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The Nature Conservancy


9th, 10th, 11th, 12th, AP® / College


Science, Social Studies, Earth and Space Sciences, English Language Arts

Resource Type

  • Articles and Websites

Regional Focus

North America, United States, USA - Northeast, New York, New York City

The Collective Stand of Forest for All NYC

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  • Several narratives combine in one informative article about the collective effort to provide more tree cover in New York City.
  • This article will inspire students with the idea that organizations can work together to provide climate solutions. 
Teaching Tips


  • This article contains opinions, predictions, and facts from several experts, presented with visual representations to aid comprehension.
  • Students can learn about many groups who have teamed up to help solve one climate issue in New York City.

Additional Prerequisites

  • Vocabulary is somewhat rigorous, so a definition list or graphic organizer will be helpful.
  • Students should know the term urban forest.
  • Teachers and students can share this article via social media.


  • Socio-economic equity regarding nature is a topic in the article, so Social Studies teachers can have students read the article and then conduct research to compare and contrast areas of urban forests as related to the average yearly income of neighborhood populations.
  • Science teachers can have students read the article and then conduct further research regarding the climate solution of urban forests and the urban heat island effect.
  • This article could be the basis of a tree-planting class project.
  • Guidance counselors can utilize the article as a discussion starter regarding climate solution careers since several individuals are highlighted, along with their titles within their places of work.
  • There are links to other relevant articles so teachers can assign small-group research projects based on the articles.
Scientist Notes
This article from The Nature Conservancy profiles the work of various organizations to grow tree cover equitably in New York City. Interviews of experts in fields ranging from environmental justice to urban forestry to real estate give first-hand accounts of the work. The linked NYC Urban Forest Agenda is an excellent source for further reading. This resource is comprehensible, focuses on the human and environmental importance of the urban forest, and is recommended for teaching.

This resource addresses the listed standards. To fully meet standards, search for more related resources.

  • Science
    • ESS3: Earth and Human Activity
      • HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
      • HS-ESS3-3. Create a computational simulation to illustrate the relationships among the management of natural resources, the sustainability of human populations, and biodiversity.
  • Career Readiness, Life Literacies, & Key Skills
    • Life Literacies and Key Skills
      • 9.4.12.IML.5: Evaluate, synthesize, and apply information on climate change from various sources appropriately (e.g., 2.1.12.CHSS.6, S.IC.B.4, S.IC.B.6, 8.1.12.DA.1, 6.1.12.GeoHE.14.a, 7.1.AL.PRSNT.2).
  • English Language Arts
    • Reading: Informational Text (K-12)
      • RI.CI.9–10.2 Determine one or more central ideas of an informational text and analyze how it is developed and refined over the course of a text, including how it emerges and is shaped by specific details; provide an objective summary of the text.
      • RI.CR.11–12.1 Accurately cite a range of thorough textual evidence and make relevant connections to strongly support a comprehensive analysis of multiple aspects of what an informational text says explicitly and inferentially, as well as interpretations of the text.
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