# Presentation: 538857

## Green-Up Protocol

## Goals for the Training Session

- Provide an inquiry context for the data collection and science content
- Provide accurate science content
- Review procedures for data collection
- Review data entry and analysis
- Discuss classroom implementation ideas
- Collect feedback from participants

**Notes:**
These are the goals for the Green-Up Measurement Protocol training session.

## Inquiry Context

- How long does green-up take for a given species?
- How does green-up differ among different species within a forested study area?
- How does green-up relate to precipitation?  To soil moisture?
- Does temperature influence the rate of green-up?

**Notes:**
The series of pictures in this slide show green-up for a Sweetgum Tree (Liquidambar styraciflua) at the Cartersville Primary School in Cartersville, Georgia, US.

Questions for Further Investigation are below:
-Is there a relationship between air temperature and budburst dates reported for the GLOBE schools in your region?
-How does plant green-up affect soil water? How does soil water affect plant green-up?  
-What other animals (butterflies, waterfowl, songbirds) arrive after plants green-up, when, and why?
-Does the timing of green-up occur earlier or later at higher elevations in your region? Why?
-Does the timing of green-up occur earlier or later inland or near the coast in your region? Why?
-How does the green-up of grasses relate to air temperature?

## Local Inquiry Example

**Notes:**
Students can generate local inquiry questions to create a context for data collection to answer the question. Local inquiry topics can be connected or scaled to provide a local to global perspective on environmental research.

To provide the local inquiry context you might want to first determine what study areas are available and which species are the dominant tree and shrub species in the town or in the region. 

Please generate a local example that teachers and students can relate to.
How long does it take leaves of different species to grow to maturity within the same study area?
How does green-up vary within a tree?
How does shading impact green-up?
How does the rate of green-up of a dominant species vary within your city or town?
How does the green-up of the understory species differ from the green-up of the overstory species in your study area?

## Why do GLOBE scientists research green-up?

- To calculate growing season length and monitor interannual changes in growing season duration
- To determine how environmental conditions such as air and soil temperature, precipitation, soil moisture, and day length affect plant growth
- To monitor the nature and extent of climate change and its effects on plants and animals
- To help interpret satellite observations of greenness

**Notes:**
The length of the growing season is a very important indicator of global and regional climate change, especially if recorded across many years. By using satellite data, scientists have discovered that the growing season has increased in many areas of the world (mainly mid and upper latitudes) in the last 20-30 years, by as much as 8-12 days!
Having green-up data and other forms of phenological data, scientists can compare measurements of growing season determined by satellite data to actual measurements taken on the ground. This ground-truth data lend greater credibility to scientific findings made using satellite data that may vary because of problems due to atmospheric properties, sun angle changes, poor viewing geometry and aging of satellite detectors.
Growing season data are also used extensively in climate and ecological models. Scientists test their models against real data of growing season length to help them determine how accurate the models are able to predict the real circumstances found in the environment.

## Science Content: What is green-up?

**Green-up** is the beginning of phenological changes that signal the start of a growing season for most plants.

- May
- 1987

- March
- 1987

**Notes:**
The graphics on this page show the Normalized Difference Vegetation Index (NDVI), or amount of vegetation greenness, as calculated from the National Oceanic & Atmospheric Administration (NOAA) satellite data for two months in 1987.  These data are from the National Aeronautics and Space Administration (NASA) and the Goddard Space Flight Center (GSFC). The scale bar indicates that a larger NDVI value relates to greater amounts of green vegetation, as measured by light reflectance to the satellite instrument. The changes between these two months represent the period of green-up and are most prominent in North America, Europe, and Asia. These ground-truth data lend greater credibility to scientific findings made using satellite data that may vary because of problems due to atmospheric properties, sun angle changes, poor viewing geometry and aging of satellite detectors.

Budburst generally signals the beginning of the growing season for many plant species, but green-up is the period of time it takes for leaves to grow to full maturity. This period varies by species and location, as well as by influencing factors such as temperature and soil moisture availability. 

Green-up data provides important information to scientists, enabling them to confirm research findings of growing season length as monitored by satellite instruments, for use in climate and ecological models, and predicting forested or grassland  area susceptibility to fire. 

## Science Content: Important Definitions

**Swelling **is seen when the bud is getting bigger.

**Dormancy** is a state of suspended growth and metabolism.

**Budburst** is the emergence of new leaves (photosynthetically active foliage) on plants, which signals the beginning of a new growing season cycle.

**Notes:**
NOTE: Still need picture of bud swelling.

## Instruments: Green-Up

- GPS Receiver
- Local Tree Identification Guide
- Compass
- Meter stick or tape measure (for grass study site)
- Ruler (in mm)
- Camera
- Flagging Tape & Marker

**Notes:**
A local tree/shrub ID guide can help in identifying the genus and species.  You can also consult with local experts.
Use the flagging tape and a permanent marker to identify the branch and tree which will be observed.
During Site Selection and Set-up, take photos of the site in each direction: north, east, south, west.
During actual green-up observations only the data sheets, a pencil or pen, and ruler are needed.

The picture shows buds on branches in the upper portion of a maple tree have not yet burst; lower buds on the same tree had already burst.

## The Measurements

- Green-Up Study Site Definition
- GPS Measurement
- Tree and shrub species or grass genus
- Study Site pictures
- Green-Up Protocol
**For tree or shrub:** date, bud condition or leaf length on four buds of the same branch
**For grass:** date, blade length on first four shoots to emerge

**Notes:**
The Green-Up Study Site can be done at the Land Cover Study Site, the Atmosphere Study Site, or at a separately defined site.
If doing both Green-Up and Green-Down, using the same Study Site is preferred. This supports better student and scientist research.
The Green-Up Study Site should be easy to access since students will need to visit at least twice a week.

The pictures show a study site at the Boonsboro Elementary School in Boonsboro, MD, US. The first picture show the study site prior to green-up, but the trees are flowering. The second picture show the study site during leaf expansion.

## Collecting Data: Field/Lab Guides & Data Sheets

**Field/Lab Guides:**
- Tree and Shrub Green-Up and Green-Down Site Selection Field Guide *or* Grass Green-Up and Green-Down Site Selection Field Guide
- GPS Protocol Field Guide
- Tree and Shrub Green-Up Protocol Field Guide *or* Grass Green-Up Protocol Field Guide
**Data Sheets:**
- Green-Up and Green-Down Site Definition Sheet
- GPS Investigation Data Sheet
- Tree and Shrub Green-Up Data Sheet *or* Grass Green-Up Data Sheet

**Notes:**
Field/Lab Guides: The respective chapter and page numbers are included below:
GPS Field Guide is located in the GPS Investigation of the Teacher’s Guide.  
-GPS Protocol Field Guide (GPS Protocols – 9)
-If needed: Offset GPS Protocol Field Guide (GPS Protocols – 10)
Green-Up/Green-Down Field Guides are located in the Earth System Science Investigation:
-Tree and Shrub Green-Up and Green-Down Site Selection Field Guide (Green-Up Protocol - 4)
-Grass Green-Up and Green-Down Site Selection Field Guide (Green-Up Protocol - 5)
-Tree and Shrub Green-Up Protocol Field Guide (Green-Up Protocol - 9)
-Grass Green-Up Protocol Field Guide (Green-Up Protocol - 10)
Data sheets: The data sheets are located in the Appendices of the GPS Investigation and Earth System Science Investigation of the print Teacher’s Guide or they can be downloaded from the Teacher’s Guide link on the GLOBE Web site at any time.
-GPS Investigation Data Sheet (GPS Appendix – 3)
-If needed, Offset GPS Measurement Data Work Sheet (GPS Appendix – 4)
-Green-Up and Green-Down Site Definition Sheet (Earth System Science Appendix – 3)
-Tree and Shrub Green-Up Data Sheet (Earth System Science Appendix – 5)
-Grass Green-Up Data Sheet (Earth System Science Appendix – 6)

## Collecting Data: Green-Up and Green-Down Study Site

_**Site Selection**_
- At least 2 weeks before budburst
- Convenient location
- Native trees/shrubs or grasses that are not watered or fertilized are preferred

_**Tree and Shrub or Grass Selection**_
- Identify dominant tree and shrub species or grass genus
**For Tree or Shrub:**
- Select one or more dominant, native, deciduous trees/shrubs
- Select and flag a healthy, good-sized branch on the equator-facing side
**For Grass:**
- Select a one-meter square area dominated by grass plants

**Notes:**
For site selection:
You can use a preexisting Land Cover Sample Site if easily accessible for frequent plant phenology observations. You can create another site/ other sites. 
Since the results of this protocol can be combined with temperature and precipitation data, try to choose a site close to your Atmosphere and Soil Moisture Study Sites.
Needs to be easy to access because students need to visit at least twice a week and continue until leaf growth plateaus.
Avoid sites near buildings or where watered, fertilized or impacted by other human activities, if possible. If not possible, be sure to include conditions in the site metadata.
Sites with native trees/shrubs or grasses are preferred.

For tree/shrub or grass selection:
For the phenology measurements you should choose a deciduous plant.  If the dominant plant species are all evergreen conifers, use the under-story broadleaf shrubs as your green-up plants.
Scientifically, it is most useful if the tree or shrub branch used for the Green-Up Protocol is the same as the one used for the Green-down Protocol. 
In the northern hemisphere select a south-facing branch; in the southern hemisphere select a north-branch, use a compass to help you determine the correct side of the tree to flag.

## Collecting Data: Protocol

- Locate and mark green grass shoot or bud at end of selected branch
- Locate and mark three other closest buds or shoots
- Photograph your site
_**Every Visit**_
**For Tree or Shrub:**
- Examine each bud and determine if it is:	 Dormant, Swelling, Budburst, Length or Lost
- Continue measuring until leaf stops increasing in length
**For Grass:**
- Examine each shoot and determine if it is:	 No Shoot, Length or Lost
- Continue measuring until leaf stops increasing in length

**Notes:**
For trees/shrubs, start observing the flagged branch two weeks prior to the typical budburst period.
For grasses, the start of green-up occurs when any initial green grass shoot is first observed.
Students should visit the Study Site at least twice a week to check for the start of green-up and continue observing until leaf growth stops.

Photograph from the center of your site looking in the north, south, east, and west directions.
In the Northern Hemisphere, the number of growing season cycles is generally equal to 1, starting after January 1st. Some areas in the subtropics and tropics, or areas dominated by wet and dry cycles, may have more than one growing season.

After each budburst and shoot emergence, use a metric ruler to measure the length of each leaf in millimeters. Do not include the stem or petiole in the leaf measurement for trees and shrubs.

**At this point, pass out the handouts of the Example of Completed Data Sheets.

## Enter Data on the GLOBE Web SiteGreen-Up and Green-Down Study Site Definition

- Step 1: Select “Define a Green-Up/Green-Down Study Site” from the Phenology data entry menu
- Step 2: Enter the Study Site information
- Step 3: Click “Send Data” button
- Step 4: Confirm data entries on verification page

**Notes:**
**At this point, direct the participants to the GLOBE training data entry site and have them enter the data from their data collection sheets. 
You can choose to enter Green-Up data after each observation, or enter all the data after you have finished making all observations of Green-Up.
You can define the site beforehand or at the time of data entry.
Email data entry is also available.  Directions can be found on the GLOBE Web site under Data Entry.

It is always a good idea to include metadata, or additional information, about both the study site and the green-up observations when entering data. Especially for the study site it allows you to better describe where the study site is (i.e., is it a forested setting, is it in the front school bus turn-around, is it on the edge of a road or marsh, etc). 

How to submit Site Photos:
Site photos can either be submitted electronically or by mail.
For instructions on how to do this see page 35 of the Implementation Guide Appendix of the GLOBE Teacher’s Guide. This can be accessed from the GLOBE Web site.

## Enter Data on the GLOBE Web SiteGreen-Up Protocol

- Step 1: Confirm that a Green-Up Study Site has been defined
- Step 2: Select “Green-Up” from the Phenology data entry menu
- Step 3: Select your Study Site, enter the date and growing season cycle
- Step 4: Enter data for the leaves/buds from each line of the data sheet, one at a time
- Step 5: Confirm data entries on verification page

**Notes:**
**At this point, direct the participants to the GLOBE training data entry site and have them enter the data from their data collection sheets. 
Email data entry is also available.  Directions can be found on the GLOBE Web site under Data Entry.

Green-Up data has to be entered one line of the data sheet at a time. After you submit data for one day of observations, you have to go back through the full data entry process by either clicking on “Enter More Data for Green-Up” link on the Verification Page, or by Selecting “Green-Up” from the Phenology Tab of the main data entry page.
It is always a good idea to include metadata, or additional information, about the green-up observations when entering data. A textbox space is provided for entering this additional information. 

## Looking at the Data

**Notes:**
This graphic shows the green-up data of Betula papyrifera (paper birch) collected by the Innoko River School in Shagleuk, Alaska in May, 2005. Four different leaves were measured, but two of the leaves have the same green-up trend, so the lines lay on top of each other. You can see that the green-up of these paper birch leaves happened in a span of five days. It appears that the leaves have stopped growing because the curves have plateaued, but several additional observations would help convince us.

The Betula papyrifera insets are from:
USDA-NRCS PLANTS Database / Herman, D.E. et al. 1996. North Dakota tree handbook. USDA NRCS ND State Soil Conservation Committee; NDSU Extension and Western Area Power Admin., Bismarck, ND. 

Prompt questions about the graph:
Do leaves grow at the same rate for different species?
Will leaves of the same species grow at the same rate at different locations?

Refer to the “Looking at Data” section of this protocol in the Teacher’s Guide for a data analysis activity.

## Classroom Implementation

- Inquiry
- Curriculum/Standards Alignment
- Assessment
- Classroom Management

**Notes:**
Have participants break into groups and discuss one or more of the following bullet items, as time allows.

Learning Activities for the Earth System Science Investigation include:
(these can be downloaded from the GLOBE web site from the “Earth as a System” chapter, under the Teacher’s Guide Link):
Seasons
S1: What Can We Learn About Our Seasons?
S2: What Are Some Factors That Affect Seasonal Patterns?
S3: How Do Seasonal Temperature Patterns Vary Among Different Regions of the World?
S4: Modeling the Reasons for Seasonal Change
S5: Seasonal Change on Land and Water
Phenology
P1: Green-up Cards
P2: A Sneak Preview of Budburst
P3: A First Look at Phenology
P4: A Beginning Look at Photosynthesis
P5: Investigating Leaf Pigments
P6: Global Patterns in Green-up and Green-down
P7: Temperature and Precipitation as Limiting Factors in Ecosystems

## Getting Started

- The GLOBE Web site has information
- _[http://www.globe.gov](http://www.globe.gov/)_
- GLOBE Help Desk or your Country Coordinator can support you as you get started.
- Get your students involved doing real science!

**Notes:**
A first step in being prepared to implement the phenology protocols is to fully read through the Phenology Introduction section of the Earth System Science Investigation, in the Teacher’s Guide.
Secondly, an exploration of the possible study sites available and the tree/shrub species that can be observed, well before budburst, will help you be prepared to make these measurements.
Multiple sites can be established and observed!
Don’t forget to enter your data soon after completing the observations! Maintain a hard copy of your class/school’s data.
Use the GLOBE data & visualization tools on the GLOBE web site to see what other schools are recording for phenology.