Urban Trees

i-Tree Unit Lesson 7: Tree Planting Design

In Lesson 6: Tree Adaptations, students identified at least 5 different tree species based on their ability to adapt to the two main climate factors of their project areas: precipitation and temperature. As a control, students also identified tree species outside of the recommended USDA Hardiness Zone to compare results. This tree data was modeled using i­Tree Design to determine which tree species are more likely to survive. Students noted the adaptations of the trees that are best suited for the precipitation and temperature of their area.

i-Tree Unit Lesson 6: Tree Adaptations

In Lesson 5: Canopy Assessment, students subtracted the annual amount of sequestered carbon dioxide from the carbon footprint of their zip code. This gave them an understanding of the “carbon balance” of their zip code, or the amount of carbon that is possible to capture by planting additional trees. In Lesson 6, students will examine which tree species are best suited for their area based on two factors that affect tree adaptations: precipitation and temperature.

i-Tree Unit Lesson 5: Canopy Assessment Lab

In Lesson 4: Carbon Cycle, students explored the ways that carbon is both produced and sequestered, and described how they would reduce carbon in the atmosphere (using text and visuals). As a follow up to calculating their personal carbon footprint in Lesson 3, students will calculate the carbon footprint of their zip code. Next, they will use the i­Tree Canopy online application to assess the area of tree canopy in their defined area and how much carbon is already being captured by the existing trees.

i-Tree Unit Lesson 1: Water Cycle and Weather

This lesson emphasizes how evaporation affects precipitation which contributes to heavy rain and storms. It lays the foundation for thinking about the ways that trees can mitigate increased weather effects in urban environments like Washington, D.C. First, students discuss their past observations of evaporation and write a hypothesis to describe this phenomenon. Next, students make entries to their lab journals based on classroom instruction of the water cycle using visuals and a NASA weather video. As a class, they label a diagram that models the stages of the water cycle.

i-Tree Unit Intro: Tree Inventory - Map Your Schoolyard

Students walk around their schoolyard to conduct a Tree Inventory that assesses land usage and the existing trees. They note the different ways that the land is being used (i.e, residential, commercial, parks) and draw these on the map in their Lab Journal. They also draw all of the existing trees on their school’s block. In addition, students collect data about each tree (i.e., evergreen or deciduous, condition of tree and the impact on the area it is growing).

Nature Works Everywhere: Urban Trees

Students will learn about how trees are an essential part of our lives with a focus on the role they play in urban areas, including energy considerations.  They then consider threats posed to trees, including non-native insects, domestic animal waste, and erosion.  Students then evaluate the potential impact of local tree conservation efforts and design a plan for their community.

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