Page 1. 1 An excerpt from the Executive Summary of Urban Trees and Forests of the Chicago Region written collaboratively by

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1 The Chicago Region Backyard- Urban Tree Census Activities and Lessons that connect to Chicago s Urban Forest Census Grades 6th-8th Introduction: In August 2013 the United States Department of Agriculture, The U.S Forest Service, The Morton Arboretum and a number of other affiliate research institutions published Urban Trees and Forests of the Chicago Region. This analysis contains a summary of a census conducted on the trees and shrubs located in the Chicago Region during the summer of Just like a population census, this report aimed to acquire information about the species, quantity, and overall health of Chicago s urban forest. As part of this tree census, scientists analyzed the urban forest and its economic and environmental impacts. One of the main goals of this project was to inspire the citizens of the region to plant and protect trees in order to improve the vigor of the urban forest 1. In order to reinforce this goal, The Morton Arboretum has created a 3 part lesson plan for middle school students and educators that uses the data and results from this study. Tree Census Summary for Educators: In the summer of 2010, researchers collected data from 1,331 one tenth acre plots, ultimately combining these plots with the Chicago Tree Census conducted in 2007 for a regional total of 2,076 plots. Within each of these plots they identified the species of trees and vegetation that were found, the % of leaf/tree cover, stem or trunk diameter, how the land in each plot was used, as well as several other data points. The results illustrated a number of interesting features of the Chicago region urban forest. Researchers found that among the 157,142,000 trees in the Chicago region the most dominant species were: European Buckthorn, Green Ash, Boxelder, Black Cherry and American Elm. Data from this analysis also indicates that there is a strong economic value to the trees of our urban forest. When combining the benefits that these trees provide in carbon storage, pollution removal and reduced carbon emissions, the report estimates that the trees of Chicago s urban forest are valued at $51.2 billion dollars! Therefore it is very easy to see that supporting and improving the trees of the urban forest can have positive and lasting impacts on our economy as well as the urban ecosystem. Lesson Overview: Understanding the environmental and economic benefits of trees in the urban forest are vital lessons for students of all ages to learn. The following lesson plans have been geared towards a middle school audience and broken apart into 3 parts to provide teachers and students with the framework for inspiring each of us to help preserve and protect Chicago s urban forest. Part 1: Your Urban Forest- Creating your Own Census - Students will explore a plot within their community to analyze the diversity of tree species and measure the Diameter at Breast Height (DBH) of trees within their survey plots. - Students will compare the data they collected in their plots to the Urban Tree Census of the Chicago Region. Part 2: The Value of Your Urban Forest- Discovering the Benefits of the trees in your Plot. - Students will use itree Design to determine the impact that the trees of their plot have on energy costs to their community. Students will track these benefits over time and discover how trees impact other environmental factors. Students will discuss other benefits to protecting and maintaining the Urban Forest in their community. Part 3: The Future of Your Urban Forest - Students will discuss their data and how it can influence the future of their Urban Forest. Students will record action steps to influence the trees in their community and encourage others to protect and maintain the trees of their community and strengthen the trees in their community. 1 An excerpt from the Executive Summary of Urban Trees and Forests of the Chicago Region written collaboratively by Page 1

2 Standards Met: MS-LS2-4: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. CORE IDEA: Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all of its populations. HS-LS2-7: Design, evaluate and refine a solution for reducing the impacts of human activities on the environment and biodiversity. CORE IDEA: Anthropogenic Changes (introduced by human activity) in the environment-including habitat destruction, pollution and introduction of invasive species, over exploitation, and climate change- can disrupt an ecosystem and threaten the survival of some species. Additional Resources: Measure DBH: Tree identification Sites: o San Francisco Tree Mapping Project (Urban Tree Project): o Online Dichotomous Tree Id through the Arbor Day Foundation: o Tree Height and Movement of Water: Storm water Analysis: Invasive Species: European Buckthorn: Online Dichotomous Tree Id through the Oregon State University (mainly for coniferous trees): Dichotomous Tree ID Through the University of Wisconsin at Steven s Point: o o ecies/identifying_invasive_species.aspx o Emerald Ash Borer: o o GqMqe_7Nq9lqfMGQ o Carbon Sequestration: data/assets/pdf_file/0006/438234/trees-for-carbonsequestration.pdf Page 2

3 Lesson 1: Your Urban Forest Creating a Tree Census in Your Community Lesson Introduction: In this lesson students will measure the trees in their plot (local park or schoolyard) and collect data about each of the trees they sample. As part of their data collection students will identify the trees on a selected site in their community and measure the DBH for each tree. It is recommended that students complete this task in groups. Depending on your site, it is also recommended to divide the site into plots so that each student group is responsible for a different set of trees to measure. Students will later compare this data to that of the data collected as part of the Urban Trees and Forests of the Chicago Region (Tree Census). This comparison will help to give students an understanding of the importance and responsibility that we have as citizens of this region to protect and conserve trees. Grade Level: 6th to 8th Duration: minutes (Dependent on size of the site and distance for students to travel). Standards (NGSS and IL): MS-LS2-4: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. 11.A.3c Collect and record data accurately using consistent measuring and recording techniques and media. Materials: Student Data Sheet (1 per student/group), Clipboard (optional), measuring tape (in inches), writing utensil, Tree Finder by May Watts (information on common IL Trees and how to identify them), writing utensil, Map of School Yard or Printed Google Map of Area you are measuring your trees in, calculator, whole class data sheet (1 per student or group), Urban Tree Census Data (pages 10-14) Procedure: 1. Introduce students to the Tree Census - What its goal was, how the data was collected, why this data is important and other interesting information that you feel would be relevant to your students. (Use the background information for this lesson and the Tree Census summary from the cover page) 2. Introduce today s goal to discover the trees in their school yard or local community park. 3. Divide students into data collection groups and distribute materials. Each group needs a data sheet, clipboard (optional), tape measure, writing utensil, tree identification book or other tree identification resource (see materials for linked resources). 4. Go outside to measure the trees in your community. Recommended Tips for Management: *Before letting students measure trees on their own, model how students will complete their data sheet, by compiling data on one tree together. - Model how to use the Tree Finder book (see attached supplement as well). Encourage students to draw the leaf shape and make other observations of the tree s features: bark texture, leaf texture, leaf arrangement etc. - Model how to measure the DBH (Diameter at Breast Height)- In order to measure the DBH students will need to measure the tree s circumference at a height of 4.5 feet above ground--- approximately at their armpit. Students should wrap the tape measure around the tree to get the tree s circumference in inches. Next students will need to calculate the diameter by dividing their measured circumference by Pi (3.14). (Formula is also located on the student data sheet. )Use the video from the Urban Forest Map and San Francisco Tree Mapping Project- Page 3

4 - Model to students how you want them to describe their location or mark their location on the site map. (Since sites vary by location, a map or chart on how you want students to describe the location of each tree will need to be given to the students as well. As part of the analysis, location of their plotted trees will become important information for them to collect.) - Encourage students to make other observations about the tree. Example: estimated distance to surrounding buildings or other man-made structures. These additional observations would be a great way to differentiate this lesson for a number of different ability levels among students. * Divide the site and give each group of students an area to measure. (Note: Consider using Google Maps to create a grid of your school yard and assign each student group to a specific grid). *The lesson is designed for each student group to measure 4 to 5 trees. Dependent on your site, this could be ALL or PART of the trees in your site. The lesson is designed for students to measure their own plot and compare the results with other classmates. However the lessons can be re-structured and formatted to fit your classes needs and your site. Word Doc. copies of all the student handouts are also available on our website. Visit mortonarb.org/ for more information. 5. Once students have collected their data, come together as a whole class to discuss the results and compile classroom data. Use attached class data sheet to compile your data. 6. With your students discuss the following questions: - What species of trees did you find in their site? - Based off of their trees DBH- do you think they are old and well established trees? or newly planted? Why? - What is the distance of their plot to the nearest man-made structure? How could impact the growth of the tree? - How many trees did they measure? - What was the average diameter of the trees? - What other observations did groups make? 7. After you have touched base with the student groups about their data, as a class compare this data to the data collected from the Tree Census. Use the attached resource (pages 10-12) Urban Trees and Forests of the Chicago Region and Whole Class Data Sheet (page 8) in order to organize the information collected as a class. 8. Complete the first part of this document together. Use the discussion prompts on pages of the Tree Census Data pages in order to help summarize your findings. 9. Once you have completed the first two data tables on the Whole Class Data sheet as a class (Species Inventory and DBH), have students calculate the value of the urban trees they measured using Table 3: Tree Diameter and Pollution /Carbon $, (located on page 12) and as a group fill in the table #3 on their whole class data sheet. 10. As a class compile each group s totals in order to determine the total amount of pollution and carbon that these trees remove from the atmosphere as well as the value per year that these trees provide for their schoolyard community. 11. Review the data collected, clarify any areas of confusion and reinforce the importance of protecting the trees in their school yard. Page 4

5 Your Urban Forest Creating a Tree Census in Your Community DATA SHEET *As you explore your school yard, collect data on 4-5 trees in your plot. When choosing your trees try to choose trees with a DBH greater than 3 inches. This would mean the tree s circumference would be ~greater than 9 inches. Therefore you will want to take the DBH measurement first. Scientists completing the Tree Census collected the DBH as well as a number of other data points. Consider collecting the optional observations in order to get a whole picture of the trees in your school yard. You never know how your observations will help to answer questions or lead to interesting observations concerning the trees in your community. Group Members Names: Plot # and Description (Mark on your School Yard Map or describe the location in the box below) 1 Is the plot: Sunny? Shady? Partial Sun and Shade? Tree Species (Use Tree Finder or Tree id information to determine each species) Species: Leaf Drawing: Bark Description: Calculate the DBH (Diameter at Breast Height- (taken at approx. 4.5 feet above ground)use Tape Measure to measure circumference and then calculate the DBH) Circumference at Breast Height : inches Calculate the Diameter- Formula is: Circumference / Diameter at Breast Height (DBH): inches OPTIONAL: Other Observations (Estimated Distance to closest building etc.) Estimated distance to closest man-made structure (building, road, sidewalk etc): feet Other Observations: (Does the tree look healthy to you? Why or why not?) (Circle one) Page 5

6 2 Is the plot: Sunny? Shady? Species: Leaf Drawing: Circumference at Breast Height : inches Calculate the Diameter- Formula is: Circumference / Estimated distance to closest man-made structure (building, road, sidewalk etc): feet Partial Sun and Shade? (Circle one) Bark Description: Diameter at Breast Height (DBH): inches Other Observations: (Does the tree look healthy to you? Why or why not?) 3 Is the plot: Sunny? Shady? Partial Sun and Shade? (Circle one) Species: Leaf Drawing: Bark Description: Circumference at Breast Height : inches Calculate the Diameter- Formula is: Circumference / Diameter at Breast Height (DBH): inches Estimated distance to closest man-made structure (building, road, sidewalk etc): feet Other Observations: (Does the tree look healthy to you? Why or why not?) Page 6

7 4 Is the plot: Sunny? Shady? Partial Sun and Shade? (Circle one) Species: Leaf Drawing: Bark Description: Circumference at Breast Height : inches Calculate the Diameter- Formula is: Circumference / Diameter at Breast Height (DBH): inches Estimated distance to closest man-made structure (building, road, sidewalk etc): feet Other Observations: (Does the tree look healthy to you? Why or why not?) 5 Is the plot: Sunny? Shady? Partial Sun and Shade? (Circle one) Species: Leaf Drawing: Bark Description: Circumference at Breast Height : inches Calculate the Diameter- Formula is: Circumference / Diameter at Breast Height (DBH): inches Estimated distance to closest man-made structure (building, road, sidewalk etc): feet Other Observations: (Does the tree look healthy to you? Why or why not?) Total # of Trees in your survey plot: Total # of trees measured in your survey plot: Page 7

8 Your Urban Forest Creating a Tree Census in Your Community WHOLE CLASS DATA SHEET Tree Species Inventory As a class record all the trees you found in your school yard and tally the total # of each tree species. Tree Species (Common Name) # of this species in your survey plot TOTAL *Once you have compiled this list as a class, compare it to Table 1: Tree Species, found in the Tree Census. Use the discussion prompts to compare your data to that collected by scientists as part of the Tree Census Largest DBH (Diameter at Breast Height) *As a class compile a list the tree species by diameter of tree trunk. This should give a relative idea of which trees on your property are the oldest. If you do not have any trees that fit within a size range for DBH write NONE. DBH (inches) Tree Species from your plot whose DBH is found within this range *Once you have compiled this list as a class, compare it to Table 2: Tree Diameter and Size, found in the Urban Tree Census Data Excel Workbook. Use the discussion prompts to compare your data to that collected by scientists as part of the Urban Tree Census of the Chicago Region. Page 8

9 Tree Benefits by DBH *Each group will complete the chart below for the trees they measured using, Table 3: Tree Diameter and Pollution /Carbon $, found in the Tree Census. Then as a class you will compile a total $$ and pounds of carbon removed from all the trees in your schoolyard. My Group s Tree Totals: Tree Species Carbon Sequestered Pollution Pounds per year (lbs) $$ per year Pounds per year (lbs) $$ per year Tree #1 Tree #2 Tree #3 Tree #4 Tree #5 TOTAL TOTAL $$ $ $ $ Class Tree Totals: Group 1 Group 2 Group 3 Group 4 Group 5 # of Trees Measured Carbon Sequestered Pollution Pounds per year (lbs) $$ per year Pounds per year (lbs) $$ per year TOTAL TOTAL $$ $ $ $ Total # of Trees Measured and Calculated: Page 9

10 Urban Tree Census Data from the Chicago Region TABLE 1: Trees Species of the Chicago Region Tree Species Scientific Name # of Trees European Buckthorn Rhamnus Cathartica Green Ash Fraxinus Pennsyvanica Boxelder Acer negundo Black Cherry Prunus serotina American Elm Ulmus Americana Sugar Maple Acer saccharum White Ash Fraxinus Americana Amur Honeysuckle Lonicera maackii Silver Maple Acer saccharinum Black Locust Robinia pseudoaccacia Black Walnut Juglans nigra Siberian Elm Ulmus pumila Easterm Cottonwood Populus deltoids Norway Maple Acer platanoides White Oak Quercus Alba Honeysuckle spp Lonicera species Eastern White Pine Pinus Strobus This is a list of the tree species that had the largest population % in the Chicago Region. Do you see any of the species that you measured in your survey area? If so highlight them. Other Discussion Questions: - Look at the list of tree species that you compiled as a class. How does your list compare? Are the trees that you have the largest population of the same as the trees with the largest population in the Chicago region? Why do you think? Why not? - Do you have other trees on your data sheet not found here? Did you know that the Tree Census estimates the Chicago-land Urban Forest is made up of 161 different species of trees? - What do you think about how your data compares? Explain why or why not the trees in your school yard match (or do not match) the Census Data. Page 10

11 Urban Tree Census Data from the Chicago Region TABLE 2: Tree Diameters and Size (DBH) Tree Species Median DBH inches Mean (Average) DBH inches European Buckthorn Green Ash Boxelder Black Cherry American Elm Sugar Maple White Ash Amur Honeysuckle Silver Maple Black Locust Black Walnut Siberian Elm Easterm Cottonwood Norway Maple White Oak Honeysuckle spp Eastern White Pine This chart contains information about the diameters of trees in the Chicagoland region with the greatest population. For each tree there is a median and mean value for the tree diameter. Do you know the difference between a median and a mean? Here is a hint: A median in a road is found in the middle and divides the traffic of the road. As such, a median in a data set is the middle number that divides the low values of the data set from the high values. A mean is the average of all the data. How does the DBH that you collected for the trees in your school yard compare to that of the Tree Census? Page 11

12 TABLE 3: Tree Diameters and Pollution/Carbon $ DBH (inches) Carbon Sequestered Pollution Removal Pounds (lbs)per yr $$ per yr Pounds (lbs) per yr $$ per yr 1 to to to to to to to to to to Look at the data from the trees you collected in your school yard. Use the DBH (Diameter at Breast Height) in order to determine how these trees benefit your local community. Trees absorb carbon dioxide as part of photosynthesis. The rate at which trees absorb CO₂ varies by age and species of the tree. However this is known as carbon sequestration. Trees also store carbon in their branches and trunks and thus become a carbon sink over time. First you will compile the data from the trees that just your group collected. Then you will share your totals with the whole class. Did you know? The trees in the Chicago-land area store the annual (yearly) carbon emissions from over 10 million cars!!!! Page 12

13 Lesson 2: The Value of Your Urban Forest Creating a Tree Census in your school community Lesson Introduction: In this lesson, students will use the data that they collected from their community tree census in order to analyze the benefits that these trees provide for their surrounding community. Students will utilize the online itree Design web tool in order to determine how the trees in their community economically and environmentally benefit their school and community. This tool utilizes google maps as well as a number of other data analysis tools to demonstrate the benefits of their trees over time. itree Design is also the same tool that was used by researchers to compile the Urban Trees and Forests of the Chicago Region (Tree Census). This activity will allow students to see the lasting benefits of the trees in their community. Grade Level: 6th-8th Duration: minutes Standards: MS-LS2-4: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. 11.A.3c Collect and record data accurately using consistent measuring and recording techniques and media. Materials: Data collected from the Lesson 1 Your Urban Forest, Access to a computer lab or internet access (itree Design: Copies of Student Handout- How to Use itree Design to Analyze Your Urban Forest, graph paper (for extension activity), writing utensils. Procedure: 1. Review with students the data they collected as part of their community tree census. What types of measurements did they take? What types of trees did they measure/survey? What were they surprised by? 2. Explain to students that today they will use this tree census data from the trees in their plot order to determine the value and benefits of their trees overtime. 3. Have students take out their data sheets from their community tree census. Explain to students that they will be utilizing the tree species, DBH and location of their plot as part of their analysis. Please Note: This activity is designed for students to calculate the impact that the trees they measured have on their community. If you want students to get a whole picture of all the trees in their school yardconsider organizing all of the group s within your classes data so that students can plot all the trees in your school yard instead of just the trees their group measured.) 4. Distribute How to Use itree Design to Analyze Your Community Tree Census- A Student Guide (pages 15-16) and a copy of How to Use itree Design to Analyze Your Community Tree Census- A Student Worksheet (page 17) to each student. Please Note: It is recommended that you print pages 15 and 16 in color for best visibility. Consider making a class set of these pages that student s can share in pairs or can be used for multiple class periods. However each student will need their own copy of page 17 How to Use itree Design to Analyze Your School Yard Census- A Student Worksheet. 5. Next, have students log onto 6. Students should follow steps 1-9 on this Student Guide. Students can begin utilizing this web tool by entering the address of the school. Next, students will need to draw a blue box over their school building utilizing the tools on this webpage. (exact directions are located in this guide). Next students will place the trees in their survey on the map of their school. For each tree students will need to enter the species, d.b.h, exposure (full sun, partial, shade). After students have added the trees in their school yard they can calculate the benefits that these trees provide for the community. Page 13

14 7. Using this tool students should track the benefits over time (5, 10, 15, 20, 25 years). 8. Bring students back together to share their results. 9. Optional: If students only added the trees in their plots (instead of the whole class's trees) compile their results together to see the TOTAL benefit of all the trees in your school yard. Extension: - Graph the Results -On a separate sheet of paper, students can graph the results of their tree's benefits over time. - Present Their Findings- Have students compile their graphs, notes and other information concerning the benefits of the trees in their school yard into a presentation (power-point, Prezi, poster etc.) Students can use their presentation materials in order to persuade members of the community to protect the trees on their properties. - More Trees! - Have students use this tool to decide where they should add additional trees to their school yard. How much more money does this save the school over time in heating and cooling costs? What are the other benefits over time of adding 1, 2.5 more trees to their school yard? Where is the best place to plant? Why? Page 14

15 How to Use itree Design to Analyze your Community Tree Census A Student Guide 1. First begin by visiting: 2. Next enter the address of school or survey site where they completed their census. 3. Once you have entered the address, a google map of this address should appear on the next page. Zoom in so that most of the screen view is of the structure (home or school building). Choose Yes to calculate the impact of trees on your cooling and heating utility bill. Note See Example Image Below: 4. Next you will need to Draw the structure. For this you will need to capture the building in the blue shaded area. Position your structure at the top of map area. The blue shaded region originates from the blue shape icon at the top center of the screen. Use the Blue Shape in the top center of the screen in order to capture your building in the blue shaded area. Note: See example image below: 5. Next select when the structure was built, if it is heated and cooled and then choose OK 6. Next you will need to place the trees that you collected during your School Yard Census. Choose the Tree Species; enter the DBH in the tree diameter box. Page 15

16 7. Using the Tree icon in the top center of the map window drag the trees to an estimated location of where you measured each tree. Note: See example image below: 8. Next click Estimate Benefits and choose a number of years to track the benefits of your trees. You should track your tree s benefits over a number of years.(1, 5, 10, 15, 20, 25) Use your student worksheet to record and track your tree s benefits over time. Note: See example image below: 9. Look at the total savings (in green), the overall benefits as well as the connection to storm-water, energy, air quality and carbon dioxide. Once you are ready to go back and track another number of years click the Return to Setup found in blue in the upper right-hand corner of the window. Page 16

17 How to Use itree Design to Analyze your Community Tree Census A Student Worksheet Data Chart to Track Your Community Census Trees Benefits Overtime Annual Benefit ($$) Current Year (1) 5 years 10 years 15 years 20 years 25 years $ $ $ $ $ $ Graph it! - Using the data in your chart, graph these values on a separate sheet of paper (Copy and paste this chart into Excel and graph these points using an Excel Workbook Page. o What type of graph will you create? Why? - What does this data tell you? Answer the reflection questions below: o What surprises you about this data? What do you find interesting? Dig Deeper! - Look at some of the other tabs in the results section and record a few things that you learned about how the trees in your school yard impact: storm-water, energy, air quality, and carbon dioxide. What did you find interesting? Storm-water Energy Air Quality Carbon Dioxide Facts that I found interesting: o Who should you share this information with? Why would it be important to them? o How can this data impact decisions made around your school? Home? o Based off of your data, do the trees in your school yard have value? What impact would more trees have? Page 17

18 Lesson 3: The Future of Your Urban Forest Roundtable Discussion to Synthesis the Analysis of your Urban Forest and Its Future Lesson Introduction: In this lesson students will discuss the lasting benefits and importance of their urban forest in a roundtable discussion. Students will share results and findings from their individual groups. Students will also make decisions on how this data can impact their community. Lastly students will develop a set of actions steps that will help to protect and expand their urban forest for future generations. Grade Level: 6th-8th Duration: 40 minutes Standards: MS-LS2-4: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. HS-LS2-7: Design, evaluate and refine a solution for reducing the impacts of human activities on the environment and biodiversity. 11.A.3c Collect and record data accurately using consistent measuring and recording techniques and media. Materials: Data and Analysis from Lesson 1 and 2, 1 set of discussion prompts for each group, 1 Action Steps Organizer for each student group, and writing utensil and piece of paper. (Optional: Whiteboards and markers if available instead of paper and writing utensils.) Procedure: 1. Divide students into small groups (3-4 students per group). It is recommended that these small groups be different than the student groups that students worked in to collect the data. This will ensure that students are able to share their results and get the perspectives of other members of their class. 2. Give each student group a set of discussion prompts and white boards/markers, if applicable, and ask students to sit facing each other. 3. Explain to students that they will take turns drawing a discussion question from the set of prompts. The student choosing the question will then read it aloud to the group. Next, each student should spend seconds answering the question silently on their own or jotting down their thoughts. The student who read the question then leads the discussion for that question, allowing each member of the group time to share the thoughts they recorded on their paper/white board. After each group member has shared their thoughts, they should move on to another question and allow another student the chance to draw a question/prompt and lead the group s discussion. 4. After students have completed several rounds, bring the class into a whole group discussion of the discussion prompts/questions. 5. After your whole class discussion, explain to students that they will work in their groups to come up with the next steps. How can you use this data to maintain and grow your urban forest? Could they plant more trees? What could they do to protect the trees in your schoolyard? Who should they share this information with? Who are the stakeholders? 6. As a group, have students decide on one goal (Example: Plant more trees in the school yard). 7. Next, have students create a list of steps needed in order to accomplish their goal. What materials will they need? How long will each step take? Students should compile these steps on their organizer Worksheet. 8. Discuss each group's goal and the action steps they listed as a whole group. Extension: - Put It into Action Page 18

19 As a class decide on which of the action sets would be best suited for a class project. Encourage students to seek additional, information, research or other applicable tools in order to put their plan into action. Develop a plan as a class to help maintain and expand your school s or community s urban forest. Page 19

20 The Future of Your Urban Forest Discussion Prompts and Questions to Synthesize the Data from Your Community Tree Census *Cut apart each of the questions below individually (On the dotted line). Assemble the question strips into 1 set. Each student group (3-4 students) will need 1 set of questions. The steps that your group took to collect data on the trees in your school yard is similar to the steps that researchers used to collect data for the Urban Trees and Forests of the Chicago Region. Why do you think it is important to collect data on the different trees of Chicagoland? As part of your analysis you identified a number of benefits that the trees in your school yard provide for your community/school. Besides these benefits ($$ and carbon lbs.), what other benefits do these trees provide for your school community? Who do you think utilizes these trees (Humans, animals etc.)? How do you think increasing the number of trees in your school yard would impact your community? Where do you think you should plant them? Which parts of your data would you use to convince community members, leaders or others to invest in these tree plantings? You collected data on the trees surrounding your school. Where else would you like to measure trees in your community? Why? How could you use this information to improve the urban forest in your community? What was the largest DBH measurement that you found among the trees you measured? What would you estimate the ages of many of the trees in your school yard to be? Old(20 years +)? Young? (1-5 years old)? Mid-Age (10-15 years)? What do you think the age of the trees you measured says about the overall health of your urban forest? How long do you think trees live? Page 20

21 2 Here is a picture of European Buckthorn. Data from the Tree Census determined that this tree/shrub species was the most commonly found in the Chicago land region. This tree/shrub is also considered an invasive species. 3 Did you find this plant in your census? Do you think it is a good plant to have the largest population of in Chicago-land? Why or why not? 2 J.S. USDA-NRCS PLANTS Database 3 Invasive species: A species (plant or animal) that is not native to the area it is found in. Oftentimes invasive species were introduced into the environment by humans or human related activities. In many cases these species can have negative impacts on the environments they have been introduced to. Page 21

22 The Future of Your Urban Forest Goal and Action Steps Organizer *How can you use this data to improve your school yard? Who should you share this data with? Part 1: Set a GOAL As a group, brainstorm some ideas and then decide on a goal you want to accomplish to improve, add to or protect your urban forest. GOAL: Action Steps What are your next steps? What do you need to do to accomplish this goal? What materials will you need? How long do you think it will take? Use the organizer below to lay out your action steps and timeline. Action Step Materials (What materials will you need to complete this step?) Timeline (How long will it take to complete this step?) Page 22