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Author

Sustainability Ambassadors

Grades

9th, 10th, 11th, 12th, AP® / College

Subjects

Science, Biology

Resource Type

  • Article

Regional Focus

North America, United States, USA - West

Format

PDF

Urban Forester

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Synopsis
  • In this job description and career path highlight, students will read about working as an urban forester and learn about the career path of an individual in that role.
  • Students will get details about the average salary, necessary experience and education, core work tasks, and working conditions for the role.
Teaching Tips

Positives

  • Students will benefit from the example of someone trying a few things before landing on what they like.
  • The interviewee recognizes and highlights that those who are very vocal and opinionated don't always represent the needs of the majority.

Additional Prerequisites

  • Some students may need the terms soft skills, technical writing, ecology, and others defined before reading.
  • It may benefit students to know the importance of green spaces in urban areas.

Differentiation

  • Students living in urban areas can determine if their city has an urban forestry program and, if so, interview a local urban forester or arborist.
  • Science teachers can use this document in a lesson or unit about tree identification to show real-world contexts where that skill is essential.
  • Students can write short papers about the benefits of planting trees in cities after reading through this document and doing some additional research.
  • Students can research programs and licensing opportunities in their area that could help them become urban foresters.
Scientist Notes
This resource provides an overview of an Urban Forestry career, including the skills and education needed. Katie Hogan details her journey to become an urban forester along with her career path. This resource provides an overview of the urban forestry field and how it relates to other scientific areas, such as arboriculture and climate change. This resource is recommended for teaching.
Standards
  • Next Generation Science Standards (NGSS)
    • LS2: Ecosystems: Interactions, Energy, and Dynamics
      • HS-LS2-5 Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
  • College, Career, and Civic Life (C3) Standards
    • Dimension 3: Gathering and Evaluating Sources
      • D3.1.9-12 Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.
  • Common Core English Language Arts Standards (CCSS.ELA)
    • Reading: Informational Text (K-12)
      • CCSS.ELA-LITERACY.RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
      • CCSS.ELA-LITERACY.RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
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