Climate

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 3: Carbon Footprint

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.

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.

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