Field Measurements:

Trees (complete)

Circumference DBH Biomass 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

Circumference DBH Biomass Carbon Storage

(per tree)

C = D*3.14

Allometric Equations

Carbon = Biomass*45%

Carbon Storage

(per area)

Land Area of Interest

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

Circumference DBH Biomass Carbon Storage

(per tree)

C = D*3.14

Allometric Equations

Carbon = Biomass*45%

Carbon Storage

(per area)

Land Area of Interest

Biomass Units

• Students calculate the biomass of the classroom in g/m2

• 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/m2)

5 meter

6 meter

Field Engagement Activities

Circumference DBH Biomass Carbon Storage

(per tree)

C = D*3.14

Allometric Equations

Carbon = Biomass*45%

Carbon Storage

(per area)

Land Area of Interest

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

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)

Sample Site Set UpN (0°, 360°)

W (2

70°)

S (180°)

E (90°)

30m

15m21.2m

45°315°

225° 135°

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)

Tree MappingN

E15 m

15 m

Measure each tree as you move clockwise around the quadrant.

Azimuth Distance Species Notes Circumference

15° 14m red maple 50cm

85° 6.5m white pine Forked, Measured at 1.25m

27cm

• 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

•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

Data Entry & Analysis• Students enter and discuss field data• Students use field data and allometric equations

to calculate: plot biomass, biomass in g/m2 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

Circumference DBH Biomass Carbon Storage

(per tree)

C = D*3.14

Allometric Equations

Carbon = Biomass*45%

Carbon Storage

(per area)

Land Area of Interest

Scaling: Finding Schoolyard Area• Students use various methods

to calculate schoolyard forested area• Map & grid • GIS• Analyzing Digital Images

from Digital Earth Watch

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?

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?

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?

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)