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.
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.
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).
Students plan, create and participate in an outreach event to share some of the benefits of their school garden — educational, experiential, and material — with others in your community. Students gather data to evaluate the impact of their event, and use this data to develop ideas for increasing community engagement and multiplying the effect of their school garden. Students plan and execute a campaign to address a need, issue, or problem they have discovered in their community.
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.
Students create Community Webs to show how they are connected to other people and groups in the community. They then discuss how to share the message about ALB and who is best to share it with.