This activity has been selected for inclusion in the CLEAN collection.
This activity has been extensively reviewed for inclusion in the Climate Literacy and Energy Awareness Network's collection of educational resources. For information the process and the collection, see http://cleanet.org/clean/about/selected_by_CLEAN.
This activity was selected for the On the Cutting Edge Reviewed Teaching Collection
This activity has received positive reviews in a peer review process involving five review categories. The five categories included in the process are
- Scientific Accuracy
- Alignment of Learning Goals, Activities, and Assessments
- Pedagogic Effectiveness
- Robustness (usability and dependability of all components)
- Completeness of the ActivitySheet web page
For more information about the peer review process itself, please see https://serc.carleton.edu/teachearth/activity_review.html.
- First Publication: October 23, 2017
- Reviewed: March 13, 2019 -- Reviewed by the On the Cutting Edge Activity Review Process
View the Student Lab »
Educator Guide: Lab 1 - Launching an Expedition
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Summary and Learning Objectives
In Lab 1, students are charged with thinking about what it takes to "do science." They are introduced to the science of dendrochronology and learn how tree-ring science is done. What tools are used? What techniques can be used to prepare and analyze tree core samples to reveal the nature of past climate? They see how tree core samples are obtained and processed, and take a virtual tour of a tree-ring laboratory. Then they watch videos of two accomplished dendrochronologists describe their career path and the role serendipity has played. They take a virtual trip to a tree-ring lab and then consider what kinds of special trees scientists seek to help them answer questions about how our climate has changed in the past. Students then explore the tree-ring datasets available from the International Tree-Ring Databank (IRTB) and focus on the work of one of the science investigators, and their peer-reviewed research, to help them understand the nature of science.
Note: Please download the Student Activity Sheet (pdf or Word version) found in the Printable Materials section of this document if you wish to have students respond to Stop and Think questions as they go through the lab.
Learning Objectives:
After completing this lab, students will be able to:
- describe what the science of dendrochronology is
- explain what types of trees give dendrochronologists the best chance to reconstruct past climate change.
- locate a tree-ring dataset from the International Tree-Ring Databank, and find a peer review publication that is associated with that dataset.
Dendrochronologist Nicole Davi demonstrates how a tree-ring core is extracted.
Activity Overview and Teaching Materials
Detailed overview of what students will do in each part of the lab and how long it will take.
Part 1: What is Dendrochronology
In Part 1, students learn how tree-ring science is done. What tools are used? What techniques can be used to prepare and analyze tree core samples to reveal the nature of past climate? Students consider what kinds of special trees scientists seek to help them answer questions about how our climate has changed in the past.Then they watch a video that describes how the tree core samples they will analyze are extracted and processed. Then they take a virtual field trip to a tree-ring lab to investigate what kind of tools and wood samples are used in tree-ring research.
Part 2: The Life of a Tree-ring Scientist
In Part 2, students hear two accomplished dendrochronologists describe their career path and the role serendipity has played in their work. Then they explore the workplace of dendrochronologists by examining the nature of four tree-ring research sites around the world. To complete this section, students explore the research divisions of NSF and read an article about a project they found interesting.
Part 3: Heading up an Expedition
In Part 3, students explore the tree-ring datasets available from the International Tree-Ring Databank (ITRDB). They use Google Scholar to focus on the work of one of the science investigators they reviewed then write a summary of one their papers that most interests them.
Printable Materials
Download and print files needed for each part of the lab, including student handouts and answer keys.
To download one of the PDF or Word files below, right-click (control-click on a Mac) the link and choose "Save File As" or "Save Link As."
Student Activity Sheet for Lab 1 - (
PDF (Acrobat (PDF) 215kB Mar13 19))(
Word (Microsoft Word 2007 (.docx) 51kB Mar13 19)); (
Suggested Answers
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Teaching Notes and Tips
What you need to prepare ahead of time, and general recommendations for classroom implementation.
Launching an Expedition
General Recommendations:
To add a hands-on component, consider purchasing a coring apparatus (about $240) Forestry Suppliers.
Facilitation Tips:
Part 1 - What is Dendrochronology?
- This part can be assigned as homework or completed in class.
- If done in class, review the Stop and Think questions with students.
- If you purchased a coring apparatus, take students outside and have help students take a few cores from local trees and then compare them. How old are the trees they cored? When was each tree begin its life?
Part 2 - The Life of a Tree-ring Scientist
- Ask students what type of trees are commonly found around their community. Briefly discuss the difference between hardwood trees (oak, maple, birch, etc.), and conifers (firs and pines).
- If students are unfamiliar with navigating in Google Maps and using 360 degree images, view the Humpty Dumpty Talus Slope with them and have them describe the site.
- It is important that students understand that in dry areas, precipitation is the limiting factor to tree growth while at high high elevation, or in the far northern latitudes, temperature is the limiting factor.
- Discuss the Stop and Think questions with students.
Part 3 - Leading an Expedition
- Make sure students are able to access the ITRDB site.
- Go through the entire exercise.
- End the lab with a discussion of what kinds of research studies are being done in your state. What questions might these studies answer about the paleoclimate of your region?
References and Additional Resources
- NOAA Centers for Environmental Information, Tree Rings: https://www.ncdc.noaa.gov/data-access/paleoclimatology-data/datasets/tree-ring
- The International Tree-Ring Databank: https://data.noaa.gov/dataset/international-tree-ring-data-bank-itrdb
- Laboratory of Tree-Ring Research (LTRR), University of Arizona: http://ltrr.arizona.edu
- Tree-Ring Laboratory (TRL), Lamont-Doherty Earth Observatory of Columbia University: http://www.ldeo.columbia.edu/tree-ring-laboratory
- Cornell Tree-Ring Laboratory: https://dendro.cornell.edu
- Stokes, M., Smiley, T., 1968. An Introduction to Tree-ring Dating. University of Chicago Press, Chicago, Illinois, USA.
- James H. Speer, Fundamentals of Tree-ring Research, Tucson, Arizona: University of Arizona Press, 2010
- Grissino-Mayer HD, Sheppard PR, Cleaveland MK, 2004. A dendroarchaeological re-examination of the ``Messiaho violin and other instruments attributed to Antonio Stradi- vari. Journal of Archaeological Science.
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