Southeastern Forests and Climate Change: a Project Learning Tree Secondary Environmental Education Module

Home , Gilbert Plass

All program materials are available at http://sfrc.ufl.edu/extension/ee/climate and can be downloaded and reproduced by educators.

Suggested citation: Monroe, M. C., & Oxarart, A. (Eds.). (2014). Southeastern forests and climate change: A Project Learning Tree secondary environmental education module. Gainesville, FL: University of Florida and American Forest Foundation.

The Pine Integrated Network: Education, Mitigation, and Adaptation Project (PINEMAP) is a Coordinated Agricultural Project funded by the USDA National Institute of Food and Agriculture, Award #2011–68002–30185.

Cover Photo Credits: Jessica Ireland, University of Florida (top left); Steve McKeand, North Carolina State University (middle left); John Lily, University of Florida (middle right); Ayumi Hyodo, Texas A&M University (bottom left)

American Forest Foundation SOUTHEASTERN FORESTS AND CLIMATE CHANGE

CONTENTS JOHN SEILER, VIRGINIA TECH

4 Acknowledgments 79 Section 2: Forest Management and Adaptation 9 Background 83 4: The Changing Forests 9 About PINEMAP 95 5: Managing Forests for Change 10 About Project Learning Tree 109 6: Mapping Seed Sources 13 Why Focus on Southeastern Forests and Climate Change? 119 Section 3: Carbon Sequestration 14 Purpose of this Module 123 7: Carbon on the Move 16 Module Overview 137 8: Counting Carbon 17 How to Use This Module 19 The Development Process 159 Section 4: Life Cycle Assessment 163 9: The Real Cost 20 Addressing Climate in the Classroom 177 10: Adventures in Life Cycle Assessment 197 11: Life Cycle Assessment Debate 23 Section 1: Climate Change and Forests 27 1: Stepping through Climate Science 211 Section 5: Solutions for Change 45 2: Clearing the Air 213 12: The Carbon Puzzle 69 3: Atlas of Change 223 13: Future of Our Forests 231 14: Starting a Climate Service-Learning Project

239 Glossary

PROJECT LEARNING TREE Southeastern Forests and Climate Change CONTENTS 3 ACKNOWLEDGMENTS

WE GRATEFULLY ACKNOWLEDGE and thank the many nonformal and formal educators, undergraduate and graduate students, Project Learning Tree® (PLT) state coordinators

and facilitators, and MIKE AUBURN HOGAN, UNIVERSITY PINEMAP faculty who contributed time, expertise, and creativity to develop, review, test, and produce these materials. Support for this module was provided Leadership Team Stephanie Hall Annie Oxarart by the Pine Integrated Martha C. Monroe M. S. Student, Environmental Program Coordinator, Network: Education, Professor, Environmental Education Education Environmental Education Mitigation, and Adaptation School of Forest Resources and School of Forest Resources and School of Forest Resources and Conservation Conservation Conservation project (PINEMAP), University of Florida University of Florida University of Florida which is a Coordinated Annie Oxarart Christine Jie Li Richard Plate Agricultural Project Program Coordinator, Ph.D. Student, Environmental Postdoctoral Associate funded by the USDA Environmental Education Education School of Forest Resources and National Institute of Food School of Forest Resources and School of Forest Resources and Conservation Conservation Conservation University of Florida and Agriculture, Award University of Florida University of Florida #2011–68002–30185. Tracey Ritchie Al Stenstrup Kristen Kunkle Ph.D. Student, Director, Education Programs M. S. Student, Environmental Environmental Education Project Learning Tree Education School of Forest Resources and American Forest Foundation School of Forest Resources and Conservation Conservation University of Florida Module Development and University of Florida Evaluation Team Module Production Alison Bowers Martha C. Monroe Shelby Krantz Environmental Education Consultant Professor, Environmental Education Video Production School of Forest Resources and School of Forest Resources and School of Forest Resources Conservation Conservation and Conservation University of Florida University of Florida University of Florida

4 ACKNOWLEDGMENTS Southeastern Forests and Climate Change PROJECT LEARNING TREE Lindsey McConnell Barbara McGuinness Lisa Balazs Online Training Forester Department Chair, Science School of Forest Resources Northern Research Station Indian Springs School and Conservation U.S. Forest Service Pelham, AL University of Florida Gary Peter Mary Ball Shannon Paulin Professor, Forest Genomics and Cell Biology Facilitator Designer School of Forest Resources PLT of Tennessee JS Design Studio and Conservation Jefferson City, TN Gainesville, FL University of Florida Wendy-Lin Bartels ACKNOWLEDGMENTS Rhiannon Pollard Ahnaia White Postdoctoral Research Associate Website and Online Training Undergraduate PINEMAP Fellow Southeast Climate Consortium and Florida School of Forest Resources Department of Sociology, Social Work Climate Institute and Conservation and Criminal Justice Gainesville, FL University of Florida Virginia State University Rob Beadel Eleanor K. Sommer Maxwell Wightman State PLT Coordinator Editor M.S. Student Arkansas Forestry Association Word Creek Press School of Forest Resources Little Rock, AR Gainesville, FL and Conservation University of Florida Susan Buhr Additional Authors and Director, CIRES Education Assistants Elizabeth Wilson and Outreach Group Morgan Cheek M.S. Student University of Colorado Undergraduate PINEMAP Fellow Department of Ecosystem Science Golden, CO Parks, Recreation, and and Management Tourism Management Texas A&M University Donna Charlevoix North Carolina State University Assistant Director, The GLOBE Program The following undergraduate and University Corporation for Paul Decker graduate students helped design, write, Atmospheric Research Undergraduate PINEMAP Fellow and pilot test activities for this module Boulder, CO Department of Forest Resources and during the fall 2011 Environmental Environmental Conservation Education Program Development course Julie Ernst Virginia Tech at the University of Florida: Associate Professor University of Minnesota Kristen Glover Diana Alenicheva Duluth, MN Undergraduate PINEMAP Fellow Xochi Batlle School of Forest Resources Amanda Burnett Chris Erwin and Conservation Taylor Cremo State PLT Coordinator University of Florida Molly Davis Alabama Forestry Association Kristen Glover Montgomery, AL Tiara Holmes Dania Gutierrez Undergraduate PINEMAP Fellow Stephanie Hall Casey Harris Department of Biology Corey Hanlon State PLT Coordinator Virginia State University Chelsea Kosobucki Texas Forestry Association Danielle Koushel Lufkin, TX Jeneane Maddaloni Shelby Krantz Biology Teacher Heather LePage Terri Hebert Pasco High School Molly McGovern Assistant Professor, School of Education Dade City, FL Ashley Miller Indiana University Emily Ott South Bend, IN Timothy A. Martin Viviana Penuela Professor, Tree Physiology Alicia Rinaldi Jeanine Huss School of Forest Resources Scott Rothberg Associate Professor, School of Education and Conservation Caroline Schomer Western Kentucky University University of Florida Eleanor K. Sommer Bowling Green, KY Seaton Tarrant Molly McGovern Kris Irwin Undergraduate Research Assistant Advisory Committee Environmental Education & Instructional School of Forest Resources Harold Anderson Design and Conservation State PLT Coordinator University of Georgia University of Florida Mississippi Forestry Commission Athens, GA Philadelphia, MS

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACKNOWLEDGMENTS 5 Michael Jabot John Seiler LuAnn Dahlman Professor, Science Education Alumni Distinguished Professor, Forestry Communications Specialist Director, Institute for Research Virginia Tech Climate Program Office in Science Teaching Blacksburg, VA National Oceanic and Atmospheric State University of New York at Fredonia Administration Fredonia, NY Becky Smith Project Manager, CLiPSE Jean-Christophe (J.C.) Domec Candace J. Lutzow-Felling Mississippi State University Research Associate Professor Director, Environmental Science Programs Mississippi State, MS Department of Forestry and Environmental State Arboretum of Virginia Resources Boyce, VA Peg Steffen North Carolina State University Education Coordinator Heidi McAllister National Oceanic and Atmospheric Jianbang Gan Assistant Director, Conservation Education Administration Professor, Forest Management and Program Silver Spring, MD Economics U.S. Forest Service Department of Ecosystem Science and Washington, DC Renee Strnad Management State PLT Coordinator Texas A & M University Barbara McDonald North Carolina State University Social Scientist, Natural Inquirer Raleigh, NC Donald Grebner U.S. Forest Service Professor Washington, DC Content Reviewers Department of Forestry Damian Adams Mississippi State University Elizabeth McGovern Assistant Professor, Natural Resource Teacher, AP Environmental Science and Economics and Policy Zoë Hoyle Biology I School of Forest Resources and Writer/Editor Countryside High School Conservation Southern Research Station Clearwater, FL University of Florida U.S. Forest Service

Brian Myers Heather Dinon Aldridge Bill Hubbard Associate Professor and Associate Chair, Applied Climatologist Southern Regional Extension Forester Agricultural Education and Communication State Climate Office of North Carolina Southern Research Extension Forestry University of Florida North Carolina State University University of Georgia Gainesville, FL Derek Allen Louis Iverson Justina Osa M.S. Student Landscape Change Research Group Professor and Chair, Education School of Forest Resources and Northern Research Station Virginia State University Conservation U.S. Forest Service Petersburg, VA University of Florida Eric Jokela Kristen Poppleton Hyunjin An Professor, Silviculture and Forest Nutrition Education Program Manager Ph.D. Student School of Forest Resources and Will Steger Foundation Department of Ecosystem Science and Conservation Minneapolis, MN Management University of Florida Texas A & M University Jodi Riedel Puskar Khanal Teacher, Agriculture Education Leslie Boby Ph.D. Student Wakefield High School Extension Associate College of Forest Resources Raleigh, NC Southern Regional Extension Forestry Mississippi State University University of Georgia Sarah Sallade Pam Knox Project Coordinator, Ryan Boyles Climatologist GLOBE Carbon Cycle Director and State Climatologist College of Agricultural and Environmental University of New Hampshire State Climate Office of North Carolina Sciences Durham, NH North Carolina State University University of Georgia

Safiya Samman Tom Byram Cody Luedtke Director, Conservation Assistant Professor Ph.D. Student Education Program Department of Ecosystem Science and Warnell School of Forestry and Natural U.S. Forest Service Management Resources Washington, DC Texas A & M University University of Georgia

6 ACKNOWLEDGMENTS Southeastern Forests and Climate Change PROJECT LEARNING TREE Adam Maggard John Seiler Charlynn Campbell Ph.D. Student Professor of Forestry, AP Environmental Science, grades 11–12 Department of Natural Resource Ecology Tree Physiology Specialist Clay High School and Management Department of Forest Resources and Green Cove Springs, FL Oklahoma State University Environmental Conservation Virginia Tech Susan Carpenter Timothy A. Martin AP Environmental Science, grades 10–12 Professor, Tree Physiology Ge Sun Oviedo High School School of Forest Resources and Research Hydrologist Oviedo, FL Conservation Eastern Forest Environmental University of Florida Threat Assessment Center Amy Chattin U.S. Forest Service Southern Research AP Biology and Biology II, grades 10–12 Steve Matthews Station Franklin County High School Research Assistant Professor Rocky Mount, VA School of Environment and Laura Townsend Natural Resources M.S. Student Kaleb Clyatt Ohio State University Department of Forestry and Earth/Space Science, grades 9–10 Environmental Conservation Union County High School Barbara McGuinness North Carolina State University Lake Butler, FL Forester Northern Research Station Jason West Susan Dillery U.S. Forest Service Assistant Professor Biology 1, AP Environmental Science, Department of Ecosystem Science grades 10–12 Mary Anne McGuire and Management Taylor County High School Assistant Research Scientist Texas A & M University Campbellsville, KY Warnell School of Forestry and Natural Resources Maxwell Wightman Cassy Elmore University of Georgia M.S. Student Science, grade 7 School of Forest Resources and Lincoln Co Middle School Steve McNulty Conservation Liberty, KY Research Ecologist University of Florida Eastern Forest Environmental Threat Bryce Forrester Assessment Center Pilot Testers Earth Science, grade 10 U.S. Forest Service Southern Heather Bates Mavericks High School Research Station Biology, grade 10 Kissimmee, FL Bellevue High School Gary Peter Bellevue, KY Valerie Free Professor, Forest Genomics and Science, grades 7–8 Cell Biology Marcia Bisnett Cabe Middle School School of Forest Resources and Science, grade 6 Gurdon, AR Conservation Highland Oaks Middle School University of Florida Miami, FL Casey Greer Environmental Science, grades 10–12 Fred Raley Pati Blackwell Nemo Vista High School Assistant Geneticist Environmental Science, Center Ridge, AR Forest Science Laboratory grades 11–12 Texas Forest Service Briar Woods High School Leslie Jones Ashburn, VA Earth and Environmental Science, grades C. Wade Ross 9–12 Ph.D. Student JoAnn Brady Chatham Central High School Soil and Water Science Department Agriculture Education, Bear Creek, NC University of Florida grades 9–12 Santa Fe High School Melanie Kline Lisa Samuelson Alachua, FL Science, grade 6 Professor Wake Forest Middle School School of Forestry and Kellie Buchanan Wake Forest, NC Wildlife Sciences Earth and Environmental Science, Auburn University grades 9–10 Eve Kersey Southern Alamance High School Science, grade 6 Graham, NC Kenneth King Middle Harrodsburg, KY

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACKNOWLEDGMENTS 7

Julie Leisher Yvette Pigott Jason Smith AP Environmental Science, grades 11–12 AP Environmental Science, grade 12 Earth and Space Science, grade 6 Edgewater High School Hagerty High School Saint Marys Middle School Orlando, FL Oviedo, FL St. Marys, GA

Nancy Lizano Marc Pooler Avil Snow AP Environmental Science, grades 11–12 AP Environmental Science, grades 11–12 Environmental Science, grades 11–12 City of Hialeah Education Academy Hagerty High School Heber Springs High School Hialeah, FL Oviedo, FL Heber Springs, AR

Theresa Lyster Cynthia Powers Debra Titus Environmental Issues and Research, Earth Space Science, grade 6 AP Environmental Science, grades 10–12 grades 11–12 Eustis Middle School Lincoln High School Camden County High School Eustis, FL Tallahassee, FL Kingsland, GA Alicia Pressel Charre Todd Jeneane Maddaloni Land Resources, grades 11–12 Environmental Science, grade 8 Biology, grades 9–12 Creekside High School Crossett Middle School Pasco High School St. Johns, FL Crossett, AR Dade City, FL Viola Randall Penny A. Upshaw Henrietta Madden Environmental Science, grades 11–12 Ecology, grades 10–12 AP Environmental Science, grades 11–12 Fairdale High School Brooke Point High School St. Stephens High School Fairdale, KY Stafford, VA Hickory, NC Annette Reddy Wendy Vidor Donna Martin Integrated Science, grade 6 AP Environmental Science, grades 10–12 Biology, grades 9–10 Okeeheelee Middle School Matanzas High School Watts High School Greenacres, FL Palm Coast, FL Watts, OK Terri Reno Katherine Whalen Elizabeth McGovern Access Economics, grades 9–12 Ecology, grades 11–12 AP Environmental Science, grades 11–12 Osceola High School Fort Chiswell High School Countryside High School Kissimmee, FL Max Meadows, VA Clearwater, FL J.D. Runyon Matthew Zealy Veronica van Montfrans Earth Science, grades 9–10 Environmental Science, grade 11 AP Environmental Science, grades 10–12 East Ridge High School South Plantation High School Columbia High School Lick Creek, KY Plantation, FL Lake City, FL Kathy Rusert University of Florida, Patricia Murphy Science, grades 7–8 Center for Precollegiate Honors and AP Biology, grades 10–12 Acorn High School Education and Training Palm Beach Gardens Community High School Mena, AR Mary Jo Koroly Palm Beach Gardens, FL Katie Meese Suzanne Saunders Christy Steinway-Rodkin Rebecca Musso AP Environmental Science, grades 11–12 Drew Joseph Science, grade 6 Harmony High School Science Quest and Student Science Training Stafford Middle School St. Cloud, FL Program 2012 Participants Stafford, VA Valerie Schmitt Student Science Training Program 2013 Vincent Newman Biology, grade 9 Participants Biology/Climate Change, grades 9–10 Cypress Creek High School Climate Change Education Monsignor Edward Pace High School Orlando, FL Professional Learning Miami Gardens, FL Community (2012) Jane Selden Angela Page Biology II, grades 11–12 Rosanne Fortner AP Environmental Science, grade 12 J. R. Tucker High School Cornelia Harris Louisville Male High School Henrico, VA Karen Hollweg Louisville, KY Lisa LaRocque Dawn Sherwood Pepe Jose Marcos-Iga AP Environmental Science, grades 10–12 Kristen Poppleton Highland Springs High School Highland Springs, VA 8 ACKNOWLEDGMENTS Southeastern Forests and Climate Change PROJECT LEARNING TREE BACKGROUND Southeastern Forests LCA and Climate Change

About PINEMAP

THE PINE INTEGRATED NET- REMOTE SENSING IMAGE EARTH; FROM GOOGLE RANGE MAP FROM U.S. FOREST SERVICE. WORK: EDUCATION, MITIGATION, AND ADAPTATION PROJECT (PINEMAP) is one of three Coordinat- ed Agriculture Projects (CAP) award- ed by the United States Department of Agriculture (USDA), National Insti- tute of Food and Agriculture (NIFA) in 2011. The purpose of these CAPs is to encourage agriculture and forestry producers to increase carbon sequestration and adapt practices to reduce the impact of anticipated climate variation. These initiatives have created opportunities for the development of new insights and solutions to the challenges of climate change. PINEMAP focuses on planted pine forests in the An important aspect of the CAPs Atlantic and Gulf coastal states that Figure 1. PINEMAP is sharing research findings with are managed by industrial and non- focuses on the native stakeholders, teachers, and the public. industrial private landowners (figure 1). range of loblolly pine Loblolly pine (Pinus taeda) accounts for One way PINEMAP accomplishes this goal is to work closely with PLT to de- (shown in green) 80 percent of the planted forests in the and includes thirteen Southeast United States (U.S.). PINE- velop, test, and implement this mod- collaborating institutions MAP integrates research, Extension, ule. Forest researchers have helped (shown in blue). and education to enable landowners develop and review these activities to manage forests to increase carbon to reflect concepts they are currently sequestration, increase efficiency of exploring. Although some examples nitrogen and other fertilizer inputs, and relate to loblolly pine, the activities adapt forest management approaches and concepts can be easily applied to increase forest resilience and sustain- to forests across the continent. ability under variable climates. Eleven Teachers who use this material will land-grant universities, the U.S. Forest be able to help their students gain the Service, state climatologists, and Project foundational concepts that underpin Learning Tree® (PLT) are collaborating current climate science and forestry in PINEMAP activities. research.

PROJECT LEARNING TREE Southeastern Forests and Climate Change BACKGROUND 9 plus the involvement of community-based resource professionals.

Project Learning Tree is a program of the American Forest Foundation. PLT materials are used in all 50 states, the District of Co- lumbia, the U.S. territories, and many other nations. Each year in the U.S., around 30,000 educators attend PLT professional development workshops to learn how to integrate environmental education into their teaching.

What Is Environmental Education? Environmental education is a process that increases the learner’s awareness and knowledge about the environment and related issues. Environmental education enhances critical-thinking, problem-solving, and decision-making skills by teaching individuals to understand various sides of an environmental issue and to make informed and responsible decisions concerning the environment and related U.S. FOREST SERVICE issues (UNESCO, 1978). Environmental education does not advocate a particular viewpoint or course of action (U.S. EPA, 1997).

About Project Learning Tree The three objectives of environmental edu- Project Learning cation as they are written in the Tbilisi Dec- Tree uses the Project Learning Tree® (PLT) is widely rec- laration, one of the founding documents of forest as a ognized as one of the premier environmental the environmental education field, are to (1) “window on the education programs in the world. Through foster clear awareness of and concern about world.” hands-on, interdisciplinary activities, PLT pro- economic, social, political, and ecological vides students with opportunities to investigate interdependence in urban and rural areas; environmental issues and encourages them to (2) provide every person with opportunities make informed, responsible decisions. to acquire the knowledge, values, attitudes, commitment, and skills needed to protect PLT provides educators the tools they need to and improve the environment; and (3) cre- bring the environment into classrooms and ate new patterns of behavior of individuals, students into the environment. Developed to groups, and society as a whole toward the meet state and national academic standards, environment. PLT activities can be integrated into lesson plans for all grades and subject areas. PLT Mission, Vision, and Goals Mission: PLT advances environmental All PLT programs are directed and imple- literacy and promotes stewardship through mented locally, which facilitates adapta- excellence in environmental education, tions to meet local needs. The programs professional development, and curriculum also provide opportunities for local inves- resources that use trees and forests as win- tigations and service-learning projects, dows on the world.

10 BACKGROUND Southeastern Forests and Climate Change PROJECT LEARNING TREE Vision: PLT is committed to creating a not replace, existing curricula. PLT has a Environmental future where the next generation values comprehensive system of delivering these the natural world and has the knowledge materials to educators that ensures effec- education enhances and skills necessary to make informed tive use with students. The PLT program critical-thinking, decisions and take responsible actions to consists of three essential elements: problem-solving, sustain forests and the broader environ- and decision- ■■ High-quality curriculum materials ment. making skills. ■■ Diverse network of professional educators and natural resource specialists PLT uses the forest as a “window on the ■■ Professional development delivery world” to increase students’ understanding system of our complex environment, to stimulate critical and creative thinking, to develop the ability to make informed decisions PLT Materials on environmental issues, and to instill PLT materials and programs include the the confidence and commitment to take following: responsible action on behalf of the envi- ■ PreK–8 Environmental Education Activ- ronment. ity Guide, with 96 engaging, hands-on lessons that use trees and forests to in- The goals of PLT are to troduce ecological and social concepts. 1. provide students with awareness, appreciation, understanding, skills, ■ Environmental Experiences for Early and commitment to address envi- Childhood guide integrates nature-based ronmental issues; exploration, art, literature, math, music 2. enable students to apply scientific and movement, and outdoor play into processes and higher-order think- early childhood education programs. ing skills to resolve environmental problems; ■ Secondary modules focus on environ- 3. help students acquire an appreci- mental issues and decision-making ation for and tolerance of diverse skills. Topics include: viewpoints on environmental issues • Exploring Environmental Issues: and develop attitudes and actions Focus on Forests based on analysis and evaluation of • Global Connections: Forests of the World the available information; • Exploring Environmental Issues: 4. encourage creativity, originality, and Places We Live flexibility to resolve environmental • Exploring Environmental Issues: problems and issues; and Municipal Solid Waste 5. inspire and empower students to • Exploring Environmental Issues: become responsible, productive, and Focus on Risk participatory members of society. –Biotechnology Supplement (available online) • Exploring Environmental Issues: How PLT Works Biodiversity (available online) PLT produces high-quality environmental education curriculum materials to help ■ Energy & Society kit, designed for best educators teach about natural and built use with grades 4-8, helps students in- environments. Topics include forests, vestigate environmental issues related wildlife, water, air, energy, waste, climate to energy’s role in society. In addition change, invasive species, biotechnology, to hands-on activities, the program biodiversity, and community planning. integrates music and dance to enhance PLT materials are intended to supplement, learning.

PROJECT LEARNING TREE Southeastern Forests and Climate Change BACKGROUND 11 ■ GreenSchools! service-learning PLT Professional Development program engages students, teachers, PLT curriculum materials are available school administrators and mainte- through professional development work- nance staff, parents, and community shops. PLT was one of the first environ- members in investigating and improv- mental education programs in the U.S. ing environmental conditions at their to establish a protocol of professional schools to create a more green and development as part of its methodology. healthy learning environment. By participating in a PLT workshop, educators join a network that includes more ■ GreenWorks! service-learning grants support student-led environmental than 650,000 trained educators who use projects. PLT with more than 100 million students nationwide. See the module website for ideas about PLT Network PLT activities you can use to introduce or expand concepts covered in this secondary PLT curriculum materials and profes- module. sional development are delivered to educators via a vast network of international, national, state, and local partners. Correlations to National In each state, sponsoring organizations and State Standards (state natural resource and education PLT activities address national standards, Project Learning agencies, universities, and nonprofit including Common Core and Next Gen- Tree produces organizations) identify PLT state coordi- eration Science Standards, as well as state nators to carry out PLT programs and re- high-quality academic standards. In many states, PLT cruit and train facilitators to lead work- environmental activities are correlated with state science, shops in their states. Hundreds of people education materials social studies, language arts, mathematics, work together to help students learn. to help educators and environmental education standards PLT also has agreements with spon- teach about and assessments. Visit PLT’s website soring organizations in other countries natural and built (http://www.plt.org) for details about the and a partnership with the U.S. Peace environments. correlations between PLT activities and Corps that trains volunteers to use PLT your state’s academic standards. activities with youth around the world. PLT collaborates with its partners on an ongoing basis to develop new curriculum materials, provide educator training, reach diverse communities, and create new initiatives for innovative teaching and learning opportunities.

Through this vast network, PLT delivers professional development programs to teachers, offers an array of resources, and creates new initiatives for quality environmental education.

For more information and resources, visit www.plt.org; sign up to receive PLT’s quarterly e-newsletter, The Branch; and join PLT on Facebook.

12 BACKGROUND Southeastern Forests and Climate Change PROJECT LEARNING TREE Pine forests in the Southeast play an important role in the region by providing both environmental and economic benefits. LARRY KORHNAK, OF UNIVERSITY FLORIDA

Why Focus on Southeastern Forests and Climate Change?

Climate change has been identified as the tolerate warmer or more variable growing single biggest challenge that faces the planet seasons. Many communities in the United today, but not everyone is aware of that and States are also exploring ways to reduce some people don’t agree. Perhaps more than greenhouse gas emissions or respond to any other environmental issue, the topic of sea level rise too. We believe that students climate change challenges science teachers and their parents need to acquire current to accurately convey the data, reveal the information; the background to make sense assumptions, engage critical-thinking skills, out of existing data; the willingness to listen and help students understand why there to different points of view; and the skills to are various opinions across the American work together to help families, neighbor- public. In addition, the complexity and scale hoods, communities, municipalities, states, of climate change make it difficult for stu- and nations approach the challenges that dents to contemplate how they might make climate change may generate. a difference. This module provides activities and resources to help educators meet these While a global issue, with many examples challenges. of change occurring at the poles, in the oceans, and on mountaintops, climate Elected officials, businesses, and citizens change is more meaningful to students in many nations are already planning for when examples of impacts are local. climate change. They may be altering their Because the impacts of climate change dependence on fossil fuels, redirecting will be different throughout the world, we stormwater drainage patterns to accom- provide information in this module about modate sea level rise, or planting crops that the southeastern United States and forest

PROJECT LEARNING TREE Southeastern Forests and Climate Change BACKGROUND 13 ecosystems to help make the materials the future. This module helps students relevant. In addition, unique characteris- understand the challenges and opportuni- tics of specific geographic locations can ties landowners might consider as they affect climate change. For example, weath- plant and manage their forests. er patterns in the Southeast are strongly influenced by the Atlantic Ocean, the Gulf Students in our pilot tests and teachers re- of Mexico, and the El Niño-Southern Os- sponding to our needs assessment have made cillation (ENSO), making specific impacts it clear that they want to know what they can of climate change challenging to project. do to affect this issue. Many other resources Unfortunately, most climate models cannot provide excellent ideas about energy conser- provide exact answers to the simple ques- vation and fossil fuel reduction, all of which tion about what will happen at a specific are useful to mitigate climate change. Since place. this module focuses on forests, we provide The module information about life cycle assessment and activities build Although there are many resources available the opportunities for consumers to use wood on basic concepts to teach students about the physics of climate products in order to reduce carbon in the about climate, change, they are best suited to Earth science atmosphere. Our pilot tests also suggest that courses. This module has been created for this combination of research-based informa- forest carbon cycle, biology, agriculture, and environmental tion and strategies to approach challenges forest ecosystems, science teachers and focuses on the impacts help empower students with knowledge, and genetics. of climate change on forest ecosystems and skills, and a hopeful outlook for their futures. the role of forests in reducing atmospheric carbon dioxide. Learning about changes in Purpose of this Module temperature alone may not be meaningful to students, since human beings tolerate wide This module is based on the interdisciplinary shifts in temperature daily and seasonally. research that is conducted through PINEMAP However, the potential impacts to the eco- to help understand how forest management systems that students live near and depend can mitigate climate change and adapt to upon could be significant, such as crops that potential changes in temperature, precipi- no longer thrive in changing plant zones or tation, and other variables. Activities in this an increase in the frequency and severity of module provide examples that build on basic wildfires. These and other possible effects concepts about climate, forest carbon cycle, make the concepts presented in this module forest ecosystems, and genetics. In addition, it relevant to students and educators. introduces computer modeling and life cycle assessment to help students build a sufficiently Pine forests in the Southeast provide critical complex mental model to see the connections economic and ecological services to U.S. between economic, biological, and physical citizens. Forests in this region contain one- systems. Faculty and graduate students at land- third of the contiguous U.S. forest carbon grant universities across the Southeast have (Jose, 2007). Since 1986, southeastern contributed to and reviewed these activities, forests have produced more timber than and they have even created videos about their any other country in the world, and in 2009 research findings that teachers can download more than 1 million jobs and $51 billion from the module website. Although we have in employee compensation were attributed emphasized southeastern forest species and sil- to the Southeast’s wood-related industries viculture, the concepts conveyed through these (Wear & Greis, 2012). It is a commodity that lessons are true in other areas of the United requires time to mature—in some cases 20 States and across the globe. to 30 years before harvest. Seedlings that landowners plant this year will grow to be The complexity of climate change suggests forests that are exposed to the climate of an opportunity for science teachers to

14 BACKGROUND Southeastern Forests and Climate Change PROJECT LEARNING TREE Teachers at a workshop use science and math MORGAN CHEEK, NORTH CAROLINA STATE UNIVERSITY skills to complete calculations to determine the amount of carbon stored in a tree, one of the many activities that support STEM education. emphasize systems thinking skills and STEM the other six concepts are commonly covered (science, technology, engineering, and math) in systems thinking literature and curricula. subjects. Systems thinking refers to a set of On the module website, we provide a table critical-thinking skills that helps students that links the module activities to the NGSS understand complex phenomena. Teaching crosscutting concept and its corresponding students to see systems and the relation- systems thinking concept. ships between elements can enable them to understand the interactions among items This module includes several tools for in- that at first blush might not be obviously structors interested in encouraging students related, such as wildfire and climate change. to apply systems thinking to these activi- Systems thinking skills include recognizing ties. In each activity, a Systems Thinking complex relationships, identifying feed- Connection box and systems reflection back, understanding dynamic behavior, and questions help instructors emphasize and differentiating stocks and flows. These skills reinforce systems concepts. In addition, Ac- can be extremely helpful to students not tivities 1, 2, 3, 5, and 10 include descriptions only for understanding the behavior of the of Systems Enrichment Exercises that complex systems covered in this module, but are available on the module website. These for making the cross-disciplinary connec- supplemental exercises provide opportuni- tions necessary for students to understand ties to explore systems thinking tools the ecological, economic, and social impacts and concepts in more depth. Each of most environmental issues. Evidence of systems thinking component is the importance of systems thinking skills marked with the systems icon. can be seen in the crosscutting concepts included in the Next Generation Science Similarly, these activities support STEM Standards (NGSS). While only one of the education by linking closely with principles seven crosscutting concepts—system and that underpin science and technology. From system models—refers specifically to systems, the carbon cycle to genetic breeding trials,

PROJECT LEARNING TREE Southeastern Forests and Climate Change BACKGROUND 15 students learn to apply science to current change, forests, and people; challenges and explore potential solutions to ■■ recognize that individual and communi- mitigate or adapt to climate change. Com- ty actions can help mitigate and adapt to puter models and databases can be accessed climate change; and through websites that bring the technology ■■ become part of future community used by researchers into your classrooms. conversations about climate change and Processes from the world of production, from potential solutions. cracking hydrocarbons to casting aluminum, introduce engineering concepts through life Module Overview cycle assessments. And challenges requiring students to make sense out of data, from This module is designed for educators of measuring trees to interpreting a graph, help students in grades 9–12, both standard The module students improve skills in mathematics. In and advanced placement classes. All of website provides support of Common Core standards, these the activities include a section describing slide presentations, activities also enable students to practice strategies to adapt the activities to grades 6–8 or basic high school classes. Teachers handouts, videos, critical thinking and writing skills. of introductory biology and environ- and answer keys to mental science classes in colleges may enhance the activities. This module provides educators with a great deal of background information and find these activities helpful as well. The resources to teach about climate change and fourteen activities build on each other to forests. The accompanying website provides create a unit that applies what we know slide presentations, handouts, videos, and about climate change to forest ecosys- answer keys that enhance each of these tems and forest management, making this activities. In addition, the website includes module most appropriate for teachers online training components, such as short of life science, biology, agriculture, and introductions to each activity, videos environmental science. We do not include explaining key concepts, and quizzes for Earth science content focused on atmo- teachers to check their understanding. These spheric, hydrologic, and meteorological items are designed to increase educators’ sciences, expect for a brief introduction confidence in using these materials and can in Activity 2: Clearing the Air. Because be found on each activity webpage in the complex societal problems weave togeth- Teacher Tools section. Through- er science, policy, and human behav- out the module, look for this icon ior, these activities blur the boundaries which indicates that the supple- between biology, environmental science, mental activity materials are available on the social studies, and civics courses. As a module website. result, teachers of government, economics, math, and language arts classes may This module is designed to help students enjoy using some of these activities too. The module website includes a subject ■■ understand how climate change could correlations chart that may help educators impact forests in the southeastern U.S.; choose appropriate activities for their ■■ understand how forests can be managed courses. to address changing climate conditions and to reduce greenhouse gas emissions; To help educators address curriculum and ■■ enhance decision-making skills to make content standards, the website also in- informed choices as consumers to miti- cludes correlations for the Next Generation gate climate change; Science Standards and the PLT Conceptual ■■ develop systems thinking skills to un- Framework. Of course, each activity can be derstand connections between climate a launching pad for additional questions

16 BACKGROUND Southeastern Forests and Climate Change PROJECT LEARNING TREE and extensions, but we have used the core and adapt to an uncertain climate future. components of each activity as the basis for The third section introduces the strategy of Videos on the these correlations. Other standards may carbon sequestration as one tool forest man- module website also be achieved as teachers make adapta- agers can use to mitigate climate change. The allow students to tions to these materials. fourth section offers a different strategy by hear from PINEMAP teaching students about life cycle assessment, researchers about Several learning theories and a variety of which is a tool that consumers can use to ongoing studies to teaching strategies form the basis of these select products that reduce atmospheric car- understand climate activities to help educators actively engage bon dioxide. The final section of the module change and forest students in learning about a controversial, includes three activities that help summarize management. social, and scientific issue. We provide the themes of the module and connect ideas activities that help students gain scientific about carbon sequestration from Section 3 to literacy, understand the nature of science, life cycle assessment from Section 4. and apply this to climate change scenarios (Zilder et al., 2005). Our partnership with Each section contains an overview to researchers enables us to design activities provide background information common that use datasets and models that duplicate to those activities. Based on literature the ongoing work to understand climate and the module pilot test, we also pro- change and forest management options. vide a list of concepts that are likely to be Videos on the module website (http://sfrc. student misconceptions or may generate ufl.edu/extension/ee/climate) allow students confusion (National Research Council, to hear from these PINEMAP researchers 2005). This information will help edu- and may spark interesting discussions about cators prepare for the types of questions career opportunities in science and forest their students may or may not ask and management. The process of resolving cli- address them appropriately. mate change does not have a single correct solution, and will likely require that people Depending on the amount of available use skills of systems thinking, critical think- time, teachers may choose the activities in ing, and group process as they work togeth- one section to supplement an important er. Many of the following activities follow concept in their course curriculum, or a problem-based learning approach with they may select activities from each sec- small group exercises designed to elicit skills tion to provide a reasonable overview of in collaboration and higher order thinking the module concepts. Whether additional (Barrows & Kelson, 1995). Each activity activities are needed to introduce a concept is designed to guide learners through an is a function of the subject area, curricu- experience and reflection cycle where they lum, and student age; therefore, individ- process, generalize, and apply the key con- ual teachers must use their discretion in cepts (Kolb, 1984). making choices. In the Activity Overview, we suggest related activities in this module The fourteen activities are organized by that are reasonable to consider using before themes into five sections. The first activity and after each activity. The module website in each section introduces basic concepts; includes an index of subjects that may help subsequent activities extend and apply those teachers select activities. concepts. The first section introduces climate science and climate change, why people How to Use This Module might disagree about the scientific evidence, and how climate models can be used to First, select a theme, a section, or an activity project impacts to forests. The second section that you wish to use in your classroom. We focuses on strategies that scientists and recommend reading the relevant section forest landowners are using to understand overview before reading the activities to help

PROJECT LEARNING TREE Southeastern Forests and Climate Change BACKGROUND 17 Section Theme Activity

Three activities introduce the module 1. Stepping through Climate Science – Students walk along 1. Climate theme by conveying how scientists cur- a timeline of climate science and policy initiatives and then explore Change and rently understand observed changes in connections between forests and climate. Forests weather and climate that are impacting 2. Clearing the Air – After an introduction to the evidence of forest ecosystems. climate change, students explore common confusions and role-play a community discussion with the goal to reach consensus on strategies to reduce greenhouse gas emissions. 3. Atlas of Change – Students are introduced to climate modeling to understand past changes and project future possibilities, and then use Web resources to consider how forest ecosystems might change over the next 100 years. Climate changes are projected to 4. The Changing Forests – Students review how scientists are 2. Forest affect surface temperature, precip- monitoring forest changes and exploring adaptive strategies to keep Management itation patterns, and frequency of forests healthy. and Adaptation storm events. As scientists study how 5. Managing Forests for Change – Students develop and use a forests might change as a result, forest systems diagram to model a forest so they can advise a forest land- managers can be encouraged to alter owner how to manage a pine plantation in light of climate projections. management practices to help create 6. Mapping Seed Sources – Across the native range of loblolly resilient forests that will survive these pine, variations in genotype create trees that may do better under challenges. new climatic conditions. This activity helps students analyze data from three trials to determine the origin of the seeds. Sequestering carbon in trees, soil, and 7. Carbon on the Move – Students become familiar with the 3. Carbon wood products keeps it out of the carbon cycle and pathways that increase and decrease atmospheric Sequestration atmosphere. Scientists are exploring if carbon. we can sequester more carbon in these 8. Counting Carbon – Students measure trees near their schools carbon pools. and calculate the amount of carbon stored in individual trees. Students then compare the carbon sequestration potential for land-use types in their state, compare this to the estimated amount of carbon released by human activities, and discuss forests’ ability to sequester atmospheric carbon. Consumer choices can play a role in 9. The Real Cost – Through a simulated shopping activity, students 4. Life Cycle reducing and preventing greenhouse gas learn about the impact, or externalities, of consumer choices on the Assessment emissions. These activities introduce environment. the concept of externalities to consider 10. Adventures in Life Cycle Assessment – Students inves- the environmental problems that can tigate life cycle assessment data for three types of outdoor dining occur from the production, shipping, furniture to determine which type would generate the lowest amount and disposal of various products. of greenhouse gases. This detailed analysis of inputs and outputs is LCA Greenhouse gas emissions are one of another tool for systems thinking. the many criteria that students can use 11. Life Cycle Assessment Debate – Students debate four to assess products as they develop their pairs of similar products to develop their own sets of questions about own personal code for deciding what to product life cycles that can help guide consumer choices. purchase. Three activities that help teachers 12. The Carbon Puzzle – Students use a series of facts to realize 5. Solutions summarize the concepts in this module. how forest plantations, wood products, and wood substitution can for Change These can be adapted to reflect the ac- reduce atmospheric carbon, and then interpret a graph published by tivities that teachers selected. Students the researchers who explored this concept. can be empowered with the knowledge 13. Future of Our Forests – Student teams review information and hope that all of us can help work from the module and share their knowledge with an appropriate toward healthy, sustainable forests and audience. communities. 14. Starting a Climate Service-Learning Project – Students select and complete an action project to mitigate climate change or help their communities adapt to projected changes.

18 BACKGROUND Southeastern Forests and Climate Change PROJECT LEARNING TREE set the stage and obtain background infor- In addition, activity webpages contain the Each activity mation that is common to activities in that following items: section. Consider what your students already webpage contains ■■ A recorded “tour” to introduce teachers know about this topic and consult the activity Teacher Tools, to the activity and tips for using the activi- webpage to explore the additional information, which include ty in the classroom. videos, and systems thinking exercises. a tour of the ■■ A short online quiz for teachers that cov- activity, a short ers the content in the activity and includes Each activity contains the following online quiz, and explanations and pointers to additional sections: videos to provide resources. extra background ■■ Activity Overview. Brief activity de- ■■ Videos that introduce concepts or explain scription, objectives, assessment sugges- how researchers are exploring important information. tions including a student writing prompt, questions related to this topic. related subjects, skills that are practiced, ■■ Supplemental support for teachers materials that are needed, estimated time, on certain topics or strategies, such connections to current scientific research, as graphing or creating informative and related module activities. posters. ■■ Background. Information about ■■ Supplemental activity materials, such as the activity topic for the teacher, with signs or cards. bolded and italicized words defined in ■■ Slide presentations with teacher notes that the glossary. can be adapted and used with students to ■■ Systems Thinking Connection. explain concepts. Ideas for emphasizing and applying ■■ Student pages in an easy-to-modify systems thinking skills. format. ■■ Teaching This Content. Key ideas ■■ Answer keys for student pages. and tips to help teachers succeed with ■■ Bank of multiple-choice assessment items. these particular teaching strategies and content. The Development Process ■■ Getting Ready. Suggestions for preparing to lead the activity. Several sources informed the development ■■ Doing the Activity. Step-by-step of this module, and additional input from suggestions for how to conduct the activ- content reviewers and pilot-test educators ity, with appropriate, italicized answers improved it. We began with a review of to discussion questions. the existing literature and curriculum that ■■ Modifications. Suggestions for how to addresses climate change education and dis- modify an activity for middle school or covered a range of informative materials. The basic science classes. framework of the PINEMAP project helped ■■ Enrichment. Suggestions of ways to us develop the structure for the module, extend the activity. and access to the expertise of the PINEMAP ■■ Additional Resources. Websites, researchers enabled us to generate interest- readings, and reports for both teachers ing, current, and meaningful activities related and students that relate to this topic. to their research. The following sources ■■ References Cited. Citations for ref- were also utilized in the initial development erenced information in the background process: or student pages. ■■ Wise’s (2010) findings from a survey of ■■ Student Pages. Handouts and work- Colorado science teachers about climate sheets for students. change instruction ■■ Teacher Comments. Tips and sug- ■■ National Center on Science Education gestions from other teachers who have (NCSE) Climate Change Education web- used this activity. site (http://ncse.com/climate)

PROJECT LEARNING TREE Southeastern Forests and Climate Change BACKGROUND 19 ■■ Climate Literacy and Energy Aware- ideas have been added to each activity in ness Network (CLEAN) website the Modifications section. From the pilot (http://cleanet.org) test, we learned that the activities effectively ■■ Global Learning and Observation to engage students in exploring and discussing Benefit the Environment (GLOBE) web- issues of interest, that teachers and students site (http://www.globe.gov) can use these activities successfully, and that students improve their knowledge of climate We conducted a needs assessment of science and forests. teachers in the Southeast and learned that those who responded were interested in The contributors, advisors, reviewers, and using units of one to two weeks in length pilot testers are listed in the acknowledg- with activities that present and use data, ments. They have all made important and provide opportunities for critical think- often substantial contributions to the devel- More than 140 ing, and explore how students can become opment and improvement of this material. people helped engaged in this issue (Monroe, Oxarart, with the module & Plate, 2013). We developed an advisory Addressing Climate development committee of teachers, PLT coordinators, in the Classroom through writing and and educators from the Climate Literacy reviewing activities, Network to review the activity concepts and Public opinion polls suggest that Americans or participating drafts. Their insights were extraordinarily hold many different beliefs about climate in the advisory useful. We worked with the members of the change. These opinions shift slightly with committee, expert North American Association for Environ- media coverage of extreme weather events, content review, or mental Education (NAAEE) and EECapac- international meetings on climate, and new pilot test. ity Climate Change Education Professional research findings. Teachers should expect Learning Community for additional feed- that students, parents, administrators, and back on activity drafts. For two activities, co-workers hold similarly diverse perspec- we developed parallel versions and tested tives. However, we do not believe that all of them with high school students enrolled in these varying opinions should be framed in summer science camps at the University of the classroom as a “scientific controversy” Florida’s Center for Precollegiate Education (McCaffrey, 2012). Although there are sci- and Training to determine which version entific uncertainties associated with climate might be more effective. We also tested sev- change, there are not competing scientific eral activities with teachers at the Climate views on the basic fundamentals of climate Change Symposium organized at the Uni- change. The controversies lie in how to apply versity of Florida in May 2013. All of these these findings to our society, which policies resources helped us assemble a draft module to implement, and what investments to make. that was reviewed by 33 forestry, climate, This module rests on the scientific conclu- and education experts in spring 2013. sions that recent observations of changes in our global climate are influenced, in large The revised module was used in a pilot test part, by human activity (IPCC, 2013). with more than 40 teachers in the South- east in fall 2013. Their experiences with In a survey that was conducted to learn more using the activities helped us revise the about how to frame this module for south- materials with clarifying explanations and eastern secondary science teachers (Monroe, examples. Their observations are sprinkled Oxarart, & Plate, 2013), we learned that many throughout the activities and on the web- teachers use the topic of climate change to site to provide insight that may help other teach students about the nature of science. teachers use these materials. We specifically The process of making observations, forming asked middle school teachers to provide hypotheses, collecting data, and searching for suggestions for younger students, and their patterns and explanations is going on right

20 BACKGROUND Southeastern Forests and Climate Change PROJECT LEARNING TREE now around the world. The researchers working with PINEMAP are conducting projects that answer questions about the impact of climate changes on southeastern forests: How does drought change sap flow in pine trees? How do forests respond to less frequent precipitation? What incentives will help landowners make suggested changes? Which trees have the genetic traits to thrive in future climates? This module provides opportunities for students to understand how scientists approach this complex topic (Activities 3, 4, 6) and to understand the implications of their data (Activities 5, 8, 12, 13).

In Activity 2, we focus on helping students understand why there are a variety of public opinions about climate change and how people can contribute to appropriate adaptations even if they disagree about the causes of climate change. While this activity helps students understand why people hold different ideas about climate change, it does not provide guidelines for changing those ANNIE OXARART, OF UNIVERSITY FLORIDA opinions. If the students (or their parents) present alternate ideas in your classroom, it may be helpful to have a careful, deliberate discussion about what lies at the root of those ideas. For some, there may be concepts that you can help clarify. For others, there may be deeply held values or attitudes that suggest that the climate change is not caused by human activities. Such a position does not considering what type of shirt to buy. How This module provides negate the importance of planning for how much does the environmental impact matter? opportunities for to cope with projected changes; so you might What else matters? What questions should students to learn focus your discussion on adaptation strate- they ask before purchasing something? What how scientists are gies, such as creating healthy, resilient forests else do they need to know? These activities studying topics through forest management strategies. allow students to assess and compare infor- related to forests and mation and to explore the values that they climate change. A focus on science, the nature of science, use to guide their consumer decision making. and the interpretation of data tends to be And this process mirrors what decision mak- comfortable for science teachers and will be ers must do every day. less likely to result in classroom conflict. It is in the implication of these findings where Some educators hesitate to embark on the disagreement occurs, as well it should. Poli- topic of climate change because it is so com- cymakers must understand the science and plex and current that it is a challenge to be then balance economic tradeoffs, culture, able to answer students’ questions. While we ethics, and preferences. Activities 9 and 11 have provided explanations and slide pre- give students a chance to experience that sentations to cover the most obvious points, balance in a relevant context, for example, by perhaps the better strategy is to ask students

PROJECT LEARNING TREE Southeastern Forests and Climate Change BACKGROUND 21 This module can to find the answers to their questions! We Kolb, D. (1984). Experiential learning as the assist you in helping have provided links to additional resources science of learning and development. En- students understand on the Internet in each activity. Of course, glewood Cliffs, NJ: Prentice Hall. the following: new information and research findings will McCaffrey, M. (2012). Teaching controversy. be available every year so helping students The Earth Scientist 28(3), 25–29. Retrieved • Why a variety of find and assess the most current information from http://www.nestanet.org/cms/sites/ perspectives of climate change exist. is an important skill to teach too. default/files/journal/Fall12.pdf Monroe, M. C., Oxarart, A. & Plate, R. (2013). • How to build consensus Climate change is a complicated environ- A role for environmental education in cli- with people who represent a variety of mental issue. There are deep political and mate change for secondary science educa- perspectives. religious divides across the nation and at tors. Applied Environmental Education and the same time nearly unanimous agreement Communication, 12(1), 4–18. • How to explore underlying beliefs among climatologists. We believe this module National Research Council. (2005). How and address missing makes an important contribution to science students learn: Science in the classroom. information. education in the Southeast by providing Committee on How People Learn, A • How to respect activities based on current scientific research. Targeted Report for Teachers. [Donovan, differences of opinion. The most important action that educators can M. S. & Bransford, J. D. (Eds.)]. Division take is to help students build the knowledge of Behavioral and Social Sciences and • How to find common ground of agreement. and skills to have reasoned conversations Education. Washington, DC: The National about climate change in their communities. Academies Press. • The scientific evidence We are not likely to ever have all the answers, UNESCO. (1978). Final report: Intergov- for climate change. but we all need to be able to understand and ernmental conference on environmental • Potential impacts of discuss the risks, tradeoffs, and potential education. United Nations Educational, climate change on impacts of our actions. Scientific, and Cultural Organization with ecosystems. United Nations Environment Programme • The limitations and in Tbilisi, Georgia, USSR, 14–26 October purpose of climate References Cited 1977. Paris: UNESCOED/MD/49. Re- models and projections. Barrows, H. S., & Kelson, A. C. (1995). Prob- trieved from http://unesdoc.unesco.org/ • The nature of science. lem-based learning in secondary education images/0003/000327/032763eo.pdf • How data are analyzed and the problem-based learning institute U.S. Environmental Protection Agency. (1997, and used for inferences. (Monograph 1). Springfield, IL: Prob- August 22). Solicitation notice, environ- • Why policy lem-Based Learning Institute. mental education grants program, fiscal recommendations Intergovernmental Panel on Climate Change year, 1998. Federal Register 62(163), 44860. can be sources of (IPCC). (2013). Climate change 2013: Retrieved from http://www.gpo.gov/fdsys/ controversy. The physical science basis. Contribution pkg/FR-1997-08-22/pdf/97-22365.pdf • Where to find accurate of working group I to the fifth assessment Wear, D. N., & Greis, J. G., eds. (2012). The answers to questions report of the Intergovernmental Panel on Southern Forest Futures Project: Sum- about climate change. Climate Change. [Stocker, T. F., D. Qin, G. mary report. (General Technical Report K. Plattner, M. Tignor, S. K. Allen, J. Bo- SRS–168). Asheville, NC: USDA Forest schung, A. Nauels, Y. Xia, V. Bex & P.M. Service. Midgley (Eds.)]. Cambridge, United King- Wise, S. B. (2010). Climate change in the class- dom and New York, NY, USA: Cambridge room: Patterns, motivations, and barriers University Press. to instruction among Colorado science Jose, S. (2007, May). Carbon sequestration teachers. Journal of Geoscience Education, and intensive silviculture: The southern 58(5), 297–309. US experience. Paper presented at the Zeidler, D. L., Sadler, T. D. Simmons, M. L. & Fall Meeting of the American Geophys- Howes, E. V. (2005). Beyond STS: A re- ical Union, Abstract #B53A-03. Re- search-based framework for socioscientific trieved from http://adsabs.harvard.edu/ issues education. Science Education, 89(3), abs/2006AGUSM.B53A..03J 357–377.

22 BACKGROUND Southeastern Forests and Climate Change PROJECT LEARNING TREE SECTION 1 Climate Change and Forests Forests influence and are influenced by our climate.

AS WITH ALL SYSTEMS ON EARTH, atmosphere help moderate the climate, CLIMATE AND FORESTS ARE INEX- making the planet habitable by trap- Through many TRICABLY LINKED. Climate—along ping heat in the atmosphere. However, scientific experiments, with other factors, such as water, soil, additional carbon dioxide added to the scientists have and geology—dictates whether and atmosphere from human activities, collected, analyzed, how well plants grow. This connection such as land-use changes and fossil fuel and compared is easy to see by comparing the slow combustion, is a serious concern. historical climate growth of the boreal forests of Russia data to arrive at the and Canada to the rapid growth of the Scientists have been improving their conclusion that Earth’s tropical forests of Latin America and understanding of Earth’s climate through climate is changing. Africa. However, the ways in which numerous studies over the past 200 years. trees influence climate may not be so Through many scientific experiments, Words in boldface easy to see. First, trees intercept and scientists have collected, analyzed, and and italic are defined absorb a large amount of the energy compared historical climate data to arrive in the glossary. emitted by the sun, which affects air at the conclusion that Earth’s climate is and surface temperatures. Trees also changing. Since 1880, the average surface influence the amount of water vapor in temperature on Earth has increased by the atmosphere: water absorbed by tree more than 0.8 degrees Celsius (° C) or 1.4 roots evaporates through leaf surfaces degrees Fahrenheit (° F) (NRC, 2010), in a process called transpiration. This, and the rate of warming has doubled in turn, affects climate components of since 1950 (IPCC, 2007). This average humidity and precipitation. Similarly, increase in surface temperature, called trees influence the amount of carbon global warming, results in changes to dioxide in the atmosphere by removing climate averages and also influences atmospheric carbon dioxide during temperature and precipitation extremes. photosynthesis and storing carbon Collectively, these changes are known as molecules in trunks, branches, leaves, climate change. In the Southeast United and roots. Large amounts of carbon are States, average temperatures are pro- also stored in the forest soil as a result jected to increase over the 21st century. of falling leaf litter and root death. All Precipitation patterns are also projected trees photosynthesize and respire, to change within the region, with some moving carbon dioxide out of the air areas receiving more rainfall and some and back again. Carbon dioxide and receiving less (Ingram, Carter, & Dow, other greenhouse gases in the Earth’s 2012).

PROJECT LEARNING TREE Southeastern Forests and Climate Change SECTION 1 23 Projected changes in climate can impact forests in milestones in climate science or policy over the People are several ways. For example, changes in tempera- past two centuries. In this short introductory approaching ture and precipitation can influence tree growth activity, students represent a piece of the climate projected and survival. Over time, the range of some forest timeline and walk the timeline together as a changes in ecosystems may shift to new locations as species class. Students also begin to explore connections the climate adjust to new climatic conditions. In addition, the among climate, climate change, and forest eco- with a variety frequency and severity of disturbances such as wild- systems and discuss mitigation and adaptation of adaptation fires, insects and diseases, and storms may change, strategies being implemented by the U.S. Forest and mitigation which will influence forest health. It is difficult to Service to address climate change in national solutions. say exactly how climate may change forests because forests. This activity can be used to introduce any (1) the landscape of the Southeast is varied, with activities in the module, as it briefly covers con- differing climates across coastal and mountain cepts related to climate change and forests. areas; (2) climate is a complex system with many different variables and interactions, some of which ACTIVITY 2: Clearing the Air provides a are not fully understood; and (3) over time people more detailed foundation in climate science and may change the inputs by planting different trees or is particularly important if your students have not changing greenhouse gas emissions. learned about climate change yet. The activity was designed to help students understand why people People are approaching projected changes in the have different ideas and opinions about this issue, climate with a variety of solutions that fall into two even though 97 percent of climatologists are in broad areas: agreement that the climate is changing due mostly 1. Adaptation is when natural or human to human activities. A slide presentation helps you systems adjust to a new or changing envi- address the following questions: Is climate chang- ronment. While plant and animal popula- ing and why? What may happen in the Southeast? tions have the ability to biologically adapt to Why don’t some people agree on the issue? After new conditions over time, the rapid rates of this introduction, students evaluate climate change change projected make successful adaptation information and rewrite conclusions that are more difficult. Adaptation to climate change supported by science. Next, students brainstorm, by humans includes actions taken to avoid, negotiate, and critique local solutions through a benefit from, or deal with actual or expect- role-play. ed climate change impacts. Adaptation can take place in advance (by planning before an ACTIVITY 3: Atlas of Change explores the expected impact occurs) or in response to web-based U.S. Forest Service Climate Change Tree changes that are already occurring. and Bird Atlases. Students learn about projected cli- 2. Mitigation includes actions to reduce mate changes in their state and how suitable habitat the human impact on the climate system. for tree and bird species is projected to change by These actions may seek to decrease green- the end of the 21st century. This activity introduces house gas emissions or to increase the climate modeling and focuses on technology tools amount of carbon dioxide being removed as students learn to navigate the atlases online from the atmosphere. and to understand the link between climate and biodiversity. The activities in this section are designed to provide background and perspectives on the topic of climate Potential Areas of Confusion change and introduce ways in which the U.S. Forest Service researchers are exploring how southeastern There are several topics in this section that may be forests may be impacted by climate change. sources of confusion for students based on their assumptions, prior experiences, or existing knowl- ACTIVITY 1: Stepping through Cli- edge. You may be able to use questions to uncover mate Science introduces climate change this confusion and steer students toward the clarifi- by providing historical context of the major cations provided in the table.

24 SECTION 1 Southeastern Forests and Climate Change PROJECT LEARNING TREE Assumption or More Adequate Conception Confusion

Weather anomalies can be Weather describes the atmospheric conditions at a specific place at a specific point in time. used to prove or disprove Weather is related to, but is not the same thing, as climate. Climate is the long-term average climate change. weather conditions in a particular location or region at a particular time of the year. Climate is typically measured in long increments of time, often at least 30 years. Therefore, evidence of climate change is best assessed through long-term alterations to temperature, precipitation, and other climate factors—not through single weather events, such as a heat wave or a blizzard.

Carbon dioxide makes up a There are several atmospheric gases, and many do not trap heat. Greenhouse gases, such as small percentage of the total carbon dioxide and methane, occur naturally in small amounts, but they are very efficient at gases in our atmosphere. We absorbing heat energy. For this reason, a small change in carbon dioxide can have large impacts are not adding enough carbon on the climate system. It may be helpful to give students another example of a small percentage dioxide to change the climate that has a great effect, such as how salt makes up only 3.5 percent of seawater, but that is enough system. to make it undrinkable.

The carbon dioxide that hu- Carbon naturally cycles through biological, physical, and geological systems over time. The mans add to the atmosphere amount of carbon on Earth is stable. However, human activities are transferring carbon that is through fossil fuel combustion stored in fossil fuels to the atmosphere at a faster rate than would occur naturally. increases the total amount of carbon on Earth.

The hole in the ozone layer is Both the ozone hole and global warming are influenced by human activities. However, the ozone a large contributor to global hole and global warming are different issues. The ozone hole is a depletion of the atmosphere’s warming. ozone layer, which reduces the ability of the ozone layer to protect the Earth from the sun’s ultraviolet radiation. The hole is caused by the release of CFCs, or chlorofluorocarbons. Unlike reflected radiation which is absorbed as heat, ultraviolet radiation is not a large contributing factor to the average increase in global surface temperature.

Aerosol spray cans are a Aerosol spray cans once contained CFC’s as a propellant, but not since the 1980s when we large contributor to global became aware of the damage to the ozone layer. warming.

If climate changes, forests can While migration is a reasonable possibility for some species, others will be constrained by hu- just move to the right spot. man-caused changes in the landscape that prevent plants and animals from extending their ranges. There are no guarantees that all of the organisms that make a functional forest (e.g., fungi, insects, microorganisms) will migrate together. In addition, seed dispersal varies by species and is fairly limited for most trees. Because trees grow slowly and may not reproduce for many years, they are less likely to be able to expand their ranges rapidly enough to escape negative impacts from climatic conditions. If climate changes occur quickly and variably, existing ecosystems will be less likely to adapt and some tree species may be lost. Even when successful migration occurs, it may be many decades before the forest achieves the same age and size distribution associated with a particular forest type.

Forests are not very sensitive Trees are able to tolerate wide ranges in temperature and precipitation, making them some- to changes in climate. what resilient to changes in climate that are projected for the Southeast. Increases in atmospheric carbon dioxide may even help trees grow faster, at least for a few years. The biggest problems may result if climate change alters the frequency or length of severe events. For example, recent droughts in Texas have killed large numbers of trees and made others susceptible to insect attack. Slight changes in temperature may alter when plants flower, when insects hatch, and when birds migrate. Changes in precipitation affect soil moisture levels and could affect amphibians as well as plants.

(Table rows 1 through 3 adapted from CIRES, 2012; Table rows 4-5 adapted from Leiserowitz, Smith, & Marlon, 2011)

PROJECT LEARNING TREE Southeastern Forests and Climate Change SECTION 1 25 ■■ Southeastern forests will probably be impacted by projected climate changes in several ways, including changes in tree growth and distribution.

References Cited Cooperative Institute for Research in En- vironmental Sciences (CIRES). (2012). Common misconceptions about climate and climate change. Making climate hot: Effectively communicating climate change. Retrieved from http://cires.colorado. edu/education/outreach/climate Communication/CC%20 Misconceptions%20Handout.pdf Ingram, K., Carter, L., & Dow, K. (2012). Southeast region technical report to the LARRY KORHNAK, OF UNIVERSITY FLORIDA national climate assessment. Retrieved from http://downloads.usgcrp.gov/NCA/ Activities/NCA_SE_Technical_Report_ FINAL_7-23-12.pdf Intergovernmental Panel on Climate Change (IPCC). (2007). Climate change 2007: Synthesis report. Contribution of working groups I, II, and III to the fourth assessment report of the Inter- governmental Panel on Climate Change Key Concepts in This Section Climate and forests [Core Writing Team, Pachauri, R.K and are interconnected Reisinger, A. (Eds.)]. Geneva, Switzer- systems. ■■ Many lines of scientific evidence indicate land: IPCC. the Earth’s climate is changing and that Leiserowitz, A., Smith, N., and Marlon, J.R. these changes are caused by a combi- (2011). American teen’s knowledge of nation of natural and human activities, climate change. Yale University. New particularly the combustion of fossil fuels. Haven, CT: Yale Project on Climate ■■ People have varying opinions and ideas Change Communication. Retrieved about climate change, which may or from http://environment.yale.edu/ may not be supported by scientific climate-communication/files/American- evidence. Teens-Knowledge-of-Climate-Change.pdf National Research Council (NRC). (2010). ■■ Communities around the world are Advancing the science of climate change. working to minimize the effects of Washington, DC: The National Acade- climate change by reducing atmospheric mies Press USA. Retrieved from http:// greenhouse gases and implementing dels.nas.edu/resources/static-assets/ strategies to help people and ecosystems materials-based-on-reports/reports-in- adapt to changing climate conditions. brief/Science-Report-Brief-final.pdf

26 SECTION 1 Southeastern Forests and Climate Change PROJECT LEARNING TREE ACTIVITY Stepping through Climate Science

This activity provides an overview of the connections between forests and climate. Students create a timeline of climate science over the past 200 years 1 and gather information from a U.S. Forest Service video about climate mitigation and adaptation strategies for forests.

Subjects Objectives Agriculture, Biology, Earth By the end of this activity, students will be able to Science, Environmental Science, ■■ explain three connections between forests and climate, Language Arts, Mathematics, ■■ describe the progression of scientific understanding of climate change, and Social Studies ■■ define the terms adaptation and mitigation as they relate to climate change.

Skills Assessment Communication, Discussing, ■■ Review the Forest Service and Climate Change Video student page to see if the students Graphing, Inferring understood the information from the video. ■■ Ask students to respond to the following writing prompt: The idea that the Earth’s Materials climate might be affected by human activities began in the late 1800s and continues to Student pages, answer keys, and be a topic of research and investigation. What are three pieces of information that we video (available at http://sfrc. know about climate science? What is one thing you would like to know more about? ufl.edu/extension/ee/climate/ section1/activity1); 7 wire coat hangers and tape Background Additional background information Space Considerations can be found in the Section 1 Over the past decade, many scientific Area (inside or outside) large Overview. enough for students to form a studies and reports have been published 60-meter (or 200-foot) timeline on climate change. This subject has been covered by the media, debated by moisture, atmospheric moisture, and Time Considerations One to two 50-minute class politicians and community leaders, and temperature. These conditions vary by periods discussed over dinner tables. But this region and with changes in topography, doesn’t mean that climate change is a so the structure and composition of Related Activities “new” topic. In fact, scientists began to forests also vary—creating diverse eco- This activity helps introduce think about the science of climate as systems in your own state and around the module. It can be followed by any of the activities that early as 1824, when a French scientist, the world. Forests can also influence help students explore climate Jean Baptiste Joseph Fourier, began climate. On a small scale, they create (Activity 2) and forests studying greenhouse gases in our atmo- shade and microclimates. On a larger (Activities 3, 4, and 5). sphere and coined the term “greenhouse scale, they intercept and absorb energy Research Connection effect.” Since that time, our understand- emitted by the sun. Through the pro- Scientists have been exploring ing of the atmosphere, the greenhouse cess of transpiration, water is released the greenhouse effect and effect, the carbon cycle, and climate from the surface of leaves, which in turn climate change for nearly change has continued to grow. influences humidity in the atmosphere. two centuries. Many current Trees also remove carbon dioxide from projects are testing strategies for reducing the impact of As scientists continue to study and the atmosphere during photosynthesis, climate change and for helping understand climate change, they are release it into the atmosphere during people adapt to these changes. also discovering how climate change respiration, and store it in trunks, might affect forest ecosystems. Forests branches, leaves, and roots. Because of are inseparably linked to Earth’s climate, the large amounts of carbon that can be as trees need water (usually in the form stored in forests, trees have a key role in of rain) and sunlight to grow. Different the carbon cycle, and the reduction of species prefer different habitats and forested land cover is one factor in the grow best within specific ranges of soil Earth’s increasing global temperature.

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 1 27 Changes in climate also affect wind and water currents, which can indirectly affect forests by influencing the frequency and severity of storms.

Resource management agencies, such as the U.S. Forest Service, are monitoring forest ecosystems to better understand what is changing and how forest managers could respond with adaptation and mitigation strategies (see activities in Section 2 and Section 3 for more details). Adaptation is an adjustment, made by natural or human systems, to environmental changes. In terms of climate change, this includes taking actions to avoid, bene- LUDOVIC BRUCKER, NASA GODDARD SPACE FLIGHT CENTER fit from, or deal with actual or expected impacts associated with changes in the planet’s climate. Selecting species to plant or thinning a forest are two examples of forest management adaptations. Mitiga- tion, on the other hand, includes actions that seek to decrease greenhouse gas emissions or to increase their removal from the atmosphere. Communities, governments, and organizations are exploring adaptation and mitigation strategies and beginning to plan for future climate stressors. These actions can be seen in international Ice core segments Since forests and climate are interconnect- agreements, national and local policies, are used to study the ed systems, as the climate changes, some and even within government agencies. amount of carbon trees may be stressed while others may The video in this activity shows students thrive. Long-term changes in average dioxide present in the how one agency, the U.S. Forest Service, temperature and precipitation can influ- atmosphere at different is developing adaptation and mitigation ence forest health and survival by affect- points throughout strategies as they plan and prepare for ing tree growth, productivity, and other history. managing national forests in the face of disturbances such as insects and disease. climate change.

Systems Thinking Connection

SYSTEMS THINKING is a shift in focus from thinking about individual things (e.g., trees, people, products) to thinking about how those things are interconnected. It also involves a shift from focusing only on direct, linear connections—which are often easiest to see—to including multiple, indirect connections. To help students make these shifts, we suggest beginning this activity with a slight deviation by completing the Learning about a Tree systems exercise on the Activity 1 webpage. This supplementary discussion will help students understand how systems thinking can change the way that we think about a tree. An additional systems exercise, Dynamic Systems Dance, is described in the Systems Enrichment Exercise section.

28 ACTIVITY 1 Southeastern Forests and Climate Change PROJECT LEARNING TREE Atmospheric CO2 at Mauna Loa Observatory ANNIE OXARART, OF UNIVERSITY FLORIDA

You can make timeline signs by folding the Interval Sign over a wire coat hanger and straightening the hanger hook to stick into the ground.

Data and Figure by Dr. Pieter Tans, NOAA/ESRL Keeling, Scripps Institution of Oceanography (scrippsco2.ucsd.edu)

Teaching This Content Set up your timeline by posting interval This activity provides an introduction for This figure, known signs to designate the amount of carbon the module—no matter which activities you as the Keeling dioxide measured in the atmosphere at choose to use next. If you are introducing Curve, shows the key years. To create these signs, visit the the topic of climate change in your class- atmospheric carbon Activity 1 webpage to download and print room, we suggest starting with this activity. the Interval Signs. If you make your time- dioxide concentrations If you are unsure of how your students will line outdoors, print the carbon dioxide measured at Mauna react to the topic of climate change, making labels on a piece of paper and fold them Loa, Hawaii from 1958 a timeline is an easy, fact-based introduc- over the long part of a wire coat hanger to 2014. The green tion to the subject. None of the items on (as shown in the photo). Straighten the curve represents the timeline are controversial; they are part hook of the hanger to form the stake. If seasonal fluctuations of history. Still, students may find different you conduct the timeline activity inside, ways to interpret these facts, which Activity in carbon dioxide, tape the signs on the wall. Space the 2 explores in greater detail. and the black curve carbon dioxide signs along your time- represents seasonally line, with each year representing one step corrected data. Getting Ready (numbers of steps are listed on the Master Timeline). The Activity 1 webpage provides Teacher Tools that you can use Print and cut the Timeline Cards student to become more familiar with this page. They can be laminated for multi- activity’s background and procedure. ple uses. There are 25 event cards in the timeline. If you have more than 25 stu- Select an area that enables you to make a dents, check the Activity 1 webpage for timeline that is approximately 60 meters (200 extra cards or have your students look up feet) long. It can be in the schoolyard, a field, a other world events within the designated hallway, or the interior of the school gym. The years. Use the Master Timeline to help you timeline can be linear or can wrap around the provide verbal prompts and guidance to perimeter of a room or large circle. the students.

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 1 29 n What do you think of when you hear the words climate change? Responses will vary. If you believe this could be a contentious issue, remind students of ground rules such as students have a right to their opinions and that this is a safe forum to speak their minds. n How long do you think scientists have been talking about the greenhouse effect and climate change? Responses will vary. Start the timeline activity so they can learn the answer!

2. Give each student a card for the timeline. Also give each student a copy of the Climate Science Timeline student page. Walk them to the area where you have arranged the atmospheric carbon dioxide signs. Explain to students that they will be creating a climate science timeline by reading their cards one by one in order. Their cards represent two categories of events (1) scientific inventions, achievements, or discoveries and (2) domestic or international environmental policies. If U.S. FOREST SERVICE your students are not familiar with the term parts per million (ppm), introduce this unit of scientific measurement, which is used to describe carbon dioxide concentrations in our atmosphere. Make copies of the Climate Science Time- This activity begins 3. line student page and the Forest Service and From the starting point of the first car- with a discussion about Climate Change Video student page (one bon dioxide sign at 1823, instruct the entire climate change. You per student). class to take one step to 1824 and ask for the might wish to take this student with the card labeled 1824 to read it conversation outdoors! Be sure you can access the U.S. Forest aloud. Moving one step for every year, your Service video on the Activity 1 webpage. next stop will be 35 steps to 1859. As each card in the timeline is read, ask the class if this was a scientific finding or a contribu- Doing the Activity tion related to policy and to mark an X on Part A: Climate Change Timeline the appropriate timeline on their student pages. Help students plot the carbon dioxide 1. Begin this activity with a discussion, levels on the graph on the Climate Science which can take place inside or outside for Timeline student page as they come across inspiration. If outside, pick a tree to sit interval signs on the timeline. The Master or stand near. Tell students that they Timeline tells you how many steps to take, are beginning a unit to explore climate, identifies the card as science or policy, and climate change, and forests. Then lead a provides reinforcing prompts for you to help class discussion with these questions. students make sense of the events.

30 ACTIVITY 1 Southeastern Forests and Climate Change PROJECT LEARNING TREE 4. When the timeline is complete, pro- Part B: Climate and Forests Video TEACHERS SAY … vide a few minutes for students to finish 1. Back in the classroom, ask students to the Climate Science Timeline student describe some connections between trees The timeline allows page. You can then use the questions on and climate. How do they think changes for movement and the student page to guide a discussion in climate can affect trees? How do trees has students working about the timeline. affect climate? cooperatively. It also n What event or piece of information Trees create a microclimate with shade and has the potential surprised you the most? moisture; trees are affected by climate con- for further research Responses will vary. ditions such as temperature, moisture, and of topics within the storms. Climate can impact trees in many timeline. n Are there any events or pieces of infor- ways such as which trees live where, grow- —AP Environmental Science mation that were confusing to you? ing cycles, and resilience. The growth rate of Teacher, Florida Responses will vary. trees could be affected if there is less water

available because of droughts and warmer n What is happening to the amount of My students liked the temperatures for longer periods of time. atmospheric carbon dioxide? video. It was a good The annual average measurement of way to introduce my 2. Distribute the Forest Service and atmospheric carbon dioxide has been students to forestry Climate Change Video student page and increasing; levels have increased from 290 and climate change. ask students to review the questions prior ppm in 1823 to 396 ppm in 2013, with —Environmental Science Teacher, to watching the video to help them recog- much of the increase occurring in the Virginia nize the answers when they hear them. later period of the timeline. You could ask students to calculate the percent change 3. Then show the video from the Activity 1 so they can understand that from 1823 to webpage and ask the students to complete 1963, levels rose by 9.7 percent, and that the student page. The video includes two from 1963 to 2013, levels rose by 24.5 designated stopping points for the video percent. The example below outlines the break discussions (see student page). steps in this calculation. 4. After the video, allow time for To calculate percent change from carbon dioxide in 1963 at 318 ppm to carbon students to answer these discussion dioxide in 2013 at 396 ppm, complete the questions in small groups or individ- following steps: ually and then review as a class. Use 1) Calculate the change by subtracting the the following question to review this old value from the new value 396 – 318 = 78 important concept: 2) Divide the change by the old value 78 ÷ 318 = 0.245 n The video states, “If trees are de- 3) Convert to a percentage by multiplying by 100. The percent change is 24.5%. stroyed, they release carbon into the atmosphere and thus become a source of greenhouse gas emissions.” This is a n What trends do you notice about the problem in the short term. What could dates of the science and policy events? happen that would reduce this prob- Provide an explanation for why this lem in the long term? might have happened. The forest could be replanted and The science events occur throughout the young trees could store the carbon timeline, while most of the policy events that the harvested forest released. Or occur toward the end of the timeline. if the trunks of the harvested trees The first policy card did not appear on were made into wooden furniture or the timeline until 1988, and interna- homes, those products could continue tional policy preceded U.S. policy. Policy storing the carbon for a long period follows science. after the harvest.

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 1 31 5. Summarize this activity by asking students to review three things they learned about the history of climate. What concerns them about climate and forests? You might emphasize that scientists have been thinking about the impacts of increasing atmospheric carbon on the global climate for more than 200 years. Let students know that adaptation and mitigation strategies are currently being implemented to reduce the impact of climate change on forests. At this point, you can introduce the next activity from this module that you will be using with your students to explore these ideas further.

MORGAN CHEEK, NORTH CAROLINA STATE UNIVERSITY Modifications Depending on the needs and abilities of your students, you may want to edit the timeline cards to simplify the information provided or to select only certain cards from the list. You can download the file from the Activity 1 webpage.

Review unfamiliar terms prior to doing the timeline with students.

n Systems Reflection: Enrichment The supplemental Name one of the systems discussed in the time- exercise, Dynamic Students can add other events to the timeline line or video and a variable that impacts Systems Dance, to provide a frame of reference for climate that system. events. Additional events could include do- can help you explain The ocean is a system and additional mestic or international legislation, historical systems and their carbon dioxide affects ocean health; forests world events such as wars, other scientific behavior to students. are a system and variations in rainfall may achievements and discoveries, or environ- affect tree health or groundwater supplies; mental events such as the first Earth Day. the atmosphere is a system and additional Students can write a biography or vignette carbon dioxide affects global temperature.

Systems Enrichment Exercise

IMPROVED SYSTEMS THINKING SKILLS should help students better understand climate change, the role of forests in affecting climate change, and how people can mitigate and adapt to climate changes. In several activities, supplemental systems exercises are available on the activity webpages to enable teachers to focus attention on various aspects of systems and draw attention to how students can think about them. The Dynamic Systems Dance is a short exercise that can be conducted outdoors and can help you explain systems and their behavior to students. It can give you a foundation to refer to as you help students understand how complex systems respond to changes. This exercise can be found on the Activity 1 webpage.

32 ACTIVITY 1 Southeastern Forests and Climate Change PROJECT LEARNING TREE about one of the climate scientists featured Global Climate Change in the timeline. NASA TEACHERS SAY …

http://climate.nasa.gov When I taught this Additional Resources This website provides information on the lesson, the kids evidence, causes, effects, and uncertainties of wanted more. They Adapting to Climate Change: A Short climate change. There is also recent data on enjoy these engaging Course for Land Managers Earth’s “vital signs” including global tempera- activities. U.S. Forest Service, Climate Change Re- ture, carbon dioxide levels, and the rate of sea source Center level rise. —Earth Science Teacher, Florida http://www.fs.fed.us/ccrc/hjar/index_st.html A series of videos and graphics illustrating Natural Inquirer Science the key concepts of climate change, possible Education Journal impacts on U.S. forests and grasslands, and U.S. Forest Service various strategies for adapting terrestrial http://www.naturalinquirer.org/Natural- systems to climate change. Inquirer-Climate-Change-Articles-v-80.html The Natural Inquirer is a middle-school Climate Change Resource Center science education journal that is based on U.S. U.S. Forest Service Forest Service research. Many issues have arti- http://www.fs.fed.us/ccrc/ cles related to climate change, and all resources The Climate Change Resource Center are available for download or you can order provides information about basic climate free copies. sciences and compiles knowledge resources and support for adaptation and mitiga- References Cited tion strategies. The site offers educational information, including basic science Caldeira, K., & Wickett, M. E. (2003). Ocean- modules that explain climate and climate ography: anthropogenic carbon and ocean impacts, decision-support models, maps, pH. Nature, 425(6956), 365–365. simulations, case studies, toolkits, and Mason, J. (2013). The history of climate videos. science. Retrieved from http://www. skepticalscience.com/history- Climate Connections Special Series climate-science.html National Public Radio National Snow and Ice Data Center. (2014, http://www.npr.org/series/9657621/ April 2). Arctic sea ice at fifth lowest climate-connections annual maximum. Retrieved from This NPR special features videos, articles, https://nsidc.org/arcticseaicenews/ and interactive maps to look at the causes Stroeve, J., Holland, M. M., Meier, W., and signs of climate change, along with sto- Scambos, T., & Serreze, M. (2007). Arctic ries about solutions and adaptation. sea ice decline: Faster than forecast. Geophysical Research Letters, 34(9). The Climate Reality Project, Videos Tans, P., & Keeling, R. (2014). Trends in The Climate Reality Project atmospheric carbon dioxide. NOAA Earth http://climaterealityproject.org/video/ System Research Laboratory. Retrieved This website has several videos about from http://www.esrl.noaa.gov/gmd/ccgg/ climate change, carbon emissions, and trends/ solutions. Be sure to check out “Climate 101 Weart, S. (2010). The discovery of global with Bill Nye” to get a brief explanation of warming. Retrieved from http://www.aip. climate change and its potential effects on org/history/climate/summary.htm our planet.

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 1 33 Master Timeline (1 of 4)

Most of the events listed in the timeline below came from The Discovery of Global Warming by S. Weart (2010) and The History of Climate Science by J. Mason (2013). Events from additional references are cited in text. The carbon dioxide levels came from NOAA’s Global Greenhouse Gas Reference Network (Tans & Keeling, 2014). Full citations can be found in the References Cited section of this activity.

Science or Reinforcing Year Event Steps Policy Prompt

1823 Carbon dioxide in the atmosphere was about Interval Sign While tools were not available at the time Walk 1 290 parts per million. to measure atmospheric carbon dioxide step levels, in the 1980s scientists learned how to measure air bubbles trapped in ice cores to determine atmospheric carbon dioxide levels from the past. 1824 Jean Baptiste Joseph Fourier (FOO-ree-ey), a Science Walk 35 French scientist, described Earth’s atmosphere steps as an insulating blanket for the planet. He was the first to use the phrase the “greenhouse effect” to illustrate how the greenhouse gases keep the Earth a comfortable temperature despite our great distance from the sun. 1859 John Tyndall (TIN-dull), an Irish physicist, Science Walk 37 discovered that carbon dioxide is very good at steps trapping heat in the atmosphere. He worked with a variety of gases found in the atmosphere and found that carbon dioxide can block heat radiation.

1896 Svante Arrhenius (Suh-VAN-tay Are-REY- Science Coal replaced wood as the predominant Walk 21 nee-oos), a Swedish scientist, was the first to energy source in the United States. steps say that increases in carbon dioxide in our atmosphere due to burning coal would cause a global warming effect.

1917 Alexander Graham Bell, a Scottish scientist Science While Bell was most famous for the Walk 14 and inventor of the telephone, wrote, “The invention of the telephone, he worked in steps unchecked burning of fossil fuels would have a many fields of science. The 1917 paper sort of greenhouse effect” and “The net result was about natural resource depletion and is the greenhouse becomes a sort of hot- demonstrated that many scientists were house.” concerned about the impacts of greenhouse gases. 1931 E.O. Hulburt, an American scientist, continued Science This is equivalent to 7.2 degrees Walk 7 the work of Arrhenius (Are-REY-nee-oos), to Fahrenheit. steps include atmospheric water vapor and found that increases in carbon dioxide levels would increase global average temperatures by as much as approximately 4 degrees Celsius.

34 ACTIVITY 1 Southeastern Forests and Climate Change PROJECT LEARNING TREE Master Timeline (2 of 4)

Science Reinforcing Year Event Steps or Policy Prompt 1938 Guy Callendar, an English engineer, looked at his- Science Walk 18 torical temperature records and carbon dioxide steps levels from around the world and concluded that levels had increased almost 10 percent since the 19th century and temperatures were warming globally. 1956 Gilbert Plass, an American physicist, published Science Walk 1 The Carbon Dioxide Theory of Climate Change, and step said that more carbon dioxide in the atmosphere would increase global warming. 1957 Roger Revelle (Ra-VELL), a scientist in California, Science Previously, scientists thought the Walk 1 said that there is a limit to how much carbon ocean could absorb unlimited step dioxide the ocean could absorb from the atmo- amounts of carbon dioxide. sphere and remain healthy. 1958 Charles David Keeling (KEY-ling), a scientist from Science The measurement stations that Keeling Walk 5 California, used new technology to measure lev- established in Antarctica and Mauna Loa, steps els of carbon dioxide in the atmosphere. Keeling Hawaii, still function. They have allowed measured atmospheric carbon dioxide levels to scientists to keep track of carbon dioxide be 315 parts per million in 1958. levels and establish an increasing trend. 1963 The annual average of carbon dioxide in the at- Interval Remember, the timeline started at 290 Walk 4 mosphere was measured at 318 parts per million. Sign parts per million in 1823. steps 1967 Syukuro Manabe (Shoo-KOO-roo Mah-NAH- Science Walk 6 bay), a meteorologist from Tokyo University, steps created the first computer model simulation of Earth’s climate. This complex model included many variables and reaffirmed that the climate was changing, not only at Earth’s surface but also throughout the atmosphere. 1973 The annual average of carbon dioxide in the at- Interval Walk 8 mosphere was measured at 330 parts per million. Sign steps

1981 Climatologists Tom Wigley and Phil Jones wrote Science Walk 2 that “the effects of carbon dioxide may not be steps detectable until around the turn of the century. By this time, atmospheric carbon dioxide concentration will probably have become sufficiently high that a climatic change significantly larger than any which has occurred in the past century could be unavoidable.”

1983 The annual average of carbon dioxide in the atmo- Interval Walk 2 sphere was measured at 343 parts per million. Sign steps

1985 A group of Russian scientists at the Vostok (VAH- Science This is how we knew the carbon di- Walk 3 stock) Station in Antarctica drilled an ice core oxide levels in 1823 when we started steps about 2 kilometers (more than 1,980 meters or the timeline. 6,500 feet!) deep. This ice core held approximately 150,000 years of climate history trapped in air bubbles.

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 1 35 Master Timeline (3 of 4)

Science Reinforcing Year Event Steps or Policy Prompt 1988 The Intergovernmental Panel on Climate Policy Walk 4 Change (IPCC) was started. This international steps organization includes scientists and government officials from around the world who help synthesize climate science and make recommendations about how greenhouse gas emissions and climate change will impact the Earth and its inhabitants. 1992 A significant number of the world’s nations Policy Walk 1 recognized that climate change needed to be ad- step dressed globally and formed the United Nations Framework Convention on Climate Change. Nearly every country, including the United States, signed the agreement. 1993 The annual average of carbon dioxide in the at- Interval No steps mosphere was measured at 357 parts per million. Sign

1993 Ice cores from Greenland showed that in the Science Walk 4 past, drastic climate changes occurred in a span steps of only 10 years. This greatly changed impressions that a changing climate only happens on a slow, gradual basis.

1997 Negotiations at the United Nations’ Conference Policy The U.S. signed the Kyoto Protocol Walk 6 on Climate Change in Kyoto, Japan, resulted in on November 12, 1998. However, the steps the Kyoto Protocol, an international agreement Protocol met opposition in the U.S. to reduce greenhouse gases. Congress and was never ratified.

2003 The annual average of carbon dioxide in the at- Interval No steps mosphere was measured at 376 parts per million. Sign

2003 Scientists reported that the increase in atmo- Science Recall Roger Revelle from 1957, who Walk 2 spheric carbon dioxide resulted in increased ab- thought the oceans can only absorb steps sorption of carbon dioxide in the oceans, causing so much carbon and be healthy. This a change in the pH of the oceans. The change in was proof that he was correct! pH, which continues today, is larger than anything in the geological record for the last 300 million years (Caldeira & Wickett, 2003). 2005 The European Union Emissions Trading System Policy A cap and trade program creates Walk 2 was launched to reduce greenhouse gas emis- incentives for companies to reduce steps sions through a “cap and trade” program. emissions and forces companies who pollute to pay for the privilege.

36 ACTIVITY 1 Southeastern Forests and Climate Change PROJECT LEARNING TREE Master Timeline (4 of 4)

Science Reinforcing Year Event Steps or Policy Prompt 2007 Scientists reported that the melting of Arctic Science No steps sea ice has been faster than models originally predicted. They showed the rate of melting was accelerating (Stroeve et al., 2007).

2007 The United Nations Framework Convention on Policy This policy agreement is helping Walk 1 Climate Change made important decisions on a countries that still have forests to step climate change mitigation solution that seeks to keep them. reduce emissions from deforestation in developing countries. That initiative is called REDD+ (Red Plus). 2008 The U.S. Forest Service published a report Policy Walk 1 called a “Strategic Framework for Responding step to Climate Change,” which outlined strategies that support adaptation to climate change in our national forests. 2009 The U.S. Interagency Climate Change Adaptation Policy Walk 4 Task Force was created to develop recommen- steps dations for the U.S. president to prepare for and adapt to the effects of climate change at the national level. 2013 The annual average of carbon dioxide in the Interval In May 2014, the daily average for No steps atmosphere was measured at 396 parts per Sign atmospheric carbon dioxide exceeded million. 400 parts per million for the first time in recorded history. The level of carbon dioxide in the atmosphere varies by season, peaking in May just before many trees in the northern hemisphere get new leaves and begin to photosynthesize. The average annual level is not yet at 400 parts per million. 2013 Scientists measured the mean global temperature Science This average global temperature No steps at 14.6 degrees Celsius, the warmest it has been is equivalent to approximately in thousands of years. 58 degrees Fahrenheit. 2013 The United States president, Barack Obama, Policy This new Council replaced the Inter- Walk 1 signed an executive order that created the agency Climate Change Adaptation step Council on Climate Preparedness and Resilience. Task Force. The council works to help federal programs prepare for climate-related changes and provide information for the public. 2014 While much of the eastern United States experi- Science It was so warm in the Arctic that the Done! enced a colder than normal winter, it was warm- sea ice did not extend as it typically er than normal in the Arctic (National Snow and does. The winter of 2014 was the Ice Data Center, 2014). fourth lowest extent of Arctic sea ice ever recorded by satellites during February.

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 1 37 STUDENT PAGE

Timeline Cards (1 of 3)

Jean Baptiste Joseph Fourier (FOO-ree-ey), a French scientist, described Earth’s atmosphere as an insulating blanket for the planet. He was the first to use the phrase 1824 the “greenhouse effect” to illustrate how the greenhouse gases keep the Earth a comfortable temperature despite our great distance from the sun.

John Tyndall (TIN-dull), an Irish physicist, discovered that carbon dioxide is very good at 1859 trapping heat in the atmosphere. He worked with a variety of gases found in the atmosphere and found that carbon dioxide can block heat radiation.

Svante Arrhenius (Suh-VAN-tay Are-REY-nee-oos), a Swedish scientist, was the first to 1896 say that increases in carbon dioxide in our atmosphere due to burning coal would cause a global warming effect.

Alexander Graham Bell, a Scottish scientist and inventor of the telephone, wrote, 1917 “The unchecked burning of fossil fuels would have a sort of greenhouse effect” and “The net result is the greenhouse becomes a sort of hot-house.”

E.O. Hulburt, an American scientist, continued the work of Arrhenius (Are-REY-nee-oos), to 1931 include atmospheric water vapor and found that increases in carbon dioxide levels would increase global average temperatures by as much as approximately 4 degrees Celsius.

Guy Callendar, an English engineer, looked at historical temperature records and carbon 1938 dioxide levels from around the world and concluded that levels had increased almost 10 percent since the 19th century and temperatures were warming globally.

Gilbert Plass, an American physicist, published The Carbon Dioxide Theory of Climate 1956 Change, and said that more carbon dioxide in the atmosphere would increase global warming.

Roger Revelle (Ra-VELL), a scientist in California, said that there is a limit to how much 1957 carbon dioxide the ocean could absorb from the atmosphere and remain healthy.

Charles David Keeling (KEY-ling), a scientist from California, used new technology to 1958 measure levels of carbon dioxide in the atmosphere. Keeling measured atmospheric carbon dioxide levels to be 315 parts per million in 1958.

38 ACTIVITY 1 Southeastern Forests and Climate Change PROJECT LEARNING TREE STUDENT PAGE

Timeline Cards (2 of 3)

Syukuro Manabe (Shoo-KOO-roo Mah-NAH-bay), a meteorologist from Tokyo University, created the first computer model simulation of Earth’s climate. This complex 1967 model included many variables and reaffirmed that the climate was changing, not only at Earth’s surface but also throughout the atmosphere.

Climatologists Tom Wigley and Phil Jones wrote that “the effects of carbon dioxide may not be detectable until around the turn of the century. By this time, atmospheric 1981 carbon dioxide concentration will probably have become sufficiently high that a climatic change significantly larger than any which has occurred in the past century could be unavoidable.”

A group of Russian scientists at the Vostok (VAH-stock) Station in Antarctica drilled an ice 1985 core about 2 kilometers (more than 1,980 meters or 6,500 feet!) deep. This ice core held approximately 150,000 years of climate history trapped in air bubbles.

The Intergovernmental Panel on Climate Change (IPCC) was started. This international organization includes scientists and government officials from around the world who 1988 help synthesize climate science and make recommendations about how greenhouse gas emissions and climate change will impact the Earth and its inhabitants.

A significant number of the world’s nations recognized that climate change needed to be 1992 addressed globally and formed the United Nations Framework Convention on Climate Change. Nearly every country, including the United States, signed the agreement.

Ice cores from Greenland showed that in the past, drastic climate changes occurred in 1993 a span of only 10 years. This greatly changed impressions that a changing climate only happens on a slow, gradual basis.

Negotiations at the United Nations’ Conference on Climate Change in Kyoto, Japan, 1997 resulted in the Kyoto Protocol, an international agreement to reduce greenhouse gases.

Scientists reported that the increase in atmospheric carbon dioxide resulted in increased absorption of carbon dioxide in the oceans, causing a change in the pH of the oceans. 2003 The change in pH, which continues today, is larger than anything in the geological record for the last 300 million years.

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 1 39 STUDENT PAGE

Timeline Cards (3 of 3)

The European Union Emissions Trading System was launched to reduce greenhouse 2005 gas emissions through a “cap and trade” program.

Scientists reported that the melting of Arctic sea ice has been faster than models 2007 originally predicted. They showed the rate of melting was accelerating.

The United Nations Framework Convention on Climate Change made important 2007 decisions on a climate change mitigation solution that seeks to reduce emissions from deforestation in developing countries. That initiative is called REDD+ (Red Plus).

The U.S. Forest Service published a report called a “Strategic Framework for Responding 2008 to Climate Change,” which outlined strategies that support adaptation to climate change in our national forests.

The U.S. Interagency Climate Change Adaptation Task Force was created to develop 2009 recommendations for the U.S. president to prepare for and adapt to the effects of climate change at the national level.

Scientists measured the mean global temperature at 14.6 degrees Celsius, the 2013 warmest it has been in thousands of years.

The United States president, Barack Obama, signed an executive order that created the Council on Climate Preparedness and Resilience. The council works to help 2013 federal programs prepare for climate-related changes and provide information for the public.

While much of the eastern United States experienced a colder than normal winter, 2014 it was warmer than normal in the Arctic.

40 ACTIVITY 1 Southeastern Forests and Climate Change PROJECT LEARNING TREE STUDENT PAGE

Climate Science Timeline (1 of 2)

NAME DATE

1. On the graph below, plot the measurements of atmospheric carbon dioxide (CO2) as you step through the timeline of climate science. Once you make it through the entire timeline, connect the dots with straight lines to see how the amount of carbon dioxide in the atmosphere has changed over the past 200 years.

2 400 390 380 370 360 350 340 330

(parts per million, ppm ) (parts per million, 320 310 300

Annual Average ofAnnual Average Atmospheric CO 290 1800 1810 1820 1830 1840 1850 1860 1870 1880 1890 1900 1910 1920 1930 1940 1950 1960 1970 1980 1990 2000 2010 2020

2. Mark the climate history events on the two timelines below. The events are categorized as either science or policy. As you listen to the dates of these events, add an “X” at the appropriate place on the correct timeline to indicate when that event took place.

Science Events:

1800 1810 1820 1830 1840 1850 1860 1870 1880 1890 1900 1910 1920 1930 1940 1950 1960 1970 1980 1990 2000 2010 2020

Policy Events:

1800 1810 1820 1830 1840 1850 1860 1870 1880 1890 1900 1910 1920 1930 1940 1950 1960 1970 1980 1990 2000 2010 2020

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 1 41 STUDENT PAGE

Climate Science Timeline (2 of 2)

3. Provide a one to two sentence response for the following questions. a. What event or piece of information surprised you the most?

b. Are there any events or pieces of information that were confusing to you?

c. What is happening to the amount of CO2 in the atmosphere?

d. What trends do you notice about the dates of the science and policy events? Provide an explanation for why this might have happened.

42 ACTIVITY 1 Southeastern Forests and Climate Change PROJECT LEARNING TREE STUDENT PAGE

Forest Service and Climate Change Video (1 of 2)

NAME DATE

Read over the following questions. Then watch the 13-minute video to learn more about what the U.S. Forest Service is doing to help our forests as we deal with a changing climate. Answer the questions as you watch the video.

Video Questions

1. What is the environmentally friendly machine that helps to trap carbon dioxide (CO2)? ______

2. What is the process by which trees remove CO2 from the atmosphere?

3. Forests cover almost ______of the world’s total land area and account for ______% of the annual interchange of carbon between the atmosphere and the land.

4. Name the three main roles of the U.S. Forest Service with regard to climate change:

1) ______

2) ______

3) ______

Video Break Discussion 5. What is mitigation? Describe one example of this strategy used by the U.S. Forest Service and explain how it mitigates against climate change.

Video Break Discussion 6. What is adaptation? Describe one example of this strategy and explain why it is an adaptation to future climate change.

7. Finish the quote: “It’s not only about changing light bulbs, it’s about changing

______and ______.”

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 1 43 STUDENT PAGE

Forest Service and Climate Change Video (2 of 2)

After Video Discussion Questions 1. What is the difference between adaptation and mitigation?

2. What is one practice that the U.S. Forest Service does to operate sustainably that your school could also do?

3. The video mentions both cutting down trees for wood products and planting trees to create new forests as

mitigation strategies. How can both actions reduce the amount of CO2 in the atmosphere?

44 ACTIVITY 1 Southeastern Forests and Climate Change PROJECT LEARNING TREE ACTIVITY Clearing the Air Students learn about the scientific evidence supporting climate change, use this information to Forest Service and Climate Change Video (2 of 2) evaluate and improve conclusions some people might draw about climate change, and participate in a role-play to negotiate solutions. Through this activity, students explore the nature of science 2 and better understand why there are various perspectives about climate change.

Subjects Objectives Agriculture, Biology, Earth By the end of this activity, students will be able to Science, Environmental ■■ assess the scientific accuracy of conclusions or statements about climate change, Science, Language Arts, Social ■■ explain two reasons for diverse perspectives on climate change, and Studies ■■ explain the value of solutions that incorporate diverse perspectives.

Skills Assessment Analyzing, Communication, ■■ Ask students to write an essay based on this prompt: Please summarize scientific evidence Concluding, Decision Making, about global climate change. Describe one aspect of the issue that is misinterpreted by Discussing, Inferring the public and explain why this might occur. ■■ Have students analyze an editorial article on climate change. They should identify the article’s claim, Materials the strength and source of the supporting scientific evidence, and assumptions made by the author. Student pages, answer keys, and presentations (available at http://sfrc.ufl.edu/extension/ee/climate/section1/ activity2) Background The Explaining the Evidence presentation will help you provide A variety of ideas, opinions, and Time Considerations students with a brief introduction to Two to four 50-minute class beliefs surround the topic of climate periods and homework change. While some of these beliefs climate change, scientific evidence are supported by scientific evidence, supporting human-induced climate Related Activities change, and projected regional impacts. This activity helps introduce others are not. Beliefs are ideas that climate change. It can follow we hold to be true and can be based The background text here can be used an introduction to forests on many things, such as past expe- along with the presentation notes and climate (Activity 1) and riences, observations, faith, or the found on the Activity 2 webpage. be followed by any of the beliefs of others. Scientific conclusions activities that help students are beliefs that are based on scien- explore the relationship Is Climate Changing? between climate and forests tific evidence. The scientific process (Activities 3, 4, or 5) or involves testing hypotheses, collecting Climate is the long-term average between climate and product data through standardized measure- weather conditions in a particular life cycles (Activity 10). ments and observations, and stating location or region at a particular time Research Connection assumptions that are used to link the of the year. For example, it is gener- Research on climate change interpretation of data to conclusions. ally hotter in the summer than in the and on its impacts to eco- Understanding scientific evidence and spring, and it is typically cooler in systems is advancing very the reasons that people might hold the upper latitudes than in the equa- quickly. Additional research torial regions. Weather, as opposed explores how people per- ideas that conflict with the scientific ceive climate change. This consensus are key aspects of working to climate, describes the atmospheric activity summarizes what we together to move toward solutions for conditions at a specific place at a specif- currently know about both. mitigating and adapting to climate ic point in time. Weather is what is change. happening outside right now.

Additional background information can One example of climate-related varia- be found in the Section 1 Overview. tion is the El Niño-Southern Oscilla- tion (ENSO) cycles in the Pacific Ocean

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 2 45 Temperature Trends Collectively, data from meteorological weather stations, at airports, on mountains, on ships in the ocean, and by satellites, indicate that over the past 100 years the average surface temperature on Earth has increased by more than 0.8 degrees Celsius (° C), which is equivalent to 1.4 degrees Fahrenheit (° F) (NRC, 2012). Looking at global temperature from 1880 to today, studies show that most of the increase in average temperature has occurred since the 1970s (NASA GISS, 2012). In the South- east, as with the global averages, the annual average temperature has increased the most since 1970, by approximately 1.1° C (2° F) (USGCRP, 2009). This average increase in global surface temperature is known as global warming and can create other changes in climatic conditions, such as changes in rainfall.

DUNCAN WILSON, OKLAHOMA STATE UNIVERSITY Precipitation Trends While the total precipitation in the U.S. has increased by about 5 percent in the past 50 years, this increase has not been consistently experienced by all locations in the country (NRC, 2012). Precipitation frequencies and distributions vary widely with short distances, so it is more helpful to look at regional changes in precipitation rather than global changes. In the Southeast, observed precipi- Weather station that create El Niño and La Niña. They have tation changes from 1901 to 2007 show that towers, like the important seasonal influences on regional average fall precipitation increased by 30 per- one pictured here, climates on land, especially in the South- cent since the early 1900s, and that summer east—leading to warmer, cooler, wetter, collect data on and winter precipitation decreased by almost or drier years. Climate also fluctuates over rainfall, temperature, 10 percent in the eastern part of the region longer periods of time. Climate is measured and other measures. (USGCRP, 2009). Seasonal changes such as in increments of at least 30 years, but when these can be masked in annual averages, but considering historical climate changes, we they can be critically important when pre- often look at much longer timeframes, in cipitation changes occur during the growing the range of hundreds to thousands of years. season. Evidence of climate change can be seen in long-term alterations of temperature, precip- Other Natural Trends itation patterns, sea ice extent, sea level, and the frequency of extreme weather events. In addition to temperature and precipitation Data about these variables are collected changes, climate research shows long-term through weather instruments and records, changes to the extent of snow and ice cover. tree rings, ice cores, satellite images, sedi- For example, measurements taken by the mentary layers, and other observations and National Snow and Ice Data Center (2013) technical measurements. indicate that the monthly December Arctic

46 ACTIVITY 2 Southeastern Forests and Climate Change PROJECT LEARNING TREE sea ice extent from 1979 to 2012 shows a de- Finally, climate change can also be seen cline of 3.5 percent per decade. In addition, through long-term alterations to the fre- the average Arctic sea ice extent for Decem- quency and intensity of weather events, ber 2012 was the second lowest month in such as periods of extreme heat or cold, the satellite records ranging from 1979 to droughts, floods, winter storms, thunder- 2012. It is important to compare the same storms, tornadoes, and hurricanes. Similar months across years, as comparing the ice to precipitation, trends in extreme weather extent in December to the ice extent in July events are best identified regionally and would represent a change in season rather must be considered with regard to the range than a change in climate. of weather patterns that typically affect a specific area. In the southeastern region, Increases in global surface temperature are the trends in weather events vary. The reflected in the Earth’s oceans. Like any frequency of flood events has been increas- body of liquid, a warmer ocean expands as ing since the late 1800s, and particularly the molecules move at greater speeds, and within the last two decades. This may be larger oceans encroach on shorelines, af- due to increases in impermeable surfaces in fecting ecosystems and built structures. This cities across the region as well as to climate expansion of warm water has contributed to change. At the same time, decadal frequen- global sea level rise, which is estimated to cies of hurricane landfalls in the region have be about 20 centimeters (or 8 inches) higher slightly decreased in the past 100 years. The than it was in 1870 (NRC, 2012). Sea levels frequencies of regional extreme maximum are also affected to some degree by melting temperatures and extreme minimum tem- glaciers and polar land ice. Icebergs and sea peratures have been decreasing across much ice already displace water, so these do not of the region since the early 20th century. change sea level when they melt. Sea levels, However, the majority of the southeastern which vary depending on location, are mea- region has been experiencing more mini- sured with tide gauges and satellite images. mum temperatures above 24° C, which is Warmer water also affects ocean currents, equivalent to 75° F (Ingram, Carter, & Dow, storm events, and weather patterns. 2012).

Four major global Global Surface Temperatures surface temperature Four independent records show nearly identical long-term warming trends. analyses show that Earth has warmed since 1880, with most of this warming occurring since the 1970s. NASA EARTH OBSERVATORY/ROBERT SIMMON

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 2 47 The greenhouse Natural Human Enhanced effect is a natural Greenhouse Effect Greenhouse Effect process where greenhouse gases More heat escapes Less heat escapes into space absorb and trap heat into space SUN SUN n radiating from the ORIGINAL IMAGE: WILL ELDER, NATIONAL PARK SERVICE Less io re-emited More t t Earth’s surface. 4 re-emited t a a i CH heat a e heat e d h O h CO

a S H 2

d d o e R

e 2 l t ar t a

a R i r ad i ia d t d i a a CH o r a l 2 - r

- e M n o e

R S o 4 CO R r e N s G e 2 O s re a e n G h e o s u u s o e h G n e a e s r e s G

Why is Climate Changing? The Section 1 Overview contains a Changes in climate are driven by many list of assumptions or confusions that your factors. These factors include solar radia- student may have regarding the causes of tion, ocean composition, greenhouse effect, climate change. albedo effect, continental land arrangement, volcanic eruptions, fossil fuel combustion, The levels of greenhouse gases affect Earth’s and land-use change. Historically, the Earth energy balance though the greenhouse has experienced 100,000-year cycles of ice effect—a natural process where greenhouse ages and warmer periods, mostly due to gases absorb and trap heat radiating from changes in solar radiation. While natural the Earth’s surface. Measurements from ice forces explain historical climate shifts, those core samples representing the past several same factors do not account for the changes thousand years indicate that until the late that are now being observed. Recent mod- 1800s, CO2 levels in the Earth’s atmosphere els of climate suggest that both natural and had been fairly stable at about 280 parts per human-caused changes are responsible for million (ppm). In summer of 2013, the daily recent increases in global temperature. Both average CO2 level exceeded 400 ppm, which the U.S. Climate Change Science Program is a 40 percent increase from preindustrial (2006) and the Intergovernmental Panel on levels (Bala, 2013). Researchers have noted Climate Change (2013) agree that human that the rise in greenhouse gases coincides activities, particularly increases in green- with rises in average global temperatures in house gases, are influencing the climate the past. The Earth’s atmosphere may have system. Greenhouse gases include the contained more than 400 ppm of CO2 3 to 5 following: million years ago, and scientists estimate the • Carbon dioxide (CO ) 2 global average surface temperature at that • Methane (CH ) 4 time was 2 to 3.5° C (3.6 to 6.3° F) higher • Nitrous oxide (N O) 2 than in the early 1800s (NAS and RS, 2014). • Ozone (O3) • Hydrofluorocarbons (HFCs) What Will Happen in the Future? • Perfluorocarbons (PFCs) Because the global climate is a complex • Sulfur hexafluoride (SF6) system and because there are many • Water vapor (H2O)

48 ACTIVITY 2 Southeastern Forests and Climate Change PROJECT LEARNING TREE possible changes to the factors that increase temperature, both increases and decreas- greenhouse gases and temperature, firm es in precipitation, and increases in the predictions about the impacts of climate frequencies of major hurricanes. In par- change are not possible. Climatologists use ticular, coastal communities in the region climate models to make projections, which are threatened by sea level rise. Warmer describe how future climate is expected temperatures can lead to more invasive to respond to various scenarios with the species, greater risk of wildfire, and losses factors that might affect climate change, in forest productivity. At the same time, such as population growth, greenhouse gas increased levels of atmospheric carbon emissions, and land development patterns. dioxide may benefit trees by increasing photosynthesis, if the other factors do not An increase of a few degrees in temperature limit tree growth. The immediate impacts is likely to have a variety of effects around on forest ecosystems and agriculture are of the planet. While the polar regions are great concern to many decision makers, re- experiencing warmer winters, less sea ice, searchers, resource managers, and farmers. and glacial retreat, the equatorial regions are Additionally, the long-term impacts may experiencing less temperature change. This affect everyone through the availability and is mainly because of a reinforcing feedback price of agricultural and forest products. loop related to ice and albedo. Snow and ice in the Arctic reflect the sun’s energy back to Why Doesn’t Everyone Agree? The Explaining the space, and as warmer temperatures cause Evidence presentation Climate scientists are confident that global snow and ice to melt, the darker exposed allows you to explain warming is occurring, so why do people dis- rock and water absorb more heat. In this agree about this issue? Of course the issue of areas of disagreement cycle, temperatures continue to increase climate change is complex and multifaceted, and why they exist. and snow and ice continue to melt. This which makes it a difficult topic to explain The Analyzing reinforcing feedback continues and results and understand. Some people simply don’t Perspectives student in amplified warming in this region of the have the information to enable them to pages give students an world. More heat in the atmosphere also will agree; they are appropriately confused opportunity to work mean more evaporation from the planet’s and have a lot of questions. Some people with these ideas. surface, which can reduce soil moisture and have never had an Earth science class and increase drought in some places and increase rainfall and extreme storm events in others. Changing temperature and precipitation may change ocean and atmospheric currents, creating new weather patterns with potentially welcomed, disastrous, or un- anticipated effects depending on location. Changes in temperature and precipitation on the land are likely to bring about changes in the frequency and intensity of storms, including hurricanes and tornadoes. Plants and animals that currently live at the edge of their ranges may find the changing environment no longer meets their needs. Some JOHN SEILER, VIRGINIA TECH populations may be able to migrate or shift; other populations may become smaller.

Through the 21st century, the southeastern region is expected to see increases in

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 2 49 don’t have background to understand some challenging to provide information to people climate concepts. Without understandable who disagree with it, since they may not hear explanations, it is easier to stick with what it or want to think about it. we have experienced in our lifetimes—a relatively stable climate that varies more from This selective perception makes it possible for summer to winter than from year to year. people to have partial information about climate change. By having only part of the story, Others might understand the information people may arrive at conclusions that are only and even acknowledge that changes are likely, true some of the time and are not supported but because they do not like or are uneasy by all the evidence. The homework exercise for with the possible solutions or social changes this activity helps students recognize some of involved in mitigating or adapting to climate these challenges. change, they find it easier to downplay the problem. Our economic dependence on fossil When people don’t have the time to learn fuels to power industries and communities about climate change, they are likely to accept makes our entire nation vulnerable to chang- the ideas of the political leaders and influ- es that might occur with carbon emission ential people they trust. Those leaders, like policies, and some people who worry about the rest of us, may only accept or understand the implications of these changes may prefer some of the information, may have reasons to find reasons to ignore climate change. to not support actions that address climate In addition, it is hard to convince people to change, or may have beliefs about religion invest in changes when the benefits of those that conflict with the assumptions or conclu- changes are not immediate. sions of climate scientists. All of these factors contribute to the variety of opinions about Some strongly held and diverse opinions the causes of climate change. Yale and George across America make the topic of climate Mason universities have been conducting change different from other environmental opinion polls with the general public over challenges. At the root of these various per- several years and have identified six different spectives is a simple fact of human informa- categories of beliefs. Although the percentage tion processing: we more readily perceive of the population in each category changes and accept information that matches what slightly with each new survey, there are we already know. Teachers demonstrate this people who are alarmed and concerned every day by reminding students of previous about the problem, people who are con- lessons and experiences so that the new les- fused or not interested in learning more, and son “fits.” Given a great deal of information, people who doubt climate is changing or we are likely to pass over the information are convinced that we should not make any that doesn’t fit our mental models and focus changes to accommodate what they consider on the bits that reinforce our ideas. Thus, it is natural shifts in temperature. Your students’

Yale and George Alarmed Concerned Cautious Disengaged Doubtful Dismissive Mason universities have Sept. conducted opinion polls 2012 16% 29% 25% 9% 13% 8% with the general public n=1,058 and have identified six different categories of Highest Belief in Global Warming Lowest Belief in Global Warming beliefs about climate Most Concerned Least Concerned Most Motivated Least Motivated change. Proportion Represented by Area | Leiserowitz et al., 2013

50 ACTIVITY 2 Southeastern Forests and Climate Change PROJECT LEARNING TREE parents probably fall into all six categories. of fossil fuels as well as reduce reliance on The Background section of this module in- products or systems that currently depend cludes information about addressing climate on fossil fuels. Some communities, such as change in the classroom and provides tips for Aspen, Colorado, are already taking action working with students, parents, and admin- to help people reduce energy consumption istrators who may have varying viewpoints. with improvements in public transportation The student exercises in this activity and the and building efficiency. In addition, churches other activities in this module are designed to and businesses are participating in programs help you provide science-based information, such as the “10% Challenge” to encourage allow students to understand these concepts their members to conserve resources, reuse and debate the interpretations, and engage products, and reduce energy use. This pro- them in thinking carefully and completely gram provides the tools and the information The Exploring about climate change. necessary to conserve energy at home and at Solutions work by encouraging people to calculate their presentation could be Exploring Solutions current annual greenhouse gas emissions and shown on the same pledge to take some action to reduce these day if the first portion Information about climate change is import- emissions by at least 10 percent. goes quickly, or it ant and interesting, but students also will likely want to know that there are people, could be saved for a Producing energy without fossil fuels, but communities, organizations, and nations second period. After with renewable resources, will help reduce who are currently doing something about explaining mitigation atmospheric carbon. A great deal of infor- the problem. Rather than being fearful of the and adaptation, several mation is available about biomass, nuclear, future, students can adopt a problem-solving examples of real solar, and wind power, and some communi- approach to climate change. For instance, in communities taking ties have already explored and implemented order to address climate change, communi- action are provided. these technologies. For example, commu- ty and business leaders must first consider nities in Kansas are using wind energy, and The role-play activity in what is likely to happen in the future. If the communities in Vermont using wood to Part B allows students changes are projected to be bad and the risk produce power and electricity. to identify community of these changes occurring is high, then com- members with different munities may be motivated to take action to In addition to reducing the amount of car- ideas about climate reduce risk. If the changes are projected to bon released into the atmosphere, actions change and discuss happen to people living far away or to future that can increase forest cover can help generations, then communities may focus potential solutions they sequester carbon. For example, solutions their discussions on obligations to other peo- might take. may include reforestation and afforesta- ple and the degree to which those obligations tion projects, managing forests to optimize should change current behavior with regard carbon sequestration, and avoiding large to climate change. These discussions could wildfires through appropriate vegetation focus on the essence of sustainability by con- management. Technologies that capture sidering how our decisions might affect the and store carbon are also being developed, quality of life for future generations. which might allow nations to continue to burn some fossil fuels. But in the end, it may Most climate change mitigation strategies be important for students to consider larger involve reducing emissions or increasing questions, such as these: What amount of sequestration of greenhouse gases, mostly resource use allows us to be content? What methane and carbon dioxide. By under- contributes to happiness? How many of us standing the sources of these gases in the can the Earth support? How can we best atmosphere, people can think about how protect the interests of future generations? to move these compounds somewhere else, or not produce them in the first place. For The nuanced details of these solutions will instance, society could decide to increase make them appropriate in some situations and energy efficiency to reduce combustion

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 2 51 not in others. The simple strategy of eating less climate impacts, assessing human and natural TEACHERS SAY … or different types of meat to reduce greenhouse systems that are at risk of negative impacts, We did a school- gas emissions is a good example. Consider just and determining ways to lessen those im- wide survey to a few of the factors that go into the production pacts. Adaptation strategies can take place determine if and transport of beef. Cows that are raised in advance (by planning before an expected students knew in feedlots are fed corn grown with fertilizers impact occurs) or in response to changes that anything about made from fossil fuels. The meat is shipped by are already occurring. Adaptation projects global warming. trucks and trains across the continent, which may take the form of new infrastructure, It turns out requires more fossil fuel. Additionally, cows health programs, disaster preparedness, or they were more emit large amounts of methane during diges- agricultural and forestry practices. knowledgeable than tion. In general, the system of producing meat I anticipated. depends on petroleum and produces green- Teaching This Content —Honors and AP Biology Teacher, house gases. Eating beef from cows raised on a Florida local pasture may use less fossil fuel. However, This activity is designed to help students if this meat is more expensive, people may be who may not have taken an Earth science discouraged from buying it. Another option course or been exposed to the science is to eat less beef. The choices around what to behind climate change. It is a complicated eat are laden with cultural values that form dif- topic, but because the evidence is straight- ferent priorities as people decide what is most forward and compelling, the presentation important to them: greenhouse gases, meat, can be coherent and helpful. The evidence or money. In Section 4: Life Cycle Assessment, can also be used to explore the process and the pros and cons of product life cycles can be nature of science, the development of com- explored in more depth by students. peting hypotheses, and the variety of ways people can develop misconceptions. In addition to considering how to reduce atmospheric carbon, communities around While the process of science may occur the world are planning and implementing without emotion, the implications of climate climate change adaptation strategies. This change are full of positive and negative atti- process involves understanding projected tudes. Policy changes, technological

Systems Thinking Connection

IN THIS ACTIVITY, students learn about the importance issue at multiple scales. At the finest scale, we might consider of understanding their own observations and experiences molecular properties of carbon dioxide or methane, which may within the context of sound science. In the context of climate involve interactions taking place in a fraction of a second. At change, sound science supplements our observations and the broadest scale, we might consider interactions between the helps us understand the world. For example, some might be Earth and the sun, which can involve cycles spanning millennia. tempted to interpret a particularly warm day in January to Understanding climate change requires understanding how be evidence for climate change or a cold day in late spring these various interactions happen at different levels of scale. to be evidence against climate change. Scientific data help us understand long-term trends, not only of temperature, but also We have some experience doing this already. We know of atmospheric concentrations of greenhouse gases or rates that as a year progresses from January to June, the weather of deforestation, for example. With this information, we will warm up in North America. However, no one expects can explore how these variables affect each other over time. every day during that period to be warmer than the last. We One of the important habits of a systems thinker is to focus on experience a cold snap in April without assuming that the patterns of change rather than specific events. That is possible general warming trend has reversed. The cold snap is due to if we use and understand the data that scientists make available. interactions happening at a finer scale than the annual cycle of seasons. Two additional exercises to practice systems The concept of scale provides another way of considering thinking skills are described in the Enrichment section. this shift in thinking. Systems thinkers learn to evaluate an

52 ACTIVITY 2 Southeastern Forests and Climate Change PROJECT LEARNING TREE advances, and behavior changes are poten- Doing the Activity TEACHERS SAY … tial solutions that students can explore and debate. Communities are finding creative Part A: Climate Science and I got students to and meaningful solutions, but they tend Analyzing Perspectives buy in by showing to be more complex than simply recycling, 1. Begin by explaining to students that the Climate Reality which is often the answer that students people have different levels of knowledge Project Video. suggest. By understanding climate change and different viewpoints on climate change. —Earth Science Teacher, Florida implications, students and everyone—includ- Explain that some information we hear or ing businesses, agencies, municipalities, and read is based on scientific evidence, while industries—can play a role in strategies to other information is based on opinions or mitigate and adapt to our changing climate. beliefs, which may or may not be supported Instead of being overwhelmed or depressed by scientific evidence. You might say, “Since with the reality of change, students may we are in a science class, our focus will be be inspired to join those who are creating to learn how most climate scientists under- change. stand climate change. We will also discuss the range of opinions held by the public The role-play in Part B is an opportunity because this will help us consider poten- for you to help students apply information tial actions that communities might take about climate change and varying percep- to reach agreement in order to implement tions about the issue as they discuss poten- adaptations or mitigations.” tial community actions. If your students are not keen to play these roles, you can in- 2. Distribute the Fact or Fiction student stead facilitate a discussion where students page. Ask students to read the statements become a city council and consider the and judge which statements they think are different perspectives being presented. supported and which statements they think are unsupported by scientific evidence. Once students have completed the student Getting Ready page, ask them what they thought about the The Activity 2 webpage provides statements. Was it easy or difficult to decide Teacher Tools that you can use the answers? Have they heard some of these to become more familiar with this statements about climate change in the news activity’s background and procedure. or in class or from friends or family?

Download the Explaining the Evidence and 3. Provide an overview of climate change Exploring Solutions presentations from the science and why there are multiple per- Activity 2 webpage and review the presenta- spectives using the Explaining the Evi- tions, background information, and presen- dence presentation. You are welcome to tation notes to decide how much you wish modify the presentation or supplement it to present. with another resource.

Consider whether to conduct Part A with 4. Organize the students into four equal student groups as suggested or to assign one groups. Give each group copies of one of or two student pages as homework. When the Analyzing Perspectives student pages students return to class, you can ask for (one per student). Explain that each group volunteers to share how they rewrote the has been given a different short paragraph conclusions to be more accurate. See Modi- about climate change to read. As a group fications for additional options. Make copies they should answer the questions to assess of student pages after determining how you the paragraph and conclusion. Students will conduct Parts A and B. should discuss the questions before writing

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 2 53 that makes sense to them. They may When using the

ORIGINAL IMAGE: ELLIOT ARONSON,WWW.JIGSAW.ORG discard or not pay attention to more jigsaw technique, 1 1 2 2 4 complex or frightening information. students begin in 3 3 4 1 1 2 2 3 3 4 4 People associate with friends and groups and focus relatives who agree with what they 1 1 2 2 3 3 4 4 on one topic. The think, so it is easy to confirm their students then Jigsaw! ideas and hard to question them. “jigsaw” and form n Besides scientific knowledge, what new groups, which 1 2 1 2 1 2 1 2 1 2 1 2 other things do you think influence allows them to 3 4 3 4 3 4 3 4 3 4 3 4 the way people feel about climate share information change? and learn about all People might listen to opinions about of the topics. the answers and rewriting the con- climate change that are conveyed clusion. Visit each group as they are through the media, family, friends, completing the task and ask students and community leaders, and these to explain their thinking about their people filter information through conclusions and how they rephrased their views of the world, values, fears, the conclusions to better represent the hopes, and beliefs (political, religious, science about climate change. Help the and cultural). groups arrive at science-based conclusions. Answer keys are available on the Part B: Role-play Activity 2 webpage. 1. Explain that despite their different 5. Reform the groups using the jigsaw perspectives, it is still important for technique. Ask students in each group to people to work together in a commu- count off so that each person within the nity. Let them know that during this group has a different number. The students exercise, they will have the opportu- should then create new groups according nity to practice talking to people with to their numbers. Each new group should different perspectives. contain at least one member of each old group. In the new groups, ask each student 2. Use the Exploring Solutions pre- to explain the problem with the initial sentation to share information about conclusion, why someone might arrive at the ways communities and nations are that conclusion, and how the statement was changing behaviors and adapting to revised to be more accurate. climate change. Remind students of the different perceptions people have about 6. In a class discussion, review some of this issue. the common pitfalls of the conclusions the students assessed. 3. Ten role cards representing a range of views about climate change are pro- n If these conclusions don’t repre- vided so you can select the most rele- sent the scientific consensus about vant roles for your local context and for climate change, why do some people the number of students in your class. believe them? We suggest you select one role from People may have partial or inaccu- each of the four categories to ensure rate knowledge about the issue. It is that a diversity of perspectives is rep- easy to focus on one piece of evidence resented in each student group. Create and miss others. People hear, remem- groups of students based on the number ber, and understand information of role cards you select, giving each

54 ACTIVITY 2 Southeastern Forests and Climate Change PROJECT LEARNING TREE student one role card and a copy of the opinions in their community, the Role-play Guide. Explain the scenario to group chooses three other ideas and students and ask them to read their role rates them. and complete the My Role box before n 5 minutes: The group discusses the they begin. rankings and selects one recommendation for the mayor. 4. Explain the process of a role-play. Each student will convey a role to help 6. Rotate among groups to ensure stu- the group realize the variety of percep- dents are on task. Here are some questions and opinions that might exist in tions to ask if a group is stuck. this community. The point of the exercise n Are there some actions that most of TEACHERS SAY … is for everyone to practice working with you can agree would be worth doing people who hold different beliefs and in Centerville? The presentations opinions. Help students think about the n For those you disagree upon, what fostered some ways they can make sure they all stay in is it about the action that is causing excellent discussions, their roles and remain civil toward each disagreement? Can some aspect of the other. Ask for volunteers in each group which in turn provided action be modified or improved to to be responsible for keeping the group the perfect transition make it more agreeable? on task, for making sure everyone has a into the role-play n Which action is most suitable for the chance to speak, for recording the group’s community? portion of the activity. decisions on the Decision Matrix, and for —AP Environmental Science keeping time. Groups may find they are Teacher, Florida 7. Once all the groups are finished, ask more productive if they can use the white each group to present its recommendation board or newsprint and markers. to the class and explain how the decision was reached. Students should explain what 5. Answer any questions about the sce- the action is and how it relates to climate nario (each group is developing recom- change, what members of the community mendations for Centerville’s mayor to will be affected by the action, and how or address climate change). Explain how the where it will be implemented. Decision Matrix can help groups use the criteria to assess each idea the group gen- 8. Lead a class discussion about the ex- erates. Remind them that the ideas for perience of the role-play, the advantages actions they develop and support during and disadvantages of working with peo- the exercise should be consistent with ple with different perspectives, and how their assigned roles. The matrix will help the students think communities might them rate their proposed ideas with high, talk about climate change. You might ask low, and medium scores and then dis- the following questions: cuss which activity they can all support. Provide the following timeframe for the n Which two roles were the least likely role-play: to agree on climate solutions? What about those perspectives makes it n 5 minutes: Each person introduces difficult to agree? How were you able himself/herself in the assigned role to overcome this challenge? and provides one idea for the commu- n How well were you able to play your nity to address climate change. role? What made it difficult or easy? n 5 minutes: The group takes one idea n What are some reasons people may and rates it with the criteria in the support climate change solutions even Decision Matrix. if they initially disagree about the n 15 minutes: Given the diversity of issue?

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 2 55 n What are the advantages and disad- climate change, which may be reinforced by TEACHERS SAY … vantages of a group of people agreeing political positions or existing beliefs. The to an activity but not agreeing on the role-play exercise, however, should make My students truly enjoyed reasons for the activity? it clear that even those who disagree about the role-playing. Again, n Is the best action the one that is rated climate change can agree on productive I was surprised in their “high” for the most criteria, or is it the one and important steps they can take within eagerness to participate. that is not rated “low” for any criteria? their community to conserve resources and It was much better than improve well-being. 9. Systems Reflection:When dis- taking notes. cussing the experience of the role- —Earth and Environmental Modifications Science Teacher, North Carolina play, instructors may want to emphasize that exploring a diversity of perspectives Consider shortening the Examining the helps groups consider more elements of a Evidence presentation to the evidence that system, and often a bigger system. In what your students will most easily understand. ways might these additional aspects of Students can check their work on the Fact the system help a group arrive at a better or Fiction student page as you go through solution? the Examining the Evidence presentation. New and different perspectives can add variables to the system that we may not You can reduce the number of Analyz- have considered at first. Systems thinkers ing Perspectives student pages that you can use these perspectives to alter their use, and you may wish to use Activity 7: own perspective or the boundaries and Carbon on the Move prior to Emily’s Per- scale of the system under consideration. spectives on the Natural Causes of Climate Many of the perspectives in this role-play Change student page. are not wrong, but they are incomplete. Students should be able to identify the In Part B, students could look for solutions faulty assumptions. For example, past fitting to their roles as you review the Ex- climate changes are not predictive of future ploring Solutions slide presentation. changes, since the current rate of change is much faster than it has been historically. Rather than dividing into small groups to When exchanging ideas with people who role-play the committee, you could also hold different perspectives, students should keep the class together and facilitate a dis- remember that these people might offer im- cussion with the class as the committee. portant insights or concerns that they had not previously considered. Rather than play roles, students could report on the various perspectives by reading 10. As you wrap up this activity, ask stu- several cards and explaining them. They dents to look again at the Fact or Fiction can still generate potential actions and statements about climate change from the discuss the advantages and disadvantages beginning of the lesson and confirm what based on the Decision Matrix criteria and statements are supported by evidence. the diversity of perspectives in the commu- Review the answers with students (see an- nity. If the rating criteria are too challeng- swer key on Activity 2 webpage), and make ing, consider reducing them to technical sure to clarify any remaining questions or feasibility and expense (cost efficiency). misunderstandings. The complexity of the issue makes it challenging to talk about Rather than a discussion, students could climate change in simple terms, and it is be given a role card and asked to provide a easy for brief statements to be misleading. written response that this person might use These challenges and others make it likely to promote a climate change action. that people will have different ideas about

56 ACTIVITY 2 Southeastern Forests and Climate Change PROJECT LEARNING TREE Systems Enrichment Exercises

SIMPLY FOCUSING ON PATTERNS IS NOT ENOUGH TO UNDERSTAND THE BEHAVIOR OF COMPLEX SYSTEMS. Consider our relationship to computers (or cell phones). You can use a computer without having any idea as to how it really works. You push a button, click the mouse, tap on the keyboard, and off you go. But what do you do when the computer acts in an unexpected way? Most of us are stumped by any computer problem that requires more than turning the computer off and back on.

To really understand why a computer is acting in an unexpected way, you have to learn more about how it works. The same idea holds for complex systems. In order to understand how complex systems work, it can be useful to think about the variables that make up the system (called stocks) Several additional and the relationship between those variables (called flows). Even systems that are familiar to us, such climate change as a bathtub, can show unexpected behavior unless we think of them in terms of stocks and flows. information and In the Bathtub Dynamics systems exercise, students graph the change over time of the education resources volume of water in a bathtub. After working through the graphing exercise, students learn how are found on the understanding a bathtub can help them avoid a common confusion regarding climate change. For more details, see the slide presentation, instructions, and worksheet on the Activity 2 webpage. module website.

Another systems exercise, Riddle Me This, enables students to explore the speed at which changes in complex systems can occur due to reinforcing feedback loops in the system. Reinforcing feedback can lead to changes that happen much faster than people expect when one variable increases as a consequence of its value—a pattern called exponential growth. This exercise contains three puzzles to help students practice thinking about exponential growth. It is also found on the Activity 2 webpage.

Enrichment http://nas-sites.org/americasclimatechoices/ files/2012/06/19014_cvtx_R1.pdf Have students create a few questions that This booklet summarizes the current state they could use to interview at least three of knowledge about climate change, explains adults (e.g., family, neighbors) to learn more some impacts expected in the 21st century about other people’s knowledge and views and beyond, and examines how science can on climate change. Students should compile help inform choices about managing and their data and summarize what they learned reducing the risks posed by climate change. in a short paper. Climate Literacy Guidelines: The Essential Additional Resources Principles of Climate Science Climate Change: Evidence and Causes U.S. Global Change Research Program, 2009 National Academy of Sciences and the Royal www.globalchange.gov/resources/educators/ Society, The National Academies Press, 2014 climate-literacy http://www.nap.edu/catalog.php?record_ This guide presents information for indi- id=18730 viduals and communities that want to learn This short pdf booklet provides clear an- about climate, impacts of climate change, swers to 20 common questions and back- and approaches to mitigation and adapta- ground basics to climate change science. tion.

Climate Change: Evidence, Impacts, and The Climate Reality Project, Videos Choices: Answers to Common Questions The Climate Reality Project about the Science of Climate Change http://climaterealityproject.org/video/ National Research Council, 2012 This website has several videos about climate change, carbon emissions, and

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 2 57 Students will likely be interested in knowing what types of actions can be implemented by communities and organizations to address climate change. CENTRALINA CLEAN FUELS COALITION

solutions. Be sure to check out “Climate 101 Skeptical Science: Getting Skeptical about with Bill Nye” to get a brief explanation of Global Warming Skepticism climate change and its potential effects on John Cook, Global Change Institute at the our planet. University of Queensland www.skepticalscience.com Misconceptions about Science This website reviews scientific, peer- University of California Museum of reviewed literature to help explain Paleontology climate change and to address common http://undsci.berkeley.edu/teaching/ misconceptions about climate change. misconceptions.php This portion of the Understanding Southeast Region Technical Report to the Science website is dedicated to addressing National Climate Assessment misconceptions about the scientific Keith Ingram, Kirstin Dow, and Lynne process and includes explanations of Carter; 2012 some scientific terms that students might http://downloads.usgcrp.gov/NCA/ misunderstand. Activities/NCA_SE_Technical_Report_ FINAL_7-23-12.pdf Regional Climate Trends and Scenarios This report summarizes the scientific for the U.S. National Climate Assessment literature that addresses climate impacts for U.S. Department of Commerce NOAA the Southeast United States with a focus on Technical Report literature published since 2004, and includes http://www.nesdis.noaa.gov/technical_ a chapter that specifically examines climate reports/NOAA_NESDIS_Tech_Report_ change and forests. 142-9-Climate_of_the_Contiguous_ United_States.pdf Teaching Controversy This document is one of the series of regional Mark McCaffrey, 2012 climate descriptions designed to provide http://www.nestanet.org/cms/sites/default/ input that can be used in the development of files/journal/Fall12.pdf the National Climate Assessment. The author discusses why teachers should

58 ACTIVITY 2 Southeastern Forests and Climate Change PROJECT LEARNING TREE not present climate change as a “theory” open Tignor, S. K. Allen, J. Boschung, A. Nauels, for debate, but instead should focus on helping Y. Xia, V. Bex & P.M. Midgley (Eds.)]. Cam- students understand climate change and the bridge University Press, Cambridge, United supporting scientific research. This article is part Kingdom and New York, NY, USA. of a special issue on climate change education Climate Change Science Program. (2006). Tem- in The Earth Scientist published by the National perature trends in the lower atmosphere: Steps Earth Science Teachers Association. for understanding and reconciling differences. A Report by the Climate Change Science Yale Project on Climate Change Program and the Subcommittee on Global Communication Change Research. [Karl, T. R., Hassol, S. J., Yale University Miller, C. D., & Murray, W. L. (Eds.)].Wash- http://environment.yale.edu/climate ington, DC: U.S. Climate Change Science Pro- This website provides several reports, videos, and gram. Retrieved from http://www.gfdl.noaa. other resources that help explain research related gov/bibliography/related_files/vr0603.pdf to public knowledge and perceptions of climate Leiserowitz, A., Maibach, E., Roser-Renouf, C., change. Feinberg, G. & Howe, P. (2013). Global warming’s six Americas, September 2012. Your Warming World Interactive Map Yale University and George Mason Universi- New Scientist ty. New Haven, CT: Yale Project on Climate http://warmingworld.newscientistapps.com Change Communication. Retrieved from This interactive map allows users to click on any http://environment.yale.edu/climate/ location on the planet and see a graph that shows publications/Six-Americas-September-2012 differences in surface temperatures from 1880 to NASA GISS (NASA Goddard Institute for Space the present, relative to average temperatures for Studies). (2012). GISS surface temperature the three decades from 1951 to 1980. analysis. Retrieved from http://data.giss.nasa. gov/gistemp/ References Cited NAS and RS (National Academy of Sciences and the Royal Society). (2014). Climate change: American Public Transportation Association. Evidence and causes (PDF booklet). Wash- (2011). Guidelines for climate action ington, DC: The National Academies Press. planning. Recommended Practice. Retrieved Retrieved from http://www.nap.edu/catalog. from http://www.apta.com/resources/ php?record_id=18730 hottopics/sustainability/Documents/ NRC (National Research Council). (2012). Cli- Guidelines-for-Climate-Action-Planning.pdf mate change: Evidence, impacts, and choices: Bala, G. (2013). Digesting 400 ppm for global Answers to common questions about the sci- mean CO2 concentration. Current Science, ence of climate change. Washington, DC: The 104(11), 1471–1472. National Academies Press. Retrieved from Ingram, K., Carter, L., & Dow, K. (2012). http://nas-sites.org/americasclimatechoices/ Southeast region technical report to the files/2012/06/19014_cvtx_R1.pdf national climate assessment. Retrieved National Snow and Ice Data Center. (2013, Janu- from http://downloads.usgcrp.gov/NCA/ ary 8). Arctic Oscillation switches to negative Activities/NCA_SE_Technical_Report_ phase. Arctic Sea Ice News and Analysis. Re- FINAL_7-23-12.pdf trieved from http://nsidc.org/arcticseaicenews/ Intergovernmental Panel on Climate Change U.S. Global Climate Research Program. (2009). (IPCC). (2013). Climate change 2013: The Global climate change impacts in the U.S. physical science basis. Contribution of working Washington, DC: Cambridge University group I to the fifth assessment report of the Press. Retrieved from http://downloads. Intergovernmental Panel on Climate Change. globalchange.gov/usimpacts/pdfs/ [Stocker, T. F., D. Qin, G. K. Plattner, M. climate-impacts-report.pdf

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 2 59 STUDENT PAGE

Fact or Fiction

NAME DATE

Please circle whether you think each of the following statements is or is not supported by scientific evidence. You can also circle that you do not know.

1. The Earth’s climate is changing due to global warming. Supported by science Not supported by science I don’t know

2. Climate change will affect regions of the Earth differently, with some areas becoming wetter and others becoming drier. Supported by science Not supported by science I don’t know

3. The impacts of climate change will not really affect people or the systems we depend upon (such as food, water, places to live, etc.), just temperature. Supported by science Not supported by science I don’t know

4. Sea level rise is mostly caused by melting icebergs and ice sheets. Supported by science Not supported by science I don’t know

5. Burning fossil fuels is the only cause of global warming. Supported by science Not supported by science I don’t know

6. Seasonal melting of Arctic Sea ice and glaciers is evidence of climate change. Supported by science Not supported by science I don’t know

7. The greenhouse effect is a natural process that supports life on Earth. Supported by science Not supported by science I don’t know

8. Many climate scientists disagree about the causes of climate change. Supported by science Not supported by science I don’t know

60 ACTIVITY 2 Southeastern Forests and Climate Change PROJECT LEARNING TREE STUDENT PAGE

Emily’s Perspective on the Natural Causes of Climate Change

NAME DATE

Imagine your friend Emily tells you she has been learning about the causes of climate change from reading and listening to news reports, searching the Internet, and talking with friends. All the information she has learned is accurate and science-based. However, the conclusion Emily makes using this information is NOT supported by science. Here’s what Emily said.

Climate has changed in the past, and those changes were caused by several factors that are natural. Natural factors include variations in volcanic eruptions, solar flares, greenhouse gas concentrations, and other factors. In particular, concentrations of greenhouse gases, like carbon dioxide, have naturally fluctuated over time. The amount of carbon dioxide emitted from human activities is a tiny fraction of the total carbon cycling through the atmosphere, land, and oceans. Natural carbon dioxide emissions are 766 billion tons per year; human carbon dioxide emissions are only 20 billion tons per year. This current fluctuation in climate is similar to historic climate changes because human activities have not added that much carbon dioxide to the atmosphere. Therefore, climate change is a natural process that human activity is not impacting.

1. What were your initial thoughts as you read the paragraph?

2. What are the assumptions Emily makes to arrive at her conclusion?

3. What science-based information is relevant, but missing, from what Emily learned?

4. What would you say to Emily? REWRITE the conclusion to be more accurate, based on the additional information that challenges the conclusion.

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 2 61 STUDENT PAGE

Jamie’s Perspective on the Human Causes of Climate Change

NAME DATE

Imagine your friend Jamie tells you he has been learning about the causes of climate change from reading and listening to news reports, searching the Internet, and talking with friends. All the information he has learned is accurate and science-based. However, the conclusion Jamie makes using this information is NOT supported by science. Here’s what Jamie said.

Many factors affect the global climate of the Earth. The key factor to consider regarding climate change is carbon dioxide. By burning fossil fuels, such as oil, natural gas, and coal, we have increased the amount of carbon dioxide in the atmosphere and changed where the carbon can be found. The level of atmospheric carbon dioxide is higher now than it has been over the past 800,000 years. This increased amount of carbon traps more of the heat radiated from the Earth’s surface, which amplifies the greenhouse effect. In addition, land-use changes have altered vegetation patterns around the globe. Deforestation has resulted in fewer trees to remove and store carbon through photosynthesis. These land-use changes have also affected levels of atmospheric carbon. The impact of human activities on carbon in the atmosphere and ocean is so large that it completely overshadows any natural causes of climate change. Therefore, while natural factors have played a role in the past, current and projected climate changes are only the result of human activities.

1. What were your initial thoughts as you read the paragraph?

2. What are the assumptions Jamie makes to arrive at his conclusion?

3. What science-based information is relevant, but missing, from what Jamie learned?

4. What would you say to Jamie? REWRITE the conclusion to be more accurate, based on the additional information that challenges the conclusion.

62 ACTIVITY 2 Southeastern Forests and Climate Change PROJECT LEARNING TREE STUDENT PAGE

Micah’s Perspective on the Greenhouse Effect

NAME DATE

Imagine your friend Micah tells you he has been learning about the greenhouse effect from reading and listening to news reports, searching the Internet, and talking with friends. All the information he has learned is accurate and science-based. However, the conclusion Micah makes using this information is NOT supported by science. Here’s what Micah said:

Several gases contribute to the greenhouse effect, including carbon dioxide (CO2), methane (CH4), ozone (O3), and

nitrous oxide (N2O). These gases absorb heat radiating off of the earth and trap that heat within the atmosphere. Greenhouse gas emissions have increased since the Industrial Revolution, which has amplified the greenhouse effect. Scientists have noted that this rise in greenhouse gases coincides with rises in overall global temperature. According to existing climate models, global temperatures are expected to rise anywhere between 2 and 11.5 degrees Fahrenheit by the year 2100. Results of global temperature changes of this magnitude include sea level rise, increase in ocean acidity, decrease in snowfall and permafrost, and changes in precipitation. The greenhouse effect is a negative and harmful process because it is warming the planet and creating climate change.

1. What were your initial thoughts as you read the paragraph?

2. What are the assumptions Micah makes to arrive at his conclusion?

3. What science-based information is relevant, but missing, from what Micah learned?

4. What would you say to Micah? REWRITE the conclusion to be more accurate, based on the additional information that challenges the conclusion.

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 2 63 STUDENT PAGE

Jayden’s Perspective on the Effects of Climate Change

NAME DATE

Imagine your friend Jayden tells you she has been learning about the effects of climate change from reading and listening to news reports, searching the Internet, and talking with friends. All the information she has learned is accurate and science-based. However, the conclusion Jayden makes using this information is NOT supported by science. Here’s what Jayden said.

After analyzing climate observations, measurements, and data collected around the world, most climate scientists agree that the average surface temperature of the Earth is increasing. This is known as global warming. Most scientists also agree that human activities, which are increasing atmospheric levels of greenhouse gases, are partially responsible for this warming. As a result, the entire planet is and will continue to warm in the years to come. This warming will affect weather patterns around the world, changing climate averages and causing extremes in temperature and precipitation. The greenhouse gases that are causing global warming are found in the atmosphere, and the atmosphere surrounds the entire globe equally. Therefore, everywhere on Earth will be hotter and drier.

1. What were your initial thoughts as you read the paragraph?

2. What are the assumptions Jayden makes to arrive at her conclusion?

3. What science-based information is relevant, but missing, from what Jayden learned?

4. What would you say to Jayden? REWRITE the conclusion to be more accurate, based on the additional information that challenges the conclusion.

64 ACTIVITY 2 Southeastern Forests and Climate Change PROJECT LEARNING TREE STUDENT PAGE

Climate Change Role Cards (1 of 2)

CASEY. You are very concerned about climate change; you believe it is happening and that it is caused mostly by human actions. In particular, you know that burning coal, natural gas, and oil for energy production is increasing the amount of carbon dioxide in our atmosphere, which is causing climate change. You believe that people need to take immediate and substantial action to reduce atmospheric carbon dioxide and to adapt to projected changes in temperature, precipitation, and weather events. This is not a political issue to you but a matter of maintaining life on Earth. You heard about a tree planting campaign and are interested in starting something similar in your town.

MORGAN. As a religious youth leader in your community, you have strong faith and believe that God created the world and will take care of the Earth. At the same time, you believe that humans are CATEGORY 1 CATEGORY responsible for their actions. You believe that climate change is happening and it is mostly due to human actions. And, you are greatly concerned about the impacts of climate change in your community, such as extreme weather and its effects on both people’s health and the surrounding forests and wildlife. You have spent much time thinking about climate change and it is a big concern for you. You believe that we are obligated to leave future generations a healthy planet.

KENDALL. You work for a local environmental organization called Carbon Sink. You are very concerned about climate change; you believe it is happening and that it is caused mostly by human actions. In particular, you know that burning coal, natural gas, and oil for energy production is increasing the amount of carbon dioxide in our atmosphere, which is causing climate change. You believe that people need to take immediate and substantial action to reduce atmospheric carbon dioxide and to adapt to projected changes in temperature, precipitation, and weather events. This is not a political issue to you but a matter of maintaining life on Earth. You heard about a campaign to reduce fossil fuel dependence and you are interested in starting something similar in your local community.

JUSTICE. You work for a small grocery store in your town. You believe that climate is changing due to a combination of natural causes and human activities. Humans are playing a large role in increasing and accelerating natural climate change. You think that practical solutions are needed at the local, regional, national, and global level. However, you are concerned that people might not be willing to make large behavior changes for benefits that will occur in the future. You think that climate change solutions need to have more immediate benefits so that people will be more likely to adopt them.

CATEGORY 2 CATEGORY For example, reducing fossil fuel use saves people money, reduces air pollution, and helps reduce atmosphere carbon dioxide.

QUINN. You are a school teacher, and you believe that climate is changing as a result of natural causes and human activities. You understand that humans are playing a large role in increasing and accelerating natural climate change. You believe that educating youth about climate change is the most important way to change behavior, since one day your students will be making decisions and voting as adults. In your classroom, you teach about the scientific process and how scientists use data to make conclusions. You are also interested in community education programs that teach adults and families about the environment and sustainable solutions for environmental issues.

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 2 65 STUDENT PAGE

Climate Change Role Cards (2 of 2)

KRIS. You believe that climate change is happening, but that the climate has been changing for a long time and humans have nothing to do with it. Therefore, there is no way for people to affect climate change because they have no control over the climate. This theory about human-influenced climate change is all part of a political agenda and scientists are supporting it to fund their research. We really shouldn’t be spending so much effort researching causes and solutions for climate change. We should focus on people’s ability to adapt to this new climate, for example, by changing food production strategies or by improving community preparedness and disaster response.

HARPER. You have strong faith and believe that God created a perfect world and there is nothing humans can do to affect it. In your mind, climate has been changing for a long time and humans have CATEGORY 3 CATEGORY nothing to do with it. Therefore, there is no way for people to affect climate change. This theory about human-influenced climate change is all media hype. We really shouldn’t be spending so much effort researching causes and solutions for climate change. We should focus on people’s ability to adapt to this new climate, for example, by changing food production strategies or by improving community preparedness and disaster response.

TAYLOR. You believe that the science on climate change is not at all clear. The news reports are contradictory. For example, when there is a heat wave, the headlines read “Global Warming Effects Being Felt in the Southeast!” But when we have a colder winter than usual, the headlines changes to “Snow in the Southeast? Who Said the Climate is Warming?” There are scientists on both sides of the issue making different conclusions about whether it is happening, the causes, and the effects. Once the science has been settled, and the news media are consistent, you will be receptive to either side. You are just not sure that we should be taking action on climate change when there is so much that is still being debated.

JORDAN. You work for an international company and have traveled to different countries. You believe that the science on climate change is not at all clear. The news reports are contradictory. But you do know that some countries are already doing a lot to adapt to climate changes and other countries are very vulnerable to future disasters. Floods, typhoons, and drought will affect developing countries more severely than they affect the United States. You are confused, but you also care about people around the

CATEGORY 4 CATEGORY world. But you aren’t sure what you can do.

SAM. You believe that climate change is happening but you are not sure whether it is due to natural or human causes. You are also unsure whether or not a change to the climate is a bad thing. You do not spend much time thinking about climate change, so it is not a big concern for you. However, you are greatly concerned about other environmental issues, such as air pollution in your city and its effects on people’s health and the surrounding forests and wildlife. Also, you think natural resource conservation is a good idea to ensure both healthy environments and productive economies for future generations.

66 ACTIVITY 2 Southeastern Forests and Climate Change PROJECT LEARNING TREE STUDENT PAGE

Role-play Guide (1 of 2)

Before the Role-play

SCENARIO You are a resident in the medium-sized town of Centerville. Due to your knowledge and leadership, the mayor of Centerville has appointed you to the Climate Change Adaptation and Mitigation Council. The mayor is concerned about the potential impacts of climate change and recognizes that there are a variety of beliefs in the community. While you may not agree with all the climate change issues, you are interested in community well-being, environmental health, and a thriving local economy.

The task for committee members is to work together to find a solution to help the community address potential climate changes. First, brainstorm at least four potential actions. Then select the best idea based on the criteria provided on page 2 of this worksheet. Develop that idea into a more detailed action plan to present to the mayor. You want to find a way to support the community effort, even if you don’t fully agree with the reasons some group members provide.

Read the scenario and your role card. Fill out the “My Role” box to prepare your introduction when the role-play begins.

MY ROLE

Name:______

Your ideas and opinions about climate change:

One initial idea for an action you are willing to support:

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 2 67 STUDENT PAGE

Role-play Guide (2 of 2)

In the first column on the left, write each action your group considers. Then discuss whether each criterion can be rated high, low, or medium in comparison to the other actions. Use your ratings to agree upon the “best” action for your community.

CRITERIA

GHG Emissions Technical Additional Reduction Cost Efficiency Trade-offs Feasibility Comments Benefit ACTION 1:

ACTION 2:

ACTION 3:

ACTION 4:

ACTION 5:

ACTION 6:

Use the following criteria to evaluate the suggested actions for your community (American Public Transportation Association, 2011): • Greenhouse Gas Emissions Reduction Benefit: Does the proposed action reduce greenhouse gases? In what way—by sequestering atmospheric carbon dioxide or by reducing emissions? • Technical Feasibility: Does technology already exist to implement the proposed action? How easy is this action going to be to implement? • Cost Efficient: How expensive will this action be? Will it result in long-term savings? How will the project be funded? • Trade-offs: How will citizens feel about this action? Who benefits from this action? In what ways? Who might be negatively impacted from this action? In what ways?

68 ACTIVITY 2 Southeastern Forests and Climate Change PROJECT LEARNING TREE ACTIVITY Atlas of Change

Students use the online resource, the Climate Change Atlas from the United States Forest Service, to explore the effects of climate change on the future distributions of suitable 3 habitats for forest types, tree species, and bird species in the southeastern United States.

Subjects Objectives Agriculture, Biology, By the end of this activity, students will be able to Environmental Science, ■■ Explain how modeling is used to project climate change impacts, and Language Arts ■■ Compare projected changes to suitable habitat for southeastern forest ecosystems or bird populations that result from using different climate models and scenarios. Skills Communicating, Comparing Assessment and Contrasting, Determining ■■ Ask each student to write a summary of the posters responding to this prompt: How Cause and Effect, Interpreting, might climate change affect forest ecosystems and on what information do we base Predicting these ideas? Assess essays for understanding of models; climate; climate change; and range distributions of forests, trees, and bird species. Materials Student pages and presentations (available at Background http://sfrc.ufl.edu/extension/ Additional background information, ee/climate/section1/activity3); Projected changes in climate, such as especially to introduce climate change, computers with Internet connection; flip chart, poster temperature and precipitation, are can be found in the Section 1 board, or butcher paper; likely to impact forests in the United Overview and in Activities 1 and 2. colored markers or pencils; States. The trees and animals that are maps; ruler; scissors; tape or found in forested habitats may not glue sticks; pictures of birds and trees; reference materials be able to naturally adapt to rapidly of potential climate change effects on changing climate conditions. As a forest ecosystems. Forest Service scien- Time considerations result, researchers believe that forest tists have combined Forest Inventory Three 50-minute periods and ecosystems in the future will be made and Analysis records for nearly 3 mil- homework up of plants that can thrive in the lion trees and data on 38 environmental Related Activities new climate conditions; these will not variables (e.g., average annual precipita- Students should have an necessarily be the same combination tion, mean July temperature, elevation) understanding of climate change of plants that we see now. To help in the Climate Change Atlas to predict (Activity 2) and the relationship imagine how plants and animals might where a particular tree species or forest between forests and climate (Activity 1). This activity can respond, researchers have created type will have suitable habitat by the be followed with additional computer models that combine data end of the 21st century (Iverson, Prasad, ways researchers are exploring from a variety of different factors to Matthews, & Peters, 2008). forest changes (Activity 4) and project the future climate. Models are forest managers are addressing tools that use datasets and mathemati- The Atlas includes information on 134 climate change (Activities 5 and 6). cal equations to approximate processes species of trees in the eastern United and systems over time. They can only States, which are grouped in ten forest Research Connection include what we know, so they are type categories and are displayed on Researchers model climate always being updated and changed. maps that can be accessed on the Atlas change and use models to make projections of future conditions. website. The forest types indicated on Modeling is an important area Climate Change Atlas the maps are the dominant forest types of research when addressing found in the eastern U.S. There may be Researchers with the United complex systems. other nondominant forest types present States Forest Service (USFS) in the area, but they are not displayed on are using models to examine the extent the map. The seven forest types found in

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 3 69 Climate change is projected to affect suitable habitat for both tree and bird species, such as this Florida Scrub-Jay in the Ocala National Forest, Florida. JOHN U.S. PUSCHOCK, FOREST SERVICE

the Southeast are described in the Southeast- bird species, for example, are closely linked ern Forest Types student page. You can find to particular stages of forest development out more about the trees that grow in your or forest types because of their food and area by talking to foresters and Extension nesting requirements. Much like the forest agents; visiting an arboretum, park or forest; ecosystems, the habitats of these bird and accessing tree identification guides and species depend on specific environmental websites (see Additional Resources). The characteristics. Depending on how climate biodiversity of each forest type depends on change modifies their habitat, these bird the environmental characteristics of that area species might flourish or might decrease and the history of disturbance and man- in population. Thus, scientists correlated agement in any particular place. As climate 147 bird species with tree species in the changes, the locations of suitable habitat for Climate Change Atlas to track their relative these forest types will also change. While it habitat gain or loss (Matthews, Iverson, is interesting to imagine forests “picking up Prasad, & Peters, 2011). They used bird and moving” to a more suitable habitat, this is population data with 11 environmental not accurate, as each organism may respond variables and tree species potential change differently to climate changes. The amount of data to generate models of current and movement of a species will depend on where future suitable habitat. TEACHERS SAY... seeds fall and whether seedlings survive. This model shows where the climate will be Global Climate Models I thought the Atlas appropriate for these forests types, not where and Emission Scenarios was wonderful. It has the forests will be. The Atlas relies on a wealth of data that a lot of useful info!! scientists have been collecting for many The animals that live in these forests will —Ecology Teacher, Virginia years. Collecting and assembling existing also be affected by climate changes. Many environmental data is challenging but

70 ACTIVITY 3 Southeastern Forests and Climate Change PROJECT LEARNING TREE possible, since these factors are observable a possible range of climate projections, and measurable. Scientists took records of with PCM having a mild degree of change, TEACHERS SAY... rainfall, for example, and averaged them Hadley having a large degree of change, and This activity demon- over a region to add existing precipitation GFDL falling in the middle. Because these data to the Atlas. Similarly, scientists sam- models use data from large-scale databases strates effective inter- pled tree and bird species in forest plots and algorithms that reflect global patterns, pretation of models and established sampling routes used for their predictions of local, specific changes and how to use the the North American Breeding Bird Survey are uncertain. Although the Atlas can be established models. to identify and measure the relative abun- used to suggest potential futures for your dance of the species. Using such combined state, the models are much better at convey- —AP Environmental Science Teacher, Florida data, scientists can develop models of cur- ing potential trends across the eastern U.S. rent habitat for tree and bird species. They were designed to represent large-scale changes in climate. To estimate how changes in future climate conditions may affect these species, scien- Greenhouse gas emissions are import- tists first have to model what those changes ant components of our changing climate. might be, which is also a challenge. The However, it is difficult to predict emission Atlas uses three global climate models to levels because such projections depend on project changes to the climate: national policies and decisions that individual people make. To show the range of 1. Parallel Climate Model (PCM) possibilities, the Atlas applies two emission 2. Hadley CM3 Model (Hadley) scenarios for each model: 3. Geophysical Fluid Dynamics Laboratory (GFDL) Model 1. High emission scenario, where few conservation efforts are taken to re- These climate models are among the latest duce atmospheric carbon dioxide. generation of numerical models to combine 2. Low emission scenario, where sig- atmospheric, ocean, sea-ice, and land-sur- nificant efforts are taken to reduce face variables to represent historic climate atmospheric carbon dioxide. variability and then project future climate changes due to greenhouse gas emission Generally, the Hadley model under the high levels. The three climate models represent emission scenario (Hadley-High) shows a

Computer models combine data from a variety of different factors to project future climate. NOAA CLIMATE PROGRAM OFFICE CLIMATE NOAA

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 3 71 The Understanding potential worst-case scenario (the highest scientific models can possibly account for, Models presentation emissions and greatest effects from climate and interactions among variables can cause change), while the PCM model under the minor changes to be amplified over time, on the Activity 3 low emission scenario (PCM-Low) shows resulting in a wide array of model outcomes. webpage will help you a potential best-case scenario (the lowest introduce models and emissions and therefore least effects from Climate scientists use many techniques to scientific uncertainty. climate change). These two examples can limit and account for uncertainty in their be used to understand the range of possible models. For example, they run models outcomes. In addition, the Atlas includes re- multiple times under varying conditions, sults from both emission scenarios using an observing how much the projected out- average from all three models. In total, you comes change. They also use different types can view projected changes in eight combi- of models. Confidence in models increas- nations of models and scenarios. Based on es when several different types of models which models are used as inputs, results for yield similar projections under a variety of forest types, tree species, and bird species conditions. That’s why the Atlas has three ranges will be impacted accordingly. climate models to explore. The resulting display of forest types shows broad conditions When scientists talk about uncertainty, they that may exist in the future. The agreement often use the term differently than it is used among all the projections represents chang- in everyday language. Scientific uncertainty es that are most likely to occur. is “the range of values within which the true value is likely to fall” (Understanding Sci- Teaching This Content ence, 2013). All measurements contain some level of uncertainty. In all climate change This activity introduces students to tools models, uncertainty stems from several and models as well as to some of their lim- factors. Models are a simplified version of itations. Students may express frustration the world; they are not reality and, therefore, at not having clear and certain predictions cannot encompass every aspect of a system. about the future, but the uncertainty built Most systems are more complex than into the models also describes the many

Systems Thinking Connection

IN THIS ACTIVITY, students learn how to use a model However, as a result of their weblike, cause-effect structure, of a complex system developed by forest and climate scientists. complex systems exhibit nonlinear behavior. With nonlinear The model incorporates a variety of cause-effect relationships behavior, a small perturbation may be absorbed by a system and to make projections about how species are likely to be affected cause little or no effect, or it may ripple throughout the system, by climate change. When cause-effect relationships are simple, causing an enormous impact. Also, these changes may take we can easily make reasonable projections about their future place immediately, or there may be a significant delay between behaviors. For example, a good outfielder can watch a baseball a cause and the effects that follow. Consider the difference being hit and move to where it will likely hit the ground. The between poking a tennis ball and poking the person beside you. possibility of wind gusts would introduce some uncertainty— The distance the tennis ball will move directly depends on how not uncommon to complex systems—that would affect the hard you poke it. With the person, however, the possibilities are ball’s flight. Without the wind gusts, we can consider the ball broader. He or she might ignore you, smile, become annoyed, or and bat a simple system. Simple systems are more predictable have a multitude of other responses that will involve far more because the variables show linear behavior. When behavior outcomes than the tennis ball exhibited. This activity allows is linear, a small perturbation to the system will cause a small students to understand complexity through a climate computer effect (i.e., small cause small effect). For example, hitting the model and see the types of nonlinear impacts that might result. ball slightly harder will send it slightly farther. Optional enrichment exercises that use other climate models are → available on the Activity 3 webpage.

72 ACTIVITY 3 Southeastern Forests and Climate Change PROJECT LEARNING TREE ways we can influence the future. What will they are not fully functional yet. For this TEACHERS SAY … happen depends on what we decide to do. reason, the student page should be used only with the old website addresses (Tree I really enjoyed this and Students may also recognize that influenc- Atlas: www.nrs.fs.fed.us/atlas/tree and Bird wish I had been able to ing changes in greenhouse gas emissions Atlas: www.nrs.fs.fed.us/atlas/bird/index. spend more time on it. may require legislation as well as leadership html). When the new Forest Service Atlas from government and business sectors. website is finished, we will create a second —Ecology Teacher, Virginia A few people riding bicycles rather than student page and post it on the webpage driving cars will not make a difference, but for Activity 3. changes that a majority of people make will determine if we are in the high or low emis- Download the Understanding Models sion scenario. presentation and review it to determine how much you wish to present to students. While students may feel sad that suitable This provides an explanation of models, habitat for some tree and bird species might how they are tested, and why they can be not be expected to occur in their state in different. The Atlas Guide presentation the future, changes in forest ecosystems are shows screenshots of the Atlas to help you simply that—changes. Ecosystems are al- guide students through the website as they ways changing. People assign value to those complete the student page. This may be changes. Becoming resilient to future cli- easier if you can project the presentation in mate changes may mean learning to accept a computer lab while students work directly and adapt to ecosystem changes. Compli- with the website. That way they can follow cations could arise, however, when people along as you guide them through the site. depend on species that no longer thrive in a Make copies of the student pages (one for particular area. each student).

Pilot teachers suggested introducing Getting Ready models and the Atlas in a computer lab on The Activity 3 webpage provides Day 1, assigning the WebQuest for home- Teacher Tools that you can use work, developing posters on Day 2, and to become more familiar with this using Day 3 to review posters and discuss activity’s background and procedure. the lesson. If your students cannot complete the WebQuest on their own, you will Watch the “An Introduction to Climate need another day in the computer lab. Our Change Atlas: How Does it Work?” video, teachers also found it helpful to use the which is found on the Activity 3 webpage. videos and slide presentations to become Other U.S. Forest Service videos are avail- familiar with models and the website prior able at www.nrs.fs.fed.us/atlas (see link in to teaching. right column under Climate Change Atlas If you used the Videos). Decide whether your students Doing the Activity Dynamic would benefit from viewing some of these Systems 1. Remind your students that scientific videos; at the least, we recommend the Dance from models are used to represent complex sys- introduction to the Atlas. Activity 1, remind tems. Models share many, but not all, char- students that as one acteristics with the systems they represent. Download and review the student pages to variable changes in As we learn more about our climate, the familiarize yourself with the Atlas and the models will be improved. Ask students this a complex system, activity. Please note that the Atlas web- question: What do you think the impacts of other variables sites were being updated in 2014. While climate change will be on forest ecosystems? change too. the new websites can be accessed online, Discuss and record their ideas about the

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 3 73 ecological impacts of climate change so you Bird Atlases found at www.nrs.fs.fed.us/ TEACHERS SAY … can revisit them at the end of the activity. atlas/tree and www.nrs.fs.fed.us/atlas/bird/ Ask students to describe the major types of index.html, respectively. Caution students The most benefi- forests in your state. If they are not familiar to stay on those pages and not to follow the cial measure of my with their forests, consider introducing local link to the new Atlas. students’ understand- forests with materials in the Additional Re- ing was the finished sources section and the Southeastern Forest 5. After students have completed both parts posters. They spent a Types student page. of the Atlas Guide student page, explain that lot time putting them they will work in groups to create posters together. 2. Introduce models and how models are that communicate what they have learned —Earth Science Teacher, Florida used to simulate processes and systems over about projected changes to climate and time. You may wish to use the Understand- suitable habitat for tree and bird species in ing Models presentation on the Activity 3 their state. Divide the class into five groups. webpage to do so. Introduce the U.S. Forest Student groups can use any relevant re- Service Climate Change Atlas as an online sponses from their completed Atlas Guide program that uses models to project poten- student pages, but they will likely need to tial changes to forest types, tree species, and revisit the websites and explore their specific bird species. As a class, watch the “An Intro- topics to complete the poster. Each poster duction to Climate Change Atlas: How Does should contain important text, graphics, and it Work?“ video from the Forest Service and pictures. Posters can be created on poster answer questions students have. You might boards, butcher paper, or flip chart paper. revisit sections of the video to help clarify Students can draw maps by projecting the any confusion. computer models in the Atlas directly to flip chart paper. A simple reference for helping 3. Explain to the students that they will students make posters, which includes a explore two sections of the Climate Change rubric for grading, is provided in the Addi- Atlas to consider current and potential tional Resources section (Tips for Creating future distributions of tree and bird species Informational Posters). Posters should habitat in the southeastern United States. contain the following information: Also tell the students that they will use information from the atlases to create a poster n Group 1: Projected Changes in Tem- of how one type of forest might change over perature and Precipitation. Using the the next century. Hadley-High and PCM-Low models, describe and compare how temperature 4. Distribute one copy of the Atlas Guide and precipitation could change in your student page to each student (or provide state. a link to access the student page online). n Group 2: Current Forest Types. Based on computer availability and student Describe each forest type found in ability, decide whether students will work your state. Make sure to include com- individually or in small groups (two or mon tree species, important forest uses three students) and whether the Atlas Guide and benefits, and general locations. will be completed in class or as homework. n Group 3: Projected Changes to Forest Organize students accordingly, review Types. Using the Hadley-High and instructions, and ask students to complete PCM-Low models, describe and com- the student page. If students need assistance pare how suitable habitats for forest navigating the website, use the Atlas Guide types in your state are projected to presentation to show them how to use the change. Consult with Group 1 so the in- Atlas; it has screenshots of each step. Both formation you provide does not overlap. the Atlas Guide student page and Atlas n Group 4: Tree Species. Describe the tree Guide presentation refer to the Tree and species that are identified as winners

74 ACTIVITY 3 Southeastern Forests and Climate Change PROJECT LEARNING TREE and losers in your state. Include infor- ■■ Answers will vary based on the model mation about their natural history that used. For both the low and high emissions might provide clues about why they will models, forests in the Northeast (e.g., thrive or decline in the future climate aspen/birch, maple/beech/birch, spruce/ scenarios. fir, white/red/jack pine) are projected to n Group 5: Bird Species. Describe the change significantly, with some of these bird species identified as winners and forest types disappearing from the region. losers in your state. Do these birds ■■ Are bird species likely to be affected by require forested habitat for nesting or changes to forested ecosystems? How? feeding? (Hint: look at the Life History Answers will vary based on the bird tab for each bird species description species assessed. Depending on how forest from Cornell Lab of Ornithology, which types are projected to change in in the is available at www.allaboutbirds.org.) state, suitable habitat for bird species How do you think these species might might increase or decrease. be affected by changes to their habitats? TEACHERS SAY … ■■ What do you think the state’s forests will 6. Ask students to put up their posters look like in 100 years? A student comment- around the room. Give students time to read The models in the Atlas are based on the ed: Making the poster each of the other groups’ posters. year 2100. However, a change in suitable was good; it helped habitat does not mean that already estab- me remember what I 7. Have a class discussion about the Cli- lished trees would immediately die. Due learned from the Atlas mate Change Atlas, different forest types in to the long lifespan of trees, these changes of Change packet. your state, and how forests may be affected will happen over generations of trees, —Environmental Science Teacher, by climate change. and it is not possible to estimate the exact Virginia timeframe. ■■ What characteristics make the Atlas a model? ■■ What might these changes mean to hu- The Atlas uses data inputs from many man communities in your state? Would sources and provides visual and numeric anyone care if forests are different in the outputs to project potential changes to tree future? and bird species based on future climate Forest landowners who rely on harvesting conditions. timber for income will care if the trees in their forests are not doing well. In some ■■ How does the model address uncertainty? places, trees may be more resilient to By using several different models to changes than annual crops, so farmers provide different projections of future may plant trees instead of cotton, for changes. example. ■■ In what ways might the climate be ■■ How did the different climate models in- different in 100 years? fluence the results about projected forest In some places, temperatures will be change? Why is this variation important warmer, with less precipitation and drier to understand? conditions. Other locations may receive There is inherent uncertainty associated more rainfall. with models, and using multiple models ■■ Was there a trend in how the different under different future emission scenarios forest types might change? allows us to see the potential range of Many forest types will shift north and to climate projections. higher latitudes. ■■ If you were a reporter writing a news ■■ Which forest types seemed to be affected story about the projections given in the most in these models? the atlases, which model(s) would you discuss in your story? How might your

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 3 75 ADRIAN DELGADO, FRIENDS OF THE NATIONAL FORESTS AND GRASSLANDS IN TEXAS

choice affect public understanding tools for understanding how complex Consider taking about climate change impacts? systems behave. your students on Answers will vary. A news reporter who a field trip to a is trying to give an accurate description 8. Ask students to reconsider their initial forest, park, or of the range of potential changes might ideas about the ecological impacts of arboretum so they discuss the differences in the models climate change (see step 1). Would they can connect their and the range of projections the models change their answers given what they new knowledge with provide. If a news reporter only discuss- learned by using the Atlas? Summarize the a local ecosystem. es the models that provide the least or activity by reminding students about the most severe impacts, he or she may give usefulness of models to help us understand audiences a false impression of climate complex systems and the relationships change effects. among variables such as temperature, pre- ■■ Systems Reflection:Why are cipitation, and tree habitats. They also help models important tools for us anticipate possible futures. If change systems thinkers? is likely, what (if anything) can people do Systems thinking skills help people to to prepare for it? If change is undesirable, understand the behavior of complex what can people do to prevent it? systems. However, Earth’s climate has far too many interconnected variables for Modifications anyone to keep straight without the help of a computer model. That is why models It may be too challenging for students to such as the ones used in this activity are understand the nuances among the eight so valuable. Also, models can be great different climate models, but teachers can

76 ACTIVITY 3 Southeastern Forests and Climate Change PROJECT LEARNING TREE dramatically simplify this activity by selecting ■■ Find out what scientists and forest The Systems one to use. Hadley-High will demonstrate the managers in your state are doing to greatest change; the average shows the com- learn more about climate, climate Enrichment bination of the models with either the high or change, and impacts to forest eco- Exercises for low emission scenarios. systems. The U.S. Forest Service has this activity allow researchers or national forest staff in students to work Teachers can shorten the WebQuest by skip- all southeastern states. Visit http:// with models that ping the Bird Atlas (Part 2). Posters can be as- www.srs.fs.usda.gov/ to find out more make projections on sembled with information from only the Tree about what is happening in your area. a global scale. Atlas with the first four group assignments. Additional Resources Enrichment All about Birds ■■ Have students identify two tree species The Cornell Lab of Ornithology found in their neighborhoods and then www.allaboutbirds.org use the Tree Atlas to explore both spe- This comprehensive website about birds cies and the potential effects of climate and bird watching contains lots of infor- change on suitable habitat. mation to aid in bird identification. ■■ Organize a poster presentation so that others can view the students’ posters. Dendrology at Virginia Tech (vTree) The posters could be displayed at a sci- John R. Seiler and John A. Peterson ence night or at some other community http://dendro.cnre.vt.edu/dendrology/ event. Ask students to attend and stand main.htm by their posters to explain the informa- This course website provides tree identi- tion and answer questions. fication fact sheets on over 900 species of ■■ Take a field trip to a local forest, park, trees through a searchable database and or arboretum to explore native forest map. ecosystems.

Systems Enrichment Exercises

MODELS DESIGNED AT THE GLOBAL SCALE ARE STILL QUITE USEFUL FOR HELPING STUDENTS (and professionals) understand changes in the climate system. In the following exercises, students can work with one or two other models that make projections on a global scale. Both exercises can help students gain greater insight into the time scales involved with international efforts to mitigate climate change impacts.

The Understanding Climate Momentum exercise involves the simpler of the two models that students can use. With this model, students can use a slider tool to explore several different possibilities regarding global carbon dioxide emissions, temperatures, and atmospheric carbon dioxide concentrations. This exercise can be found on the Activity 3 webpage.

The Exploring Climate Models: C-LEARN exercise allows students to explore how much we need to decrease carbon dioxide emissions in order to stay beneath the Nations’ suggested limit of a 2 degrees Celsius (° C) increase over pre-industrial temperatures. This is equivalent to an increase of 3.6 degrees Fahrenheit (° F). Scientists suggest that a global temperature increase beyond this amount will likely cause major disruptions to the world’s ecosystems, global food production, and economic development. The lesson is similar to the previous model, but the inputs are slightly more complicated. This exercise can be found on the Activity 3 webpage. Take a look at the short instructional video to learn how to use the model before beginning the exercise.

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 3 77 4-H Forest Resources, Florida Forest This easy-to-understand slideshow uses Ecology simple graphics and text to address four School of Forest Resources and Conserva- main topics: how climate models work, how tion, University of Florida climate models are tested, what has caused http://www.sfrc.ufl.edu/extension/4h/trees/ global climate change, and what are the index.html future impacts of climate change. This website provides photographs and descriptions of 50 major trees in Florida. Southern Forests for the Future World Resources Institute A Climate Change Atlas for 134 Forest www.seesouthernforests.org Tree Species of the Eastern United States This program contains maps, photos, case Anantha Prasad, Louis Iverson, Stephen studies, and other information to highlight Matthews, and Matthew Peters; U.S. Forest key features and trends for southern forests. Service http://www.nrs.fs.fed.us/atlas/tree Forest Service Southern Futures Project This searchable database provides informa- U.S. Forest Service tion on 134 common trees in the eastern http://www.srs.fs.usda.gov/futures/ United States. The key feature is the presen- This website contains the most recent papers tation of data for each species describing on climate change impacts to southeastern both the current distribution of that species forests. and future suitable habitat based on climate change models. References Cited

A handout on the Tips for Creating Informative Posters Iverson, L. R., Prasad, A. M., Matthews, S. N., & Peters, M. P. (2008). Estimating Activity 3 webpage School of Forest Resources and Conserva- potential habitat for 134 eastern U.S. tree provides helpful tion, University of Florida species under six climate scenarios. Forest tips for designing http://sfrc.ufl.edu/extension/ee/climate/sec- tion1/activity3 Ecology and Management, 254, 390–406. informative posters. This handout provides helpful information Retrieved from www.treesearch.fs.fed.us/ and suggestions for helping students design pubs/13412 informative posters. Matthews S. N., Iverson L. R., Prasad, A. M. & Peters, M. P. (2011). Potential habitat Climate Modeling 101 changes of 147 North American bird The National Academy of Sciences species to redistribution of vegetation http://nas-sites.org/climatemodeling/ and climate following predicted climate This website provides information and short change. Ecography, 260, 1460–1472. videos on climate models and how they are Retrieved from http://www.treesearch. constructed and validated. fs.fed.us/pubs/39841 Understanding Science. (2013). Misconcep- How Do Climate Models Work? tions about science. Retrieved from Koshland Science Museum http://undsci.berkeley.edu/teaching/ https://koshland-science-museum.org/ex- misconceptions.php#a7 plore-the-science/earth-lab/modeling

78 ACTIVITY 3 Southeastern Forests and Climate Change PROJECT LEARNING TREE SECTION 2 Forest Management and Adaptation Forests can be managed to thrive in a changing climate.

FORESTS COVER ABOUT 40 PERCENT Extent of Southern U.S. Forests OF THE LAND AREA in the southeastern United States (Miles, 2014). Several species of pine trees dominate these forests, growing in both tree plantations and naturally regenerated forests on private and public lands. Based on landowner management objectives, pine forests can be managed to provide multiple benefits, including timber products, nontimber forest products, wildlife habitat, water quality protection, soil stabilization, recreation, aesthetics, and land stewardship. Private land accounts for 86 percent of southeastern forests, one- third of which are owned by corporations and watch carefully for evidence of insects (Butler & Wear, 2011). Industrial private and disease. Depending upon the forest About 40 percent of forest landowners typically grow trees for and the location, trees can be harvested timber production, creating wood prod- the landscape in the for pulp and paper in as few as 15 years or ucts such as paper, lumber, biomass for southeastern U.S. is after 25 years, with appropriate manage- energy, and more. As a region, the South- forested. ment, for lumber. east produces more wood than any single nation, accounting for 58 percent of the Non-industrial private forest landowners total U.S. industrial wood production and include families who own land and may almost 16 percent of the world’s production have cared for that property for genera- (Prestemon & Abt, 2002). tions. They may also grow trees for profit, though they usually invest fewer resources Many of these private forests are inten- than the industrial landowners and it may sively managed to produce profits from take longer for trees to reach a market- pines. Forest managers working with in- able size. If the price of wood is low, these dustrial private forest landowners (such as landowners might keep growing the trees corporations and investment companies) in the hope that their value will increase select seedlings of superior genetic stock, in the future. They also may enjoy hunt- apply fertilizer once or twice during the ing on their property and managing the forest cycle to supplement the soil nutri- land to maximize conservation values. ents, manage understory competition,

PROJECT LEARNING TREE Southeastern Forests and Climate Change SECTION 2 79 Many of the managed pine forest acres of the ACTIVITY 5: Managing Forests for southeastern U.S. have been regenerated using su- Change invites students to collectively develop perior genetic planting stock, which is the result of a casual loop diagram (also called a systems dia- tree improvement research programs that began in gram) of a forest, recalling factors that affect tree the 1950s. These programs have selected superior growth. Information about the priorities and op- parent trees and bred them to produce progeny portunities that landowners use to manage their with better stem form, growth rates, and disease forests is provided through a short video about a resistance. Genetic tree improvement is one forest private family landowner. This information is also management tool that can be combined with oth- provided in a student page. After learning about er silvicultural treatments to improve the overall this forest, students receive management strategy yield, quality of products, and health of forests in cards and climate scenarios. Students use their The activities in this this region (Zobel & Talbert, 1984). systems diagram to explain how climate change section help convey may affect tree growth and how management opportunities for Climate variability and uncertainty, of course, also options may help the forest thrive. The students’ adapting pine forest play a role in forest management. Changes in tem- diagrams should be useful tools for showing rela- management to perature and precipitation patterns resulting from tionships between forests, climate change impacts, climate change. climate change will likely influence forest health. and strategies people can use to manage forests. While forests normally encounter disturbances, Students may wish to return to these diagrams such as storms, wildfire, and insect and disease out- during the summary activities in Section 5. breaks, these disturbances may become more frequent and intense in a future climate. In addition, ACTIVITY 6: Mapping Seed Sources trees and plants require specific climatic conditions introduces students to ongoing research into the to grow, and as climate changes so might the types genetics of loblolly pine (Pinus taeda). Because of species that grow in certain locations. of genetic variations between the eastern and western populations of native loblolly pines, How the forest is managed may increase its health some trees grow faster than others and some and resilience to a changing climate, enabling the resist drought better. Students are asked to graph trees to withstand less rain, hotter summers, short- survival and height data from six different fam- er winters, or more insect pests. Since trees grow ilies of trees that share the same genetic lineage for many years, forest landowners do not have growing on three sites to determine which traits the option of changing the crop they plant from are associated with which population. Of course, year to year. In addition, forests cover many acres if a combination of these ideal traits, such as fast and are not irrigated. Forest landowners, there- growth and drought tolerance, were found in one fore, must develop strategies to adapt practices to tree, the seedlings would be well suited for wood weather and climate over the duration of the forest production despite a future climate of less rainfall. management cycle. The activities in this section help convey ACTIVITY 4: The Changing Forests opportunities for adapting pine forest manage- introduces students to the effects of changes in ment to climate change and for continuing to pro- climate on southeastern forest ecosystems and duce wood products from forests in the Southeast. forest management. This activity highlights current monitoring and research activities of forest Potential Areas of Confusion scientists reported in five, two-page articles from the U.S. Forest Service’s Southern Research Station There are several topics in this section that may magazine, Compass. In groups, students read one be sources of confusion for students, which of these articles, communicate the key points to may be based on their assumptions, prior expe- their classmates, and then summarize ways that riences, or existing knowledge. You may be able climate change might affect southeastern forests to use questions to uncover this confusion and and the role of forest management and science in steer students toward the clarifications provid- responding to those changes. ed in the table.

80 SECTION 2 Southeastern Forests and Climate Change PROJECT LEARNING TREE Assumption or More Adequate Conception Confusion

Nature knows best. There are many advantages to wild, natural forests, and although they may not appear to Leaving forests alone is be managed, many actually are. Management activities help keep forests healthy and enable the best way for them people to enjoy the trails and views. In addition, if landowners wish to maximize certain to grow. components of their forests, such as wildlife habitat or timber, the forest can better meet those objectives with management. For instance, shrubs that provide berries for birds and tree seedlings with superior genes could be planted. In the face of climate change, additional management activities may be needed if natural evolution cannot accommodate the potential changes over a short period of time.

Foresters know best. Professional foresters and researchers have many methods for increasing the growth of Trained professionals trees and making forests more profitable, as well as improving the forest for other objectives. can determine how In some areas, such as where soil nutrients are inherently limited, management may help but to make any property still not overcome severe problems. As climate varies, changes such as insect pests, endemic profitable. and exotic diseases, hurricanes, drought, and flood will make it challenging to predict successful strategies. For this reason, researchers and foresters are exploring multiple strategies to help forests resist problems and flourish despite the projected changes.

Forests are here for The forested landscape provides many ecosystem services from which everyone benefits, everyone. such as improved air quality, groundwater recharge, and biodiversity. Many forests in the Southeast are privately owned, however, and those landowners determine how to manage their forests. They may want a patch of wild nature for their family or steady income from harvesting timber. In the United States, private landowners determine what happens on their property, unless the landowners have entered their property into a land trust or conservation easement.

Genetically modified A plant with a gene inserted using genetic engineering is known as a genetically modified organisms are harmful. organism (GMO). These plants are tested before being released to the general public. Examples of GMO crops that are commonly planted include Round-up Ready® soybeans that are herbicide resistant and Bt-corn that contains genes from a soil bacterium that are fatal to munching caterpillars. GMO methodology has not yet been applied to commercial- ly available native pines, although it can and may eventually be a practical way to introduce resistance to diseases. Researchers currently use selection and breeding to improve genetic stock.

Farmers have been selecting and breeding the best plants and domestic animals for thousands of years. Forest and horticultural geneticists use traditional plant breeding methods to select traits, fertilize flowers with selected pollen, and save the seedlings with the best form, fastest growth, and resistance to insects and disease. Most crops that provide food for millions of people and many of the trees planted in wildland and urban areas have been grown from selected varieties and seeds.

PROJECT LEARNING TREE Southeastern Forests and Climate Change SECTION 2 81 Forests can be managed for multiple objectives, including timber products, recreation, and wildlife habitat. LARRY KORHNAK, OF UNIVERSITY FLORIDA

Key Concepts in This Section Southern forest futures project. Asheville, NC: USDA Forest Service, Southern ■■ Southeastern pine forests are highly pro- Research Station. Retrieved from http:// ductive, and most are privately owned by www.srs.fs.usda.gov/futures/reports/draft/ forest industry or individuals. Frame.htm ■■ Scientists are currently working to un- Miles, P. D. (2014, April 19). Forest inven- derstand how climate change might affect tory EVALIDator web-application ver- forests. sion 4.01 beta: Forest statistics by state ■■ Forest management strategies are used to (all ownerships), Florida. St. Paul, MN: increase tree growth and enhance forest U.S. Department of Agriculture, Forest health. Service, Northern Research Station. ■■ In an uncertain climate future, thinned Retrieved from http://apps.fs.fed.us/ forests should be more resilient. fiadb-downloads/standardReports.html ■■ Through selection and breeding, tree Prestemon, J. P., & Abt, R. C. (2002). Tim- breeders and forest researchers are pro- ber products supply and demand. In D. ducing improved seedlings that could Wear & J. Greis (Eds.), The southern forest have inherited genes conveying tolerance resource assessment. Asheville, NC: USDA to drought and disease or good growth Forest Service, Southern Research Station. and form. Retrieved from http://www.srs.fs.usda. gov/pubs/42386#sthash.s5XJsIYB.dpuf References Cited Zobel, B. J., & Talbert, B. J. (1984). Applied Butler, B. J., & Wear, D. N. (2011). Chapter forest tree improvement. New York, NY: 6: Forest ownership dynamics of south- John Wiley and Sons. ern forests. In D. Wear & J. Greis (Eds.),

82 SECTION 2 Southeastern Forests and Climate Change PROJECT LEARNING TREE ACTIVITY The Changing Forests

In small groups, students learn about research that is helping forest managers monitor and respond to climate change using new tools and 4 management techniques.

Subjects Objectives Agriculture, Biology, By the end of the activity, students will be able to Environmental Science, ■■ identify three ways that climate change could affect a forest ecosystem, and Language Arts ■■ explain two monitoring or management techniques for exploring climate change and forest health. Skills Communication, Assessment Cooperative Learning, ■■ Use students’ answers on the student page to assess their understanding of the articles. Critical Analysis, Leadership, ■■ Ask students to write an essay describing three changes in southeastern forests that may be due to Making Conclusions climate change, and at least two ways that forest managers can monitor and respond to these changes.

Materials Student pages, answer keys, and presentation Background (available at http://sfrc.ufl. Additional background information can edu/extension/ee/climate/ Forests are an important part of the be found in the Section 2 Overview. section2/activity4) landscape in the southeastern United States. They cover much of the land Time Considerations area; they are owned by public agen- some trees may expand their ranges One or two 50-minute class periods cies, private landowners, and other northward or to higher elevations if entities; and they are managed for seedlings and young trees are able to Related Activities multiple objectives, including timber survive in these new habitats. Students should have an production, wildlife habitat, recre- understanding of climate change (Activity 2) and the ation opportunities, and water quality In addition, forest health, structure, relationship between forests protection. Given the many benefits and composition are influenced by dis- and climate (Activities 1 of forests, it is important to gain a turbances, such as wildfire, insect and and 3). This activity can be better understanding of how long- disease outbreaks, invasive species, and followed with additional term changes to average temperature storms. If these disturbances become activities that show how forest managers can address and precipitation will influence forest more frequent and severe, entire forest climate change (Activities 5, health and survival. For example, if ecosystems may change. Prolonged hot, 6, or 8). temperatures are too high or too low, dry weather can increase wildfire risk. or if temperatures fluctuate too quickly, Drought also creates ideal conditions Research Connection Forest scientists focus their trees can become stressed and may die for the southern pine beetle, and a pop- research in many areas, prematurely. Similarly, trees can be af- ulation explosion of this insect pest can including forest health, fected if too much precipitation results significantly impact forest health. Many fire ecology, genetics, and in flooding or if too little precipitation invasive species can outcompete native modeling. causes drought. In particular, trees tree species under a wider variety of growing at the edges of their species temperature and moisture conditions range, where they may already be that may result from climate change. stressed, could suffer the worst impacts As a result of more frequent severe of changes in climate. These changes weather events, such as hurricanes in could cause some species of trees to the Southeast, trees that are already die and allow for growth of other tree stressed from drought are likely to be species that are better adapted to these more susceptible to additional damage different climate conditions. Over time, from high winds.

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 4 83 2. improving forest health and resilience by reducing forest stresses such as pollution, fragmentation (i.e., break- ing up large continuous forests into smaller parcels by converting the landscape to other uses such as farming or subdivisions), risk of wildfire, invasive species, insects, and diseases; 3. preparing to respond to forest de- clines by monitoring forest health and establishing criteria for prompt intervention; and 4. planting new seed sources from trees that are adapted to growing with less water or adapted to higher temperatures.

Many scientists are currently exploring how projected climate changes might affect GREGORY FREY, VIRGINIA STATE UNIVERSITY forests. The U.S. Forest Service employs research scientists who conduct studies, collect long-term data, and monitor forest resources on national forest lands. Results of these studies are shared with the scientific community and with forest managers, in hopes to direct management practices with the best available science-based information. In the Southeast, these U.S. Forest Service scientists work at the Southern Research Station (SRS). They are monitoring Scientists and As climate conditions change, there are a variety of ecosystem components to better forest managers are many ways to approach forest management, but no one strategy will work for every understand what is changing, whether monitoring changes forest. In general, it is important to create changes can be explained by any predictable in southeastern resilient forests—those that can resist and factor, and how forest managers can respond forests and exploring recover from disturbance—that are better to change through adaptation strategies. how to respond able to adapt to change. Given enough time to these changes and genetic diversity, many species can Teaching This Content with new tools biologically adapt and thus survive chang- and management es in environmental conditions. However, This activity uses a “jigsaw” cooperative strategies. rapid changes in the environment make it learning technique, which allows students to less likely that plant and animal populations more easily digest complex information and will be able to change with new conditions. helps them practice important communica- Adaptation to climate change includes tion skills. Using this technique, students be- actions taken by humans to avoid, benefit come responsible for part of the information from, deal with actual, or plan for expected the class is learning and teach other students climate change impacts. Specific forest-relat- about the most important aspects of specific ed adaptation strategies include topics. Before teaching others, the students work in small groups; in each group students 1. instituting seed-bank programs for are focused on the same topic. This time is tree species that can tolerate drought important for students to become comfort- and floods; able with the information and to share ideas

84 ACTIVITY 4 Southeastern Forests and Climate Change PROJECT LEARNING TREE with one other. The students then “jigsaw” so that new groups are formed, and each 1 1 2 2 3 3 4 4 5 5 new group contains at least one member of 1 1 2 2 3 3 4 4 5 5 each old group. At this point, each student ORIGINAL IMAGE: ELLIOT ARONSON,WWW.JIGSAW.ORG 5 5 has a chance to teach the new group a spe- 1 1 2 2 3 3 4 4 cific aspect of the topic. This format gives students a structured way to work in groups and provides an opportunity for practicing Jigsaw! communication skills with a small group of peers. It enables everyone to contribute. 1 2 1 2 1 2 1 2 1 2 1 2 3 4 3 4 3 4 3 4 3 4 3 4 Getting Ready 5 5 5 5 5 5 The Activity 4 webpage provides Teacher Tools that you can use to become more familiar with 1. “Trees in Transition“ by Stephanie this activity’s background and In this activity, each Worley Firley procedure. student group begins 2. “Forest Ecosystem Stress in Real by focusing on a Download the Introduction to Southeast- Time” by Zoë Hoyle different reading. ern Forests presentation and review it to 3. “More Fuel for Fire?” by Susan Next, the groups determine how much you wish to present to Andrew “jigsaw” and teach students. 4. “CRAFTING Future Forests” by Zoë Hoyle each other about This activity uses five short articles that 5. “Climate Change Invasions” by Teresa the key aspects of appeared in the June 2011 issue of Compass Jackson each reading. Magazine published by the U.S. Forest Ser- vice, Southern Research Station. The articles Or, you may wish to find other articles to can be accessed on the Activity 4 webpage, use for this activity. See the Additional where all five articles are provided in one Resources section of this activity for a few PDF document. starting points to find additional articles.

Systems Thinking Connection

A CLASSROOM OF STUDENTS is an example of a rainstorms are connected. The casual observer would likely fail complex system. The class roster may be relatively stable to understand how these seemingly independent events could throughout the year, but the mood and behavior of the class be linked, just as a novice teacher may fail to understand how an can vary from day to day. Good teachers understand how even event in the morning can have an important impact on students’ slight changes (e.g., a storm, an assembly) can cause noticeable work during afternoon classes. Systems thinkers gain insight changes in the students’ behavior. into the behavior of a system by focusing on the cause-effect connections that spread like a web through a complex system. Forests are also complex systems in a constant state of change, as students learn in the reading, “Trees in Transition.” The Understanding the weblike structure of cause and effect can reason that scientists are concerned about climate change is help us avoid tunnel vision so that we can see the effects of not simply that the climate is changing, but that the pattern actions that are outside of our narrow focus. For example, of changes that scientists have observed over the last several in “CRAFTING Future Forests” students learn how forest decades has never been experienced before. managers no longer focus on a single value or variable. Instead, they learn to take a broader view regarding the impacts of Understanding these new patterns of change requires us to their decisions. Expanding the way we think to include the look for indirect connections. For example, in “More Fuel most appropriate systems boundaries is an important systems for the Fire?” students learn how severe wildfires and severe thinking skill.

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 4 85 Make copies of the Changing Forests stu- minutes to complete Part B of the activity. TEACHERS SAY … dent pages (each student should receive one Part B provides a worksheet for students student page to correspond with his or her to complete while watching a video from I loved the lesson Compass article). the U.S. Forest Service, which introduces and the jigsaw with climate change science, impacts on forest articles. Students If you have more than one class period for ecosystems, and the Forest Service response were willing to share this exercise, students can read the arti- to climate change (video is available on the the information they cle in their groups. If you have only one Activity 1 webpage). period, ask students to read the articles for learned and were able homework and to be prepared to discuss 4. Divide the class into five equal topic to answer questions. the information when they come to class. groups. Each topic group should be as- I was thrilled at their You can assign the questions as homework signed to read one of the five Compass efforts. as well or save them for the first group articles. These articles contain informa- —Earth and Environmental Science activity. tion about climate change research being Teacher, North Carolina conducted by U.S. Forest Service scientists. Doing the Activity Give each student in each group a copy of the article and the associated Changing 1. Ask students to imagine a forest. What Forests student page. Alternatively, the types of trees do they see in their forests? articles can be read online. Where are their forests located? Did any students think about a forest close to 5. Ask students to read the articles and home? Explain that forests are an import- complete the Changing Forests student page ant part of the landscape in the south- as a group or as homework. Answer keys eastern United States and provide a short are available on the Activity 4 webpage. The introduction to forests and forest manage- group task is to make sure each student is ment in the region. You may want to use familiar enough with the information to be the Introduction to Southeastern Forests able to teach it to other students in 3 min- presentation on the Activity 4 webpage. utes. Give students in the topic groups at You can also use information provided by least 15 minutes to discuss and answer the your state forestry agency’s website to share questions based on the articles. Allow more locally relevant information. time if necessary.

2. Ask students to imagine their forests 6. Ask students in each topic group to again, but now have them consider how count off so that each person has a dif- their forests will respond to future chang- ferent number. The students should then es in climate. What might they see change reform new groups according to their in their forests as a result of anticipated numbers. Each new group should have at changes in temperature and precipitation least one person from each previous topic patterns? If they were scientists, what sort group. of observations or data would they collect to study these changes? Explain to students 7. In the new groups, ask one student in that the U.S. Forest Service employs sci- each group to be a timekeeper. Each stu- entists who conduct research on national dent should take 3 minutes to explain his or forest lands, and these scientists are inves- her article to the other students. When the tigating strategies to monitor and detect student is done, the other students may ask change and adaptation strategies that forest questions. managers can implement to respond to those changes. 8. When everyone understands all five articles (about 20 minutes), ask students to 3. If you didn’t previously complete Activ- discuss the following questions. ity 1 with your students, consider taking 15

86 ACTIVITY 4 Southeastern Forests and Climate Change PROJECT LEARNING TREE ■■ What common themes do the five read- Adaptation strategies are important to ings have? help humans and forest ecosystems adjust Answers may include: climate changes to climate change already occurring. Hu- are causing changes in forest ecosystems; man assistance is needed because many climate changes are causing a variety of of these changes might happen too quickly different forest stresses; new models are for the crops we depend on to naturally being developed to predict climate changes adapt. and the impacts of these changes; scien- ■ Systems Reflection: How are tists are studying ways to understand the severe storms and severe wildfires effects of climate change on forest ecosys- related to climate change? tems and to develop ways managers can In some cases, severe storms can create help ecosystems adapt to these changes. more fuel by blowing down large trees. ■■ What are some indicators that changes More fuel may mean more intense wild- TEACHERS SAY …

have occurred during the past 30 years? fires. However, as the article explains, that Answers may include: warmer, drier con- is not always the case. The authors also After discussing the ditions have occurred; extreme weather note that these large fallen trees may keep questions with my events happen more often; species that enough moisture through the dry season students from the thrive in warmer climates are able to to help decrease fire risk. various articles, they expand their ranges. ■ Systems Reflection: In what way seemed to really ■■ What are some impacts from climate has human development around understand a whole change that southeastern forests might forests made forest management lot more about climate face in the future? decisions more complex? Answers may include: changes in the When forest managers make decisions, change. genetic makeup of forest tree species, they must keep in mind the needs of —Earth Science Teacher, Florida changes in ranges of forest tree species, the people living near those forests. increased drought, more frequent and In some cases, managing for the most more intense forest fires due to greater resilient forest possible might create fuel loads, stronger and more frequent other problems for local residents. The tropical storms, and greater opportu- CRAFT resource discussed in the article nities for invasive species, which could is designed to help forest managers rec- jeopardize the health of native forest ognize how their decisions affect other species. systems and people as they ripple out through the web of social and ecological ■■ What strategies can forest managers connections. and scientists use to respond to climate changes and to improve forest health? ■ Systems Reflection: What variables Answers may include: prescribed burn- should be considered as part of the ings, conserving genetic variation, using forest system to best understand models to predict changes, and using forest changes caused by climate? models to determine areas of forest stress. The important variables will vary somewhat, depending on the forest. However, ■■ From the readings, what future career precipitation and available water, nutrient opportunities can you identify? levels and soil health, low- and high-in- Answers may include: forest ecologist, tensity fires, and temperature are all likely land manager, and research scientist in to impact the health and growth of any various related fields, including plant ge- forest. netics, hydrology, dendrology, and agricultural technology. 9. Summarize this activity by asking ■■ Why are adaptation strategies important students to reflect on the importance of for forest ecosystem health? conducting research on forested lands.

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 4 87 Why is it valuable to collect data over long these Compass articles by searching for the TEACHERS SAY … time periods? How do they think research authors name on TreeSearch (www.treesearch. I will be doing this projects like the ones described in the arti- fs.fed.us). They can also find additional articles benefit society? Remind students that cles written by other authors. activity again because national forests are public treasures that I think the articles provide wildlife habitat, clean water and Have students read the introduction of were good and the air, places for people to recreate, timber “Science at Your Fingers” to learn about discussion questions products, and natural scenery. U.S. Forest a U.S. web-based tool called TACCIMO were appropriate for Service researchers are exploring climate (Template for Assessing Climate Change change and forests to better understand Impacts and Management Options). my lesson plan. how to care for these areas through appro- TACCIMO is intended for use by land —AP Environmental Science Teacher, Florida priate management practices. managers and provides the most current climate change projections and research in Modifications an effort to link science to forest management and planning. The “Science at Your Depending on your students’ needs and Fingers” article is available at http://www. abilities, you may want to provide students forestthreats.org/products/fact-sheets/ with a short overview of each article before EFETAC_TACCIMO_2013_printerfriendly. they break up into their small groups. pdf). Students can then explore TACCIMO and develop management ideas to address You can reduce the number of articles so negative impacts of climate change on that you can more easily help each group forest ecosystem (http://www.taccimo.sgcp. as they complete the activity. You can also ncsu.edu). reduce the number of questions on the student pages using the file provided on the Invite a forest researcher to class to talk Activity 4 webpage. about the types of research he or she conducts and how climate change might affect You may choose to forego the jigsaw ap- forests. proach, read the articles together, and complete the student pages together. Keeping Advanced students can explore a web-based the class together, rather than splitting into tool called WaSSI (Water Supply Stress Index groups, may be helpful if your students be- Ecosystem Services Model, http://www. come easily distracted or find it hard to stay forestthreats.org/research/tools/WaSSI) to on task. If you choose to read fewer articles, learn how changes in precipitation and tem- we suggest you pick those that cover both perature may affect water resources and forest the impacts of climate change and how sci- ecosystems at the regional watershed level. entists are modeling and monitoring those changes in the forest: “Climate Change Additional Resources Invasions,” “Forest Ecosystem Stress in Real Time,” or “Trees in Transition.” Climate Change Impacts and Adapting to Change Enrichment U.S. Environmental Protection Agency (EPA) Partner with a local natural resource expert for www.epa.gov/climatechange/impacts- a class field trip that investigates how climate adaptation/index.html change might affect schoolyard trees and wild- This section of the U.S. EPA climate change life, wetland habitats, or nearby forests. website provides information about the impacts of climate change and adaptation Suggest that students interested in science efforts by region and by sectors, such as read the scientific articles linked to each of forests, agriculture, and ecosystems.

88 ACTIVITY 4 Southeastern Forests and Climate Change PROJECT LEARNING TREE CompassLive Blog U.S. Forest Service, Southern Research Station http://www.srs.fs.usda.gov/compass/ A blog designed to share the latest information on southeastern forests from the U.S. Forest Service.

Effects of Climatic Variability and Change on Forest Ecosystems: A Com- prehensive Science Synthesis for the U.S. U.S. Forest Service, Pacific Northwest Research Station http://www.treesearch.fs.fed.us/ pubs/42610 Southern Forest Futures Project: In the PINEMAP This assessment analyzes current and Summary Report future conditions of forests with specific U.S. Forest Service, Southern Research Focus on interest to climate change impact. Station Research http://www.srs.fs.usda.gov/pubs/42526 video on the Forest Adaptation Resources: Climate This summary includes results from the Activity 4 webpage, Change Tools and Approaches for Land Southern Forest Futures Project technical you can learn about Managers report and provides a set of key findings WaSSI model from Chris Swanston and Maria Janowiak, and implications. a U.S. Forest service Editors; 2012 scientist who helped State Resources, Southern Regional Exten- http://www.nrs.fs.fed.us/pubs/40543 develop the model. This US Forest Service General Technical sion Forestry Report provides resources, including a Southern Regional Extension Forestry workbook, to help forest managers incor- http://sref.info/resources/state-resources porate climate change considerations into From this website, you can click on any state management and devise adaptation tactics. in the Southeast and find a listing of the state’s forestry agency, university or college Neil Sampson Says Climate Change with a forestry school, and Extension pro- Speeding Flux of Forest Ecosystems grams. These state-specific resources provide EarthSky localized information about forest research http://earthsky.org/earth/climate-change- and resources. You can also check out the speeding-flux-of-forest-ecosystems Current Projects page (http://sref.info/ During this 90-second podcast, scientist projects/current) to learn about regional Neil Sampson describes how forests may be forestry projects in the Southeast. affected by climate change. U.S. Forest Service, Research State Climatologist Interview and Development with NC People U.S. Forest Service State Climate Office of North Carolina http://www.fs.fed.us/research/ http://video.pbs.org/video/2134881398/ The U.S. Forest Service has research stations ?starttime=671000 located regionally throughout the country. During this video, the North Carolina State Their websites are a good starting point Climatologist, Ryan Boyles, Ph.D., explains for identifying current forest research and how climate change can impact southeast- can be accessed, along with other news and ern forests. highlighted research, through the Research and Development webpage.

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 4 89 STUDENT PAGE

Changing Forests: Trees in Transition

NAME DATE

1. The introduction states that the only constant is change. If forests always change, what’s the problem?

2. How might tree populations respond to changes in the climate?

3. What is the ForeCASTS project? How are ForeCASTS maps useful?

4. Why is it important to conserve genetic variation?

90 ACTIVITY 4 Southeastern Forests and Climate Change PROJECT LEARNING TREE STUDENT PAGE

Changing Forests: Forest Ecosystem Stress in Real Time

NAME DATE

1. What is RAFES and what is it intended to do?

2. What is the problem with current ecosystem assessment, and why is the new approach more effective?

3. What important forest stressor is being researched for this project? Why is this stressor important?

4. How do you think drought increases forests’ susceptibility to pests, disease, and wildfire?

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 4 91 STUDENT PAGE

Changing Forests: More Fuel for Fire?

NAME DATE

1. What is the KBDI? What does a high KBDI mean?

2. In which geographic area is the increase in the length of fire season expected to be the greatest?

3. Describe the changes in fuel loads predictions. Which areas will have a decline? Which areas will have an increase?

4. What is a management option to reduce wildfire risk?

92 ACTIVITY 4 Southeastern Forests and Climate Change PROJECT LEARNING TREE STUDENT PAGE

Changing Forests: CRAFTING Future Forests

NAME DATE

1. What is the Forest Service National Roadmap for Responding to Climate Change?

2. Why is there a strong interest in restoring longleaf pine forests in the Southeast?

3. What challenges do forest restoration specialists face?

4. What is CRAFT? How does CRAFT help managers and stakeholders make decisions for the future?

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 4 93 STUDENT PAGE

Changing Forests: Climate Change Invasions

NAME DATE

1. How will invasive plants likely be affected by climate change?

2. What types of tools are EFETAC researchers using to assess how climate change will affect the distribution of plant species?

3. What is required to understand how invasive species affect native habitats and species?

4. What is the goal of the EFETAC research?

94 ACTIVITY 4 Southeastern Forests and Climate Change PROJECT LEARNING TREE ACTIVITY Managing Forests for Change

This activity allows students to explore the connections between forests, climate change impacts, and management strategies for creating resilient 5 forests. Students draw these connections in a systems diagram, a tool that helps them see the system.

Subjects Objectives Agriculture, Biology, By the end of this activity, students will be able to Environmental Science ■■ explain how forest managers can manage forest plantations to thrive in a changing climate, ■■ create a systems diagram to explain forest health and productivity, and Skills ■■ predict how changes in climatic conditions and management strategies might affect forest health and Determining Cause and productivity. Effect, Diagramming Systems, Identifying Relationships and Assessment Patterns, Predicting ■■ Use students’ answers on the student page to assess their understanding of the articles. ■■ Ask students to write an essay describing three changes in southeastern forests that may be due to Materials climate change, and at least two ways that forest managers can monitor and respond to these changes. Student pages, presentations, and videos (available at http:// sfrc.ufl.edu/extension/ee/ climate/section2/activity5) Optional: colored pens or Background Additional background information can markers, large pieces of paper, be found in the Section 2 Overview yarn, tape Good forest management practices are important to ensure the health and sta- and in Activity 4. Time Considerations bility of forests. To achieve a landowner’s Two to three 50-minute objectives, foresters develop manage- Forests as a System periods ment plans that detail the practices and When thinking about the forest as a Related Activities activities they will apply to the forest- system, it is easy to see why manage- Students should have an ed land. These activities may include ment strategies might be needed to understanding of climate replanting practices, species selection, maximize the landowner’s objectives. change (Activity 2) and the tree harvesting and thinning schedules, relationship between forests This activity begins by helping students and climate (Activities 1 and 3). fertilizer applications, steps to enhance generate a systems diagram of a forest. This activity can be followed wildlife habitat or biodiversity, actions Specifically, students create a causal with additional activities that to protect water quality, strategies to pro- loop diagram, which is a tool to visual- show how forest managers tect trees from insect pests and disease, ize and better understand the cause-ef- can address climate change (Activities 4, 6, or 8). and vegetation management to reduce fect relationships between parts of a wildfire risk and competition with the system. The presentation, Building a Research Connection trees. Most of the forests in the Southeast Forest Systems Diagram, is available on Forestry research in the are privately owned and many are man- the activity webpage to help you teach Southeast explores strategies aged for timber or pulp production. that can create profit from this important skill. The teacher notes resilient forest plantations. in the presentation include a script The management strategies The management activities described that will guide you and your students included in this activity are in this activity are based on techniques through this process. based on research findings that are commonly used by forest land- from comparison plots across the Southeast. Family owners who wish to harvest trees for Systems diagrams are useful for pictur- landowners may have additional income. Most of these strategies also ing how different aspects of a system, management objectives for can be used in naturally regenerated such as a forest, are connected through their property, such as wildlife forests that are managed for biological cause-effect relationships. John Muir habitat and a legacy for their diversity and recreation. family. famously said, “When we try to pick

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 5 95 LARRY KORHNAK, OF UNIVERSITY FLORIDA

Many pine forests out anything by itself, we find it hitched to (completing homework), we reward that be- everything else in the Universe.” Of course, havior in hopes of fostering continued efforts in Southeast, such he didn’t necessarily mean that everything in that direction. Conversely, if a student as this loblolly is directly linked to everything else. He was behaves in an undesirable way (skipping class), pine plantation, are referring the web of relationships in which we take measures to change that behavior. managed to produce things are connected indirectly to each oth- wood products such er. These indirect connections matter a great We can see a similar pattern in complex as paper and timber. deal in the behavior of an ecosystem. systems when two or more parts of a system are connected to each other so that a change In this section, students learn how to create in one variable ripples through the system and use a simple systems diagram to track and comes back to affect that variable. the cause-effect relationships in a forest There are two different types of feedback and predict how that system would likely loops. Reinforcing feedback loops can turn change in the face of environmental chang- small changes into larger changes. Fads es and management measures. They learn are an example of a reinforcing feedback how changes can ripple through a system loop. When a television show or a product through indirect connections in the web of becomes popular with a few people, other cause-effect relationships. When decisions people hear about it and become interested. are made without considering the web of As this larger group experiences the show relationships, we may fail to anticipate the or product, even more people hear about it, undesirable side effects of our actions. A so it becomes even more popular. As more forest system can include many more vari- people watch the show and talk about it, ables and relationships than we have used more people watch the show. This is what here. We have included the key elements for happens when a YouTube video goes viral this activity. (figure 1). A reinforcing feedback loop that causes rapid change in an undesirable In addition, students are introduced to the direction is referred to as a vicious cycle. For concept of feedback loops. In teaching, we example, in the vicious cycle of poverty and use feedback to direct student behavior. If environmental degradation, an increase in a student behaves in a desirable way one causes an increase in the other, which

96 ACTIVITY 5 Southeastern Forests and Climate Change PROJECT LEARNING TREE loops back and amplifies the first change. This cycle continues until the situation Reinforcing Feedback Loop Balancing Feedback Loop spirals out of control. Of course, this same feedback loop could reinforce continuing decreases in poverty and environmental deg- S O radation. Part of being a systems thinker is Number of People Motor Activates Talking About Video Cooling Number of People Temperature looking for ways to use reinforcing feedback Watching Video loops to create desirable change. S S Systems also have balancing feedback loops—the most common example is the thermostat in your refrigerator. If the temperature in the fridge gets too warm, the temperature, which can alter the growing motor comes on to cool things off. Once the season length, fire patterns, and plant and Figure 1. Systems fridge has cooled to the desired tempera- animal migration. Precipitation patterns can have reinforcing ture, the motor turns off (figure 1). In other may also change. Climate models suggest feedback loops, where words, any major change in the system that some areas will receive less rain and the cause-effect evokes a response to reverse that change. others will receive more. Much of the addi- sequence tends to Populations are often balanced by con- tional precipitation may not fall during the amplify change (left). straints in food supply. In our forest systems growing season, however, or may arrive in Systems can also have diagram, there is an example of a balancing unusually strong storm events. When large balancing feedback feedback as tree growth affects competition storms produce torrential rain, much of the loops, where the for water and nutrients. water runs into surface drainage areas rath- cause-effect sequence er than filtering into the ground. Impacts on tends to resist change In this systems diagramming activity, in southeastern pine forests will vary. For those (right). addition to placing the arrows and under- places that experience warm and moist standing the relationships, students will conditions, growing seasons could become label the arrows to indicate how a change in longer, which could increase tree produc- one variable affects the variable on the re- tivity. Alternatively, prolonged droughts ceiving end of the arrow. The presentation, could stress trees, decrease productivity, and Building a Forest Systems Diagram, pro- impact tree survival. For a good introduc- vides examples and explanation for helping tion to visualizations of climate models, see students add an S when the two variables Activity 3: Atlas of Change. change in the SAME direction and an O when the change is in OPPOSITE direction. Additional factors influenced by climate change, such as soil moisture, wildfire, in- Climate Change Impacts sects, and diseases, also impact pine forests. Changes in precipitation and temperature In many areas of the Southeast, it is in- influence evaporation and groundwater creasingly important for forest managers levels, both of which affect the amount of to consider climate change when choosing water stored in soils and trees. Longer pe- management strategies, as variations in riods of hot, dry conditions could increase climate will likely affect pine forest produc- the frequency and severity of wildfires. tivity and forest health over the life cycle of Increased temperature across the region and the trees. The importance of these man- a greater increase in hurricanes could also agement activities can be seen in the forest enable forest insects, such as bark beetles, to system diagram too. Although temperature expand their range. When the population of changes in the Southeast are not expected these insects peaks, they can be enormous- to be as large as in the North, much of the ly destructive, especially when trees are region may experience a rise in average stressed by drought, overstocking, or

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 5 97 and genetic diversity, many species can biologically adapt and thus survive changes in environmental conditions. However, rapid changes in the environment make it less likely that plant and animal populations will be able to change to meet the new conditions. Adaptation to climate change includes actions taken by humans to avoid, benefit from, deal with actual, or plan for expected climate change impacts. These include some management options that may enhance the ability of forests to adapt

DAVID GODWIN, SOUTHERN FIRE EXCHANGE to climate change such as the following:

■ Thin crowded forests: As trees grow, forests can become increasingly crowded and competition between trees can become intense. While overcrowding often happens in naturally regenerated forests, tree seedlings in a plantation forest are usually planted at a high density to ensure that trees grow straight with fewer branches. Once the trees extreme weather events. Invasive species Prescribed fire is reach a certain size, they begin compet- from tropical areas are also likely to in- ing for resources such as light, water, used in southeastern crease their ranges. Climate conditions, tree and nutrients. When these factors are forests to reduce growth, and forest stressors are interrelated. limited, the trees can become stressed, wildfire risk and to For example, reduced summer precipitation making them more susceptible to maintain or restore and increased temperature during the grow- disease and insect attack. In addition, fire-dependent ing season lead to increased moisture stress, overcrowded forests are more suscepti- ecosystems. as less water is available for the trees. This in ble to mortality from wildfire. Remov- turn could reduce growth rates and increase ing some trees from the forest reduces the risk of disturbance by fire, insects, and tree stress and enhances the growth of disease. Increased atmospheric carbon the remaining trees. It also decreases dioxide may cause other changes to forests the risk of wildfire, insect attack, and as well. Most experiments show that trees disease. initially grow faster when the atmosphere has higher levels of carbon dioxide. At some ■ Promote genetic diversity: Forests point, this increase slows or disappears as with some variation in genetic diversity growth becomes limited by other factors (different species or different families such as reduced soil nutrients or water of a single species) may be better able availability. to withstand uncertain environmental changes than forests with little genetic Forest Management diversity because they might be more resilient. Species and families differ in As climate conditions change, there are their ability to grow under different cli- many ways to approach forest management, mate conditions. For example, longleaf but no one strategy will work for every for- (Pinus palustris), sand (P. cl au s a ), and est. In general, it will be important to create shortleaf (P. e chinata ) pines are more resilient forests—those that can resist and drought tolerant than loblolly (P. tae d a ) recover from disturbance—that are better and slash (P. elliottii). Even within a able to adapt to change. Given enough time

98 ACTIVITY 5 Southeastern Forests and Climate Change PROJECT LEARNING TREE Systems Thinking Connection

THROUGH THIS ACTIVITY, students see that cause-effect relationships in a forest look something like a web. This weblike structure is typical in complex systems as are the feedback loops described in the background section of this activity. Feedback loops play a large role in the stability (and instability) of complex systems. Indeed, the enormous web of cause-effect relationships and the prevalence of numerous feedback loops are the major reasons why making precise predictions about climate behavior is so difficult. Two additional Systems Enrichment Exercises help students practice making systems diagrams.

species, some trees are better able to that is taken up by trees more efficiently, TEACHERS SAY … tolerate certain environments than oth- allowing foresters to apply less fertilizer ers. Planting a variety of improved gen- to get similar increases in growth. My students (and I) otypes may enable some trees to thrive were unfamiliar with even in great uncertainty about climatic Teaching This Content the modeling activity, conditions. See Activity 6: Mapping but, after slow, Seed Sources for more information on This activity engages students in systems careful explanation, genetic diversity within a species. thinking. If you have not been using the they were able ■ Use prescribed fire: Many southeastern Systems Enrichment Exercises, you may to understand forest ecosystems are adapted to the wish to use the Dynamic Systems Dance and process the periodic, low-intensity fires that histor- exercise on the Activity 1 webpage to help information. ically have occurred naturally. Without explain the concept of a system. Being able —AP Environmental Science Teacher, Florida periodic fire in the ecosystem, the forest to draw a system by identifying compo- understory can become filled with nents and their relationships may be a fast-growing vegetation and dead or- new skill, and it is a helpful step to un- ganic matter. Over time, the absence of derstanding and thinking about systems. fire changes the makeup of an ecosys- Pilot testers who were unfamiliar with this tem and creates hazardous fuel loads, concept found that reviewing the slide so that when a fire does occur, it is presentations and slowly explaining the more intense and damaging. To reduce relationships helped their students better wildfire risk and to maintain or restore draw diagrams and understand them. fire-dependent ecosystems, trained professionals plan and conduct prescribed Some students may think that forests will fires in natural areas under appropriate die because of climate change, particularly weather and safety conditions. if a recent drought or wildfire has occurred nearby. Such severe and direct impacts ■ Using improved fertilizers: Many pine are not typical, though they might occur in plantations grow on nutrient-poor sandy some places. It is more likely that trees will be soil. If forest landowners are able to stressed and vulnerable during one season. supplement soil nutrients with fertiliz- During the period of drought, for instance, er once or twice during the life span of trees may not grow much and may be suscep- their trees (roughly every 8–10 years), tible to other stressors, but they are not likely the trees grow faster and sequester more to die in one year. In this way forests are more carbon. Maintaining vigorous growth of resilient than corn and other crops. However, the trees can make them less susceptible long term drought and other stressors have to insect attacks and drought. Research- the ability to weaken trees to the point where ers are developing specialized fertilizer beetles or disease could kill them.

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 5 99 Getting Ready potential answers that students may generate as they add variables and relationships to their The Activity 5 webpage provides diagrams in Part B of the activity. Then copy Teacher Tools that you can use and cut apart the Climate Scenario Cards you to become more familiar with this chose and give one or two to each group. activity’s background and procedure.

A background in local forest management Doing the Activity practices will help students with this ex- Part A: Visualizing the Forest ercise. You can use the Introduction to Connections Southeastern Forests presentation on the Activity 4 webpage to introduce students 1. Begin the activity by asking students to to this topic. In addition to the background describe nearby forests that are harvested TEACHERS SAY … and resources provided here, a guest speaker for wood products. These are likely pri-

from your state forest or Extension agency vately owned forests (either by individuals I had the most could help explain the management terms or corporations) and in many areas of the response and most and answer questions about nearby forests. Southeast are probably pine plantations. In this activity, your students will provide active learning in my advice to Doug Moore, the landowner classroom with this Download the Building a Forest Systems Diagram presentation from the Activity 5 featured in the video and student page, two-day activity. The webpage and review it to determine how who is wondering how to best manage his conversations in the you wish to present the information to forest for future climate conditions. Intro- groups the second students. Even if students have experience duce Mr. Moore and his forest with either the video or student page to help students day when we added making causal loop diagrams, this activity will be more successful if all students use visualize his forest. the management the same framework for understanding the squares to the forest system’s variables and relationship, which is 2. Explain that a systems diagram of a forest systems model were the system they will create using the Forest helps people see the connections and rela- engaging and lively. Diagram student page. tionships in a forest ecosystem, and through those relationships, predict how changes The discussions about Make copies of the Forest Diagram student could affect the forest. This is an important climate change for the page so students can add the arrows as you strategy for providing Mr. Moore with good forest landowner went explain the system. It is possible, of course, advice. Students need to see the whole forest well. to design many forest systems diagrams (and its ecosystem) not just the trees! Dis- —Biology Teacher, Florida with many relationships; this abbreviated tribute the Forest Systems Diagram student version helps students consider climate im- page and ask students to follow along with pacts and management options. The video your presentation of Building a Forest Sys- on the activity webpage provides a brief tems Diagram by adding the arrows and S explanation of systems by Dr. Richard Plate. for SAME or O for OPPOSITE to designate the relationships between variables that you Decide whether you will have students introduce. You may wish to demonstrate the watch the Private Family Landowner video first few relationships and then call on stu- or read the student page, which has been dents to explain the next relationship or set adapted from the video. Make copies if of relationships (both options are available necessary. Make copies of the Management in the presentation). This may be helpful in Cards for each group. conveying the relationships: “When forest density is increased, competition is in- Review the Suggested Solution Diagrams creased, which reduces tree growth. If forest presentation to decide which climate sce- density is reduced, competition is less severe, narios to give students and how to discuss so trees obtain more nutrients, and grow their responses. The presentation provides m ore .”

100 ACTIVITY 5 Southeastern Forests and Climate Change PROJECT LEARNING TREE Only some variables and connections are il- ■■ Which management strategies might lustrated to emphasize the relationships that become important to enable the forest to play particularly important roles in the con- thrive with this possible climate change? text of this exercise. A completed systems Several management strategies may be diagram is included in the presentation. helpful in response to each potential climate change (see Suggested Solution 3. Check that the class understands how Diagrams presentation). to use the diagram to track cause-effect relationships by asking them to draw 4. Ask each group to present one diagram, an additional arrow to show how more explaining the group’s ideas about how frequent wildfires might affect understory the forest might be affected by change and vegetation (An O feedback arrow between the management strategies they chose to these variables to make a balancing feed- address these changes. The Suggested Solu- TEACHERS SAY … back loop). tion Diagrams presentation includes some sample results for these scenarios; others The assessment was Part B: Making Management are possible. very helpful. I like Decisions 5. After all groups have presented, discuss hearing students 1. During the second part of the exercise, the following questions as a class: explain the concepts students use their basic forest systems to each other. diagram to decide how Mr. Moore could ■■ What are some general trends for how —Sixth Grade Science Teacher, manage his forest in a future with changing climate change might affect forests? Kentucky climatic conditions. Small changes in temperature and precipitation can improve growing 2. Divide the class into small groups and conditions; large changes may add stress give each group one or two climate sce- to trees by increasing the possibility of nario cards and the page of management disease and severe fires. cards. Ask them to draw, on their forest systems diagram, the additional variables ■■ Which management practices could listed on the cards to show how climate help landowners increase forest change can affect forests and how manage- resilience? ment activities can reduce those potential Thinning forests can help keep trees impacts. It might help for students to use from becoming stressed by competition different colored pens or markers when or disease. Planting superior seedlings adding these variables and arrows. The can improve tree growth. Maintaining Suggested Solution Diagrams presentation genetic diversity by planting multiple and teacher notes provide ideas about how families of improved seedlings can to explain this task. help some trees survive a variety of conditions.

3. Give the groups 15 minutes to add ■■ What is an example of an indirect rela- the climate and appropriate management tionship on your diagram? variables, draw the changes on their Forest Drought indirectly affects tree growth. Systems Diagram student page, and discuss Rather than having an arrow that goes the following questions in the group: directly from drought to tree growth, notice that the arrow goes from drought ■■ How might climate change affect this forest? to water availability, from water avail- Each climate card specifies one possible ability to tree stress, and finally from tree change and suggests new variables that stress to tree growth. should be added. ■■ Your diagram helps you see the relationships in a forest at one particular

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 5 101 time. Pretend it is ten years later and Modifications TEACHERS SAY … the trees are all larger. Where on your Teachers can simplify this activity by diagram would you see feedback I needed to work keeping the class together and making a loops indicating how the larger trees more closely with large systems diagram on the chalkboard affect some of these variables? or bulletin board rather than dividing the students and Water and nutrient availability will into small groups and using individual we did the model decrease. student pages. Colored yarn can be used together. I enlarged ■■ Under which climate scenarios might to designate relationships. and cut out each of wildfire occur? What management the components and strategies could reduce the risk of Grouping sets of variables together may laminated the cards wildfire? make it easier to explain the diagram. Wildfire may be more likely in climate so students could scenarios that involve drought. Both Using only a few of the climate scenarios place them on a larger prescribed fire (if done with care) and and working together to alter the large piece of paper and thinning could reduce this risk. diagram may be a useful strategy for draw the arrows as we Part B. ■■ If increased atmospheric carbon in- completed the model creases tree growth, which variables Students will know from common sense on your diagram might limit tree together. that if there is less rain, trees will not — Ecology Teacher, Virginia growth? Could a forest landowner grow as much, so you can ask them to change those limiting variables? check their diagrams to make sure that Water and nutrients will likely limit is conveyed. Then select a less obvious tree growth; nutrients could be added change and ask student what the dia- through fertilizer, but forest landown- gram predicts could happen. ers do not have the capacity to irri- gate their forests like a farmer might. Review any unfamiliar forestry terms Thinning should make more water prior to beginning the activity. available to remaining trees.

6. Systems Reflection:Sum - Enrichment marize the activity by remind- If your students already know something ing students that a systems about forest management, you may wish diagram is one tool for visualizing a to distribute the forest diagram variables complex system and predicting how cards and ask groups to create their own the system might respond to change. diagrams (without using the Forest Dia- As your students become more familiar gram student page). with system modeling, they may see systems in lots of places, such as the Ask your students to make a forest sys- school bus routes and school sched- tem diagram for a public forest. A de- ule, baggage handling in an airport, or scription of a public land agency forest dinner preparations at home. Similar is available on the Activity 5 webpage to these other systems, forests will be in the optional Public Land Agency subjected to many possible conditions student page. This information can be and variations over time. Putting the supplemented with information from system on paper helps to simplify it and your state’s forest agency. Instead of us- allows students to see how the relation- ing tree growth as the ultimate goal for ships can be used to attain the intended forest management, students may use objectives. forest health or biodiversity for the key

102 ACTIVITY 5 Southeastern Forests and Climate Change PROJECT LEARNING TREE variable at the top of their diagram. Additional Resources Students can also work through more cli- America’s Longleaf mate scenarios. Information from Activity America’s Longleaf Restoration Initiative 3 can be used to develop climate scenarios http://americaslongleaf.org for your region. This website describes an initiative to restore and conserve longleaf pine ecosys- After working through the various sce- tems. The site also includes lots of publi- narios in this exercise, instructors may cations, photos, and maps with informa- want to make a more thorough systems tion on longleaf pine ecosystems. diagram using information from the background section or from other exer- Forest Encyclopedia Network cises in this module. While doing this U.S. Forest Service and Southern Regional can be a useful exercise, there is a strong Extension Forestry Office possibility that the final product will be If you wish to www.forestencyclopedia.net a very complicated diagram, containing explore additional This website has several encyclopedias many variables and a tangle of connec- strategies for that provide scientific knowledge and tions. While the predictive capability of explaining tools related to forest ecosystems and such a map is limited, it may help stu- systems, check management. dents to understand that there are truly the Sustainable a multitude of connections in a forest Forestry Instructional Film - Tomorrow Teacher’s ecosystem. In light of such connections, It’s Time to Thin! Guide or the it is not surprising how even seemingly School of Forest Resources and Systems Thinking in insignificant management decisions can Conservation, University of Florida Action website. have broad effects that ripple through http://www.youtube.com/watch?v= the system. Alternatively, instructors dBxGxeAagtE may want to encourage students to focus This short video explains the forestry prac- on a limited set of variables in order to tice of thinning to improve forest health, keep the systems diagrams from becom- resilience, and profits on timberland. ing overwhelming.

Systems Enrichment Exercises

SOME OF THE MOST IMPORTANT FEEDBACK LOOPS regarding forests and climate are not included in Activity 5 because they are occurring on a global scale rather than on the scale of a single forest. In the systems enrichment options for this activity, students can explore these broad- scale feedback loops in more detail.

In Feedback Loops in the News students read a New York Times article in which writer Justin Gillis identifies feedback loops on a global scale. After reading the article, students draw a systems diagram, showing the relationships suggested in the article, and use that article to discuss the role that feedback loops play in the behavior of the system. See the instructions on the Activity 5 webpage for more details.

In How Earthworms Got Me into College students read a story that exemplifies a recurring lesson in systems thinking: how seemingly small changes can turn into large changes as they ripple through an entire system. In this story the narrator learns about the broad impacts that seemingly unimportant species—earthworms—can have on an entire forest ecosystem. Students use a causal loop diagram to understand the web of cause-effect relationships in the forest ecosystem. Other links are provided for instructors who wish to pursue these examples further. See the instructions on the Activity 5 webpage for more details.

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 5 103 In the PINEMAP Focus on Research video on the Activity 5 webpage, you can learn about a study exploring the interactions between fertilization, water flow in loblolly pine trees, and reduced rainfall (manipulated by ANDY LAVINER, VIRGINIA TECH throughfall exclusion structures, shown here).

My Land Plan: Resource for Woodland Sustainable Tomorrow: A Teacher’s Owners Guidebook for Applying Systems Thinking American Forest Foundation to Environmental Education Curricula for http://mylandplan.org Grades 9-12 This website is a resource for individual Association of Fish and Wildlife, 2011 woodland owners to aid in the management http://www.fishwildlife.org/files/ of their land. The site offers a land-planning ConEd-Sustainable-Tomorrow- tool that includes a mapping feature for Systems-Thinking-Guidebook.pdf customized woodland information. This guidebook provides descriptions of systems concepts and tools to help teachers in- Protecting Your Forest Asset: Managing tegrate systems thinking into their instruction. Risks in Changing Times Southern Regional Extension Forestry, 2013 Systems Thinking Essay http://sref.info/resources/publications/ The Center for Ecoliteracy protecting-your-forest-asset www.ecoliteracy.org/essays/systems-thinking This pamphlet reviews healthy forest strat- A short essay that describes how ecological egies and approaches to decrease the risks understanding requires shifting to a new associated with projected climate change way of thinking. impacts. Systems Thinking in Action Southern Forest Futures Project Pegasus in Communications U.S. Forest Service www.pegasuscom.com www.srs.fs.usda.gov/futures This website provides tools, resources, and This website provides summary reports, information about systems thinking and orga- a webinar, and other resources related to nizational learning. Information about some a multiyear research effort that forecasts of the basic concepts and tools used by these changes in southern forests between 2010 approaches can be found under the “Learn and 2060. More” tab on the website homepage.

104 ACTIVITY 5 Southeastern Forests and Climate Change PROJECT LEARNING TREE STUDENT PAGE

Forest Systems Diagram

NAME DATE

Use these variables to create a forest systems diagram by adding arrows to depict direct effects. Label the arrows with an S for SAME or an O for OPPOSITE to describe how one variable changes another. Only some variables and connections are illustrated here to emphasize relationships that play particularly important roles in the context of this exercise.

Tree growth

Tree stress from lack of nutrients/water

High-intensity Tree disease wild re

Available Available Risk of nutrients water Risk of tree wild re disease

Understory fuel load

Forest density

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 5 105 STUDENT PAGE

Private Family Landowner

burn manager, Mr. Moore has established a regular burning schedule on the property.

Since he acquired the property, he has had the opportunity to harvest trees. As soon as he started cutting timber, he planted food plots to attract wildlife. In the open areas where trees were piled during the harvest, he removed the

SHELBY OF KRANTZ, UNIVERSITY FLORIDA stumps and added lime to improve the soil nutrients. He used his farming background to create 40 different food plots on about 50 acres. When he replants trees, Mr. Moore uses a range of genetically diverse seedlings.

He also thins the forest, which DOUG MOORE IS A LIFE-LONG Landowner Doug Moore is beneficial for wildlife and RESIDENT OF JACKSONVILLE, manages his forest for both timber. He typically removes Florida, and was a third timber and wildlife. the slow growing and diseased generation dairy farmer until trees and never lets the forest 2004. He phased out of the get too crowded or stressed. dairy business because of the would be nice to have plenty He conducts the first thinning urban development in his area. of money and manage the when the trees are about 17 He wanted to stay in agriculture forest only for wildlife, the years old. In addition, three and had always wanted a big timber income allows him to to four years later, he comes piece of timberland. There was pay for the property, taxes, back and takes out trees that a lot of timberland being sold by and necessary management he can sell for pulpwood. He the forest companies in Baker practices. He thinks landowners cuts the forest back from 400 County, and he purchased 2,400 can manage for both objectives trees per acre to about 250 acres in 2002. without sacrificing either one of trees per acre. This allows them very much. Mr. Moore wants to balance the remaining trees to grow the benefits of both forestry Prescribed burning is one of the larger and produce more and wildlife on the land he most beneficial management timber. Simultaneously, he does purchased. He is interested treatments for wildlife, and it some additional burning, which in both wildlife and timber also lowers his risk for wildfires benefits the wildlife. management because his family and reduces the understory Thanks to Doug Moore, landowner, needs the timber income, and competition that impacts tree for sharing this information about he also loves to hunt. While it growth. As a certified prescribed his forestland in Northeast Florida.

106 ACTIVITY 5 Southeastern Forests and Climate Change PROJECT LEARNING TREE STUDENT PAGE

Management Cards

Use these variables to modify your a forest systems diagram by adding arrows to depict direct effects. Label the arrows with an S for SAME or an O for OPPOSITE to describe how one variable changes another. Only some variables and connections are illustrated in the Forest Systems Diagram to emphasize relationships that play particularly important roles in the context of this exercise.

THINNING helps reduce competition between trees and promotes growth of the remaining trees by increasing the light and nutrients they receive. Thinning can also increase the amount of water that each tree obtains. As a result, reducing THINNING forest density reduces the risk of insects, disease, and wildfires. Properly managing forest density through thinning is critical for maintaining the health of our forests.

PRESCRIBED FIRE is an important tool to reduce fuels and the risk of wildfire, reduce invasive plants and insects, improve wildlife habitat, and maintain native PRESCRIBED forest ecosystem health. However, changes in temperature, precipitation, and FIRE storm events may reduce opportunities to use prescribed fire safely. Wildfire risk increases with elevated summer temperatures and reduced rainfall during the growing season.

INCREASING GENETIC DIVERSITY by planting seedlings from different species or different families of a single species may help forest owners prepare for GENETIC uncertainty. In some situations, forests with some variation in genetic diversity may DIVERSITY be more resilient and better able to withstand uncertain environmental changes than forests with little genetic diversity. Species and families differ in their ability to grow under different climate conditions. Species with larger geographic ranges, and therefore with the genetic potential to tolerate a wider variety of conditions, may offer less risk than species with narrowly defined ranges.

FERTILIZING a forest once or twice in the lifetime of the trees encourages more rapid tree growth in places where nutrients such as nitrogen and phosphorus are naturally limiting in the soil. Landowners must be careful to only apply minimal APPLY amounts of fertilizer and not let it drift into streams or wetlands. Maintaining FERTILIZER vigorous growth of the trees makes them less susceptible to insect attacks and drought. Prices of fertilizer may increase as fossil fuel prices climb, making it more costly to manage for proper tree nutrition.

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 5 107 STUDENT PAGE

Climate Scenario Cards

Variables for Your Forest Climate Scenarios Systems Diagram

Mr. Moore has been observing warmer winter temperatures this year, which have caused an increase 1 in tree fungi that cause disease. How are these changes TEMPERATURE FUNGI likely to impact the forest? What should Mr. Moore do?

A decrease in summer rainfall has reduced the amount of groundwater available for the trees in 2 Mr. Moore’s forest. How should he respond? PRECIPITATION GROUNDWATER

Less rain has fallen recently, but the understory of 3 Mr. Moore’s forest is thick and tall. What should Mr. PRECIPITATION Moore do?

Increased temperatures have resulted in a longer PRECIPITATION TEMPERATURE growing season with high precipitation. How should 4 Mr. Moore respond to these changes? LENGTH OF GROWING SEASON

There have been more severe storms. These storms have damaged trees in Mr. Moore’s forest, 5 SEVERE STORMS and the weakened trees could attract pests that carry disease.

Increased carbon dioxide in the atmosphere enables Mr. Moore’s trees to grow faster until other 6 CARBON DIOXIDE factors limit growth. What should Mr. Moore do to adjust to this change?

Rapid changes to climate patterns have caused increased uncertainty regarding the amount of 7 PRECIPITATION GROUNDWATER precipitation each year. What can Mr. Moore do to adjust to this increased uncertainty?

108 ACTIVITY 5 Southeastern Forests and Climate Change PROJECT LEARNING TREE ACTIVITY Mapping Seed Sources

Students use growth data from loblolly pine forests to identify genetically different populations and project where trees with certain 6 characteristics are likely to thrive in changing climatic conditions.

Subjects Objectives Agriculture, Biology, By the end of this activity, students will be able to Environmental Science ■■ state two reasons for variation in growth of loblolly pine across its range, and ■■ explain the value of maintaining genetic diversity within a population as climate becomes more Skills uncertain and variable. Analyzing Data, Determining Cause and Effect, Identifying Assessment Relationships and Patterns, ■■ Assess responses on student pages for identification of population source of each genetically Interpreting related family and for responses to the writing prompt. ■■ Ask students to write a short essay explaining why the natural population of loblolly pine Materials contains two relatively distinct populations, how the eastern and western populations differ, Student pages and answer and how these differences might benefit the species’ survival. key (available at http://sfrc. ufl.edu/extension/ee/climate/ section2/activity6); graph paper; access to Microsoft Background Excel® (optional) Additional background information can How a tree grows is a function of its en- be found in the Section 2 Overview. Time Considerations One to two 50-minute class vironment and genetic makeup. Wheth- periods er a tree gets full sun or too much shade, environments across the natural range a lot of rainfall or not enough, or is of loblolly pine (Pinus taeda). A family Related Activities exposed to a horde of tree-eating insects consists of individuals that share one or This activity applies concepts of heredity to forests. is a function of its environment. But both parents. It may be helpful to think Students may appreciate an genes can predispose a tree to function of individuals in a family as siblings, introduction to forests and a certain way in a variable environment. similar to human brothers and sisters. climate (Activities 1 and Traits such as growth potential, form, Parents whose offspring (progeny) have 3). It can be followed with ability to tolerate drought, and disease additional strategies that outstanding individual traits, or pheno- forest landowners can use resistance are controlled by many genes. types, are then used to provide seeds for to create resilient forests These genes are not located on a single planting and are bred together to create (Activities 4 and 5). chromosome like the gene that con- genetically improved populations or trolled flower color in Mendel’s famous families. Eventually, when technology Research Connection By studying genetic traits, peas. Because many genes on different improves to the point that important scientists can develop chromosomes are involved in a trait genes can be identified, researchers will tree-breeding programs to such as tree growth, it is difficult to iden- breed individuals with suites of genes identify parent trees that tify which genes control the trait. One to create new seedlings with the desired will produce seedlings that way to better understand the genetic are better able to thrive in combinations of characteristics. future climate conditions. variation is to test different individuals and families of trees in multiple envi- Loblolly pine is a native tree species ronmental conditions in order to deter- whose natural range in the southeast- mine which trees perform well in specif- ern United States is separated by the ic environments. These tests have been Mississippi River valley into two pop- used extensively to rank the growth ulations. The genetic makeup of these performance of individuals and fami- two populations is significantly differ- lies that were collected from different ent, though there is some blending at

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 6 109 Mexico and Central America. While the trees were separated geographically, their genetic makeups diverged through natural selection, which allowed individuals with the highest genetic fitness in each climate to reproduce more often than those with a less appropriate set of alleles, which reproduced less effectively or died. After thousands of years, the glaciers receded, and loblolly pines slowly returned to their current natural range in the southeastern U.S., with the western population moving up from Mexico and the eastern population from the Caribbean and South Florida (Schmidtling et al., 2000).

In the western population, the trees tolerate drought significantly better than those in the eastern range. Compared with the western population, the eastern trees grow taller and faster with adequate rain. Forest researchers are looking for genes across both populations and testing which trees will tolerate the conditions that a future climate may bring to the region. They are also breeding trees with these superior characteristics to develop seedlings that will tolerate drought and still grow quickly (Lambeth et al., 2005). Since these traits are controlled by many different genes, the offspring from one parent from the western population JOHN SEILER, VIRGINIA TECH and one from the eastern population are expected to produce offspring that exhibit a range of possible phenotypes. Just like some brown-eyed parents could produce blue-eyed children (if the parents are heterozygous—meaning the individuals have different alleles for the particular How a tree, such as the edges of the river valley where pollen trait), the genotypes in the tree offspring this young loblolly from the west fertilizes cones on the edge will exhibit the full complement of traits. of the eastern zone. This genetic difference pine, grows is a For example, some may be drought-sus- began thousands of years ago during the function of the ceptible and fast-growing; others may be most recent Ice Age when glaciers covered environment in more drought-tolerant and fast-growing. northern North America and pushed na- Breeders select the best parents and cross which it grows and tive plants and animals south. The eastern its genetic makeup. them to produce offspring for the next loblolly pines survived by moving into generation with the goal of growing at Florida and the Caribbean Islands. Other least some trees with an improved set of loblolly pine trees in the west migrated into characteristics for future forests.

110 ACTIVITY 6 Southeastern Forests and Climate Change PROJECT LEARNING TREE Teaching This Content TEACHERS SAY …

This activity provides a real and practical This activity provides application of concepts and information a great opportunity to related to genetics. It is a great follow-up to a basic genetics unit. In addition, this have my semi-urban

WADE ROSS,OF UNIVERSITY FLORIDA activity engages students in creating and students understand interpreting column graphs. Students and more about forestry teachers may need a quick refresher to be in the Southeast. reminded of graphing skills. You can find a —Agriscience/HorticultureTeacher, short video on the Activity 6 webpage that Florida provides a brief introduction to creating bar graphs.

Ranges of eastern and western Getting Ready populations of loblolly pine trees. The Activity 6 webpage provides Teacher Tools that you can use to become more familiar with this activity’s background and procedure. In this activity, students use tree height data from six families planted at three test locations across the entire range. By relating tree You may want to provide an overview of size and survival with average rainfall, they forests and forests management by using discover patterns of drought tolerance and Introduction to Southeastern Forests pre- growth and identify two distinct populations. sentation on the Activity 4 webpage.

Systems Thinking Connection

IN THIS ACTIVITY students learn about In situations involving high levels of uncertainty, the importance of maintaining a genetically many forest managers take steps to minimize diverse population. Systems thinkers explain risk. By maintaining some genetic diversity, this importance in terms of a concept called a forest manager accepts the fact that some resilience—the ability of a system to tolerate trees are going to grow slower than others disturbances without changing into a completely under the current conditions. However, if different system, such as a forest eventually environmental conditions change (e.g., become becoming a field if all the trees fail to reproduce. drier), trees that were not growing as well It is common to manage plantation forests before may become the most productive for maximum timber production by planting in the plantation. Managers have developed progeny from specific parents that grow fast multiple strategies for hedging their bets in and are best suited to tolerate environmental the face of climatic uncertainty (Millar et al., conditions at the forest location. One potential 2007). Instructors may want to emphasize that concern with this approach is that we cannot managers and landowners must balance the exactly predict future conditions. If unexpected goal of forest productivity today with the changes occur, the planted trees may no longer goal of decreasing the risks associated with grow as well at that location. changing future conditions.

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 6 111 Make copies of the student pages for each centimeters (cm) or 200 trees that have an TEACHERS SAY … student. average diameter of 30 cm, even if they are all the same age. I went over graphing Set up Microsoft Excel® in the computer lab basics, assigned this or obtain graph paper for students. 4. Ask students what they already know activity as homework, about the traits that might be important in and we discussed it the Note: This exercise is somewhat simplified trees, such as loblolly pine, that are grown next day. Students were to help students understand the role of for paper and lumber. This pine species is genetic research in forestry. The patterns grown in plantations across its range from able to extrapolate the observed in this exercise illustrate a general Virginia to Texas and also is found in nat- data needed and to rule for the performance of two distinct urally regenerated forests. You might find interpret their graphs. seed sources. Pine trees are extremely these discussion questions helpful: — Biology Teacher, Kentucky variable, making it possible to identify ■■ What traits are important to landowners outstanding trees from almost any seed who sell trees? source. Forest geneticists and tree im- Fast growth, straight growth, few branch- provement practitioners use selection and es, survival under stressful conditions, progeny testing to make these identifica- quick response to fertilizer, resistance to tions and to refine their plans to distribute fire and disease, and wood density are viable seeds. important qualities.

■■ How can people obtain these traits for Doing the Activity their trees? 1. If students are not familiar with south- If forest managers save the seeds from ern pine trees and forest management trees that have an excellent form, they in the Southeast, you can provide a brief can grow seedlings in a nursery and overview of this topic using the Introduc- make those particular traits available to tion to Southeastern Forests presentation. more forest landowners.

2. Provide an introduction or refresher to 5. Use the information in the activity back- how genetic variation and natural selection ground to explain to students that there is affect populations of plants and animals. If genetic variation across the population of students have studied genetics, ask them loblolly pine—some trees have the potential to recall some traits that are controlled by to grow quickly while other trees tolerate one gene with several alleles (eye color in drought better. These differences are due to people and flower color in sweet peas). natural selection. Natural selection favors Explain that other traits, such as body trees that are more reproductively successful, type or height in humans, are governed by i.e., trees that reach sexual maturity earlier a host of genes as well as environmental and that survive the longest. Foresters favor conditions. Even when the environment is trees with economically important charac- controlled and people eat exactly the same teristics, i.e., fast growth and straight stems. thing, some people will grow differently Most traits are not mutually exclusive and than other people because of their genetic many traits are favored by both natural se- makeup. Trees are like that too. lection and by foresters. For example, disease resistance and adaptability help trees survive 3. Explain to students that the yield of to reproduce and provide an economic value wood from an acre of land is related to the favored by humans. number of trees that survive to harvest and the size of the trees. For example, 150 tons Another example is that natural selection of wood from one acre can come from 300 favors trees with greater drought tolerance in trees that have an average diameter of 25 more drought-prone regions, which means

112 ACTIVITY 6 Southeastern Forests and Climate Change PROJECT LEARNING TREE on average that trees from these regions will 7. Ask students to make three double- survive better and reproduce more. In this column graphs, one for each site, with the way nature selects for trees adapted to thrive families on the x-axis and both survival with less rainfall. Researchers study how percent and height on the y-axis. It may well trees grow in many different areas of help to keep survival and height in two the Southeast and look for the trees with the different colors. Ask them to look at the optimal combination of adaptive and eco- patterns and determine which families are nomically important traits. Forest researchers responding similarly to rainfall and are spend a lot of time in the woods measuring probably related. Ask students to predict trees. They apply different types and rates of which families came from the western pop- fertilizer and note which trees grow the most ulation and which from the eastern popu- quickly. Since they return to the same trees lation. Completed graphs are in the answer each year, they establish permanent plots key, which can be found on the Activity 6 The Introducing in the forest, similar to those students learn webpage. about in Activity 8: Counting Carbon. Since Column the plots are of a known size, the researchers Students should notice that at the site with Graphs can measure the sample of trees and then es- an average of 130 cm of rainfall per year video on the timate the growth of similar trees in a larger all families have high survival rate and Activity 6 webpage area under similar climatic conditions. In families A, C, and E are slightly taller than explains how to create the following example data, trees from west families B, D, and F. At the drier site with column graphs from of the Mississippi River will tolerate drought an average of 100 cm of rainfall per year data tables. better than trees east of the river. the survival rate of families A, C, and E is poor while families B, D, and F do much 6. Ask students to work in groups or indi- better. The trees in families B, D, and E are vidually based on how well your students slightly taller compared with A, C, and E can accomplish these tasks. As you distribute during drought conditions. the student page, explain that these numbers are from researchers who are conducting a 8. Ask students the following questions: study where they have planted trees from six ■■ Why do you think all families have high families (and each family is genetically relat- survival and the best growth at an aver- ed, with the individuals sharing one or both age of 130 cm per year of rainfall? parents) at three different research stations. This amount of rain is not a limiting fac- The first column identifies the location and tor; all families will do well with adequate average annual rainfall. The second column rainfall. identifies the family. The remaining two columns provide the average survival as a ■■ Which families are likely to be from the percentage of the original number of trees western loblolly population and which planted and the average height of surviving ones from the east? Why? trees after ten years of growth in the field. Western: B, D, and F. Eastern: A, C, and Each row provides these data for each family. E. The site with 100 cm of rainfall shows Researchers collect data just like these and a clear difference in survival when water then look for patterns and relationships to is limited (B, D, F do well and are also understand more about the trees and condi- taller). The site with 130 cm of rainfall tions in which they grow best. However, one demonstrates greater height for families A, key piece of information is missing from this C, and E. data set—information about which population is the original source of the genotypes ■■ If you were a forest landowner today in (eastern or western). That is what students Texas, would you plant trees from families will be able to predict after graphing these from the eastern or western populations? data and examining patterns. Western.

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 6 113 ■■ If you were a forest landowner in exhibited all of the traits of both popula- TEACHERS SAY … Georgia, would you plant trees from tions, and a percentage (not all of them) Some students had families from the eastern or western of these offspring thrived better than populations? either parent. difficulty interpreting Eastern. the data, but that’s 10. Systems Reflection: How can ■■ In areas where less rainfall is likely in what I loved. This is systems thinking skills help us the future, based on climate change maintain a system’s resilience and a great assignment models, which families would be bet- avoid potential catastrophe? to work on students’ ter able to survive? By considering the variables within a Western. data-analysis skills. system and the direct and indirect con- — AP Environmental Science Teacher, Florida ■■ What are the disadvantages of plant- nections between variables, we can see ing a forest of only one family or how different actions or occurrences may genotype? affect the system. Causal loop diagrams If they are susceptible to a disease, they are particularly helpful for exploring the could all die. Therefore, planting only relationships between variables (see Ac- one family increases risk of catastrophic tivity 5). These diagrams can help identify loss. Genetic diversity, even within a reinforcing feedback loops that might cause species, can help to decrease this risk. the system to behave in undesirable ways. They can also be used to identify how the ■■ In areas where more rainfall is likely, forest management strategies can influence which families should be planted? the system. Eastern.

■■ What are the disadvantages of this 11. Summarize this activity by empha- strategy? sizing that trees have certain genetic traits If there is a prolonged drought, there that make them more or less likely to may be a higher risk of losing a sub- survive and grow in future environmen- stantial number of trees. tal conditions. For many years, scientists have been breeding trees to select for fast ■■ If you could pollinate eastern cones growth, high yields, and disease resis- with western pollen, what types of tance. Given climate projections, scien- trees would result? tists have more recently started exploring All potential variations and combi- traits that might help trees survive under nations would result. Some trees will different climate scenarios. Can you thrive in drought, some will grow well think of other products where this type in wetter conditions, some will grow of research is very important (e.g., other tall quickly, and some will not. crops we depend upon)? A video on the ■■ Which ones would be ideal in an un- Activity 6 webpage enables your students certain climate? to listen to a graduate student explain Those that tolerate drought, grow his research project focused on pine tree quickly in all conditions, and tolerate genetics. diseases. Modifications 9. Ask students to complete the writing assignment at the end of the student page, Students who have not learned about either in class or as homework. An ideal genetics in previous courses and/or answer will suggest that because the land- those who are not familiar with how owner grew eastern and western trees in to create graphs will need additional the same forest, they produced seeds that instruction.

114 ACTIVITY 6 Southeastern Forests and Climate Change PROJECT LEARNING TREE You can find a short video on the Activity 6 webpage that explains how to create column graphs from data tables. You may want to spread the activity over two or three days, so you can provide adequate background and examples.

Students can complete the graphing portion of the activity in groups, with each group completing one graph or a portion of the graph and then presenting it to the class.

Enrichment Advanced students should be able to graph survival on the y-axis and height on the x-axis for each population. They can assess the strength of the linear association between survival and height by determining the coefficient of determination 2(R ). The coefficient of determination provides the proportion of variation in one variable that is explained by another variable and can be shown as a percentage between 0 and 100 or as a decimal between 0 and 1.00. The Introducing Column Graphs video on the Activity 6 webpage provides a quick “how- to-guide” for calculating the coefficient of determination using Microsoft Excel®. A coefficient of determination greater than 0.5 suggests that there is an association between survival and height, while a correla- tion coefficient of less than 0.5 is weaker,

suggesting that variation in survival is not UNIVERSITY STATE CAROLINA NORTH MCKEAND, STEVE well explained by height; surviving trees may be shorter or taller. Which trees would Additional Resources Tree measurements a tree farmer prefer to plant? See the answer are taken on 4-year- key on the Activity 6 webpage. A Climate Change Atlas for 134 Forest Tree Species of the Eastern United States old loblolly pines at a test site near Ask students to go to the Template for Assess- Anantha Prasad, Louis Iverson, Stephen Mat- ing Climate Change Impacts and Management thews, and Matthew Peters; U.S. Forest Service Oliver, Georgia. Options (TACCIMO) website (http://www.sgcp. http://www.nrs.fs.fed.us/atlas/tree ncsu.edu:8090) and explore the projected climate This searchable database provides information for your region. This is a site that enables for- on 134 common trees in the eastern U.S. The esters to assess the possible climate futures and key feature is the presentation of data for each make forest management projections. Would species describing both the current distribu- genes from eastern or western families of loblolly tion of that species and future suitable habitat pine be useful to help trees thrive in your area? based on climate change models. This website is featured in Activity 3: Atlas of Change.

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 6 115 Trees Grow throughout Southeast with Help of UF University of Florida http://www.ufl.edu/spotlights/archives/ trees-grow-throughout-southeast-

SHELBY OF KRANTZ, UNIVERSITY FLORIDA with-help-of-uf.html This short video introduces the work of the Cooperative Forest Genetics Research Program at the University of Florida, where researchers study tree breeding to improve tree growth and disease resistance in order to meet increasing demands for wood products.

References Cited Southern Pine Seed Sources, General In the Technical Report SRS-44 Lambeth, C., Mckeand, S., Rousseau, R., PINEMAP Ronald Schmidtling, U.S. Forest Service, & Schmidtling, R. (2005). Planting Focus on 2001 nonlocal seed sources of loblolly pine: Research video on the www.srs.fs.usda.gov/pubs/2797 Managing benefits and risks. South- Activity 6 webpage, a This report provides guidance on selection ern Journal of Applied Forestry, 29(2), graduate student shares of seed sources for six species of southern 96–104. Retrieved from http://www.srs. information about a forest pine trees. fs.usda.gov/pubs/21292#sthash. genetics research study. 98ERjOJx.dpuf Template for Assessing Climate Change Millar, C. I., Stephenson, N. L., & Stephens, Impacts and Management Options S. L. (2007). Climate change and forests (TACCIMO) of the future: managing in the face of U.S. Forest Service uncertainty. Ecological applications, www.sgcp.ncsu.edu:8090 17(8), 2145–2151. This web-based tool, intended for use by Schmidtling, R., Hipkins, V., & Carroll, E. land managers, provides the most current (2000). Pleistocene refugia for longleaf climate change projections and research and loblolly pines. Journal of Sustain- in an effort to link science to forest man- able Forestry, 10(3–4), 349–354. Re- agement and planning. Features include a trieved from http://www.srs.fs.usda. geospatial mapping application, a search- gov/pubs/2122#sthash.iAGObfNS.dpuf able listing of peer-reviewed literature, and guides explaining how to use TACCIMO.

116 ACTIVITY 6 Southeastern Forests and Climate Change PROJECT LEARNING TREE STUDENT PAGE

Forest Growth and Rainfall Data (1 of 2)

NAME DATE

Imagine that forest researchers at three research stations in the Southeast planted loblolly pine trees 10 years ago. At each location, they planted six different families of loblolly pine trees. The families are groups of individuals that are genetically related because they share one or both parents. Some of these families originated from western populations of loblolly pine forests and some families originated from eastern populations. For 10 years, forest scientists collected data for the families at each site including rainfall, tree survival, and tree height.

The table below summarizes the results for survival and height for families at the three locations.

■■ Column A provides the site number and average annual rainfall at each location for years 1 to 10. ■■ Column B identifies the family. ■■ Column C is the average percent of the trees planted that are still alive after 10 years. ■■ Column D is the average height of surviving trees after ten years of growth.

C: D: A: Location and Average B: Percent Survival Average Height at Rainfall (centimeters, cm) Family at Year 10 Year 10 (meters, m) A 40 6 B 80 9 Site 1: C 20 5 100 cm per year D 75 10 E 10 8 F 60 9 A 80 13 B 90 9 Site 2: C 75 12 115 cm per year D 86 11 E 40 14 F 75 11 A 90 15 B 90 11 Site 3: C 88 14 130 cm per year D 88 12 E 92 15 F 92 12

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 6 117 STUDENT PAGE

Forest Growth and Rainfall Data (2 of 2)

1. Use the data table to make three graphs, one for each site. Column graphs with two y-axes will be easiest to interpret. For each graph, place the families on the x-axis, percent survival on the left y-axis, and height on the right y-axis. You will have two columns for each family (one for percent survival and one for average height). Include a key to indicate which column is percent survival and which column is height and label the units and axes.

2. The data table is missing important information! We don’t know which families came from the western population of loblolly pine trees and which came from the eastern population. Use your graphs and what you know about the average annual rainfall at each site to predict which families came from the western population and which families came from the eastern population. Remember that families that came from the western population can survive with less rainfall, while families from eastern populations grow faster with adequate rainfall.

For each family, write the original source of the genotype (eastern or western population).

A: ______B: ______C: ______

D: ______E: ______F: ______

3. Given what you know about the different growth patterns of eastern and western populations of loblolly pine, respond to the following writing prompt:

It is 2050. You’ve been invited to an awards ceremony honoring an elderly forest landowner who is regionally known for his wood production. Many of his trees survive changes in climate, and a large number of them are taller than everyone else’s. Unfortunately, the landowner is unable to attend the ceremony and you have been asked to substitute for him. The organizers would like you to explain why he was able to grow trees better than anyone else. You happen to know that this landowner has a brother in Texas and another in South Carolina who both grow loblolly pine trees. About 50 years ago he planted trees from both brothers on his property. You agree to explain to the audience what this landowner did that enabled his trees to thrive two generations later.

118 ACTIVITY 6 Southeastern Forests and Climate Change PROJECT LEARNING TREE SECTION 3 Carbon Sequestration Forests can be managed to reduce atmospheric greenhouse gases.

CARBON, OFTEN CALLED THE to make the fertilizer that helps us grow Carbon is found BUILDING BLOCK OF LIFE, continu- food efficiently, plastics that keep hospi- everywhere on Earth, ously cycles through all plants, animals, tal supplies sterile, and even the packag- and it undergoes soils, rocks, oceans, and the atmosphere. ing that keeps vegetables fresh. Carbon is found everywhere on Earth, chemical reactions and it undergoes chemical reactions and Carbon naturally cycles through biolog- and changes forms changes forms as it moves. For example, ical, physical, and geological systems. as it moves. carbon However, humans have been altering these systems by adding more carbon to ■■ resides in the atmosphere as carbon dioxide (CO ); the atmosphere in various ways, most 2 notably through extraction and use ■■ is formed into diamonds, one of the hardest substances on earth, and of fossil fuels for energy. Atmospheric graphite, the soft lead in a pencil; carbon dioxide has been gradually increasing since the Industrial Revolution ■■ provides the structure of plants as cellulose and lignin; (roughly 1760 to 1840), when people began burning fossil fuels in great quanti- ■■ is stored in starches and sugars that can be broken down to provide ties. In addition, deforestation increases organisms with energy for cellular carbon dioxide levels in the atmosphere, functions; as this action changes landscapes that sequester and store carbon into land- ■■ resides in every living plant and animal, in the soil, and in the oceans; scapes that sequester far less carbon, such as agricultural lands or urban ■■ becomes calcium carbonate to form coral reefs and marine animal shells; developments. As atmospheric carbon and increases, most scientists agree that the average global temperature will also ■■ transforms to calcite in limestone. increase (U.S. GCRP, 2009). This hap- In addition, fossilized carbon or fossil pens because carbon dioxide, along with fuels, such as coal, oil, and natural gas, other greenhouse gases, such as meth- are burned as fuel to power the human ane, nitrous oxide, and water vapor, trap world. Fossil fuels are used for many heat in Earth’s atmosphere. This process activities, such as operating machinery, is known as the greenhouse effect. See turning on lights, and flying airplanes. the Background section for Activity 2: Fossilized carbon is also commonly used Clearing the Air for more information on climate change science.

PROJECT LEARNING TREE Southeastern Forests and Climate Change SECTION 3 119 engineers, policymakers, and communities are working to develop strategies to reduce carbon dioxide in the atmosphere (mitigation strategies). Some mitigation strategies include planting and growing more trees to capture more carbon, keeping carbon stored in wood products, capturing carbon and pumping it into the ground, reducing our dependence on fossil fuels, and increasing energy efficiency.

ACTIVITY 7: Carbon on the Move provides an introduction to the carbon cycle, with an emphasis on the role of forests in the cycle. The first portion of the activity focuses on the pools JOHN SEILER, VIRGINIA TECH and fluxes of the biological carbon cycle. This is followed by group work and class discussion that include the geological carbon cycle.

Understanding how biological, geological, Oceans can also be affected by increased and atmospheric systems interact through One strategy to reduce levels of atmospheric carbon because these the carbon cycle is a key component to carbon dioxide in the large bodies of water continuously exchange understanding climate change. atmosphere is to plant carbon with the atmosphere. As the amount and grow more trees of carbon in the atmosphere increases, the so they can sequester amount of carbon dissolved in the oceans ACTIVITY 8: Counting Carbon pro- and store carbon. increases. This causes the pH of the water vides students with an understanding of the to become more acidic. Continued ocean role that forests can play in reducing atmo- acidification can affect the health of marine spheric carbon dioxide. Students measure trees organisms. In particular, organisms that near their school and calculate the amount build shells or skeletons containing calcium of carbon stored in each tree. Students then carbonate, such as coral reefs, clams, and calculate the amount of carbon being seques- oysters, may be negatively impacted because tered per year by different land uses in their decreases in ocean water pH will mean that state. They also compare the amount of carbon there is less carbonate available for these that is emitted in their state to the amount of organisms to build their hard body parts. carbon that can be sequestered and consider the implications of the difference. As all systems on Earth interact and influence one another, scientists around the Potential Areas of Confusion globe are researching the potential impacts of a changing average global temperature There are several topics in this section that and ocean water pH. These impacts can be may be sources of confusion for students diverse and may involve changes in weather based on their existing knowledge, assump- patterns, sea levels, ecosystems, and plant tions, or prior experiences. You may be able and animal populations. Strategies to cope to use questions to uncover these points with these changes (adaptation strategies) of confusion and steer students toward the are important. In addition, experts, clarifications provided in the table.

120 SECTION 3 Southeastern Forests and Climate Change PROJECT LEARNING TREE Assumption or More Adequate Conception Confusion

Plants release oxygen, Plants capture carbon dioxide from the atmosphere during the day, store it in sugar molecules, and not carbon dioxide. Or then continually break down those sugar molecules to create energy in the form of a chemical if they do release carbon compound called ATP (adenosine triphosphate). ATP is then used to build and maintain dioxide, they only respire complex structures such as cellulose, lignin, bark, and leaves from the simple sugars made in in the dark. photosynthesis. The process of metabolizing sugars (respiration) releases carbon, which returns to the atmosphere as carbon dioxide. This occurs throughout the day and night.

Animals need oxygen, Plants require carbon dioxide, but they also need oxygen during the process of respiration. and plants need carbon Generally, plants release more oxygen as a byproduct of photosynthesis than the amount they use dioxide. to respire. Woody plants in particular use more carbon dioxide than they release.

Gases are not matter or Anything that has matter has mass. Frozen, compressed carbon dioxide is called dry ice and has they don’t have mass. mass. Gases have mass, too, just less than solids or liquids (by volume) because the molecules are farther apart.

The food broken down Much of the substance of food leaves the animal as exhaled carbon dioxide, which is a for energy leaves an byproduct of energy-producing cellular respiration. animal’s body entirely through its urine and feces.

Respiration produces Respiration converts energy from one form to another. energy, rather than converting energy.

Energy is used up during Energy cycles. “Used” energy becomes waste heat. biological processes.

Gases such as carbon Plants create biomass from a gas (CO2) and water (H2O) by removing carbon and oxygen from dioxide lack sufficient carbon dioxide, and hydrogen from water, and then bonding these atoms together to make sugars mass to lead to the and cellulose. development of biomass in plants. Plants get mass from the soil.

Carbon and carbon diox- Carbon is an element. When one molecule of carbon combines with two molecules of oxygen, the ide are the same thing. chemical compound carbon dioxide is formed. At standard temperature and pressure (STP), carbon dioxide is a gas typically found in Earth’s atmosphere. Carbon dioxide can also exist as a liquid or solid.

(Table adapted from Hartley, Wilke, Schramm, D’Avanzo, & Anderson, 2011)

PROJECT LEARNING TREE Southeastern Forests and Climate Change SECTION 3 121 The activities in Section 3 help students understand how forests can reduce atmospheric greenhouse gases through carbon sequestration. VIRGINIA STATE UNIVERSITY

Key Concepts in This Section ■■ There is not enough land available on Earth for forests to sequester all the ■■ Carbon naturally cycles through biologi- carbon dioxide that we emit through cal, physical, and geological systems. industry, transportation, and other activities. To reduce atmospheric carbon, we ■■ Humans are altering the natural carbon cycle by adding more carbon to the might consider solutions such as reduc- atmosphere, primarily through fossil fuel ing consumption and using low-carbon combustion. energy sources.

■■ Increased levels of atmospheric carbon References Cited dioxide will impact other systems, including oceans and forests. Hartley, L. M., Wilke, B. J., Schramm, J. W., D’Avanzo, C., & Anderson, C. W. (2011). ■■ Trees absorb carbon dioxide from the College students understanding of the atmosphere during the process of pho- carbon cycle: contrasting principle-based tosynthesis. About half of this carbon and informal reasoning, BioScience, 61, is stored or “sequestered” in the tree’s 65–75. growing roots, trunk, branches, and U.S. Global Climate Research Program (U.S. leaves. GCRP). (2009). Global climate change ■■ Southern pine forests are a particularly ef- impacts in the US. Washington, DC: fective landscape for sequestering carbon Cambridge University Press. Retrieved because of the trees’ fast growth rates. from http://downloads.globalchange.gov/ usimpacts/pdfs/climate-impacts-report.pdf

122 SECTION 3 Southeastern Forests and Climate Change PROJECT LEARNING TREE ACTIVITY Carbon on the Move Students imagine they are a carbon atom and take part in a simulation that allows them to cycle through biological and physical systems. Group work and class discussions allow students to better understand global 7 carbon pools, quantities, fluxes, and residence time—with an emphasis on how human activities can affect where carbon goes.

Subjects Objectives Agriculture, Biology, Chemistry, By the end of this activity, students will be able to Earth Science, Environmental ■■ illustrate the carbon cycle, including carbon pools and carbon fluxes; Science ■■ explain how the biological carbon cycle is “in balance;” and ■■ predict how releasing carbon stored in fossil fuels affects other carbon pools. Skills Determining Cause and Effect, Assessment Identifying Relationships and ■■ Use the group carbon cycle diagram to assess students’ understanding of the major carbon Patterns pools and carbon fluxes. ■■ Instruct students to write a summary of what they learned during the carbon cycle exercise Materials and subsequent group work and discussion. Ask them to address the following: What is the Student pages and answer keys biological carbon cycle, and how does it differ from the geological carbon cycle? What are (available at http://sfrc.ufl.edu/ potential effects of releasing carbon stored in geological pools? extension/ee/climate/section3/ activity7); eight dice; large paper; markers

Time Considerations Background Additional background information can Part A: One 50-minute class be found in the Section 3 Overview. period Carbon flows through biological, physi- Part B: One 50-minute class cal, and geological systems with different period processes and at different timescales. The Biological Carbon Cycle carbon cycle refers to the movement of Related Activities In the biological system, carbon cycles This activity introduces carbon, in its various forms, from one through living organisms, land, water, the carbon cycle. It can be pool to another (figure 1). A carbon pool preceded or followed with and the atmosphere by processes in- is any place where carbon can be found, information about climate cluding photosynthesis, respiration, and such as plants, the atmosphere, or soil. change (Activity 2) and decomposition. Different quantities of followed with Activity 8, Carbon pools can also be called stocks carbon reside in each pool, and the car- which applies this information or reservoirs. Carbon flux is the process bon moves at different rates among the to understanding carbon by which carbon moves from one pool sequestration across the pools. Some of these processes occur very to another. For example, carbon moves landscape. This activity also quickly, while others can take hundreds from the atmosphere to plants through provides helpful background to to thousands of years. For example, some Activity 12, which explores the photosynthesis and can move back from carbon atoms may cycle daily through life cycle of wood products. plants to the atmosphere through plant plant photosynthesis and respiration, or soil respiration during the decompo- Research Connection while other atoms may be trapped in a sition process, or during a wildfirewhen Scientists are studying the tree trunk for hundreds of years through amount of carbon that is stored trees and plants are burned. When a pool carbon sequestration. Soil can also trap in different carbon pools, absorbs more carbon than it releases, it is carbon for long time periods, up to thou- how carbon moves between a carbon sink. For example, the ocean and different pools, and the length sands of years. of time that carbon resides in soil are carbon sinks. Forests can also be carbon sinks. Alternatively, when a pool these pools. This information Carbon sequestration is the process is key to understanding how releases more carbon than it absorbs, it is a of transferring atmospheric carbon carbon dioxide emissions affect carbon source. Because fossil fuels cannot the carbon cycle on Earth. dioxide into other pools, such as plant be created as fast as we are extracting and biomass via photosynthesis or into soils combusting them, they are considered a from decaying plant and animal matter. carbon source.

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 7 123 made during photosynthesis to form ATP (adenosine triphosphate). ATP is created COMMONWEALTH OF AUSTRALIA , BUREAU OF METEOROLOGY through the process of respiration, which releases some carbon dioxide back into the atmosphere.

Many people do not realize how important soils are in carbon sequestration. Carbon is a major ingredient of soil, and as figure 1 indicates, soil contains well over twice the carbon found in all the terrestrial plants and animals. As plants and trees grow, die, and decay, some of their carbon is stored in soils in “recalcitrant” forms that decay slowly. This carbon can build continuously over long periods of time and will likely play a significant role in carbon sequestration efforts. The deep ocean and soils represent Figure 1. The global WHAT IS A GIGATON? significant carbon pools, where carbon can carbon cycle, with stay for hundreds to thousands of years. amounts of carbon in It is a measure by weight, of one On the other hand, the exchange of carbon carbon pools noted billion metric tons, which is the between the atmosphere and plants, along in gigatons (GtC) weight of one cubic kilometer of with the exchange between the atmosphere and carbon flux and water. A metric ton is 2,200 and the ocean’s surface, occurs continuously. accumulation rates pounds. One gigaton is about the The amount of carbon flowing through the biological system without human impact noted in GtC/year. amount of CO2 emitted by all American adults driving 15,000 (through plants and animals to soil and at- miles in average cars. For examples mosphere) is fairly stable and is considered to be “in balance.” In figure 1, the biologi- to visualize carbon dioxide cal fluxes in terrestrial and marine systems emissions, go to www.carbonvisuals. account for all their carbon. com and www.carbonquilt.org. To distinguish between the mineral and organic components of soil, we refer to Carbon storage in plant biomass is rela- the decomposing, organic components tively easy to visualize as plants and trees as soil carbon. are comprised largely of carbon that they have obtained from atmospheric carbon Geological Carbon Cycle dioxide through photosynthesis. During The geological carbon cycle occurs over photosynthesis, plants convert carbon di- millions of years and includes processes oxide and water into sugar in the presence such as rock formation, large-scale land of sunlight. Some of the sugars are used shifts (plate tectonics), weathering, dis- as building blocks to form plant biomass, solution, volcanic eruptions, and fossil- such as cellulose, lignin, bark, and leaves. ization. Fossil fuels—petroleum, natural Through this process, carbon moves from gas, and coal—are created over hundreds the atmosphere and is stored in plant cells. of millions of years as layers of rock, soil, Building and maintaining these complex and sediment cover the remains of dead structures requires energy, which the plants and animals. As this organic matter plants convert by metabolizing sugars becomes compacted, pressure and heat

124 ACTIVITY 7 Southeastern Forests and Climate Change PROJECT LEARNING TREE turn the carbon into long chains of hydrocarbons. Without human intervention, the carbon would mostly remain trapped far beneath Earth’s surface—making fossil fuels a long-term carbon sink. Limestone is another long-term carbon sink. Limestone forms when ocean sediments, which contain the shells of marine animals, are compressed and buried under the ocean floor.

Be sure to point out the different time scales on which these flows take place. For example, the answer key (see Activity 7 webpage) to the Biological and Geological Carbon Cycle Diagram shows arrows from soil and ocean sediments down to fossil fuels. This is because the generation of new fossil fuels is an ongoing process. However, it is a process that takes place on a time scale of hundreds of millions of years. Contrast this to the burning of fossil fuels (represented by the arrow from fossil fuels to atmosphere), which began emitting large quantities of carbon in the 1800s

and continues to grow. FLORIDA UNIVERSITY OF KORHNAK, LARRY

Soils play an Systems Thinking Connection important role in the carbon cycle. If you have been using the Systems Enrichment Exercises (particularly the Bathtub Dynamics exercise from Activity 2), then your students are familiar with the systems concepts of stocks and flows. These terms are synonymous with the “pools” and “fluxes” discussed in this activity. As you work through the discussion questions with your students, be sure to emphasize the relationship of stocks and flows. If you didn’t use this exercise earlier, you may wish to do so now.

Recall that there are two ways of reducing a stock: (1) reducing the flow into the stock and (2) increasing the flow out of the stock. Have students identify the flows into the stock of atmospheric carbon in this activity (e.g., respiration, burning). Then have them identify the flows out of the atmospheric stock of carbon (e.g., photosynthesis, dissolving into the ocean). Discuss ways to decrease flows of carbon into the atmosphere and increase flows of carbon out of the atmosphere.

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 7 125 If you would like to provide a short presentation to introduce carbon and the carbon cycle, you can use the slides at the beginning of the Tracking Carbon presentation on the Activity 12 webpage.

Download and print one copy of the Illus- trated Station Cards available on the Activity 7 webpage. You can also use the information provided on the Station Cards student page to create your own cards with images that reflect your local environment or surroundings.

Make copies of the Carbon Pathway and

ANNIE OXARART, OF UNIVERSITY FLORIDA Mapping Carbon student pages (one for each student).

Set up eight stations, each with one die. The Station Cards should be visible from any place in the room, and the die should be placed on a table or desk. Students need enough space between classroom furniture to gather at each station and move between them.

You can set up Teaching This Content Doing the Activity stations for this This activity engages students by having Part A: The Biological Carbon activity by printing them imagine they are carbon molecules Cycle the Illustrated traveling through different carbon pools. 1. To introduce the topic of the carbon Station Cards Students will likely enjoy and remember cycle, ask students to brainstorm what they on the Activity 7 this part of the activity. However, it is already know about carbon and to provide equally important that students are given webpage. examples of places carbon can be found. If adequate time to apply and reflect upon needed, remind students that carbon is an the information they learn during the element on the periodic table, is the fourth simulation. This is particularly important most abundant element, and can be found because the geological carbon cycle is not in different forms everywhere we look. You included in the simulation conducted in can use the slides at the beginning of the Part A. We strongly recommend that you Tracking Carbon presentation on the Ac- complete both Part A and Part B of this tivity 12 webpage to provide your students activity so that students are exposed to with a brief presentation on carbon. In the full carbon cycle and apply that infor- addition, you might find these discussion mation as they answer questions. questions helpful:

Getting Ready ■■ Is there a fixed amount of carbon on the planet? The Activity 7 webpage provides Yes. Like water, there is a relatively con- Teacher Tools that you can stant amount of carbon on the planet. use to become more familiar with Also like water, carbon constantly moves this activity’s background and procedure. through different states and pools.

126 ACTIVITY 7 Southeastern Forests and Climate Change PROJECT LEARNING TREE ■■ Do you have any carbon in you? for how they should use this worksheet to TEACHERS SAY … Yes, in the carbohydrates, fats, proteins, record their journey through the carbon cycle. enzymes, and tissues of your body. Modeling what students should do when they arrive at their first station and how to move to I loved this activity, ■■ How is photosynthesis related to the car- subsequent stations helps the simulation move especially to introduce bon cycle? smoothly. Ask them to count off by eight and the terms carbon During photosynthesis, plants convert carbon move to their first stations. Tell students they dioxide and water into sugar in the presence pool, carbon sink, and will complete eight rounds and record their of sunlight. This process moves carbon from carbon flux. journeys through the carbon cycle. If you have the atmosphere to sugar in plant cells. Then, a small class, you may wish to have students —Biology Teacher, Florida the sugars are either metabolized into energy complete additional rounds to increase chances in the form of ATP through the process of that they will experience diverse outcomes and respiration or used as building blocks to form visit all the stations; which can lead to richer starch, cellulose, lignin, wood, leaves, or roots. discussion after the activity. Energy in the form of ATP is used to construct these complex molecules. This process, where ■■ Students should write their first station on carbon is removed from the atmosphere and the first row in the table, roll the die, read stored in plant biomass, is known as seques- the outcome from the card at that station, tration. write down the next destination and the process that took them there, and move to 2. Explain to students that they are about to that station. become a carbon atom and move through the ■■ Even if some students end up staying at carbon cycle. the same location after a roll of the die, they should write down the station name ■■ The purpose of the activity is to help again and the process that led to them students better understand the variety of staying in place. places that carbon can be found and how it moves from location to location. 4. When everyone is finished, discuss the fol- ■■ While carbon cycles geologically over lowing questions as a class: millions of years, this part of the activity only focuses on the biological compo- ■■ Who visited the most pools? Who visited the nent of the carbon cycle that happens on least? a much shorter timeframe. In this cycle, Responses will vary. Some students may have carbon moves between different pools visited all the stations, but many probably such as living organisms, land, water, and moved between the atmosphere and the forest the atmosphere. or the ocean. ■■ Make sure students understand the terms ■■ Did anyone get stuck at one station or be- soil carbon, carbon pool, carbon flux, car- tween two stations? Why do you think that bon cycle, and carbon sequestration. happened? ■■ Some students might get stuck in some Point out that there are many different parts of the carbon cycle or move back ways to enter and leave most carbon pools. and forth between two carbon pools. Let The time carbon atoms spend in each pool students know in advance that this may varies. For example, some atoms might happen, and that this mimics the real car- cycle very quickly between the atmosphere bon cycle. If a student seems frustrated or and forests through photosynthesis and upset by getting stuck, it is okay for them to respiration, while others may get seques- move to another appropriate pool. tered in a tree for hundreds of years. This is built into the exercise through the 3. Give each student a copy of the Carbon number of options that keep the carbon Pathway student page and provide instructions molecule at the same station.

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 7 127 JESSICA IRELAND, OF UNIVERSITY FLORIDA

Students work together to draw a carbon cycle that includes both biological and geological components.

Part B: The Full Carbon Cycle 3. Show the class the global carbon diagram 1. Remind students that the simulation (in Background Information and available focused on the biological portion of the for download on the Activity 6 webpage). carbon cycle. Ask students if there are other ■■ Point out the major carbon pools and places that carbon is stored and other ways fluxes that are shown on the diagram. that carbon moves? Ask students to list the carbon pools that Carbon is also stored in rocks, fossil fuels, and they experienced during the simulation in sediments on the ocean floor and includes that are missing on this diagram (e.g., fluxes like weathering, compaction, combus- animals, wood products, marine life). tion, and volcanic eruptions. ■■ Reinforce that the amount of carbon flowing through the biological portion of 2. Introduce the geological portion of the the cycle is fairly stable and that carbon carbon cycle, including how fossil fuels are is constantly moving from the atmo- created. Carbon atoms in the geological sphere to plants or oceans and back to portion of the cycle will be stuck for mil- the atmosphere. lions of years. Ask students to imagine how ■■ Explain that human use of fossil fuels long it takes for carbon to move from ocean has added carbon to the atmosphere that and terrestrial sediment to rock and fossils. previously had been locked in fossils for Discuss how carbon is naturally released millions of years. This “old” carbon is through weathering in small amounts over changing the balance of carbon in the at- very long periods of time. When fossil mosphere and ocean. Carbon from fossil fuels are burned for energy, however, large fuels contains a different isotope (i.e., a amounts of carbon are released into the variation of a chemical element, differ- atmosphere in a very short time period. ing in the number of neutrons found

128 ACTIVITY 7 Southeastern Forests and Climate Change PROJECT LEARNING TREE in each atom) from that found in trees ■■ What are the implications of remov- TEACHERS SAY … and other living things. This allows the ing the trees from a piece of land and atmospheric contribution from fossil developing it so that trees no longer I enjoyed this activity. fuels to be tracked. dominate the landscape? The students were The carbon from a forest could go into engaged and working 4. Discuss potential effects of releasing wood products or into the atmosphere additional carbon to the system. if the forest is burned. Whichever way well individually and trees are removed, as long as they are with others. 5. Form groups of four to five students and not replanted, the result will be an area —AP Environmental Science Teacher, give each student a copy of the Mapping of land that will not be able to sequester Florida Carbon student page. Instruct students to as much carbon as it did when it was work together to draw a carbon cycle that forested. includes both biological and geological ■■ Systems Reflection:How can components. When the groups finish, ask thinking about the atmo- a representative from each group to share spheric greenhouse gases the group’s diagram and responses to the in terms of stocks and flows enable questions on the student page. people to understand the system more ■■ According to your diagram, what are clearly? the two ways carbon is removed from Thinking in terms of stocks and flows the atmosphere? List the pools and the can help people understand the climate fluxes. change mitigation actions and policies Forests through photosynthesis; oceans in terms of the physical system. Efforts through dissolving. to reduce emissions from fossil fuels can be seen as attempts to reduce the flow of ■■ How might each of these pools be carbon into the atmospheric stock. Re- affected by increased amounts of carbon forestation efforts can be seen as at- dioxide in the atmosphere? tempts to increase flow of carbon out of More atmospheric carbon dioxide allows the atmospheric stock. Using both types plants to grow and develop more quickly. of strategies concurrently provides the However, several other factors may in- best chance of successfully addressing fluence the amount of forested land and the challenge of climate change. forest health, such as land use changes, weather events, forest disturbances, as 6. Summarize this activity by reminding well as water and nutrient availability. students that the carbon cycle consists of An ocean with more carbon is more acid- both biological and geological pools and ic; acidic oceans may alter coral reefs and fluxes, which operate on different times- other organisms. cales. Through human activities, such as ■■ How could we change these pools to fossil fuel combustion and land develop- remove more carbon from the atmo- ment, carbon is being released from geo- sphere? What might be the limitations logical carbon pools. The carbon activities of managing these pools in this way? in this module focus on the ways trees Plant more trees; grow trees longer; in- and wood products can be used to remove crease carbon in the soil; make long-lasting carbon dioxide from the atmosphere or products out of wood. These options may be prevent future emissions. A variety of limited by the following: amount of land on other classroom activities and programs which trees will grow; wood will eventually can be used to explore other strategies for decay; a warmer ocean will hold less car- reducing atmospheric carbon dioxide. See bon; a more acidic ocean will dissolve coral the Additional Resources listed at the end reefs and negatively impact marine life that of this activity. use carbon to build shells and skeletons.

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 7 129 Ask student groups to share their carbon cycle diagram and responses to the questions on the student page. MARTHA MONROE, OF UNIVERSITY FLORIDA

Modifications atmosphere. For example, people around the world are working to remove carbon Younger students will benefit from “seeing” from the atmosphere and store it un- Part A of the activity in action, as you or derground and to reduce the amount of another student model the instructions by carbon that we add to the atmosphere by rolling the die, selecting the flux, and mov- saving energy and reducing our depen- ing to the next station. dence on fossil fuels. Ask students to write a report explaining one solution and to Part B of this activity can be completed discuss its advantages and disadvantages. as a class discussion rather than in small groups, which can help you provide guid- Have a discussion with students on the ance and answer questions. relationship between the carbon cycle and other cycles that students are familiar Enrichment with, such as water or nitrogen cycles. Ask students to research carbon-neutral How are these cycles similar and how are energy sources that might replace fossil fu- they different? What are the key events els. Why is using biomass, such as wood or in carbon cycle, water cycle, and nitrogen corn, to produce energy considered carbon cycle? neutral? What factors determine neutrality? How could land-use changes impact Additional Resources biomass carbon neutrality? All about Carbon Dioxide, A Student’s Guide to Global Climate Change Have students investigate how technology U.S. Environmental Protection Agency might be used to reduce carbon in the

130 ACTIVITY 7 Southeastern Forests and Climate Change PROJECT LEARNING TREE http://epa.gov/climatestudents/basics/ climate and provides reflective comments today/carbon-dioxide.html on the purpose and value of the video. This website contains a video describing the carbon cycle and how humans are The Carbon Cycle changing its natural balance. Holli Riebeek, NASA’s Earth Observatory http://earthobservatory.nasa.gov/Features/ Global Warming: It’s All about Carbon CarbonCycle Robert Krulwich, National Public Radio, The six sections of this online article pro- 2007 vide a comprehensive look at the carbon http://www.npr.org/news/specials/climate/ cycle, historical changes in the carbon video/ cycle due to climate change, contemporary As part of the Climate Connections Special changes in the carbon cycle due to human Series, these five short videos teach ba- activities, effects of these changes, and how TEACHERS SAY … sic concepts about carbon and its role in the carbon cycle is studied. The article climate change. includes helpful photos, diagrams, graphs, This activity was one of and maps. my favorites and one of GLOBE Carbon Cycle my students’ favorites. University of New Hampshire The Carbon Cycle: Forestry Never —Ecology Teacher, Virginia http://globecarboncycle.unh.edu/index. Looked So Cool shtml The Forest Foundation This education unit focuses on bringing http://www.calforestfoundation.org/pdf/ cutting edge research and research tech- carbon-poster.pdf niques in the field of terrestrial ecosystem This poster (also available as a handout) carbon cycling into secondary classrooms. provides a colorful depiction of the carbon It includes several activities to help stu- cycle and highlights the role of forests and dents understand the carbon cycle, includ- wood products. ing a “choose your own adventure story.” The Carbon Cycle: What Goes Around Climate Science Info Zone Comes Around London Science Museum John Harrison, Visionlearning, National http://www.sciencemuseum.org.uk/ Science Foundation, 2003 ClimateChanging/ClimateScience http://www.visionlearning.com/library/ InfoZone/ExploringEarthsclimate module_viewer.php?mid=95 This interactive website has a series of This online module provides basic infor- animations and videos related to the global mation about the carbon cycle including climate, the carbon cycle, and climate human influences. The module also in- change. cludes an interactive quiz and section with links to other resources. Steroids and Baseball University Corporation for Atmospheric The Carbon Quilt Research (UCAR) Carbon Visuals Ltd https://www2.ucar.edu/atmosnews/attribution/ www.carbonquilt.org steroids-baseball-climate-change This website provides images and anima- This two-minute video uses steroids in tions to help people better understand baseball as an analogy to carbon dioxide in carbon emissions.

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 7 131 STUDENT PAGE

Carbon Pathway

NAME DATE

Instructions: Imagine you are a carbon atom in one of many places that carbon is found. Write your starting location on the first line, roll the die, and determine your next location. Follow the instructions for the number you roll to move to another station or stay where you are. What process was responsible for moving you from one carbon pool to another? Repeat this eight times and record in the table below what happens during each round. Make sure to record what happens, even if you have to stay at one station for more than one turn.

Starting Location What happened? Ending Location Round (Carbon Pool) (Carbon Flux) (Carbon Pool)

Example Atmosphere Photosynthesis Forest

132 ACTIVITY 7 Southeastern Forests and Climate Change PROJECT LEARNING TREE STUDENT PAGE

Station Cards (1 of 2)

Atmosphere Wood Products

1. You continue to circulate through the atmosphere. 1. The lumber where you are sequestered is used to Stay at Atmosphere. build a house. Stay at Wood Products. 2. You continue to circulate through the atmosphere. 2. The lumber where you are sequestered is used to Stay at Atmosphere. build a house. Stay at Wood Products. 3. In a forest, a pine tree needle absorbs and uses 3. After many years, the lumber gets thrown in a pile carbon dioxide during photosynthesis. of old wood and begins to rot and break down. Go to Forest. Go to Soil Carbon. 4. In a forest, a pine tree needle absorbs and uses 4. You are eaten by termites. Go to Animals. carbon dioxide during photosynthesis. Go to Forest. 5. After many years, the lumber where you are sequestered gets burned for firewood. 5. Near the East coast, you dissolve into the waters of Go to Atmosphere. the Atlantic Ocean. Go to Surface Ocean. 6. After many years, the lumber where you are 6. Near the East coast, you dissolve into the waters of sequestered gets burned for firewood. the Atlantic Ocean. Go to Surface Ocean. Go to Atmosphere.

Forest Surface Ocean

1. Through respiration, a tree uses your sugar 1. Through wave action, you mix with air and come molecule for energy. Go to Atmosphere. out of the water—leaving solution as carbon dioxide gas. Go to Atmosphere. 2. The pinecone where you have been stored is eaten by an Eastern fox squirrel. Go to Animals. 2. Through wave action, you mix with air and come out of the water—leaving solution as carbon 3. You become sequestered in a tree’s trunk. After dioxide gas. Go to Atmosphere. several years, your tree gets cut down. Go to Wood Products. 3. You continue mixing in water near the surface of the ocean. Stay at Surface Ocean. 4. You become sequestered in a tree’s trunk. After several years, your tree gets cut down. Go to 4. Water currents and ocean mixing send you deeper Wood Products. within the ocean. Go to Deep Ocean. 5. You become sequestered in a tree root, which dies 5. An algae plant takes you in during photosynthesis. and decays. Go to Soil Carbon. Go to Marine Life. 6. A fire moves through the forest andburns 6. An algae plant takes you in during photosynthesis. the tree where you have been stored. Go to Go to Marine Life. Atmosphere.

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 7 133 STUDENT PAGE

Station Cards (2 of 2)

Soil Carbon Deep Ocean

1. As the organic matter decomposes, you become 1. Ocean mixing and water currents send you toward carbon dioxide through soil respiration. Go to the surface. Go to Surface Ocean. Atmosphere. 2. Ocean mixing and water currents send you toward 2. As the organic matter decomposes, you become the surface. Go to Surface Ocean. carbon dioxide through soil respiration. Go to Atmosphere. 3. Ocean mixing and water currents send you toward the surface. Go to Surface Ocean. 3. An insect eats the rotting material where you are located. Go to Animal. 4. Ocean mixing and water currents send you toward the surface. Go to Surface Ocean. 4. An insect eats the rotting material where you are located. Go to Animal. 5. Water currents send you deeper within the ocean. Stay at Deep Ocean. 5. You become buried in layers of leaf litter and soil. Stay at Soil Carbon. 6. Water currents send you deeper within the ocean. Stay at Deep Ocean. 6. You become buried in layers of leaf litter and soil. Stay at Soil Carbon.

Animals Marine Life

1. A bird eats you for dinner. Stay at Animal. 1. You are eaten by tiny marine animal, called zooplankton. Stay at Marine Life. 2. You are stored in animal fat cells. Stay at Animal. 2. You are eaten by tiny marine animal, called zooplankton. Stay at Marine Life. 3. You get released as carbon dioxide during respiration. Go to Atmosphere. 3. You are exhaled through respiration. Go to Surface Ocean. 4. You get released as carbon dioxide during respiration. Go to Atmosphere. 4. You are exhaled through respiration. Go to Surface Ocean. 5. When the animal produces waste, you find yourself on the forest floor in a pile of poop.Go to Soil 5. The organism you are part of dies. You break down Carbon. and sink through the waters of the Atlantic Ocean. Go to Deep Ocean. 6. The animal dies and begins to break down on the forest floor.Go to Soil Carbon. 6. The organism you are part of dies. You break down and sink through the waters of the Atlantic Ocean. Go to Deep Ocean.

134 ACTIVITY 7 Southeastern Forests and Climate Change PROJECT LEARNING TREE STUDENT PAGE

Mapping Carbon (1 of 2)

NAME DATE

1. Use a large sheet of paper and markers to create a carbon cycle that combines the path that each group member experienced during the simulated carbon cycle. Use ovals or circles to represent the carbon pools. Use arrows to show how you moved from pool to pool, and label each arrow with the carbon flux that took you to the next pool.

For example, one or more students in your group probably went from the atmosphere to the forest through photosynthesis. This means you would draw one oval labeled “atmosphere” and one oval labeled “forests.” Then you would connect them with an arrow labeled “photosynthesis.”

Carbon fluxes that you may have experienced include: Breaks Down Leaves Solution Respiration (Plant, Soil, Animal) Burns (Combustion) Ocean Mixing/Circulation Sequestration Dissolves Photosynthesis Waste Production Eaten (Consumption)

Example Diagram for Biological Carbon Cycle

Atmosphere Photosynthesis

Surface Ocean Forests

Animals Marine Life

Wood Products

Soil Carbon Deep Ocean

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 7 135 STUDENT PAGE

Mapping Carbon (2 of 2)

NAME DATE

2. If needed, add additional arrows to represent any realistic pathways (fluxes) between pools that were not experienced by your group members. This diagram represents the biological part of the carbon cycle.

3. Add three new carbon pools to the bottom of your group diagram to represent the geological part of the carbon cycle: Fossil Fuels, Ocean Sediments, and Limestone. Then use the following fluxes to describe how carbon moves between the new and existing carbon pools: Heat and Compression, Burning (Combustion), Weathering, Rock Formation, and Sinking.

4. According to your diagram, what are two ways carbon is removed from the atmosphere? List these fluxes and the pools.

5. How might each of these pools be affected by increased amounts of carbon dioxide in the atmosphere?

6. How could we change these pools and also remove more carbon from the atmosphere? What might be the limitations of managing these pools in this way?

7. What are the implications of developing a piece of land that used to be forested, so that trees no longer dominate the landscape?

136 ACTIVITY 7 Southeastern Forests and Climate Change PROJECT LEARNING TREE ACTIVITY Counting Carbon

Students measure trees near their school and calculate the amount of carbon stored in individual trees. Students compare the carbon sequestration potential 8 for land-use types in their state, compare this to the amount of carbon released by human activities, and then discuss forests’ ability to sequester atmospheric carbon.

Subjects Agriculture, Biology, Environmental Objectives Science, Mathematics By the end of this activity, students will be able to ■■ describe how forests help mitigate climate change; and Skills ■■ compare the impact of sequestering carbon by different land-use types, such as pine forest, Analyzing, Calculating, Comparing mixed forest, urban forest, cropland, and grassland. and Contrasting, Identifying Relationships and Patterns, Assessment Inferring, Measuring ■■ Use student responses on the student pages to evaluate understanding. ■■ Ask students to write a summary that explains how forests can play a role in reducing Materials atmospheric carbon dioxide and why understanding both carbon emissions and carbon Student pages, answer keys, sequestration is important. spreadsheet calculator (available at http://sfrc.ufl.edu/extension/ee/ climate/section3/activity8). Background VALERIE MARTIN, TECHNICAL EDUCATION RESEARCH CENTERS Each student group will need a scientific calculator; measuring tape All plants and animals contain and (or string and ruler); protractor or use carbon to sustain life. The element piece of cardboard; straw; string; weight (something heavier than a carbon is found in the carbohydrates, paper clip, for example washers); fats, nucleic acids, and proteins of every 100-meter measuring tape; and biological life form. During photosyn- masking tape. Alternatively, you thesis, trees use sunlight, water, and can use a DBH (diameter at breast carbon dioxide to produce oxygen height) tape and clinometer, if available. and glucose—a carbon-based sugar molecule. While some of the glucose Space Consideration is used during plant respiration, some Outside area with enough trees is stored in the trunk, branches, roots, so that each group can measure at Trees play an important role in the and leaves as the tree grows. This least one tree. carbon cycle by removing carbon stored carbon is removed from the from the atmosphere through Time Considerations atmosphere. A tree’s stored carbon photosynthesis. They also release Two 50-minute periods and can remain in the living tree or in cut homework carbon through respiration. wood for many years. Eventually, the Related Activities stored carbon returns to the atmo- By absorbing and storing atmospheric Students should have an sphere when the wood decomposes, understanding of the carbon cycle but this process can take a long time carbon dioxide, forests are a vital part (Activity 7). This activity can be of the global carbon cycle. And because followed with one of the activities due to the tree’s durable woody cells and tissues. For these reasons, forests scientists have linked increases in at- that show additional ways forest mospheric carbon with increases in the managers can address climate store more carbon for longer time change (Activities 5, 6, 11, and 12). periods than other plants, such as corn global average temperature, forests are or wheat, which have much shorter life an important consideration in climate Research Connection spans and decompose more quickly. change as well. Estimating the amount Scientists are exploring how much of carbon that trees absorb, store, and carbon is stored in forests and soils and modeling how to Additional background information can release is key to understanding climate use growing forests and wood be found in the Section 3 Overview change and is one of the first steps in products to reduce atmospheric exploring how forests might be used to and in Activity 7. carbon dioxide. address climate change.

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 8 137 Calculating Carbon Storage the tree. The dry weight is calculated by sub- The amount of carbon that an individual tracting the weight of the moisture, which is tree can store depends on the size and spe- about 50 percent of a living tree. In general, cies of the tree. To calculate carbon storage, the amount of carbon stored in an individu- foresters and scientists first measure a tree’s al tree is about half of the tree’s dry weight. height and diameter. Within a sample plot, measurements are often taken for trees that What is the Difference between are representative of the larger forest. The Tree Carbon Storage and Carbon average of these data is then used to esti- Sequestration? mate the biomass within the larger forested Stored carbon is the amount of carbon that area. To calculate tree diameter, a measuring exists in a tree’s leaves, wood, stem, roots, and tape is used to measure the tree’s circum- bark at a particular point in time. Because ference. The circumference measurement older trees are larger than younger trees, they is then divided by pi (π). Because diameter are able to store more carbon (see C storage can vary with tree height, measurements line in figure 1). Knowing the amount of car- are taken at a standard height from the bon stored in a tree and the tree’s age allows ground—1.4 meters (4.5 feet). This height, us to calculate the rate of carbon sequestra- called diameter at breast height (DBH), is tion. This represents the net intake of carbon high enough to avoid measuring the base of over a period of time. For example, net intake the tree (which often has a larger diameter of carbon can be measured over the course of than the rest of the tree trunk) and is low one year or the average net intake of carbon enough for most people to easily reach. The can be measured per year over the tree’s height of a tree can be measured in several lifespan. Because young, growing trees add ways. Clinometers provide efficient, accurate biomass at a faster rate than older trees, they measurements and are commonly used by are sequestering carbon at a faster rate than foresters. Clinometers measure angles from older trees (see C sequestration line figure the point where a person is standing to the 1). Although the age at which maximum C se- top and the bottom of a tree. Using geome- questration occurs will vary with tree species, try and trigonometry, these angles and the the general shape of the graph of this relation- Figure 1. Carbon distance to the tree are used to calculate tree ship is similar for all species. storage and carbon height. Together, tree height and diameter sequestration for a are used to estimate the tree’s mass. When Carbon Sequestration in Different managed loblolly pine the mass of a living tree is measured, it is Landscapes forest in Florida. called the green weight and includes both the biomass of the tree and the moisture in From pine forests to agricultural lands, the southeastern United States supports many landscapes that sequester carbon. For the purpose of this activity, we divide landscapes in the Southeast into five major categories that represent common landscapes in the region: southern pine forest, mixed

CARLOS OF GONZALEZ, UNIVERSITY FLORIDA forest, urban forest, agricultural lands, and grasslands. While other ecosystems, such as marshes and wetlands, also store carbon in plant biomass and soils, they make up a relatively small portion of the landscape and are not included in this activity.

One of the most abundant trees in the southeastern U.S. is loblolly pine

138 ACTIVITY 8 Southeastern Forests and Climate Change PROJECT LEARNING TREE This activity allows students to compare the sequestration Five Southeastern potential of five Landscapes different landscapes commonly found in the Southeast.

Photos by: Larry Korhnak, University of Florida (pine, mixed, urban) • Florida Park Service (grassland) • Warren Gretz, National Renewable Energy Laboratory (cropland)

(Pinus taeda). This species is often planted In naturally regenerated forests, such as in privately owned pine plantations. The those in parks and other conserved lands, majority of wood products, including lum- pines may grow with hardwood trees. ber, plywood, and paper products produced These forests are generally referred to as in the Southeast are made from loblolly pine “mixed forests” and differ from planta- trees. Shortleaf pine (P. e chinata ), longleaf tions in that they usually are not planted pine (P. palustris), and slash pine (P. elliottii) by people, not managed as intensively, also grow in planted and naturally regen- and contain many species and trees of erated forests in this region. Together these many different ages. Mixed forests can pine species make up what many people call also be dominated by hardwood species, the “southern pine forests.” This activity cal- such as oak and hickory, or by wetland culates overall area of southern pine forest species, such as cypress and sweetgum. for each state by combining the number of This activity calculates area of mixed hectares for longleaf/slash pine and loblolly/ forest for each state by subtracting the shortleaf pine forest types, as determined hectares of southern pine from the state’s by the U.S. Forest Service (USFS, 2013). total hectares of forestland (USFS, 2013). Researchers have determined that on av- The average sequestration rate for mixed erage, southern pine forests can sequester forests in the Southeast is 1.90 tons of 3.80 tons of carbon per hectare per year carbon per hectare per year (Turner et al., (Binford et al., 2006). This sequestration 1995). Due to the slower growing trees rate is higher than the rates found in most found in mixed forests and less-intensive other forested landscapes because southern management, this sequestration rate is pine trees grow quickly in the long, warm half the rate of southern pine forests. growing season.

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 8 139 In addition to southern pine and mixed for- and planting specific types of cover crops TEACHERS SAY … ests, trees located in urban forests sequester during the nongrowing season, can in- carbon and play a role in reducing atmo- crease carbon sequestration (Morgan et al., My students enjoyed spheric carbon. On average, urban forests 2010). the second half of sequester 0.80 tons of carbon per hectare the activity where we per year (Norwak & Crane, 2002). The Finally, the Southeast contains grassland discussed the amount sequestration rate for urban forests is lower areas that are used as pastures and range- of carbon used and than for other forest types because of lower lands. The grasses and shrubs within these tree density. landscapes sequester some atmospheric sequestered. We carbon each year, but because of their small actually ended up The southeastern U.S. also contains agri- size and short lifespan they do not seques- having a 45-minute cultural lands, which are major economic ter large quantities of carbon. On average, discussion about resources for the region. Agricultural lands grasslands sequester 0.07 tons of carbon per what we can do to in the Southeast are used to grow fruits, hectare per year (Morgan et al., 2010). Sim- vegetables, peanuts, and cotton. Similar ilar to the croplands, the amount of carbon be proactive and to trees, crops sequester carbon. Howev- can be increased through best management sequester more er, these plants do not sequester nearly as practices. carbon. much carbon because they only live for one —AP Environmental Science Teacher, growing season. Croplands can sequester The state areas for urban forests, croplands, Florida 0.10 tons of carbon per hectare per year and grassland pastures that we use in this (Morgan et al., 2010). This amount could activity come from the USDA Economic be increased considerably, depending Research Service’s Report, Major Uses on management practices. For example, of Land in the United States, 2007. More reducing soil tillage, maximizing water use information about each land use category is by plants, and applying mulch to shade available online in the Economic Research soil can increase the amount of carbon Service Glossary located at http://www.ers. stored in cropland soils. Other practices, usda.gov/data-products/major-land-uses/ such as harvesting crops more frequently glossary.aspx.

Systems Thinking Connection

IN THIS ACTIVITY, students learn to calculate how much carbon is stored in a single tree. The results may seem underwhelming compared to the enormous quantities of carbon released from fossil fuels. If an individual makes an effort to reduce her carbon footprint, she might decrease it by as much as 5 to 10 tons of carbon dioxide per year. This may seem insignificant when compared to the global carbon dioxide emissions of some 35 billion tons. As a result, some may be tempted to think that any effort to decrease an individual carbon footprint has little impact in the grand scheme of things.

The problem is this comparison involves two very different scales—the individual scale (personal carbon footprint) and the global scale (global carbon dioxide emissions). While there are certainly examples where an individual’s actions under the right conditions have had significant impacts on much broader scales—consider Rosa Parks’ refusal to give up her seat on a bus, which contributed to the Civil Rights movement—this is not the norm. Instead of judging the impact of an individual’s actions based on a global scale, consider the cumulative impact of multiple individuals on the larger whole. When we decide to reduce our carbon footprint, we become a part of a global effort to reduce greenhouse gas emissions. Individual actions do matter collectively when they are made by millions or billions of people. Encourage students to see their individual efforts to reduce their carbon footprints as part of a larger whole that can (and does) have significant impacts on atmospheric carbon levels.

140 ACTIVITY 8 Southeastern Forests and Climate Change PROJECT LEARNING TREE Teaching This Content You can easily make clinometers with the This activity provides an opportunity for Protractor Template students to apply mathematics to real sce- and a few additional narios related to forests and climate change. materials. Using their knowledge of geometry, students start their investigation at a very small scale by first exploring carbon storage in a tree near your school. Using calculation and unit conversion skills, students continue to increase the scale of their investigation so they can ultimately compare the state’s carbon sequestration potential with the state’s carbon emissions. Working through these calculations can help students better understand and explain the results, and assessing Make copies of the student pages (one per carbon information for their state may make student). the results more interesting and meaningful. The concepts in this activity help connect There are two options for how students can math and science—an important aspect of calculate the carbon content of a tree. STEM (science, technology, engineering, and math) education. In particular, biolo- ■■ Option A: Students will use a tape gy teachers might find the concepts useful measure, a clinometer, and a formula to for extending classroom discussions about calculate carbon content. carbon and the carbon cycle. ■■ Option B: Students will use a tape measure and a reference table to calculate Getting Ready carbon content.

The Activity 8 webpage provides See table 1 at the end of this activity to obtain Teacher Tools that you can current population and land use areas for use to become more familiar with your state. Students will use this information this activity’s background and procedure. for calculations to complete the Carbon in Different Landscapes student page. If you would like to provide a short presentation to introduce carbon and the carbon Option A—Making Clinometers to cycle, you can use the first half of the Track- Measure Tree Height ing Carbon presentation on the Activity 12 webpage. For each group, you will need a protractor that is approximately 15 centimeters (cm) This activity uses metric units; a version or 6 inches (in). Cut the image from the of the student pages using English units is Protractor Template student page and tape available on the Activity 8 webpage. it onto the protractor. If you do not have a protractor, you can easily tape the tem- This activity uses data specific to the south- plate onto a piece of cardboard that is cut eastern U.S. for forest sequestration rates, to match the template shape. This template state populations, and landscape areas. If you adjusts the measurements of the protractor would like to use data for other regions of the so that students can read the angle directly country, please see the Regional Adaptations from the protractor rather than completing document on the Activity 8 webpage. calculations to obtain the correct angle.

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 8 141 You will also need 1 straw, 1 weight (e.g., roots, stems, and leaves. The process of Make sure the a washer or nut), and 20 cm (or 8 in) of photosynthesis enables a plant to remove or sighting straw is flush string for each clinometer. Cut the straw to “sequester” carbon from the atmosphere. to the protractor 15 cm (or 6 in) and tape it to the flat edge so students don’t of the protractor. Tie one end of the string 3. Explain to students that they will be poke their eyes when around the flat portion of the protractor at investigating the following questions: they gaze up to the the center. On most protractors there is a ■■ How much carbon is stored in an indi- treetops. hole to mark the center. Tie the other end of vidual tree? the string to the weight. When you hold the ■■ How much carbon can be removed from protractor with the straw on top and parallel the air or sequestered by a forest? to the floor, the string should cross the de- ■■ How much carbon can be sequestered by grees portion of the template at the 0o line. other types of land use (e.g., agriculture)? ■■ Why is it important to know how much Assess the trees around your school to find carbon a certain land use can sequester? ones that are suitable for students to mea- ■■ How can we use this information to sure. The students should be able to get close explore strategies for addressing climate enough to the tree to put a measuring tape change? around its trunk 1.4 meters (4.5 feet) above the ground. They should also be able to stand far 4. Split the class into groups based on the enough away to have a clear view of the top of number of suitable trees. Explain to stu- the tree without straining their necks. The trees dents that to measure carbon, they have to should be on relatively flat ground; the height first measure the tree. Each group should equation provided in this activity cannot be measure at least one tree and determine used if the person’s head is below the base how much carbon is stored there. Give each of the tree or above the top of the tree when member of the group a copy of the Carbon reading the clinometer. Count the number of in a Tree student page, walk students to suitable trees. One tree could work, but assign- the area you have selected, and assign each ing several trees to each group is optimal so group to at least one tree. students can practice and improve their skills. Divide the class into groups based on the num- 5. Demonstrate how to take tree measure- ber of trees and time you have available. ments and then provide enough time for students to measure their assigned trees. Doing the Activity ■■ Circumference (Options A and B): Stu- Part A: Calculating the Amount of dents measure the circumference of the Carbon in a Tree tree trunk at approximately 1.4 meters 1. Make sure students understand the con- (4.5 feet) from the ground. Explain why nection between carbon and climate change. tree diameter measurements are taken at Explain that carbon dioxide is a greenhouse this height and how to calculate diam- gas, and scientists have linked increases in eter (see Background section for expla- atmospheric carbon to increases in global nation). One student should take the average temperature. measuring tape (or string if measuring tape is not available) and wrap it around 2. Remind students that trees absorb car- the trunk approximately 1.4 meters bon dioxide from the atmosphere during above the ground; other group members the process of photosynthesis. Some of this should record this value on the Carbon carbon dioxide is respired by the tree every in a Tree student page. (If a string is minute of the day and night and goes back used, the student will need to measure into the atmosphere as carbon dioxide and the string with a ruler to determine the some of the carbon is stored in its growing circumference.)

142 ACTIVITY 8 Southeastern Forests and Climate Change PROJECT LEARNING TREE MORGAN CHEEK, NORTH CAROLINA STATE UNIVERSITY

Teachers attending a workshop measure tree diameter and height.

■■ Height (Option A Only): Explain how of the geometry that allows them to use to use the homemade clinometer and the tangent of the angle to estimate the how these measurements can be used length of the far side of a right triangle. to calculate the height of the tree. Two Also, review the equation used to de- students should walk away from the tree, termine how much carbon is stored in until they can easily see the top of the the tree. If you want students to practice tree, and measure the distance from that using a spreadsheet to complete the cal- point to the tree. Standing at that point, culations, you can download a template one student should look through the from the Activity 8 webpage. straw to the top of the tree from the Eye End (90 o) of the protractor. Once that 7. Lead a class discussion about the carbon student says he or she can see the top storage results that students calculated of the tree, another student should read (Options A and B). Remind students to the angle from the protractor template make sure they are ■■ What was the largest amount of carbon by noting the degree where the string looking through the that was stored by a single tree? Was it crosses the protractor once the string straw at the Eye End clearly the biggest tree? What was the stops moving. This is the “angle to top of of the protractor. smallest amount of carbon stored by a tree” measurement (Ө ). Another pair of 1 tree? students should then repeat the process When calculating ■■ Draw a table on the board showing how while looking at the base of the tree much carbon was stored in the trees green weight, the from the same point. This is the “angle to measured by each group. As a class, constant in the base of tree” measurement (Ө ). All data 2 calculate the average amount of carbon equation accounts should be recorded on the Carbon in a stored by the sample of trees measured. for the unit Tree student page. ■■ Discuss the formula the students used conversion between by asking the following: 6. Back in the classroom, ask the stu- centimeters and –Besides diameter, what other factors dents to sit in their groups and complete meters. Therefore, might influence how much carbon a the rest of the Carbon in a Tree student students do not need tree can absorb? page using their calculators. Make sure to convert those Height, wood density, and whether the that if only one student was recording measurement units tree is evergreen or deciduous. Tree data that all group members write down to be the same. species and leaf area are often included the measurements on their student in more complicated formulas. pages. You may need to remind them

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 8 143 –Why are these factors not included in Using the age of the sample forest, have the TEACHERS SAY … the formula? students calculate the sequestration rate The students really For our purposes, we do not need to be so for the pine forest. Ask students what this specific. We are looking at an average tree. sequestration rate shows? enjoyed the chance How quickly the trees uptake carbon and how ■■ For how long will the carbon in each of to measure the trees efficient they are at absorbing atmospheric those trees be stored? and be outside. carbon. —Environmental Science Teacher, As long as the tree is alive or the wood ex- Arkansas ists in a product. Ask students to consider 4. Ask students what land uses sequester actions or events that are likely to kill trees carbon other than the urban trees they mea- in this area. Answers may include devel- sured and pine forests? opment, road widening, lightning, old age, Cropland, grassland, and other forests can and insects or disease. sequester carbon. ■■ Where does the carbon go after it leaves the tree? 5. For homework, assign the Your Carbon Some will be stored in soil; some will move Footprint student page. Students should to the atmosphere; some will be eaten and come to the next class with an estimate of turned into energy for animals to use. the amount of metric tons of carbon dioxide they emit in one year. ■■ How does carbon storage relate to growth? What does carbon content tell Part C: Comparing Carbon in us about the age of the tree? Different Landscapes More carbon means an older tree. 1. Divide students into groups of five and ■■ Does all of the carbon that is taken up have them discuss their responses to the by the tree end up in the tree as carbon homework assignment. How much do their storage? If not, where does some of the responses differ? Why do they think their carbon go? responses vary? Some of the carbon is released during respiration. Total carbon uptake is not the 2. Re-introduce the concept of carbon same as carbon storage. sequestration and how it differs from the idea of carbon storage. Explain to students Part B: Exploring Carbon in a that they will be calculating the amount of Pine Plantation carbon that can be sequestered by different 1. Using the data presented on the Carbon land-use types in their state and then com- in Pines student page, have the students use paring that to the average amount of carbon the same formulas they used in Part A to that is emitted by the residential population calculate how much carbon is stored in a in their state, based on the group average sample plot of a pine forest. from the homework assignment.

2. Have the students discuss the amounts 3. Give each student in the group a copy of of carbon stored in the pine forest that they the Carbon in Different Landscapes student calculated. Ask students why might this page. Also, give the students the data for amount may be different from the amount your state from table 1 at the end of this they measured in the urban trees? activity. If you are adapting this activity for a The faster a tree grows, the more carbon it state outside of the southeastern U.S., please sequesters, and pine forests are very efficient see the Regional Adaptations document on at sequestering carbon. the Activity 8 webpage.

3. Present the idea of carbon sequestration 4. Explain that each group will use its and how it differs from carbon storage. worksheet to calculate how much carbon,

144 ACTIVITY 8 Southeastern Forests and Climate Change PROJECT LEARNING TREE on average, the different land types in your sequestered in your state? state sequester in one year. Students will then ■■ If students decide to convert more land compare this number to the amount of carbon to the most efficient land use for seques- emissions that would be produced if everyone tration, how do they convince landown- in your state had, on average, a carbon foot- ers of this plan, and what should happen print equal to the group’s average footprint. Be- to the people who live and work in these fore the groups begin working, ask students to areas? Is the idea of carbon sequestration predict which of the five land uses they think within the state practical? will store the most carbon and why. What ■ Systems Reflection: If we can- plants in each landscape are sequestering car- not sequester all of the carbon bon? You can check the students’ calculations emitted, what other actions may by entering each student group’s average car- be necessary? bon footprint into the answer key spreadsheet In addition to sequestration, reducing the provided on the Activity 8 webpage. Be sure to The Carbon in amount of carbon that we put into the find the row of the spreadsheet corresponding Different Landscapes atmosphere is an important consideration. to your state. presentation on the This discussion can easily be extended Activity 8 webpage to focus on the systems thinking skill of 5. When the groups finish, lead a discus- provides emission and understanding the relationship between sion about different landscapes and carbon sequestration results for stocks and flows. Using the Bathtub Dy- sequestration. You can use the information each southeastern state. namics systems exercise on the Activity in the Carbon in Different Landscapes 2 webpage, you can demonstrate that presentation to consider how your state’s reducing the stock of atmospheric carbon sequestration and emission results compare dioxide can occur through decreasing to the results from neighboring states. the inflow and increasing the outflow of Responses will vary by state and with emis- carbon. sion data that students use for calculations. ■ Systems Reflection: This activity ■■ What carbon emissions are not included suggests that people can compare in the personal carbon footprint calcula- their state’s carbon emissions tions that are part of the state’s contribu- to their state’s capacity to sequester that tion to carbon in the atmosphere? carbon in ecosystems. However, the stock Energy used by schools, businesses, indus- of carbon is a global pool. From a systems tries, and office buildings. perspective, which scale makes it easier to ■■ Which landscape sequestered the most think of solutions: individual, communi- carbon? Was this different than the ty, state, nation, or planet? What are the students’ prediction? Why do students advantages of considering the problem at think that landscape sequestered the each scale? most carbon? Encourage students to consider carbon on ■■ Could the all the landscapes combined multiple scales. Fine scales (individual or sequester the carbon emitted by the local) may facilitate understanding about state’s population? If not, about what local actions that are necessary, while percent of the state emissions are seques- broad scales provide a sense of how our tered? local actions fit into the global context. ■■ Should land in other states or in other parts of the world be used to sequester 6. Summarize this activity by reminding the carbon emitted in your state? Why or students that these concepts—amounts of why not? carbon emitted through human activities ■■ If your state has an excess of seques- and carbon sequestration potential of trees, tration potential, do you think oth- soils, and plants—are a key aspect of climate er states should pay to have carbon

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 8 145 change research. This type of information the students to write an essay or letter to can be used in planning and policy creation their parents explaining the rationale behind at the local, state, regional, and national lev- planting trees to offset carbon emissions, the el. The pine forests of the southeastern U.S. advantages and disadvantages of this strategy, represent a huge opportunity for reducing and why they would or would not suggest it atmospheric carbon; however, sequestering for a vacation trip. carbon without making other societal changes can not alter climate change. Individuals, Ask student to explore REDD+, the interna- businesses, and industries must also make tional program for Reducing Emissions from changes in the amounts of carbon emitted. Deforestation and Forest Degradation and explain the rationale for this policy. Modifications To continue exploring carbon This activity requires a fair amount of math- Additional Resources ematical calculations. Teachers can adapt sequestration, watch Carbon in U.S. Forests, Online Tools this activity for younger or less able students the Smithsonian Forest Inventory and Analysis National by using Option B, working through the cal- Environmental Program, U.S. Forest Service culations as a group, or by selecting the cal- Research Center’s http://www.fia.fs.fed.us/Forest%20Carbon/ culations they feel are most appropriate for video, Ecosystems default.asp students to complete and providing answers This webpage provides a fact sheet and graph- on the Edge: Forests for the others. Pilot test teachers suggested ics, as well as data tables for the estimations of and Climate Change. this change would “allow more time to dis- carbon storage in U.S. forests. cuss the information without getting slowed down.” If needed, you can skip the Carbon in Ecosystems on the Edge: Forests and Pines student page. Climate Change Smithsonian Environmental Research Center Enrichment http://ecosystemsontheedge.org/forests-and- Have students investigate different carbon climate-change/ emissions reduction strategies and carbon The Ecosystems on the Edge project aims to sequestration strategies. Then ask students inform people about the effects of climate to develop, individually or in small groups, a change on the planet and natural ecosystems. climate change mitigation plan for your state A 10-minute video shares information about and present it to the class. Should the carbon carbon sequestration by forests and a research generated within each state be sequestered study that is tracking tree growth in Mary- by the plants in that state? If not, who should land. be responsible for addressing the remaining emissions (other states, federal government, Greg McPherson’s Tree Carbon Calculator industry, other countries, etc.)? EarthSky http://earthsky.org/earth/greg-mcphersons- Give students a scenario in which they are tree-carbon-calculator traveling on vacation with their family. In this podcast, scientist Greg McPherson Remind them that traveling by car, plane, or talks about a tool he developed to help deter- bus emits carbon. Tell them that some orga- mine how much carbon a tree sequesters and nizations will plant trees to offset the carbon the value of knowing this information. emissions from various activities. People and businesses calculate how much carbon How to Use a Clinometer Video dioxide they produce during a particular School of Forest Resources and Conservation, activity and then pay the organization to University of Florida plant enough trees to offset those emissions http://www.youtube.com/watch?v=q4L so that the activity is carbon neutral. Ask hwniXAJI

146 ACTIVITY 8 Southeastern Forests and Climate Change PROJECT LEARNING TREE This video provides instructions for using a dynamics in the southeastern U.S. coastal The National Tree forestry clinometer to measure the height of plain: Balancing land cover type, timber Benefit Calculator a tree. harvesting, fire, and environmental varia- allows students tion. Journal of Geophysical Research 111: How to Measure Diameter at Breast Height D24S92. to enter a tree’s Video Escobedo, F., Varela, S., Staudhammer, C., location, size, and School of Forest Resources and Conservation, Thompson, B., & Jarratt, J. (2009). Pensaco- type of species, University of Florida la and southern Escambia County, Florida’s and then provides http://www.youtube.com/watch?v= urban forests. FOR231. Gainesville, Florida: data on that tree’s B67QPJa2pbM University of Florida, Cooperative Exten- environmental and This video provides instructions for measur- sion Service. economic value. ing a tree’s diameter at breast height (DBH) Morgan, J. A., Follett, R. F., Allen, L. H., using a DBH or logger’s measuring tape. Del Grosso, S., Derner, J. D., Dijkstra, F., Franzluebbers, A., Fry, R., Paustian, K., National Tree Benefit Calculator & Schoeneberger, M. M. (2010). Carbon Casey Trees and Davey Tree Expert Co. sequestration in agricultural lands of the http://treebenefits.com/calculator/ United States. Journal of Soil and Water Based on U.S. Forest Service’s i-Tree tools, Conservation, 65(1), 6A–13A. this online calculator provides annual data Norwak, D. J. & Crane, D. E. (2002). Carbon about the environmental and economic value storage and sequestration by urban trees of street-side trees. After entering the tree’s in the USA. Environmental Pollution, 116, location, species, and size, users receive data 381–89. Retrieved from http://nrs.fs.fed.us/ regarding the tree’s environmental and eco- pubs/5521 nomic value. Trees for the Future. (2007). How to calculate

the amount of CO2 sequestered in a tree per Urban Forests and Climate Change year. Retrieved from http://www.broward. U.S. Forest Service org/NaturalResources/ClimateChange/ www.fs.fed.us/ccrc/topics/urban-forests/ctcc/ Pages/Carbon.aspx This webpage provides downloadable soft- Turner, D. P., Koerper, G. J., Harmon, M. E. & ware that allows users to enter information Lee, J. J. (1995). A carbon budget for forests on climate region and tree size or age to of the conterminous United States. Ecologi- calculate the amount of carbon dioxide stored cal Applications, 5, 421–436. in the tree over time, the amount of carbon United States Census Bureau. (2012). State dioxide sequestered in the past year, and the population: Rank, percent change, and dry weight of the aboveground biomass. population density. Retrieved from http://www.census.gov/compendia/ What Types of Urban Greenspace Are Bet- statab/cats/population.html ter for Carbon Dioxide Sequestration? United States Department of Agriculture. University of Florida, Cooperative Extension (2012). Economic research service: Major Service land use. Retrieved from http://www.ers. http://edis.ifas.ufl.edu/uw324 usda.gov/data-products/major-land-uses. This short fact sheet provides a chart that aspx compares residential, natural, and commer- United States Forest Service. (2013). Forest cial land uses for carbon sequestration by inventory analysis: Forest statistics for the trees and grass in several cities in Florida. 48 coterminous states (all ownerships). Retrieved from http://apps.fs.fed.us/ References Cited fiadb-downloads/standardReports.html Binford, M. W., Gholz, H. L., Starr G., & Martin, T. A. (2006). Regional carbon

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 8 147 STUDENT PAGE

Protractor Template

Cut out this template to tape on your protractor. 90° Eye End Tree End 90°

80°

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50° 50°

40° 40° 30° 30° 20° 20° 10° 0° 10° 90° Eye End Tree End 90°

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148 ACTIVITY 8 Southeastern Forests and Climate Change PROJECT LEARNING TREE STUDENT PAGE

Carbon in a Tree (Option A) (1 of 3)

NAME: GROUP MEMBERS:

First, you will measure the circumference and height of at least one tree near your school. You will then use the data to calculate the amount of carbon stored in each tree.

Measuring Tree Diameter 1. Use your measuring tape to measure the circumference of the tree. Be sure to measure the circumference approximately 1.4 meters (about 4.5 feet) above the ground. Record the circumference in centimeters in Data Table 1.

2. Next, use the equation d = c ÷ to calculate the diameter of the tree (where d = diameter; c = circumference; and = 3.14). Record tree diameter in Data Table 1. π Data Table 1 π

Tree c circumference (cm) d diameter (cm)

1 2 3 4 5

Measuring Tree Height 1. Stand far enough from the base of the tree to see the top. Measure the distance between you and the tree and record it in Data Table 2. Hold the protractor with the Tree End toward the tree and look through the straw. Find the top of the tree and have another group member read the angle at which the string crosses the protractor

( 1). Make sure your fingers are not blocking the string from moving freely. Record the angle in Data Table 2. To measure the angle to the bottom of the tree, look through the straw and find the base of the tree. Have a group Ө member read the angle at which the string crosses the protractor ( 2). Record the angle in Data Table 2.

Data Table 2 Ө

Angle to top Angle to base AB Distance from Tree 1 2 of tree of tree person to tree (m) Are you standing on a slope while using the clinometer? If your head is below the 1 Ө Ө base of the tree or above the top of the 2 tree, find a new tree to measure! The 3 equation provided for calculating tree 4 height cannot be used in these situations. 5

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 8 149 STUDENT PAGE

Carbon in a Tree (Option A) (2 of 3)

1. Next, use the following diagram and equations to calculate the height of each tree, noting that 1 is the angle to

the top of the tree and 2 is the angle to the base of the tree. The tangent of the angle is expressed as tan. The distance between you and the tree is expressed as AB. Record your results in Data Table 3. ϴ ϴ

DB tan = DB = AB tan 1 AB 1 A 1 Ө BC Ө B tan = BC = AB tan 2 2 AB 2 𝜃𝜃 𝜃𝜃 Ө Ө C Total tree height = DB + BC = AB(tan 1 + tan 2) Ө Ө

Data Table 3

Tree Height (h) in meters (m) DB BC h = DB + BC Tree tan 1 tan 2 AB(tan 1) AB(tan 2) h = AB(tan 1) + AB(tan 2) ϴ ϴ ϴ ϴ 1 ϴ ϴ 2 3 4 5

Calculating Carbon Storage (adapted from Trees for the Future, 2007) 1. Calculating Green Weight (GW) The green weight of a tree is an estimate of the mass of the tree when it is alive. This estimate includes all of the wood content and any moisture in the tree. Because the moisture in the tree can be up to hundreds of liters, the green weight can be quite large.

As you can imagine, weighing a live tree and keeping it alive is not feasible! For this reason, foresters use a set of formulas to estimate green weight. These equations are based on real data—foresters cut and weighed trees and then analyzed the data to develop formulas to fit the data. The percentage of moisture in a tree varies by tree species; therefore, specific formulas have been developed for different tree species.

150 ACTIVITY 8 Southeastern Forests and Climate Change PROJECT LEARNING TREE STUDENT PAGE

Carbon in a Tree (Option A) (3 of 3)

The equations used here are an “average” for trees in the Southeast and allow The constant in the you to calculate the above-ground green weight of a tree based on the tree’s equation accounts for the diameter and height. To find the green weight, insert the values you obtained unit conversion between for diameter (cm) and height (m) into the appropriate equation and record centimeters and meters; your answers in kilograms (kg) in Data Table 4. therefore, you do not need to first convert those measurement units to be the same.

2. Calculating Dry Weight (DW) Dry weight represents the mass of the wood in the tree when dried in an oven so the moisture is removed. On average, experiments have shown that a tree’s dry weight is about 50% of its green weight. Therefore, to find the dry weight, you just need to multiply green weight (GW) by 50%. Complete this equation for each tree you measured, and record your answers in Data Table 4.

DW = GW × 0.5

3. Calculating Carbon Storage (C) Carbon storage is the amount of carbon that is within the wood of the tree. This is the total amount of carbon that is captured from the atmosphere during photosynthesis as well as the amount of carbon sequestered by the tree. From experiments, scientists have found that about 50% of a tree’s dry weight is carbon. To find carbon storage, multiply dry weight (DW) by 50%. Complete this equation for each tree you measured, and record your answers in Data Table 4.

C = DW × 0.5

Data Table 4

Green Weight (GW, kg) Dry Weight (DW, kg) Carbon content (C, kg) Tree d < 28cm: GW = 0.0577 x d2 × h DW = GW × 0.5 C = DW × 0.5 d > 28cm: GW = 0.0346 x d2 × h 1 2 3 4 5

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 8 151 STUDENT PAGE

Carbon in a Tree (Option B)

NAME: GROUP MEMBERS:

First, you will measure the circumference of at least one tree near your school. You will then use the data to calculate the amount of carbon stored in each tree.

2. Next, use the equation d = c ÷ to calculate the diameter of the tree (where d = diameter; c = circumference; and = 3.14). Record tree diameter in Data Table 1. π Dataπ Table 1

Tree c circumference (cm) d diameter (cm)

1 2 3 4 5

Calculating Carbon 1. The table below provides carbon content values for trees, based on their diameter values. This table is specific to urban trees in a developed area. The values were calculated in a study conducted in Escambia County, in Florida’s panhandle (Escobedo et al., 2009). We can use this information to get a general idea of the amount of carbon in a tree that falls within a certain diameter range. Using the table below, match the diameter you calculated for your tree with the diameter in the left column. Find the carbon storage capacity of the tree and record in Data Table 2. Data Table 2

Diameter Range Carbon Content per Tree Carbon content (kg) (cm) Tree (kg) 1 0–15 22 16–30 250 2

31–45 604 3 46–60 1,169 4 61–76 2,664 77+ 15,034 5

152 ACTIVITY 8 Southeastern Forests and Climate Change PROJECT LEARNING TREE STUDENT PAGE

Carbon in Pines (1 of 2)

NAME:

The southeastern United States is home to many different species of pine trees, specifically: loblolly, slash, longleaf, and shortleaf pines. Pine forests are important for many reasons. They provide wildlife habitat, recreation, and clean water, and as you have learned, the trees store carbon as they grow. In the Southeast, pine trees are commonly grown in plantations to provide wood products, such as timber and paper.

Foresters and scientists measure pine trees with a method similar to the one you used on the trees in your schoolyard. Using this information they can determine how much carbon is stored in a certain area of the forest. The trees that are grown on a plantation are usually similar in size and age. This allows foresters to measure a small sample of trees and then use those numbers to estimate carbon storage for the entire area.

To estimate how much carbon typically exists in one hectare of pine forest in the southeastern United States, you will use data collected by high school students during a field trip to a pine forest sample plot in North Central Florida.

In a plot that measures 1/40th of a hectare, the students measured ten trees and found that the trees have an average diameter of 25.7 centimeters and an average height of 32.5 meters. Because the trees in this area are generally the same species, age, and size, we can use their average data to estimate the amount of carbon contained within one hectare of this forest. JESSICA IRELAND, OF UNIVERSITY FLORIDA

Students measure tree height and diameter on a sample plot of slash pine trees in a forest in North Central Florida.

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 8 153 STUDENT PAGE

Carbon in Pines (2 of 2)

Complete the calculations below, where d = diameter; h = height; GW = green weight; and DW = dry weight.

1. Green Weight (GW) = 0.0577 x d2 × h GW = ______kg/tree

2. Dry Weight (DW) = GW × 0.5 DW = ______kg/tree

3. Carbon (C) = DW × 0.5 Carbon content = ______kg C/tree

4. Total carbon content of plot = carbon content per tree × 10 trees

Total carbon content of plot = ______kg C in 1/40th hectare plot

5. Total carbon content of 1 hectare = total carbon in plot × 40

Total carbon in 1 hectare = ______kg C/hectare

This final number illustrates the total carbon stored in one hectare of pine plantation where the students took measurements. However, this is not the same as the amount of carbon that the trees sequestered in one year of growth. Carbon sequestration is the net intake of carbon by the tree over a period of time. In this case, the forest where students sampled is 25 years old. Assume that trees sequestered carbon at the same rate during each year it lived, and use the equation below to determine what rate carbon is sequestered by the forest annually.

Total carbon in 1 hectare ÷ 25 years = Carbon sequestration rate

6. Carbon sequestration rate = ______kg C/ hectare /year

154 ACTIVITY 8 Southeastern Forests and Climate Change PROJECT LEARNING TREE STUDENT PAGE

Your Carbon Footprint

NAME:

The carbon footprint of a person is the total amount of carbon emitted based on his or her daily actions and choices. A carbon footprint is measured based on factors such as fossil fuel consumption, food consumption, goods and services bought, as well as housing conditions. The Nature Conservancy has an interactive site where you can answer questions to measure your own carbon footprint. This website allows you to see how much carbon dioxide

(CO2) you emit per year measured in metric tons. Follow the outline below in order to obtain your own personal footprint. You might need to ask your parents to provide some information so you can accurately complete the questions in the carbon footprint calculator.

1. Go to the website http://www.nature.org/greenliving/carboncalculator/index.htm.

2. Read the instructions and select “For Me Only” because this exercise is for measuring your personal emissions. Use the survey to answer background questions as well as questions about household vehicles, home energy, and waste disposal. Answer the questions based on your personal or family lifestyle.

3. The second part of the survey estimates carbon output associated with your home energy usage. In the United

States, most CO2 is from energy generation. This part of the survey measures how much CO2 you are responsible for emitting as a result of using electricity in your house. Answer the questions as accurately as possible.

4. The third part of the survey is based on your fossil fuel consumption associated with travel.

5. The fourth part of the survey evaluates how your choice of food and your diet affects your carbon emissions. Depending on the type of food, the amount of meat, and where you buy your food, your emissions will vary.

6. The final part of the quiz evaluates your level of waste and the impact that recycling has on it. If you recycle on a regular basis, your carbon estimate will be smaller. This is because recycled material requires less carbon to process than extracting and processing new resources.

7. Upon completing the survey, the results will display how much CO2 you produce yearly as a result of your choices. Your results will be given in short tons. In a smaller font, at the bottom of the results box, you’ll see your results in metric tons. This is the number you should record in step 8. You will see your results compared to the national average, and you will be provided with options to decrease your carbon emissions.

8. Record your results: ______metric tons of CO2 per year. 9. Are the results surprising to you? Why or why not?

10. What variable do you think was most responsible for your CO2 emission rate? ______

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 8 155 STUDENT PAGE

Carbon in Different Landscapes (1 of 3)

NAME: GROUP MEMBERS:

For this worksheet, carbon emissions and sequestration will be measured in metric tons. For shorthand, metric tons are referred to as tons.

Carbon Emissions Using the data from the Your Carbon Footprint assignment, find the average carbon emissions for your group in tons

of carbon dioxide (CO2).

______

Average CO2 emissions of group (tons/year)

1. Because most sequestration rates are calculated in terms of carbon and not in carbon dioxide, convert your tons of carbon dioxide to tons of carbon. To do this you’ll use the formula below. Multiplying by 12/44 (or 0.2727) removes the weight of the two oxygen atoms (16 each) from the total weight of each carbon dioxide molecule (44).

______x 12 = ______44 Average CO2 emissions of group (tons/year) Average C emissions of group (tons/year)

2. If everyone in your state acted the way you do, find the total emissions for your state. To do this, take your group’s average carbon emissions and multiply by the population of that state. Your teacher will give you this information.

______x ______= ______Average emissions of C (tons/year) State population Total C emissions of state (tons/year)

156 ACTIVITY 8 Southeastern Forests and Climate Change PROJECT LEARNING TREE STUDENT PAGE

Carbon in Different Landscapes (2 of 3)

Carbon Sequestration Since there are multiple land uses that can sequester carbon, you need to determine the relative abilities of each of these land uses in carbon sequestration: southern pine forest, mixed forest, cropland, grassland, and urban forest. Complete the chart below, using land area provided by your teacher.

Amount of Carbon Area in State (hectares Carbon Sequestration Land Use Type Multiply Equals Sequestered [ha], in thousands) Rate (tons/ha/yr) (tons/yr) Southern Pine Forest × 3.80 = (Binford et al., 2006) Mixed Forest × 1.90 = (Turner et al., 1995) Urban Forest × 0.80 = (Norwak & Crane, 2002) Cropland × 0.10 = (Morgan et al., 2010) Rangeland/Grassland × 0.07 = (Morgan et al., 2010)

1. Total the amount of carbon that is sequestered by your state’s land uses by adding the total carbon sequestered from the last column in the table.

______Total C sequestered in state (tons/year)

Comparison Emissions and Sequestration 1. Is there a deficit in carbon sequestration or an excess of potential in your state? To find out if your state has the ability to sequester all of the carbon that it emits on average, subtract the total carbon sequestered in step 3 from the total carbon emitted by the population in step 2.

______– ______= ______Total C emissions of state (tons/year) Total C sequestered in state (tons/year) Difference (tons/year)

2. If your answer to step 4 is negative, that means that your state is not in a deficit and that on average the state has the ability to sequester all of the carbon that it emits. What factors might make a state able to sequester the carbon emitted by the population?

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 8 157 STUDENT PAGE

Carbon in Different Landscapes (3 of 3)

3. If the answer to step 4 is positive, your state is in a deficit and cannot sequester the total carbon emitted, what could be done to increase the amount of carbon sequestered in your state?

4. If your state is in a deficit and any neighboring states are not, would you recommend that your state rely on the land uses of another state to sequester your carbon? Is it fair to the population of the other state to be responsible for your carbon emissions? Should you pay that state to sequester your carbon?

Table 1. Population and Land Use Areas for Southeastern States

Southern States Population1 Mixed Forest3 Cropland4 Rangeland4 Urban Area4 Pine2 (thousands) (in thousands of hectares) Alabama 4,779 3,865 5,393 1,256 1,069 461 Arkansas 2,915 2,251 5,338 3,334 1,333 238 Florida 18,801 2,993 4,025 1,117 2,249 1,640 Georgia 9,687 4,475 5,548 1,869 523 997 Kentucky 4,339 79 4,969 3,084 1,423 323 Louisiana 4,533 2,326 3,559 1,795 753 440 Mississippi 2,967 3,237 4,671 2,249 832 246 North Carolina 9,535 2,325 5,197 1,960 498 954 Oklahoma 3,751 446 4,671 5,196 7,571 298 South Carolina 4,625 2,455 2,855 810 322 498 Tennessee 6,346 379 5,263 2,436 847 645 Texas 25,145 2,144 23,118 13,806 41,171 1,880 Virginia 8,001 1,187 5,250 1,316 997 629

1 United States Census Bureau, 2012 2 United States Forest Service, 2013 (area given is longleaf/slash pine and loblolly/shortleaf pine forest types) 3 United States Forest Service, 2013 (area given is the total forestland minus the longleaf/slash pine and loblolly/shortleaf pine forest types) 4 United States Department of Agriculture, 2012 (land use definitions found in the Economic Research Service Glossary at http://www.ers.usda.gov/data-products/major-land-uses/glossary.aspx)

158 ACTIVITY 8 Southeastern Forests and Climate Change PROJECT LEARNING TREE SECTION 4 Life Cycle Assessment LCA Consumer choices can play a role in reducing carbon emissions.

MANY PEOPLE HAVE A HUGE DI- Life Cycle Assessment A cell phone is a VERSITY OF GOODS AND SERVICES commonly used conveniently available to them. This Life cycle assessment involves taking a product with a makes it challenging for them to choose detailed look at the entire life cycle of products that have less impact on the a good or service. To do this, scientists very complex environment. Most of us think that the define a product system and look at the life cycle. Metals, life of a product begins when we open material and energy flows into and out plastics, resins, and the box and ends when we throw it of that system during each step in the other materials away. However, when scientists, engi- life cycle. Consider something as com- are all transformed neers, and marketing professionals refer mon as a cell phone. The circuits within to complete the to the “life cycle” of a product, they your cell phone require an assortment manufacturing step of metals, including copper, gold, and include everything from the acquisition of the life cycle! of the raw materials through use and lead, as well as lesser known metals finally disposal of those materials. Life such as tantalum and beryllium. The cycle assessments provide key informa- battery contains still more metals—usu- tion that help people understand how ally nickel or lithium. These metals are human activities affect environmental mined and collected from all around and social systems. By understanding the world. Then there’s the casing and the life cycles of products, consumers the screen for the phone, both usually can compare the environmental im- made of synthetic plastics or resins. pacts of various products and choose These materials must be transformed those that support their values and from their natural state so they can be beliefs. In particular, consumers can used to manufacture the various parts choose products that mitigate climate of the phone. Then those parts must change because they be assembled. Energy and additional materials are used at each step of the ■ are produced using fewer greenhouse gases in production, shipping, manufacturing process. In short, a and use; world of activity has taken place before our new phone ever reaches us. Like- ■ sequester carbon (wood products for example); wise, the phone’s impact does not end when we throw it away. The materials ■ can be reused or recycled instead of thrown away. within the phone continue to have both

PROJECT LEARNING TREE Southeastern Forests and Climate Change SECTION 4 159 Raw Material Extraction Figure 1. Stages T of those products. This activity enables of the life cycle students to explore the social and ethical of a service or implications of product cost and quality. product are shown Disposal Material in this figure, with Processing ACTIVITY 10: Adventures in Life transportation Cycle Assessment is an opportunity from one stage to for students to investigate actual life cycle another designated data from the National Renewable Energy T Laboratory (NREL) U.S. Life-Cycle Inven- by the letter T. The T tory Database. This activity asks students recycling arrows to imagine that their school has asked Product Use between Disposal Manufacturing them to decide which type of outdoor and Raw Material dining furniture should be purchased for Extraction indicate T a new cafeteria patio—a product that will that some products contribute the least to climate change. may be recycled to ecological and economic impacts. Some Using a three-act play or group presen- make other products. of those materials are toxic, and many are tations, students uncover life cycle data quite valuable if they can be recycled and for the greenhouse gas emissions of pine, used in other electronic products. Those aluminum, and plastic resin furniture. materials that are not recycled typically An optional enrichment exercise includes end up in landfills. a tutorial that walks advanced students through the process of using the NREL Figure 1 illustrates the generalized steps of database to create a life cycle assessment a product’s life cycle. The arrows repre- for products of their choice. sent energy and resources used to transport materials from one step to another. ACTIVITY 11: Life Cycle Assess- Energy and materials that flow into the ment Debate uses a classroom debate product system at each stage are called to help students consider advantages and resources. Materials flowing out of the disadvantages of similar products. The system are called emissions. Life cycle experience helps them consider the key assessment looks at the environmental questions that can be asked about any effects of the resource use and of the emis- product when considering whether or sions created. not to buy it. Recognizing that life cycle data are not readily available and that The three activities in this section allow answers are not always easy to find, the students to learn about the environmental outcome of this activity is a blueprint impact of products and to consider how that students can use to help guide their the decisions and actions of consumers can consumer decisions. affect local and global systems. Potential Areas of Confusion ACTIVITY 9: The Real Cost introduces the hidden impacts of everyday There are several topics in this section products that students might buy, such as that may be sources of confusion for stu- t-shirts, fruit, and a bottle of water. Through dents, based on their assumptions, prior a simulated shopping experience, students experiences, or existing knowledge. become consumers and choose which of two You may be able to use questions to un- similar products to buy. This exercise is done cover this confusion and steer students twice—before and after reading informa- toward the clarifications provided in tion about the environmental externalities the table.

160 SECTION 4 Southeastern Forests and Climate Change PROJECT LEARNING TREE Assumption or More Adequate Conception Confusion

Recycled means that the product was returned to a pre-production state and used to make new products. Renewable means the original ingredients of the product are capable of reproducing or Recycled is another reforming, such as deer, trees, and soil. Resources that are not renewable are in limited supply, such word for renewable as some minerals. Plastic bottles made from petroleum are recyclable but are not from a renewable resources. resource. Many people consider nonrenewable resources to be the highest priority for recycling, so that we can continue to use these resources in the future.

The more ingredients a product has, the more difficult it is to determine the impact of every ingredi- Life cycle assessment ent. Everyday products, such as cell phones, are composed of dozens of different materials and parts, is easy to do on any each of which can have a separate path of production. Further complicating matters is the fact that product. some production processes are proprietary information and not available to curious consumers. While everything has some level of environmental impact, it is often difficult to know what it is.

The way a product is The materials and energy needed to make a product may represent larger impacts than other stages produced represents of the life cycle, but this is not always the case. For example, with cotton clothing, the amount of ener- the largest impact of a gy used for washing (in hot water) and drying the clothing over the course of its lifetime can be more product’s life cycle. than the energy used during production.

Determining “better” is often difficult because products have different types of impacts. Which is Life cycle assessment worse: Water pollution or climate change? Using a nonrenewable feedstock for a product that lasts can tell us which prod- 50 years or using disposable and renewable material? Such questions are the essence of interesting uct is better. debate and are often decided with values, not science. In addition, the “best” answer may vary in different parts of the country or in different contexts.

People can tell the difference between different brands of ice cream because they have different in- Similar products are gredients and may be made through different processes. The same may be true for various brands of made the same way. anything. This makes life cycle analysis difficult, since brands may be produced differently.

PROJECT LEARNING TREE Southeastern Forests and Climate Change SECTION 4 161 By analyzing life cycles of comparable products, one can determine if there are critical environmental impacts that should be considered prior to making a purchase.

Key Concepts in This Section ■■ By analyzing life cycles of comparable products, one can determine if there ■■ Negative externalities often impact the are critical environmental impacts that environment and society; their costs may should be considered prior to making a be borne by everyone or they may be purchase. ignored. ■■ Consumers can influence economic mar- ■■ Negative externalities can occur at any kets by creating a demand for products point in a product’s life cycle—not just that have low greenhouse gas emissions when the product is made or used. throughout their life cycle.

■■ Life cycle impacts include more than the ■■ Product life cycles intersect with climate ingredients and distance traveled. How change in a variety of ways, including the product is used and maintained (dry greenhouse gas emissions through clean or wash; hang dry or use an elec- production and transportation, emis- tric drier; dispose or repair) and whether sions resulting from the use and disposal the product can be recycled or compost- of the product, and opportunities to ed can vary. sequester and store carbon.

162 SECTION 4 Southeastern Forests and Climate Change PROJECT LEARNING TREE ACTIVITY The Real Cost

Through a simulated shopping activity, students learn about life cycle assessments and the potential impact of their consumer choices on the environment. They explore questions LCA such as: What factors do we use to make decisions about the products we buy? What are 9 the hidden environmental costs of everyday items? Who should pay for these hidden costs?

Subjects Objectives Biology, Language Arts, By the end of this activity, students will be able to Environmental Science, ■■ list three examples of externalities that can result from product production, consumption, or Social Studies disposal, ■■ assess product information to make informed consumer decisions about environmental Skills externalities, and Analyzing, Comparing and ■■ compare potential impacts of internalizing the environmental externalities of a consumer product. Contrasting, Concluding, Determining Cause and Assessment Effect ■■ Use essay responses from the student page to assess students’ understanding of externalities and their knowledge of how externalities can be reduced or internalized. Materials Student pages and presentation (available at Background http://sfrc.ufl.edu/extension/ Additional background information can ee/climate/section4/activity9) Every product we buy has environmen- be found in the Section 4 Overview. Time Considerations tal impacts, which occur at different Two 50-minute class periods stages of a product’s life cycle—the period of time that extends from raw However, neither the buyer nor the sell- Related Activities material extraction through disposal. er of the gas pays for the full health costs This activity introduces These environmental impacts may associated with automobile emissions. life cycle assessment and The negative health impacts on those externalities. It can be take the form of air pollution, water followed with Activities 10 use, deforestation, or chemical leach- not directly involved in the transaction and 11, which apply these ing, for example. By conducting a life are considered external to the market, ideas. cycle assessment of a specific product, since they are not included in the selling price of the gas. This is called a negative Research Connection environmental impacts associated with Economists use life cycle each stage of the product’s life cycle externality since an added or hidden assessments to evaluate can be quantified and measured. Many cost is not reflected in the price. environmental impacts of those impacts are externalities. An of products. In the externality is an impact that affects a Externalities can be positive as well. assessment of environmental A positive externality means that externalities, researchers third party who is not directly involved are exploring and comparing in the decision made by a producer or effect is beneficial to the third party. potential alternatives to consumer. This “third party” could For example, a landowner may decide traditional extraction and be another person or it could be the to conserve forested land instead of manufacturing in order developing it. While the landowner to reduce or internalize environment. externalities. may receive some benefits from this Here is an example of an externality: action, other benefits are external, as What happens when you buy a tank of the action will have positive envi- gasoline and drive around a city? The ronmental and social impacts. For collective emissions from automobiles example, if you lived next to this have been shown to lower air quality landowner, the value of your proper- in cities, which can cause respiratory ty may increase simply because many illnesses. The emissions also contribute people prefer to live by a forest rather greenhouse gases to the atmosphere. than another house or a business.

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 9 163 ■■ Government regulation: The government could pass regulations that force the producer to change their behaviors or to adopt new technologies or practices to minimize negative impacts. ■■ Consumer responsibility: Some consumers could voluntarily pay an additional fee to pay for products or services with fewer negative externalities. ■■ Tax: The government could levy a tax to pay for damages and hazards related to the negative externality.

In the gasoline example, the negative externality could be internalized by using taxes on gasoline or charging a toll for people driving within city limits. These measures would make driving into the city more expensive, which would encourage people to decrease that behavior by carpooling or riding a bus. The costs could also be internalized by enforcing

KEN KELLY, NATIONAL RENEWABLE ENERGY LABORATORY ENERGY RENEWABLE NATIONAL KELLY, KEN stricter regulations on fuel efficiency or emissions. These measures may make it Cleaner air, cleaner water, and less noise more expensive to buy or maintain a car. Vehicle emissions and congestion may be additional positive In an economic context, this means that can lower air quality, impacts that you and others reap from cause increased your neighbor’s choice. This is called a respiratory positive externality since an added or hid- problems, and den benefit is not reflected in the price. contribute greenhouse gases An externality can be addressed, or inter- to the atmosphere. nalized, by adjusting the price of the good These are negative or service to account for the benefits or externalities costs to the third party. There are several associated with techniques for internalizing externalities, but whatever the technique, the goal is to

driving gasoline- LARRY KORHNAK, OF UNIVERSITY FLORIDA fueled vehicles. decrease the negative impacts (negative externalities) or increase the positive impacts (positive externalities). This can be done by linking the costs or benefits of those impacts to those who are involved in the economic transaction. For example, externalities can be internalized by the following:

■■ Producer responsibility: The producer of a product or service could change a If a landowner conserves forested behavior or adopt new technologies or land instead of developing it, positive practices to minimize negative impacts externalities may include improvements in on the environment or other people. water and air quality.

164 ACTIVITY 9 Southeastern Forests and Climate Change PROJECT LEARNING TREE Systems Thinking Connection

UNDERSTANDING THE BEHAVIOR of a system happening in the economic system takes place within a in a practical way requires that we focus our area of study larger environmental system. by drawing a boundary around that system. Decisions regarding management of the system will depend on where In the example given in the background section, the that boundary lies. For example, if we consider the health of emissions from burning gasoline are not taken into account an individual by drawing our boundary tightly around that in the transaction between the seller of the gasoline and the individual, then our health tips will focus on practices or buyer of the gasoline because the price does not reflect the solutions within that boundary (e.g., medications, medical negative impact of those emissions. In this activity, students procedures). However, if we draw our boundary around the learn that the impacts of a market exchange that occur city where the person lives, then we might focus on other outside the market are often overlooked. Instructors can variables that can affect health (e.g., air quality, water quality, emphasize to students that when a process is studied, the or social influences on diet and exercise). The idea isn’t that system boundaries one chooses can affect the conclusions one level of scale is right and another is wrong. Being able to one reaches. change the boundary of analysis helps us to consider aspects affecting our system that may otherwise get overlooked. In the context of greenhouse gas emissions, we have In the context of systems thinking, an externality is historically drawn our boundaries narrowly. Our concerns “external” because it creates an impact beyond the normally about cars tend to revolve around speed, safety, traffic, or considered boundaries of the system. Conventionally, the price of gas. These things have clear and immediate economists consider the marketplace to be the extent costs—in time and money. As systems thinkers, we should of their system. Analysis at this boundary has provided consider drawing our boundaries more broadly to include important insights about how prices are set. However, this impacts on air quality and climate with the understanding rather narrow approach fails to acknowledge that everything that these impacts also have costs associated with them.

the drivers are being forced to shoulder Through this activity, students can in- the cost of decreasing the emissions crease their awareness of their consumer caused by their automobile use. Or, a choices. Students may hesitate to express portion of the cost of health care could some factors that influence their shop- be charged to the oil companies, which ping choices, especially those factors they likely would pass on to consumers related to cost. You may wish to remind in an increased price of gasoline. The the class that many Americans have term “externality” may be a new term budgetary limitations on what they can for your students. Be sure to take time to afford to purchase. The goal of the activ- make sure your students understand its ity is not to make students feel bad that use before starting the activity. they cannot afford an organic cotton shirt or guilty that they have a plastic Teaching This Content water bottle on their desk. Rather, the important message is that if we want In this activity, teachers engage students to encourage sustainability in a way in a scenario of how shoppers might that everyone can afford, the economic make decisions about the products they system might need to change. There are buy based on knowledge of the product’s both economic and social considerations externalities. The products are those for all products that are not discussed that students might commonly pur- on the externality cards, which focus chase. This activity is meant to prompt only on environmental impacts. These students to think about their individual considerations can be part of the overall actions and how those actions influence discussion as students focus on the roles environmental conditions. that price, convenience, and habits play

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 9 165 in our consumer decisions. The specific product. Ask students to use paper to record TEACHERS SAY … products available to your students may their decisions. My students loved be different from those portrayed on the card. You may want to adjust the cards 3. Instruct students to walk around the room this particular activity! to match what is available in your area’s and buy whichever version of the three prod- It was challenging, stores and markets, as retailers often ucts they want. To buy a product, students but fun for them, carry products based on local consumer should write down which product they want and they were very preference and demand. to buy and its price. Ask them to tally totals for the three products and bring you the cor- engaged throughout! Getting Ready rect amount of money. They can do this fairly The directions for quickly, relying on their intuition and initial teachers were very The Activity 9 webpage provides preference for one product over another. straightforward, and Teacher Tools that you can use to become more familiar with the content fit in nicely 4. Poll students about which products they this activity’s background and procedure. bought. Keep a tally on the board of the with curriculum we products purchased (see diagram after step have discussed earlier Download the slide presentation LCA and 7). Ask students what factors they consid- in class. Externalities from the Activity 9 webpage ered in their buying decisions. Make a class — Land Resources Teacher, Florida and review it to determine how much you list of the factors. wish to present to students. 5. Explain that in addition to factors Make copies of the Product Cards and the such as cost, color, and taste, products can be Externality Cards, enough for your stu- selected based on the environmental impacts dents so there will not be a delay waiting that result from the product’s creation, use, to read a card at each station. Each student and disposal. Use the LCA and Externalities will need one copy of the Money student slide presentation to introduce students to page, with pieces cut. Alternatively, you the concepts of life cycle assessments and could use nickels and pennies, two different externalities. color poker chips, Monopoly™ money, or other items you have on hand to represent The LCA and Externalities money. presentation on the Activity 9 webpage will help you introduce Doing the Activity students to life cycle assessment, and it also provides examples of positive and negative 1. Introduce this activity by asking externalities. students to name the factors they typically consider when they buy something. 6. Next, place copies of the Externality Explain that this activity will involve Cards around the room, and restore $30 reflecting on those factors and considering to each student. Instruct students to select whether they are sufficient. and purchase products again, but this time students should consider the externality 2. Place the Product Cards around the information before deciding which product room, with similar products next to each to purchase. Have students write down their other. Give each student $30 in play mon- choices, tally their total, and give you the ey and explain that they can use it to buy a appropriate amount of money. shirt, a snack, and a drink. They do not have to spend all their money. Point out where 7. Poll the class to see which product they you have placed the Product Cards and note bought this time and compare it to the tally that there are two similar choices for each from the previous round. See the following

166 ACTIVITY 9 Southeastern Forests and Climate Change PROJECT LEARNING TREE ANNIE OXARART, OF UNIVERSITY FLORIDA For the second round of shopping, students make their choices after reading information about product externalities.

chart for an example. Ask students if they see the questions. Each group should select one any obvious trends in the products selected member to report answers to the whole class. between both rounds. What factors did they consider this time when making choices? 9. Have each group report responses to the Add any new factors to the class list. following questions:

■■ What are the environmental externalities Round 1 2 of your group’s product? Which ones are

positive and which ones are negative? Cotton Shirt Organic Cotton Shirt ■■ At what stages of the product’s life cycle Factors Considered do the externalities occur? about Shirts ■■ How can the negative externalities be Farmers’ Market Apples reduced? Grocery Store Apples ■■ Factors Considered Who do you think should pay to reduce about Apples the externalities?

Bottled Water ■■ Did group members’ opinions vary based Reusable Water Bottle on which product they preferred? Factors Considered about Water Bottles 10. After each group reports its answers, discuss the following questions as a class:

■■ Are there any similarities in the externali- 8. Split the class into three groups and assign ties of the different products? each group one product (apples, shirts, or wa- Many of the externalities are related to ter bottles). Give each group member a copy greenhouse gas emissions or water; they of the Product Assessment student page and occur in similar stages of the product’s life instruct students to work together to answer cycle.

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 9 167 ■■ Who is currently paying the environmen- Answers will vary. One example is the TEACHERS SAY … tal costs of these externalities? action of cutting in line. When the Two new concepts: Some are being ignored, which means system under consideration is simply future generations will pay if the environ- you and your friend who wants to cut externalities and ment cannot absorb the impact. Some, such in line, allowing your friend to cut may internalizing costs. as the cost of more frequent severe weather seem like a good idea. However, when I am glad for all of the events, are covered by insurance, which the boundary is drawn around the entire additional information may be paid by many people when com- line, including angry people behind you, to help the students panies raise insurance rates. Similarly, if allowing your friend to cut may not seem droughts affect agricultural production and so wise. understand these food prices increase, many people will have ■■ For homework, distribute the Externali- new ideas. The slide to pay more when they purchase food. presentation on LCA ties Essay student page and ask students ■■ How could these hidden environmental to write an essay to describe negative and Externalities was costs become more visible so that con- externalities and how they can be re- excellent, clear and sumers can make informed decisions duced or internalized. Students should concise. about purchases? pick at least one externality for each —Honors and AP Biology Teacher, Eco-labels, public service announcements, pair of products and explain how that Florida and teaching people to do their own externality could be internalized. research are a few possible responses. Modifications ■■ What generalizations can you make that may help you choose products with fewer Instead of dividing the class into groups, negative externalities? you can review the products together or Buy locally produced food, organic prod- even just examine one set of products. ucts, reusable products, for example.

■■ Give an example of externalities Examine the Product Cards for challenging (positive and negative) related to vocabulary and edit them as necessary. You urban or rural forests at a local can also create a vocabulary sheet to go scale, a regional scale, and a global scale. along with any new terminology. Local: Neighbors of a forest owner might enjoy the increased wildlife or the improved You can conduct the shopping activity over landscape they experience by living next to three days and have the students take home a forest. A nearby homeowner might not the Externality Cards to read as homework. appreciate a tree falling on her house. Bring in product samples for students to Regional: Forests help to protect and sus- see and examine. tain a healthy watershed that people within the region rely on for their water supply. Enrichment Forests also attract and support deer herds Challenge students to select a product and that can cause automobile accidents. to think outside the box about how to make Global: Converting forests to pastures that product more environmentally friend- and developments may benefit local ly. To inspire students, show examples of landowners, but removes the potential products, buildings, or other items that are for carbon sequestration for the planet. created with zero waste, biomimicry design, ■■ Systems Reflection: Provide or sustainable practices. The Whole Systems one example of an externality not and Life Cycle Thinking website listed in the discussed here and describe how Additional Resources section provides in- changing the boundary of the system can formation and examples that may be helpful affect our decisions. to get students started.

168 ACTIVITY 9 Southeastern Forests and Climate Change PROJECT LEARNING TREE Additional Resources Continental Clothing Co. Ltd. (2009). The carbon footprint of a cotton t-shirt: Ex- The Secret Life of Things ecutive summary. Retrieved from http:// www.thesecretlifeofthings.com www.docstoc.com/docs/81685632/ This website provides a set of short LCA-Executive-Summary animated videos exploring the hidden Jorgensen, T., Asare, A., Asonganyi, N., environmental impacts of everyday things. Cogo, E., Dalum, A., & Nowak, L. Each video has a free pack of learning (2006). Life cycle assessment of organic resources. cotton. University of Aalborg. Lanford, B. (2011). Local food: Does it mat- The Story of Stuff Project ter what we eat. Clemson Cooperative www.storyofstuff.org Extension. Retrieved from http://www. This website contains links to several short clemson.edu/extension/county/horry/ videos related to how things are created, documents/local_fact_sheet.pdf used, and thrown away. Video scripts and Nutrition.Gov (2014). Farmers markets: resources are available for using these ma- TEACHERS SAY … Fresh, nutritious, local. Retrieved from terials in classrooms. http://www.nutrition.gov/farmers- I thought the essay markets was a great way to Stuff: The Secret Lives of Everyday Things Pacific Institute. (2012). Bottled water and John Ryan and Alan Durning, Sightline assess learning and my energy: A fact sheet. Retrieved from Institute, 1997 students showed a high http://pacinst.org/publication/ http://www.sightline.org/research/stuff/ bottled-water-and-energy-a-fact-sheet/ level of mastery on This book explores how nine common The Water Project. Bottled water is waste- their essays after the items are made. Each product is some- ful. Retrieved from http://thewater thing that you might use or buy, such activity. project.org/bottled_water_wasteful.asp as coffee, a newspaper, or a t-shirt. The — Earth/Space Science Teacher, Florida Tufvesson, A. (2011). Plastics vs. stainless steel website provides a curriculum guide to vs. aluminum reusable water bottles. Green accompany the book and a short quiz Magazine. Retrievedfrom http://www. about the book’s content. greenlifestylemag.com.au/features/2436/ plastic-vs-stainless-steel-vs-aluminium- Whole Systems and Life Cycle reusable-water-bottles?page=0%252C0 Thinking Washington State University Extension. Autodesk® Sustainability Workshop (2014). Apples in Washington State. http://sustainabilityworkshop.autodesk. Retrieved from http://county.wsu.edu/ com/products/whole-systems-and- chelan-douglas/agriculture/treefruit/ lifecycle-thinking Pages/Apples_in_Washington_State. This website contains a short video connect- aspx ing life cycle assessment to systems thinking. Water Footprint Network. Water footprint: Scroll down to the bottom of the page to Product gallery. Retrieved from http:// download the materials for a class activity on www.waterfootprint.org/?page=files/ how systems thinking can inform one’s assess- productgallery ment of common household appliances.

References Cited Bentley, S., & Barker, R. (2005). Fighting global warming at the farmer’s market. Retrieved from http://www.foodshare.net/files/www/ Food_Policy/Fighting_Global_Warming_ at_the_Farmers_Market.pdf

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 9 169 STUDENT PAGE

LCA Money

$5 $5 $5

$1 $1 $1

170 ACTIVITY 9 Southeastern Forests and Climate Change PROJECT LEARNING TREE STUDENT PAGE

LCA Product Cards

Cotton Shirt Organic Cotton Shirt $5.00 $16.00

Bottled Water Reusable Water Bottle $2.00 $10.00

Farmers’ Market Apples Grocery Store Apples $2.00/lb $1.00/lb

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 9 171 STUDENT PAGE

LCA Externality Cards (1 of 2)

Cotton Shirt

Cotton production can involve the use of pesticides. From planting to harvest, cotton is often treated with herbicides, fungicides, and insecticides. Pesticides can be damaging to organisms that live in the soil and can be washed into streams when it rains, polluting waterways.

Cotton fields are also often irrigated. On average, it takes approximately 659 gallons of water to produce the cotton used to make a shirt (Water Footprint Network).

Researchers have calculated that an average cotton shirt has a carbon footprint of 6.34 kg of carbon dioxide (Continental Clothing Co. Ltd, 2009).

Organic Cotton Shirt

Organic cotton is grown without using synthetic chemicals. This means that only natural fertilizers, pesticides, and weeding techniques are used to produce the cotton. As a result, fewer pollutants may enter waterways. Organic cotton is often grown as a rotation crop, which prevents the soil from becoming depleted of nutrients and allows the soil to hold more water. This may allow farmers to use less water for irrigation (Jorgensen et al., 2006).

Only natural oils are used during the cleaning and spinning process. These oils easily biodegrade, thereby reducing the number of times the shirt needs to be washed during production. In addition, only natural dyes are used (Jorgensen et al., 2006).

Researchers have calculated that the total carbon footprint of an organic cotton shirt is 2.34 kg of carbon dioxide (Continental Clothing Co. Ltd, 2009).

Bottled Water

Petroleum, which is a nonrenewable resource, is used to make most plastic bottles, and fossil fuels are required to ship those bottles of water around the world. This is an energy-intensive process that produced over 2.5 million tons of carbon dioxide emissions in 2006 (Pacific Institute, 2012). Not only do these greenhouse gas emissions contribute to climate change, but the whole process uses a great deal of water too. Approximately three liters of water are used to manufacture one liter of bottled water (The Water Project).

Most likely this bottle will be used only once and then thrown away. If it is made of PET plastic it can be recycled, otherwise it will take more than 1,000 years to biodegrade in a landfill (The Water Project).

172 ACTIVITY 9 Southeastern Forests and Climate Change PROJECT LEARNING TREE STUDENT PAGE

LCA Externality Cards (2 of 2)

Reusable Water Bottle

This reusable bottle is made from aluminum. Aluminum production is one of the most energy-intensive industries contributing to greenhouse gas emissions (Tufvesson, 2011).

Since the bottle can be refilled from any tap, the transportation cost for the water is significantly lower than for bottled water. The bottle can be reused, which reduces waste. When the bottle is disposed of it can be recycled; in fact, 75 percent of the primary aluminum ever produced is still in use today due to active recycling programs (Tufvesson, 2011).

Grocery Store Apples

In the Southeast, many of the apples we buy come from Washington, as this state is responsible for producing more than half of the apples eaten in the United States. Washington apples travel more than 2,000 miles to the southeastern United States and the trains or trucks that transport them typically use fossil fuels, such as diesel. This results in air pollution and carbon dioxide emissions that contribute to climate change (WSU Extension, 2014).

Apples that travel a great distance are packed in heavy boxes to protect the fruit, which creates more waste. In addition, preservatives are often used to maintain freshness for fruit that travels long distances before reaching the consumer (Lanford, 2011). Washington apples are available year-round in southern grocery stores.

Farmers’ Market Apples

Apples sold at a farmers’ market in the Southeast may come directly from a local farmer or from a collection of farmers in that state or region. Many farmers’ markets sell organic produce and these apples may have spots from insect damage.

Farmers’ markets are usually not open every day, or even all day. Apples are only available in late summer and fall, depending on the variety and whether the farmer has cold storage. Because the farmers are local, the money they earn from selling food supports the local economy. Since the apples travel a considerably shorter distance than those sold at the grocery store, transportation fuel consumption, air pollution, and greenhouse gas emissions are reduced. Research shows that the carbon dioxide emissions from transporting locally produced apples can be 40 times less than the emissions for transporting conventional ones, depending on how both are transported (Bentley & Barker, 2005). Also fruit that is freshly picked and sold immediately will be closer to peak ripeness, which could mean increased flavor and nutrition (Nutrition.gov, 2014).

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 9 173 STUDENT PAGE

LCA Product Assessment (1 of 2)

NAME GROUP MEMBERS

1. Which product did each of you choose during each round? Why?

2. What are the advantages and disadvantages of each product?

Product 1:

Advantages Disadvantages

Product 2:

Advantages Disadvantages

174 ACTIVITY 9 Southeastern Forests and Climate Change PROJECT LEARNING TREE STUDENT PAGE

LCA Product Assessment (2 of 2)

3. Which of the disadvantages are considered negative externalities? Which of the advantages are considered positive externalities?

4. At what stage in the product’s life cycle do the negative externalities occur? (Hint: The life cycle stages are raw material extraction, processing, manufacturing, product use, and disposal.)

5. How can these externalities be reduced or internalized?

6. Who should be responsible for reducing negative externalities? Who should pay the extra cost? (For example, should the company or producer of the product pay? Should the users of the product pay? Should everyone pay through increased state or federal taxes or subsidies?)

7. Do the responses in your group for question 6 vary based on which product individuals in the group preferred?

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 9 175 STUDENT PAGE

LCA Externalities Essay

Using the information you learned from the shopping exercise and the group discussion, write an informative essay to answer the following question: What are externalities and how they can be reduced or internalized? For each product (water bottles, apples, and t-shirts), pick at least one externality and explain how that externality could be internalized.

Remember, a good informative essay

■■ has a clear introduction; ■■ states a focus/topic clearly, precisely, and thoughtfully; ■■ uses specific evidence/information to support and develop the topic and explains that evidence; ■■ concludes effectively; ■■ uses precise language; and ■■ shows proper use of standard writing conventions (e.g., punctuation, spelling, capitalization, grammar, and usage).

You may want to take some time to plan your essay before you begin writing. Be sure to proofread your essay when you are finished.

176 ACTIVITY 9 Southeastern Forests and Climate Change PROJECT LEARNING TREE ACTIVITY Adventures in Life Cycle Assessment By performing a play or through group presentations, students investigate LCA life cycle assessment (LCA) data for three types of outdoor dining 10 furniture (plastic resin, cast aluminum, and pine) and make conclusions about the relative impact of the products on global climate change.

Subjects Biology, Environmental Science, Objectives Language Arts, Mathematics, Social By the end of this activity, students will be able to Studies ■■ describe the stages of a product’s life cycle and how greenhouse gas emissions may be generated during those processes, and Skills ■■ compare life cycle data for two or more products to decide which product would reduce Analyzing, Communicating, greenhouse gas emissions. Concluding, Determining Cause and Effect, Identifying Relationships and Assessment Patterns, Organizing Information, ■■ Ask students to draw a life cycle diagram, labeling each stage of the diagram and providing a brief Predicting description of each stage. Materials ■■ Ask students to write a report summarizing the life cycle assessment of the outdoor dining Presentation, student pages, and furniture. The report should include an introduction to life cycle assessment, a description of the answer keys (available at http:// products analyzed, life cycle data for each product, and a discussion comparing each product’s sfrc.ufl.edu/extension/ee/climate/ impact on global climate change. section4/activity10) ■■ Ask students to decide which type of dining furniture the school should buy and to defend their Optional: poster materials, props, choices by describing their personal values and the consequences of their choices using life cycle and costumes assessment information.

Time Considerations Three Act Play: Three to four 50-minute class periods Background One Act Play: Two to three Additional background information can 50-minute class periods be found in the Section 4 Overview Student presentations: Two to three To evaluate and compare the environ- 50-minute class periods mental impacts of products, scientists and in Activity 9. take a detailed look at the entire life Related Activities Students should have an cycle of a good or service—which extracting and processing raw materi- understanding of climate change means they conduct a life cycle assess- als, continues through the manufactur- (Activity 2) and externalities (Activity ment. A product’s life cycle begins with 9). This activity can be followed with ing, includes how the product is used, exercises that apply this information and ends with disposal of the product to students’ purchasing decisions (figure 1). At every step, resources and (Activity 11) or climate change Raw Material mitigation (Activity 12). Extraction T energy are used and greenhouse gas emissions and other byproducts are cre- Research Connection Economists are conducting life cycle ated. Life cycle assessments identify these assessment research comparing Disposal Material resources and emissions and summarize environmental impacts for different Processing their environmental effects. This infor- products that provide the same mation can be used by scientists, poli- functions. A comprehensive life cycle assessment can help researchers cymakers, manufacturers, and citizens quantify the pros and cons of T T to make decisions about which prod- different products and, in the case ucts to produce and purchase. In many of this module, understand the role Product Use life cycle assessments, transportation of forests and wood products in Manufacturing mitigating climate change. Databases of items from stage to stage is another containing information that T variable (shown as T in figure 1). In the researchers use to create LCAs can assessments provided here, transporta- be found online (see Enrichment section of this activity). Figure 1. Steps in Life Cycle Assessment. tion has been included in each stage.

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 10 177 The National Renewable Energy Laboratory others. For example 1 kilogram of methane (NREL) U.S. Life-Cycle Inventory Database in the atmosphere will trap about 21 times as is a good resource to access data for life much heat energy over a 100-year period as a cycle assessments (http://www.nrel.gov/lci/). kilogram of carbon dioxide. Therefore, meth- Data for utilities, transportation, and basic ane is defined as having a global warming mining and forestry materials are included potential of 21. When scientists measure the in this database. The life cycle data provided impacts of greenhouse emissions, they often in this activity was calculated using the U.S. use the term carbon dioxide equivalents. Life-Cycle Inventory Database, and a step- This is the basic unit for measuring the glob- by-step tutorial for using this professional al warming potential of all emissions. Since 1 database to find information for other prod- kilogram of methane traps as much heat as 21 ucts is available on the Activity 10 webpage. kilograms of carbon dioxide, that 1 kilogram of methane has a global warming potential of The life cycle data provided in this activi- 21 kilograms of carbon dioxide equivalents. ty compares three types of outdoor dining furniture and focuses on greenhouse gas 1 kilogram of CH 21 kilograms of CO emissions resulting from the manufacturing, 4 2 use, and disposal of the product. We focus on greenhouse gas emissions so that students = can calculate the global warming potential of each of the three furniture sets.

Greenhouse gases trap heat in the Earth’s Carbon dioxide equivalents are a measure atmosphere. A certain amount of greenhouse of global warming potential, expressed in the gases are necessary to keep the Earth warm amount of carbon dioxide that would cause enough to sustain life. However, increasing the same amount of warming. As seen here, amounts of greenhouse gases in the atmo- 1 kilogram of methane (CH4) is equivalent to sphere create a gradual increase in the aver- 21 kilograms of carbon dioxide (CO2). age global temperature, which is known as global warming. More information about global warming can be found in the Section Teaching This Content 1 Overview and Activity 2: Clearing the Air. This activity introduces the highly technical Greenhouse gases include the following: process of assessing a product’s life cycle, and ■■ Carbon dioxide (CO2) it is likely to involve more detail than students ■■ Methane (CH4) thought possible. After one or two examples, ■■ Nitrous oxide (N2O) you might see if they can guess the steps in the ■■ Ozone (O3) process for the third. While our intuition about ■■ Hydrofluorocarbons (HFCs) environmental impacts of products might be a ■■ Perfluorocarbons (PFCs) reasonable guess, it is handy to have real num- ■■ Sulfur hexafluoride (SF6) bers to lean on, especially for making recom- ■■ Water vapor (H2O) mendations that the school could use to reduce emissions! Also, if you have used Activity 5: Of all the greenhouse gases, atmospheric car- Managing Forests for Change, please note bon dioxide levels have increased the most in the potential confusion between causal loop recent years. However, methane and nitrous diagrams and life cycle diagrams explained in oxide are important greenhouse gases to the Systems Thinking Connection box. consider in the life cycle assessment as well. Not all greenhouse gases are equal. Some Learning about the environmental impacts gases are able to capture more energy than of all the stuff we buy can be overwhelming

178 ACTIVITY 10 Southeastern Forests and Climate Change PROJECT LEARNING TREE Systems Thinking Connection

IN THIS ACTIVITY, students explore diagrams of several different life cycles. Some students may confuse these diagrams with the causal loop diagrams from Activity 5. Instructors can explain that these are two different tools designed to emphasize different aspects of a system. In causal loop diagrams, the arrows represent cause-effect connections between different parts of the system. For example, “Atmospheric Carbon Dioxide Heat Energy in the Atmosphere” in a causal loop diagram suggests that increasing the amount of carbon dioxide in the atmosphere will cause an increase in the amount of heat energy trapped in the→ atmosphere.

Conversely, the life cycle diagrams are designed to show material flowing through a system over time. Here, the arrows represent actual material flows over time. For example “Refined Oil Plastic Pellets” suggests that the atoms in the refined oil are rearranged into molecules of plastic. Those pellets are then combined with other materials and rearranged into plastic furniture. → The systems enrichment exercise is designed to give students practice seeing this important distinction.

Getting Ready TEACHERS SAY … and even depressing. Remind students that all products have some environmental impact. The Activity 10 webpage provides My students are used The focus is on weighing the costs and benefits Teacher Tools that you can use associated with a product or service. Students to project-based to become more familiar with this may consider choosing to not buy anything instruction, so they activity’s background and procedure. because whichever product they select creates tried out for parts such a large impact on the environment. While If your students are not familiar with life after an oral reading companies are invested in encouraging us to cycle assessments, you may want to provide during class time and buy more and replace out-of-fashion items an overview of this topic using the LCA and the class voted on who frequently, students should consider the impact Externalities presentation on the Activity 9 of their purchases. Maybe they don’t need a webpage. would play each part. new shirt just because it is attractive; maybe re- The class shared their pairing a broken chair will extend its life span. Based on available time, number of students, play with the other Shopping at a thrift store is one way to give old student ability, and student interest, you may section of the 8th products a new life. Suggest that students con- choose to conduct this activity by perform- grade class. sider when it is appropriate to buy new things. ing a play or through student presentations. —Middle School Science Teacher, The information for conducting life cycle Arkansas This activity integrates all aspects of STEM assessments on three types of outdoor dining (science, technology, engineering, and math)! furniture is provided in both formats. Students gain an understanding of the research behind the methods and technology You may also mix and match the two deliv- that goes into how things are made, and they ery mechanisms by performing one or two discover the intricate processes involved with of the acts, and providing the Life Cycle manufacturing products. The life cycle anal- Information student pages for the remain- ysis is typically done through engineering, ing product(s). the discipline that gives us technology and the ability to produce the outdoor furniture Perform a Play featured in this activity. In addition, students need to use mathematics to analyze the data Students act out the play in class, and as the to determine the “best” product. This activity characters discover life cycle data for each provides a good opportunity to let students product, the audience records this informa- know that engineering and math are not tion using the Comparing Outdoor Furniture always as complicated as building a rocket. student page. The play is divided into three Examples of STEM are all around us. acts—one for each set of furniture. Each act has

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 10 179 the play without working through other parts of the module, we recommend that you go through the background section for Activity 2. Alternatively, you can use these questions as a WebQuest or simply replace them with something that will review key concepts you have been cov- ering in class. ANNIE OXARART, OF UNIVERSITY FLORIDA Student Presentations Using the Life Cycle Information student pages, student teams give short presentations to share a product’s life cycle and the greenhouse gas emissions resulting from each stage. As each team presents, students in the audience complete the Comparing Outdoor Furniture student page. As a class, Depending on time ten or eleven actors and takes 30 to 35 minutes students discuss and compare each prod- availability and student to perform. The acts can be performed on sep- uct’s impact on global climate change. arate days or together if you have a long class interest, you can choose ■■ Divide the class into three teams: Plastic period. There is also a one act version of the whether to conduct this Resin, Cast Aluminum, and Pine. Make play with 11 scripted parts that includes a brief copies of the appropriate Life Cycle activity by performing a description of the life cycle of all three types of Information student pages, one for each play or through student furniture and takes one or two class periods student in each group. presentations. to complete. After the performance, students ■■ Make copies of the Comparing Outdoor discuss and compare each product’s impact on Furniture student page, one for each global climate change. student in class. ■■ Download the LCA Play Script from the Activity 10 webpage and copy the Doing the Activity number needed depending on the number of actors and acts performed. 1. To introduce the topic of the life cycle as- ■■ Download the LCA Play slide presenta- sessment, ask students to select one item they tion from the Activity 10 webpage. This have recently purchased. On a piece of paper, includes images for the stage backdrop ask students to brainstorm ideas about the and the notes on emissions. materials and processes it took to make that ■■ Make copies of the Comparing Outdoor product; what resources are used to care for Furniture student page for each student. or maintain the product; and what happens ■■ You may wish to invite other students, to it when it is no longer useful. Ask a few teachers, or parents to enjoy the play. Try students to share their ideas. to make time for students to practice before inviting others to the performance. 2. Explain that life cycle assessments are Encourage students to bring props! used to measure and calculate the environ- ■■ Note that each act of the play involves mental impact of a product. Draw the life three review questions for the audience cycle diagram on the board (see figure in to answer during the play. Some of these Background section), and ask students if come directly from the content of the they can see where their ideas fit into the play. Others concern key climate change diagram and whether there are any circles concepts that are covered in Activity 2 that would require more information to of this module. If you elect to perform complete.

180 ACTIVITY 10 Southeastern Forests and Climate Change PROJECT LEARNING TREE 3. Tell students to imagine that they have the data on student pages. You can advance TEACHERS SAY … been charged with choosing new outdoor the slides as noted in the script or assign a dining furniture for the school’s cafeteria student to do this. Students enjoyed the patio. Because your school is concerned activity because it got with its environmental footprint, the stu- 5b. Student Presentations them out of their seats. dents have to investigate the life cycles of ■■ Divide the class into three groups (plastic And they learned that three types of outdoor dining furniture resin, cast aluminum, and pine). Pass out before making a decision: a table and four the appropriate Life Cycle Information they need to educate chairs made from plastic, from aluminum, student pages to each group member. themselves about and from wood. Tell them that for these consumer choices and assessments, they will focus on greenhouse ■■ Provide time for the students to read their gas emissions. Remind students that carbon Life Cycle Information student pages and product selection. to organize their presentations. Suggest — AP Environmental Science Teacher, dioxide, methane, and nitrous oxide are the Florida major greenhouse gases. Through either the that one or two people in each group cov- play or presentations, students gather real er each life cycle stage, so that all group data for greenhouse gas emissions for each members can participate in the presen- step of each product’s life cycle. tation. During the presentation, students should describe what happens during that 4. Ask students to predict which product stage and provide life cycle data. they think will have the lowest greenhouse ■■ Encourage students to make presentations gas emissions. Which do they think will interesting. If they give a slide presentation, have the highest? Why? they can include relevant photos or graphics. They can also use the board, flip chart paper, 5a. Stage the Play or any other visual presentation style. They ■■ Based on the number of acts you plan should finish tasks not completed in class to perform, and the number of students as homework and come to the next class in your class, assign characters, or allow prepared to give their presentations. students to choose their own characters, and pass out copies of the script. Since ■■ While each group presents, the audience most of the characters are on the stage should record data on the Comparing for only a portion of the play, some stu- Outdoor Furniture student page. dents will be able to share scripts. 6. After the performance or presentations, ■■ For homework, ask students to read give students a few minutes to complete the through the script and become familiar calculations for the greenhouse gas equivalents with their roles. They may wish to bring on the Comparing Outdoor Furniture student props or “dress” for the part on the day page. An answer key is available on the Activi- of the performance. You can encourage ty 10 webpage. Then use the following wrap- your students to personalize the script up questions to guide a class discussion: by making minor edits without removing any information. They may want to ■ What are carbon dioxide equivalents? change some of the jokes or characters to How did this change the life cycle data? make the play their own. Some gases have a larger effect per mass than others. For example, methane is more ■■ The LCA Play slide presentation provides an than twenty times stronger than carbon instant “background set” for the play. Slides dioxide per unit. In order to combine the also provide the life cycle data for each stage, warming effects of different gases, scientists which students in the audience need to write express the warming impact of methane down on the Comparing Outdoor Furniture and nitrous oxide emissions in the com- student page. As the play progresses, allow mon unit of carbon dioxide equivalents. some time for the student audience to record

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 10 181 ■ What surprised you as you learned Answers will vary. Encourage students to TEACHERS SAY … about the life cycles of outdoor dining consider if a process involves high tem- All materials were at furniture? peratures and large chemical inputs (such Answers will vary. Encourage students to as aluminum). Does using the product a perfect level for my compare different steps in the life cycles. result in significant greenhouse gas emis- students. I will do the sions? How long can you use the product ■ What conclusions can you make about activity again and will before disposing of it? Can the product be the relative impact of each product on reused or recycled? choose the presentation global climate change? option again. The aluminum set has a much larger im- ■■ Draw a basic life cycle diagram for a —AP Environmental Science Teacher, pact than the other two. The wood set has tree or an animal (e.g., seed to sprout to Kentucky the lowest impact of the three. sapling to adult tree to dead tree). Ask students where the “raw materials” come ■ How could production change to reduce from during the various “production” emissions? steps. Ask them where the materials go Answers will vary. Have students identify during the “disposal” step. the steps with the highest emissions. For Point out that all life cycles in nature are example, the disposal stage represents circular. Materials are reused over and most of the emissions associated with the over again. Many leaders in sustainable wood set. Finding nontoxic ways to treat business suggest that this should be the the wood would mean that it could be model for industry as well. The aluminum composted instead of taken to the landfill, furniture set is an example of a circular significantly decreasing its climate change cycle that uses recycled materials even impact. Some wood is naturally more in- though some primary aluminum is still sect and fungus resistant than pine, which used in the process. is why redwood and teak are often used for outdoor furniture. But that would ■■ Systems Reflection: In what involve additional product life cycle con- way is LCA a tool for improving siderations! systems thinking? One of the key insights that systems think- ■ What factors do people usually consider ing can provide is a greater awareness when choosing between similar prod- of how we are connected to the world ucts? around us. LCA is a tool for doing just Price and quality of the products are typ- that. It increases the knowledge that ically considered. This activity is designed consumers have about the social and to encourage students to think beyond environmental systems that are necessary these basic factors. to provide the products and services that ■ Should life cycle information be avail- we consume. able for more products? Why or why not? 7. Summarize this activity by reviewing Answers will vary. It is certainly useful the steps of a life cycle assessment and the information, but can be time consuming importance of quantifying impacts with a to obtain. life cycle assessment when making recommendations for purchasing. You might ■ Based on what you learned from the suggest that students use this information furniture comparisons, what types of when making their own purchasing de- general questions can you ask about a cisions in the future. This process will be product prior to buying it? Using it? helpful for Activity 11: Life Cycle Assess- Disposing of it? Think of items that ment Debate, which is a good follow-up you tend to buy: what should you know activity. about them to decide which is better for the environment?

182 ACTIVITY 10 Southeastern Forests and Climate Change PROJECT LEARNING TREE Types of Furniture

To shorten this activity, students can investigate one type of furniture to learn the life cycle steps and then discuss how these steps may differ for the other two types of furniture.

Modifications If limited by time, you can just investigate one type of furniture so students can learn If you are conducting either the three- or the steps of the life cycle and then have a one-act play, you may want to ask for assis- group discussion about how about these tance from the drama club at your school steps may differ by product type. or from parent volunteers. If you teach multiple classes of the same subject, you can divide the play or presentations into Enrichment sections by class and come together for a Use the Create Your Own LCA tutorial on group presentation. the Activity 10 webpage to have students investigate and calculate greenhouse gas Some of the content on product informa- emission data for another product. Con- tion sheets might include vocabulary that crete is another material commonly used is new to your students. Edit the text to for sturdy outdoor picnic tables. Challenge their reading level or have students look up students to conduct an LCA for this prod- new vocabulary words for homework or a uct and compare! separate assignment.

Systems Enrichment Exercises

YOU CAN HELP YOUR STUDENTS BETTER UNDERSTAND THE DIFFERENT WAYS WE CAN LOOK AT SYSTEMS by reinforcing that a causal loop diagram shows us the cause-effect connections between different parts of a system, and a life cycle diagram shows us one path that a set of matter (or atoms) follows through a system. The exercise, The Impacts of Demand for Sustainable Wood, was developed to help students see the difference between life cycle diagrams and causal loop diagrams—two different tools with two different functions. Additionally, this exercise uses a causal loop diagram to help students understand how demand for sustainable wood plays an important role in protecting forests. This exercise can be found on the Activity 10 webpage.

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 10 183 Have students consider the durability of U.S. Life Cycle Inventory Database TEACHERS SAY … the materials and the frequency with which National Renewable Energy Laboratory When using this tables or chairs might need to be replaced. www.nrel.gov/lci For example, the plastic chairs might easily This database helps life cycle assessment activity, I incorporated break, or students might carve into the practitioners answer questions about the “Story of Stuff” wood. While aluminum or concrete have environmental impact. It provides account- from the resource more greenhouse gas emissions, they might ing of the energy and material flows into and section of The Real be more durable in the long run. out of the environment that are associated Cost to help introduce with producing a material or component, or assembling products in the United States. the concept of life Additional Resources cycle assessments. Which Do You A-Door? Comparing the En- —AP Environmental Science Teacher, Consortium for Research on Renewable ergy Needed to Make Wood and Steel Doors Florida Industrial Materials (CORRIM) Melissa Huff, Robert Ross, and Janet Stock- www.corrim.org hausen; U.S. Forest Service, 2009 This website provides many resources related www.naturalinquirer.org/Comparing-the- to life cycle assessments, including several Energy-Needed-to-Make-Wood-and-Steel- videos, presentations, and fact sheets. Doors-a-82.html ThisNatural Inquirer article, written for mid- Life Cycle Impacts of Forest Management dle school students, describes research that and Wood Utilization on Carbon Mitiga- compares portions of the life cycle for wood tion: Knowns and Unknowns and steel doors. Bruce Lippke et al., 2011 http ://www.corrim.org/pubs/articles/2011/ References Cited FSG_Review_Carbon_Synthesis.pdf This short article, published in Carbon Fox, T. R., Jokela, E. J., & Allen, H. L. (2004). Management, examines the complexities in The evolution of pine plantation silvicul- accounting for carbon emissions in life cycle ture in the southern United States. In H. analyses and offers information on the many M. Rauscher & K. Johnsen (Eds.), Southern different ways that wood can be used. forest science: Past, present, and future (pp. 63–82). General Technical Report SRS–75. The Life Cycle of Everyday Stuff Asheville, NC: USDA Forest Service. Mike Reeske and Shirley Watt Ireton, National Mulkey, S., Alavalapati, J., Hodges, A., Wilkie, Science Teachers Association, 2001 A., & Grunwald, S. (2008). Opportunities http://www.nsta.org/store/product_detail. for Greenhouse Gas Reduction through aspx?id=10.2505/9780873551878 Forestry and Agriculture in Florida. School This supplemental curriculum guide uses cen- of Natural Resources and Environment, tral science concepts to explore the energy, raw University of Florida. Gainesville, FL: Uni- materials, and waste issues that are associated versity of Florida. Retrieved from http:// with manufactured products. snre.ufl.edu/research/greenhouse.htm

184 ACTIVITY 10 Southeastern Forests and Climate Change PROJECT LEARNING TREE STUDENT PAGE

Life Cycle Information: LCA Plastic Resin Furniture (1 of 3)

The plastic resin set of furniture is made from polypropylene (pol-ee-proh-puh-leen) resin—a plastic polymer with a wide range of uses, including car parts, diapers, and, of course, outdoor furniture. It is made from by-products of processing natural gas and refining crude oil. Since each piece of the set is made from one mold, no fasteners are required. The total mass of the four chairs and table is approximately 30 kilograms (kg). All emissions reported here are based on this mass. MUMUDESIGN.COM

Oil and Natural Gas Extraction More than 300 million years ago, countless zooplankton, algae, and diatoms died and sank to the bottom of oceans all over the globe. After eons A set of plastic furniture, such as the one shown of pressure and geological processes, the planet has here, is made from polypropylene resin. been left with billions of gallons of oil, also called “petroleum.” Crude oil is generally located in cavities about a mile deep underground. Sometimes the oil is under pressure that is high enough that drilling a deep Refining Crude Oil and Processing hole causes it to gush out of the earth—an event that Natural Gas has caused some oil prospectors to dance excitedly Most of the refineries in the United States are as their new oil wells shower them in a brown, gooey in Gulf Coast states. The majority of our oil (62 mess. Most of the time, however, it must be pumped percent) is imported; 32 percent comes from the to the surface. Oil from the ground usually contains lower 48 states, and the remaining 6 percent comes water. This water is removed before sending the oil from Alaska. The top three providers of foreign oil to a refinery. The natural gas is captured, but some to the U.S. are Canada, Saudi Arabia, and Mexico. leakage of gas always occurs when bringing petroleum Scientists and economists use a weighted average to the surface. In addition, it takes energy to collect of the emissions associated with transporting oil these substances and prepare them for refining and to U.S. refineries by pipeline or ship from these processing. The emissions that result from this step of sources. the life cycle are reported in the following table.

Once at a refinery, impurities are removed from Oil and Natural Stage of Life Cycle the oil through a series of chemical processes. Gas Extraction During this process, hydrocarbons such as methane CO Emissions (kg/set) 4.20 2 and propane are removed from the oil. These hydrocarbons are used in many different products, CH4 Emissions (kg/set) 0.164 including the production of polypropylene. The N O Emissions (kg/set) 0.00000588 2 greenhouse gas emissions associated with the transportation of oil to U.S. refineries and

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 10 185 STUDENT PAGE

LCA Life Cycle Information: Plastic Resin Furniture (2 of 3)

refining the oil and natural gas are reported in the Stage of Life Cycle Manufacturing Polypropylene following table.

CO2 Emissions (kg/set) 32.4 Refining Oil/Processing CH Emissions (kg/set) 0.427 Stage of Life Cycle 4 Natural Gas N2O Emissions (kg/set) 0.000280

CO2 Emissions (kg/set) 6.87

CH4 Emissions (kg/set) 0.0571 Manufacturing the Furniture N2O Emissions (kg/set) 0.0000350 Polypropylene in the form of small pellets (tiny beads) is shipped by rail to furniture manufacturing plants. Producing Polypropylene Resin Those pellets are melted and mixed with other substances that make each type of plastic a little Propylene is made from a combination of chemicals different. The mixture is injected into a mold using a derived from oil and natural gas, including 1000-ton injection molding machine. After the resin hydrocarbons such as ethane and propane. These hardens, the mold is opened, small amounts of resin molecules are put through a process called “thermal are trimmed from the edges, and the piece is boxed cracking.” The term “cracking” refers to a process for shipment. The greenhouse gas emissions reported in which heavy molecules are broken down into smaller ones. In this case, the hydrocarbons are combined with steam and the mixture is heated to around 1000 degrees Celsius (◦ C) or 1832 degrees Fahrenheit (◦ F). The combination of high temperature and pressure breaks the larger hydrocarbons into smaller molecules, including propylene. The propylene must then be separated from the other products that result or are leftover from this process.

The next step is to convert the propylene into polypropylene. The prefix “poly” means many.

Polypropylene is a molecule made up of many FRC INDUSTRIES, INC. propylene molecules connected together. The polymerization of propylene is accomplished through the use of catalysts at fairly moderate temperatures (80 to 90◦ C or 176 to 194◦ F) and high pressures (30 to 35 atmospheres). The greenhouse gas emissions listed in the following table Small polypropylene pellets are packaged and shipped represent emissions associated with the propylene to manufacturing facilities that create plastic products. portion of the thermal cracking stage as well as the polymerization of propylene into polypropylene.

186 ACTIVITY 10 Southeastern Forests and Climate Change PROJECT LEARNING TREE STUDENT PAGE

LCA Life Cycle Information: Plastic Resin Furniture (3 of 3)

here represent direct energy use necessary for melting, mixing, and injecting the polypropylene resin in to the molds.

Manufacturing Stage of Life Cycle Plastic Furniture

CO2 Emissions (kg/set) 15.6

CH4 Emissions (kg/set) 0.0372

N2O Emissions (kg/set) 0.0000622 ROBERT GORDON, DEKALB COUNTY

Use/Maintenance Maintenance and upkeep of the plastic resin patio furniture is minimal, consisting of washing with soap and water. Therefore, greenhouse gas emissions associated with this stage of the life cycle are assumed to be insignificant and not included in this assessment. Most plastic chairs are taken to a landfill after being thrown away. Stage of Life Cycle Use

CO Emissions (kg/set) 0.00 gases, this trait works in favor of plastics. Over a 2 one hundred-year period, only 6 percent of the

CH4 Emissions (kg/set) 0.00 carbon in the plastic set will have decomposed and formed greenhouse gases— 4 percent is carbon N O Emissions (kg/set) 0.00 2 dioxide and 2 percent is methane. The greenhouse gas emissions reported here include these emissions as well as those associated with the collection and Disposal management of solid waste. While many plastic resins can be recycled in curbside recycling programs, the mixture resulting Stage of Life Cycle Disposal from the manufacturing process of this patio furniture is not easily recyclable. Therefore, disposal CO2 Emissions (kg/set) 12.8 consists of a trip to a community landfill. One of the CH Emissions (kg/set) 0.292 criticisms of plastic resin is that it takes a very long 4 time to decompose. Plastic can exist in a landfill for N2O Emissions (kg/set) 0.0000319 hundreds of years. In the context of greenhouse

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 10 187 STUDENT PAGE

Life Cycle Information: LCA Cast Aluminum Furniture (1 of 3)

high amounts of aluminum is the exception, though even with bauxite, producing pure aluminum requires a lot of effort. First, the bauxite must be mined. In some cases, the bauxite is found in relatively soft rock that can be easily dug up, often in open-pit mines. In other cases more substantial drilling and the use of explosives are required. Mixing secondary aluminum with the primary aluminum decreases the amount of bauxite that must be mined. Here we assume that the outdoor furniture is made of 50 percent recycled aluminum since we want to consider furniture that will have the least impact on the climate.

ANNIE OXARART, UNIVERSITY OF FLORIDA UNIVERSITY OF OXARART, ANNIE Bauxite Mining Stage of Life Cycle (for ½ Primary Material) An aluminum set of dining furniture is made of cast CO Emissions (kg/set) 10.1 aluminum. 2 CH4 Emissions (kg/set) 0.00203

N2O Emissions (kg/set) 0.000221 The aluminum set of dining furniture is made of cast aluminum. While manufacturers often use primary aluminum, we have based these calculations on a Processing Aluminum combination of primary and recycled aluminum often produced by aluminum plants in the United States. As previously mentioned, processed aluminum is a The energy requirements are decreased substantially mixture of primary and secondary aluminum. Most by the inclusion of recycled aluminum. The mass of of those emissions, however, are the result of the aluminum in the four chairs and table is approximately energy-intensive process of producing pure aluminum 60 kilograms (kg). from bauxite. Once out of the ground, the bauxite is crushed into small pieces and sent to a processing plant. At the processing plant, the pieces are brought Extracting Aluminum to a high temperature and pressure and mixed with Aluminum manufacturing involves use of both primary sodium hydroxide in order to dissolve the ore and aluminum from bauxite, an aluminum ore, and second- separate the aluminum from other materials found ary aluminum, which is recycled from aluminum scrap. in the ore. Then the liquid containing the dissolved aluminum is pumped into tanks where it is cooled, allowing alumina hydrate crystals to form. Those crys- Producing primary aluminum first requires mining tals are filtered from the tank and dried in a kiln at ap- bauxite from the ground. While aluminum is the third proximately 400 degrees Celsius (◦ C) or 752 degrees most plentiful element in the Earth’s crust, it’s usually Fahrenheit (◦ F) to produce aluminum oxide. found as part of a chemical compound with other elements. Trying to produce pure aluminum from most of these compounds is very expensive. It would Producing aluminum from the aluminum oxide re- cost more to produce the aluminum than the alumi- quires chemical reactions at temperatures of more num is worth. Bauxite, a type of rock that contains than 1000◦ C (1832◦ F). The aluminum oxide is placed

188 ACTIVITY 10 Southeastern Forests and Climate Change PROJECT LEARNING TREE STUDENT PAGE

LCA Life Cycle Information: Cast Aluminum Furniture (2 of 3)

with a carbon rod into a cell where the combination of electricity and high temperatures causes a chemical reaction that produces carbon monoxide, carbon dioxide, and aluminum. The molten aluminum collects at the bottom of the cell where it can be separated from the other materials. Depending on the intended use of the aluminum, it will be mixed with small amounts of other metals to produce the desired ED MANSELL/OWNER, MANSELL AND ASSOCIATES characteristics. Such mixtures of metals are called alloys. The aluminum is made into an alloy while it is still in its molten form. The alloyed aluminum is then cast into ingots or billets (terms for rectangular and cylindrical pieces of aluminum alloy).

At this point the ingots of primary aluminum can be mixed with secondary aluminum. Recycling scrap aluminum is a way to avoid the most energy intensive (and costly) steps of aluminum production. Scrap Scrap aluminum is melted to remove impurities. aluminum has already been separated from the impurities in bauxite and converted from aluminum oxide. To process secondary aluminum, scrap aluminum must first be collected. Aluminum can be recycled without into ingots or billets, similar to the process for prima- loss of quality. This makes scrap aluminum relatively ry aluminum, though the aluminum from the mixed valuable. As a result, collecting and recycling scrap scrap may require extra steps before that aluminum aluminum has become its own sub-industry. Ideally, is again ready for use. As a result, the production of aluminum is collected in a closed-loop process based recycled aluminum results in a 90 percent reduction on the particular aluminum alloy. For example, soda of greenhouse gas emissions when compared to the cans are collected in order to be made into new soda production of primary aluminum. cans. By including only one aluminum alloy in a batch of scrap, manufacturers can be confident that the final Processing Aluminum Stage of Life Cycle product will have the same desired characteristics for (½ Primary and ½ Secondary) that particular use. In other cases, the various scrap CO Emissions (kg/set) 187 aluminum alloys are mixed together. 2

CH4 Emissions (kg/set) 0.302 Once the aluminum is collected, it is shaved into N O Emissions (kg/set) 0.266 small pieces for processing. Often scrap aluminum 2 has enamel, paint, or some other substance that can reduce the purity of the final product if it is not re- Manufacturing Furniture moved. The aluminum is heated close to the melting point of aluminum (660◦ C) to remove these sub- To make cast aluminum, the ingots are melted and stances. The aluminum is then melted down and cast poured into molds of the desired shape. Unlike the plastic resin, each mold corresponds to just a part

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 10 189 STUDENT PAGE

LCA Life Cycle Information: Cast Aluminum Furniture (3 of 3)

of the actual furniture piece. Once the pieces have been cooled and hardened, any excess aluminum can Stage of Life Cycle Use be removed and recycled. The pieces are then fitted CO Emissions (kg/set) 0.00 together and welded. The cast aluminum dining set for 2 this project has cushions made from plastic resin, but an CH4 Emissions (kg/set) 0.00 alternate aluminum set might contain cotton cushions.

Greenhouse gas emissions from the production of the N2O Emissions (kg/set) 0.00 plastic resin for these cushions are also included in the calculations for this step. Still, the bulk of the greenhouse gas emissions from this step result from the energy Disposal needed to melt the aluminum for casting. If processed correctly, aluminum can be recycled over and over again. Also, because of the relatively high value of scrap aluminum, rates of recycling are high. Stage of Life Cycle Furniture Manufacturing For this study, we assume that all of the aluminum in CO Emissions (kg/set) 108 the furniture set is recycled. Greenhouse gas emissions 2 associated with the collection and processing of

CH4 Emissions (kg/set) 0.437 recycled aluminum are included in the following table.

N2O Emissions (kg/set) 0.000113 Stage of Life Cycle Disposal

Use/Maintenance CO2 Emissions (kg/set) 1.76 Like the plastic resin furniture set, the maintenance CH Emissions (kg/set) 0.0000299 of cast aluminum furniture is minimal. Therefore, 4

greenhouse gas emissions resulting from this stage are N2O Emissions (kg/set) 0.0000440 assumed to be negligible.

190 ACTIVITY 10 Southeastern Forests and Climate Change PROJECT LEARNING TREE STUDENT PAGE

Life Cycle Information: LCA Pine Furniture (1 of 3)

This set of pine furniture is made from slightly more wood than our calculations use because some wood is lost during cutting and sanding. The emissions provided in this section are based on 70 kg for the final product, with adjustments made to account for wood loss at each step. In addition to wood, the furniture has stainless steel bolts that hold it together.

Managing Forests and

Harvesting Wood FIFTHROOM.COM

When looking at the carbon dioxide (CO2) emissions resulting from harvesting wood, it is important to distinguish between CO2 produced from burning fossil fuels and CO2 released from wood. The carbon trapped in trees is part of a relatively short biological cycle. Trees This furniture is made from lumber harvested from pine trees that are grown in the Southeast United States. live for decades or perhaps centuries, storing CO2 as they grow. When a tree dies, it decomposes, and the carbon stored in the tree is released to the soil and with more than 32 million acres of pine plantations in back to the atmosphere in the form of CO2. Of course the Southeast, this region has been called “the wood even as a tree dies, other trees are still growing and still basket of the world” (Fox, Jokela, & Allen, 2004). Har- absorbing CO2 from the atmosphere. Therefore, if a vesting trees requires fuel for the tools that cut and forest is managed sustainably—meaning it is harvested trim the trees into logs. In addition, fuel is required to no faster than its ability to grow new trees—then the transport those logs to a mill. Sustainable management

CO2 released by harvested trees is balanced over time of a pine plantation, however, requires much more than by the CO2 stored in new trees as they continue to harvesting trees. New seedlings must be produced grow. Because this carbon cycle is balanced in this short and planted to replace harvested trees. Fostering the biological cycle, it is not typically included when calculat- growth of these new trees may require the application ing CO2 emissions over time. of fertilizer and removal of weeds.

However, when we burn fossil fuels, we are taking The intensity at which pine plantations are managed carbon that has been trapped for hundreds of mil- varies. Plantations are categorized as low, medium, or lions of years and converting that to CO2. Since the high intensity based on level of production. Currently, Earth is not producing new fossil fuels at the rate that 37 percent of the pine plantations in the southeast- we are using them, this represents a flow of green- ern U.S. are managed at low intensity, 58 percent house gases into the atmosphere with no way for the at medium intensity, and 5 percent at high intensity carbon to be sequestered or stored at the same rate. (Mulkey et al., 2008). The level of greenhouse gas Therefore, in this life cycle assessment, we will focus emissions varies with the level of intensity. In order on the greenhouse gas emissions resulting from the to calculate the greenhouse gas emissions that result use of fossil fuels since sustainably harvested wood is in this step of the life cycle of our pine furniture set, carbon neutral. a weighted average was calculated. The emissions resulting from the production of the amount of logged Most trees produced for lumber in the southeastern wood necessary to produce our furniture set are United States are grown on large plantations. In fact, listed in the following table.

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 10 191 STUDENT PAGE

LCA Life Cycle Information: Pine Furniture (2 of 3)

moisture. Most of this moisture is removed using a Stage of Life Cycle Sustainable Wood Production kiln, which is fueled largely by the bark and sawdust collected during the other steps of the process. Since CO2 Emissions (kg/set) 2.84 the combustion of these wood products mimics the CH4 Emissions (kg/set) 0.00245 decomposition of wood in a forest, the carbon emitted from this combustion does not need to be includ- N O Emissions (kg/set) 0.0000352 2 ed in this assessment.

Lumber Manufacturing Once the wood has been dried, it is planed. During The manufacturing process for lumber starts when this step, the surfaces of the lumber are smoothed logs are moved on to a conveyor belt that takes and the wood is trimmed again if necessary. Finally, the them into the mill where they are sorted, cut to a lumber is sorted by size and quality and prepared for desired length, and debarked. The sawdust and bark sale. The emissions reported in the following table made during these steps are typically collected and include those related to energy from fossil fuels neces- used to power the machinery at the mill. A large sary for this step. band saw cuts the logs into pieces roughly the same size and shape to be sold as lumber. The sawyer Wood Processing— Stage of Life Cycle takes care to cut the logs so that he or she gets the Lumber Production maximum amount of lumber. These pieces are then CO Emissions (kg/set) 5.96 trimmed in preparation for kiln drying. Sawdust is 2

again collected for fuel. CH4 Emissions (kg/set) 0.0110 N O Emissions (kg/set) 0.0000134 At this point in the process, the wood pieces are 2 called “green lumber” because they still have a lot of Pressure-Treating Lumber Lumber designated for outdoor use is typically pressure treated in order to extend the life of the lumber by protecting it from insects and moisture. In a typical pressure-treating process, the lumber is placed in a large horizontal cylinder that is then tightly sealed. Preservative chemicals are pumped into the cylinder.

BOONE VALLEYBOONE FOREST PRODUCTS, INC. High pressure is used so that the chemicals penetrate the wood. The previous drying process allows the wood to absorb the preservatives more readily.

The emissions numbers provided for this step include direct emissions from the pressure-treatment process as well as emissions associated with the production of the preservative chemicals used during the process. These emissions are listed in the This lumber has been processed and is ready for sale. following table.

192 ACTIVITY 10 Southeastern Forests and Climate Change PROJECT LEARNING TREE STUDENT PAGE

LCA Life Cycle Information: Pine Furniture (3 of 3)

Use/Maintenance Stage of Life Cycle Pressure Treatment Wood sealer is typically applied to outdoor furniture in

CO2 Emissions (kg/set) 6.17 order to protect it from potentially damaging environmental conditions, such as sun and rain. For this study, it CH Emissions (kg/set) 0.0143 4 is assumed that two treatments of sealer are used over the 15-year life of the furniture set. The emissions listed N2O Emissions (kg/set) 0.0000741 for this section take into account the gases emitted during the production of the wood sealant. Manufacturing Furniture Of the three sets of furniture, manufacturing of the Stage of Life Cycle Use wood set is perhaps the easiest to picture. The treated pieces of lumber are cut to the correct size and CO2 Emissions (kg/set) 4.25 shape and sanded smooth. Those pieces are then fas- CH Emissions (kg/set) 0.00976 tened together with stainless steel nuts and bolts. The 4 production of these fasteners must also be included N2O Emissions (kg/set) 0.0000432 when considering the emissions associated with this step of the life cycle. Disposal Stainless steel is a combination of iron, chromium, and Treated wood must be disposed of in a landfill be- nickel. Scrap iron can be used. The rest of the ingre- cause of the potentially harmful preservative chem- dients must be mined from the ground and separated icals added to the wood during pressure treatment. from their ores. The ingredients are melted and mixed Decomposition in a landfill is anaerobic, unlike in an arc furnace at temperatures of more than 1600 decomposition of dead wood in a forest. Since no degrees Celsius (◦ C) or 2912 degrees Fahrenheit oxygen is present in an anaerobic environment, the (◦ F). The molten steel is then transferred to a refin- chemical reactions taking place produce methane ing vessel, where impurities are removed. The steel is instead of carbon dioxide. This methane would not then cast and rolled out into flat sheets. The sheets have been produced under normal forest conditions. are then cut into the desired dimensions for making Therefore, the methane emissions resulting from the screws, nuts, and washers. The combined weight of anaerobic decomposition of wood in landfills are in- the screws and other steel pieces in our example fur- cluded in the emissions figures for this step of the life niture set is 1 kg. The combined emissions associated cycle. Other emissions result from fuels used in the with the production of the stainless steel fasteners and collection of waste and the management of landfills. the manufacturing of the wood furniture are provided in the following table. Stage of Life Cycle Disposal

Stage of Life Cycle Furniture Manufacturing CO2 Emissions (kg/set) 24.6

CO2 Emissions (kg/set) 5.24 CH4 Emissions (kg/set) 1.63

CH4 Emissions (kg/set) 0.00686 N2O Emissions (kg/set) 0.0000733

N2O Emissions (kg/set) 0.0000410

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 10 193 STUDENT PAGE

LCA Comparing Outdoor Furniture

NAME GROUP MEMBERS

Instructions: As you listen to the play or to the student presentations, collect information about the following questions.

Plastic Resin Furniture Set 1. What are the basic raw material inputs necessary to produce polypropylene and other plastic resins?

Aluminum Furniture Set 2. When processing aluminum, most of the emissions are the result of which step?

3. How many times can aluminum be recycled?

Pine Furniture Set 4. When calculating emissions over time, why isn’t the carbon dioxide emitted from wood burned for power during the manufacturing process included?

Summary 5. Which furniture type would be best for your school? Why?

6. If every school in your state purchased this type of outdoor furniture, what might the short and long-term impacts be?

194 ACTIVITY 10 Southeastern Forests and Climate Change PROJECT LEARNING TREE STUDENT PAGE

LCA Greenhouse Gas Emissions Tables

Use the tables below to keep track of the greenhouse gas emissions associated with each step of the life cycle.

Remember: CO2 = Carbon dioxide CH4 = Methane N2O = Nitrous oxide kg = kilogram

Plastic Resin Set

Stage of Life Cycle CO2 Emissions (kg/set) CH4 Emissions (kg/set) N2O Emissions (kg/set) Oil and Natural Gas Extraction Refining Oil/Processing Natural Gas Manufacturing Polypropylene Manufacturing Plastic Furniture Use Disposal TOTAL EMISSIONS

Cast Aluminum Set

Stage of Life Cycle CO2 Emissions (kg/set) CH4 Emissions (kg/set) N2O Emissions (kg/set) Bauxite Mining (for ½ Primary Material) Processing Aluminum (½ Primary and ½ Secondary) Furniture Manufacturing Use Recycling Aluminum TOTAL EMISSIONS

Pine Set

Stage of Life Cycle CO2 Emissions (kg/set) CH4 Emissions (kg/set) N2O Emissions (kg/set) Sustainable wood production Wood Processing/Lumber production Pressure Treatment Furniture Manufacturing Use Disposal TOTAL EMISSIONS

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 10 195 STUDENT PAGE

LCA Global Warming Contribution Calculation

After you have recorded the greenhouse gas emissions from each step and totaled the results, there’s still one more step before you can decide which furniture set will have the highest impact on climate change. Not all greenhouse gases are equal. Some gases are able to capture more energy than others. For example, a kilogram of methane in the atmosphere will trap about 21 times more energy over a 100-year period than a kilogram of carbon dioxide. Therefore, it is said to have a global warming potential of 21. When scientists measure the impacts of greenhouse emissions, they often use the term “carbon dioxide equivalents.” This is the basic unit for measuring the global warming potential of emissions. Since 1 kg of methane traps as much heat as 21 kilograms of carbon dioxide, that 1 kilogram of methane has a global warming potential of 21 kilograms of carbon dioxide equivalents. Now you can calculate the global warming potential of each of the three furniture sets. Use the following table to calculate the emissions for each dining set.

Calculating the Global Warming Contribution of Greenhouse Gas Emissions

Emissions Global Warming Potential Carbon dioxide Gas (kg) (100-year period) Equivalents (kg CO2-eq) Plastic Resin Set Carbon dioxide x 1 Methane x 21 Nitrous oxide x 310 TOTAL Aluminum Set Carbon dioxide x 1 Methane x 21 Nitrous oxide x 310 TOTAL Pine Set Carbon dioxide x 1 Methane x 21 Nitrous oxide x 310 TOTAL

196 ACTIVITY 10 Southeastern Forests and Climate Change PROJECT LEARNING TREE ACTIVITY Life Cycle Assessment Debate After a debate where students compare products, students develop a LCA 11 set of life cycle questions that can be used to guide their consumer choices.

Subjects Objectives Biology, Environmental Science, By the end of this activity, students will be able to Language Arts, Social Studies ■■ identify at least two questions about environmental impacts that are important to ask about a product before buying it, and Skills ■■ explain how products are rarely either environmentally good or bad but rather are an embodiment Communicating, Comparing and of mixed factors and considerations. Contrasting, Systems Thinking Assessment Materials ■■ Ask students to take notes during the debate, and then ask them to pick one product pair (e.g., Student pages (available at paper cups and glass cups) and describe the environmental impacts for each of the five stages of http://sfrc.ufl.edu/extension/ee/ the products’ life cycles. They should compare the impacts of the two products and explain which climate/section4/activity11) product they think is more environmentally friendly.

Time Considerations Two 50-minute class periods and homework Background Additional background information can Related Activities be found in the Section 4 Overview Students should have an Life cycle assessments (LCA) do not understanding of externalities and in Activities 9 and 10. (Activity 9) and life cycle provide a clear answer of which prod- assessment (Activity 10). This ucts are good for the environment and activity can be followed with which are not. Each stage in the life renewable resources are often better for an opportunity to apply the cycle can have so many impacts that it the environment than nonrenewable concept of consumer power to climate change mitigation may not be clear which of two products resources that will eventually be deplet- (Activity 12). is the “winner.” For example, in this ed. A renewable resource is a natural activity, students will debate wheth- material that can be replenished within Research Connection er print books or e-books are more the span of a human lifetime. Economists are studying how environmentally friendly. If someone consumer demand influences economic markets and the values tree conservation, they might It is important to recognize that im- subsequent impacts of these choose e-books since one device can pacts or externalities associated with changes to other systems, such hold millions of pages of paper. On the consumer decisions do not have to as the environment. To provide other hand, if someone is concerned be negative. For example, choosing a more holistic picture of these relationships, social scientists about pollution from electronic waste, materials made with wood can provide are exploring human behavior they may feel that print books are better a number of benefits, such as wildlife and strategies to nudge people for the environment. Both perspectives habitat and clean water associated into behaviors that are more are valid. with the forest that produced the environmentally friendly. Some researchers suggest that taking wood and less carbon emissions for the time to reflect on behavior Positive and negative impacts are con- the product. When a tree is cut down and making a conscious choice, sidered when the life cycle of a product and turned into a product such as a instead of a habitual purchase, is examined. The negative impacts most desk, the carbon that was stored in may lead toward purposeful often are not reflected in the price of that tree is now stored in the desk. consumption patterns. a product and are often referred to as Since the product stores carbon in negative externalities. For example, addition to emitting carbon during during the material extraction phase, production and transportation, the

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 11 197 Teaching This Content The debate format of this activity allows students to develop and use critical-thinking skills. By debating various criteria to assess products, students are invited to develop their own personal rules for making consumer decisions. Through completing this activity, students can make connections between individual actions and their collective future impacts.

When people think of a debate, they often think of people arguing, but a debate can also be a chance for knowledgeable people to exchange information and ideas as part of a decision-making process. The debate in this activity should result in both the audience and participants becoming more informed about consumer choices. Formal debates can be lengthy and require exten- sive preparation and training in rhetoric (the art of persuasive speaking). For this overall amount of carbon added to the Students face a lot activity, students participate in a less for- atmosphere is lower than it would be for a of choices when mal debate; the preparation time is min- plastic or metal product. These are all con- imal (much of the information they need they go shopping. sidered positive externalities of choosing a is provided for them), and there are few Considering the wood product over the more carbon-inten- rules that govern the actual debate. As the differences between sive alternatives. similar products teacher, you have a dual role: debate coach, to help the students prepare for the debate, can help them make Consumer decisions have the potential to and moderator, to guide the actual debate. informed consumer play an important role in offsetting negative decisions. impacts or externalities associated with the products we use every day. While climate Getting Ready change may not be a key factor currently in The Activity 11 webpage provides the decision-making process for most con- Teacher Tools that you can use sumers, more and more people are making to become more familiar with this informed decisions with regard to sustain- activity’s background and procedure. ability and climate issues. As more consumers recognize the benefits of reducing If your students are not familiar with carbon emissions and request alternatives, life cycle assessments, you may want to the production of less carbon-intensive introduce this topic using the LCA and products likely will increase. Consumer be- Externalities presentation on the Activity 9 havior affects the demand for these prod- webpage. ucts. In addition, the increased demand is a catalyst for scientists and entrepreneurs to Make copies of the three student pages. design new products with lower emissions. Each student in the debate groups (Cups, This scenario helps us imagine how we can Books, Bottles and Cans, Grocery Bags) collectively create change through our indi- should have one Product Information vidual actions. Card that contains information about the

198 ACTIVITY 11 Southeastern Forests and Climate Change PROJECT LEARNING TREE Systems Thinking Connection

WHEN CHOOSING A PRODUCT, These skills are essential for making such as a shirt, people typically include several informed decisions about the products variables including style, quality, and price. In the and services that we buy. However, activities in Section 4, students learn about other systems thinking does not imply any variables that are important when choosing a specific opinion about a product. Even product. Responsible consumers also consider the uninformed shopper has to weigh social and environmental impacts associated variables related to style, quality, and with the product at each stage of its life cycle. cost. Is an increase in quality worth the Are the people who made the shirt paid a fair extra cost? Students who include social wage? Are the working conditions safe? Did and environmental impacts associated producing it involve harmful chemicals or the with a product must examine many more production of greenhouse gases? In a systems variables as they make their decisions, but, thinking context, students learn to expand nevertheless, they must exercise judgment in the boundaries of a system beyond personal choosing which products fit their own needs preference to consider broader impacts. and values best. products under consideration. Each stu- at each stage of the product’s life cycle TEACHERS SAY … dent in the class should also receive copies assessment. of the Debate Guide and Reflection student This activity helped my 3. pages. Split the class into 8 groups and assign students come up with a product to each group. Pair groups who thought-provoking If your students have never conducted a have been assigned to parallel products classroom debate, you may wish to help (paper cups and drinking glasses, paper- responses. them prepare. More information for intro- back books and e-books, plastic bottles —Biology and AP Environmental Science Teacher, Kentucky ducing your students to the structure of and aluminum cans, paper bags and plastic the debate and for moderating the discus- bags). Give each student the Product Infor- sion can be found in Part B of Doing the mation Cards for the pair of two products Activity. and the Debate Guide student page.

Doing the Activity 4. Introduce the debate format and guidelines. You may wish to establish some Part A: Preparing Students for ground rules at this time. Rules can be basic the Debate guidelines prescribed by you (e.g., each 1. Start a discussion by asking students student should speak during the debate, talk what characteristics they and their parents only when it is his or her turn, avoid per- consider when deciding which of two simi- sonal attacks) or can be built collaboratively lar products to purchase. For example, how using input from students (i.e., ask students do they choose between two similar food what rules they think are needed to ensure products, two small electronic products, a lively yet fair debate). Each debate should or two sizable purchases, such as a car? take approximately 12 minutes and include Do the types of considerations vary with the following parts: different products? ■■ Presentation: Each group should take 3 minutes to present its perspective. 2. Explain to students that they will be participating in debates to compare two ■■ Rebuttal: Each group will respond to similar products. Each group will attempt each other’s perspectives for 2 minutes to to convince the class of a product’s superi- answer or raise more questions. ority based on the environmental impacts

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 11 199 In this activity, students debate the environmental impacts of two Products similar products. Debate

■■ Summary: Each group will take 1 minute garner support for the product. Students to summarize its main points. in a group should try to guess what the other side (the opposition) will say about 5. Provide time in class for students to both products and be prepared to defend prepare for the debate. If your students are their product and identify weaknesses not familiar with participating in debates, in the opposition’s product. As part of you may want to cover the following infor- their presentations, groups also may wish mation: to acknowledge the disadvantages of their products and talk about trade-offs ■ Explain the importance of preparation. involved when selecting a product. Sufficient research is instrumental to a good debate. In this activity, the pre- ■ Explore the skills of persuasive speaking liminary research has been done for the and good listening. While solid research students and this information is on the is important in a debate, the delivery Product Information Cards. Students of that information is also key. Instruct should thoroughly study their assigned students to avoid personal attacks that cards. Completing the Debate Guide stu- can undermine credibility and instead dent page will assist students in under- focus on facts and issues. Emphasize the standing and learning the information need to listen carefully to all sides as they particular to the product each group will are presented. If students are too busy present. thinking about what they will be saying next during the debate, they could miss ■ Discuss the need to identify both argu- key points made by the opposition that ments and counter-arguments. Students they need to address. Team members should review their completed Debate can serve different roles—some can be Guide page and pinpoint the strengths listening to the other side’s presentation of the product; these strengths will while other team members prepare their comprise the arguments they will use to rebuttal.

200 ACTIVITY 11 Southeastern Forests and Climate Change PROJECT LEARNING TREE Part B: Conducting the Debates 4. Provide closure to each debate. After the second group in each debate has given its 1. Begin the debate by reviewing the summary, thank the participants for their debate purpose, format, and rules. At this work and provide quick, positive feedback. point, students should be aware of both the You may then introduce the next products purpose of the debate (determining which to be debated. product is more environmentally friendly based on the product’s life cycle) and the 5. After all the groups have debated prod- structure (12 minutes for each debate), but ucts, lead a class discussion about the debate it is a good idea to present this informa- using the following questions: tion again at the beginning of the debates. Students should take notes when they are ■■ Does anyone agree with the position that not actively involved in presenting during they argued in the debate? Did you learn the debate. Each student will be asked to anything new? summarize information for all debates on ■■ Did anyone change their mind after the Reflection student page. hearing the debate? What information was convincing? 2. Flip a coin to decide who goes first and ■■ Which product do you now favor for introduce each team just prior to that team’s each pair? Does context matter? Might TEACHERS SAY … presentation. Based on the debate format, you favor one under some circumstances you should guide the sequence of the debate and the other in different circumstances? My classes are trying by announcing whose turn it is to speak, ■■ What makes it difficult to decide which to decide how they how much time they have, and what they product is best? can use this activity for may use their time for. In the Paper Cups ■■ Are the negative environmental impacts Earth Day. versus Drinking Glasses debate, for exam- of your product considered externalities —Environmental Science Teacher, ple, your prompts might look like this: or are they included in the cost of the Arkansas product? Could they be reduced? ■■ The Paper Cups team will now present ■■ Sometimes people don’t want to hear their case. They have three minutes. about the disadvantages of their favorite ■■ The Drinking Glasses team will now item. How might you communicate with present their case. They have three min- them? utes. ■■ The Paper Cups team will now have a 6. Distribute the Reflection student page chance to respond. They have two min- to students and ask them to complete the utes. questions for homework. The reflection ■■ The Drinking Glasses team will now questions are intended to help them apply have a chance to respond. They have two what they’ve learned during the debate minutes. and to generalize this information to other ■■ The Paper Cups team will summarize products. While there are not specific cor- their case. They have one minute. rect responses, you may wish to check that ■■ The Drinking Glasses team will summa- students don’t have inaccurate ideas about rize their case. They have one minute. evaluating a product. If students are confused about the last question, explain that 3. Keep track of time throughout the they may decide what factors in a product’s debates. You can either assign a student to life cycle matter to them as they consid- serve as official timekeeper, monitor the er decisions. For example, is a renewable time yourself, or use a timer. If students resource important? A recyclable product? desire, you can alert the current speaker A production process that does not use when there are 30 seconds or 60 seconds large amounts of energy? Encourage them remaining.

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 11 201 Students will use negotiation, critical thinking, and communication skills to debate the pros and cons of different consumer decisions.

to think broadly about these characteristics point for comparing any set of products and rather than focusing on a specific product. help students in the decision-making process. Remind students that greenhouse gas emis- 7. Systems Reflection: How can sions are only one criterion that can be used to debates help improve our systems assess products and that they can begin to seek thinking skills? out the various other pros and cons of prod- Preparing for the counter arguments in a ucts before arriving at a personal strategy for debate is the skill of examining other perspec- consumer decision making. tives, which is an important systems thinking skill. We can investigate perspectives from Modifications other people as well as those that we generate ourselves. Systems thinking is a type of critical Students may summarize their ideas about thinking, and a critical eye can help us con- common products on posters to help them sider new aspects of an issue. organize their thoughts before the debate.

8. After distributing the Reflection student Recognizing that products have both signif- page, summarize the activity by reviewing the icant advantages and disadvantages may be idea that consumer choices can play a role in challenging for some students. If you sus- reducing and preventing carbon emissions. pect your students will struggle, you might Students can make more informed consumer choose to skip this activity. decisions by considering the externalities and the environmental issues that can occur as a Consider leading a class discussion rather result of the production, shipping, and dispos- than have students participate in a debate al of various products. Life cycle assessment so you can provide caveats and additional can be a helpful tool for comparing similar information. You can use the information products. However, consumers are not likely to and questions provided on the student pages have life cycle assessment information readily to stimulate discussion and reflect upon the available when making decisions. For this impacts of consumer choices. Once students reason, it is important to identify purchasing consider a broader range of externalities guidelines, such as the questions and choices and factors, their immediate reactions of that the students develop on their Reflection good and bad products may not withstand pages. These questions can serve as a starting scrutiny.

202 ACTIVITY 11 Southeastern Forests and Climate Change PROJECT LEARNING TREE Enrichment http://ohioline.osu.edu/cd-fact/pdf/0180. TEACHERS SAY … pdf Ask students to consider the questions they This fact sheet provides a general discus- generated in response to question 5 on the Most students really sion about buying environmentally friend- Reflection student page for a product they enjoyed participating ly products and includes a set of questions want to purchase. Have students write a in debates, but all that consumers can ask before buying a short essay that describes the product, the product. students enjoyed questions they asked about the product, watching and listening and how their responses influenced their The Noisy Classroom intention to buy the product. to them. This activity http://www.noisyclassroom.com allows for both. This website provides helpful informa- Using the Life Cycle Assessment Tuto- tion for teachers and students on debates, GREAT! rial located on the Activity 10 webpage, —Middle School Science Teacher, discussions, dialogue, and other speaking advanced students can conduct a complete Arkansas and listening activities. In particular, the life cycle assessment on another pair of following webpages can assist students products and report on the one that has during debate preparation: the lowest emissions and is the most envi- • “How Do I Speak for Three Minutes on ronmentally beneficial. That?” (http://www.noisyclassroom.com/ primary/ideas/how-do-I-speak-for-three- Additional Resources minutes.html) Ecolabel Index • “Top Ten Style Tips for Persuasive Speak- Big Room, Inc. ing (http://www.noisyclassroom.com/ http://www.ecolabelindex.com/ primary/ideas/top-ten-style-tips-for- This website provides an informative persuasive-speaking.html) directory of environment-related product labels from around the world. References Cited Chaffee, C., & Yaros, B. (2010). Life cycle Energy-101.org, Units of Measurement assessment for three types of grocery http://www.energy-101.org/did-you-know/ bags: Recyclable plastic; compostable, units-of-measurement biodegradable plastic; and recycled, This website provides videos, definitions, recyclable paper. Boustead Consulting and fun facts about energy. The Units of & Associates. Retrieved from http:// Measurement webpage may be particular- www.bousteadusa.com/news/ACC ly helpful for students to explore as they PlasticBags.pdf prepare for their debate. Conservatree. (2012). Trees into paper. Retrieved from http://conservatree.org/ International Debate Education learn/EnviroIssues/TreeStats.shtml Association The Aluminum Association. (2014). Facts http://idebate.org/training/resources/all at a Glance. Retrieved from http://www. This website provides a wealth of teacher aluminum.org/aluminum-advantage/ resources for holding classroom debates, facts-glance including demonstrations, how to facilitate Goleman, D., & Norris, G. (2010, April 4). classroom debates, post-debate discussion How green is my iPad? The New York ideas, and debate assessment ideas. Times. Retrieved from http://www. nytimes.com/interactive/2010/04/04/ Purchasing Guidelines for the opinion/04opchart.html Environmentally Conscious Consumer, Hess, R. (2006). How glass is made [Video CDFS-180-08 file]. Retrieved from http://www. Joe Heimlich, The Ohio State University, metacafe.com/watch/323056/how_ 2008 glass_is_made

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 11 203 Hocking, M.B. (1994). Reusable and dispos- Roach, J. (2003). Are plastic grocery bags able cups: An energy based evaluation. sacking the environment? Nation- Environmental Management 18, 6. Re- al Geographic News. Retrieved from trieved from http://sustainability.tufts.edu/ http://news.nationalgeographic.com/ downloads/Comparativelifecyclecosts.pdf news/2003/09/0902_030902_plasticbags. LaJeunesse, S. (2004). Plastic bags. Chem- html ical & Engineering News. Retrieved TAPPI. 2013. Frequently asked questions. from http://pubs.acs.org/cen/whatstuff/ Paper University. Retrieved from http:// stuff/8238plasticbags.html www.tappi.org/paperu/all_about_paper/ Pacific Institute. (2012). Bottled water and faq.htm energy: A fact sheet. Retrieved from United States Environmental Protection http://www.pacinst.org/topics/ Agency (U.S. EPA). (2002). Recycling the water_and_sustainability/bottled_ hard stuff (Factsheet EPA 530-F-02-023). water/bottled_water_and_energy.html Washington, DC: U.S. Environmental Packer, B. (2009). Comparing sustainability Protection Agency. Retrieved from factors of disposable catering consumables http://www.epa.gov/osw/nonhaz/ (Cawthron Report No. 1582). Nelson, municipal/pubs/ghg/f02023.pdf New Zealand: Cawthron Institute. Re- United States Environmental Protection trieved from http://www.envirolink.govt. Agency (U.S. EPA). (2011). Municipal nz/PageFiles/315/682-nlcc37.pdf solid waste generation, recycling, and Progressive Bag Alliance. Top 10 myths disposal in the United States: Facts and about plastic grocery bags. Retrieved figures for 2010. Washington, DC: U.S. from http://www.plasticsindustry.org/ Environmental Protection Agency. files/about/fbf/myths%2Bfacts_ Retrieved from http://www.epa.gov/osw/ grocerybags.pdf nonhaz/municipal/pubs/msw_2010_ Project GreenBag. (2009). Paper bags are rev_factsheet.pdf no better than plastic. Retrieved from: University of Cambridge. (2005). Recy- http://www.projectgreenbag.com/ cling of plastics [slide presentation]. The paper-bag-are-no-better-than-plastic/ ImpEE Project, University of Cambridge. Reynolds Aluminum, Alcoa Aluminum, and Retrieved from http://www-g.eng.cam. the Aluminum Institute. (1999). How ac.uk/impee/topics/RecyclePlastics/files/ aluminum is produced. Retrieved from Recycling%20Plastic%20v3%20PDF.pdf http://www.rocksandminerals.com/ aluminum/process.htm

204 ACTIVITY 11 Southeastern Forests and Climate Change PROJECT LEARNING TREE STUDENT PAGE

LCA Product Information Cards: Cups (1 of 4)

Paper Cups

Paper cups are made from trees, a renewable resource. While some paper cups have a small amount of recycled content, most are created from virgin tree fiber, which is harvested from forests using machines that typically run on fossil fuels. Trees are harvested and transported to a paper company that manufactures wood pulp. The pulp is then processed through machinery to make the paper. Paper cups are coated with a thin lining, typically made from polyethylene, which is a type of plastic made from ethane found in natural gas (Packer, 2009). It takes approximately 0.55 megajoules (MJ)* to manufacture a paper cup (Hocking, 1994). They are designed to be disposable and are typically used one time.

The plastic lining keeps the paper from absorbing the liquid, but it also makes the cups nonrecyclable. Therefore, paper cups usually go with trash to a landfill. Landfills have different decomposition rates, depending on sunlight, moisture, and air exposure. In some cases, paper cups can spend more than one hundred years in a landfill due to the lack of water and oxygen needed to breakdown the product. (U.S. EPA, 2011). Though it isn’t recommended to drink out of paper cups multiple times (the polyethylene can break down after the first use), used paper cups can have other household uses. For example, they can function as scoops for pet food or containers for sprouting plants for the garden.

Drinking Glasses

Glass is a mixture of sand, gypsum, soda ash, limestone, and dolomite; all are acquired through mining. The raw materials are brought to the manufacturing facility by train, where they are mixed together and melted down to form glass at around 1,649 degrees Celsius (◦ C) or 3,000 degrees Fahrenheit (◦ F) (Hess, 2006). The energy to create one glass is approximately 5.5 megajoules (MJ).

Drinking glasses are reusable, and many are used daily for many years. Each time a glass is used, it must be washed, which requires energy and water. Assuming a dishwasher uses 0.18 MJ to wash each glass and that it took 5.5 MJ to manufacture the glass cup, a glass cup must be used 15 times before it becomes as energy efficient as a paper cup (Hocking, 1994). When a person is finished owning a glass it can be donated or sold at a garage sale. Drinking glasses are not accepted at many recycling facilities because of the type of glass used to make them. Therefore, when glasses are broken or thrown away, they often end up in a landfill.

*A megajoule (MJ) is a unit of energy that is equal to one million joules. One megajoule is equivalent to the kinetic energy of a one-ton vehicle moving at 160 km/h (mph).

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 11 205 STUDENT PAGE

LCA Product Information Cards: Books (2 of 4)

Paperback Books

A traditional paperback book is made from paper, cardboard, ink, and glue. Paper is made from trees, a renewable resource. Most of the wood used by paper companies in the United States comes from privately owned tree farms, where trees are grown, harvested, and replanted. Paper can be made from harvesting whole trees, from wood chips and sawdust that are the byproduct of harvesting trees for lumber or other purposes, or from recycled paper products. The energy used at paper-making facilities usually comes from using the facility’s own wood waste, such as sawdust. The paper used to make one book is estimated at two kilowatt hours* of energy (Goleman & Norris, 2010). A papermaking facility produces wastewater that can be a pollutant to local waterways. All water pollution and air emissions are monitored to ensure the facility adheres to current environmental regulations.

Every year, Americans use an average of 700 pounds of paper products, including books, magazines, and newspapers (TAPPI, 2013). The amount of paper that can be produced from one tree depends on many factors. In general, it takes 12 trees to produce one ton, or 2000 pounds, of paper, assuming that none of that paper contains recycled fibers (Conservatree, 2012). This means that one tree makes about 167 paperback books, assuming each weighs about one pound.

An advantage of paper books is that they can be given or sold to others, allowing for a postconsumer market. Some people find value in a book that they can hold, as opposed to a digital book. Depending on how owners treat them, books can last for many years. Books can also be recycled once people are done with them. In 2010, paper and paperboard materials made up 29 percent of the 250 million tons of total municipal solid waste generated in the United States. Approximately 62.5 percent of these materials were recovered through recycling—leaving almost 27 million tons in landfills (U.S. EPA, 2011).

E-book Readers

Electronic books, or e-book readers, are gaining popularity. Depending on the device’s memory space, e-book readers can store more than 1,000 books, saving both physical space and paper resources.

Heavy metals used to make e-book readers, such as gold, silver, cadmium, lead, mercury and chromium, must be mined and processed. One e-book reader requires the extraction of 33 pounds of minerals. The facilities that manufacture e-book readers use primarily fossil fuels to power their machines. It takes 100 kilowatt hours* to manufacture an e-reader, which results in the emission of 66 pounds of carbon dioxide (Goleman & Norris, 2010). During the use of the product, consumers can download books automatically, which does not require transportation to a bookstore or library. The device must be charged, which requires household energy.

Used electronics can be passed on to other people. When e-book readers break, they are likely to be thrown away by consumers, leading to toxic metals in landfills. Used electronics are also sent to other countries where workers, including children, dismantle them by hand. In the process, workers are exposed to a wide range of toxic substances (Goleman & Norris, 2010).

*A kilowatt hour is a unit of energy equal to 1000 watt-hours, which is 3.6 megajoules. This is the amount of energy equal to a 40 watt bulb operating for 25 hours, and 100 kilowatt hours of energy could power an average home for three days.

206 ACTIVITY 11 Southeastern Forests and Climate Change PROJECT LEARNING TREE STUDENT PAGE

LCA Product Information Cards: Bottles and Cans (3 of 4)

Plastic Bottles

Plastic bottles are made from petroleum through an energy intensive process that produces carbon dioxide emissions. While some energy is used when the plastic is molded into the bottle shape, the largest amount of energy is used to actually produce the plastic itself (University of Cambridge, 2005). Producing a one-liter bottle, cap, and packaging requires around 3.4 megajoules (MJ)* of energy (Pacific Institute, 2012). Reusing plastic bottles is not recommended, as the plastic can break down over time. Most plastic water, soda, and juice bottles are made from plastic #1, a plastic that is intended for one use, unlike the plastics that are used to create food containers or other reusable plastic items. Plastic #1 is weaker than other plastics and more susceptible to wear and tear, which can cause chemicals to be released from the plastic over time.

Plastic can take hundreds of years to decompose in a landfill. However, many plastic bottles are recyclable. Plastic containers are assigned a number (#1 through #7) based on the type of plastic from which they are made. Most plastic bottles are made from plastic #1, which is recyclable in most areas. In 2010, more than 13 percent of plastic containers—mostly soft drink, milk, and water bottles—were recycled (U.S. EPA, 2011). Recycling uses about 10 percent of the energy that is required to produce one pound of plastic from virgin materials (U.S. EPA, 2002). During the recycling process, the chemical structure of the plastic is altered, so the recycled plastic cannot be remade into plastic bottles. When plastic containers are recycled, they are often made into products such as carpeting, pens, and jackets.

Aluminum Cans

Aluminum is produced by refining bauxite, a mineral ore that contains alumina. It takes four tons of bauxite to produce two tons of alumina. The alumina is then processed into aluminum metal through a smelting process. To produce a 12-ounce aluminum can, 0.81 megajoules (MJ)* of electricity is required. Therefore, it would take approximately 2.82 MJ of electricity to produce enough aluminum cans to hold one liter of liquid. In the United States, most of the aluminum is produced from bauxite imported Japan or Australia (Reynolds Aluminum, 1999).

The entire aluminum can is recyclable—it can be melted down and reused with little loss in quality. In as little as 60 days, aluminum can be recycled and back on the shelf (The Aluminum Association, 2014). In states with can and bottle laws, people pay a small deposit when they purchase a can, which is returned when the can is brought back for recycling. In 2010, the recycling rate of aluminum cans was about 49.6 percent. Recycling one ton of aluminum cans conserves more than 207 million British Thermal Units (BTU), which is the equivalent of 36 barrels of oil or 1,665 gallons of gasoline (U.S. EPA, 2011).

*A megajoule (MJ) is a unit of energy that is equal to one million joules. One megajoule is equivalent to the kinetic energy of a one-ton vehicle moving at 160 km/h (mph).

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 11 207 STUDENT PAGE

LCA Product Information Cards: Grocery Bags (4 of 4)

Paper Bags

Paper bags are made from cellulose from trees, a renewable resource. Most of the wood used by paper companies in the United States comes from privately owned tree farms, where trees are grown, harvested, and replanted. Paper can be made from harvesting whole trees, from wood chips and sawdust that are the byproduct of harvesting trees for lumber or other purposes. To improve durability and strength, paper bags are typically made from mostly virgin wood fibers, although they can contain various amount of recycled paper materials as well. The energy used at papermaking facilities usually comes from the operation’s wood waste, such as sawdust. The facility produces wastewater that can be a pollutant to local waterways. Typically, water and air emissions are monitored to ensure that the facility adheres to current environmental regulations.

Paper bags can be reused by consumers for wrapping packages, as garbage bags, or for holding other items. Paper bags are 100 percent recyclable, and about 10 to 15 percent of paper bags are recycled by consumers (Project GreenBag, 2009). For those bags that end up in a landfill, the length of time it takes for paper to decompose depends on a number of factors, such as temperature, pH, presence of bacteria and nutrients, as well as composition of the paper (Chaffee & Yaros, 2010).

According to a life cycle assessment, the overall energy use to produce 1,000 paper bags that contain 30 percent recycled material is 2,622 megajoules* (MJ) (Chaffee & Yaros, 2010).

Plastic Bags

Plastic bags are made from a material called polyethylene, which is produced from petroleum and natural gas (LaJeunesse, 2004). In 2001, between 500 billion and 1 trillion plastic bags were used worldwide.

Plastic bags can be reused by consumers for a limited number of times. Plastic bags are 100 percent recyclable. In 2010, 12 percent of plastic bags, sacks, and wraps were recycled (U.S. EPA, 2011). The recycled plastic is used to create items such as new plastic shopping bags or outdoor deck material (Progressive Bag Alliance). Many plastic bags (approximately 1 to 3 percent) end up being neither recycled nor put in the trash but become litter that makes its way to rivers, streams, and oceans (Roach, 2003). This litter can impact marine, freshwater, and forest habitats and wildlife.

According to a life cycle assessment, the overall energy use to produce 1,000 plastic bags is 509 megajoules* (MJ) (Chaffee & Yaros, 2010).

*A megajoule (MJ) is a unit of energy that is equal to one million joules. One megajoule is equivalent to the kinetic energy of a one-ton vehicle moving at 160 km/h (mph).

208 ACTIVITY 11 Southeastern Forests and Climate Change PROJECT LEARNING TREE STUDENT PAGE

LCA Debate Guide

GROUP MEMBERS

Think about the each phase of the product life cycle using the following questions as you read the information for your product. Make sure that you are able to answer each question. Addressing all of these points will make your debate more well-rounded and convincing. Focus on what is environmentally friendly about your product and the shortcomings of the opposing product! Each debate will last 12 minutes. Each group will have 3 minutes to present its side, 2 minutes to respond to the other group, and 1 minute to summarize main points. You should take notes during the debates you do not participate in.

1. What are the raw materials that go into your product (e.g., trees or aluminum)? How is this material harvested or extracted?

2. How is the product made? How much energy goes into creating it?

3. How many times can the product be used? If it can be reused, does it require inputs such as water or electricity?

4. What happens when the consumer no longer wants the product? Can it be given to someone else? Can it be recycled? Does it go to the landfill or incinerator?

5. What are the key disadvantages to the opposing product that you can use to your advantage?

6. What are the key disadvantages of your product that you should be prepared to defend?

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 11 209 STUDENT PAGE

LCA Reflection

NAME

These questions are intended to help you think about, reflect on, and summarize the different stages of the life cycle for all the products you learned about during the debate. Provide thoughtful responses based on what you learned during the debate and from your own experiences.

For questions 1 through 4, provide a one or two sentence response. For question 5, respond with one or two paragraphs. Your responses should be broad enough that they can be applied to many products.

1. Thinking just about the raw materials that go into a product, what characteristics would make a product more environmentally friendly?

2. Thinking just about how a product is produced, what characteristics would make a product more environmentally friendly?

3. Thinking just about how a product is used, what characteristics would make a product more environmentally friendly?

4. Thinking just about how a product is disposed of, what characteristics would make a product more environmentally friendly?

5. Often when making decisions about what products to buy, we don’t have access to information summarizing and comparing product life cycles. However, we still must make decisions for what to purchase. Use your responses from questions 1 through 4 to develop a list of generic questions that you can use in the future to help you decide among any set of products to purchase. Include criteria that would help you favor one product over another.

In your opinion, what are the most important questions to ask when deciding among products? In your opinion, what factors should weigh more heavily in your decision?

210 ACTIVITY 11 Southeastern Forests and Climate Change PROJECT LEARNING TREE SECTION 5 Solutions for Change Individual and group actions can create sustainable forests and communities.

WHETHER YOU HAVE USED all of reduce atmospheric carbon dioxide? After- the previous activities in this module or ward, you can walk students through the The activities in this selected a few that are most appropriate development of the graph that combines section will help for your class, students are likely to need multiple carbon pools using the Tracking students reflect on additional time to make connections Carbon presentation. Students will be able what they’ve learned, between these concepts and to reflect to use this information to answer questions link concepts together, on how this information can be used. In as they interpret the graph. The pilot tests and consider ways to addition, many students are most inter- for this activity suggest that conducting the take action. ested in what they can do immediately to group exercise first makes the topic more address the issue of climate change. This interesting and engaging and helps the section provides three activities that will students better understand the graphing help you and your students link concepts activity. together, apply them to local forests, and consider ways to take action. ACTIVITY 13: Future of Our Forests allows student teams to be- ACTIVITY 12: The Carbon come experts on one aspect of climate Puzzle helps students connect the change and forests in the Southeast. GREGORY FREY, VIRGINIA STATE UNIVERSITY concepts of carbon sequestration in pine Each aspect reflects a component of the forests, carbon storage in wood products, module and summarizes the activities and forest product substitution. This activ- they have completed. After researching ity is based on research that assesses these specific topics, students give presen- three carbon pools to understand how tations to the class and then compile to maximize the removal of atmospheric reports, letters, or essays to synthesize carbon. It is a good culmination to the life their classmates’ presentations about cycle assessment activities in Section 4 and the future of southeastern forests. This the carbon sequestration calculations in may be a challenging activity if students Activity 8. The activity begins with a review have not participated in activities from of the carbon cycle, in case you did not use all the sections. Using the chart pro- Activity 7. Students are introduced to the vided for this activity, you can reduce concepts through a Six Bits group exercise the number of student teams to match where they assess a series of facts to answer the activities you have used, though the following question: How can we best the final summary may suffer from the manage planted pine forests and wood to missing topics.

PROJECT LEARNING TREE Southeastern Forests and Climate Change SECTION 5 211 ACTIVITY 14: Starting a Cli- product includes the carbon savings mate Service-Learning Project accrued by not using the more car- provides guidance to plan and complete bon-intensive product. Distinguishing a service-learning project related to local between similar products requires forests and climate change solutions. that students know which product Using the knowledge they have gained by requires less fossil fuel to produce or completing the module activities, students use, avoids generating carbon dioxide, can work with local resource managers to and can be recycled to reduce carbon select a reasonable and useful action for emissions. their school or community. ■■ Many strategies can be used to enhance forests, mitigate climate change, Potential Areas of Confusion and adapt to future climate changes. While each of these strategies can be There are several topics in this section that important and appropriate by them- may be sources of confusion for students, selves, they may be more effective based on their existing knowledge, assump- when implemented together. tions, or prior experiences. You may be able ■■ While there may be many details that to use questions to uncover this confusion people disagree on, they are likely to and steer students toward the clarifications agree that forests are important to their provided in the table. communities. Maintaining healthy forests is a good goal, and many people can Key Concepts in This Section work together to do so. ■■ Students can make a difference by be- ■■ The impact on atmospheric carbon of ing leaders in creating positive change substituting a less carbon-intensive within their communities.

Assumption or Confusion More Adequate Conception

Mitigation strategies through forest manage- Even without thinking about climate change, most people agree that forests are ment will be a waste if climate change isn’t important and that maintaining healthy and productive forests is a good goal for many really occurring. reasons. Improving forest health is not a waste.

The residual time for carbon dioxide in the atmosphere leads climatologists to believe We can completely reverse or solve climate that global warming will continue to occur due to recent greenhouse gas emissions even change with the right solutions. if immediate and significant action is taken to curb these emissions.

If we can implement climate change mitigation strategies, we don’t need to worry about Solutions should consider both mitigation and adaptation strategies so that we can reduce adapting to projected changes. Or, if we focus climate change impacts as much as possible and prepare for projected changes that cannot on how to adapt to projected climate changes, be avoided. we don’t need to change our behaviors using mitigation strategies.

Growing trees is one important way to sequester carbon. However, research indicates that young trees are better able to sequester carbon at a faster rate than mature trees, and Maximizing carbon sequestration depends on wood products can tie up that carbon for a long period of time. For these reasons, con- keeping trees alive and growing, not cutting tinuing to plant and harvest trees for long-lived wood products is a more effective practice them down. to maximize carbon sequestration. Students may have a hard time seeing how cutting trees down can help sequester carbon. It is only when the wood is used for furniture or houses and the forests are replanted that this strategy helps reduce atmospheric carbon.

212 SECTION 5 Southeastern Forests and Climate Change PROJECT LEARNING TREE ACTIVITY The Carbon Puzzle In this group activity, students assess a series of facts to understand how to manage plantation forests to maximize the removal of atmospheric 12 carbon as they practice cooperative learning and graph interpretation skills.

Subjects Objectives Agriculture, Biology, By the end of this activity, students will be able to Environmental Science, ■■ explain the role forests can play in reducing atmospheric carbon through various carbon pools: Mathematics live trees, dead wood, wood products, and forest products substitution, and ■■ identify skills that enhance cooperative group work. Skills Communicating, Data Assessment Analysis, Group Participation, ■■ Ask students to write a one-page summary that explains the role forests and wood products can Interpreting Graphs, Organizing play in reducing atmospheric carbon. Students could respond to this prompt by explaining how Information, Problem Solving, the carbon pools change over time, resulting in more sequestered carbon. Synthesizing, Systems Thinking

Materials Student pages, presentation, Background and answer key (available at Additional information related to the http://sfrc.ufl.edu/extension/ Across the globe, scientists are in- carbon cycle can be found in the ee/climate/section5/activity12); Section 3 Overview and Activities scissors vestigating how to sequester and store more carbon dioxide in carbon 7 and 8, and information on life cycle Time Considerations sinks such as forests. They are also assessment can be found in the Section One or two 50-minute periods seeking to understand how to reduce 4 Overview and Activity 10. Related Activities the amount of carbon emissions by Students should have an improving efficiency or using less understanding of climate carbon-intensive products. These two carbon dioxide and store it in their change (Activity 2), carbon lines of actions are related and, in trunks, leaves, and roots as they grow. cycle (Activity 7), and life cycle fact, can work together. For example, Because young, growing trees accu- assessment (Activity 10). This researchers with the Consortium for mulate biomass at a faster rate than activity helps reinforce and older trees, they also sequester carbon apply these ideas. It can be Research on Renewable Industrial Ma- a culminating activity to the terials (CORRIM) have tracked and at a faster rate. Mature trees continue unit, or can be followed by the analyzed carbon across multiple car- to sequester carbon, of course, but this other activities in this section is balanced by the decay of branches (Activities 13 and 14). bon pools. This research ties together several key concepts conveyed in this and trees that die. So at the forest scale, Research Connection module: carbon cycles, carbon seques- additional carbon is not removed from Scientists are conducting tration, and life cycle assessments to the atmosphere by a mature forest. It studies to better understand explore how forests can be managed to does, however, store a lot of carbon the amount of carbon that is reduce atmospheric carbon dioxide. in the living trees, dead wood, and stored in forests and forest soil. The carbon in the dead wood will products. They are synthesizing eventually move to the atmosphere and research about forest Carbon Pools management, the carbon cycle, the soil. forest carbon sequestration, A well-known climate change solution and life cycle assessment to involves reducing the amount of car- If trees are harvested for wood prod- understand how forests and bon dioxide in the atmosphere through wood products can mitigate ucts, such as paper or lumber, the climate change. carbon sequestration in forests (see carbon in the wood becomes part of Section 3 for more background infor- these and other products. Paper is a mation). Trees remove atmospheric short-lived wood product; the carbon

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 12 213 a carbon-intensive product. When using wood, which sequesters carbon, instead of products that cause more carbon to be put into the atmosphere, huge reductions in atmospheric carbon can result. These reductions are referred to as carbon savings in this activity.

In this activity, students seek to answer this question: How can we best manage planted pine forests and wood products to reduce atmospheric carbon dioxide? The activity will engage students in a discussion about the stor-

LARRY KORHNAK, OF UNIVERSITY FLORIDA age of carbon in live trees, dead wood in the forest, short-lived wood products, long-lived wood products, and forest product substitution. Research shows that reductions in atmospheric carbon dioxide can be maximized by harvesting forests on short rotation cycles so that a constant supply of solid wood products is available to be substituted for carbon-intensive products (Lippke et al., 2010; Perez-Garcia et al., 2005). This research was conducted in in these products returns to the atmosphere the Northwest, where trees are harvested after Using wood or soil when they decay or are burned. Lum- 45 years for lumber. However, in the Southeast, products, which ber, on the other hand, is a long-lived wood loblolly pine trees can be harvested for lumber sequester carbon, product. Depending on how the lumber is within 25 to 35 years. instead of carbon- used, carbon can stay stored in wood for intensive products many years. When forest carbon and wood These concepts are introduced in this ac- is one way that products are assessed together, sequestra- tivity in two ways—through a cooperative consumers can tion is maximized by growing trees quickly, learning exercise format known as Six Bits reduce atmospheric harvesting before growth slows down, and and through a graph that combines all the carbon dioxide. storing the wood in long-lived products. carbon pools.

Concrete requires cement, and the production Students may recall that deforestation is of cement generates carbon dioxide from the one factor that contributes to the increase in combustion of fossil fuels and the process atmospheric carbon and may confuse that with forest harvesting. The difference is that of converting calcium carbonate to lime. a pine plantation is replanted—this piece of Currently, our society uses a lot of concrete in land is always sequestering carbon by grow- building construction around the world. ing trees. Deforestation refers to perma- nently removing forest from the landscape Forest product substitution is the practice and converting the land into a land-use type of using wood instead of carbon-intensive that sequesters less carbon (farms or hous- nonwood products. For example, lumber ing, for example). With sustainable forest can be used instead of other construction management for wood products, forests can materials, such as concrete or steel, to build be planted, grown, and harvested forever, houses and buildings. Life cycle assessments which enables carbon to be stored both in have shown that producing concrete releases the growing forest and in long-lived wood a great deal of carbon dioxide—making it products.

214 ACTIVITY 12 Southeastern Forests and Climate Change PROJECT LEARNING TREE Six Bits Students who have had practice working in In Part A of this activity, students solve a cooperative groups may, on their own, des- puzzle about how forests, trees, and wood ignate a group leader (or perhaps the person products help remove carbon from the atmo- with easy access to paper and pencil will sphere. The forests described in this activity become the leader), who will begin to ask are planted pine forests, just like the many group members to identify concepts and re- southeastern forests that are managed for port any related facts. You can help students pulp or timber production. These forests are by asking them to choose a leader and a different from naturally regenerated or old- secretary; writing the question on the board growth forests, as the trees in planted pine to focus everyone on the problem; and forests are generally the same age (because suggesting they first ask for all the bits of they are grown on the same rotation schedule information related to carbon in trees, then and grow best in full sunlight) and are plant- forests, and then carbon in wood products. ed in rows. All privately owned forests are You may need to explain the concept of managed according to a landowner’s steward- substitution (when wood is used instead of ship, economic, or personal objectives. a product that has greater carbon emissions during production). It is possible, however, The Six Bits activity is accomplished by for groups to complete the exercise without separating the mystery to be solved into additional direction. small “bits” of information. Students are organized into groups of six where each Through this activity, students learn not only about forests and carbon but also student is given one of six cards with bits of In this activity, about the power of cooperation in learning facts. Card 1 contains the question, and stu- students work and problem solving. Since each group dents are asked to work together to answer cooperatively to that question. If students are comfortable of six receives the same instructions, the solve a puzzle working in groups and tackling challeng- activity wrap-up includes a discussion related to climate es, they will quickly realize that when they question about why some groups worked share information on their cards they can well and others may have stumbled. The change and forests. collectively determine how it fits together importance of identifying a leader, along The teachers and solve the puzzle. Less adept students, with leadership and teamwork skills, can pictured here are however, may wait to be given more infor- be discussed. The Six Bits process models experiencing the mation. You can decide how much to reveal an important societal skill by illustrat- activity at a teacher to your students, based on their abilities. ing how cooperative actions help solve symposium on problems and how everyone has valuable climate change. The only rule for the activity, which is writ- knowledge to contribute. In conducting ten on each card, is that students are not allowed to show or give their cards to another student. They can, however, verbally share the information on the cards. This guarantees that everyone will be actively engaged in reporting and listening to the informa-

tion. Note that some students misinterpret JESSICA IRELAND, OF UNIVERSITY FLORIDA this rule to mean that they are not allowed to reveal the information on their cards. You can help them understand they are sup- posed to talk and work together; they can read their cards, but they cannot abdicate responsibility by giving all the cards to one person!

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 12 215 Systems Thinking Connection

IN THIS ACTIVITY students use a closed system, meaning that except for the occa- behavior-over-time-graph (BOTG) to explore sional meteorite (added material) and some space the relationship between forest management junk (orbiting and thus temporarily-removed-ma- and carbon storage. A BOTG is a common terial), it has the same amount of carbon, nitrogen, systems thinking tool to help students and phosphorous today that it had when it was understand how different stocks (or pools) of formed roughly 4 billion years ago. a system interact. The key insight here from a systems perspective is that the matter (e.g., the Instructors may want to emphasize the different carbon, oxygen, nitrogen) in a forest does not time scales at which the various stocks are formed. disappear when trees are harvested. Rather, it is The carbon in the wood stocks (e.g., forest, short- incorporated into other stocks. and long-lived wood products) cycles in decades. The carbon saved by not manufacturing energy-in- As children, we are taught to throw trash away. tensive concrete, however, will continue to reside Systems thinking helps reveal that in reality there is in the geological portion of the carbon cycle, no “away” for these things. The Earth is a materially where it has been for millions of years.

this activity with your students, you may of 150 years. The carbon included in the point out that collaboration works on more graph is measured from forests, dead than just the classroom level—it may also wood, short-lived wood products, long- help people think through issues such as lived wood products, and carbon saved. As climate change. You may wish to notice you can imagine, this graph is complex and if single-sex groups work differently than provides a great opportunity to sharpen groups of both males and females, and ask graph-reading and interpretation skills. the students why that might be. How does The Tracking Carbon presentation provides understanding these group dynamics affect a step-by-step explanation of the graph and how we solve problems? each carbon pool and how they combine to build the final figure in the teacher notes Combining Carbon Pools in a Graph for each slide. You can use this presentation to guide students through the complex To reinforce the answer to the Six Bits graph and enable them to answer questions puzzle, Part B presents a graph that com- as they complete the student page. 3 bines carbon pool data over the course

The information Substitution presented in this 800 Displacement ManufEmis 700 activity is based HarvEmis on research that 600 Lumber Chips explores how 500 Dead Litter forests, wood 400 Substitution products, and wood Crown 300 Root substitution can Stem 200 reduce atmospheric Forest carbon Metric Tons Per Hectare Per Tons Metric

100 LIPPKE ET AL., 2010 carbon dioxide. pools 0 Harvest & Processing Emissions 100

Year

216 ACTIVITY 12 Southeastern Forests and Climate Change PROJECT LEARNING TREE Teaching This Content Make copies of the Six Bits student page, one for each group of six students. Cut each page This activity helps you summarize the concepts along dotted lines to form sets of six cards in this module by demonstrating how all of us for each group. can contribute to healthy, sustainable forests and communities. Engaging in small group discussions through the Six Bits activity helps your Doing the Activity students practice important communication Part A: Six Bits and critical-thinking skills. How might understanding forest management in a changing cli- 1. Remind students of the carbon cycle mate improve your students’ abilities to address (see Activity 7: Carbon on the Move) and climate change? By becoming more proficient prompt them to list the different ways carbon enters and leaves the atmosphere. Remind TEACHERS SAY … at understanding and exploring complexity, students will be better able to address complex them of life cycle assessment (see Section 4) issues related to climate change through their and ask them where the carbon goes when a This was one of the comprehension of stocks and flows. tree is used to build a house. The introduc- best activities for tory slides of the Tracking Carbon presen- pulling a lot of the tation provide a brief overview of carbon, This activity supports teachers in developing information together. the carbon cycle, and the role of carbon in key knowledge and skills among their students. —Biology Teacher, Kentucky Part A promotes students’ cooperative and climate change. These slides may be useful if communication skills, and Part B gives them you have not completed Activity 7 with your practice with scientific instructional representa- students. tions (i.e., graph). When we pilot tested this activity with teachers, they told us that the puzzle 2. Divide the class into groups of six students. should come first. Even though students may If the class is not evenly divisible, make a few be confused, this is a good way to use curiosity groups with less than six students rather than to sustain their attention and interest so they groups with more than six students. can make sense of the graph. 3. Explain to students that they are going to work in small groups to solve a puzzle relat- Getting Ready ed to climate change and forests. Each group will get the same set of six different cards, and The Activity 12 webpage provides each student will get one (or more) of the six Teacher Tools that you can use cards. One of the cards has the question that to become more familiar with this the group must answer. Information from all activity’s background and procedure. of the six cards will be necessary to answer the question. The activity is also a challenge to see This activity synthesizes information from which group solves the mystery first. Instruct Sections 3 and 4. It will be beneficial if students students in the following rules of Six Bits: have already become familiar with the carbon cycle (Activity 7), carbon sequestration (Activi- ■■ Students are not allowed to show their ty 8), and life cycle assessment (Activity 10). cards to anyone else. ■■ Students are not allowed to look at the Download the Tracking Carbon presentation cards of other students. from the Activity 12 webpage. If you feel you ■■ Students should verbally share what is would like more guidance for Part B before us- written on their cards with other group ing it with your students, an additional narrated members. version of the Tracking Carbon presentation ■■ Each group is responsible for answering can be found on the Activity 12 webpage. the question posed on Card 1.

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 12 217 4. Distribute one set of Six Bits cards to ■■ Who took a leadership role in your group? each group. Each student should receive one What skills and resources did that person card, face down. Ask students not to look have? at their cards until instructed to do so. For Leadership may manifest itself in many ways groups with less than six students, distribute during a Six Bits activity. It could be that a all the cards, but ask for volunteers or select person with the insight to ask everyone else students to receive more than one card so questions is the one who gets the ball rolling that the group still has all the information to solve the puzzle. It could be the person needed to solve the puzzle. who has a pencil and is able to take notes.

■■ Did everyone participate equally? What TEACHERS SAY … 5. When everyone has received their cards, prevented or encouraged equal participa- ask students to read their cards silently and The activity was great. tion? then work together to answer the question. For example, it could be the gender ratio I would not be able Remind them that only one student has the in a group either favors or hinders group to use it without first question and the first step will be for that cooperation. Personality may also play a role using Carbon on the student to read the question to the group. Or, with more talkative individuals participating you might ask a student with Card 1 to read Move and Counting more. Did they invite quieter students to the question aloud and write it on the board. Carbon. The Six Bits contribute? Every group is solving the same puzzle, but activity was very they will likely use different strategies to ■■ How effectively did the group function? engaging. This would do so. Invite them to pay attention to how What might have improved efficiency? You benefit my AP class as they solve the problem. Provide as little or may ask the group that finished first how a review just prior to as much guidance as you wish, depending they solved the problem so quickly. on how comfortable your students are with the exam. ■■ ambiguity and cooperative tasks. What skills were used to complete this task —AP Environmental Science Teacher, as a group? Florida 6. Circulate throughout the room, answering ■■ What different strategies helped some questions and noting how leadership devel- groups solve the puzzle? ops, what causes difficulty, and the order in which groups finish. Ask students to let you 10. Discuss with students the advantages know when their group solves the puzzle. of group collaboration. You may ask if they enjoyed depending on each other for informa- 7. Once all the groups have solved the puz- tion, or whether they were frustrated because zle, ask students the question posed by the they couldn’t work by themselves. Most activity: How can we best manage planted real-world situations require cooperation be- pine forests and wood products to reduce tween parties with different interests, including atmospheric carbon dioxide? climate change and forest management issues. Learning how to effectively utilize the skills 8. Have each group of students share their and knowledge of all participants is in the best answers to the question. Students should interests of everyone. have discovered that reductions in atmospheric carbon dioxide can be maximized Part B: Combining Carbon Pools in by harvesting forests on short rotation cy- a Graph cles of 25 to 35 years so that a constant sup- 1. ply of solid wood products is available to be Explain to students that the answer to the substituted for carbon-intensive products. Six Bits puzzle can also be displayed visually, through a graph that combines carbon pool 9. Broaden the discussion to talk about data over 150 years. Use the Tracking Carbon how students solved the puzzle, using these presentation to guide students through the questions as a guide. data regarding each carbon pool and how those data can be combined to provide a more

218 ACTIVITY 12 Southeastern Forests and Climate Change PROJECT LEARNING TREE complete view of carbon sequestration. The If students are struggling to solve the Six Bits In addition to teacher notes included in the presentation puzzle, consider a “Team Six Bits” activity. To the Tracking provide an explanation for each carbon pool as do this, divide your class into six groups and Carbon well as for how to build the final figure. give each group of students one of the Six Bits presentation cards. Then, students can work as a class to that you can use with 2. Once you have gone through the pre- solve the puzzle. sentation with the students, display the last students, the Activity 12 webpage includes slide, which shows the combined data from Enrichment all carbon pools, and ask students to answer a narrated Teacher’s the questions on the Combining Carbon Have students read the CORRIM fact sheet Guide to help you better Pools student page. An answer key is avail- (available at http://www.corrim.org/pubs/ understand how to able on the Activity 12 webpage. factsheets/fs_05.pdf), which includes other explain the graph. carbon pools not covered in this activity. 3. Review the correct responses as a class to You can then lead a class discussion using ensure student understanding. the following steps: ■■ Ask students what those other pools rep- 4. Systems Reflection: How does resent and how each new pool affects the studying a behavior-over-time-graph numbers regarding carbon sequestration. help promote systems thinking? ■■ Help students discuss the strategies that Behavior-over-time-graphs are tools to help can be used to reduce atmospheric carbon people understand systems as dynamic rather by asking them to categorize the carbon than static. By providing a picture of how pools discussed in this activity. First, as a multiple variables in a system are changing class, list possible carbon pools. Then ask over time, they allow people to better under- students to place the various carbon pools stand the patterns involved in those changes into groups based on whatever criteria and the relationships between the variables they like. over a certain period of time. ■■ Have the students describe their chosen groupings in class. Possible groupings 5. Summarize Part A and Part B of this include human-made (short-lived and activity by reminding students of the role of long-lived wood products) versus natural carbon pools and fluxes within an ecosys- (forest, dead wood). The substitution pool tem and by synthesizing information about may not fit well with the other groups. It’s forest management, the carbon cycle, carbon fine to leave it on its own. Other group- sequestration, and life cycle assessment. How ings may be based on the length of time can plantation forests be managed to max- the pool is intact with short-lived pools imize productivity in a changing climate? (dead wood and short-lived products) in How might the concepts of carbon pools one pool and long-lived pools (forests, and fluxes play a role in consumer decisions long-lived wood products) in another. If when considering climate change mitigation? students do not mention this distinction Should we use policy to influence markets to on their own, be sure to emphasize it for encourage people to use wood products? them. ■■ Wrap up the discussion by reminding Modifications the students that the substitution pool involves carbon that has not been in the You may wish to simplify this activity, par- atmosphere for millions of years. ticularly if your students struggle with un- ■■ Ask students to graph the carbon pools derstanding and interpreting data through in a cornfield or a forest that is cleared graphs. In this case, you may wish to complete for urban development. They should be just Part A of this activity. The first half of the able to select the pools and graph them Tracking Carbon presentation will still be to indicate relative amounts. useful if you choose to do this modification.

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 12 219 Additional Resources This fact sheet summarizes CORRIM research findings for life cycle assessment CORRIM Presentations studies related to carbon in forests, forest Consortium for Research on Renewable products, and wood product substitution. Industrial Materials (CORRIM) www.corrim.org/presentations/index.asp Towers of Steel? Look Again This portion of the CORRIM website pro- Henry Fountain, The New York Times, vides several videos and presentations related September 23, 2013 to assessments of carbon storage, life cycles, http://www.nytimes.com/2013/09/24/ and product substitution. science/appeal-of-timber-high-rises-widens. html?pagewanted=all Forests for the Next Century This newspaper article reports on how some http://rethinkforests.com/ architectural firms are exploring the use of This website has information and several videos timber, rather than steel and concrete, to build related to forest health, climate change, and skyscrapers that sequester carbon. carbon sequestration in wood products.

Forest Management Solutions for Mitigat- References Cited ing Climate Change in the United States Robert W. Malmsheimer et al., 2008 Gonzalez-Benecke, C. A., T. A. Martin, E. www.ntc.blm.gov/krc/uploads/399/Forest% J. Jokela, & R. De La Torre. (2011). A 20Management%20Solutions%20for%20 flexible hybrid model of life cycle carbon Mitigating%20Climate%20Change.pdf balance for loblolly pine (Pinus taeda This Journal of Forestry article contains L.) management systems. Forests 2(3), an executive summary and chapters relat- 749–776. Retrieved from http://www. ed to preventing greenhouse gas emissions mdpi.com/1999-4907/2/3/749 through wood substitution and biomass Lippke B., Wilson, J., Meil, J., & Taylor, A. M. substitution, as well as information about (2010). Characterizing the importance of reducing atmospheric greenhouse gases carbon stored in wood products. Wood and through sequestration in forests and storage Fiber Science, 42 CORRIM Special Issue: in wood products. 5–14. Retrieved from http://www.corrim. org/pubs/reports/2010/swst_vol42/5.pdf Maximizing Forest Contributions Perez-Garcia, J., Lippke, B., Comnick, J., & to Carbon Mitigation Manriquez, C. (2005). An assessment of Consortium for Research on Renewable carbon pools, storage, and wood products Industrial Materials (CORRIM), 2009 market substitution using life-cycle analysis http://www.corrim.org/pubs/factsheets/ results. Wood and Fiber Science, 37 Cor- fs_05.pdf rim Special Issue: 140–148. Retrieved from http://soilslab.cfr.washingtonedu/ Publications/Perez-Garcia.pdf

220 ACTIVITY 12 Southeastern Forests and Climate Change PROJECT LEARNING TREE STUDENT PAGE Six Bits

Instructions: For each group of six students in your class, make one copy of this sheet. Cut the six cards along the dotted lines. Distribute a set of cards for each group—one card per person for each group of six. Remind students that they cannot show their cards to each other, but they should share the information verbally.

Card 1 Card 2

Do not show this card to anyone in your group. You may read the Do not show this card to anyone in your group. You may read the information on the card to anyone in your group. information on the card to anyone in your group. ■■ How can we best manage planted pine forests and ■■ Substituting wood products for more carbon-intensive wood products to reduce atmospheric carbon dioxide? products leads to additional reductions in atmospheric ■■ Fertilizer application helps trees grow faster. carbon dioxide. ■■ Forest product substitution is the practice of using ■■ For buyers to choose lumber over concrete, lumber wood instead of other products. must be available and sold at a competitive cost. ■■ Lumber is a long-lived, solid wood product; the carbon ■■ Growing trees faster is one way to sequester more can stay stored in wood for many years, depending on carbon. how the lumber is used. ■■ After trees are harvested, carbon in the wood can be stored in forest products, such as paper and lumber.

Card 3 Card 4

Do not show this card to anyone in your group. You may read the Do not show this card to anyone in your group. You may read the information on the card to anyone in your group. information on the card to anyone in your group. ■■ Forest product substitution is a carbon pool. ■■ As trees grow, they remove atmospheric carbon dioxide ■■ Trees that grow on pine plantations are harvested for and store it in their trunks, leaves, and roots. forest products. ■■ Recycling paper is one way to keep carbon out of the ■■ The average useful lifespan of a wood house is 80 years. atmosphere. ■■ Harvest cycles of 25 to 35 years provide a steady supply ■■ Lumber can be used instead of other construction of solid wood products. materials, such as concrete or steel, to build houses and buildings. ■■ Young, growing pine trees up to about 25 years old sequester significantly more carbon than mature trees.

Card 5 Card 6

Do not show this card to anyone in your group. You may read the Do not show this card to anyone in your group. You may read the information on the card to anyone in your group. information on the card to anyone in your group. ■■ Forest carbon (stored in trunks, leaves, and roots) is an ■■ Paper is a short-lived wood product; the carbon in important carbon pool. these products returns to the atmosphere when they ■■ Concrete and steel production release a great deal of decay or are burned. carbon dioxide—making these products carbon-intensive. ■■ When only considering the forest carbon pool, carbon ■■ For landowners to manage their forests for lumber, storage is maximized by maintaining old, mature trees. there must be a market to sell their wood. ■■ Life cycle assessments of concrete and wood reveal ■■ Mature southern pine trees over 40 years old maintain that concrete contributes significantly more the carbon they have sequestered, but do not add a lot atmospheric carbon than wood. of additional carbon. ■■ Forest products (such as lumber and paper) are an important carbon pool.

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 12 221 STUDENT PAGE

Combining Carbon Pools

NAME DATE

Based on the discussion about the carbon pools and using the graph of data from those pools, answer the following questions.

1. Where does the carbon come from when trees grow?

2. When the forest is cut (years 2045, 2090, and 2135), which carbon pools decrease immediately? Which carbon pools increase immediately? For each carbon pool, explain why it increases or decreases.

3. What happens immediately to the total carbon (represented by the black line) during the years that trees are harvested? Explain why in terms of your answer to Question 2.

4. What happens to the total carbon sequestered during the decade after each harvest year (2045–2055, 2090–2100, and 2135–2145)? Explain this behavior in terms of the carbon pools.

5. What happens to the total carbon sequestered at year 2125? Which carbon pool is responsible for this behavior? Explain why this carbon pool changes during this year.

6. Describe the carbon-saved pool. Why is this the biggest component on the graph? If it is so much bigger than the forest pool, can we obtain these benefits without the forest carbon pool?

7. Which carbon pools tend to grow over time and which ones are cyclical, rising and falling over time? What insights about carbon sequestration does this provide?

222 ACTIVITY 12 Southeastern Forests and Climate Change PROJECT LEARNING TREE ACTIVITY Future of Our Forests

Student teams review what they have learned in this module by compiling a report on the future of forests in Southeast United States. Students can share their 13 knowledge by writing a letter to their state or county forester, city arborist, local newspaper, community leaders, or other audiences that are relevant in your area.

Subjects Objectives Agriculture, Biology, By the end of this activity, students will be able to Environmental Science, ■■ synthesize information about the forest and climate system, and Language Arts ■■ communicate recommendations for forest managers about adapting to future climate uncertainty.

Skills Assessment Analyzing, Communicating, ■■ Use the handouts and summary reports to assess how well students understand the connections Critical Thinking, Predicting, between climate, forest, emissions, and consumer choice. Researching, Synthesizing ■■ Ask students to write an essay in response to the prompt: Describe at least two ways in which climate change may affect forests in your area and how this might impact landowners in your Materials community. Describe at least two strategies that people could do to either reduce or cope with Student pages (available at this potential impact. http://sfrc.ufl.edu/extension/ ee/climate/section5/ activity13); Internet access

Time Considerations Background Additional background information Two 50-minute periods can be found throughout the module. Forests in the southeastern U.S. are Related Activities very important resources. While these Students should have an forests account for only 2 percent of You can help students synthesize this understanding of at least the world’s total forest cover, they pro- information and understand how two concepts introduced in this module. See the chart duce 16 percent of its timber products. each section of this module contrib- in Getting Ready to review Forestland also protects watersheds, utes to the future of southeastern how to adapt the activity provides wildlife habitat, and offers forests by asking teams of students to review what you have outdoor recreation experiences for to summarize key points related to covered. people. Healthy, resilient forests are one topic in a one-page handout and Research Connection important to the future of the South- short presentation. Group assign- Scientists around the world east, the nation, and the world. ments are based on using several are exploring the process activities in this module. If you of climate change and the The other activities in this module have not had time to use them all, opportunities we have to mitigate and adapt. introduce students to the potential you may need to change the group impacts of climate change on south- assignments to reflect the activities eastern forests, the research under- you have completed. You may want way to understand these changes to remind students of which activi- and develop strategies to protect ties they completed by reviewing the forest resources, the management associated background readings and possibilities that could reduce atmo- slide presentations in this module. spheric carbon dioxide and increase In addition, the cards on the Group resilience of forests, and the role that Assignments student page can be consumers could play in making a starting point for each group’s choices that emit less carbon and in research. After hearing from each encouraging wood substitution to group, ask students to write a sum- sequester carbon. mary report, essay, or letter for the

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 13 223 STEVE MCKEAND, NORTH CAROLINA STATE UNIVERSITY

state or county forester, city arborist, local put the pieces together for themselves and This activity newspaper, community leaders, or other others. The act of recalling information may provides an audiences that are relevant in your area. reveal misconceptions that were not effec- opportunity tively reconstructed and facts that were not for students to Teaching This Content retained. You can help students realize their summarize the questions and support them in digging up concepts they’ve Learning occurs when we provide opportu- additional information. If they have identi- learned about nities to experience and reflect. This activity fied the gaps in their knowledge, they may climate and forests. gives students a chance to return to infor- be more likely to remember the information mation they learned in this module and they find to fill those holes.

Systems Thinking Connection

AS STUDENTS PREPARE handouts When groups begin to synthesize all of the and presentations for the class, instructors information and communicate it to others, may want to remind them to incorporate they help the audience understand the the systems thinking concepts that they system. What will make it easier for people have been learning as well. At what scale are to understand how the pieces fit together they exploring the system? Where are they and interact? Students might find an analogy drawing the system’s boundary? What are the or example will be helpful. How does their important variables? What is the relationship group topic fit into the larger picture? What between the variables? Are there connections are the connections to concepts and topics that are often overlooked? Are these covered by other groups? It might even be connections direct or indirect? Are there any useful for students to tell the audience that delays between the causes and the effects? they are describing a system and then define What are the feedbacks within the system? its variables, relationships, and boundaries.

224 ACTIVITY 13 Southeastern Forests and Climate Change PROJECT LEARNING TREE Getting Ready summary answers to the questions related to their topic. The Activity 13 webpage provides Teacher Tools that you can 2. Invite each group to review the data, sum- use to become more familiar with marize the information in a one-page handout, this activity’s background and procedure. and make a presentation to the class with findings and synthesis. The reports should include Select the Group Assignments cards you at least three supporting references. need based on the following chart. Note that in addition to this activity, Activities 9, 11, 3. As students listen to the group presenta- and 14 are not included on the chart. Adjust tions, ask them to complete the Reflection the questions on the Reflection student page student page. to match the groups you have chosen. Make copies of student pages and cut the cards 4. After all groups have presented, discuss you will need for your groups. the following questions as a class:

Review the information on the selected ■■ What are some general trends for how Group Assignments student page and locate climate change might affect forests in the background information, videos, or your area? presentations from activities in this module ■■ How can forests help reduce atmospheric that you need to provide for each group. carbon dioxide? ■■ What can forest landowners do to reduce risks associated with climate change? Doing the Activity ■■ What can consumers do to reduce 1. Divide the class into equal groups based carbon dioxide added to the atmosphere on the number of role cards that you can through human activities? use (which is based on the activities you ■■ What information will help people un- conducted from this module). Each group derstand and act on these concepts? will need to access websites, videos, and background information associated with 5. After hearing the presentations and collect- the information on their card. Provide a ing the handouts, ask each group of students to copy of the Reflection student page to each write a summary report, essay, or letter to group member so students can develop explain the importance of forests, how forests

If your class experienced this activity. . . You can use this card . . . 1: Stepping through Climate Science Climate Scientist Group, Forest Ecologist Group 2: Clearing the Air Climate Scientist Group 3: Atlas of Change Climate Scientist Group, Forest Ecologist Group 4: The Changing Forests Forest Ecologist Group, Forest Researcher Group 5: Managing Forests for Change Forest Ecologist Group, Forest Manager Group 6: Mapping Seed Sources Forest Manager Group, Forest Researcher Group 7: Carbon on the Move Tree Biologist Group 8: Counting Carbon Tree Biologist Group 10: Adventures in Life Cycle Assessment Forest Industry Group 12: The Carbon Puzzle Forest Manager Group, Forest Industry Group

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 13 225 gain a sense of worth: they are helping to bring these strategies to those who can use them. They are making a difference!

Modifications

EVAN GEORGE CANTWELL, MASON UNIVERSITY Adjust the Group Assignment Cards to reflect the activities you conducted with your class and ask each group to tell a story, perform a skit, write a handout, or make a presentation that conveys what they learned. The synthesis product may be designed to answer this question: What should people know about forests and climate? This can be shared with other students or parents.

are likely to be impacted by climate change, Enrichment In this activity, and what landowners and citizens can do Ask a local forester or forest landowner to students work to mitigate the effects of climate change and visit your classroom to listen to the student in groups to protect the health of southeastern forests. presentations. This person could share compile a report As a class, select the audience(s) for these knowledge about the topics being discussed on the future documents. For example, you may wish to and also share career information with of southeastern communicate this information to the state or students. forests. county forester, city arborist, local newspaper, community leaders, parents, or other members Allow students the opportunity to give their of the community. You could choose to share presentations as part of a Climate Change all of the reports with one audience or have forum open to the public or at another ap- different groups write for different audiences. propriate event. 6. Systems Reflection:Use the questions in the Systems Think- Additional Resources ing Connection box to prompt Southern Forest Futures Project student discussion and to re- U.S. Forest Service inforce important systems concepts, such www.srs.fs.usda.gov/futures as scale, boundaries, direct and indirect This website provides summary reports, a impacts, and time delay. webinar, and other resources related to a multiyear research effort that forecasts changes in 7. Summarize this activity by helping southern forests between 2010 and 2060. students see the system and the connections between climate change, forest manage- Southern Forests for the Future ment, industrial wood production, and World Resources Institute consumer choices. In sum, students may www.seesouthernforests.org gain hopeful strategies for adapting to and This website contains maps, photos, case perhaps even mitigating climate change. studies, and other information to highlight Sharing what they have learned with others key features and trends for southern forests. will help students learn the information and

226 ACTIVITY 13 Southeastern Forests and Climate Change PROJECT LEARNING TREE STUDENT PAGE

Group Assignments (1 of 3)

Climate Scientist Group

YOUR TASK: As a group, create a 5- to 10-minute presentation and one-page handout to explain why scientists believe that humans are impacting the climate and focus on the types of changes that will affect your state. You can start your research with the following websites and documents:

■ TACCIMO Climate Report (www.sgcp.ncsu.edu:8090/about.aspx): Under the Generate a Report tab, click Climate Report and select your state. This report will contain a range of potential future climate projections represented by different combinations of global climate models and scenarios.

■ NOAA Climate (www.climate.gov): This website provides information, maps, and videos to help you understand climate science.

■ Climate Change: Evidence, Impacts, and Choices (http://nas-sites.org/americasclimatechoices/ more-resources-on-climate-change/climate-change-lines-of-evidence-booklet): This booklet explains climate change, impacts expected in this century, and how science can inform management and reduce risks. At this site, you can also find a video and figures to help with your presentation.

■ Climate Change: Evidence and Causes (http://www.nap.edu/catalog.php?record_id=18730): This short booklet provides clear answers to 20 common questions and background basics to climate change science.

■ NASA Global Climate Change (http://climate.nasa.gov): This website provides information on the evidence, causes, effects, and uncertainties of climate change. There is also recent data on global temperature, carbon dioxide levels, and the rate of sea level rise.

Forest Ecologist Group

YOUR TASK: As a group, create a 5- to 10-minute presentation and one-page handout to build on the Climate Scien- tists’ summary and apply these projected climate changes to forests. Which changes are likely to affect the forests in your state? How? What types of changes could people experience? You can start your research with the following websites and documents.

■ Climate Change, Forest Impacts and Adaptation (www.epa.gov/climatechange/impacts-adaptation/ forests.html): This website discusses the impacts of climate change on forests and productivity as well as the role of disturbances.

■ Earth & Sky, Neil Sampson Says Climate Change Speeding Flux of Forest Ecosystems (http://earthsky.org/earth/climate-change-speeding-flux-of-forest-ecosystems): During this 90-second interview, scientist Neil Sampson describes how forests may be affected by climate change.

■ Forests and Global Climate Change: Potential Impacts on U.S. Forest Resources, Section 2 of Report, Ecological Impact (www.c2es.org/docUploads/forestry.pdf): This report discusses the link between climate change and ecosystem shifts. Both past and projected changes are considered.

■ Tree Atlas (www.nrs.fs.fed.us/atlas/tree): This site includes information about climate models and projects how forest ecosystems in the eastern U.S. might fluctuate as the climate changes.

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 13 227 STUDENT PAGE

Group Assignments (2 of 3)

Forest Manager Group

YOUR TASK: As a group, create a 5- to 10-minute presentation and one-page handout about managing forests under changing climate conditions. What exactly should forest landowners do to protect and conserve their forest resources? Why? You can start your research with the following websites and documents.

■ Southern Forests for the Future (www.seesouthernforests.org): This website contains maps, photos, and information you can use in your presentation.

■ Protecting Your Forest Asset: Managing Risks in Changing Times (http://www.pinemap.org/ publications/fact-sheets/Protecting_Your_Forest_Asset.pdf): This pamphlet reviews healthy forest strategies and approaches to decrease the risks associated with projected climate change impacts.

■ Southern Group of State Foresters (www.southernforests.org): This website provides links to explore your state forest agency’s website to learn about forest management.

Forest Researcher Group

YOUR TASK: As a group, create a 5- to 10-minute presentation and one-page handout that provides insights into the many ways researchers are helping managers improve southeastern forests. You can start your research with the following websites and documents.

■ State Climatologist Interview with NC People (http://video.pbs.org/video/2134881398/?starttime =671000): This video is an interview with the North Carolina State Climatologist to explain how climate impacts forests in the region.

■ The Forest Service and Climate Change (www.fs.fed.us/video/climate): This video introduces climate change science, impacts on forest ecosystems, and how the U.S. Forest Service is responding to climate change.

■ PINEMAP (http://pinemap.org): This website contains research summaries, newsletters, photos, and videos that describe current research related to pine plantations and climate change in the Southeast.

■ WaSSI (http://www.forestthreats.org/research/tools/WaSSI): This web-based tool provides information about how changes in precipitation and temperature may affect water resources and forest ecosystems at the regional watershed level.

228 ACTIVITY 13 Southeastern Forests and Climate Change PROJECT LEARNING TREE STUDENT PAGE

Group Assignments (3 of 3)

Tree Biologist Group

YOUR TASK: As a group, create a 5-to 10-minute presentation and one-page handout about the carbon cycle and how trees sequester carbon. Your group can discuss the estimated levels of carbon sequestration that can be expected from maintaining the productivity of forests in the Southeast and planting trees on less productive agricultural land. Your group can also discuss the effect of higher carbon dioxide levels on tree growth. You can start your research with the following websites and documents.

■ Earth & Sky, Greg McPherson’s Tree Carbon Calculator (http://earthsky.org/earth/greg- mcphersons-tree-carbon-calculator): Scientist Greg McPherson talks about a tool he developed to help determine how much carbon a tree sequesters and the value of knowing this information.

■ The Carbon Cycle (http://earthobservatory.nasa.gov/Features/CarbonCycle/): This website contains an overview of the importance of carbon and the carbon cycle.

■ I-Tree (http://www.itreetools.org/index.php): This website provides information on the benefits provided by urban trees.

■ Carbon Dioxide and Future Forests (http://ns.umich.edu/new/releases/8614): This article from the University of Michigan discusses the effect of higher levels of carbon dioxide and ozone on tree growth.

■ Tree Growth Spurt (http://www.nytimes.com/2010/02/02/science/earth/02trees.html?_r=0): This New York Times article provides information on recent research about growth spurts in trees due to increasing levels of carbon dioxide in the atmosphere.

Forest Industry Group

YOUR TASK: As a group, create a 5- to 10-minute presentation and one-page handout about how forest products play a role in reducing atmospheric carbon. Your group is part of a company that produces a variety of products from forest resources—particularly lumber, OSB (oriented strand board), and plywood. These products sequester carbon, and when consumers purchase them, the carbon stays sequestered for the lifetime of the product. Even more carbon emissions can be eliminated if these products were purchased instead of similar products that rely on fossil fuels or limestone for production (such as those made from concrete or steel). You can explain the life cycle assessment of wood products and how using wood can be a valuable contribution to mitigating the effects of climate change. You can start your research with the following websites and documents.

■ Consortium for Research on Renewable Industrial Materials, CORRIM (http://www.corrim.org): This website provides fact sheets, videos, and other resources. In particular the Editorials (under Publications tab) provide helpful information for your presentation.

■ The Carbon Cycle Poster, The Forest Foundation (http://www.calforestfoundation.org/pdf/ carbon-poster.pdf): This poster highlights the role of forests and wood products in the carbon cycle.

■ Forest Carbon Management: Let’s Brainstorm the Tradeoffs (http://www.treehugger.com/ corporate-responsibility/forest-carbon-management-lets-brainstorm-the-trade-offs.html): This website provides information about carbon sequestration in forests and carbon pools.

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 13 229 STUDENT PAGE

Reflection

NAME DATE

As you follow along with the group presentations, answer the following questions on this worksheet. Also, make sure to write down information that you think will be important to include in your summary letter.

1. Climate Scientist Group: How are temperature and precipitation projected to change in your state?

2. Forest Ecologist Group: How can these projected changes in climate affect forests in your state?

3. Forest Manager Group: What management strategies should forest landowners use to protect and conserve forest resources? Why?

4. Forest Researcher Group: Describe current research being conducted to help foresters improve the productivity and resilience of forests in the Southeast.

5. Tree Biologist Group: How can forests reduce atmospheric carbon dioxide?

6. Forest Industry Group: What is life cycle assessment and how can life cycle information help us reduce atmospheric carbon dioxide?

230 ACTIVITY 13 Southeastern Forests and Climate Change PROJECT LEARNING TREE ACTIVITY Starting a Climate Service-Learning Project 14 Students use the knowledge gained throughout this module to plan and complete a climate service-learning project related to forests in their community.

Subjects Objectives Agriculture, Biology, By the end of this activity, students will be able to Environmental Science, Social ■■ identify at least two feasible projects they can do to address forest health and climate change, and Studies ■■ explain the value of individual and community action to promote environmental quality and community wellness. Skills Communicating, Defining Assessment Environmental Issues, Evaluating, ■■ Ask students to write one or two paragraphs describing the need for the project based on the Investigating, Planning, Problem data collected and how the proposed project will meet the identified need. Solving, Working in Groups ■■ Once the project is complete, ask students to respond to the following prompts: (1) evaluate the effectiveness of the project based on the criteria they identified in the plan, (2) describe intended Materials and unintended consequences of the project, (3) reflect on ways the project could be more Student pages (available at effective by providing either next steps or tips for others trying to do a similar project. http://sfrc.ufl.edu/extension/ ee/climate/section5/activity14); other materials dependent on project Background Components of Successful Time Considerations Service-Learning Projects Varies, dependent on project Congratulations! You have taught your students a number of key con- Service learning is a teaching strategy Related Activities that integrates meaningful community This activity helps culminate cepts about the future of forests in the your unit on forests and Southeast United States, including the activity with instruction and reflec- climate. Students should have role of forests in climate change, the tion to enrich the learning experi- an understanding of how carbon cycle and carbon sequestra- ence, teach civic responsibility, and forests affect and are affected tion, forest management strategies, strengthen communities. Through ser- by climate change (Activities vice learning young people apply what 1, 3, 4, 5, 6, 7, or 8) and what and the role of consumer choices in people can do (Activities 2, 9, climate change through life cycle as- they learn in the classroom to help 10, 11, 12). sessment and product comparisons. address problems in their communities, regions, and the world. They gain Research Connection from the practical applications of their Student class projects have Now what? Your students can apply been found to increase interest what they have learned in this module studies, and they become active citi- and motivation in school and to establish a climate-related action zens contributing through the services improve academic performance project. Service-learning projects they perform. Important components in standard subjects. Students engage students in tackling an issue of service-learning projects include gain problem-solving and the following: critical-thinking skills and or problem with the goal of improv- may develop a more nuanced ing their community. Projects can be ■ Ideally, students play a key role in and mature view of their related to many topics and be imple- communities when engaged in designing and implementing the authentic action projects and mented in many ways. For this activi- project. The student voice is a key research. ty, the projects should relate to im- part of service-learning projects. proving nearby forests and/or working Students should identify commu- locally to address climate change. nity needs and issues, help choose

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 14 231 or colleges, parents, community based organizations, teachers, school adminis- ADRIAN DELGADO, FRIENDS OF THE NATIONAL FORESTS AND GRASSLANDS IN TEXAS trators, and service recipients. All partners should contribute to the planning and implementation of the project and benefit from it. Teachers can either contact these community partners directly or work with students to develop a list of relevant community partners to contact. ■ Students are given time to evaluate, reflect, and celebrate project achievements. Teachers should give students time to reflect before, during, and after the project. Students should evaluate the progress they have made toward the learning and service goals of the project. Achievements should be celebrated to reinforce the good work students are doing. and plan the project, reflect on each This means that educators, students, and local This activity allows stage of the project, evaluate it at the partners must be involved in helping to select students to apply end, and celebrate its success. Teachers a project appropriate for your community— their knowledge to can facilitate the discussions about proj- and one that all partners can embrace. plan and complete ect ideas, available resources, project a service-learning timeline, implementation strategies, and project related to evaluation of results. Project Ideas climate change and ■ Encourage students to choose a project Environmental action projects can take many forests. that will benefit the community and forms, cost various amounts of money, and meet an identified need. Service learn- take different amounts of time to complete. ing tackles complex problems in complex For example, with relatively few funds, your settings, not simplified (or hypothetical) students can establish an appropriate car- issues in isolation. Students learn that bon-emission reduction plan for the school they can affect their community and grounds or the local community. They could make meaningful change. also develop forest and climate outreach activ- ■ Teachers can integrate the project into ities for elementary or middle school students. the curriculum. When service-learning For projects that require more funding, such projects are connected to curriculum, as buying and planting trees, you can help stu- students experience a deeper under- dents seek grants from the PLT Greenworks! standing of the material. The results are program, the local school board, or an envi- immediate and meaningful; students are ronmental organization or local business. not simply trying to find the right answer. The project should engage students The following list provides a few ideas that in active problem solving and encourage may help get you get started on a brainstorm- them to gain specialized knowledge, ing session with students. rather than generalized knowledge such ■■ Explore student or community attitudes as might come from a textbook. Service and knowledge about climate change, learning promotes social, emotional, and local forests, and climate change solutions. cognitive learning and development. Based on the results, students could create ■ Relevant community partners are educational materials and events (e.g., involved. Community partners can video, brochure, school festival, media include students from local universities

232 ACTIVITY 14 Southeastern Forests and Climate Change PROJECT LEARNING TREE event, or a presentation to community monitoring tree growth, calculating leaders) to increase knowledge, awareness, carbon sequestration, assessing potential Environmental or encourage behavior change of other stu- impacts from climate change, and recom- action projects dents, parents, or community members. mending management actions. Students can take many ■■ Calculate the personal carbon footprint could then present the plan to the land- forms, cost various of students in one class, grade level, or owner, organization, or agency. amounts of money, the entire school and determine strategies ■■ Determine a public area that could be and take different for reducing carbon footprints by certain improved with more trees and work with amounts of time to amounts. Students can organize compe- community partners to create a plan and complete. titions among classes or grades and track hold a tree-planting event. progress over time. There are many pos- ■■ Learn about and assess forest health issues sibilities for energy saving projects from related to climate change in the area (e.g., campaigns for turning off lights to changes wildfire risk, invasive species, insects, in air conditioning and heating practices. diseases) and obtain permission and coop- Students may also be interested in raising eration from the managing agency to plan funds to offset carbon emissions from var- a community work day to raise awareness ious school activities by purchasing carbon and improve conditions at a specific forest credits through an organization that plants or natural area. trees for carbon sequestration purposes. ■■ Explore the purchasing process for the The following are useful personal carbon school (or another organization) and footprint calculators for students: determine a set of criteria that emphasizes • U.S. EPA, Carbon Footprint Calculator: carbon sequestration, substitution, and http://epa.gov/climatechange/kids/calc/ reductions. Present these criteria to the peo- index.html ple who make purchasing decisions. • The Nature Conservancy, Carbon Foot- print Calculator: http://www.nature.org/ PLT Greenworks! greenliving/carboncalculator/index.htm The PLT Greenworks! program provides ■■ Create a plan for managing a nearby grants to schools and youth organizations forest with a climate mitigation objective. to engage students in service-learning This could involve measuring and projects. Applicants for this grant must

Systems Thinking Connection

TEACHERS REPORT that one of the most important ■■ What are the cause-effect relationships that affect the benefits ofsystems thinking is enabling their students to ask system’s behavior? What are the reinforcing and balancing better questions. When designing their own environmental feedback loops in the system? Capturing the power of the action project, students may be able to ask exceptionally good right reinforcing feedback loop may help your project questions about how changes might affect the system. You may achieve outcomes you never expected. What indirect want to have students consider the following systems-related effects might result from the project? Are there unintended questions as they develop their project: effects or consequences that are potentially or likely to occur? ■■ What are the key stocks in the system that you are ■■ What are the potential impacts of the project at different trying to affect? One of the likely stocks targeted in these scales? Conducting a project will likely affect individual projects is atmospheric carbon. There are other important students (e.g., learning outcomes, skill building, self-confi- factors that can be considered stocks and can play a role dence), the class (e.g., classroom management, enthusiasm), in the success of the project, such as public knowledge of and the environment—which might be within the school the need to address climate change, student enthusiasm for or the community. How can students plan and carry out maintaining a long-term project, and administrative support the project to attain the hoped-for impacts at each level? from the school or local community.

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 14 233 have completed a PLT workshop, and the difference, so both protecting and empowering grant must be completed in one year. The your students may be important objectives. project should involve service learning, The Youth and Leader Guides to Give Forests exemplify student voice, involve at least a Hand provides step-by-step suggestions for one community partner, and secure 50 conducting and facilitating action projects percent matched funds (in-kind resourc- (http://edis.ifas.ufl.edu/fr117and http://edis. es are acceptable). Check out the PLT ifas.ufl.edu/fr118). An important aspect GreenWorks! webpage (http://www.plt. of service-learning org/greenworks) for tips and ideas for Getting Ready projects is to allow your project and to see examples of past The Activity 14 webpage provides students to play a projects. Past projects include creating Teacher Tools that you can key role in designing outdoor classrooms and nature areas, use to become more familiar with and implementing planting trees and hosting public events on forest conservation, and restoring hab- this activity’s background and procedure. the project. itat, among many other examples. Review the documents and websites in the Resources section of this activity so you know where to go for questions and assistance along the way.

Before selecting and launching a project, help your students consider the scope of the project and possible limitations of what they can do. If you are considering a school-based project, you may wish to talk to your administrator and maintenance staff about the types of projects that would be welcomed. Make sure that students speak PROJECT LEARNING TREE to appropriate advisors so that everyone shares an understanding of the potential project opportunities and limits or barriers to success.

Make copies of the student page.

Teaching This Content Doing the Activity Facilitating an action project can be a chal- 1. Ask students to brainstorm and list lenge. On the one hand you want students to as many ideas as possible that describe embark on a project that they can complete potential environmental action projects successfully. On the other hand, the more that their school or community could you direct their project, the less powerful the complete related to forests and climate learning experience for the students! As a change. What are the potential objectives result, teachers often adopt a style similar to for project ideas? How would the project inquiry teaching where they ask questions that benefit the community? What are the cli- prompt student observations and deliberation. mate change implications of the project? You can make sure students assess their skills If the school has a school forest, is there and resources and consider their likelihood anything students can do to help manage of success. You can ask that they contact local the area? Are the suggested projects feasi- resource people to obtain advice. In the end, ble? What barriers might exist? you want students to feel that they made a

234 ACTIVITY 14 Southeastern Forests and Climate Change PROJECT LEARNING TREE 2. As a class, select a few of the best ideas to parties that will be involved. If so, have stu- Providing adequate investigate further. Help your students survey dents use presentation software to make a final time for reflection the proposed area, collect relevant data, and/or version of the plan and help them practice and allows students interview others about the project ideas. They present to this group. to evaluate their should be seeking information and opinions on how the proposed environmental action ideas 8. Help students think about how they might progress and might be improved. demonstrate the value of their project. Can they assimilate what they take photographs before and after? Can they have learned. 3. After the initial data collection, help stu- measure something that might change? If so, dents select the idea that has the most potential encourage them to record information before for success within the timeframe available and the project begins. then create a plan for the project. They may wish to divide into teams based on interests in 9. Help students carry out the project as order to carry out specific components of the planned. project. 10. Provide adequate time throughout for 4. Determine the ways in which this project students to reflect on their experiences through can be connected to your curriculum and the journals, blogs, and small group discussions. By learning objectives for students. considering what they have done and the progress they are making, they are more likely to 5. The Planning Your Project student page is increase their capacity and skills to learn from available to help students finalize the objectives their experience. for the action plan and evaluate the resources, approval, or support required for carrying out 11. Systems Reflection:Ask stu- these objectives. Decide whether you’d like students to describe the system that dents to complete this student page individually their project affects. How does their or in teams and pass out copies. project play a role in changing the relationships between variables or creating a new When students have finished a draft of the connection? Did they observe any unin- plan, they should evaluate it using the following tended impacts that they did not anticipate? questions: Could they see any ripple effects of additional impacts? ■■ Is any additional information needed before we begin the project? 12. Systems Reflection: When ■■ What alternative actions could be taken to systems thinkers are trying to effect solve the problem? change, they often use the concept of ■■ Is the action that we propose the best one? leverage points. These are points in the system Why? that allow people to maximize the benefits ■■ What are the ecological, social, and eco- of their actions due to the structure of the nomic impacts of this project? system. For example, the best first step to ■■ Do we have the skills, time, and materials achieving big results may be a very small needed for the project? If not, who can help? project. The confidence and excitement ■■ Who should review and approve the plan? resulting from that success will set the stage for the next step and may be contagious 6. Using the evaluation, students can make around your school or even in other nearby adjustments to the plan. schools. Where are the leverage points in your school? 7. Depending on the project, you may wish It may be helpful to enlist the support of the to have students present the plan to adminis- student council, or other teachers of the same trators, community leaders, partners, or other grade, to help the message spread more quickly.

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 14 235 13. Decide with your students how they will share information about the project with the Additional Resources larger community and celebrate their success. Environmental Service Learning For example, this can be done by presenting Treepeople to other schools or community organizations, www.treepeople.org/environmental- having a media day at the school, writing service-learning news releases, using social media, or creating This website provides information about a video. Implement these ideas to show- seven key elements for quality service learn- case project accomplishments and lessons ing and provides project examples. learned. It may be hard to know when the project is over, so you may want to establish Give Forests a Hand, Leader and Youth a milestone or indicator to allow students to Action Guides, Circular 1269 and 1270 experience a sense of accomplishment and Janice Easton, Martha Monroe, Alison Bowers, closure. And that’s when you can celebrate! and Lizzie Peme; University of Florida; 2009 An opportunity to reflect on the skills and http://edis.ifas.ufl.edu/fr118 and http://edis. perspectives they have gained can be a useful ifas.ufl.edu/fr117 culmination of an action project. It also helps This resource includes a youth action guide to have recognition from an administrator or and a leader guide to help students identify the community to validate their efforts. potential projects, select an idea that matches their abilities, create a plan, conduct the proj- Modifications ect, and celebrate results. Reflection questions are built into the guide to encourage learning. Provide a set of possible action projects that Spanish versions are available. meet the skills and abilities of your students. GreenWorks! Younger students may find it challenging Project Learning Tree to assess their abilities, compare competing www.plt.org/greenworks plans, and select anything other than their This webpage provides information on the PLT first idea. You might limit their projects to the service-learning community action program, classroom or school site. which provides grant opportunities annually. If you can take your students on a field trip to National Service-Learning Clearinghouse a public natural area, ask the manager if the Corporation for National and Community class might assist in some activity. You might Service also ask the county forester or city arborist, www.servicelearning.org for example, to suggest potential projects. This comprehensive resource has answers to general questions about service learning and Enrichment provides success stories. A subsection of this Have students write an environmental action website focuses specifically on environmental project handbook for future students based issues. on what they learned. What worked? What did not work? What did they wish they had Young Voices for the Planet, The Movies known at the beginning? They can post their Young Voices on Climate Change handbook on a website with photos of their www.youngvoicesonclimatechange.com/ activities. You can also share your reports, climate-change-videos.php photos, or success stories on the module web- This series of short films presents replica- site—just use the “Contact Us” area and let us ble success stories of young people tackling know that you have service-learning project climate change issues in their communities. information to share. Accompanying curriculum for each video is also available.

236 ACTIVITY 14 Southeastern Forests and Climate Change PROJECT LEARNING TREE STUDENT PAGE

Planning Your Project (1 of 2)

NAME DATE

To plan your action project, try to answer as many of the following questions as possible.

Background Information and Problem Identification

1. What is the area or audience identified for the project?

2. What is the need for this project? How do you know this is a problem?

3. What existing data or information may be useful as you begin considering how to solve this problem?

Recommendations

4. What are some potential actions that could address the problem?

5. Which action(s) do you recommend? Why?

PROJECT LEARNING TREE Southeastern Forests and Climate Change ACTIVITY 14 237 STUDENT PAGE

Planning Your Project (2 of 2)

Details of the Project

6. Who will be involved in this project? Who will do the work?

7. What community or school partners can help?

8. How much will it cost? Where will the money come from?

9. How does the project benefit the community or school?

Expected Results

10. What results do you hope the project achieves?

11. How will you know whether the project was successful?

238 ACTIVITY 14 Southeastern Forests and Climate Change PROJECT LEARNING TREE GLOSSARY

Many of the definitions listed in this ATP (Adenosine Triphosphate): dioxide. Thus, 1 pound of methane is section were taken from other Project A molecule used as an energy source equal to 21 pounds of carbon dioxide Learning Tree materials, specifically the in many biochemical reactions in living equivalents (BBC, 2010). PreK-8 Environmental Education Activity things (USFS, 2003). Guide, Exploring Environmental Issues: Focus Carbon flux: Process or rate by which on Forests, Exploring Environmental Issues: Balancing feedback loop: A closed carbon moves from one pool to another. Biodiversity, and the Energy & Society Activity sequence of causes and events that tends Guide. Other definitions come directly to resist change in a complex system. Carbon footprint: A measure of from three sources available on the how much carbon dioxide a person, Internet: the U.S. Forest Service’s Climate Best management practices organization, or product produces— Change Glossary; and two documents from (BMPs): Acceptable and effective directly or indirectly—in a certain the U.S. Environmental Protection Agency, practices that can be implemented to amount of time (usually a year). Glossary of Climate Change Terms and A prevent or reduce water pollution and Student’s Guide to Global Climate Change. promote soil conservation. Usually BMPs Carbon pool: Any place where carbon Please see the reference list at the end of are applied as a system of practices can be found, such as plants, soils, the this glossary for the full citations for these rather than a single practice (NCFS, 2011; atmosphere, or fossil fuels. Carbon pools and other sources consulted and cited. USFS, 2004). can also be called stocks or reservoirs.

Adaptation: Adjustment in natural Biodiversity: The variety and Carbon savings: Reductions in or human systems to a new or changing complexity of species present and atmospheric carbon dioxide that result environment. Adaptation to climate interacting in an ecosystem and the from using products, such as wood, which change includes actions taken by humans relative abundance of each. sequester carbon, instead of products to avoid, benefit from, or deal with actual that cause more carbon to be put into or expected climate change impacts. Biomass: The total weight of all living the atmosphere, such as concrete. Adaptation can take place in advance matter in a particular area at a given (by planning before an expected impact moment in time. Some kinds of biomass, Carbon sequestration: Process occurs) or in response to changes that such as wood and corn (after conversion to of capturing and storing atmospheric are already occurring. ethanol), can be burned to produce energy. carbon dioxide into above- or below- ground carbon pools, such as plant Afforestation: The planting of new Carbon cycle: The movement of biomass, through photosynthesis or into forests on lands that historically have not carbon (flux), in its various forms, from soils by plant decomposition. had forests. one place (pool) to another through various chemical, physical, geological, and Carbon sink: A carbon pool that Albedo: The fraction of incoming biological processes. absorbs and stores more carbon than it solar radiation that is reflected from an releases over some period of time, which object or surface (State Climate Office of Carbon dioxide (CO2): A naturally helps to offset greenhouse gas emissions. North Carolina, n.d.). occurring gas that is also a by-product Examples include the ocean, mature of human activities, such as burning fossil forests, and soil. Alleles: The alternative states of a fuels and biomass. Carbon dioxide is a particular gene (McCall, 2012). greenhouse gas. Carbon source: A carbon pool that releases more carbon than it absorbs Atmosphere: The gaseous envelope Carbon dioxide equivalent: Basic over some period of time. Examples surrounding the Earth. The dry unit for measuring the global warming include the burning of fossil fuels, forest atmosphere consists almost entirely of potential of emissions that is expressed fires, and livestock. nitrogen and oxygen, together with a in terms of the amount of carbon dioxide number of trace gases, such as argon, that would cause the same amount of Carbon storage: The amount of helium, carbon dioxide, and ozone. In warming. For example, over a period of carbon that exists in a tree’s leaves and addition the atmosphere contains water 100 years, 1 pound of methane will trap stem at a particular point in time. This vapor, clouds, and aerosols. as much heat as 21 pounds of carbon is the total amount of carbon that is

PROJECT LEARNING TREE Southeastern Forests and Climate Change GLOSSARY 239 captured from the atmosphere during Ecosystem: A system of interacting “family” which is a classification of related photosynthesis as well as the amount of living organisms together with their genera and species.) carbon sequestered by the tree. physical environment. The boundaries of what could be called an ecosystem are Flow: A material or information that Causal loop diagram: A tool used to somewhat arbitrary, depending on the focus increases or decreases a stock at some visualize and analyze causal relationships of interest or study. Thus, the extent of rate over a period of time (Ponto & in complex systems. Also referred to as a an ecosystem may range from very small Linder, 2011). “systems diagram” in this module. spatial scales to the entire Earth. Forest health: The ability of a forest Chromosome: A rod-like body found in El Niño-Southern Oscillation ecosystem to remain productive, resilient, the cell nucleus that contains genes (McCall, (ENSO): An atmosphere-ocean and stable over time and to withstand 2012). phenomenon that results from El Niño, a the effects of periodic natural or warm-water current that periodically flows human-caused stresses such as climate Climate change: Major changes in along the coast of Ecuador and Peru, and changes, disease, drought, flood, insect average temperature, precipitation, or wind the Southern Oscillation, a fluctuation of attack, resource demands, and resource patterns, among others, that occur over the intertropical surface pressure pattern management practices. several decades or longer as a result of and circulation in the Indian and Pacific changes in Earth’s atmosphere. Oceans. This event has great impact on Forest management: The practical the wind, sea surface temperature, and application of biological, economic, and Climate: The long-term average weather precipitation patterns in the tropical Pacific social sciences to the administration of a conditions in a particular location or region and affects climate in many other parts of forest. at a particular time of the year. Climate is the world. not the same as weather. Forest product substitution: The Emissions: In the climate change practice (in the building of homes and Clinometer: An instrument that uses trig- context, emissions refer to the release other buildings, for example) of using onometry to determine the height of a tree. of greenhouse gases, precursors of wood instead of other products, such as greenhouse gases, and aerosols into the concrete or steel. Composition: The species that constitute atmosphere over a specified area and a plant or forest ecosystem (SAF, 1998). period of time. Forester: A person professionally trained in and applying principles and practices for Conservation: The use of natural Evaporation: A physical change of state managing, using, and enjoying forests. resources in a way that assures a continuing in which a liquid is transformed into a availability to future generations; the vapor or gas. Fossil fuel: Coal, oil, natural gas, and intelligent use of natural resources for long- other energy sources that formed by term benefits. Exponential growth: An increase natural processes in the ground over that begins slowly and then becomes millions of years from the remains of Decomposition: The chemical and increasingly more rapid over time. ancient plants and animals. mechanical breakdown of matter into simpler parts by bacteria, fungi, and other Extension: A non-formal education Genes: Small parts of DNA that carry organisms. program that provides scientific knowledge the genetic code (McCall, 2012). and expertise to the public, as part of the Deforestation: The removal of a forest mission of land-grant universities. Genetic diversity: The genetic stand where the land is put to a nonforest variation present in a population or use (SAF, 1998). Externality: An impact on a third party species. caused by a decision made by a producer Diameter at breast height (DBH): or consumer. Externalities can be social Genetic fitness: The reproductive The diameter of a tree as measured at or environmental and either positive or success of a genotype, usually measured as breast height. Standard DBH is measured at negative (Biz/ed, 2012). the number of offspring produced by an 1.4 meters (4.5 feet) above the ground. individual that survive to reproductive age Family: In the context of the genetic relative to the average for the population. Dry weight: The weight of the tree when research of pine tree traits, a family consists it is dried in an oven and all water was taken of individuals that share one or both Genotype: The genetic makeup of an out. parents. (This is different from a botanical individual.

240 GLOSSARY Southeastern Forests and Climate Change PROJECT LEARNING TREE Global warming potential Heterozygous: An individual whose greenhouse gases or increase the amount (GWP): A measure of how much heat alleles for a particular trait are different of carbon dioxide being removed from a substance can trap in the atmosphere. (McCall, 2012). the atmosphere. GWP can be used to compare the effects of different greenhouse gases. Hydrocarbons: Organic compounds Model: A quantitative tool that For example, methane has a GWP of that occur in fossil fuels that contain only combines data from many variables 21, which means over a period of 100 hydrogen and carbon. and uses mathematical equations to years, 1 pound of methane will trap 21 approximate processes and systems times more heat than 1 pound of carbon Industrial private forest over time. Climate models represent the dioxide (which has a GWP of 1). landowner: An ownership class of interactions of the atmosphere, oceans, forestland that is administered by entities land surface, and ice; can range from Global warming: An increase in the that are legally incorporated (Butler & relatively simple to quite comprehensive; average surface temperature on Earth. Wear, 2011). and can be used to simulate climate and make climate predictions. Grasslands: A vegetative community in Invasive species: A type of plant, which grasses are the dominant plants. animal, or other organism, usually not Naturally regenerated forest: A native to the area it affects, which can forest where trees primarily reproduce Green weight: An estimate of the spread quickly and can cause harm to from seed, sprouts, or root suckers of weight of the tree when it is alive. This the economy, the environment, or human trees on or that formerly occupied the weight includes all parts of the tree and health. land (Virginia Department of Forestry, any water that is in the tree. 2014). Life cycle assessment (LCA): A Greenhouse effect: The trapping of technique to assess the environmental Negative externality: A cost heat in Earth’s atmosphere by gases, such as aspects and potential impacts associated (harmful impact) incurred by a third carbon dioxide, methane, nitrous oxide, and with all life cycle stages of a product, party due to a decision made by a water vapor, that results in an increase in process, or service. This information producer or consumer (Biz/ed, 2012). temperature at Earth’s surface. can be used by scientists, policymakers, and citizens to make decisions about Non-industrial private forest Greenhouse gases: Gases in Earth’s products to produce and/or purchase landowner: An ownership lower atmosphere that trap heat and (U.S. Environmental Protection Agency, class of forestland that is held by affect the average temperature on 2006). families (including trusts, estates and Earth. Examples are carbon dioxide, partnerships), individuals, or other chlorofluorocarbons, ozone, methane, Limestone: A type of sedimentary unincorporated groupings of individuals, water vapor, and nitrous oxide. rock that is composed mostly of calcium such as recreational clubs, or Native carbonate and is often formed when American lands (Butler & Wear, 2011). Greenhouse gas emissions: The ocean sediments, containing the shells release of greenhouse gases, such as of marine animals, are compressed and Nonrenewable resource: A carbon dioxide, methane, and nitrous buried under the ocean floor. Limestone substance that once used cannot be oxide, into the atmosphere. is a long-term carbon sink that can store replaced in this geological age. Examples carbon for hundreds of millions of years are oil, gas, coal, copper, and gold. Groundwater: Water that infiltrates (Riebeek, 2011). through the soil and into clay and Nontimber forest products: All limestone layers and is stored in Long-lived wood product: Wood forest products except timber. Examples slowly creeping and slowly renewed products—such as lumber used in are resins; oils, leaves and bark; fungi; underground reservoirs called “aquifers.” housing—that store carbon for many plants that produce berries, fibers, or years. The lifespan of lumber in housing flowers for human use; and animals or Habitat: An area that provides an is often estimated to be 80 years (Lippke animal products. animal or plant with adequate food, et al., 2012). water, shelter, and living space in a Ocean acidification: Increased suitable arrangement. Mitigation: A human intervention concentrations of carbon dioxide in to reduce the human impact on the seawater that cause a measurable Harvest: To cut down trees for climate system. This may include actions increase in acidity (i.e., a reduction in human use. and strategies to reduce sources of ocean pH). This reduces calcification

PROJECT LEARNING TREE Southeastern Forests and Climate Change GLOSSARY 241 rates of organisms such as corals, Productivity: The rate of generation Sediment: Solid mineral and organic mollusks, algae, and crustaceans. of biomass in an ecosystem. material that is in suspension, is being transported, or has been moved from its pH: A measure of the acidity or alkalinity Progeny: An offspring of a plant or site of origin by air, water, gravity, or ice. of a material. The pH scale is 0 to 14; 7 animal. represents a neutral state; 0, the most Service learning: A teaching strategy acidic; and 14, the most alkaline. Projection: Description of how that integrates meaningful community future climate is expected to respond activity with instruction and reflection Phenotype: A characteristic of an to various scenarios of the factors to enrich the learning experience, teach animal, plant, or other organism that can that might affect climate change, such civic responsibility, and strengthen be seen or measured. Examples are eye as population growth, greenhouse communities. color, tree diameter, tree height, or even gas emissions, and land development number of branches (McCall, 2012). patterns. Sequestration: See carbon sequestration. Photosynthesis: The process by Recycle: The practice of reprocessing which green plants produce oxygen and waste materials (such as glass, Short-lived wood products: Wood glucose, a carbon-based molecule, in the plastic, paper, and aluminum) so that products, such as paper, that store carbon presence of carbon dioxide, sunlight, and they can be used to manufacture new for a relatively shorter time frame when water. products. compared to long-lived wood products such as housing lumber. Carbon is Plantation: A forest established by Reinforcing feedback loop: A returned to the atmosphere when the planting seeds or seedlings. closed sequence of causes and events product decays or decomposes, which is that tends to amplify change in a often estimated to take 45 years (Lippke Positive externality: A beneficial complex system. et al., 2012). impact on a third party due to a decision made by a producer or consumer (Biz/ Renewable resource: A naturally Silviculture: The art and science of ed, 2012). occurring raw material or form of controlling the establishment, growth, energy that has the capacity to replenish composition, health, and quality of forests Precipitation: Water from the itself through ecological cycles and and woodlands. Silviculture entails the atmosphere that falls to the ground. sound management practices. The manipulation of forest and woodland Examples include rain, mist, snow, sleet, sun, wind, falling water, and trees are vegetation in stands and on landscapes and hail. examples of renewable resources. to meet the diverse needs and values of landowners and society on a sustainable Prescribed fire: Any planned fire Resilience: The ability of an basis. ignited in a natural area by trained ecosystem or species to remain whole professionals under appropriate weather and functioning as it copes with stress Soil Carbon: Carbon stored within and safety conditions to meet specific (The Conservation Fund, 2013). soil. Carbon which is transferred to the objectives, including the reduction soil from dead plant and animal material. of wildfire risk and the maintenance Respiration: The process whereby or restoration of fire-dependent living organisms extract energy from Solar radiation: Energy emitted by ecosystems. carbon-containing molecules, releasing the sun. carbon dioxide and consuming oxygen. Product life cycle: The many Species: A population of organisms steps that go into creating, using, composed of related individuals that and disposing of a product. Life Scientific uncertainty: The range resemble one another and freely breed cycle includes the acquisition of raw of values within which the true value among themselves. materials, bulk material processing, is likely to fall (Understanding Science, engineered materials production, 2013). Stock: A quantity that accumulates manufacture and assembly, use, over time. A stock increases by a flow in retirement, and disposal of residuals Sea level rise: An increase in the (inflow / input) and decreases by a flow produced in each stage (U.S. mean level of the ocean. out (outflow / output) (Ponto & Linder, Environmental Protection Agency, 2011). 2006).

242 GLOSSARY Southeastern Forests and Climate Change PROJECT LEARNING TREE Structure: The physical and temporal REFERENCES CITED State Climate Office of North Carolina distribution of plants in a forest (SAF, BBC. (2010). Climate change glossary. (n.d.). Glossary. Retrieved from http:// 1998). Retrieved from http://www.bbc.co.uk/ www.nc-climate.ncsu.edu/education/ news/science-environment-11833685 glossary Sustainability: Creation and Biz/ed. (2012). Glossary. Retrieved from The Conservation Fund. (2013). Climate maintenance of conditions under which http://www.bized.co.uk/reference/ change glossary. Retrieved from humans and nature can exist in productive glossary/index.htm http://www.conservationfund.org/ harmony, thus fulfilling social, economic, Butler, B. J., & Wear, D. N. (2011). Chap- our-conservation-strategy/focus- and other requirements of present and ter 6: Forest ownership dynamics of areas/climate-change/glossary future generations (EPA, n.d.). southern forests. In D. Wear & J. Greis Understanding Science Website. (2013). (Eds.), Southern forest futures project. Misconceptions about science. Re- System: A set of components interacting Asheville, NC: USDA Forest Service. trieved from http://undsci.berkeley. with each other and with the environment. Retrieved from http://www.srs.fs.usda. edu/teaching/misconceptions.php#a7 gov/futures/reports/draft/Frame.htm U.S. Environmental Protection Agency Systems thinking: A set of critical- Lippke, B., Gustafson, R., Venditti, R., (EPA). (n.d.). What is sustainability? thinking skills that help students Steele, P., Volk, T. A., Oneil, E., John- Retrieved from http://www.epa.gov/ understand complex phenomena. son, L., Puettmann, M. E., and Skog, K. sustainability/basicinfo.htm (2012). Comparing life-cycle carbon U.S. Environmental Protection Agen- Thin: The removal of some trees in a and energy impacts for biofuel, wood cy (EPA). (2006). Life cycle assess- managed forest in order to improve the product, and forest management ment: Principles and practice (EP- growth and health of the remaining trees. alternatives. Forest Products Journal, A/600/R-06/060). Retrieved from 62(4), 247–257. Retrieved from http:// http://www.epa.gov/nrmrl/std/lca/lca. Timber: Wood, other than fuelwood, www.forestprod.org/assets/FPJ_ html potentially usable for lumber (SAF, 1998). articles_62_4/fpro-62-04-247.pdf U.S. Environmental Protection Agency McCall, C. (2012). Basic horse genetics (EPA). (2012). Glossary of climate Topography: The natural and manmade (ANR–1420). Retrieved from the Ala- change terms. Retrieved from http:// features and relief of Earth’s surface (State bama Cooperative Extension Service www.epa.gov/climatechange/glossary. Climate Office of North Carolina, n.d.). website: http://www.aces.edu/pubs/ html docs/A/ANR-1420/ANR-1420.pdf U.S. Environmental Protection Agency Transpiration: The process by which North Carolina Forest Service (NCFS). (EPA). (2012). A student’s guide to water moves from the soil through plants, (2011). What are BMPs? Retrieved global climate change. Retrieved from which is driven by the evaporation of from http://ncforestservice.gov/ http://www.epa.gov/climatechange/ water from leaves. water_quality/what_are_bmps.htm students/glossary.html Ponto, C. F., & Linder, N. P. (2011). Sustain- U.S. Forest Service (USFS). (n.d.). Climate change glossary. Retrieved from Understory: The layer of trees and able tomorrow: A teacher’s guidebook http://www.fs.fed.us/climatechange/ plants beneath the forest canopy. for applying systems thinking to environmental education curricula documents/glossary.pdf U.S. Forest Service (USFS). (2003). Vegetation: Plants that cover a given for grades 9-12. Association of Fish HFQLG Final Supplement. Retrieved area (e.g., trees, shrubs, herbs, grasses, and and Wildlife. Retrieved from http:// from http://www.fs.fed.us/r5/hfqlg/ vines). www.fishwildlife.org/files/ConEd- Sustainable-Tomorrow-Systems- publications/2003_fseis/Chapter_5.pdf U.S. Forest Service (USFS). (2004). Final Weather: Atmospheric conditions Thinking-Guidebook.pdf environmental impact statement for the at any given time or place, measured in Riebeek, H. (2011). The slow carbon cycle. land and resource management plan: terms of such things as wind, temperature, Retrieved from the NASA’s Earth Chattahoochee-Oconee National Forests humidity, atmospheric pressure, cloudiness, Observatory website: http:// (Management Bulletin R8-MB 113 B). and precipitation. In most places, weather earthobservatory.nasa.gov/Features/ Retrieved from http://www.fs.usda. changes from hour-to-hour, day-to-day, and CarbonCycle/page2.php gov/Internet/FSE_DOCUMENTS/ season-to-season. Society of American Foresters (SAF). (1998). The Dictionary of Forestry. fsm9_028751.pdf Virginia Department of Forestry. (2014). Wildfire: Any nonstructural fire on Retrieved from http://dictionary Tree Regeneration. Retrieved from wildlands other than one intentionally set offorestry.org/ http://www.dof.virginia.gov/mgt/ for management purposes. tree-regeneration.htm

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2000 M Street, N.W. Suite 550 Washington, D.C. 20036 www.plt.org www.sfrc.ufl.edu/extension/ee/climate