Introduction

There are two broad interpretations of greenspace. Greenspace represents nature or terrestrial or aquatic natural areas in general, and refers to any areas of vegetation in a landscape. The setting can be rural, in which case greenspace refers to such landscapes as forests, wilderness areas, and farmland; or urban/suburban, where greenspace specifically represents urban vegetation, including street trees, parks, gardens, yards, urban forests, and urban farms, some of which are depicted in the image of Chicago’s Millennium Park above.

For this lab, you will explore the ecological and social values of greenspace, evaluate your personal connection to greenspace, study environmental injustice in the context of local–global connections to greenspace, and consider ideas for how to redress such injustices.

Lab Directions

Part 1: Biological Connections to Greenspace

Please note: All  the resources listed below are also linked in the COD Library Research Guide dedicated to greenspaces.

1. Value of greenspace: Watch these two videos and respond to question 1 in the Lab Response. In your response, make connections to text readings, class activities, and discussions as appropriate.
   • Stefan Al, What happens if you cut down all of a city’s trees?
   • Texas Parks and Wildlife, The Value of Small Urban Green Spaces
2. Read and review the 3-30-300 Rule: Professor Cecil Konijnendijk van den Bosch, director of the Nature Based Solutions Institute and program director of the Master of Urban Forestry Leadership program at the University of British Columbia, proposed the 3-30-300 Rule to advocate for and promote health and well-being through urban access to greenspaces and trees. You will be exploring and applying these rules as you explore your access to greenspace in this lab.
3. Engage with the MyTree and OurTrees tools: The I-tree collective, which includes the U.S. Forest Service, the Arbor Day Foundation, the Urban and Community Forestry Society, and others, has put together two tools, MyTree and OurTrees, to measure the social and environmental benefits of local trees. You will be asked to use these tools as part of this lab to discover the benefits of your community trees.
4.  Trees near your home: The first rule in the 3-30-300 proposal is that every person should see at least three trees (of a decent size) from their home. Select three trees closest to your house and complete the following for each tree:
   • Identify each tree. Here are some Tree Identification Tools if you need help with identifying your trees.
   • Take photos of the three trees. You will be required to include the photos in your lab response.
   • Measure the circumference of each tree. (1) With a flexible tape measure, measure from the ground at the base of the tree to a height of 4.5 feet up on the tree (called breast height). (2) Measure the circumference in inches at breast height. Record the circumference of each tree at breast height and indicate the units of measurement.
   • For each tree you have identified and measured, calculate the ecosystem services they provide using the MyTree tool.
   • For each tree calculation, at the top of the page select the “Now” button to view the tree benefits and equivalents on an annual basis.
   • Use the “Save as image” button at the bottom of the page to save an image of both the tree benefits and equivalents on an annual basis. You will be required to include the images in your lab response.
5. Respond to questions 2-3 in the Lab Response.
6. Tree canopy in your community: The second rule in the 3-30-300 proposal is that every community should have at least 30% tree canopy cover. Investigate how your community fares as follows:
   • Use the OurTrees tool to determine the tree canopy in your community and its associated benefits.
   • Use the “Save as image” button at the bottom of the page to save images of Benefits, Story, Community, Equity, and Scorecard. You will be required to include the images in your lab response.
7. Respond to questions 4-6 in the Lab Response.
8. Review a series of briefing papers produced by the American Planning Association on the different functions that urban greenspaces can serve. (Look for the box headed “Briefing Papers” to find them.) Not every park will serve every function listed, but most parks will serve some. You will be asked to analyze and reflect on the functions your neighborhood greenspace offers.
9. Assessment of community greenspace: The third rule in the 3-30-300 proposal is that every person should have safe and easy access (a 5-minute walk or 10-minute stroll) to high-quality greenspace that can be used for recreation. Investigate how your access compares as follows:
   • On a map (you are welcome to use Google Maps), identify the public greenspaces in your neighborhood/community.
   • Take a screenshot of your community map. You will be required to include the screenshot in your lab response.
   • Visit one of the greenspaces (preferably one that you can walk to) and evaluate the greenspace for its quality and the functions it serves using the APA Briefing Papers. To do this analysis, first select any five criteria from the briefing papers that are important to you and relevant to the greenspace you visited in your community.
   • While visiting the greenspace, evaluate whether or not the greenspace supports each of the five criteria you selected. Take photos as documentation to support your analysis. You will be required to include the photos in your lab response.
10. Respond to questions 7-8 in the Lab Response.

Part 2: Greenspace through an Environmental and Social Justice Lens

Please note: All  the resources listed below are also linked in the COD Library Research Guide dedicated to greenspaces.

1. Environmental injustice: Watch this video posted by Grist — Environmental Justice, Explained — and respond to question 1 in the Lab Response. In your response, make connections to text readings, class activities, and discussions as appropriate.
2. Environmental injustices in your community: Investigate environmental injustices in your community as described below and respond to question 2 in the Lab Response.
   • Identify and document 1-2 examples of environmental injustice in your community by taking photos that reveal the environmental injustice you see. You will be required to include the photos in your lab response.
   • Locate a map or a graph that provides some data about environmental injustice in your community. Check out the Library Research Guide for suggestions about where to find appropriate maps/graphs/data. You will be required to include the map/graph in your lab response.
3. Global similarities and differences: Explore the Unequal Scenes Project website built by photographer Johnny Miller to record “inequality across the world through photography.” He states, “We live within neighborhoods and participate in economies that reinforce inequality. We…take for granted the built environment of our cities. The tin shacks and dilapidated buildings are hemmed into neat rows, bounded by the fences, roads, and parks of the wealthiest few.” Investigate environmental injustices in one non-U.S. location as described below and respond to questions 3-4 in the Lab Response.

• • Select and investigate one non-U.S. location from the Unequal Scenes Project.
  • Select one photo of that region and take a screenshot. You will be required to include the photo in your lab response.

4. Connect to SDGs: Explore the United Nations’ 17 Sustainable Development Goals, which were developed in 2015 and agreed upon by all 193 UN member states. These 17 goals serve as a universal call to action to reduce inequality and protect the planet. The goals provide a framework for the actions that all of us in civil society can take to contribute to a future where progress benefits everyone, natural habitats are safeguarded, climate change is halted, and all people can live in peace and prosperity. While each goal is unique, they are interlinked, and making progress on one goal often leads to progress on others. Respond to question 5 in the Lab Response based on the UN’s 17 Sustainable Development Goals, making connections to this lab, text readings, class activities, and discussions as appropriate.

Part 3: Connect To Civic Action

Please note: All  the resources listed below are also linked in the COD Library Research Guide dedicated to greenspaces.

1. Explore the Pathways to Public Service and Civic Engagement: Stanford University’s Haas Center for Public Service developed a framework for civic engagement and public service that suggests there are multiple approaches to social change. Review the website, including the embedded video, to learn more about each of the 6 pathways that constitute the framework:

   1. Community Engaged Learning and Research
   2. Community Organizing and Activism
   3. Direct Service
   4. Philanthropy
   5. Policy and Governanc
   6. Social Entrepreneurship and Corporate Social Responsibility
2. Connect your greenspace knowledge to the Pathways framework and respond to questions 1-2 in the Lab Response.

References

Al, S. (2020, April 24). What happens if you cut down all of a city’s trees? [Video recording]. TED-Ed. https://www.youtube.com/watch?v=zarll9bx6FI

City Parks Forum. (n.d.). American Planning Association: Creating Great Communities for All. Retrieved April 7, 2025, from https://www.planning.org/cityparks/

Grist. (2016, January 26). Environmental justice, explained [Video recording]. https://www.youtube.com/watch?v=dREtXUij6_c

i-Tree Cooperative. (n.d.). MyTree. Retrieved April 7, 2025, from https://mytree.itreetools.org/#/

i-Tree Cooperative. (n.d.). OurTrees. Retrieved April 7, 2025, from https://ourtrees.itreetools.org/#/

i-Tree Cooperative. (n.d.). Tree Identification Tools. Retrieved April 14, 2025, from https://www.itreetools.org/tools/tree-identification-tools

Konijnendijk van den Bosch, C. (2021, February 22). Promoting health and wellbeing through urban forests – Introducing the 3-30-300 rule. IUCN Urban Alliance. https://iucnurbanalliance.org/promoting-health-and-wellbeing-through-urban-forests-introducing-the-3-30-300-rule/

Miller, J. (n.d.). Unequal Scenes. Retrieved April 7, 2025, from https://unequalscenes.com/projects

Pathways of Public Service and Civic Engagement. (n.d.). Haas Center for Public Service, Stanford University & Campus Compact. Retrieved April 7, 2025, from https://haas.stanford.edu/about/our-approach/pathways-public-service-and-civic-engagement

Texas Parks and Wildlife (Director). (2022, April 14). The Value of Small Urban Green Spaces [Video recording]. https://www.youtube.com/watch?v=1SpI5VNG_DI

United Nations. (n.d.). THE 17 GOALS | Sustainable Development. Retrieved September 25, 2024, from https://sdgs.un.org/goals

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Lab 9 Response: Biodiversity and the Value of Greenspace

Directions: In your responses to all of the questions below, be sure to make connections to the recommended videos and readings, as well as class activities and discussions as appropriate. You may find the additional resources on the COD Library Research Guide dedicated to greenspaces helpful for answering some of the questions.

Your completed assignment must be typed with photos, maps, and images inserted as appropriate in the text. You may prefer to use PowerPoint or Google Slides to organize your response by question, as it is easier to incorporate images and text.

Part 1: Biological Connections to Greenspace

1. In your own words, explain what greenspace is and the functions it serves.

2. Trees near your home: Complete the following for each of the three trees you selected.

• • Tree 1
    • Identify the tree:
    • Size (indicate circumference or diameter and include units of measurement):
    • Condition of tree:
    • Location:
    • Include a photo:
    • Upload images of both Tree Benefits and Equivalents on an annual basis:
  • Tree 2
    • Identify the tree:
    • Size (indicate circumference or diameter and include units of measurement):
    • Condition of tree:
    • Location:
    • Include a photo:
    • Upload images of both Tree Benefits and Equivalents on an annual basis:
  • Tree 3
    • Identify the tree:
    • Size (indicate circumference or diameter and include units of measurement):
    • Condition of tree:
    • Location:
    • Include a photo:
    • Upload images of both Tree Benefits and Equivalents on an annual basis:

3. (a) Record the benefit findings for your three trees in Table 9.1 below.

Table 9.1. Comparison of tree benefits.

Benefit criteria	Tree 1	Tree 2	Tree 3
Tree Species
Tree Size (in. diameter)
Total Value of All Benefits ($)
Value of Carbon Dioxide Uptake ($)
Carbon Sequestered (lbs)
Carbon Dioxide Equivalent (lbs)
Value of Storm Water Mitigation ($)
Runoff Avoided (gal)
Rainfall Intercepted (gal)
Value of Air Pollution Removal ($)
Carbon Monoxide (oz)
Ozone (oz)
Nitrogen Dioxide (oz)
Sulfur dioxide (oz)
PM2.5 (oz)
Value of Energy Usage Savings ($)
Electricity Savings (kWh)
Heating Fuel Savings (MMBtu)
Value of Avoided Energy Emissions ($)
Carbon Dioxide (lbs)
Carbon Monoxide (oz)
Nitrogen Dioxide (oz)
Sulfur Dioxide (oz)
PM2.5 (oz)

(b) Discuss your findings on the benefits that trees provide. Make at least five statements comparing and contrasting the environmental, social, and economic benefits delivered by the three trees you studied—what did you learn, what conclusions did you come to, what surprised you, what questions do you have, etc.

4. Tree canopy in your community: Provide the following information about the tree canopy in your community.

• • Community:
  • Tree canopy covers ___ % over ___ acres:
  • Impervious surfaces cover ___ % over ___ acres:
  • Upload images of the benefits, story, community, equity, and scorecard of your community’s tree canopy:

5. (a) Select and record 5-7 benefit findings for your community tree canopy in Table 9.2 below.

Table 9.2. Canopy benefits (OurTrees benefits).

Benefit criteria	Annual tree benefits

(b) Discuss your findings on the benefits that the tree canopy provides to your community based on the criteria you selected. Make at least five statements addressing the environmental, social, and economic benefits delivered by the tree canopy—why did you select these criteria, what did you learn, what conclusions did you come to, what surprised you, what questions do you have, etc.

6. Explore the OurTrees Scorecard for your community tree canopy. Summarize the current status of the tree canopy in your community and also discuss how it compares to nearby communities. Is there room for improvement? How much would you like to see tree canopy increase by in your community? Explain why.
7. Assessment of community greenspace: Provide the following information about the greenspace in your community.

(a) Upload a map that shows the greenspaces in your community:

(b) Based on your map, discuss the following: How accessible are the available greenspaces to you? Are you within a 10-minute walk of public greenspaces?

8. Summarize your assessment of the greenspace you visited using the five criteria you selected.

• • Criterion 1
    • Discuss why the criterion is important to you:
    • Discuss whether or not the greenspace you visited supports the criterion:
    • Include a photo and a brief narrative:
  • Criterion 2
    • Discuss why the criterion is important to you:
    • Discuss whether or not the greenspace you visited supports the criterion:
    • Include a photo and a brief narrative:
  • Criterion 3
    • Discuss why the criterion is important to you:
    • Discuss whether or not the greenspace you visited supports the criterion:
    • Include a photo and a brief narrative:
  • Criterion 4
    • Discuss why the criterion is important to you:
    • Discuss whether or not the greenspace you visited supports the criterion:
    • Include a photo and a brief narrative:
  • Criterion 5
    • Discuss why the criterion is important to you:
    • Discuss whether or not the greenspace you visited supports the criterion:
    • Include a photo and a brief narrative:

Part 2: Greenspace through an Environmental and Social Justice Lens

1. In your own words, explain what environmental justice is, what its causes are, and why it matters.
2. What environmental injustices exist in your community? To answer this question, you should describe the environmental injustice you see and provide supporting evidence in the form of your photos and the map/graph. Explain how your photos and map/graph support your arguments about environmental injustice.
3. Summarize the key points about the region you selected in the Unequal Scenes Project, highlighting what makes it an unequal place. In your response, provide supporting evidence in the form of a photo and explain how the photo connects to the key points about injustice you discussed.
4. Explain, using examples, how issues related to greenspace are similar and/or different in the global region you explored compared to our region.
5. Connect the idea of greenspace as a human right to two of the UN’s 17 Sustainable Development Goals. Discuss the connections you see.

Part 3: Connect to Civic Action

1. Connect what you learned from your exploration of the value of greenspace, environmental justice, and your own access to greenspace to the Pathways of Civic Engagement Framework. Use “supporting availability of and access to high-quality greenspace” as the central issue and identify actions that people are taking, or that we could take, to address this issue along each of the six civic engagement pathways.

• • Community Engaged Learning and Research:
  • Community Organizing and Activism:
  • Direct Service:
  • Philanthropy:
  • Policy and Governance:
  • Social Entrepreneurship and Corporate Social Responsibility:

2. How might you be able to improve the quality of greenspaces in your area, either locally or on a broader scale? Discuss the civic actions that you engage in or would be willing to engage in and discuss your reasoning.