&ER&
EPA/600/R-16/006 | March 2016 | www.epa.gov/enviroatlas
United States
Environmental Protection
Agency
Building a Green way
Using EnviroAtlas in
the Classroom
CASE STUDY
Office of Research and Development
National Exposure Research Laboratory
National Health and Environmental Effects Research Laboratory
-------
Case Study
Building a Greenway:
Using EnviroAtlas in the Classroom
Created by
Jessica Daniel, EPA ORISE Participant
Pamela Barclay, EPA ORISE Participant
Kathleen F. Bush, EPA ASPPH Fellow
Project Officer
Laura Jackson, Ph.D
National Health and Environmental Effects Research
Laboratory Office of Research and Development
U.S. Environmental Protection Agency
Research Triangle Park, NC
-------
Disclaimer
The city of Canton and the detailed narrative are fictional. They are intended to represent
situations that could occur and the challenges and opportunities that may accompany said
circumstances. Though this material was reviewed and approved by EPA, it does not
necessarily reflect official Agency policy. Mention of trade names or commercial products does
not constitute endorsement or recommendation for use.
-------
This document was created as an activity for educational use to introduce students to the concept
of greenways, using maps in decision-making, and EnviroAtlas.
The appropriate citation for this case study is:
Daniel, J., P. Barclay, and K.F. Bush. 2016. Building a Greenway: Using EnviroAtlas in the
Classroom. Case Study. U.S. Environmental Protection Agency, Office of Research and
Development, National Health and Environmental Effects Research Laboratory/National
Exposure Research Laboratory, Research Triangle Park, NC. EPA/600/R-16/006
For questions regarding this case study and supplemental materials, please contact the
EnviroAtlas Team at Enyiroatias(Sepa.aov.
-------
This case study was developed through the joint efforts of multiple contributors. Much
appreciation goes to Alexandra Mackey, EPA Student Services Contractor, who provided the
map images used in the case study and is integral to the EnviroAtlas community component.
Thanks to our reviewers Dana Haine, K-12 Science Education Manager, UNC-Chapel Hill
Institute for the Environment, and Kelly Witter, EPA National Exposure Research
Laboratory. Their feedback was extremely valuable in the completion of this product.
Additional thanks to our pilot testers and their classes for taking an initial stab at carrying out
the case study in the classroom: Linda Schmalbeck, North Carolina School of Science and
Mathematics and Diane C. Whitaker, Southwest Guilford High. We learned much from these
pilot tests.
-------
Disclaimer 2
Preface 3
Acknowledgments 4
Table of Contents 5
Case Study Overview 6
Learning Objectives 6
Curriculum Alignment 6
Using this Case Study without Internet 8
Teaching Plan 8
Using this Case Study with Internet 10
Teaching Plan 10
Additional Suggested Activities 13
Additional Readings and Resources 16
Answers to Comprehension Questions 17
Questions from the Reading 17
Understanding Maps Worksheet 17
Case Study Synopsis 20
Introduction 20
EnviroAtlas 20
Canton Greenway Case Study 21
Scenario Overview 23
Questions from the Reading 25
Worksheet - Understanding Maps 26
Student Task 28
The Public Hearing 29
Group Decision 29
Appendix I: Bibliography 30
Appendix II: Glossary 31
-------
Guidance for Instructors
In this hypothetical case study, funding to complete a pilot section of a greenway has been
granted to a city Parks and Recreation Department. The proposed pilot section is being presented
to the city council for review and approval. The proposal was drafted by the Parks and
Recreation Department and selected to meet the goals of the Department. Numerous data and
maps were used in determining this selection and are included in the proposal. The reader is
asked to generate an opinion and justification for supporting or not supporting the proposed
route. The Parks and Recreation Department goals include the following:
Improve access to and use of parks and green spaces,
Enhance habitat for biota,
Encourage physical activity and recreational opportunities, particularly for aging
populations.
This case study is intended to showcase ways in which EnviroAtlas, an interactive web-based
tool that combines maps, analysis tools, fact sheets, and downloadable data, can support
decision-making.
Available data can inform alternatives and help prioritize action at the local, regional, and
national level. Such planning efforts also present a unique educational opportunity for students to
be introduced to complex problems and learn to analyze and interpret relevant data while being
asked to generate recommendations.
After completing this activity, students/participants should be able to do the following:
Interpret an issue or problem from multiple perspectives.
Integrate data from multiple sources to generate an argument.
Compare and contrast different ecosystem services as they relate to sustainable and
healthy communities.
Integrate an environmental justice perspective into decision-making.
Discuss the opportunities and challenges associated with multi-sectoral decision-
making.
Compare scenarios that integrate access to recreational opportunities, conservation of
open space, and community development.
Generate and defend recommendations based on the available data.
A ignment
This case study is intended for secondary education, undergraduate, and community (i.e.
municipal agencies and community organizations) education/engagement programs focusing on
-------
ecology, environmental science, urban planning, public health, or public policy/civics. Prior to
starting this activity, participants should possess a basic understanding of ecological principles
and cartography/map interpretation.
This case study meets a number of secondary education curriculum requirements, including
those for applied science, environmental science, information and technology, civics, humanities,
human health, literacy, mathematics, and engineering. Examples of these requirements from both
the Common Core and Next Generation Science Standards are listed below.
NEXT GENERATION SCIENCE STANDARDS
HS-LS2-6 Evaluate the claims, evidence, and reasoning that the complex interactions in
ecosystems maintain relatively consistent numbers and types of organisms in
stable conditions, but changing conditions may result in a new ecosystem.
HS-LS2-7 Design, evaluate, and refine a solution for reducing the impacts of human
activities on the environment and biodiversity.
HS-LS4-5 Evaluate the evidence supporting claims that changes in environmental
conditions may result in: (1) increases in the number of individuals of some
species, (2) the emergence of new species over time, and (3) the extinction of
other species
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
management of natural resources, the sustainability of human populations, and
biodiversity.
HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria
and trade-offs that account for a range of constraints, including cost, safety,
reliability, and aesthetics as well as possible social, cultural, and environmental
impacts.
COMMON CORE STANDARDS
RST. 11-12.1 Cite specific textual evidence to support analysis of science and technical texts,
attending to important distinctions the author makes and to any gaps or
inconsistencies in the account
RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse
formats and media (e.g., quantitative data, video, multimedia) in order to address
a question or solve a problem
RST. 11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical
text, verifying the data when possible and corroborating or challenging
conclusions with other sources of information.
RST.9-10.8 Assess the extent to which the reasoning and evidence in a text support the
author's claim or a recommendation for solving a scientific or technical problem.
-------
RST.9-10.2 Determine the central ideas or conclusions of a text; trace the text's explanation
or depiction of a complex process, phenomenon, or concept; provide an accurate
summary of the text.
SL.l 1-12.4 Present information, findings, and supporting evidence, conveying a clear and
distinct perspective, such that listeners can follow the line of reasoning,
alternative or opposing perspectives are addressed, and the organization,
development, substance, and style are appropriate to purpose, audience, and a
range of formal and informal tasks.
HSS-IC.B.6 Evaluate reports based on data.
MP.2 Reason abstractly and quantitatively.
(h, iifj i' \ lasr i orne
This case study can be carried out completely without the use of the internet. Use the following
as guidance for administering this case study in the classroom. It is recommended that each
student have their own copy of 1) the case study and 2) the Under standing Maps Worksheet.
Map sets can be printed in color to be used in groups or displayed on computer/projector screens.
Printing appendices is optional, though glossary terms, citations, and additional maps can be
found there.
Case Preparation
There are multiple options for using the Building a Greenway Case Study. First, decide which
activity or activities you wish to complete. Some options are below.
Option 1: Carry out the case study as written. This requires minimal prior class
preparation and can be completed in a 45 - 60 minute class session. Students will read the
case study and complete the Understanding Maps Worksheet. Prior to the case study class
session, have students read the case narrative, complete the 'Questions from the Reading',
and come up with a few key points they would make. All students will complete the case
study from the viewpoint of the Parks and Recreation Department, whose goals are outlined
in the case study. Additional questions for class discussion are provided below.
Option 2: Assign each student a role from which to complete the case study. This
requires some prior class preparation and may take 90 minutes of class time. This is a great
way to promote spirited discussion and will increase student understanding of the complexity
of the decision making process.
Potential roles include: representative from the parks and recreation department, city
planner, environmentalist, concerned citizen, environmental justice advocate, public
health worker, neighborhood representative, or small business owner. Once roles are
assigned, create groups that have a mix of roles.
Prior to the case study class session, have students read the case narrative and come
up with a few key points they would make to their group based on their role. Point
-------
them to Page 6 of the case study for guiding questions to prepare their report-back. If
desired, encourage students to do some outside research for background for their role.
Option 3: Complete an activity from the Suggested Activities section below. More
significant preparation outside of class time will be needed. In class time needed will vary
among these activities. More than one class period will be required to complete the case
study and an additional activity. These individual activities can be used to tailor the Building
a Greenway case study to individual class curricula and learning objectives. Students will
complete the case study during class time and have an additional activity from the Suggested
Activities assigned for more in-depth discovery. Students will need to make use of additional
resources and work outside of classroom hours to complete assigned activities.
Completing the Case Study
Priming Questions for the Instructor
Students should have already read and become familiar with the case study. Take the first 10
minutes of class and prime the class for more in-depth discussion. The most straightforward way
to do this is to use some of the prompting questions students that were given as a part of the case
narrative, including:
What is the situation? What issues are at stake?
What is the context of the problem? What are the underlying assumptions of the case?
What key facts should you consider?
What questions do you have?
What criteria should you use when selecting a route?
What alternatives are available? What are the pros and cons of each alternative?
What other information, including maps, would be useful to have in making your
decision?
After priming the class, reiterate the instructions based on the class option that you have chosen.
Students should have access to the map set during class time in order to complete the
assignment.
Option 1: Carry out the case study as written.
o Each student should use the provided map set to complete the Understanding Maps
Worksheet. Once they complete the worksheet, students should draft a short
paragraph explaining their recommendation for the public hearing.
o Have a few students read their recommendations to the class or introduce interesting
observations from the Understanding Maps Worksheet.
o If time allows, continue discussion with some of the provided discussion questions.
Option 2: Assign each student a role from which to complete the case study. Depending
on class length, this activity may be split into two class sessions.
o During class time, have students complete the Understanding Maps Worksheet and
draft their paragraph for their preferred route based on their individual role.
-------
o Place students in their assigned group and have them report back their
recommendations to their groups. Have students complete the Group Decision
portion of the case study and attempt to agree on a pilot route collectively.
o If time allows, have student groups report back to the class on the route they decided
on collectively. If groups did not come to consensus, have them explain why no
consensus could be reached.
Option 3: Complete an activity from the Suggested Activities section below.
o Class Session 1: Each student should use the provided map set to complete the
Understanding Maps Worksheet. Once they complete the worksheet, students should
draft a short paragraph explaining their recommendation for the public hearing. Have
a few students read their recommendations to the class. Assign the additional activity
for students to complete.
o Class Session 2: Complete Additional Activity or report-back on additional activity
that was assigned for homework.
Continuing the Conversation - Discussion Questions
Begin to explore some of the underlying issues present in the case. These issues may be present
in a variety of situations, not just this case, and may spark a discussion related to other topics in
the course curriculum. Sample discussion questions include:
How important is public input in the decision-making process?
How can cities balance goals across economic, social, and environmental sectors?
Who is responsible for promoting/encouraging healthy communities?
What impact do you think this decision will have in the next year? 5 years? 20 years?
Measuring Impact
For recording a grade, have students turn in their Understanding Maps Worksheet and short
rationale paragraph.
this
If you have access to the internet, you can use the EnviroAtlas Interactive Map and available
online resources to teach this case study. Having students use the internet will allow them to
explore the maps via the mapping application and gain practical experience with online mapping
tools. The below procedure is our recommendation for completing the case study using internet
resources. Using the internet to complete the case study will require more in-classroom
preparation to become familiar with the greenway concept and the EnviroAtlas mapping
application. Completing the case study using internet resources will require at least two 45
minute class sessions, plus student time outside of the classroom.
Prior to class time, have students read the case narrative, complete the 'Questions from the
Reading', and come up with a few key points they would make.
10
-------
Class Session 1: Case Preparation
By the endof the first class, students should have a thorough understanding of the greenway
concept and know how to access and navigate the EnviroAtlas interactive map.
If you are going to assign students to a role other than the Parks and Recreation Department,
assign them at the beginning of Class 1. Create groups composed of the varied roles. Potential
roles include: city planner, environmentalist, concerned citizen, environmental justice
advocate, public health worker, neighborhood representative, small business owner, or
outdoor enthusiast.
To get students engaged and further acquainted with the greenways concept, consider showing
1 or 2 short introduction videos. Here are a few to choose from:
Greenville, NC https://www.youtube.com/watch?v=84D8n65TeuI (stop at 2:40)
Greenways, Please! Buncombe County, NC
https://www.youtube.com/watch?v=8p3HOX4SDzI (4:54)
Ecusta Trail 20 mile Regional Greenway http://riverlink.org/ecusta-trail-video-
touts-greenway-benefits/ (7:48)
Knoxville, TN - Urban Wilderness Park, Greenway system
https://www.youtube.com/watch?v=05AoArAsglA (3:47)
Next, introduce the students to EnviroAtlas. Start with the EnviroAtlas overview video:
https://www.voutube.com/watch?v=ZMU8ZLsCmUM.
To get familiar with using the online mapping application, have students watch the
EnviroAtlas Demonstration Video, which explains the interactive map components and how to
navigate the map. Access the video here:
http://enviroatlas.epa.gov/enviroatlas/howtouse/Demo/InteractiveMap Demo release.swf
Go over the Map Guidance document step-by-step with students. It provides in-depth
directions for accessing the maps used in this case, changing the base map, and adding the
trailhead points. If students have individual classroom computers, have them follow along
with you as you show the Map Guidance document. Find the Map Guidance here:
http://www.epa.gov/enviroatlas/enviroatlas-guides-and-training
NOTE: The majority of EnviroAtlas maps have an accompanying fact sheet. These fact sheets
provide background information on each map, including why the topic is important, how one
might use the data, and a brief description of how the data were created. Have students use
these fact sheets to provide additional contextual information for completing the case study
and answering the questions in the Understanding Maps Worksheet. Fact sheets can be
searched and sorted from here: http://www.epa.gov/enviroatlas/enviroatlas-dynamic-fact-
sheet-matrix
If students have individual computers or computers for group use, allow them to explore the
EnviroAtlas interactive map and other resources and ask questions during class time.
As a homework assignment: Have the students complete the Understanding Maps Worksheet
and their short rationale paragraph for The Public Hearing based on their assigned role.
Encourage students to use their knowledge of the interactive map to explore the maps
presented in the case study and other available maps.
11
-------
Class Session 2: Case Study Report-back and Discussion
If individual roles are not assigned.
Start class discussion by asking students to report-back on which maps they found to be
most useful in their Public Hearing paragraph. They should highlight their answers to the
following questions:
o What maps support your selection? How?
o What were your primary considerations when selecting your route?
Continue discussion among the class by asking, "What other information/maps would
have been useful to have available to help make this decision?" Use the EnviroAtlas
interactive map to explore additional maps during the discussion.
Encourage discussion on the importance of access to information and data. What
resources would they have used if they didn't know about EnviroAtlas?
If individual roles are assigned.
Place students in their assigned group and have them report back their recommendations
to their groups. Have students complete the Group Decision portion of the case study and
attempt to agree on a pilot route collectively.
Have student groups report back to the class on the route they decided on collectively. If
groups did not come to consensus, have them explain why no consensus could be
reached.
Continue discussion among the class by asking, "What other information/maps would
have been useful to have available to help make this decision?" Use the EnviroAtlas
interactive map to explore additional maps during the discussion.
Continuing the Conversation - Discussion Questions
Begin to explore some of the underlying issues present in the case. These issues may be present
in a variety of situations, not just this case, and may spark a discussion related to other topics in
the course curriculum. Sample discussion questions include:
How important is public input in the decision-making process?
How can cities balance goals across economic, social, and environmental sectors?
Who is responsible for promoting/encouraging healthy communities?
What impact do you think this decision will have in the next year? 5 years? 20 years?
Measuring Impact
For recording a grade, have students turn in their Understanding Maps Worksheet and short
rationale paragraph.
12
-------
These are potential activities that could be completed once students have completed the general
case study assignment and are familiar with the case study concepts.
Advanced Topics for Class Discussion
These questions (and potential responses for instructors) were developed to help guide in-class
discussion about this case study. Other options include modifying or adding questions that
address topics covered in class or asking students to submit possible discussion questions after
reading. This discussion would likely require one 45 minute class session.
* What does Canton's City Council need to consider when deciding where to invest in a
greenway pilot section?
As with many long term decisions and investments, competing interests may play a role. These
can include financial considerations, such as sources of funding and the projected lifetime
benefits of the project; time and resources invested, predicted benefits of the choice made, and
any requirements (i.e. laws/regulation, or funding requirements) that need to be met. Additional
issues may also include public support, precedent set by other communities or projects, and
overarching city goals. These factors may impact the council's ability to garner support and aid
in identifying possible tradeoffs or alternatives.
Should the location of the pilot section be determined by scientific data or public
opinion?
Both need to be a consideration. Utilizing data in the decision making process helps to ensure
that public opinion is not simply a reflection of who is speaking loudest or most adamantly. How
ensure equal representation of all stakeholders, including those who may benefit from the
proposal but might be unaware of its existence, may be achieved is a primary consideration.
How does the city's financial situation affect its ability to successfully implement its
plans?
The city currently only has enough funding for a pilot section even though a complete greenway
network has been proposed and identified in the city planning process. This means that it could
be a while before other sections are completed and linked together. Completing a cost/benefit
analysis of the proposed section along with alternatives may be a method used to support an
opinion. In addition to funding, considerations of current infrastructure (highways, etc.) that may
increase costs associated with construction may impede plans for the "best" pilot route.
What role does current public opinion on sustainability play in determining the results
of the proposal?
Sustainability is currently a "hot" topic across the country and around the world. Ideas of
sustainability are the foundation of Canton's greenway plan. What might happen if public
opinion regarding sustainability sways? Consider financing, political support, etc. Are there other
13
-------
frames of thought that could support greenway development (i.e. public health, community
engagement, climate adaptation, etc.)
What role would collaboration play in this development?
The greenway plan calls for a long term investment of both time, money, and human resources.
Collaboration may serve as a mechanism to reach stakeholders and secure support and buy-in
that will endure. How could this collaboration be facilitated?
(If students were not assigned an alternative role) Do you think the proposed section
would change had a different department or office received the grant? How and/or
why?
The proposed pilot section was determined based on the goals of the Parks and Recreation
Department. Priorities are likely to be different based on interests (i.e. environmental, social, and
economic) and scale (i.e. department, city, region).
What other information/data would be useful?
As the case is discussed or students tackle a project on their own, additional data sets or
information may be helpful. Additional data on budget and finances, information on any existing
trails, data on greenway/trail usership (i.e. demographics, preferred design features, barriers to
use), and information on other planning projects or developments that could affect greenway
access may aid in final selection of a pilot section. While an opinion can be formed from the data
provided, asking students to recognize the limitations of available information and solutions to
address these limitations can aid in developing critical thinking skills essential for solving
complex problems.
Why might you want to avoid constructing a greenway in an area where habitat is well-
connected?
Connectivity is an essential component of ecological integrity. If an area of core habitat is
intersected or interrupted by the placement of a trail there could be negative consequences for the
biota in that area.
The benefits of greenways are explicit in the case. What might be some arguments
against creating one?
Identifying counterarguments and determining how they may be addressed is an important
component to pushing an agenda forward. Some disbenefits of a greenway could include: safety
(i.e. injury, crime), spread of invasive species, disease transmission (i.e. lyme disease), and edge
effect (presence of more common species and not more uncommon species).
Opinion Piece
An opinion piece could be written as a submission to a newspaper or as a blog post. This task
would require participants to take a stance in support of or against the proposal and justify their
arguments. Also, due to limitations in word count, concise writing techniques must be utilized.
14
-------
This would be an individual task to be completed as a homework assignment before or after
discussing the case in class.
EXAMPLE: Writing a letter to the editor/opinion piece http://ctb.ku.edu/en/table-of-
contents/advocacv/direct-action/letters-to-editor/main
EXAMPLE: Writing Lesson - Better Blogs http://www.educationworld.eom/a lesson/better-
blog-writing.shtml
Policy Brief/Memo
Utilizing a Briefer Memo writing assignment enables a direct tie in to a policy based discussion.
Students need to write formally and concisely, supporting their stance by citing theory and
additional resources. This would be an individual task to be completed as a homework
assignment after discussing the case in class.
EXAMPLE: The Policy Brief- Instructions http://policvinstitute.ucdavis.edu/files/Policv-
Institute-Policv-Brief-Instructions.pdf
Role Play or Debate
Assign participants roles that are represented in the narrative. Examples of possible roles include:
city council members, representatives from various city departments and offices, citizen groups
(i.e. neighborhood associations), scientists, special interest groups (i.e. conservation, recreation,
business, etc.). The activity demonstrates the multifaceted nature of decision-making requiring
the identification of trade-offs and negotiating solutions. This would primarily be an in-class
activity that fosters interaction and teamwork and would likely require two or more 45 minute
class sessions.
EXAMPLE: What is a public hearing? How do you conduct one? http://ctb.ku.edu/en/table-of-
contents/advocacv/direct-acti on/public-hearing/main
Make a Map, Tell a Story
Have the students use the EnviroAtlas Interactive Map or other software to create a map that
substantiates their opinion. [The students should use the Tampa, Florida community, as all maps
in this case study are from the Tampa area.] The map could be: the data layer they feel is most
important, an overlay of the data layers they feel best inform their choice, or a data layer that ties
into other course curricula in some way. Encourage the use of cartographic principles in this
assignment (i.e. directional arrow, labels and headings, symbology and legend, source
information, etc.). This assignment brings technology and a spatial component into the decision-
making process. This can be done as a team or individual assignment in class or as homework.
This activity would likely require two or more 45 minute class sessions.
15
-------
EXAMPLE: National Education Association - Teaching with Maps
http://www.nea.org/tools/lessons/teaching-with-maps.html
Use EnviroAtlas to inform a local decision
After discussing the case study in class, particularly how the information presented can be used
and what additional data might be beneficial, pose a local or regional situation or issue for them
to explore. Task the students with developing materials to inform stakeholders or draft position
papers on the topic. This could be done in teams or as individuals. This activity would likely
require two 45 minute class sessions and additional time outside of class. The Map Guidance
document could be useful in getting students started with the Interactive Map to explore other
maps for their decision context.
EXAMPLE: Resources on how to use EnviroAtlas including a demonstration video and use
cases http://www.epa.gov/enviroatlas/how-use-enviroatlas
Additional Readings and Resources
Eco-Health Relationship Browser: The Browser is a tool that visually illustrates linkages
between ecosystems, ecosystem services, and human health. A growing body of evidence
demonstrates that ecosystems can provide protection from natural and man-made
hazards, and promote healthful behaviors, http://www.epa. gov/enviroatlas/enviroatlas-
eco-health-relationship-browser
Great summary website on the benefits of greenways
http://www.americantrails.org/resources/benefits/
Jennifer R. Wolch, Jason Byrne, Joshua P. Newell, Urban green space, public health, and
environmental justice: The challenge of making cities 'just green enough', Landscape and
Urban Planning, Volume 125, May 2014, Pages 234-244, ISSN 0169-2046,
http://dx.doi.0rg/10.1016/j.landurbplan.2014.01.017
http ://www. sciencedirect.com/science/article/pii/SO 169204614000310
Sustainability Planning Toolkit: A guide written by ICLEI: Local Governments for
Sustainability to aid cities and counties in developing sustainability plans.
http://portal.hud.gov/hudportal/documents/huddoc?id=20399 iclei sustainabil.pdf
Greenways have been completed in many cities and counties. Two examples with
resources such as trail maps, a description of the greenway development process and
historical context are:
16
-------
o Capital Area Greenway Trail Systems - Raleigh, NC:
http://www.raleighnc.gov/parks/content/PRecDesignDevelop/Articles/CapitalAre
aGreenwavTrailSvstem.html
o Greenways for Nashville - Nashville, TN:
htto://www.greenwavsfornashville.org/greenwavs/
.::.""' Iran w- "\ฃ.-.t:w,g
1. What are overarching goals of the Canton Sustainability Plan?
a. The overarching goals of the Sustainability Plan are to support equal access to
resources, conservation of open space, and economic development.
2. What are some benefits/services provided by green spaces?
a. Recreation, physical activity, positive effects on health, hazard mitigation and
buffering, air and water filtration
3. How are greenways important for preserving natural ecosystems?
a. Greenways increase connectivity and biodiversity and encourage conservation.
1. Do you see any trends related to the elderly population and green space?
a. The larger populations of elderly people generally live near green space. Toward
the middle of the map there is an area where there are larger elderly populations
but lower green space.
2. How does Figure 3 help illustrate why the chosen route would benefit the Parks and
Recreation Department? Who else might be interested in access to parks?
a. The proposed route would connect three parks and create a pathway for people to
go from one park to another, increasing usage. There are also areas along the
route that are not within short walking distance to a park; adding the greenway
may make it more likely that people in these areas would access existing parks via
the greenway. The proposed route is also near waterbodies which will encourage
greenway users.
b. Community members, environmental justice advocates, public health workers,
fishermen, birders, outdoor enthusiasts, and parents, among others, may be
interested in access to parks.
3. How might connectivity be important in the selection of the pilot section of the
greenway? Is the proposed pilot section the best choice for increasing connectivity?
a. The greenway could help connect areas that are disconnected by development.
b. It depends on what your goals are. The proposed pilot route connects multiple
small areas. Other potential routes could connect larger patches.
17
-------
Looking at Figure 5, what is the most common land cover type in Canton? How might
the land cover affect where a trail would be placed? Think about current developed land
the presence of local businesses.
a. Trees and Forest and Impervious are prominent land cover types.
b. Multiple answers are possible. Some potential answers: Green spaces could be
easily converted to a greenway but developed land might be harder to convert.
People might want the greenway to be placed next to areas of significant
development or where there are businesses so that people will have destinations
along the greenway. There needs to be 'green' for a greenway, so if you had to
place a greenway route along an area of too much development it might not be
well-received. It might be nice to have a greenway next to water so that people
could enjoy it. Some land cover types, like wetlands, may be prohibited to
develop for a paved trail.
Would the proposed pilot route increase park access to those who have little access
comparatively? How?
a. Yes, it would. The pilot route goes through several block groups that have at least
97% of people who do not have a park within 500m.
When considering where to construct the pilot and subsequent trails, how might
intersection density and walkability affect placement?
a. Higher intersection density areas may indicate that the residents are more likely to
walk or bike places, and therefore more likely also to adopt and use a greenway if
placed in the area. Greenways can also pass through areas of lower intersection
density, where walkability is lower to improve walkability and connect the more
walkable areas.
18
-------
19
-------
Canton Greenway Case Study
Case Study Synopsis
In this hypothetical case study, funding to complete a pilot section of a greenway has been
granted to a city Parks and Recreation Department. The proposed pilot section is being presented
to the city council for review and approval. The section proposal was drafted by the Parks and
Recreation Department and was selected to meet the goals of the Department. They used a
number of maps from EnviroAtlas, a web-based decision support tool, to help them determine
their pilot section; these are included in the proposal. The Parks and Recreation Department
goals include the following:
Improve access to and use of parks and green spaces,
Enhance habitat for biota,
Encourage physical activity and recreational opportunities, particularly for aging
populations.
As a concerned citizen, you are asked to review the case and weigh in on the selection of a pilot
section for the greenway at an upcoming public hearing. For the hearing, you must be prepared
to support your stance on whether the proposed pilot section is the best option. If the instructor
assigns you a particular role, form your stance based on the assigned role.
Introduction
EnviroAtlas
EnviroAtlas is a collection of interactive tools and resources that allows people to explore the
many benefits people receive from nature (e.g., clean water), often referred to as ecosystem
services. Though critically important to human well-being, ecosystem services are often
overlooked. Using EnviroAtlas, many types of users can access, view, and analyze diverse
information to better understand how various decisions can affect an array of ecological and
human health outcomes. EnviroAtlas is intended to be used by a wide range of audiences,
including planners, educators, students, researchers, and decision-makers from all levels of
government.
20
-------
In this case study, the Parks and Recreation Department used multiple maps from the
EnviroAtlas interactive map to make the case for their chosen pilot section. Visit the website at
http://www.epa.gov/enviroatlas.
The Canton Parks and Recreation Department recently received an EPA Sustainability grant to
implement the creation of the Canton Greenway, a network of trails connecting destinations in
the city, which was proposed in the Canton 2025 Sustainability Plan. The overarching goals of
the Sustainability Plan are to support equal access to resources, conservation of open space, and
economic development. The major access points to the greenway have been predefined and the
network of trails will connect these points (Figure 1). While the grant money received is not
enough to complete the greenway in its entirety, it is enough to complete a pilot section. The
Parks and Recreation Department has developed, and is ready to submit, a proposal for the
location of a pilot section of the greenway for approval at an upcoming city council meeting. As
an active member of the community, you need to review the proposal and decide whether
you support or oppose the selected location of the proposed pilot section.
"Conserved land in the form of linear greenways has the potential to
connect habitats and protect sensitive natural features while
simultaneously providing a setting for recreational or utilitarian physical
activity and the alleviation of psychological and social stressors,"
(Courts, 2010, p10)
Greenways first came into use in the U.S. in the 1800's in the form of linear parks and open
space in urban areas (Flink, C.A., 1993). Providing routes for movement is the defining feature
of a greenway (Searns, R.M., 1995). While originally implementation of greenways focused on
aesthetics and beautification (Searns, R.M., 1995), the greenway approach has evolved to be
more multi-purpose to meet infrastructure needs for alternative transportation and water
management, provide resources for outdoor education, address habitat needs for wildlife, and
provide hazard mitigation and buffering services (Flink, C.A. 1993; Searns R.M., 1995).
Greenways provide a number of benefits including health promotion, economic incentives, and
landscape preservation. Greenways are more than just parks; they represent an opportunity to
provide balance in the provision of ecosystem services and the public demands for the use of
such services.
21
-------
Image 1: Greenway in Atlanta, GA. Photo credit: RileyPerszyk.
Green areas have been shown to have a number of benefits including positive health outcomes
stemming from the provision of ecosystem services. These green areas can provide places for
recreation and engagement with nature, as well as filter air and water pollution, while
minimizing impacts from natural hazards such as floods and heat waves. Through services like
these, greenways have the potential to impact a number of health outcomes including obesity,
birth outcomes, mental health and longevity (Jackson L.E. et al., 2013). Increasing neighborhood
connectivity and access to destinations can have a positive impact on active transportation, such
as bike commuting, and aid people in achieving recommended physical activity targets. A recent
study on the potential benefits of a greenway development in Ireland demonstrated that
increasing physical activity rates by 10% could have a significant impact on preventing
incidence of diseases like heart disease and type 2 diabetes in populations near a greenway
(Dallat M.A.T., et al, 2013).
Implementing greenway systems also aids in the preservation and restoration of natural
ecosystems. Greenways have the potential for both urban and rural land conservation as well the
promotion of habitat connectivity and biodiversity. The fragmentation of habitats has become a
significant issue for many species. As development and urbanization take place, habitats that
were once expansive and linked are decreasing in patch size and/or connectivity, causing
negative impacts ranging from decreased genetic diversity and increased inbreeding to increased
transmission of vector borne diseases (e.g., the spread of Lyme disease via ticks). Maintaining
and creating connections among core habitat areas with natural corridors are critical for retaining
biodiversity. Greenways can serve not only as habitat themselves, but also as corridors that can
link habitat patches of various sizes and improve species mobility across areas.
22
-------
Despite the many benefits, the costs associated with the construction and maintenance of
greenways can be significant. Land costs, infrastructure, and safety features all impact the
bottom line. However, as an amenity, park systems have the potential to add value in a number
of ways including: property value, tourism, direct use, health, community cohesion, clean water,
and clean air. Multiple studies have shown that greenways can have a positive or neutral impact
on property values, with most of the positive value being captured within 500 -2,000 ft of the
greenway (Nicholls, S. and Crompton, J.L., 2005; Campbell, H.S. Jr. and Munroe, J.K., 2007;
and Lindsey, G., 2004). Property values and associated tax revenue serve as a motivator for
commercial, residential, and recreational siting within a community. While not considered
income like property or sales tax revenue, factors such as social capital, health promotion, and
hazard buffering can result in savings for both communities and individuals.
':-: vi>',. r'lV-tJ.p'MlViVJ *
ซJซMid j;:-!j u~' -., a-.-,L :'! i',--'v'!
Canton is a mid-sized urban city in the United States. As of the most recent U.S. Census,
approximately 300,000 people live within the city boundary and the population has been slowly,
but steadily declining since the mid-1960's. The majority of residents identify as white (43%) or
Hispanic (39%) and 32% of those over the age of 25 have at least a Bachelor's degree. The
population is gradually aging with a 5% increase from the last U.S. Census for those identified as
being over 70 years of age. Canton is known throughout the region for its cultural and
performing arts center, architectural design, and Green State College. The city has a number of
parks and green spaces, particularly near the rivers and lakes.
As a part of the city planning cycle, a 2025 Sustainability Plan was developed and approved in
2010. Multiple city departments and offices played a role in the plan's development, including
the Mayor's Office, the Economic Development Department, the Office of Planning and
Community Development, and the Parks and Recreation Department. Upon the completion of a
sustainability assessment in 2009, the city developed a series of goals to guide the planning
process toward balancing development and conservation. Based on this assessment and identified
goals, Canton's primary areas of interest in the 2025 Sustainability Plan became land use
planning and design, economic development, and community health and wellness. Within each
of these areas, a number of priorities were established (Table 1).
23
-------
TABLE 1: Canton 2025 Sustainability Plan Areas of Interest and Priorities
(adapted from ICLEI Sustainability Planning Toolkit)
AREA OF
INTEREST
Land Use Planning
and Design
PRIORITIES
Zone to promote mixed-use land uses
Review City policy and planning framework to ensure that City
infrastructure and development planning is centered more on
pedestrian and active transportation
Reduce greenhouse gas emissions
Reduce ecological footprint (focus on reducing consumption and
waste).
Economic
Development
Strengthen City - Community Partnerships with business, academic
and non-profit sectors
Partner with community-based business development organizations
to focus on business skills development and training for artists,
young people, and newcomers
Meet with developers and the community to discuss and remedy any
potential barriers which would discourage the reuse and reclamation
of existing buildings and/or brownfield sites
Community Health
and Wellness
Increase accessibility to services
Work in partnership with community based organizations to develop
community gardens
Ensure community safety and security
Improve health and well-being through active lifestyles
While the completion of the Canton Greenway is part of the 2025 Sustainability Plan, it has been
difficult to gain approval for funding and maintenance in the city's annual budget. Some parties
feel that the Greenway is not worth the time and financial investment as its completion is
anticipated to take the better part of a decade. Others support the concept of developing a
Greenway but challenge the idea that existing funds should be used to support the project.
In hopes of creating momentum, the Parks and Recreation Department was able to secure a small
grant to begin work on a pilot section of the planned greenway network. The entrances for the
greenway network have already been chosen based on land parcels that are already owned by the
city (Figure 1). Given the locations of these access points, a pilot section proposal in line with
the amount of funds awarded has been drafted.
24
-------
Because of time constraints on the grant, a decision must be made quickly and a special city
council meeting has been declared. A public hearing for the proposal is scheduled for 7 days
prior to this city council meeting to gather community feedback on the selected pilot section.
As an active member in your community, you plan to attend the hearing and have reviewed
available materials to inform your opinion of the proposed pilot section of the Greenway.
:'. : ' !
Use information from the case study text to answer the following questions:
1. What are overarching goals of the Canton Sustainability Plan?
2. What are some benefits/services provided by green spaces?
3. How are greenways important for preserving natural ecosystems?
The Proposal- Canton Greenway Pilot Section
There are five major access points to the greenway that have been predefined. The completed
network of trails will connect these points. The pilot section of the greenway could run between
any of these points. However, because of their interests and concerns, as well as available funds,
the Parks and Recreation Department has chosen a trail route that runs between points 1 and 4 to
be the pilot section (Figure 1).
When selecting the pilot route from trail heads 1 to 4, the Parks and Recreation Department was
most concerned with improving access to parks (Figure 3) and improving the connectivity of
existing habitat patches (Figure 4). They used maps from EnviroAtlas to develop a proposal for
the pilot section that addressed their concerns.
Review the attached map set, which contains the maps the Parks and Recreation
Department used to make their case. Answer the worksheet questions and consider the
maps from the point of view of the Parks and Recreation Department.
Why is each map important to making the case for the Parks and Recreation Department?
If you were assigned a different role, consider the maps from your assigned point of
view.
o Do these maps help make your case as well? How?
o What other information do you need to support your point of view?
25
-------
1. Figure 2 shows the percent of the Canton population that is over 70 years old, on top of a map
showing percent green space in Canton. The demographic data, in this case the elderly
population, are represented by orange circles. The size of the circle indicates the relative number
of elderly individuals in a given census block group. Block groups that have the most green
space are dark blue, while those with the least are yellow.
Do you see any trends related to the elderly population and green space? Explain.
2. Figure 3 shows the estimated walking distance (in meters) via roads to a park entrance in the
proposed trail network area. Dark green areas indicate a short distance to a park entrance. This
map can be used to identify neighborhoods that have ready access to parks and those that are
underserved and may benefit from additional parks or new park entrances to increase access. The
blue lines seen on this map are an overlay of water flowlines - i.e. the presence of flowing waters
such as streams.
How does Figure 3 help illustrate why the chosen route would benefit the Parks and
Recreation Department?
Besides the Parks and Recreation Department, which other advocacy groups or
community members would be interested in better access to parks?
3. Figure 4 shows the connectivity of the natural land cover, with water included as background.
Connectivity describes the ways in which a landscape promotes or impedes movement among
core areas of potential habitat or cover. Connectivity is important to the concept of green
infrastructure, which is used in land and water quality management.
How might connectivity be important in the selection of the pilot section of the
greenway?
Is the proposed pilot section the best choice for increasing connectivity? Explain.
26
-------
4. Figure 5 shows the land cover classification for the area of interest in Canton. Land cover data
are necessary for sound urban planning and sustainable development. There are 8 land cover
classes: Water, Impervious Surface, Soil and Barren, Trees and Forest, Grass and Herbaceous,
Agriculture, Woody Wetlands, and Emergent Wetlands.
Looking at Figure 5, what is the most common land cover type in Canton?
How might the land cover affect where a trail would be placed? Think about
current developed land and the presence of local businesses.
5. Figure 6 shows the residential population not within 500m of a park entrance, summarized by
census block group. This map uses some of the same information as Figure 3, but takes the
presence of people into account and is summarized by block group. The summaries by census
block group can be used to evaluate park access per capita. When overlaid with socio-economic
layers within EnviroAtlas, these maps can highlight park proximity for specific age groups or
other demographic groups for whom access could be especially beneficial.
Would the proposed pilot route increase park access to those who have little access
comparatively? How?
6. Figure 7 shows the street intersection density in the area of interest in Canton. Intersection
density is the number of intersections per square mile. Higher intersection density is typically
associated with smaller blocks, which are more walkable.
When considering where to construct the pilot and subsequent trails, how might
intersection density and walkability affect placement?
27
-------
Student Task
The public hearing to discuss the proposed pilot section of the Greenway is rapidly approaching.
Your primary objective is to ensure that the pilot section of the greenway is completed in
the best location. In preparation for the meeting, you identify the most important issue(s) in
selecting a site, review the proposal materials, formulate an opinion on whether you support the
proposed site, and defend your decision using the available information.
Figure 1. Proposed trail network area in Canton
Figure 1 shows the proposed trail network area with numbered trail heads. The pilot route proposed by the Parks and Recreation
Department runs from trail head 1 to 4. In this aerial image, waterbodies were identified and appear in light blue, -with streams
in dark blue.
When considering the case study and the pilot section proposal, keep the
following questions in mind:
What is the situation? What issues are at stake?
What is the context of the problem? What are the underlying assumptions of the case?
What key facts should you consider?
What questions do you have?
What criteria should you use when selecting a route?
What alternatives are available? What are the pros and cons of each alternative?
What other information, including maps, would be useful to have in making your
decision?
28
-------
Thp
1 1 $ \a*
Now that you are at the hearing, you must present your argument for the chosen route
(based on your assigned role). Draft a short paragraph addressing the following questions:
What route would you recommend and why?
What maps support your selection? How?
What were your primary considerations when selecting your route?
Are there other routes that you would be willing to consider based on your research?
If you were assigned to a group, each group member should report back on the four
questions that are above. Once each group member has presented their rationale for their
chosen route, you must attempt to get the group to agree on one route to put forth for the
pilot section.
Were you able to collectively decide on the most favorable route? If no, why not?
Do you agree with the original pilot section route the Parks and Recreation Department
chose? If not, which route did you collectively decide was preferable?
What were the main factors in your decision?
What information would have been useful to have available to help make this final
decision?
29
-------
Appendix I: Bibliography
Campbell, HS Jr and Munroe, DK. 2007. Greenways and greenbacks: The impact of the Catawba
Regional Trail on property values in Charlotte, North Carolina. Southeastern Geographer.
47(1): 118-137. DOT: 10.1353/sgo.2007.0002
http://muse.ihu.edu/iournals/southeastern geographer/summary/v047/47.lcampbell.html
Coutts, C. 2010. Green Infrastructure and Public Health in the Florida Communities Trust Public
Land Acquisition Program. Planning, Practice & Research 25(4):439-459.
http://diginole.lib.fsu.edu/cgi/viewcontent.cgi?article=1007&context=durp faculty publications
Dallat, M. A. T., Soerjomataram, I, Hunter, R. F., Tully, M. A., Cairns, K. I, & Kee, F. 2013.
Urban greenways have the potential to increase physical activity levels cost-effectively. The
European Journal of Public Health. doi:10.1093/eurpub/ckt035
http ://eurpub .oxfordj ournals.org/content/early/2013/03/26/eurpub. ckt03 5 .full .pdf+html
Flink, C. A. 1993.The great American greenway movement. Canadian Water Resources Journal /
Revue canadienne des ressources hydriques. 18(4):485-492. DOT: 10.4296/cwrj 1804485
Harnik, P. & Welle, B. 2009. Measuring the economic value of a city park system. The Trust for
Public Land, http://www.tpl.org/measuring-economic-value-citv-park-system
Hess, G. R. & Moorman, C. E. 2010. Greenways for Wildlife: Homepage. North Carolina State:
Department of Forestly & Environmental Resources.
http://www4.ncsu.edu/~grhess/GreenwaysForWildlife/
Jackson L, Daniel J, McCorkle B, Sears A, Bush KF. 2013. Linking ecosystem services and
human health: the Eco-Health Relationship Browser. Int J Public Health. 58(5):747-55. doi:
10.1007/s00038-013-0482-l. Epub 2013 Jul 23
http://link.springer.com/article/10.1007%2FsOOQ38-013-0482-ltfpage-l
Lee, C. and A. V. Moudon. 2004. Physical Activity and Environment Research in the Health
Field: Implications for Urban and Transportation Planning Practice and Research. Journal of
Planning Literature 19(2): 147-181. http://ipi.sagepub.com/content/19/27147.short
Lindsey, G., Man, J., Payton, S. and Dickson, K. 2004. Property values, recreation values, and
urban greenways. Journal of Park and Recreation Administration. 22(3):69-90.
http://staff.washington.edu/kwolf/Archive/Classes/ESRM304 SocSci/304%20Soc%20Sci%20La
b%20Articles/Lindsey 2004.pdf
30
-------
Nicholls, S and Crompton, JL. 2005. The impact of greenways on property values: Evidence
from Austin, Texas. Journal of Leisure Research. 37(3):321-341.
htto://agrilife.org/cromotonrots/files/2011/06/4 2 7.odf
Sandt, L., Pullen-Seufert, N., LaJeunesse, S., & Gelinne, D. 2012. Leveraging the health benefits
of active transportation: Creating an actionable agenda for transportation professionals. TR
News. No. 280. Pp. 18. http://onlinepubs.trb.org/onlinepubs/trnews/trnews280.pdf
Searns, R. M. 1995. The evolution of greenways as an adaptive urban landscape form.
Landscape and Urban Planning. 33 l-3):65-80. ISSN 0169-2046 htto://dx.doi.org/10.1016/0169-
2046(94^)02014-7. http://www.sciencedirect.com/science/article/pii/0169204694020147
Appendix II: Glossary
Active Transportation: Any form of human-powered transportation - such as walking, cycling,
using a wheelchair, in-line skating or skateboarding.
Alternative Transportation: Alternative Transportation promotes and encourages the use of
alternative modes of transportation (e.g., bicycling, walking, vanpooling, carpooling, riding
transit) to get to, from, and around destinations instead of a single occupancy vehicle.
Biodiversity: The variability among living organisms (plants, animals, genetics, habitats) from
terrestrial, marine and other aquatic ecosystems, and the ecological complexes of which they are
part.
Buffering: Occurs when streamside vegetation filters stormwater and protects stream banks
Case Study: An in depth examination of a particular situation. It is a method used to focus a
very broad field of research on one easily researchable topic.
Community Cohesion: Community cohesion (also called social capital and neighboring) refers
to the quantity and quality of interactions among people in a community, as indicated by the
degree residents know and care about their neighbors and participate in community activities
(Cochrun 1994; LGA 2004; CASE)
Conservation: preservation, protection, or restoration of the natural environment, natural
ecosystems, vegetation, and wildlife. Conservation activities include examination,
documentation, treatment, and preventive care, supported by research and education.
Connectivity: Connectivity represents the pattern of core areas of potential habitat or cover that
allow the movement of organisms across an intact or fragmented landscape. Landscapes with
31
-------
high connectivity allow species to move freely among core areas, while landscapes with low
connectivity tend to isolate species within scattered patches of habitat.
Ecosystem Services: Outputs of natural ecological functions or processes that directly or
indirectly contribute to human welfare, or have the potential to do so in the future (Boyd and
Banzhaf, 2007).
Greenspaces: EnviroAtlas defines green space as all vegetated land, including agriculture,
lawns, forests, wetlands, and gardens. Barren land, water, and impervious surfaces such as
concrete and asphalt are excluded.
Greenway: A greenway is a long, narrow piece of land, where vegetation is encouraged, and is
managed for public recreation and active transportation.
Habitat: The home or environment of a plant, animal, or other organism
Health Outcomes: A health outcome is a change in health, or lack of, following some factor or
treatment. In the study of ecosystem services, this typically refers to environment-related
changes in human health.
Inbreeding: Breeding with close genetic relatives over generations
Mitigation: A human intervention to reduce negative impacts on the climate system; examples
include strategies to reduce greenhouse gas sources and emissions restoring coastal wetlands to
dampen storm surge.
Neighborhood Connectivity: Neighborhood connectivity refers to the relative ease and
directness of getting from one place to another (e.g. from home to school) by road, path, or trail.
One way to measure urban connectivity is with the density of street intersections.
Patch (habitat): Refers to an area of distinct habitat type that has a definite shape and is used by
species for breeding or survival. The size of a given patch is typically an important consideration
when determining habitat quality
Preservation: The protection of cultural property and natural lands through activities that
minimize chemical and physical deterioration and damage and that prevent loss of informational
content. The primary goal of preservation is to prolong existence.
Public Hearing: A meeting for receiving testimony from the public at-large on a local issue, or
proposed government action. Testimony from both sides of an issue is usually recorded for
32
-------
public record and a report summarizing the key points is generated. All levels of government
hold public hearings - from city on up to the national level. Hearings may also be less formal -
they may or may not be sponsored by a government body - and may not require that individuals
from multiple sides of an issue get time to speak.
Restoration: Return of an ecosystem to a close approximation of its presumed condition prior to
disturbance.
Siting: Determining where to position or locate a particular structure.
Social Capital: The sum of social interactions with other humans and connections within a
social network; the idea that social networks have value.
Sustainability Plan: A common framework to guide efforts in improving the social equity,
environmental, and economic conditions in a government jurisdiction. A sustainability plan ties
together a community's goals, strategies, implementation plans, and metrics for improving
sustainability.
Urbanization: The concentration of development in relatively small areas (cities and suburbs).
The U.S. Census Bureau defines "urban" as referring to areas with more than 1.5 people per acre.
Vector Borne Diseases: Bacterial and viral diseases that are transmitted by a vector, typically
mosquitoes, ticks and fleas.
33
-------
Student Map Set
Figure 2. Percent population over 70 years old, overlaid over Percent green space
Percent green space
22-63
64-70
71-76
77-83
84-93
Percent population over
70 years old
o 0.0-5.6
O 5.7-9.0
9.1 -15.0
15.1 -93.9
00.378.75 1.5
Figure 2 shows the percent of the Canton population that is over 70 years old, on top of a map showing percent
green space in Canton.
Figure 3. Estimated walking distance to a park entrance in the proposed trail network area
Estimated walking distance
to a park entrance (m)
I 0-250
| 251 - 500
I 501 - 750
751 -1,000
1,001 -2,000
| 2,001 - 3,000
I 3,001 -4,000
4,001 - 5.000
Office of Water, Source: Esri, DigitalGlobe, GeoEye, i-cu
GS, AEX, Getrrapping, Aerogrid, IGN, IGP,/swisstopo
r Co mmuflijfiiiiLvi roAtjas
Figure 3 shows the estimated walking distance (in meters) via roads to a park entrance in the proposed trail
network area. Waterbodies were identified and are shown in light blue, with streams in dark blue.
Map Set - Page 1
-------
Figure 4. Connectivity
Connectivity, Natural Land.
Cover 2006, Water as
Background
Background
Branch
Edge
Perforation
Islet
Cone
Bridge
Bridge in Edge
Bridge in Perforation
Loop
Loop in Edge
Loop in Perforation -
^J Mssing t
^ fr- * ^%
00.37S?75 1.5^ -ป2.25 O
Figure 4 shows the connectivity of natural land cover types, with water classified as background.
Figure 5. Land cover classification
10 -Water
20 - Impervious surface
30 - Soil and barren
40 - Trees and forest
70 - Grass and herbaceous
80-/Agriculture
91 -Woodywetlands
92-Em erg en (wetlands
Source: Esri, Di
Getmappina. Ae
Figure 5 shows the area of interest in Canton with the landscape classified into 8 land cover classes.
Map Set - Page 2
-------
Figure 6. Residential population not within 500m of a park entrance
Percent of residential
population not within
500m of a park entrance
2.8-59.0
59.1-85.5
85.6-97.1
97.2-99.9
100.0
\/iroAtlas
Figure 6 shows the residential population not within 500m of a park entrance, summarized by census block group.
Figure 7. Street intersection density from EPA's Smart Location Database
Pedestrian oriented street
intersection density (int/m2)
0 - 2.34
2.35-11,27
11.28-29.30
I 29.31-49.79
49.80-71.31
71.32-95.88
95.89-131.23
> 131.23
italGlobe, GeoEye, i-cubed,
id, IGN, IGP, swisstopo, and
Figure 7 shows the street intersection density in the area of interest in Canton. Intersection density is the
number of intersections per square mile.
Map Set - Page 3
-------
Other Maps to Consider
These maps were not presented by the Parks and Recreation Department, but may be useful in
considering the best pilot route.
Figure A1. Percent tree cover, overlaid with population with income twice below
the US poverty levej^
Percent tree cover
0-28
29-38
39-47
48-55
56-93
Population with income
below twice the US
poverty level
o 0-193
O 194-362
O 363-584
Q 585 - 3.222
O
Figure A1 shows the population with income below twice the US poverty level overlaid on top of percent tree
cover.
Figure A2. Dasymetric allocation of population
Dasymetric allocation of population I
<'ป4f H
o
ฐGetrnapping, Aerogr
omijjunitygEnviroAtlas
r
r~' 1WT . _J_, ,
fife k*&i*K
Source: Esri, DigjtalGlobe, GeoEye, i-cubed, USDA, USGS.AEX,
Getmapping, AeTงgrid;HGlll;MGp|fwisstopo, and the CIS User>JLซ3
y.-*
I Miles
:-;- -Ammam tJE. * .^^.
Figure A2 shows the dasymetric allocation of population for the Canton area of interest. This means that the
population is distributed to depict where people may actually live .
Map Set - Page 4
-------
Building a Greenway: Using EnviroAtlas in the Classroom
Guidance for accessing EnviroAtlas maps
This is a quick guide for using the EnviroAtlas Interactive Map to access the maps included in the Building a Greenway case
study and appendices.
Narrative layers
Percent population over 70 years old
Percent green space (Tampa, FL)
Estimated walking distance to a park entrance (Tampa, FL)
Tampa, FL land cover
Connectivity (water as background)
Residential population not within 500m of a park entrance
Appendix layers
Percent population below twice the U.S. poverty level (Tampa, FL)
Estimated tree cover in 50m stream buffer (Tampa, FL)
Dasymetric allocation of population
Start by going to www.epa.gov/enviroatlas
/Access the 2 page fact sheet for each map from http://www.epa. aov/enviroatlas/enviroatlas-dynamic-1:act-sheet-matrix. Use the fact sheets to
provide additional contextual information. These fact sheets can also help students answer questions in the case study worksheet.
-------
Espanol I
-------
http://www.epa.gov/
enviroatlas/enviroatla
s-interactive-map
: Mtt* Tieng Viet
From this page, you can
access the Interactive Map
by clicking on the Launch
the Map image.
This page also provides
useful background
information and resources,
including a User's Guide for
the Interactive Map and its
tools.
Learn the Issues Science & Technology Laws & Regulations About EPA
EnviroAtlas
Interactive Map
Ecosystem Services
How to Use
Fact Sheets
Publications
Resources for Collaborators
Project Status
About Us
Related Links
| Search EPA.gov
^H
Contact Us Share
You are here: EPA Home ป EnviroAtlas ป EnviroAtlas Interactive Map
EnviroAtlas Interactive Map
New user? Watch the Interactive Map demo
video to get acquainted with the key features
and controls.
EnviroAtlas Spatial Extents and
Organization before getting started.
Additional resources for users of all levels are
provided below.
EnviroAtlas Dynamic Fact Sheet Matrix
The interactive functionality of this vital
resource makes it easy to search all 300+
Data Fact Sheets,
EnviroAtlas Communities
Find out which EnviroAtlas communities have
been completed and which ones are in
progress.
EnviroAtlas Interactive Map User's Guide
Our User's Guide is detailed, yet easy-to-
follow, and our development team updates it
frequently.
EnviroAtlas Data Layer Matrix
A hard copy inventory of all National and
Community data layers. Each entiy includes a
description of the layer and the benefit
categories under which it can be found.
-------
When you get to the opening
screen for the Map, you will
need to accept the disclaimer
and select the state of Florida.
The data in EnviroAtlas are organized into the first
three tabs. Select Ecosystem Services and Biodiversity.
EnviroAtlas
Clear Data Layer
.avers Matrix
Ecosystem Services
and Biodiversity
Full Screen Baseman Navigate
NRCS
iUSGS
-------
From the drop-down, select Community P-Z.
Help
Ecosystem Services
and Biodiversity
Full Screen Basernap Navigate
&EPA
IUSGS
-------
EnviroAtlas provides the same maps for multiple communities. From here, select the Community you are
interested in. The case study uses maps from the Tampa, FL community.
Select Tampa, FL and vicinity.
EnviroAtlas
Community:?-Z
Ecosystem Services
and Biodiversity
People and
Built Spaces
Supplemental
Maps
Paterson NJ and vicinity
+ Clean Air
+ Clean And Plentiful Water
+ Natural Hazard Mitigation
+ JJJ Climate Stabilization
+ \ \Recreation, Culture, and Aesthetics
+ . Biodiversity Conservation
o
9
9
9
9
9
Phoenix, AZ and vicinity
Pittsburgh. PA and vicinity
Portland. ME and vicinity
Portland. OR and vicinity
Tampa. FL and vicinity
Woodbine. IA and vicinity
Aialysis
Tools
Mapping
Tools
Clear Data Layer
Layers Matrix
Help
FullScreen Basemap Navigate
.<
-------
You can zoom directly to the community of interest.
Select the blue o icon, and select 'zoom to'.
EnviroAtlas
Community: P-Z
Paterson. NJ and vicinity
Phoenix, AZ and vicinity
Pittsburgh. PA and vicinity
Portland. ME and vicinity
Portland. OR and vicinity
Tampa. FL and vicinity
i Clean Air
+ rjC/ean And Plentiful
+ | ] Natural Hazard Mitig
+ fj Climate Stabilization
+ r_j Recreation, Culture.
+ I | Food, Fuel, and Mat
+ ' Biodiversity Conserv
Woodbine. IA and vicinity
Ecosystem Services
and Biodiversity
Map Descriptioi
Data Fact Sheet
Access Web Service
Metadata/Downli
Zoom to
Open Map Legend
Transparency
People and
Built Spaces
Supplemental
Maps
Analysis
Tools
Mapping
Tools
Clear Data Layer
Layers Matrix
Help
Full Screen Basemap Navigate
Note: There are several options under theQicon.
view a brief description of the map, access the data fact she<
open the map legend, and change the map transparency
For more complex analyses or inquiries into the data, you can access the web service and the data download page as well.
-------
Now our view is zoomed into the Tampa area.
EnviroAtias
Community: P -Z
Ecosystem Services
and Biodiversity
w
Paterson. NJ and vicinity
Phoenix, AZ and vicinity
Pittsburgh. PA and vicinity
Portland, ME and vicinity
Portland, OR and vicinity
Tampa, FL and vicinity
- QCIean Air 4) **
+ Q Natural Filtration
+ QHealth Benefits of Pollutants Removed by'
+ ^Economic Benefits of Pollutants Removed
+ | [Potential Air Stressors
+ j |Near Road Environments
+ QCIean And Plentiful Water
o
e
e
o
0
o o
Woodbine, IA and vicinity
People and
Built Spaces
Supplemental
Maps
Analysis
Tools
Mapping
Tools
wป. v*r. Vi
;'*'*A ; ' ~
..
Full Screen [ Sasemap | Navigate
,
ป
-------
You can change the basemap to
show additional information.
Select Basemap and choose the
last option, Aerial with labels.
EnviroAtlas
Supplemental
Maps
Community: P -Z
* ,. :'-< '. :,
Paterson. NJ and vicinity
Phoenix, AZ and vicinity
Aerial {ESRI: Streets (ESRI) Shaded (...
Pittsburgh. PA and vicinity
Portland ME and vicinity
Portland OR and vicinity
Tampa, FL and vicinity
- {Clean Air
QNatural Filtration
QHealth Benefits of Pollutants Removed by
+ ^Economic Benefits of Pollutants Removed
+ [^Potential Air Stressors
+ | jNear Road Environments
4- r~lcleam Ancl Plentiful Water
Woodbine, IA and vicinity
oEPA
&NRCS
uses
-------
The Aerial with Labels basemap provides an aerial
map with streets and other landmark information.
EnviroAtlas
Community: P -Z
Ecosystem Services
and Biodiversity
Paterson, NJ and vicinity
Phoenix, AZ and vicinity
Pittsburgh, PA and vicinity
Portland, ME and vicinity
Portland. OR and vicinity
Tampa. FL and vicinity
- QCIean Air
+ Q Natural Filtration
+ QHealth Benefits of Pollutants Removed by'
+ rjEconomic Benefits of Pollutants Removed
+ | [Potential Air Stressors
+ | jNear Road Environments
4- G Clean And Plentiful Water
Woodbine, IA and vicinity
0ฐ
a
a
a
a
o
o Q
People and
Built Spaces
Supplemental
Maps
Weeki Wa-
Gardei
Analysis
Tools
Mapping
Clear Data Layer
Layers Matrix
Screen Basemap
'**ฑ-m
li
r.$
*#"?'
v
Q
loing
*,ป>
ssi= ;6
-------
To use the Interactive Map to evaluate potential pilot routes, the 5 trailhead points need to
be added to the map using X,Y coordinates. To do this, right click on the map, and select Go
to XY Coordinates.
Enter the coordinates for the first trailhead point: X: -9181379.1554 Y: 3256953.1978
EnviroAtias
Ecosystem Services
and Biodiversity
People and
Built Spaces
Supplemental
Maps
.Analysis
Tools
Mapping
Tools
Clear Data Layer
..; - ; Matrix
Comm unity: P-Z
o
Paterson. NJ and vicinity
Phoenix, AZ and vicinity
Pittsburgh. PA and vicinity
Portland. ME and vicinity
Portland. OR and vicinity
Tampa, FL and vicinity
- QCIean Air
+ Q Natural Filtration
+ [jHealth Benefits of Pollutants Removed by'
+ LJEconomic Benefits of Pollutants Removed
+ Q Potential Air Stressors
+ [_] Near Road Environments
* ^|Clean And Plentiful Water
ซฐ
a
0
0
0
a
00
Woodbine, IA and vicinity
/eeki Wacheei
Hjyur-
toll
' - '"3
lE*HaB>
springs
. . ''*' ,
Copy Map XY Coordinates to Clipboard
Copy Projected XY Coordinates to Clipboard
Go to XY Coordinates
Get Map Extent
Settings..
Global Settings..
About Adobe Flashplayer 20.0.0.228.
-------
After the coordinates are entered, it will zoom to that location. Drop a point there using the Draw and
Measure function, found under Mapping Tools.
EnviroAtlas
Help
Data Layer
.: -..
Ecosystem Services People ana
and Biodiversity Built Spaces
Supplemental
Maps
Map Legend
Marker Color
Size 115
Outline Color
Add Shapefile tc
Map
urrentHap Coordinates
Import Excel/CS
Lat'Long File
Latitude and Longitude
Trailhead 1: X: -9181379.1554 Y: 3256953.1978
Trailhead 2: X: -9169917.9777 Y: 3256285.5969
lie
Repeat this process with the coordinates
for each trailhead, until all 5 points are
on the map.
Trailhead 3: X: -9176923.7937 Y: 3255102.6105
Trailhead 4: X: -9183275.8301 Y: 3249863.0911
Trailhead 5: X: -9171055.9547 Y: 3250914.4387
-------
ood
George
Lake
E-EletcherJA
:
^ RAINTREE
ง TERRACE
TAMP
TELtCOM
BEACON
S CARfiOLLWOOD
F6REST
HILLS
FOREST HILLS
ฃ.. Fowler Ave.
Tampa Industna
Park] '
-E Fowier Avซ
THERESJ
ARBOR
NORTH
? TAM
Hibana;
VILLAGE
i Busch.
I Carders
Jampa
,-
TERRACE PARK TEMPI* iSwwcss
.W-WatersAve
e PlNEC&EST
VILLA i
LOMA -
TWIN LAKES LOWRY PARK NORTH
AiMtNIA - ,
GARDENS
ESTATES LOWRV PARK ;
i /, CENTRAL
*l WlLMA Lfljyiy
\ SOUTH Park ft/
SULPHUR
TERRACE
^^ ( -EBischBlvd
DRUID
ELIZABETH ;
COURT
FLORIDA
COLLEGE
OAK GROVE
PtNECRESt WEST PARK
RlVIEfiA
RlVERBEND
"OLOSEMINOLE
HEIGHTS
HEIGHTS
I OLOSlMlNOLE
, 'TERRACE
AL LOPEZ PA*K
PLAZA TERRACE
WEUSWOOD
DREW PARK
SEMINI
HEIGHT'S
SOUTHEAST
S'EMINOLE
HEIGHTS
RIVERSIDE
LIVE OAKS 40^^^ CORRIDOR
. SQUARE
}'- DEL Rio
I ESTATES
"( TEMPLE CREST,
E* I
RlVERGROve \ -, t
WOODLAND ]
TERRACE
LWE OAKS
SQUARE
I.
1 EAST TAMPA
~ BELMONT . .
HEIGHTS NORTHVIEW HILLS
Myrtle
TEMPLE TEMPLE
TERRACE PARK
ESTATES ORANGE
RIVER x'
ESTATES
SlighAveE
ai Junction? i T
^ ICtewtS
,, I Mua
US 301.: >:TF*RM
INDUSTRIAL./ *
PARK /
MCATEER
. GROVES
BLOOMFIELD
HILLS
EfIRD
FARMS
.STATE
bllGHWAV
RIVERSIDE
Cmty
Col-D^e
! Mabry
HEIGHTS
EAST TAMPA -
r :
COL'LEGE HILLS
MARINA CL'US OF TAMPA
NAL AIRPORT
YBORCrrV
KlNGS'S
FOREST
.EAST UK.E-ORIENTJ?ARK,
Memorial
park
GRANT PARK l^/ KISIN'ESS |
^r ' PARK SUGARCREEK
taHLANo PII|S jT b ri Pnt Pa rk^I -
D*'RV Fi^ErfSviLLA urieni,raric IT
EUJSJNESS
'/PARK Buff,
J AVE
'" ,FARM'
ROADWAY
f7 ICENTRE
-------
The proposed route between trailheads 1 and 4 can now be evaluated. Start by going to the first map,
Percent green space. From the Tampa, FL community menu, select the plus sign next to the following:
1. Recreation, Culture, and Aesthetics, then
2. Land Cover, then
3. Vegetated
Select the box next to Percent green space to turn the map on.
EnviroAtH
Community: P-Z _ ฉ1
Paterson. NJ and vicinity-
Phoenix, ,AZ and vicinity
Pittsburgh, PA and vicinity
Portland. ME and vicinity
Portland, OR and vicinity
Tampa, FL and vicinity
+ QCIeanAir
+ QCIean And Plentiful Water
+ | [Natural Hazard Mitigation
+ QjClimate Stabilization
- [7] Recreation, Culture, and Aesthetics
- (71 Land Cover
- 0 Vegetated
Q Percent tree cover
QTree cover per capita (m2/person)
Q Percent wetlands
0 Percent green space
QGreen space per capita (m2/person)
[^Percent green space within 1/4 square ki
+ | | Developed
41
ซl
0
O
o
,
ซJ
0
41
fl
0
a
0
a
!
People and
Built Spaces
Supplemental
Maps
Analysis
Tools
Mapping
Tools
Clear Data Layer
Matrix
]
Basemap Navigate
J|_ Map Legend
SK_
3"Recreation, Culture, and Aesthetics
Tampa, FL
Percent green space
9-45
^6-55
m 56-64
| 65-74
75-96
^^y^^s
'* ^m
u :
r'Wi;:f^f?Sllffl
>,:!?!j?3n .':-: * -
-ซฎ&*iim*:- - *--*i:5
Bซsa
__JSS2
-------
Like Percent green space, other maps in the case study are also accessed from the
community menu. To get to each of these maps, follow the given paths:
Community: P -Z
Paterson, NJ and vicinity-
Phoenix, AZ and vicinity-
Pittsburgh, PA and vicinity-
Portland, ME and vicinity-
Portland, OR and vicinity-
Tampa, FL and vicinity
+ QCIeanAir
+ QCIean And Plentiful Water
+ Natural Hazard Mitigation
+ QCIimate Stabilization
- Q Re creation, Culture, and Aesthetics
+ QLand Cover
I -t (^Accessibility
+ [jViewsheds
+ | [Food, Fuel, and Materials
+ | | Biodiversity Conservation
Figure 3: Estimated walking distance to a park entrance
Recreation, Culture, and Aesthetics -> Accessibility -> Access to Parks ->
Estimated walking distance to park entrance
Figure 6: Residential population not within 500m of a park entrance
Recreation, Culture, and Aesthetics -> Accessibility -> Access to Parks ->
Residential population not within 500m of a park entrance
Figure Al: Percent tree cover
In the menu, this map is above the
Percent green space map we accessed
previously.
Recreation Culture and Aesthetics ->l_and
Cover -> Vegetated -> Percent Tree Cover
Tampa. FL and vicinity
[7] Recreation, Culture, and Aesthetics
- 0Land Cover
y 0 Vegetated
0 P e rce nt tre e cove r
f_J Tree cover per capita (m2/pei
Q Percent wetlands
f_J Percent green space
Q Green space per capita (m2i\
[J Percent green space within 1
lฑ, Q Developed
-------
Other maps used in the case study can be found in the People and Built Spaces and Supplemental tabs.
EnviroAtlas
Ecosystem Services
and Biodiversity
People and
Built Spaces
Supplemental
Maps
Analysis
Tools
Mapping
Tools
You will fi'fid demographic
data underPeople and Built
Spaces
You will find the Connectivit
Land Cover, and Dasymetric
Allocation of Population ma
under Supplemental.
Clear Data Layer
Layers Matrix
Help
Full Screen Basemap Navigate
r
SDKDQuD
Earthstar G<
&EPA
/c^k LandScope
i
&NRCS
USGS
-------
EnviroAtlas has many more maps and tools to explore. If time allows, check out additional maps, including
national maps under Ecosystem Services and Biodiversity and other demographic and supplemental layers.
EnviroAtlas
Clear Data Layer
Layers Matrix
Help
Ecosystem Services
and Biodiversity
c Ecosystem
Services
(Expert mental)
Check out EnviroAtlas Analysis Tools to find out more about elevation, water flow, and ecosystem
services in a geographical area of interest.
-------
Other resources and additional guidance can be found on the EnviroAtlas website
www.epa.ROv/EnviroAtlas
Start with the User's Guide for more in-depth guidance on using the Interactive
Map http://www.epa.gov/sites/production/files/2015-
05/documents/enviroatlasuserguide.pdf
We want to hear from you!
Contact us at enviroatlas@epa.Rov
to let us know how you are using
the case study or if you need further
assistance.
------- |