This week, back at Plot #3, it was time to start tagging and measuring trees. We discussed why this is necessary, and then how we do it. We won’t be able to come back in 5, 10, or 15 years and check the growth of a tree if we don’t have a clear way to identify each tree. We’re using brass tags with numbers stamped into them.
A refresher for some, and new to others- we learned about measuring tree diameter at breast height (dbh). Of course ‘breast height’ isn’t the same for everyone, so we used our bodies to figure out where 4.5 feet of the ground is on each of us. For me it’s my collar bone, Juniper the top of her head, and Simon his nose.
Then, I introduced a tool that was new to everyone. A dbh tape measure! What is that?!? Well, you measure the circumference of the tree, but the number it shows you is the diameter. It’s a very handy tool for foresters, and some of the kids were pretty excited about it. We compared to a regular tape to see that, indeed, one inch on the dbh tape is 3.14 regular inches.
Some were eager to start tagging trees.
Others to carefully measure and record the tagged trees’ diameters. We didn’t finish, but got a good start before lunch.
During skill time, I introduced two-ply reverse-wrap cordage making. I brought raffia because I wanted them to get the technique down before we start the more challenging task of processing fibers from raw plant material.
I’ll admit, I was nervous about teaching this skill. I make cordage all the time, but I’ve been doing it so long that my hands just do it without me even thinking. I tried to break it down and explain what’s happening, but for the first stretch, most of the kids who didn’t already know how were frustrated. Ru already knew how to make cordage, and so I asked him to share his technique. Sure enough- after he demonstrated his method, they started to get it.
It was satisfying to hear the exclamations of frustration and confusion turn into exclamations of delight as one after the other, those who put in the effort all had their “ah ha” moments with the fibers. Bella made a piece of cordage so tiny I could barely see the strands, and she was still working on it on the drive home.
When I told an old friend that I work with middle school students, she let me know I was going to learn some new lingo. One she warned me about was 6 7. What is six-seven? I asked them. They talked about it for a long time.
I still have no idea what it means.