Land Use in my Field Site

Module 2 Lesson 5

Lesson 5: Land Use in my Field Site OVERVIEW

This lesson explores how land is used in the students study site. Students will then go to their field site and collect tree, surface, and structure data. In the next activity students will make a map of how land is used in their field sites. Students will compare their field site to the surrounding area by using Google earth, focusing on green spaces and trees.

SUB-QUESTION:
How is land used in my study site?

WAYS OF KNOWING URBAN ECOLOGY:

Understanding Students will understand that
Various aspects of site must be considered when describing the land use of that site. No specific goals connected with talking about urban ecology in this lesson. Students will Collect ecological data in the field Use a dichotomous key to identify local tree species. Use Google Earth to learn about their study site. No specific goals connected with acting on urban ecology in this lesson.

Talking Doing

Acting

SAFETY GUIDELINES
Safety precautions associated with field visits

PREPARATION
Time: 2 class periods Day 1: Activity 5.1 Activity 5.2 Day 2: Activity 5.3 Activity 5.4 Materials Activity 5.1 Dichotomous Tree Guides Measuring Tape Copies of Student Sheets Activity 5.2

Land Use in my Field Site Copies of Student Data Collection Sheets Activity 5.3 Graph paper Colored Pencils Activity 5.4 Computers with Google Earth Copies of Student Sheets

Module 2 Lesson 5

INSTRUCTIONAL SEQUENCE
Activity 5.1: Characterizing Important Elements of the Site Tell students that today they are going to explore how land is used in their study site. The focus of this lesson is on improving the site. 1. Review concepts from the day before o Ask students what are some various ways that land is used? What are the reasons for different land uses? 2. Before students go outside they need to learn techniques on how to collect the data. The data on trees will not be explicitly used in this lesson but is important in module 8, and will therefore be collected in advance o In this activity, students will learn the basics of tree identification and measurement. Students will use a dichotomous key to identify trees, measure diameter at breast height, assess health, and growing conditions of the trees in their study site. These techniques will allow them to input data about their field site into a spreadsheet that calculates the economic and ecological value of trees in Module 8. 3. Tree Data o Dichotomous Key Teachers should acquire enough dichotomous tree guides for students to be able to work in groups of twos or threes.

A good (a cheap book) for identification of trees is: Tree Finder: A Manual for the Identification of Trees by Their Leaves (Nature Study Guides) by May T. Watts($3.50) There is also several on-line resources one of which is: (Free) http://www.urbanecologyscience.org/files/trees/Flash/bc_tree_id.swf Discuss with students the process of using a dichotomous key. Inform students that different trees have different economic and environmental benefits so it is important that we know what kinds of trees are in our study site in order to calculate their effect.

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Teaching Strategy If your students have not identified trees before it is helpful to: 1. Bring in leaves from two trees and have your students identify them before going out to the field. 2. You should make sure that the students understand at least the following major tree identification aspects before going out to the field: a. Simple or Compound b. Alternate and Opposite branching Being able to determine whether you tree has simple or compound leaves and whether it is alternate or opposite branching can narrow your tree identification significantly. Some students also struggle with pinnately and palmately veined leaves so you may want to discuss that as well. To help students practice the steps necessary to using a dichotomous key, bring in several cuttings of trees branches to allow students to practice. To help students understand the process of using the key, it may help to walk through an identification of a branch using the dichotomous key as a whole class. Allow students to work together in twos and threes to identify the tree cuttings. As each group of students finishes identifying the tree branches, have them switch cuttings with other groups. o Diameter at breast height Distribute the student instructions on how to measure the diameter at breast height (DBH). If time and weather allows, go outside to practice measuring DBH. This is also a good time for students to try using their dichotomous keys to identify trees. If weather does not permit, have students practice measuring DBH of circular objects in your classroom (e.g. Basketball, soccer ball, lampshade, etc). Tip: figure out the DBH of several trees in your study site ahead of time and mark them. Ask students to find the DBH of these trees and report back to you. In this way you can determine if your students are correctly calculating DBH. o Growing Conditions Distribute the student instructions for assessing growing conditions. The growing conditions impact the economic value and environmental impact of the tree. Student data will be added to the spreadsheet calculations of tree value.

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Module 2 Lesson 5

o Health Conditions Distribute the student instructions for assessing health conditions. The health conditions impact the economic value and environmental impact of the tree. Student data will be added to the spreadsheet calculations of tree value. o Distance and Direction from the building You will need measure the distance the tree is from the building. If the tree is greater than 25 feet from the building then it contributes nothing to energy savings to that building. Students will also need to document the direction the tree is from the building. Trees provide more energy savings if they are on the west or south side of a building. 4. Along with the tree data students will also need to document and measure important aspects of their field site o Impervious Surfaces- surfaces that are not penetrable by water. What types of surfaces are they? Where are they located? How much space do they take up? What is it used for? o Open (green) space- Where is it located? How much space is it? What is it used for? o Man made structures, ex: statue, flagpole, fence, playground, ect. Where are they located? How much space do they take up? What is it used for? 5. Students should also make a sketch of the field site to help them when they go to make their maps. Activity 5.2 Collecting Data In this activity, students will take the skills they learned in the previous section and apply them as they begin to catalog the way land is used and the trees in their study site. 1. Students should work in groups of two or three. Each group should have a dichotomous key and a tape measure (or string and a ruler), in addition to a clipboard with the data sheet and student worksheets on DBH, growing conditions, and health. 2. Allow students to walk around the study site. An area should be defined so students know what to include. 3. Remember to orient the students they will need to know if the tree is north, south, east, or west of the school. 4. Students also need to estimate the height of the tree. A rough estimate is acceptable. Have students compare the tree to the height of a nearby utility pole the poles are usually between 20 and 40 feet tall (most are 30 feet). 5. Students also need to estimate the amount of space each surface or structure takes up. They can do this by waking each side of the space counting the number of steps they took. One step is approximately equal to one foot. Area can then be calculated. 6. It is very important that students DO NOT lose their tree data. It is needed for an activity in the last module.

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Module 2 Lesson 5

Concluding Day 1 1. Bring students back together and back to the classroom 2. Discuss the students experience. Did anything surprise you? How was land used in the field site? Activity 5.3 Mapping land use in their field site 1. Students should take out their data collection sheets and sketch from the day before 2. Students will construct a map of land use in their field sites on a piece of graph paper. Students should use their sketch as a reference but their maps should reflect their data collection. 3. Students should create a scale that reflects their own measurements 4. Students should include a North arrow on their maps 5. Students should also include a legend on their maps. The maps should reflect the differences in land use in either shapes or color, and the legend should clarify the students choices. If you want to have the student distinguish between different types of surfaces and trees this should also be included in the legend. Activity 5.4 Google Earth Students can use Google Earth on a computer to compare their field study site to the greater area. (There are different versions of Google Earth available, so these steps & instructions may not work as stated with all versions. You should explore Google Earth a bit to make it work for your situation before doing this exercise with your students.) 1. Ask students if they know where the open spaces nearest to their study site are. How might open spaces benefit humans? How might open spaces benefit animals? Then describe how Google Earth works. 2. Have students work individually or in pairs at a classroom computer to use Google Earth to locate their study site and nearby open spaces. o As a class you may want to define open space. Remind students that recreational areas can count as open space. 3. As a class, discuss students answers to the critical thinking questions. Teacher Background Knowledge Mac Adaptation 1. May need different version of Google Earth. If your Mac doesnt have OSX4., the latest version of GE wont work. Youll need to download a previous version of GE. Even if you do have the latest version of OS X (or whatever comes after the books publication date), the format of the GE website may continue to look different from the PC version. 2. For the Mac equivalent of PC instruction 2, there is no Local Search tab on previous GE versions. Instead, if you know the address, go to the Fly To tab, type in the address, including the ZIP code and country and press return. 3. After GE has found your study site, without typing anything else, locate the circular zoom and tilt icon on your screen. Explore the Zoom, Tilt, and Drag controls to become familiar with the computer site. 4. The Placemark tack icon may be in a different place on your Mac screen than on

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5. 6. 7. 8.

the PC screen. When you find it, click on the tack icon. Type in the name of your study site in the Name Google Earth - New Placemark box that opens up on the screen. Type in a brief description of the site. Same as PC instructions: Click on the Placemark tack icon to the right of the study site name, and chose a new icon to designate your study site with a click on the new icon. Scroll down to the bottom of the Mac screen and find the OK button. You MUST click on the OK button in order to save your new place marker. The rest of the directions should be similar to the PC instructions, with the exception that you have to follow the Mac instructions to place another icon. Also, later versions of PC and Mac platforms (and any others) may allow other measurements. The Mac version allows for a Path measurement as well as a line measurement. Future measurements may include area.

Common Student Misconception A common misconception that students may have is that urban areas will have little to no open space. In general, urban areas do have less open space than non-urban areas. However it is important that students begin to recognize that urban areas do have open spaces. In fact there are significant benefits of open space. These benefits include increased investment by business, increased economic activity, attraction and retention of residents and more tourism. Concluding 1. How might land use patterns (esp. trees and open spaces) differ between an urban and suburban area? On Google Earth, search a nearby suburb if you live in a city; and if you live in a suburb, search a nearby city. Discuss the similarities and differences as a class.

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Module 2 Lesson 5

Tree Data Collection Form

Name: __________________________ Date: ____________ Class Period: _____________ Study Site: _____________________ Tree ID Number Species (Common name) Trunk Diameter at breast height (inches) Height (estimate in feet, optional) Direction from Building Distance from Building (feet) Health Class Growing Conditions

Direction from Building East West North South

Growing Conditions 1 = Poor 2 = Fair 3 = Good

Health Class 1 = Dead/Dying 2 = Poor 3 = Fair 4 = Good 5 = Excellent

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Module 2 Lesson 5

Name: _______________________________Date: _________Class/Period:________ Types of Surfaces Type of surface (if surface exists more than once list it more than one) Grass Description of location Estimated area (ft2) Can Water Infiltrate Through? (Yes or no) Yes Purpose of space

Between the building and parking lot

100 ft2

Recreational

Types of Structures Type of Structure Playground Description of Location In open grassy space about 30ft from the building Estimated Area (ft2) 20 ft2 Purpose of Space Recreational

Land Use in my Field Site

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Land Use in my Field Site

Module 2 Lesson 5

TREE HEALTH EVALUATION SHEET

If the tree has:
a live top (live crown) that does not show signs of excessive pruning (the shape of the crown is normal). newly dead branches that make up less than 15% of the total crown foliage that is dense throughout the live portion of the crown a tree trunk with open wounds that are less than one-third the diameter of the tree, no wounds in contact with the ground, and no wounds that have soft, mushy wood (an indication of decay) If the tree has a wound and it is soft, mushy, wet or stained If the tree has a wound and you observe insects living in the tree If the tree has a wound that is hard, and surrounded by a uniform raised ring of bark. (If yes, this wound is likely to callous over completely and mostly healed) Tree roots are lifting the sidewalk, appear damaged, or showing signs of decay Total Points Use the following table to evaluate your tree. Category Tree is in EXCELLENT condition Tree is in GOOD condition Tree is in FAIR condition Tree is in POOR condition Points 4+ points 3+ points 1-2 points Less than 1 point Then add 1 point add 1 point add 1 point add 1 point

Subtract 1 point Subtract 1 point Add 1 point Subtract 1 point

Record your results on your data collection sheet.

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GROWING CONDITIONS WORKSHEET

Use the below table to guide you as you evaluate the growing conditions of each tree in your study. Be sure to record your final evaluation on your tree data collection sheet.

If the tree:
Has access to plenty of sunlight (not competing a lot with other trees for sunlight) Is not obstructed by power lines, other trees, buildings or another structure Is surrounded by soil that is loose and will allow water to enter (noncompacted soil). There appears to be enough soil available for the tree root structure to grow (if the tree is lifting up the sidewalk or displacing other objects near it then the tree probably needs more space) The tree does not have guy wires (wires tied around the trunk to keep the tree from moving) or a tree grate (a metal grate around the base of the tree) Tree is near a road or other area that can lead to damage Tree is either in good or excellent health Tree is dead or in fair or poor health Total Points

Then add 1 point add 1 point add 1 point add 1 point Add 1 point Subtract 1 point Add 1 point Subtract 1 point

Use the following table to evaluate the growing conditions for your tree Category GOOD growing conditions FAIR growing conditions POOR growing conditions Points 4 6 points 1-3 point Less than 1 point

Record your results on your tree data collection sheet.

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Module 2 Lesson 5

MEASURING THE DIAMETER OF A TREE

What do I need?
You will need the following items to measure the diameter of your tree. measuring tape You need a partner to help you with this activity. Data collection sheet

Instructions: How do I measure the diameter of a tree?

Step 1: Measuring the Diameter Breast Height (DBH) The diameter of a tree at 4-1/2 feet above the ground is called the "diameter at breast height" (DBH). Stand on the uphill side of the tree and find a point 4.5 feet up the trunk. Wrap your tape measure around the tree at this point. Note you are measuring circumference not diameter at this point!

What if my Tree Forks? If the tree forks below 4.5 feet then measure the circumference of the largest stem at 4.5 feet to the nearest inch. If the tree forks at 4.5 feet, then measure the circumference at the smallest place below the fork. The best tool to use to measure circumference is a flexible tape measure - or one can use a non-stretch string and a ruler. To ensure an accurate measurement make sure the tape or string is perpendicular to the axis of the trunk and is not twisted. Remember that all circumference measurements need to be made in inches. Make sure you record your results in on your data table. What if my Tree has lots of stems and branches? If the tree has multiple stems, measure the diameter of all the stems and then add all your measurements together to get an estimate of the trees diameter.

Land Use in my Field Site Step 2: Determining diameter of your tree

Module 2 Lesson 5

So far you have measured the circumference of the tree - not the diameter. To convert your measurement into diameter units use the following formulas: Circumference = 2 ** radius And the diameter of the tree is 2 * radius So Radius = Circumference/ (2 ) And Diameter of tree = 2 * radius For instance, if we knew the circumference of our tree was 12 inches, we would divide 12 by 2 (12/ 2 = 1.9). Then we would multiply our answer by 2 (1.9 x 2 = 3.8). Then we would have our diameter 3.8 inches.

If your calculator does not have the function, use 3.14.

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Name: ________________________________Date: _________Class/Period:________

Activity 5.4: Google Earth

You can use Google Earth on a computer to locate your field study site on an aerial photomap (taken by satellites for Google Earth recently). Using Google Earth you can compare the land use of your field site to the land use in the surrounding area. You will also be able to find the distances between your field site and nearby parks and open spaces where similar tree communities may be found. Procedures: 1. Open Google Earth 2. Under the Fly To tab enter the address of your field site. 3. Once you are zoomed in on your site compare the image to the map you made. How are they similar? How are they different?

4. Go to the tool bar at the top of the page and select View. Under view click on Scale Legend. A scale bar, in ft, should appear at the bottom left corner of the image. Slowly zoom out until you double the number in ft. 5. How do the trees in the surrounding area compare to your field site? Are there more trees? Fewer trees?

6. Slowly zoom in until you again double your number in ft. How does the amount of open space in the surrounding area compare to your field site. Are the spaces larger or smaller? How many open spaces do you see?

7. Go to the tool bar at the top of the page and select Tools. Under tools click on Ruler. Click on your field site and draw a line to the nearest open green space. How far away is it?

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8. Describe how land is used in the area surrounding your field site. Is there development (houses, buildings, roads)? Are there any bodies of water?

Critical Thinking Questions 1. How is land used in the area surrounding your field site? Is this similar or different to the way land is used in your field site?

2. What are some advantages to having trees and open spaces? What are some disadvantages?

3. What are some limitations to the way land is used? What should people consider before making land use decisions?

Land Use in my Field Site

Module 2 Lesson 5

Name:___Teacher________________________Date:________Class/Period:________ Activity 5.4: Google Earth

You can use Google Earth on a computer to locate your field study site on an aerial photomap (taken by satellites for Google Earth recently). Using Google Earth you can compare the land use of your field site to the land use in the surrounding area. You will also be able to find the distances between your field site and nearby parks and open spaces where similar tree communities may be found. Procedures: 1. Open Google Earth 2. Under the Fly To tab enter the address of your field site. 3. Once you are zoomed in on your site compare the image to the map you made. How are they similar? How are they different? The Google Earth image may have been taken at a different time of the year, therefore resulting in possible differences. The image may also be a few years old so there may be some differences in trees/ vegetation and structures. This question is just to help the students realize that land use could have changed from when the image was taken to when they are conducting their study. 4. Go to the tool bar at the top of the page and select View. Under view click on Scale Legend. A scale bar, in ft, should appear at the bottom left corner of the image. Slowly zoom out until you double the number in ft. 5. How do the trees in the surrounding area compare to your field site? Are there more trees? Fewer trees?

6. Slowly zoom in until you again double your number in ft. How does the amount of open space in the surrounding area compare to your field site. Are the spaces larger or smaller? How many open spaces do you see?

7. Go to the tool bar at the top of the page and select Tools. Under tools click on Ruler. Click on your field site and draw a line to the nearest open green space. How far away is it?

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8. Describe how land is used in the area surrounding your field site. Is there development (houses, buildings, roads)? Are there any bodies of water?

Critical Thinking Questions 1. How is land used in the area surrounding your field site? Is this similar or different to the way land is used in your field site? Answers will vary depending on the site and surrounding area.

2. What are some advantages to having trees and open spaces? What are some disadvantages? Answers will vary. Some possible advantages of having trees and open spaces may be a larger amount of animals, and the ability of the animals to travel between open spaces. Another advantage is having more recreational opportunities. Some disadvantages of having trees and open spaces is that it prevents development or might make it more costly to expand development.

3. What are some limitations to the way land is used? What should people consider before making land use decisions? Answers will vary. There are many limitations to the way land is used. First it might depend on the natural land itself: materials, water bodies, elevation. Cost is another important limitation to the way land is used. There are many considerations to take in mind before making land use decisions. You need to

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understand the limitations of the land. It is also important to know the purpose of using land in a certain way (like having open spaces for recreation).