1. Field Measurements: Trees (complete)

2. Circumference DBHBiomass Carbon Storage (per tree) C = D*3.14 Allometric Equations Carbon = Biomass*45% Carbon Storage (per area) Land Area of Interest Field Work Concept Flow Chart

3. Circumference DBHBiomass Carbon Storage (per tree) C = D*3.14 Allometric Equations Carbon = Biomass*45% Carbon Storage (per area) Land Area of Interest

4. How Do Scientists Measure Trees? Students measure tree cookies to understand the relationship between circumference and diameter Students learn that circumference is measured at 1.35 from the tree base Students gain understanding of concepts precision and accuracy Field Engagement Activities

5. Circumference DBHBiomass Carbon Storage (per tree) C = D*3.14 Allometric Equations Carbon = Biomass*45% Carbon Storage (per area) Land Area of Interest

6. Biomass Units Students calculate the biomass of the classroom in g/m 2 Students assess how biomass would change if area or mass were different Student rank global biomes from greatest to least biomass and compare their guess to available data Students estimate how much carbon is stored in their in their schoolyard (g C/m 2 ) 5 meter 6 meter Field Engagement Activities

7. Circumference DBHBiomass Carbon Storage (per tree) C = D*3.14 Allometric Equations Carbon = Biomass*45% Carbon Storage (per area) Land Area of Interest

8. Understanding Allometry: Not A Llama Tree Students measure their height and other body parts (arm span, foot length) to show how living organism’s parts are related to the whole Students use this concept to understand how circumference/DBH can be used to estimate biomass Students view allometric relationships of tree species Field Engagement Activities

10. Content Question: How much carbon is being stored in the forest ecosystem near my school? 1. How much carbon is stored in a given area of your schoolyard? 2. How much of your schoolyard is covered by trees? What are the methods/steps required to answer each of the questions? Methods Development (Inquiry)

11. Sample Site Set Up N (0°, 360°) W (270°) S (180°) E (90°) 30m 15m 21.2m 45°315° 225°135°

12. By keeping track of additional information you will be later able to enter your plot into the GLOBE database so other schools can use your data (for more information about becoming a GLOBE school visit: www.globe.gov) www.globe.gov

13. Tree Mapping N E 15 m Measure each tree as you move clockwise around the quadrant. AzimuthDistanceSpeciesNotesCircumference 15°14mred maple50cm 85°6.5mwhite pineForked, Measured at 1.25m 27cm

14. Identify each tree by species or general species group (e.g. pine, oak) There is a basic key for New Hampshire species provided - check with your local university/cooperative extension to see if they have a key for your area Record the species on the datasheet

15. Measure 1.35m from the base of the tree mark the height with a tree crayon (indelible markers) - this is “breast height” Follow measurement guidelines from USDA Forest Service Measure tree circumference at the given height and record on datasheet

16. Data Entry & Analysis Students enter and discuss field data Students use field data and allometric equations to calculate: plot biomass, biomass in g/m 2 and carbon storage in gC/m2 Students compare differences in biomass and carbon storage for different tree species and circumference sizes Students use schoolyard forested area and carbon storage in gC/m2 to estimate total schoolyard carbon storage Students perform a field unit concept assessment

17. Circumference DBHBiomass Carbon Storage (per tree) C = D*3.14 Allometric Equations Carbon = Biomass*45% Carbon Storage (per area) Land Area of Interest

18. Scaling: Finding Schoolyard Area Students use various methods to calculate schoolyard forested area Map & grid GIS Analyzing Digital Images from Digital Earth Watch

19. Making it meaningful… How would schoolyard carbon storage change if… Trees were cleared to put in a parking lot? Trees were cleared to make a new sports field? Trees were cleared and used to make several sports equipment sheds for the school, but the area was then allowed to re-grow? Additional trees were planted around the school courtyard, at parking lot edges, or elsewhere on school property?

20. Scaling up Using your field data can you estimate carbon storage in your state, region, country? What does a change in forest cover in your state, region, or country mean for the global carbon cycle?

21. Extensions (Student Research & Project Ideas) How would schoolyard carbon storage change… over time as the forest moves through natural stages of succession? if pollutants such as tropospheric ozone, acid rain or nitrogen deposition become more prevalent? if climate change increases temperature and/or increases/decreases precipitation?

22. Field Measurements Coming soon… Urban Tree Carbon Storage (Final Edits) – Piloted with Los Angeles teachers spring 2010 Basic database of international tree equations (Current Development) Grasslands Measurements (In progress) – To be modified from Landcover Protocols Shrublands Measurements (Coming Soon)