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NEEDLES AND LEAVES

NEEDLES AND LEAVES. Which trees are the most numerous in gardens –conifers or deciduous?. OUR PROJECT.

PamelaLan
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NEEDLES AND LEAVES

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  1. NEEDLES AND LEAVES Which trees are the most numerous in gardens –conifers or deciduous?

  2. OUR PROJECT • Our Project was to survey a number of communities in different locations to find out if there was any relationship between geographic location and the tree type present in gardens surveyed • We decided our definition of a tree was a woody plant with one erect stem reaching a height of at least 4 metres • To receive data from outside our community we set about using e-mail to find schools who would participate in our project.

  3. COMMUNITY SURVEY • Our first task was to take a field trip around one block in our community. • We counted the number of trees in the front yards and took photos • Back in class we recorded our data into a spreadsheet • Click to view our Survey This view shows the coniferous and broad leaf trees on our street in front of James Gibbons School

  4. RESULTS FROM OUR COMMUNITY SURVEYWe discovered that there was a equal distribution

  5. CONCLUSIONS • We found from our sample survey that the number of conifers was slightly greater than broad leaved trees • We felt this was because • conifers help as a windbreak during both summer and winter • with our long winters conifers are green all year round while broad leaf trees are only green for a few months • less problems in clearing away leaves in fall • Are slower growing and still leave openness

  6. FURTHER STUDY • We wondered if these findings would be repeated in new neighborhoods and inner city communities • Would the same conclusion hold if we compared an urban and a rural community in the same region • What would we find in a region close to the sea as compared to a community a long way inland from the sea • What would happen as we move to northern latitudes and more southern latitudes and at higher elevations

  7. OUR PREDICTIONS • Our class decided that there would be a 50/50 mix in new neighborhoods as homeowners could chose from a wide selection of trees at nurseries which are easy to get to. Often on the edge of the city • One student said that young families in new communities would go for conifers which would stay green all year round and would need less attention in the fall • Rural communities would have more local trees in their yards as they are a long way from nurseries

  8. LOOKING FOR MORE DATA • Our next task was to sample another block in our community • We used our more detailed survey and made contact with property owners to obtain additional information • Then we made contact with other communities to provide us with more data

  9. CONIFEROUS V DECIDUOUS • While waiting for responses to our survey we explored the differences between Coniferous and Deciduous • Starting with the collection of tree names from our community survey we started to create a database • We also identified the conditions necessary for growth as climate and soil type

  10. IDENTIFYING TREES • To identify a tree we must observe a number of features • We used these features to develop our database criteria– leaves, flowers, fruits and bark • There are often several species of trees that belong to the same group but they have different requirements. To present this information we compiled a Tree Web using Inspiration

  11. DATA COLLECTED FROM OTHER LOCATIONS • Our findings showed that deciduous were more numerous

  12. GROWING REQUIREMENTS • We visited the web sites provided and the reading material to discover • Conifers are more common naturally in the northern and western forests • Broad leaved trees are to be found in regions with temperate climate, richer soils and greater rainfall as found in the Great Lakes and St Lawrence area • Maps can provide climatic zones to indicate the hardiness of an area for certain species of trees. The maps take into account frost free days, amount of precipitation, humidity and wind velocity

  13. FORESTER PROJECTS • Some of us got to do some extra projects • We were able to find the locations of tree nurseries, flag them on a map and phone to find out which trees they sold the most • We got to send an e-mail to the Government Forestry Department and the University Forestry Department to find out which trees are best suited to our region • One tree nursery was on the web and we got to find out the prices for the different tree species • We were able to develop a web page to post on our school site to share our Investigation of Coniferous and Deciduous Trees

  14. BIBLIOGRAPHY • Wernert Susan, North American Wildlife-Trees and Shrubs, Readers Digest, 1982 • Calkins Carroll, Illustrated Guide to Gardening in Canada, Readers’ Digest, 1979 • Alberta Horticultural Guide, Government Publication • Trees of Alberta, Alberta Energy and Natural Resources, 1977 • The Boreal Forest, Canadian Geographic Publication, 1999

  15. WEB SITES • Tree Identification Guide • Deciduous Leaf Identification Guide • Trees and Shrubs • Tree Hardiness Test Project Fruit of the Rowan Tree

  16. ACKNOWLEDGEMENTS • We would like to thank our teacher for allowing us to send our e-mail from his classroom computer • Thanks go to John Craig at The University of Alberta for responding to our e-mail inquiries

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