National Wildlife Federation s Eco-Schools USA-Learning About Forests Post-Action Audit, Grades 3-5

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1 Did the class/team work with any resource specialist and/or volunteers? Yes No Please list: National Wildlife Federation s Date(s) Baseline Audit Conducted: On a scale of 1-10, where 1 is least important and 10 is most important, survey your students on the following questions (use response average): 1. Trees are important to plants and animals. 2. In almost all ecosystems, trees play an important role. METRICS REQUIRED FOR DASHBOARD 1. Total # of trees in your study site 2. Total pounds of CO 2 captured TABLE 1. DEFINING YOUR STUDY SITE (shaded fields denote data needed for dashboard metrics) 1. Confirm your GPS coordinates for your forest study site, by comparing them to your coordinates in your baseline audit? Use your smart phone s GPS or go to: to find your coordinates. Latitude N Longitude W 2. Is your forest study site being actively managed? If yes, for what? Yes No Timber Firewood Wildlife Habitat N/A 1

2 TABLE 1. DEFINING YOUR STUDY SITE CONTINUED A few (less than 5) 3. How many trees are in your study site? This data will be used on page 1 under, Metrics Required for Dashboard. Some (between 6 and 12) Many (more than 12) Exact number if known 4. If there are dead trees on your study site, count the number of standing a fallen dead trees. 5. What type of trees are on your forest study site? Deciduous, Evergreen or Mixed 6. What is the land use surrounding your study site? Residential, Commercial, Park, Undeveloped Land standing dead trees (snags) fallen dead trees (logs) Deciduous Evergreen Mixed Residential Commercial Park Undeveloped Land 2

3 CHART 1. TREE SPECIES DATA Reassess the 5 trees from your baseline audit and complete Chart 1. Data in Chart 1 accompanies Table 1 data. If needed, refer to the Forest Study Site Measurement Guide. Example: Sugar Maple #1 TREE SPECIES DECIDUOUS (D) OR EVERGREEN (E) AGE SPROUT SEEDLING MATURE SNAG TREE HEIGHT IN FEET TREE DIAMETER (DBH) IN INCHES D Mature #2 #3 #4 #5 3

4 Think about the following questions as you summarize the information in Table and Chart What changed in and/or around your forest study site between your baseline, pre-action audit and this current audit? 2. Are there a greater variety of trees on your site than there were during your previous visit? 3. Describe one action the class/team took to support current community tree campaigns or initiatives? 4

5 TABLE 2. WEATHER 1. Season you are collecting your forestry data? Summer Fall Winter Spring 2. What is the weather like today at your study site? Sunny Cloudy Partly Sunny/Cloudy Rainy Snow Other 3. What is the temperature at your study site? F C Think about the following questions as you summarize the information in Table How is the weather different today than when the baseline audit was conducted? Are there any noticeable changes to the trees? Explain. 2. Between your previous audit and today s post audit has there been a fire, flood or drought at the forest study site? If so, describe changes or photographic evidence. 5

6 TABLE 3. WATER AND SOIL 1. Is there water on your study site? If yes, what kind? Take a photo of your water source if present and post in the summary below. Seasonal pools of water are sometimes called vernal pools and are pools of standing water only in the spring. These vernal pools are important nurseries for many of our amphibian species. 2. Soil Temperature 3. Soil ph Yes No seasonal pool* permanent pool flowing water F C ph Level Acidic Neutral Basic Describe how the soil looks, feels and smells. Come to a consensus with the class/team on five descriptors. 4. Take a soil sample and observe describe the sample using your senses. Take a photo of the sample and insert it into the summary section for Table 3. 6

7 Think about the following questions as you summarize the information in Table If taken, insert your photos. Compare and contrast photos from the baseline audit to the photos you have now (and if you have been studying this site over multiple years look at all photos available). 2. How has student s ability to describe observations changed? 3. Are there differences between your baseline and post-audit data? Why might the data be the same or why might it be different? Anything unexpected? 7

8 TABLE 4. WILDLIFE 1. Are there animals at your forest study site? Yes No 2. Did students see animals in the following families? Fill in Chart 2. Wildlife Animal Observations Mammals Birds Insects Reptiles Amphibians 3. Did students observe other kinds of plants in the forest study site? 4. Did students see plants from the following groups? Fill in Chart 3. Wildlife Plant Observations Yes No Bushes Grasses Wildflowers Ferns Mosses Other (fungi) 8

9 CHART 2. WILDLIFE ANIMALS To take this audit one step further, students can try and identify what type of wildlife species they are seeing. For example is the bird a Robin or a Black-throated blue warbler? Is the squirrel a red or a grey squirrel? Often the type of wildlife you find in your forest helps to define the health and the type of forest. Birds, Mammals, Insects, Reptiles, Amphibians # of Animals Observed Animal Evidence (tracks, burrows, nests, droppings, etc.) Example: Birds 5 One nest Nest had a broken egg Other Notes 9

10 CHART 3. WILDLIFE - PLANTS Ground Cover (The stuff on the ground) Bushes Ex. Blackberries Species or Description Amount of Plants on your Site A Little, Some Or A Lot! a lot Grasses Ex. Woodland Sedge some Wildflowers Ex. White Trillium a little Ferns Ex. Maidenhair some Moss Ex. White Tipped Moss a lot Other (Fungi) Ex. Oyster Mushroom some 10

11 Think about the following questions as you summarize the information in Table 4 and Charts 2 and Has the class/team s ability to identify a greater variety of plants and animals improved? 2. Based on the class/team observations, have the quantity of certain species or variety of plant and animal life increased? 3. Describe one action the class/team took to improve wildlife habitat for plants and animals on the forest study site. 11

12 TABLE 5. TREE WORTH Use the National Tree Benefit Calculator, to collect the data below. Some of this data will be used when you enter metrics into your dashboard. Reassess the trees from your baseline audit. Use the data from Chart 1 to input data into the online calculator. If you would like to provide data for more trees or you would like to calculate multiple trees for a species, please enter this information into an Excel spreadsheet or other document and submit as evidence when applying for an award. Example American Beech Tree Species Tree Diameter in Inches (In) Land Use Stormwater Runoff in Gallons Energy Saved in Kilowatt Hours (KwH) *CO 2 Captured in Pounds (lbs.) Annual Overall Tree Benefit in Dollars ($) 25 Park/Vacant 4, $212 TOTALS *Enter total CO2 Captured in Pounds on page 1, under Metrics Required for Dashboard. 12

13 Think about the following questions as you summarize the information in Table Was the class/team surprised to learn how valuable trees are? Explain. 2. Were any trees lost? If yes, how much was lost in gallons of water, kilowatt hours, pounds of CO2 and dollars? 3. Describe one action the class/team took that helped support current tree conservation in your area. 4. How have student attitudes toward trees changed as the result of conducting the Learning About Forest pathway and working with community partners? 13