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 2010. 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
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: http://vimeo.com/11119129
Tree identification Sites:
o San Francisco Tree Mapping Project (Urban Tree Project): http://www.urbantreekey.org/
o Online Dichotomous Tree Id through the Arbor Day Foundation:
http://www.arborday.org/trees/whattree/?TrackingID=908
o Online Dichotomous Tree Id through the Oregon State University (mainly for coniferous trees):
http://oregonstate.edu/trees/dichotomous_key.htmlOnline Dichotomous Tree ID Through the
University of Wisconsin at Steven’s Point: http://www.uwsp.edu/cnrap/leaf/Pages/TreeKey/treeToIdentify.aspx?feature=Main
Tree Height and Movement of Water: http://www.youtube.com/watch?v=BickMFHAZR0
Storm water Analysis: http://www.itreetools.org/hydro/
Invasive Species: http://www.dnr.state.il.us/orc/invasive_species.htm
European Buckthorn:
o http://www.invasivespeciesinfo.gov/plants/buckthorn.shtml
o http://www.dupageforest.com/Conservation/Managing_Natural_Resources/Managing_Invasive_Sp
ecies/Identifying_Invasive_Species.aspx
o http://www.nps.gov/plants/alien/fact/rhca1.htm
Emerald Ash Borer:
o http://chicagotonight.wttw.com/2010/09/21/scientific-chicago-emerald-ash-borer
o http://www.youtube.com/watch?v=84Q0KH3eNvo&feature=c4-overview&list=UU57maZGqMqe_7Nq9lqfMGQ
o http://www.invasivespeciesinfo.gov/animals/eab.shtml
Carbon Sequestration:
- http://www.dec.ny.gov/lands/47481.html
- http://www.fs.fed.us/nrs/pubs/jrnl/2013/nrs_2013_nowak_001.pdf
- http://www.forestrycorporation.com.au/__data/assets/pdf_file/0006/438234/Trees-for-carbonsequestration.pdf
Page | 2
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: 60-90 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- http://vimeo.com/11119129
Page | 3
- 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 10-12 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
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
Tree Species
(Use Tree Finder or Tree id
information to determine each
species)
Species:
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
Is the plot:
Leaf Drawing:
Sunny?
Shady?
Partial Sun and Shade?
Bark Description:
Calculate the Diameter- Formula is:
Circumference /
Diameter at Breast Height (DBH):
________inches
(Circle one)
Page | 5
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?)
2
Is the plot:
Species:
Circumference at Breast Height :
______inches Estimated distance to closest man-made
Leaf Drawing:
Sunny?
Calculate the Diameter- Formula is:
Circumference /
Shady?
Partial Sun and Shade?
structure (building, road, sidewalk etc):
_______feet
Other Observations: (Does the tree look
Bark Description:
Diameter at Breast Height (DBH):
healthy to you? Why or why not?)
________inches
Species:
Circumference at Breast Height :
Leaf Drawing:
Calculate the Diameter- Formula is:
Circumference /
(Circle one)
3
Is the plot:
Sunny?
Shady?
Diameter at Breast Height (DBH):
________inches
Partial Sun and Shade?
(Circle one)
Estimated distance to closest man-made
______inches structure (building, road, sidewalk etc):
Bark Description:
Page | 6
_______feet
Other Observations: (Does the tree look
healthy to you? Why or why not?)
4
Is the plot:
Sunny?
Species:
Circumference at Breast Height :
Leaf Drawing:
Calculate the Diameter- Formula is:
Circumference /
Shady?
______inches
Diameter at Breast Height (DBH):
________inches
Partial Sun and Shade?
(Circle one)
Bark Description:
5
Is the plot:
Species:
Circumference at Breast Height :
Leaf Drawing:
Calculate the Diameter- Formula is:
Circumference /
Sunny?
Shady?
Diameter at Breast Height (DBH):
________inches
Partial Sun and Shade?
(Circle one)
______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?)
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?)
Bark Description:
Total # of Trees in your survey plot:
Total # of trees measured in your survey plot:
Page | 7
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
1-3
4-6
7-9
10-12
13-15
16-18
19-21
22-24
25-27
26-30
31+
*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
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 $$ and pounds of carbon
removed from all the trees in your schoolyard.
My Group’s Tree Totals:
Tree Species
Carbon Sequestered
Pounds per year (lbs)
$$ per year
Pollution
Pounds per year (lbs) $$ per year
Tree #1
Tree #2
Tree #3
Tree #4
Tree #5
TOTAL
TOTAL $$
$
$
$
Class Tree Totals:
# of Trees
Measured
Carbon Sequestered
Pounds per year (lbs)
Pollution
$$ per year
Pounds per year
(lbs)
$$ per year
Group 1
Group 2
Group 3
Group 4
Group 5
TOTAL
TOTAL $$
$
Total # of Trees Measured and Calculated:
Page | 9
$
$
Urban Tree Census Data from the Chicago Region
TABLE 1: Trees Species of the Chicago Region
Tree Species
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
Scientific Name
Rhamnus Cathartica
Fraxinus Pennsyvanica
Acer negundo
Prunus serotina
Ulmus Americana
Acer saccharum
Fraxinus Americana
Lonicera maackii
Acer saccharinum
Robinia pseudoaccacia
Juglans nigra
Ulmus pumila
Populus deltoids
Acer platanoides
Quercus Alba
Lonicera species
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.
# of Trees
44281470
8657000
8597890
7737030
5363030
4457170
4025410
3370400
3209940
2972090
2469240
2240590
2198060
1858800
1857380
1559430
1525970
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
Urban Tree Census Data from the Chicago Region
TABLE 2: Tree Diameters and Size (DBH)
Tree Species
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
Median DBH inches
2.1
3.8
4.4
4.5
4
2.5
3.4
2
10.6
7.2
5.8
5.5
8.8
5.7
15.1
2.1
9
Mean (Average) DBH inches
2.6
5.8
6.7
5.8
5.4
4.2
5
2.4
13.3
7.3
7.6
8
12.4
8.6
15.2
2.6
9.6
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
TABLE 3: Tree Diameters and Pollution/Carbon $
DBH (inches)
1 to 3
4 to 6
7 to 9
10 to 12
13 to 15
16 to 18
19 to 21
22 to 24
25 to 27
26 to 30
31+
Carbon Sequestered
Pounds (lbs)per yr
$$ per yr
1.7
.02
5.3
.05
10.1
.10
17.1
.18
22.8
.24
33.4
.35
40.3
.42
51.0
.53
63.5
.66
72.9
.75
108.5
1.12
Pollution Removal
Pounds (lbs) per yr
$$ per yr
0.04
0.1
0.3
0.5
0.8
1
1.1
1.3
1.6
1.6
2.6
0.15
0.46
1.07
1.95
3
3.81
4.3
4.88
6.08
6.01
9.79
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
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: 60- 90 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: http://www.itreetools.org/design.php), 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 1516) 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 http://www.itreetools.org/design.php
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
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 FindingsHave 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
How to Use iTree Design to Analyze your Community Tree Census
A Student Guide
1. First begin by visiting: http://www.itreetools.org/design.php
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
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
How to Use iTree Design to Analyze your Community Tree Census
A Student Worksheet
Data Chart to Track Your Community Census Trees Benefits Overtime
Current Year (1)
$
Annual
Benefit
($$)
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
o
o
Who should you share this information with? Why would it be important to them?
How can this data impact decisions made around your school? Home?
Based off of your data, do the trees in your school yard have value? What impact would more
trees have?
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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 10-30
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
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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.
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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?
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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
2
J.S. Peterson @ 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.
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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
Timeline
(What materials will you need (How long will it
to complete this step?)
take to complete
this step?)
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