

Pine Warbler 

West Indian Woodpecker 

Bahama Woodstar Hummingbird 


Pine Forest Plant Checklist 

Common Name 

Bahama Buttercup 

Black Torch, Lancewood 

Bletia Orchid 

Blolly 

Bromeliad Cuddlefish 

Caribbean pine 

Century Plant 

Cinnecord 

Coontie 

Ernodea 

Five Finger (Chicken toe) 

Sword bush 

Guanaberry 

Maidenhair Fern 

Morning Glory 

Passion Flower 

Pineland Aster 

Pineland Snowberry 

Poisonwood 

Silver Palmetto 

Sky Vine, Wild Potato 

Southern Bracken Fern 

Star Sedge 

Strongback 

Thatch Palm 

Wild Coffee 

Wild Guava 

Wild Sage 

Wild Powderpuff 


RESOURCE AND REFERENCE GUIDE 


Bahamas National Trust Library 

Guidelines for Use 

The Bahamas National Trust Library is a resource facility for students, teachers and 

private citizens. It is located at the Bahamas National Trust headquarters at The 

Retreat on Village Road in Nassau, Bahamas. The library has resource books on many 

areas: natural history, birds, native plants and trees, coral reefs, marine life, the 

environment and ecology. All All books books and and materials materials must must be be used used on on the the property property property. property 

We also have a video selection which is one of our most rapidly growing areas. There is 

also a smaller library at The Rand Nature Centre in Grand Bahama. 

The Trust encourages students and teachers to use this valuable resource, but ask 

that a few rules and regulations be observed which will make the Library accessible 

to everyone. 

Library Library Hours: Hours: 

Hours: 

Monday 10:00 am - 3:00 pm 

Tuesday - Friday 10:30 am - 4:30 pm 

As a courtesy we ask Primary and Secondary teachers to advise us if their students 

might be using our library. College of the Bahamas students, teachers and Ministry 

of Education personnel are asked to call and make an appointment. Often our Education 

Officers are out of office, and this calling allows them to schedule you in or to 

leave material for you to work with. Please Please park park park outside outside the the gate gate. gate 

Video Video Library: 

Library: 

The Bahamas National Trust has videos on the rainforest, marine life, the environment, 

conservation, wildlife and resource management. Trust members can use the 

videos free of charge - non members must pay a rental fee of $2.00 per video. Videos 

may be kept for a maximum of four days unless otherwise arranged. 

Photocopying Photocopying policy: 

policy: 

Our office staff is small. To minimize interruptions we regrettably can only photocopy 

maps, graphs and illustrations. The charge for photocopying is $0.25 a (standard) 

page. 

Posters Posters and and Illustrations: 

Illustrations: 

Illustrations: 

Among the posters available for sale at the Trust is one entitled National Parks - 

National Treasures, a poster produced by the Bahamas National Trust featuring the 

12 existing National Parks found throughout The Bahamas. Photographs of Bahamian 

Wildlife are available for $1.00. 


Vidoes, Slides, Books, Biofiles 

The following are materials that supplement lessons on the Pine Forest ecosystem. 

These are available from the Bahamas National Trust headquarters in New Providence 

and the Rand Nature Centre in Grand Bahama. Family Island schools can call 

the headquarters to arrange to have videos copied and mailed to Family Island schools. 

These materials are about forest conservation. 

The The Great Great Great Kapok Kapok Tree 

Tree 

Format: Slide Show Age: 6-12 

Environmental story telling about rain forest animals that convince a young man not 

to take trees from the rain forest. 

The The Lorax 

Lorax 


Environmental story telling. Dr. Suess’ make-believe story about what happens to a 

forest when people don’t use it wisely. 

Unknown Unknown Forest 



This winner of the award for creative excellence by the U. S. Industrial Film Festival 

explores the vast reservoir of plant and animal species contained in tropical rainforest. 

The unique plant and animal interactions that characterize rain forest ecology are 

depicted in 116 colour slides. This junior high to adult program emphasizes the 

importance of the tropical rainforests and urges quick action to save them from destruction. 

You You Can’t Can’t Grow Grow Home Home Again Again (91) 

(91) 

Format: Video Length: 1 hr. Age: All ages 

The rain forest is . . . poison arrow frogs . . . a fragile, beautiful place . . . plants without 

roots. . . . iguanas for lunch . . . and much more! Get a special kid’s eye-view from 3-2-1 

Contact cast member Stephanie Yu as she visits the Costa Rican rain forest. 

Rainforest Rainforest Rap Rap Rap (8) 

(8) 

Format: Video Length: 10 mins Age: All ages 

A “rap” music video which introduces viewers to the importance of the rain forest. 

A A People’s People’s Trust Trust (73) 

(73) 

Format: Video Length: 25 minutes Age All ges 

A look at the work of the Bahamas National Trust, highlighting some of the national 

parks of The Bahamas. 


Rand Rand Rand Nature Nature Centre Centre (82) 

(82) 

Format: Video Length: 25 minutes Age: all ages 

The Rand Nature Centre boasts a resident flock of West Indian Flamingos and two 

thousand foot trail which winds through the native coppice and Pine Forest. This video 

takes you on a guided tour of this unique protected area. 

Amazonia: Amazonia: Celebration Celebration Celebration Of Of Of Life Life (15) 

(15) 

Format: Video Length: Age: 

A trek through the largest rainforest left on Earth. Find out why rainforests are so 

important, why they are disappearing and what is being done now to preserve this 

fragile and essential ecosystem. 

Rainforest Rainforest (83) 

(83) 

Format: Video Length: 18 minutes Age: all ages 

This video production by the World Wildlife Fund gives an in-depth look at this vanishing 

ecosystem. 

Quincy Quincy Rap Rap (74) 

(74) 

Format: Video Length: Age: All agea 

This music video featuring the Obeah Man, Tony McKay, tells the story of the Bahama 

Parrot. From the description of them by Christopher Columbus to the threats they 

face, this video is both educational and entertaining. The song was written by BNT 

Education Officers. 

Books 

Books 

Austin, Dr. Daniel, F. Pine Rockland Plant Guide; The Dade County Department of Environmental 

Resources Management 

Book Division, National Geograhic Society. Field Guide to the Birds of North 

America.1999 National Geographic Society, Washington, D. C. 

Campbell, David The Ephemeral Islands, Macmillan Education Ltd. 1978 

London and Basingstoke. 

Correll, Donovan, Correll, Helen B. Flora of the Bahama Archepelago A. R. 

G. Gantner Verlag 1996. 

Forshaw, Joseph; Howell, Steve; Lindsey, Terence; Stallcup, Rich. Birding.1995 Time-Life Books 

Kingsbury, John M. 200 Conspicuous, Unusual, or Economically Important Tropical Plants of the 

Caribbean. 1988 Bullbrier Press, Ithaca New York. USA 


Patterson, Andrew. Birds of the Bahamas 1972 Durrell Publications, Inc., Vermont. 

Patterson, Jack and Stevenson, George. Native Trees of the Bahamas 

1977 Hope Town, Abaco, Bahamas. 

Rabley, Margaret (Editor). Bahamas National Trust Field Guide to the Broadleaf Coppice Bahamas 

National Trust, Nassau, Bahamas. 

Raffaele, Herbert; Wiley, James; Garrido, Orlando; Keith, Allan; Raffaele, Janis. A Guide to the Birds 

of the West Inides. 1998 Princeton Universtiy Press, New Jersey. 

Scurlock, J. Paul. NativeTrees and Shrubs of the Florida Keys: Also South Florida, Cuba, the 

Bahamas, the islands of the Caribbean, parts of Mexico, South and Central America Laurel & 

Berbert, Inc. Lower Sugarloaf Key, Florida 1990 

White, Anthony. A Birder’s Guide to The Bahama Islands (Including Turks and Caicos). 1998 

American Birding Association, Inc, Colorado. 

Biofiles 

Biofiles 

Bahama Swallow 20- 20a 

Bahama Parrot 18 - 18a 

Birds, Bahamas 34 

Boa constrictor 39 

Butterflies 44 

Curly tailed lizard 70 

Flora - Bahamas 122 - 122 a 

Forest 123 

Hummingbirds 147 

Iguanas 145 

Lizards General 154 


Legislation 

Penal Code - Section 186 

“Whoever, by the careless use of fire, burns, destroys, injures or damages any of the 

woods, trees, stacks of wood timber, lumber, crops or plantations, whether standing or 

cut down, or any other property of any person, shall forfeit and pay a sum of five 

hundred dollars . . . and if the sum of money, together with costs (if ordered) shall not 

be paid immediately after the conviction, or within such period as the court shall 

appoint, the offender shall be liable to imprisonment of six months.” 

A Summary of the 

Conservation and Protection of the Physical Landscape 

of The Bahamas Act 

Declaration Declaration of of Protected Protected Trees Trees Order 

Order 

The following trees are declared to be protected trees: 

Common Common Name Name 

Botanical Botanical Botanical Name 

Name 

Beefwood/Blolly Guapira discolor 

Black Ebony/Bullwood Pera bumeliifolia 

Brasiletto Caesalpinia vesicaria 

Candlewood Gochnatia ilicifolia 

Caribbean Pine Pinus caribaea var. bahamensis 

Horseflesh Lysiloma sabiau var. bahamensis 

Lignum vitae Guaiacum sanctum 

Mahogany Swietenia mahagoni 

Rauwolfia Rauvolfia nitida 

Red Cedar Juniperus bermudiana 

Silk Cotton Ceiba pentandra 

Wild Wild Birds Birds Protection Protection Act 

Act 

All wild birds in The Bahamas are protected by law. With the exception of designated 

game birds, our wild birds are protected year round. 

Closed Closed seasons 

seasons 

During the closed season assigned to any wild bird it is unlawful to: 

(a) kill or capture or attempt to kill or capture any wild bird 

(b) use or have in your possession any firearm or other weapon or any line, trap, 


snare, net or other instrument for the purpose of capturing any wild bird; 

(c) take from any nest or place of deposit the eggs of any wildbird. 

Open Open season 

season 

During the open (hunting) season assigned to any wild bird it is unlawful: 

(a) for any person to kill or capture any wild bird during the open season without 

having a valid gun licence; 

(b) to kill or capture more than the prescribed number of wild birds in any one day 

(bag limit 50 birds); 

(c) for any person to have in his possession more than the prescribed number of 

wild birds (200) at any time. 

White-crowned White-crowned pigeon 

pigeon 

The White-Crowned Pigeon is one of The Bahamas’ most popular game birds. It is 

carefully managed through a cooperative effort between the Ministry of Agriculture 

and Fisheries and The Bahamas National Trust. The opening of the White-Crowned 

Pigeon hunting season is a fixed date. The Hunting Season for White-Crowned Pigeon 

opens on September 29. The closed season always begins on March 1st each year. 

Any person who from any boat or vessel, vehicle or aircraft, in, on or over any water 

kills or captures any White-Crowned Pigeon whether during the closed or open season 

shall be guilty of an offence against this Act. 

All All Other Other Game Game Birds 

Birds 

There are two distinct open seasons for all other game birds in The Bahamas as follows: 

OPEN OPEN SEASON SEASON 15 September - 29 February 

Eurasian-Collared Dove (Ring-Necked Dove) (Streptopelia decaocto), and Mourning 

(Florida) Dove (Zenaida macroura). 

OPEN OPEN SEASON SEASON 15 September - 31 March 

Zenaida Dove (Zenaida aurita), Bobwhite Quail (Colinus virginianus), Chukar Partridge 

(Alectoris chukar), Wilson’s (Common) Snipe (Gallinago gallinago), Coot 

(Fulica americana), all wild geese and ducks except Whistling Whistling Duck Duck Duck (Dendrocyna 

(Dendrocyna 

(Dendrocyna 

(Dendrocyna 

(Dendrocyna 

arborea), arborea) arborea) arborea) arborea) , White-Cheeked White-Cheeked White-Cheeked Pintail Pintail (Bahama (Bahama Duck) Duck) Duck) (Anas (Anas (Anas (Anas (Anas bahamensis) 

bahamensis) 

bahamensis) bahamensis) 

bahamensis) and 

and 

Ruddy Ruddy Duck Duck Duck (Orxyura (Orxyura (Orxyura (Orxyura (Orxyura jamaicensis). 

jamaicensis) 

jamaicensis) 

jamaicensis) 

jamaicensis) 

These game birds are the only wild birds in The Bahamas which can be hunted. All 

others, including the exceptions noted above (Whistling Duck, White-Cheeked Pintail 

(Bahama Duck) and Ruddy Duck) are protected year round. 

Sale/Possession 

Sale/Possession 

The sale and/or possession of wild birds and/or wild bird products, is also regulated in 


The Bahamas. 

(a) It is unlawful for any person to expose or offer for sale any 

wild bird, or the eggs, skin or feathers of any wild bird. 

(b) It is unlawful for any person to have in possession or control or expose or offer 

for sale any immature bird. 

(c) It is unlawful for any person to have at any time in his possession or control the 

eggs of any wild bird for which there is an open season. 

(d) It is unlawful for any person to export or attempt to export any wild bird or the 

eggs, skin or feathers of any wild bird. 

(e) It is unlawful for any person other than: 

- a citizen of The Bahamas 

- a permanent resident of The Bahamas 

- a person holding a valid permit 

to capture or kill or have in his possession or control any wild bird on the Game 

Bird schedule if he has not been resident in The Bahamas for a period of 90 

days immediately preceeding such capture, killing or taking into possession or 

control. 

Game Game Wardens 

Wardens 

The Minister may appoint any person to be a game warden for the purpose of the Wild 

Birds (Protection) Act. 

Penalties/Rewards 

Penalties/Rewards 

(a) Any person guilty of an offence against this Act shall be liable upon summary 

conviction to a fine of five hundred dollars or one month’s imprisonment, or 

both; and, any weapon, trap or other device or any vehicle, boat, vessel, aircraft 

shall be forfeited. 

(b) A reward of five hundred dollars or one-half of the proceeds of the sale of forfeited 

articles, whichever is the greater, will be paid to the person or persons who give 

information leading to the conviction of any offender. 

Wild Wild Bird Bird Reserves 

Reserves 

It is lawful for the Minister to establish wild bird reserves. Such reserves may comprise 

Crown or private land. Any person who enters such a reserve with the intent to kill or 

capture any wild bird shall be guilty of an offence against this Act. 

The following locations are designated as Wild Wild Bird Bird Reserves Reserves in The Bahamas. It is 

illegal to harm, kill or capture, or attempt to harm, kill or capture ANY wild bird in 

these areas at any time. 

Andros Andros 

Big Green Cay, Washerwoman Cut Cays, Grassy Creek Cays, High 

Cay, Joulters Cays, Dolly Cay, Sister Rocks, Pigeon Cay. 

Berry Berry Berry Island Island Mamma Rhoda Cay 


Cat Cat Island Island Little San Salvador, Goat Cay 

Eleuthera Eleuthera Water Cay,Wood Cay, Cedar Cay, Bottle Cay, Finley Cay 

Exuma Exuma Betty Cay, Big Derby Island, Big Galliot Cay, Channel Cays, Cistern 

Cay, Rock off Hog Cay, Flat Cay, Goat Cay, Guana Cay, Har vey 

Cay, Little Derby Island, Leaf Cay, Pigeon Cay. 

N. N. Providence ProvidenceAdelaide 

Creek, Cable Beach Golf Course, the Caves, Lake 

Cunningham, Goulding Cay, Lakeview, Paradise Island, Prospect 

Ridge, Prospect Water Works, Red Sound, Skyline Heights, Twin 

Lakes, Waterloo, Westward Villas. 

Wild Wild Animals Animals Protection Protection Act 

Act 

1. Wild animal means any animal found living in a natural or feral state in The 

Bahamas. 

2. No person shall, without written authority from the Minister: 

(a) take or capture or attempt to take or capture any wild animal specified in the 

Schedule. 

(b) export, or attempt to export, from The Bahamas, any wild animal. 

3. Any person who contravenes the provisions of (2) above shall be liable on summary 

conviction to a fine not exceeding three hundred dollars or to imprisonment for a term 

not exceeding six months or to both such fine and imprisonment. 

4. The Minister may from time to time by order amend the Schedule. 

5. 5. Schedule Schedule 

Schedule 

(a) Wild Horses of Abaco, Equs caballus 

(b) Hutia, Geocapromys ingrahami 

(c) Iguana, Cyclura species 


EVALUATION 


Evaluation 

Please help us help you! Please fill out and return this form so that we may know how 

best to present our material for use in the classroom. Include your name and contact 

if you would like to assist us in creating future educational materials. Circle the response 

that best describes your opinion. Thanks! 

How How to to Use Use This This Resource 

Resource 

Well written Acceptable Needs work Poorly written 

The The Bahamian Bahamian Pine Pine Forest Forest Ecosystem 

Ecosystem 

Bahamian Pine 


The Pine Forest Value to People 


Fire Climax Community 


Threats to the Pine Forest - What you can do 


Pine Pine Forest Forest Wildlife 

Wildlife 

Birds of the Pine Forest 


Bahama Parrot 


Pine Forest Plants 


Creature Features - The Pine Forest Animals 


Glossary 

Helpful Not Helpful Essential Unnecessary 


Activities 

Activities 

Looking at Leaf Shapes 

Directions: Clear 1 2 3 4 5 6 7 8 9 Unclear 

Usefulness: Very 1 2 3 4 5 6 7 8 9Not Useful 

Comments:____________________________________________________________ 

Preserving/Collecting Leaves 


Usefulness: Very 1 2 3 4 5 6 7 8 9 Not Useful 

Comments:____________________________________________________________ 

Leaf Prints 



Comments:____________________________________________________________ 

Matching Leaves 



Comments:____________________________________________________________ 

Keying Out Trees 



Comments:____________________________________________________________ 

Pine Seed Dispersal Demonstration 



Comments:____________________________________________________________ 

Reading the Rings 



Comments:____________________________________________________________ 


Build a Tree 

Directions: Clear 1 2 3 4 5 6 7 8 9 

Unclear 

Usefulness: Very 1 2 3 4 5 6 7 8 9 

Not Useful 

Comments:____________________________________________________________ 

Pine Cone Birds 



Comments:____________________________________________________________ 

Create a Poster 



Comments:____________________________________________________________ 

Pine Forest Poems 



Comments:____________________________________________________________ 

Natural Medicine 



Comments:____________________________________________________________ 

Connect the Dots 



Comments:____________________________________________________________ 





Comments:____________________________________________________________ 

A Field Trip to the Pine Forest 


Unclear 


Not Useful 

Comments:____________________________________________________________ 

Birdwatching 


Unclear 


Not Useful 

Comments:____________________________________________________________ 

Reference Reference Guide 

Guide 



Not Useful 

Comments:____________________________________________________________ 

Overall 

Overall 



Comments:____________________________________________________________ 


Works Cited 

Austin, Dr. Daniel, F. Pine Rockland Plant Guide; The Dade County Department of Environmental 

Resources Management 

Braus, Judy. Ranger Rick’s Nature Scope Trees are Terrific!, National Wildlife Federation 1400 16 th St. 

NW Washington DC 20036-2266 

Campbell, David The Ephemeral Islands, Macmillan Education Ltd. 1978 London and Basingstoke. 

Correll, Donovan, Correll, Helen B. Flora of the Bahama Archepelago A. R. G. Gantner Verlag 1996. 

Hickman, Pamela. Hands on Nature: Introducing Trees. The Federation of Ontario Naturalists, Pembroke 

Publishers 1992. 

Joseph Cornell, author of “Sharing Nature with Children”, Anand Publications, Nevada City, California 

95959. 

Kingsbury, John M. 200 Conspicuous, Unusual, or Economically Important Tropical Plants of the 

Caribbean. 1988 Bullbrier Press, Ithaca New York. USA 

Larson, Susan and Clarke, Monique. Summaries of Legislation Affecting Wildlife and National Parks 

in The Bahamas Bahamas: The Bahamas National Trust. 

Patterson, Jack and Stevenson, George. Native Trees of the Bahamas Hope Town, Abaco, Bahamas, 

1977. 

Pavlidis, Stephen, A Cruising Guide to the Exuma Cays Land and Sea Park, Night Flyer Enterprises, 

USA 1994. 

Peterson, Roger Tory. The Peterson Filed Guide Series. A Field Guide to The Birds East of the Rockies. 

Houghton Mifflin Company, Boston 1980. (Sponsored by The National Audubon Society). 

Rabley, Margaret (Editor). Bahamas National Trust Field Guide to the Broadleaf Coppice Bahamas 

National Trust, Nassau, Bahamas. 

Raffael, Herbert, et. al., A Guide to the Birds of the West IndiesPrinceton University Press, USA 1998. 

Scurlock, J. Paul. NativeTrees and Shrubs of the Florida Keys: Also South Florida, Cuba, the Bahamas, 

the Islands of the Caribbean, parts of Mexico, South and Central America Laurel & Berbert, 

Inc. Lower Sugarloaf Key, Florida 1990. 


Sisson, Edith A. Nature with Children of All Ages by The Massachusetts Audubon Society Prentice- 

Hall Press 15 Columbus Circle New York, NY 10023.

Pine Forest Plants - The Bahamas National Trust

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