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 3, students concluded that carbon dioxide impacts the ecosystem by heating the air, resulting in more evaporation and transpiration. Students also gained an understanding that human activity (i.e., their morning commute to school) produces carbon dioxide. In Lesson 4: Carbon Cycle, students explore the ways that carbon is both produced and sequestered.
Through the experiment conducted in Lesson 2: Evaporation Lab, students concluded that higher atmospheric temperature causes an increase in evaporation which results in more precipitation. In Lesson 3, students first calculate the carbon footprint of their morning commute to school to realize that different modes of transportation produce varying amounts of carbon dioxide Next, they conduct an experiment to explore how producing carbon dioxide impacts the ecosystem.
At the conclusion of Lesson 1: Water Cycle & Weather, students were asked the question: “How does temperature affect evaporation?” Students review the water cycle and how it affects the weather, conduct the evaporation lab and describe the factors that affect evaporation.
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.
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).
The purpose of this activity guide is to help students understand their garden as a model watershed through the collection and analysis of rainwater filtration data. This guide serves as an extension to the Nature Works Everywhere How Natural Areas Filter Water lesson plan, which can be found at www.NatureWorksEverywhere.org.
Students will learn about invasive non-native species and the negative impacts they can have, looking at examples from the UK. Using what they have learned, the students will then design their own invasive species.
By designing a conservation programme, students learn about the importance of biodiversity as well as the economic benefits and services ecosystems provide.