Tree Research

Introduction

Students can research tree species (1) during the design and selection phases for a schoolyard forest, (2) after the trees have been planted, or (3) while learning about trees in their neighborhood or on a field trip. Researching topics such as tree characteristics, ecology, economic uses, and geographical distribution draws upon diverse academic skills in the sciences, language arts, and social sciences. This research can be a short assignment or a semester-long project, depending on grade level, unit connections, and teacher interest. Field trips to a park, botanical garden, or local preserve (for native species) can also promote first-hand knowledge about a species.

© Ayesha Ercelawn

Instructions

Step 1: Assign Tree Species

If you are planting a new schoolyard forest, select tree species from the tree planting list that your school/district/county is considering. Our recommendations for California are organized by region in the California Tree Palette. Teachers can assign a tree species for research to each student or class, or they can let students choose a tree from this specific list. If students are researching existing trees on campus, choose one of those species instead. Online apps, field guides, and community members can be of help in identifying the species.

Step 2: Choose Research Topic

Science and social studies topic possibilities are provided below. Students may choose their focus or teachers may select the topics that best fit their unit of study.

Science

  • Survival Needs. What does the tree species need to be healthy? For example, what are the tree’s water requirements (low, medium, or high), sun or shade needs, and soil texture and drainage requirements?

  • Names. What are other names for the tree, including the scientific name, the local indigenous tribes’ name/s, and names in other languages?

  • Habitat Benefits. What species might use the tree, whether for food, nesting, or shelter? Is the tree native to the area? If so, does it provide food for birds or other animals, nectar and pollen to pollinators, or food (as a host plant) for caterpillars or other insects?

  • Botanical Information. What is the anatomy of the tree, such as canopy shape, leaf form, leaf arrangement, bark texture, and flower morphology? Is it deciduous or evergreen? What plant family does it belong to? What is the growth rate and height at maturity?

  • Fruit and Other Foods. Does the tree provide food for people (including traditional indigenous foods such as acorns)? What trees produce fruit during the school year versus the summer?

  • Reproduction Methods/Life Cycle. What is the method of reproduction? For example, research the flowers, fruits, seeds, cones, vegetative reproduction, and seasonal timing (phenology) of these stages.

  • Ecology and Adaptations. Does the tree have any particular adaptations to help it survive? For example, how does this tree relate to fire, drought, or snow? Are there important fungal relationships and other interactions in its native ecosystem?

  • Carbon Sequestration Benefits. Does the tree grow fast, live long, and have a large size at maturity?

Social Sciences

  • Geographic Information. What is the species’ distribution? Is the plant locally native or does it have other origins?

  • Ethnobotany of Trees. How was/is the species used for medicine, basketry, fiber, natural dyes, or other uses?

  • Traditional Ecological Knowledge (TEK). What is the indigenous way of knowing this species and what is its value to local tribes?

  • Historical and Current Economic Value. Did the species have a role in the local economy? Does it still have the same economic importance? 

  • Cultural/Symbolic Significance. Does the tree species have any symbolic significance now or historically in communities where you live?

  • Aesthetics. Does the tree have showy or inconspicuous flowers, fragrant flowers or leaves, or interesting bark texture? What is its crown shape? What does it look like during different seasons?

Step 3: Conduct Research

Online searches as well as books can guide students in their research. See our Additional Resources section below for some websites and book recommendations to support student research. While these will help address some of the above topics, students may also need to access more specific resources. Field trips to a park, botanical garden, or local preserve (for native species) can also promote first-hand knowledge about a tree species.

Step 4: Present Findings

A persuasive writing/speaking assignment can be part of student research and forest design in schools designing new schoolyard forests. Students can consider how they can best persuade the school community to consider the tree/s they would like to recommend for planting. Students can present their findings to their own class, other classes, a landscape architect, a planning committee, or the whole school community. Research information can be presented in a variety of ways and can also be incorporated into signage/plaques about the trees on the schoolyard.

© Ayesha Ercelawn

Proposing Trees for a New Forest

Frame the activity as a student proposal to school administration rather than students getting the final say on selecting trees. There may be other criteria that the school’s planning team also considers before final tree selections. For example, they may exclude trees that have brittle branches, toxic parts, high water needs, or other issues that make them inappropriate for a school setting.

Choosing research species from the tree planting list that your school/district/county is considering will increase the likelihood that your students’ chosen trees will be planted and their feelings of success. Our recommendations for California are organized by region in the California Tree Palette.

Additional Resources

Below are a number of websites and book recommendations to support student research. While these will help address some of the above topics, students may also need to access more specific resources. Field trips to a park, botanical garden, or local preserve (for native species) can also promote first-hand knowledge about a species.

Websites
SelecTree — from California Polytechnic State University
Trees Native to California — from Calscape
Calflora Search Engine — from Calflora
i-Tree — from USDA Forest Service 

Books
A Californian’s Guide to the Trees Among Us by Matt Ritter
The Sibley Guide to Trees by David Allen Sibley
Trees and Shrubs of California by John D. Stuart and John O. Sawyer
Trees of Eastern North America by Gil Nelson, Christopher J. Earle, and Richard Spellenberg
Trees of Western North America by Richard Spellenberg, Christopher J. Earle, Gil Nelson, and David Moore
A Peterson Field Guide to Western Trees by Olivia Petrides

Appreciating Trees

Along with researching individual tree species, teachers and students can broaden the discussion to include the many benefits of trees to humans and ecosystems, such as shade, oxygen, wildlife habitat, and carbon storage. For guidance and helpful links, see our resource on Appreciating Trees.

Schoolyard Forest System℠

The Schoolyard Forest System℠ Resource Library is a set of practical tools for schools and districts working to increase tree canopy on public school grounds to shade and protect PreK-12 students from extreme heat and rising temperatures due to climate change. Funding for the first phase of this initiative was provided by a grant administered by the California Department of Forestry and Fire Protection (CAL FIRE) Urban and Community Forestry Program, and private philanthropy.