Web-based GIS module for K-16 Classrooms:
Trees and Climate Variability
Contributors:  Carol Ekstrom, Rhodes College, Memphis TN; Nel Graham, Eagle Rock High School, Los Angeles CA; Annie Holmes, Columbia University  Biosphere 2 Center, Oracle AZ; Dee Ladd, Hamilton High School, Chandler AZ; and Jeff Steele, Framingham High School, Framingham MA




This Geographic Information Systems-based (GIS) module for exploration of tree physiological processes and their contribution to climate was developed at a NASA/NSF-sponsored workshop by the Woodrow Wilson National Fellowship Foundation Teacher Outreach (TORCH) Institute in July 1999.  Instructors were Dick Filson and Mike Stevens.

Here, we outline the steps for general project development and for our multi-level World Wide Web climate module, using ArcView GIS software as the principal data synthesis and manipulation tool. GIS is a powerful tool for examining relationships among different types of data. Increasingly, this tool is being used in the private and government sectors as well as by the research community, thus making GIS skills valuable to acquire.
 

Steps to General Project Development

I.      Determine a Question or a Problem to address
II.      Identify data needs/create a flow chart
III.     Identify base map
IV.    Locate and obtain data
V.     Register all
VI.    Conduct Analysis
VII.    Plot/Report Results
Iterate between IV and VII steps until you are satisfied with results.

I.        Determine a question or a problem to address

Students learn best when investigation of subject matter progresses from whole to part
Start with class discussions of

Questions might include: http://www.ncdc.noaa.gov/ol/climate/climateresearch.html#ABOUT
  Equipment Required/Suggested Our Project:
Physiological processes of local trees and their contribution to climate
 
 
Create a flow chart
  • to ensure appropriate data acquisition
  • to define a study area
  • to create a base map
    • use GPS 
    • pace and compass

 
 
   Creating an analog map
  • facilitates understanding of spatial relationships
  • generates a visual awareness of site characteristics

    • involves data collection

Importing a base map

When attempting large area studies, you should consider getting a registered base map such as a registered aerial photograph (orthophoto) or a registered topographic map (.dem - digital elevation model)

For small-area studies, registration of data to an orthophotograph or a registered topographic map is not that critical.  Our data were registered using a GPS receiver to locate the trees. Since we had such a small study area, these data were too coarse and tree locations overlapped.

We finally chose an aerial photograph as our base map.  Click here to see our base photo.

Plotting Data on the Base Map

Our final project, well, almost final, can be viewed by clicking here for final project

Photosynthesis Rates  of Our Trees

Photosynthesis rates are actually plotted as CO2 flux rates.
Soil respiration (really microbe respiration) may be a significant

Levels of Participation

The grade- level of the student determines the ratio of prepared and student-acquired data use