ACTION ACTIVITY
Taking a Closer Look – Going Outdoors
Teaching Notes:
In this activity, students will go for a walk in their neighbourhood; a five block area is a
good place to start. Observe the plants, identify and name a selected plant(s),
determine if they are native, non-native, invasive, or non-invasive. Students are asked to
estimate the age of the trees by measuring the circumferences of the trunks. You will
need to remind students not to go on people’s private property to complete this task. See
BLM 1, 2, and 3.
Prior to conducting this activity, locate an area suitable for the study, an area with easily
accessible trees. If there is a tree on the school property, this can be used to
demonstrate how to estimate the age of a tree. Introduce simple mapping strategies
(ask the geography department for examples used in grade 9) and protocols for Out of
School Experiential Learning Activities (see School Board Protocols). Also refer to the
earlier section of this resource entitled Tips for Taking Students Outdoors.
Possible Extension:
Graph the occurrence of each plant.
Go to a natural ecosystem in the area (conservation area) and repeat the activity.
Compare the results to those recorded initially.
Develop reasoning that some species thrive in some areas more than others
Create a food web including the species studied.
References for Other Tree Measurement Techniques:

Basic Measurements (trunk circumference, tree height, crown spread) and how
to do them:
http://www.americanforests.org/bigtrees/big-tree-measuring-guidelines/

Point-quarter method is used to measure dominance of different species of trees
within an ecosystem. For a complete, detailed description of the method:
http://faculty.clintoncc.suny.edu/faculty/michael.gregory/files/BIO%20206/206%2
0Laboratory/Point-Quarter%20Method/point-quarter%20instructions.htm

Student handout and data tables to lead students through data recording and
calculations:
http://www.saddleback.edu/faculty/steh/bio3afolder/Point-Quarter%20Lab.pdf
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BLM 1
TAKING A CLOSER LOOK – GOING OUTDOORS
Introduction:
In this activity, students will take a walk in their neighbourhood observing the living and
non-living factors present there. Your team will map out the area and consider how much
green space is actually in your neighbourhood. You will make observations and use field
guides to name the plants species you find. How far away from the school is a “natural”
ecosystem?
Critical Challenge – How much green space is enough?
Materials:
 Field guides – plants, insects, etc.
 Paper and pencil
 Tape measure, length of rope or wool
 Graph paper
 Camera optional
Procedure and Observations:
1. Form small groups and proceed outdoors. Your teacher will outline the parameters
for the walk.
2. Prepare a map of the area – graph paper will provide you with a grid. Block off the
streets in the area and use symbols to represent the objects observed – homes,
cars, stores, as well as the living things, such as trees, shrubs, grass, etc.
3. As you walk, observe and note the plants and animals you see. You may not “see”
the species; take time to look and listen for evidence of life (e.g., bird calls). Look for
all types of organisms, specifically the plants; these include trees, grass, shrubs
(some of these may be native, others are non-native). Refer to handout.
4. Which trees are the most abundant? Estimate the age of several of the trees seen.
DO NOT GO ONTO PRIVATE LAWNS – only do this with trees on public property,
e.g., school yard or park. See handout for details.
5. Each team should be organized in the following way:
 one person sketches the area– houses, cars, apartments, stores, etc.; leaves,
stems, seeds, shape, flower, bark, etc.
 one person makes notes; look for living things – plants, animals, etc.
 one person counts the number of species in the area and estimates the age of
the trees, if possible.
6. Record descriptions and make drawings. If a common name for the plant is known,
this should also be noted.
7. Complete the map and handout provided.
Follow-up:
1. How far away is a “natural ecosystem”?
2. Prepare a list of the native species observed. Prepare a list of the non-native species
observed. This may require some research and the use of field guides and the
Internet.
3. What can you conclude about the age of the trees in the area studied? Why might
the age of a tree be significant to the health of an ecosystem?
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4. What evidence was observed of man’s presence in the area studied?
5. Conduct research into how “green space” is calculated. The World Health
Organization (WHO) is concerned about public health; they produced a document
that states that every city should have a minimum of 9 m2 of green space per person.
(www.who.int )
Class Discussion:
How much green space is enough for a healthy ecosystem? How does the area you
observed rank? What could be done to increase this ranking?
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BLM 2
FIELD STUDY OBSERVATION SHEET
Date:
Group Members:
Location:
Producers:
Consumers
Herbivores:
Carnivores:
Trees observed (common name and
abundance):
Estimated age of trees:
Food Chain/Web:
Description of the Habitat:
Evidence of Human Impact:
Other observations:
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BLM 3
THE TREE AGING FORMULA
Below are two methods to estimate the age of a tree. The first method is for a quick
reference.
Method 1: Measure the circumference of the tree at 1.5 m above the ground. Take this
value and divide it by 2.5 cm to get its age.
Example: an oak tree with a circumference of 45 cm is 18 years old.
Method 2: Begin by determining the tree species and taking a diameter measurement
(or circumference measurement) using a tape measure about 4.5 feet or 1.37 m above
ground level. If you are using circumference, you will need to make this calculation to
determine the tree diameter: Diameter = Circumference divided by 3.14 (pi). Then
calculate the age of the tree by multiplying the tree's diameter by its growth factor (see
below): Diameter X Growth Factor = Approximate Tree Age.
Example: use the hickory below to calculate the approximate age of the tree.
A shagbark hickory's growth factor has been determined to be 7.5 and its diameter is 10
inches: 10 inch diameter X 7.5 growth factor = 75 years.
Growth Factors by Tree Species
Red Maple Species - 4.5 Growth Factor
Silver Maple Species - 3.0 Growth Factor
Sugar Maple Species - 5.0 Growth Factor
River Birch Species - 3.5 Growth Factor
White Birch Species - 5.0 Growth Factor
Shagbark Hickory Species - 7.5 Growth Factor
Green Ash Species - 4.0 Growth Factor
Black Walnut Species - 4.5 Growth Factor
Black Cherry Species - 5.0 Growth Factor
Red Oak Species - 4.0 Growth Factor
White Oak Species - 5.0 Growth Factor
Pin Oak Species - 3.0 Growth Factor
Basswood Species - 3.0 Growth Factor
American Elm Species - 4.0 Growth Factor
Ironwood Species - 7.0 Growth Factor
Cottonwood Species - 2.0 Growth Factor
Redbud Species - 7.0 Growth Factor
Dogwood Species - 7.0 Growth Factor
Aspen Species - 2.0 Growth Factor
Note: When aging street and landscape trees - trees in a landscape or park are often
pampered, protected, and sometimes older than forest grown trees.
http://forestry.about.com/od/silviculture/a/Estimating-A-Trees-Age.htm
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