Post on 30-Aug-2014
description
Georgia Schoolyard WildlifeHabitat Planning Guide
Schoolyard Wildlife Habitats
Improve Academic Achievement
National research shows that Schoolyard
Wildlife Habitats work and are highly bene-
ficial. Data collected in 60 schools in 13
states, since 1996, indicates that "using the
environment as an integrating context for
learning" (EIC) has significant positive
effects on academic achievement, classroom
behavior and instructional practices. EIC
students exhibit:
improved performance on standardized
tests in reading, writing, math, science
and social studies.
greater academic performance in stu-
dents in EIC programs than peers in
traditional programs in 92% of
the schools.
reduced discipline and classroom man-
agement problems in some cases by as
much as 95%.
increased engagement and enthusiasm
for learning, resulting in substantially
improved attendance.
heightened contributions to their com-
munities through effective service-
learning projects.
To learn more about EIC in Georgia, visit
www.eeingeorgia.org/eic.
Schoolyard Wildlife Habitats are a part of a larger
movement to use the natural environment as a teaching
tool. This guide is intended to help develop, use and
maintain school grounds for hands-on, minds-on edu-
cation and conservation. It includes some good ideas
submitted by real persons at real schools
in Georgia.
A Schoolyard Wildlife Habitat will:
w provide areas for teaching and learning about nature.
w restore habitat for wildlife.
w decrease mowing maintenance costs.
w provide alternative classroom setting.
w create beautiful places on campus.
w enhance biodiversity.
Written and compiled by Georgia Wildlife Federation,
11600 Hazelbrand Rd., Covington, GA 30014
Ph: 770-787-7887
Fax: 770-787-9229
Website: www.gwf.org
Thanks to all those who helped in the creation of this guide: the
Georgia Forestry Commission, Callaway Gardens, Zoo Atlanta,
Atlanta Botanical Garden, National Wildlife Federation, and all the
GWF volunteers, administrators, teachers, parents and students who
shared their great ideas. Photography by Hank Ohme.
2006
w
w
w
w
w
This guide was made possible
through the generosity of
Georgia Power, Southern
Company, US Fish and Wildlife
Service, and the National Fish
and Wildlife Foundation.
Table of Contents
Planning First to Make Your Outdoor Classroom Last ..........................................................................................
What is a Schoolyard Wildlife Habitat? ...................................................................................................................
Getting Started: Planning & Organizing Your Schoolyard Wildlife Habitat .........................................................
Form Your Wildlife Habitat Committee ..................................................................................................................
Evaluate Your Campus ..............................................................................................................................................
Making A Plan: How Can We Enhance Our Campus For Education And Wildlife Habitat? ..............................
Beginning the Design Process ..................................................................................................................................
Getting Buy-in Before You Build ..............................................................................................................................
Basic Elements Of Habitat ........................................................................................................................................
Raised Bed Gardening: Nature Right Outside Your Door ......................................................................................
How To Create A Butterfly Garden: A Special From Callaway Gardens ...............................................................
Butterflies And Plants ...............................................................................................................................................
Shrubs And Vines That Attract Hummingbirds .....................................................................................................
More on Birds ............................................................................................................................................................
Birdhouse Specifications ...........................................................................................................................................
How To Properly Plant Trees: A Special From The Georgia Forestry Commission ............................................
Native Trees ...............................................................................................................................................................
Wildflower Meadows: The No-Mow Alternative ....................................................................................................
Theme Gardens: A Special From Zoo Atlanta and Atlanta Botanical Garden .....................................................
Rain Gardens & Water in Your Habitat: A Special from www.cleanwatercampaign.org.......................................
Pond Plants ................................................................................................................................................................
Courtyards: Creatively Using Small Spaces ............................................................................................................
Composting: Recycling Nature's Way ......................................................................................................................
Make An Earth Window and Tracking Box .............................................................................................................
Miscellaneous Features For Your Habitat ................................................................................................................
Developing Your Nature Trails .................................................................................................................................
Raising Funds In Your Community .........................................................................................................................
Grants: Tips For Successful Proposal Writing .........................................................................................................
Getting More Help: Spotlight On Other Resources Available To Assist You .........................................................
Evaluating the Success of Your Outdoor Classroom ...............................................................................................
Best Management Practices: How To Create A Sustainable Schoolyard Wildlife Habitat ....................................
Habitat Calendar .......................................................................................................................................................
Nature Glossary: Speaking The Language Of The Environment ...........................................................................
Appendix A: Outdoor Classroom Needs and Interests Survey for Teachers .........................................................
Appendix B: Schoolyard Site Inventory Checklist ..................................................................................................
Appendix C: Schoolyard Wildlife Habitat Resources Inventory ............................................................................
Appendix D: Curriculum Connections Chart .........................................................................................................
Appendix E: Possible Sources for Volunteers, Donations and Funding ................................................................
Appendix F: Recommended Resources for Habitat and Natural Gardening ........................................................
Appendix G: Recommended Online Resources for Habitat and Natural Gardening ...........................................
Appendix H: Additional Outdoor Classroom Resources .......................................................................................
Appendix I: Schoolyard Wildlife Habitat - Case Studies ........................................................................................
1
2
3
5
7
8
11
12
15
16
17
18
19
20
21
22
23
24
25
26
29
30
31
32
33
34
36
38
40
42
43
45
46
48
50
51
52
53
54
56
58
59
Planning First to Make Your Outdoor Classroom LastAn Introduction to the Schoolyard Wildlife Habitat Planning Guide
In 2004, Georgia Wildlife Federation (GWF) received funding support from Georgia Power, Southern
Company, U.S. Fish & Wildlife Service, and National Fish & Wildlife Foundation to begin the Urban
Conservation and Education Initiative (UCEI) to improve and increase the number of schoolyard wildlife
habitats in Georgia. GWF reviewed nearly 2000
records of outdoor classroom projects in Georgia
from the years between 1989 and 2003. While this
is an impressive number of outdoor classroom
projects, follow-up inquiries into the current sta-
tus of these projects presented a troubling trend.
The study revealed that 41% of outdoor class-
rooms were no longer in use and were usually
abandoned by their second year1.
Given the amount of time and resources invested
in these outdoor classroom projects, it is troubling
that so few seem to attain long-term sustainability.
This guide is designed to combat this trend as well
as offer general planning advice.
It is our hope that this guide will help outdoor
classroom enthusiasts avoid common pitfalls and
promote outdoor classrooms that are both long-
term, effective teaching tools and sustainable habi-
tat for Georgia's wildlife. While many teachers
and volunteers are often eager to "get their hands in the dirt" as
quickly as possible, GWF urges that some careful planning
be done before investing significant amounts of time,
energy and money on outdoor classrooms.
We also urge educators to remember that taking stu-
dents outside to explore the pre-existing schoolyard
is already available and free of cost. Students
themselves can begin their outdoor classroom
experience by assisting in the planning process,
such as conducting site surveys and research on
local wildlife as a class project. e
Top 5 Reasons Listed by Schools:
Why Outdoor Classrooms Fail
1. Continued maintenance and upkeep
2. Teachers unsure or unable to incorporate usage into lessons
3. Inadequate funding
4. Vandalism (especially at high schools)
5. School expansion or relocation
Why Outdoor Classrooms Succeed
1. Community support
2. Student involvement
3. Funding
4. Teacher training
5. Administrative support
Source: GWF survey, 2004.
Georgia Schoolyard Wildlife Habitat Planning Guide 1
1See http://www.gwf.org/resources/wildlifehabitats/bmpindex.html for a complete explanation of this project.
What is a Schoolyard Wildlife Habitat?
ASchoolyard Wildlife Habitat is an outdoor laboratory alive with learning opportunities for all ages across
the curriculum. Schoolyard Wildlife Habitats are designed to attract wildlife by providing elements cru-
cial to wildlife survival: food, water, cover and places to raise young.
The Schoolyard Wildlife Habitat (SWH) Program is a mission-based education outreach of the Georgia
Wildlife Federation, the oldest and largest non-profit conservation organization in Georgia and the state affili-
ate of the National Wildlife Federation. Georgia Wildlife Federation volunteers began working with schools in
the early eighties on creating campus-based versions of the Backyard Wildlife Habitat Program® developed in
1973 by the National Wildlife Federation. Schools can qualify for certification as part of a national registry
through the National Wildlife Federation at www.nwf.org/schoolyard.
In 1989, GWF President Jerry McCollum officially established the Schoolyard Wildlife Habitat Program and
made it a focus of the organization's conservation education efforts statewide. Since that time, GWF staff and
volunteers have worked with hundreds of Georgia schools in developing Schoolyard Wildlife Habitats.
How long will it take to develop a Schoolyard Wildlife Habitat at our school?
Many schools have found it most effective to develop habitats in phases. It is important to remember that the
habitat project offers teaching opportunities from the minute it is considered. The most successful projects are
those that have moved slowly, but have taken advantage of a variety of teaching opportunities every step of
the way.
What will the project cost?
Costs vary and depend on your plans, but your project can be very inexpensive. Part of the educational value of
a Schoolyard Wildlife Habitat project is the inherent opportunity to be creative and resourceful. A little ingenu-
ity goes a long way in showing a child the power of "reuse and recycle."
Who will do the work?
A habitat project offers a great chance to involve the community. Parents,
students, educators, grandparents, scouts, local garden clubs, and other
groups have worked together to transform campuses into exciting
places to learn about nature. In addition to the assistance provided
by the Georgia Wildlife Federation, there are other resource agen-
cies which will help schools working on habitats.
How will we develop a plan?
Go visit other habitats. Talk to teachers and volunteers involved
in ongoing projects. Habitats reflect the personality of each
school and yours will be unique, but learning from the experience
of other schools will help you get started.
For help on finding other schools that are involved with Schoolyard
Habitats, read about the Georgia Green and Healthy Schools program
at www.eeingeorgia.org. e
Georgia Schoolyard Wildlife Habitat Planning Guide 2
Getting StartedPlanning & Organizing Your Schoolyard Wildlife Habitat
Create a Schoolyard Habitat Project Notebook and Folder
The first step towards creating your schoolyard habitat will be to create a Schoolyard Wildlife Habitat
notebook and folder. Use this folder to keep track of all documents, photographs, lists, ideas and other
important information for your project. Make sure this notebook stays at the school and is stored somewhere
central, such as the media center. Keeping records of what you are doing now will greatly assist others who
come after you to keep the project ongoing.
Consult with the Principal
No Schoolyard Wildlife Habitat project should be undertaken without the support of the principal and the
approval of the school system. The principal can give a broad overview of issues related to the school facility.
Troubleshooting might include discussion of the following points: future plans by the school system for addi-
tional buildings; play fields, parking lots and portables; routine maintenance program; potential for funding/in-
kind donations from the community, PTA and Partners in Education; special considerations for neighboring
properties; access for disabled and other special need students; and liability issues.
Survey and Inform Key People
All teachers should be encouraged to give input. This will help to ensure that the Schoolyard Wildlife Habitat is
used regularly and is incorporated into all curriculum areas. It will be well-worth the time to find out what is
important to teachers, students and other users of the outdoor classroom. Also, get help from your local com-
munity. Publicize your project to the PTA, the Board of Education, Partners in Education, student clubs and
various community organizations.
Don't forget to discuss your plans with the school system maintenance department and apply for any neces-sary permits from the county. Otherwise, your project might get "cleaned up," mowed over or graded.
Form a Committee
You're going to need some help. Involving absolutely everybody might slow things down, but, after all, it's one
of the main reasons (and rewards) for doing the Schoolyard Wildlife Habitat project. A permanent committee
should be organized soon after consideration is given to developing the habitat, open to all interested persons,
and, most importantly, headed by a project coordinator to oversee all committee tasks. A committee will: uti-
lize the various backgrounds and talents of the community; spread the workload; and create a solid foundation
and help ensure that the project continues year after year. The committee should include as many stakeholders
in the project as possible, including: principal, several teachers, and custodian or grounds personnel; PTA vol-
unteers and other interested parents and family members; local natural resource professionals and hobbyists;
and students.
Involve Students
It is strongly recommended that your committee either have a student body equivalent or include student rep-
resentatives. Some committee positions can be student equivalents such as publicity, historian, and volunteer
coordinator. Don't miss this opportunity to build students' life skills. Student involvement in planning and
implementing the Schoolyard Wildlife Habitat will build ownership and help prevent problems with vandalism.
Georgia Schoolyard Wildlife Habitat Planning Guide 3
No Help? Try this
Quick-and-Easy School Gardens for the Lone Schoolyard Wildlife Habitat Crusader
The best Schoolyard Wildlife Habitat is one that engages the whole school, and endures the test of time in order
to provide long term habitat for wildlife and learning opportunities for students. However, students, faculty,
administration and academic policy are very often in flux. It can be overwhelming to have to organize a large
project with so many variables.
If you are a lone teacher or parent who is facing insurmountable difficulties with organizing a Schoolyard
Wildlife Habitat with your whole school, it may be best to scale back your project to something that can be eas-
ily maintained by one person or class. Here are some suggestions:
Create a small habitat outside a classroom window or near a door
Use this small, manageable space to: install nesting boxes or wildlife feeders; maintain a small vegetable,
flower or herb garden; create a small raised bed garden that contains native plants that provide habitat;
or plant small trees or shrubs. Be sure to check with the maintenance staff about regulations regarding
how close plantings can be to the building.
Create container gardens.
Use a large planting pot or drill multiple holes in a trash barrel, wooden barrel, plastic wading pool or
other large container and fill with potting soil for planting. Move container gardens whenever neces-
sary, eliminating the problem of location conflicts. A container garden can even be hauled to your home
during the summer for watering and maintenance
needs! Know that container gardens are often
better for people with disabilities, because
they can be accessed from chair level.
Avoid big, costly projects.
Assess for yourself how much you
can realistically accomplish
alone and start there. It will be
more rewarding to keep one
small garden bed alive for a
year with your students than
to spend endless hours
organizing a bigger project
that has little chance of sur-
vival. Think in terms of
phases. You may begin with a
very simple and inexpensive
project that includes only you
and your students. However, as
other teachers and parents see
your success, they may become
more willing to emulate your efforts.
Gradually introduce more SWH elements
to your schoolyard at a rate that equals sup-
port for each element. e
Georgia Schoolyard Wildlife Habitat Planning Guide 4
w
w
w
Form Your Wildlife Habitat Committee
The committee positions and responsibilities listed on the following page have provided an effective
organization for some Schoolyard Wildlife Habitat projects. Your habitat committee may have more
positions, more than one person sharing tasks or may, in some cases, combine positions. It is important
to give volunteers very clear and limited tasks for a specific period of time (i.e., historian for one school year
only, or even one half of the year). Indefinite or vague tasks will wear down volunteers. Rotate leadership posi-
tions annually or on another regular and reasonable schedule. This will bring in fresh perspectives and keep
your leaders from burning out. Work to achieve buy-in from the entire school. You may not be able to get every
person involved, but seek to involve at least one representative from all aspects of the school community.
Survey parents annually to find out what skills and resources they would be willing to donate to an outdoor
classroom project. Make copies of the chart on the following page and use it to keep track of your committeeand their responsibilities.
"Let Them Do It!" - Student participation in Schoolyard
Wildlife Habitats from start to finish
Many teachers and volunteers feel overwhelmed
when they realize the amount of research and work
creating an outdoor classroom can include.
However, students can take on a substantial
amount of the work as a classroom project,
and, with some careful planning, teachers
can simultaneously meet
academic requirements.
Researching Wildlife
Students can survey their schoolyards to
find out what wildlife is already there.
The instructor at Seaborn Lee
Elementary suggests creating a Rolodex
file or spreadsheet specifically for your
habitat project. This will keep
you organized. e
Georgia Schoolyard Wildlife Habitat Planning Guide 5
Georgia Schoolyard Wildlife Habitat Planning Guide 6
Habitat Project Leader: Phone:
Email:
He/she should be an effective organizer, have vision, be able to delegate responsibilities and communicate
effectively. Responsibilities: oversee development of the habitat plan.
Historian: Phone:
Email:
Responsibilities: document project progress with “before and after” photos, scrapbooks, and/or video journals.
Publicity: Phone:
Email:
Responsibilities: write press releases for local newspapers, take photos, create a newsletter, or submit articles to
PTA newsletter.
Volunteer Coordinator: Phone:
Email:
Responsibilities: promote volunteer involvement, match volunteers to tasks, coordinate workdays and send
thank you cards or notes.
Budget/Donations: Phone:
Email:
Responsibilities: maintain receipts, records of donated goods and services, discounts, invoices to school book-
keeper or PTA treasurer for payment.
Grants Writing: Phone:
Email:
Responsibilities: seek and prepare grant proposals and maintain information for writing reports. You don’t
have to have a professional, just someone who can write clearly.
Teacher Liaison: Phone:
Email:
Responsibilities: help teachers to use the habitat for class lessons. Activities can include compiling resources,
putting together file of ideas to be shared, creating habitat-related bulletin boards and scheduling trainings, etc.
Student Representative(s):
Name: Grade/Teacher:
Name: Grade/Teacher:
Name: Grade/Teacher:
Responsibilities: represent the student body on each of the sub-committees.
Grounds Maintenance: Phone:
Email:
Responsibilities: communicate the project with other maintenance staff/custodians (who perform grounds
maintenance in and around the Habitat) and implement and maintain a regular maintenance schedule.
Schoolyard Wildlife Habitat Committee Members
Date: _______________________________
Evaluate Your Campus“What Have We Got To Work With On Campus and How Does It Support Wildlife?”
The best way to start a Schoolyard Wildlife Habitat is to thoroughly investigate the land on campus and its
current and potential uses. Get a copy of the plat from the principal, custodian or school system office.
Trace it and make a copy you can mark on. Contact a natural resource professional or knowledgeable
volunteer to walk the site with you and give advice. (See contact information under "Getting More Help".)
Invite a small group to accompany you such as an interested teacher, a parent and, of course, a student or two.
As you walk on the site, note:
the buildings, parking lots, play fields, and retention ponds.
underground utilities, drains, sewer and septic lines.
planned and unofficial patterns of traffic including: cars, bikes, pedestrians and delivery and mainte-
nance vehicles.
litter, erosion and drainage problems.
access to water.
parcels of land not being used.
locations for future building plans.
Evaluate good and bad features of these sites as potential outdoor
classrooms. Consider:
distance from the school building.
access from building to grounds.
security of the site.
existing features of wildlife habitat including food, water, cover
and places to raise young.
Keep your discoveries in mind as your committee decides where to
focus Schoolyard Wildlife Habitat project activities. (See Appendix B for
site inventory checklist.) Don't forget to take your "before" photos. Now
is the time! e
County Extension Agents
often are tremendous resources
for plant identification.
Be sure to include points of
interest and unusual facts
about plant material in a guide
to the SWH.
Ahead of the game: If possi-
ble, meet with administrators,
teachers and county officials to
plan a SWH on new schools as
they are being built.
Georgia Schoolyard Wildlife Habitat Planning Guide 7
w
w
w
w
w
w
w
w
w
w
w
Making A Plan“How Can We Enhance Our Campus For Education and Wildlife Habitat?”
Now that you have a clearer understanding of your site, you can begin to create a plan. Some schools pre-
fer to create a master plan for the whole campus to be implemented in stages. Some schools prefer to
identify a small area for a small-scale project which can lead to a large-scale project. It is up to your
committee to decide the best approach for your school. Above all, involve students!
Look for opportunities provided by your campus.
For example, if you are facing a bare campus, you might try a succession study area. Simply stop mowing and
see what appears. Within a season, grasses and wildflowers will create rich habitat for small wildlife. A mowed
trail through the meadow will bring the lessons up close. Or, your committee might decide to begin a refor-
estation project by planting native tree saplings and native shrubs in part of the meadow.
If your campus has an existing natural water feature such as a stream, lake, wetlands or even a retention pond
with standing water, you might focus on aquatic studies projects. If it has a small wooded area, you might want
to create an interpretive nature trail. Whatever the case, don't overlook any interesting features! Granite out-
croppings, endangered plants, threatened wildlife, bogs and even eroded hillsides provide useful teaching
stations.
Find out what teachers want!
Make sure that your vision for your habitat project matches what your
teachers will find useful in meeting curriculum objectives. Begin by sur-
veying teachers to find out their needs and obstacles in regards to out-
door classroom use. A sample survey form is provided in Appendix A.
A Schoolyard Wildlife Habitat will certainly enhance the appearance of
the campus, but it is not primarily a beautification project: it is for edu-
cation and habitat. It is imperative that your project supports teachers
reaching academic requirements. If it doesn't , it will not be used!
Think about how to attract and support wildlife.
All wildlife requires four basic elements to survive: food, water, cover
and places to raise young. Combinations of these four elements are dif-
ferent for each species, but you can plan a habitat which will support a
variety of wildlife.
Evaluate what resources you currently have available.
Before you invest in classroom materials and curricula for using the schoolyard habitat, investigate what is
already available to you. For example, other teachers or staff members may already have books, curricula and
tools that you can use. Past teachers may have already stocked the school library with good resources on
wildlife. Save money for building habitats and training teachers by doing a quick inventory before you plan
your budget. For a sample inventory list, see Appendix C.
The Project Leader At JacksonMiddle School in Commercebegan her project by using a
GWF's teacher survey to find
out the needs and wishes of
other teachers in regards to an
outdoor classroom. She was
able to gather important infor-
mation such as where, when
and how teachers would be
most likely to use a schoolyard
habitat. She then used this
information to create a basis
for the schoolyard
habitat design.
Georgia Schoolyard Wildlife Habitat Planning Guide 8
Establish a project schedule and budget.
Break down the habitat project into steps: develop a materials
list, budget, and a reasonable time frame for accomplishing
your objectives. Identify volunteers and delegate tasks. Be
realistic about what can be accomplished in one school year.
Keep long term maintenance in mind!
Remember to keep all your plans and budgets in a centralfolder for future reference! Better yet, create an outdoorclassroom binder or shelf in your media center for easy access.
MaintenanceWhen creating a plan, be sure to include a section on
Maintenance. You can start off using your traced copy of the
plat bearing the information that you gathered in your site
analysis or draw a simple plat of your campus.
Don't take on too much.
Always keep maintenance requirements in mind
including repairs that may be necessary.
Note that vandalism is often an unfortunate fact of
life in schoolyards.
Break the project down into small steps and share it.
Create a maintenance manual as you go so future
caretakers of the schoolyard habitat don't have to re-
invent the wheel.
Much of the planning for institutionalizing the use and
maintenance of your outdoor classroom should begin before
any significant construction is done. And because schools are
places of constant change, periodic assessment of your suc-
cess in these efforts should be conducted to meet your
school's evolving needs.
Yet your design should also possess the unique characteristics
of your schoolyard and your school community. It is impor-
tant to allow for some "messiness" in the design. Children
and youth often prefer gardens that appear less formal and
that contain diverse elements for them to explore with their
different senses. Low maintenance will help to sustain an
appropriate "messiness" in your habitat design.
Just as the development of a habitat is usually done by volun-
teers, maintenance of the new outdoor classroom is almost
always a volunteer task as well. School system grounds per-
sonnel and custodial crews rarely have the time to provide
more than minimal levels of care for these specialty areas.
Habitat design should reflect this reality and call for low
maintenance over the long term.
Some schools prefer to create a master
plan for the whole campus to be imple-
mented in stages. Some schools identify a
small area for a small-scale project, which
can lead to future projects. It is up to
your committee to decide the best
approach. Above all, involve students.
The Master Plan Approach: Rebecca
Minor Elementary, Lilburn
The Schoolyard Wildlife Habitat at
Rebecca Minor Elementary began when a
member of a local garden club brought
together GWF staff and school faculty,
including the principal, to consider a
plan. Following visits to other schoolyard
habitats, the committee recommended a
master plan which included a variety of
habitat features.
Teachers at the school were then surveyed
and asked to rank the features in order of
priority. The survey results were used to
guide development of the habitat project
as it progressed in stages. Their habitat is
now enhanced yearly with various educa-
tional habitat stations.
The Small Project Approach: SeabornLee Elementary, College ParkThe principal says that if she had been
approached about creating a master plan
for a Schoolyard Wildlife Habitat at
Seaborn Lee Elementary, she would have
balked. It would have seemed too much
for their limited resources. Instead, their
habitat began with one simple goal: to
forge a path to the creek that runs
through the property. Teachers envisioned
using the creek for hands-on aquatic
studies with their science students.
Under the leadership of creative teachers,
their habitat is now one of the most excit-
ing and ingenious in Georgia and has
won state and national awards. It was cre-
ated almost entirely by students and has a
track record free of vandalism.
Georgia Schoolyard Wildlife Habitat Planning Guide 9
w
w
w
w
w
Many schools successfully assign responsibility for maintenance of outdoor classrooms to an existing PTA com-
mittee such as the Environmental or Grounds Committee and student clubs such as 4-H or the Ecology Club.
Providing a line item on the PTA budget for annual maintenance assures a dependable source of revenue to
address needed renovations. Endowing outdoor classrooms with this sort of volunteer and financial legacy will
help ensure their viability over a long period of time.
In addition to volunteers and financial support for any upgrade and future renovations of your Schoolyard
Habitat, proper maintenance of an outdoor classroom also requires its continual use by teachers and students.
To maintain continual use of your Schoolyard Habitat, it is important
to do the following:
Incorporate student activities into maintaining the outdoor
classroom. Have different classes adopt different areas of the
outdoor classroom to maintain.
Divide up maintenance by age groups to help keep working in
the outdoor classroom popular with students. For example,
third graders who are in charge of reseeding the wildflower
patch can look forward to maintaining the pool in fourth grade.
To further divide the labor, individual students in a class can "adopt" a tree or plant to study and main-
tain. This will encourage student ownership of the outdoor classroom.
Host an environmentally-based teacher training on how to use the outdoor classroom for all teachers
within your school annually.
Create a curriculum team to plan for how you will institutionalize the use of the outdoor classroom
into your school's curriculum (see Appendix D).
Keep school administrators and school district planning and
construction offices informed of your Schoolyard
Wildlife Habitat plans to prevent future land-
use conflict.
Keep your school and your community
regularly informed on events surround-
ing your Schoolyard Habitat.
Invite community groups to assist
with workdays or special projects.
Contact your local natural center
or environmental education
provider to arrange for a demon-
stration of activities for your out-
door classroom.
Avoid relegating the outdoor class-
room to just one academic subject.
If possible, create different areas that
facilitate specific topics. e
At Haynes Bridge MiddleSchool in Alpharetta, project
leaders created an "adoption
list" as a way to delegate various
parts of their habitat project.
Georgia Schoolyard Wildlife Habitat Planning Guide 10
w
w
w
w
w
w
w
w
w
w
w
Beginning the Design Process
The next step is to create a design for your schoolyard habitat. In order to accomplish this you first need to
complete the needs assessment and site survey (see Appendix A and Appendix B). The actual layout and
physical characteristics of your schoolyard, along with the needs of the teachers, administrators, students
and local wildlife will become the basis for your outdoor classroom design.
Once you have determined the teachers’ needs, consider doing the following:
Host a teacher training that will help ensure all teachers will know how to use the outdoor classroom.2
It is more important that teachers know how to teach a lesson outdoors using the natural environment
than to have a fully outfitted outdoor classroom that teachers are unsure of how to use.
Create a curriculum team to plan for how you will institutionalize the use of the outdoor classroom
into your school's curriculum.3 Remember that planning for the use of your outdoor classroom is as
important as the actual design of the outdoor classroom itself.
Keep school administrators and school district planning and construction offices informed of your
plans to prevent future land-use conflict.
Key Points to Remember
Your specific outdoor classroom design should reflect the unique characteristics of your schoolyard and your
school community. However, a few key points to keep in mind are:
How will habitat gardens be maintained through the summer?
Is what you are designing interesting enough to pique students' curiosity and sturdy enough to with-
stand their exploration?
Does your outdoor classroom provide at least some of the elements of habitat for wildlife: food, shelter,
water and space to raise young? A plant that produces food, such as seeds, nuts or berries is less expen-
sive, more reliable and better for wildlife, than a feeder made by humans.
Native plants, if placed in the right location, are often far hardier and easier to maintain than standard
ornamental hybrids. They also provide more elements of habitat for native wildlife making them better
for the environment.
Will you have the future time, money and resources to maintain the outdoor classroom you
are designing?
Is your outdoor classroom accessible to all of your students, including not only students with physical
disabilities, but also those with mental or emotional challenges, and English Speakers of Other
Languages (ESOL) students?
How will the outdoor classroom meet the needs of your school's teachers to keep their students safe,
comfortable and on task to meet academic standards?
Will your outdoor classroom meet the standards for appearance required by school administrators?
But most importantly…Design outdoor classrooms that encourage students to explore and interact with the natural environment.
Create habitat gardens that appeal to different senses and allow for some "messiness" in the design. Children
often prefer gardens that appear less formal and that contain diverse elements for them to explore. e
2There are several good multi-disciplinary environmentally based curricula with lessons designed to meet academic requirements. Commonly avail-
able curricula and teacher trainings are: Projects WET, WILD and Learning Tree and National Wildlife Federation's Schoolyard Habitats® Program.
Check www.EEinGeorgia.org for more information on curricula and trainings available in your area.3See Appendix D for a worksheet to help guide you through using the outdoor classroom to teach performance standards.
w
w
w
w
w
w
w
w
w
w
Georgia Schoolyard Wildlife Habitat Planning Guide 11
Getting Buy-in Before You Build
Creating an outdoor classroom is often an exciting prospect to teachers, students and volunteers alike and
many want to leap directly to the point of construction as soon as possible. However, because you want
the time, money and effort you will invest in creating an outdoor classroom to be well spent, it is impor-
tant to generate support from the many users of outdoor classrooms from the very beginning of the project.
Listed below are key groups to consider, as well as some hints on how to win their support.
AdministratorsAsk your school's administration about their specific concerns for having an outdoor classroom at their
school. Keep them informed on how you will address these concerns.
Create a safety protocol4 for using the outdoor classroom in order to minimize liability concerns.
Animal bites and stings, diseases such as West Nile virus and rabies and safety issues around water are
common school liability concerns. Learn the facts about these concerns and inform administrators how
you will address them. 5
Show your principal that an outdoor classroom is not just an "extra". Provide examples of research
showing how an outdoor classroom can improve academic performance across disciplines. The State
Education and Environment Roundtable (SEER) provides one of the most comprehensive studies to
this effect.6
If possible, try to get outdoor classroom plans incorporated into your School Improvement Plan.7
Invite your principal or other school administrators to observe a lesson taught outdoors. In this way, he
or she can be assured that academic requirements are being met and that you are confident in your abil-
ities to teach outside. Even if they are unable to observe, principals will still be impressed that you are
confident enough to invite them to observe.
Show the potential for overall school improvement that an outdoor classroom can bring. For example,
outdoor classrooms can offer beautification, bring in community support in the form of volunteers and
make the school more attractive to parents.
TeachersSurvey teachers to find out their needs and obstacles in regards to outdoor classroom use. Remember,
the outdoor classroom will not be used if it doesn't support teachers reaching academic requirements!8
Schedule a Professional Learning Unit (PLU) accredited environmental education training for teachers.
The Web site www.EEinGeorgia.org maintains a directory of several excellent multi-disciplinary curric-
ula and training programs that meet state and national learning standards.9
4Consult your school's already established protocols for student safety. Also, other organizations that conduct outdoor youth programs may have
good examples of protocols to draw from. For example, the Boy Scouts offer the online guide Guide to Safe Scouting at
www.scouting.org/nav/enter.jsp?s=ba.5The Center for Disease Control (CDC) has information on the risks associated with diseases such as West Nile and rabies on their website at
www.cdc.gov. Also, contact your local Department of Natural Resources (DNR) to find more information about venomous animals found in your
area and the actual level of risk they pose.6Summaries of the study, Closing the Achievement Gap; Using the Environment as an Integrating Context for Learning (EIC), can be downloaded at
www.seer.org.7The Georgia Department of Education provides information on School Improvement Plans at www.doe.k12.ga.us/support/improvement/about.asp.8See Appendix D "Outdoor Classroom Needs and Interests Survey for Teachers".9The Georgia Department of Education provides information on Teacher Professional Development at
www.doe.k12.ga.us/support/improvement/about.asp.
w
w
w
w
w
w
w
w
w
w
w
Georgia Schoolyard Wildlife Habitat Planning Guide 12
Incorporate environmental education training into the Teachers' Professional Learning Plan offered at
your school.10
Invite a local environmental education provider to lead a lesson or activity in the outdoor classroom so
that teachers can see a first hand example of how exciting and successful teaching outdoors can be.
Many environmental education providers can provide customized activities that correlate to cross-cur-
ricular state academic requirements.
Recruit parent or community volunteers who are willing to help chaperone
students outside.
Provide teachers with a clearly written safety protocol for the outdoor classroom. See the safety protocol
listed for administrators earlier in this chapter.
Offer pre-made, tried and true lesson plans that are correlated to state academic standards for teachers
to "grab and go." Some schools have centrally-located backpacks that have all materials ready for leading
an outdoor excursion.
GroundskeepersDesign your outdoor classroom with minimal maintenance needs in mind.
Survey groundskeepers to assess their interest and the skills and resources they are willing to share for
the success your outdoor classroom.
Discuss your outdoor classroom plans with your school's groundskeepers to negotiate and clarify any
responsibilities they are willing to assume in regards to the outdoor classroom.
Assist your groundskeepers by scheduling regular workdays for volunteers to do maintenance on the
outdoor classroom.
StudentsRecruiting students to help with the initial site assessment outlined in the previous chapter "Starting
Where You Are" can be an excellent way to build interest in creating an outdoor classroom. As stated
before, the site assessment can be easily adapted to meet academic standards across a variety of disci-
plines. It is also an excellent way to start the experience of teaching outdoors before the actual outdoor
classroom has been built.
Make sure students have some input in the design of the outdoor classroom and that they participate in
its construction. This will foster feelings of ownership, which will in turn help prevent possible vandal-
ism in the future.11
ParentsConduct an annual survey of parents' resources and skills that they are willing to donate to the outdoor
classroom project.
Inform parents about the educational benefits of an outdoor classroom. Please refer to this point under
the "Administrator" section of this chapter for more information on how to do this.
10In partnership with Georgia Department of Education's Georgia Learning Connections Program, the website www.EEinGeorgia.org offers free
environmentally-themed lesson plans that are designed to address and assess Georgia's academic standards.11Try holding a contest to have students name the outdoor classrooms, plus each of its components.
w
w
w
w
w
w
w
w
w
w
w
w
w
w
w
Georgia Schoolyard Wildlife Habitat Planning Guide 13
Community Members and VolunteersMake an easily accessible maintenance guide for your outdoor classroom as you go. In this way, future
outdoor classroom leaders and volunteers will know how and when to perform maintenance tasks. Keep
this guide, along with other outdoor classroom records, in a central location such as the media center
and make sure others know where it is. Update it regularly.
Create a centrally located calendar of workdays and events for the outdoor classroom. Advertise this cal-
endar to the local community as well as the school. Bring volunteer sign-up sheets to school open hous-
es and other school events where parents and community members are present. As much as possible,
choose a regular day and time for the workday, such as every third Saturday from 10-12. Plan ahead for
possible rain dates.
Gather and organize an annually updated skill bank of parents and volunteers.
Vary the activities for volunteers. No one wants to weed every time they volunteer!
Recognize your volunteers in school and community newsletters, at awards banquets or special events
such as a volunteer breakfast hosted by your school.
Create a volunteering schedule for summer maintenance. For exam-
ple, an individual or family can sign up to take turns caring
for the outdoor classroom for one week each during the
summer. Avoid making summer maintenance one per-
son's responsibility.
Make volunteering for the outdoor classroom fun!
Provide refreshments and good places to rest.
Provide sitters (such as older students, parents
or teacher volunteers).Use themes, such as
seasons, planting and harvesting to make
working in the outdoor classroom feel more
like a festival than a chore. Sometimes just
phrasing it right can make all the differ-
ence.12 e
12One school has declared that they never weed; instead they "feed the chickens."
Volunteers and students love pulling up weeds out of the habitat gardens to feed to
their school's small flock of domestic birds. If your school can't have domesticated
animals, consider feeding a compost bin of earthworms and keeping track of how fast it
takes for your weed pile to be composted.
w
w
w
w
w
w
w
Georgia Schoolyard Wildlife Habitat Planning Guide 14
Basic Elements of Habitat
Begin your Schoolyard Wildlife Habitat with some easy steps. You can address all habitat elements- food,
water, cover and places to raise young- in some small way in the initial stages of your project.
The features listed below are very basic, but highly visible, and will help teach students about meeting the needs
of wildlife while actually benefiting wildlife in your schoolyard. Students can both construct and maintain all of
these features.
Brush piles
Brush piles provide cover for small mammals, birds and insects. You can start one with a discarded Christmas
tree or yard clippings. Be sure that the materials provided as cover have not been treated with pesticides and
other hazardous chemicals.
Rock piles
Rock piles provide cover for beneficial reptiles and amphibians. Lizards and butterflies can bask in the sun.
Feeders
There are many types of feeders which are easy and inexpensive to build. While feeders
ensure maximum bird activity when stocked, remind students that these are only sub-
stitutes for natural food sources such as berry and nut-producing trees or seed-bear-
ing flowering plants. Since feeders can be expensive and labor-intensive to maintain,
you might want to limit feeding stations to one or two key areas in your Schoolyard
Wildlife Habitats.
Water dishes or birdbaths
A clean, dependable source of water is an essential part of your habitat. An inex-
pensive terra cotta dish, an upside-down garbage can lid or a birdbath will serve
well. It helps to add several flat stones in it as a perch so birds can gradually wade
into the water. Locate the water source in a protected spot away from shrubbery
which could harbor predators. Make sure that the water feature is near a hose or
faucet, or arrange a "bucket brigade" of students for filling it on a regular basis.
Nesting boxes
Students and/or scouts can easily build bluebird, bat, and owl or wood duck boxes
for your habitat. Students should be aware that nesting boxes are only substitutes for
tree cavities. If your campus does have a dead tree, called a snag, which does not pose
a threat, keep it. Snags can also be cut to a height of 6 -10 feet, limiting the possibilities
of danger. Snags provide extremely important cover and nesting sites for many species.
Make sure that these habitat elements are apparent to students. Signs at many schools label
such features as brush piles, rock piles and snags. The signage reinforces the concept of habitat to students and
opens their eyes to these valuable "wildlife homes." e
Georgia Schoolyard Wildlife Habitat Planning Guide 15
Raised-Bed GardeningNature Right Outside Your Door
Araised-bed garden is simply a raised area of soil framed by boards, logs, landscape timbers, stones, bricks or other
materials. Raised-bed gardening calls for the use of organic matter or amendments resulting in improved soil
structure and fertility. The raised-bed method of gardening is easy and lends itself well to Schoolyard Wildlife
Habitat projects for several reasons: you can start from scratch; small, contained beds are ideal for experimenting and can
be adopted by various classes; and raised beds can be situated so that all sides are easily accessible.
Construction and Soil AmendmentsRemove all weeds and grass from the area and till about a foot deep. Work into the soil some potting soil, compost or
shredded leaves. A healthy soil contains organic matter and is loose (feels soft when you crumble it in your hands) and
well-drained. One-third of the final mix should be organic matter. The more time you put into this initial bed prepara-
tion, the better results you will have.
A good material for borders is the 4"x 8' landscape timbers which are inexpensive and can be purchased at most lumber
supply stores or garden centers. Please use untreated lumber. Recent studies indicate that treated lumber may leach dan-
gerous chemicals into the surrounding soil. Some woods, such as cedar and redwood are naturally decay-resistant. You
can also use plastic lumber, bricks or cement blocks.
Garden areas should have clearly defined paths for maintenance personnel, volunteers and students to be able to access
plantings for maintenance and study. Paths should be as level as possible and not mulched, as mulching makes paths less
accessible for people with motor disabilities.
PlantingsConsult a landscape architect or Master Gardener to help you place plantings in the best possible locations in regards to
sun and shade, levels of moisture, and types of soil and slope. You should be able to tell from your completed site survey
what the growing conditions are for different areas of your schoolyard. "Putting the right plant in the right place" will
help ensure the time and money you invest in planting will be well spent.
Remember, fall is the best time to begin your garden because plant roots have several months to grow strong while leaves
and flowers are resting (dormant). Choose plants that will mature or bloom between the fall and spring so that your stu-
dents get to see the plantings when they are the most interesting.
Do your best to use native plants. The reason for stressing the use of native plants in landscaping for wildlife is simple:
Georgia plants and Georgia wildlife coexist in communities supporting one another. They are interdependent and each
plant and animal species has a place in native ecosystems. Additionally, native plants are suited to the soil and climate
conditions of the state.
SignageCreate signage not only to identify plantings, but also to help explain what is happening during seasons when your plants
are dormant. Consider signs that tell viewers that the wildflower patch is currently "sleeping through the winter but will
be back with a surprise in the spring".
Garden signs make an excellent art project for students. The more interesting in design and information your
signs are, the more people, especially your students, will want to read them. Signs that incorporate images will
help young students, students who have trouble reading or ESOL students understand your garden as well. e
Georgia Schoolyard Wildlife Habitat Planning Guide 16
How To Create a Butterfly GardenA Special from Callaway Gardens
Creating a butterfly garden is an exciting and rewarding endeavor! It is easy to invite butterflies to your
area by gardening with their needs in mind. These beautiful insects will add bright colors and entertain-
ing antics to your garden display. Use the following techniques to produce a delightful butterfly garden
in your own backyard.
Locate the garden in a sunny area.
Butterflies and most butterfly-attracting plants require bright sunshine.
Plant nectar-producing flowers.
Butterflies visit flowers in search of nectar, a sugary fluid, to eat. Many native
butterflies seem to prefer purple, yellow, orange, and red-colored blossoms.
Clusters of short, tubular flowers or flat-topped blossoms provide the ideal
shapes for butterflies to easily land and feed.
Select single flowers rather than double flowers.
The nectar of single flowers is more accessible and easier for butterflies to
extract than the nectar of double flowers which have more petals per flower.
Use large splashes of color in your landscape design.
Butterflies are first attracted to flowers by their color. Groups of flowers are
easier for butterflies to locate than isolated plants.
Plan for continuous bloom throughout the growing season.
Butterflies are active from early spring until late fall. Plant a selection of flowers that will provide nectar
throughout the entire growing season (e.g. spring- azaleas, summer- milkweeds, fall- eupatoriums).
Include host plants in the garden design.
Host plants provide food for caterpillars and lure female butterflies into the garden to lay eggs.
Include damp areas or shallow puddles in the garden.
Some butterflies drink and extract salts from moist soil. Occasionally large numbers of male butterflies congre-
gate around a moist area to drink, forming a "puddle club." You can create your own "butterfly puddle" by plac-
ing a shallow pan on the ground to collect rainwater. Include flat stones that allow butterflies and other small
animals to perch at the water's edge safely.
Place flat stones in the garden.
Butterflies often perch on stones, bare soil or vegetation, spread their wings and bask in the sun. Basking raises
their body temperature so they are able to fly and remain active.
Do not use pesticides in or near a butterfly garden.
Most traditional garden pesticides are toxic to butterflies. Use predatory insects, insecticidal soap or hands to
remove the pests if problems occur. e
Callaway Gardens' mis-
sion is to "provide a bet-
ter understanding of the
living world." To com-
municate that under-
standing, the Callaway
Gardens Education
Department introduces
and interprets the won-
ders of nature to visitors.
For more information
about programs and
resources at Callaway
Gardens, visit www.call-
awaygardens.com.
Georgia Schoolyard Wildlife Habitat Planning Guide 17
Georgia Schoolyard Wildlife Habitat Planning Guide 18
Butterflies and Plants
Butterflies depend on plants in many ways. The most successful butterfly gardens include plants which
meet the needs of butterflies during all four stages of their life cycle: egg, caterpillar, chrysalis, and adult.
After mating, female butterflies search for a specific kind of "host plant" on which to lay eggs. For exam-
ple, monarchs lay eggs on milkweed, black swallowtails on dill, and Eastern tiger swallowtails on tulip poplar or
wild cherry. Some butterflies lay eggs on more than one type of plant while others only use one particular kind
of host plant.
In a few days, caterpillars emerge from the eggs and begin to eat. Caterpillars are selective eaters and only feed
on specific kinds of plants. If the desired plants aren't available, the caterpillars will starve rather than eat
another type of vegetation. Usually female butterflies lay eggs on or near the plants their caterpillars prefer to
eat. Most butterfly caterpillars feed on native plants and are not considered agricultural or ornamental pests.
In a few weeks when the caterpillars are fully grown, they shed their skin for the final time and change into
chrysalises. Inside each chrysalis the body of an adult butterfly is formed. Often chrysalises are attached to plant
stems and protected by surrounding vegetation.
After emerging from the chrysalis, the adult butterfly soon begins to search for nectar-rich flowers to feed.
Plants are important to butterflies during each stage of their life cycle. A garden designed with this in mind
attracts the largest number and greatest variety of butterfly visitors!
Plants for a Butterfly Garden
Where To Get More Information About ButterfliesMonarchs Across Georgia (MAG) is a collaboration of the Environmental Education Alliance (EEA), teachers,
students, families, communities, businesses and others, all working together to study Monarch butterflies and
restore butterfly habitat across the state. The mission of MAG is to engage schools and families in learning
experiences involving Monarchs and other native butterflies. The MAG program promotes stewardship of the
natural environment through multi-disciplinary exploration and scientific investigation. For educational mate-
rials, programs and workshops, visit the MAG website at www.monarchsacrossga.org. e
NECTAR PLANTS
Herbaceous Perennials and Annuals
Blue Azure Sage (Salvia azurea)
Heliotrope (Heliotropium arborescens)
Joe-Pye Weed (Eupatorium spp.)
New England Aster (Aster novae-angliae)
Purple Coneflower (Echinacea purpurea)
Rose Vervain (Verbena canadensis)
Sunflower (Helianthus spp.)
Yellow Jewelweed (Impatiens capensis)
Woody Shrubs, Trees and Vines
Blueberry (Vaccinium spp.)
Bottlebrush Buckeye (Aesculus parviflora)
Buttonbush (Cephalanthus occidentalis)
Climbing Hydrangea (Decumaria barbara)
New Jersey Tea (Ceanothus americanus)
Piedmont Azalea (Rhododendron canescens)
HOST PLANTS AND BUTTERFLIES ATTRACTED
Herbaceous Perennials and Annuals
Blue Wild Indigo (Baptisia australis) - Frosted Elfin
Butterflyweed (Asclepias tuberosa) - Monarch
Cutleaf Coneflower (Rudbeckia laciniata) - Silvery Crescentspot
Maypop (Passiflora incarnata) - Gulf Fritillary
Pussytoes (Antennaria plantaginifolia) - American Painted Lady
Rattlesnake Master (Eryngium yuccifolium) - E. Black Swallowtail
Turtlehead (Chelone glabra) - Baltimore
Violets (Viola spp.) - Variegated Fritillary
Woody Shrubs, Trees and Vines
Black Cherry (Prunus serotina) - Red Spotted Purple
Flowering Dogwood (Cornus florida) - Spring Azure
Pawpaw (Asimina triloba) - Zebra Swallowtail
Spicebush (Lindera benzoin) - Spicebush Swallowtail
Tuliptree (Liriodendron tulipifera) - Eastern Tiger Swallowtail
Wisteria (Wisteria frutescens) - Long-tailed Skipper
Shrubs and Vines That Attract Hummingbirds
Vines and shrubs provide food as well as natural cover and nesting habitat. Plan for year-round availabili-
ty of berries and seeds. In addition to growing nectar producing plants, hummingbird feeders are a sure
way to enjoy watching the hummers. To make the nectar, combine four parts water to one part sugar
and bring to a boil. DO NOT use honey, sugar substitutes or red food coloring. Feeders should be cleaned every
three to five days using a brush, hot water and vinegar. e
Georgia Schoolyard Wildlife Habitat Planning Guide 19
Shrubs
American Beautyberry (Callicarpa americana)
Blackberry (Rubus spp.)
Blueberry (Vaccinium corymbosom)
Buttonbush (Cephalanthus occidentalis)
Elderberry (Sambucus canadensis)
Plums (Prunus spp.)
Red Buckeye (Aesculus pavia)
Red Chokeberry (Aronia arbutifolia)
Spicebush (Lindera benzoin)
Sumac (Rhus spp.)
Viburnum (Viburnum spp.)
Waxmyrtle (Myrica cerifera)
Vines
Coral Honeysuckle (Lonicera sempervirens)
Greenbrier (Smilax spp.)
Passion-flower (Passiflora incarnata)
Trumpetcreeper (Campsis radicans)
Virginia creeper (Parthenocissus quinquefolia)
Wild Grape (Vitis spp.)
Perennials
Beebalm (Monarda didyma)
Cardinal Flower (Lobelia cardinalis)
Canada Lily (Lilium canadense)
Cross Vine (Anisostichus capreolata)
Eastern Red Columbine (Aquilegia canadensis)
Indian Pink (Spigelia marilandica)
Mountain Rosebay (Rhododendron catawbiense)
Scarlet Morning Glory (Ipomoea coccinea)
Spotted Jewelweed (Impatiens capensis)
Swamp Mallow (Hibiscus coccineus)
More on Birds
Feeders
The ideal Schoolyard Wildlife Habitat includes plants which provide food all year. However, this is not
always possible. Supplemental winter feeding can help birds when available food supply is the scarcest.
Feeders also provide opportunities for observing birds close-up.
Tips for feeding birds
Separate food types and leave enough space between feeders. Birds are generally very territorial.
Keep the area around and under your feeders clean. Rake up the peanut shells, sunflower hulls and gen-
eral debris on a regular basis.
Make sure there are no sharp edges or points of wire sticking out on feeders that might injure the
bird visitors.
Regularly clean and disinfect feeders with a stiff brush and a vinegar/water solution. Rinse well and
place in the sun to dry before filling.
Use containers with resealable lids to keep out rodents which can contaminate feed and spread a host of
diseases.
Nesting Boxes
While birds are using their boxes, discourage pets or loud, unusual activity near the box. This may cause the
nesting pair to abandon the nest. Once young birds leave the nestbox, they enter a “fledging” stage. These young
birds will be closely supervised by their parents for the 2-3 days, until they learn how to fly. Fledglings may hop
along low shrubbery or even onto the ground. Remember this is a normal part of being a bird! The best way
you can help is by loose pets indoors during this crucial stage in the birds’ life.
Tips for using nesting boxes
Follow exact specifications established by wildlife professionals for dimensions of each bird house inte-
rior size, depth, entrance size, entrance above floor, and height above ground. See Appendix J for speci-
fications.
Choose the correct habitat to match the type of bird you are trying to attract.
Provide a predator guard to ensure safety from cats and other tree-climbing predators.
Allow plenty of time for painted birdhouses to become free of odors by hanging them outside several
weeks before the nesting season.
Place the entrance hole in a southerly direction to protect against cold northerly winds.
Provide a slightly rough inner surface to the birdhouse to provide a means for nestlings to fledge by
climbing out of the birdhouse.
Securely fasten the birdhouse with wire or nails to ensure against motion by high winds.
Have an adult inspect the house occasionally for invasion by fire ants and wasps.
Use woods which have natural weather resistant properties such as cedars.
Move a house that has remained unoccupied for more than one season to a different location.
Attempt to place birdhouses as early as February and March for the advent of mating season.
Allow adequate ventilation and drainage holes.
Check the nest and nestlings occasionally. Clean a house after each season.
w
w
w
w
w
Georgia Schoolyard Wildlife Habitat Planning Guide 20
w
w
w
w
w
w
w
w
w
w
w
w
w
Georgia Schoolyard Wildlife Habitat Planning Guide 21
Bird Interior
Size (in.)
Depth
(in.)
Entrance
Hole (in.)
Entrance Hole
Above Floor (in.)
House Height
Above Ground (ft.)
Preferred Habitat
Eastern
Bluebird
5 x 5 8 x 11 1½ 6 - 7 5 - 10 Open areas with no tall under-
growth.
Carolina
Chickadee
4 x 4 8 - 10 1 - 1½ 6 - 8 6 - 15 Brushy borders.
Wood Duck 10½ x 10½
to 12 x 12
24 3 x 4 ellip-
tical hole
18 - 20 10 - 25 Near margins of pond waters.
American
Kestrel
8 x 8 to
9 x 9
12 - 15 3 9 - 12 10 - 30 Brushy borders and open areas.
White-Breasted
Nuthatch
4 x 4 to
5 x 5
8 - 10 1 - 1½ 6 - 7 5 - 20 Semi-shaded woody areas.
Brown-Headed
Nuthatch
2 x 3 8 - 10 1 6 - 8 5 - 20 Pine woods and mixed pine-hard-
wood forests.
Carolina Wren 4 x 4 to
5 x 5
6 - 8 1 - 1½ 1 - 6 6 - 10 Brushy areas near closed canopy of
trees.
Tufted
Titmouse
4 x 4 to
5 x 5
8 - 10 1 - 1½ 6 - 8 6-15 Brushy areas near closed canopy of
trees.
Tree Swallow 4 x 4 to
5 x 5
6 1½ - 1¼ 5 - 7 10-15 Semi-open areas near ponds or
lakes
Purple Martin 6 x 6 6 2 - 2½ 1 15-20 Bungalow-type colony house in
open areas near low brush.
Prothonotary
Warbler
4 x 4 8 1½ 5 4-7 Swampy areas in hardwood forests
near water.
Screech Owl 8 x 8 12 - 15 3 9 - 12 10-30 Widely spaced tree areas and
meadow edges
Barred Owl 13 x 15 16 8 9 - 12 10-30 In or near forested areas
Barn Owl 10 x 18 15 - 18 6 4 12-18 In or near forested areas, farm-
yards, or fields.
Common
Flicker
7 x 7 16 - 18 2½ 14 - 16 6-20 Large trees in open woodlands,
fields and meadows.
Pileated
Woodpecker
8 x 8 12 - 30 3 - 4 10 - 20 12-60 Mature trees in wooded areas.
Red-Bellied
Woodpecker
6 x 6 12 - 14 2½ 10 - 12 12-20 Mature trees in wooded areas.
Red-headed
Woodpecker
6 x 6 12 - 15 2 9 - 12 12-20 Open areas of woodland edges.
Hairy
Woodpecker
6 x 6 12 - 15 1½ 9 - 12 12-20 Opend woodlands and forests.
Downy
Woodpecker
4 x 4 8 - 10 1¼ 6 - 8 6-20 Open woodlands near fields and
urban areas.
Birdhouse Specifications For Common Georgia Cavity-Nesters
How To Properly Plant TreesA Special From The Georgia Forestry Commission
Site Selection for Tree Planting
The survival and growth of your trees will depend on what you do before the trees are even planted. All
trees have basic requirements of air, water, sunlight and sufficient soil space to grow. Limit any one of
these and your trees will die or never reach expected results. Find out where these trees grow in nature
and then try to supply those requirements. Check with your local Georgia Forestry Commission or Extension
Service personnel for a possible site visit to help with the all important task of selecting an appropriate site to
plant your trees.
Sources of trees
Local garden centers and nurseries are potential sources
along with the Georgia Forestry Commission and
University of Georgia Extension Service.
Tree Planting Procedures
No matter how healthy the tree, if you do not plant itcorrectly, success will be minimal.
Prepare your planting hole in advance of getting the
tree. Dig a hole about twice as large (diameter) as
the size of the container or root ball of the tree to
be planted.
Dig the hole only to the depth of the container or
root ball. Planting too deep will cause the tree to
grow poorly or not survive.
After planting, water thoroughly and put at least
three to four inches of mulch (straw or bark)
around the tree, but no closer than three inches to
the trunk.
A wooden stake beside the tree may be needed to
hold it upright and protect it from lawnmowers.
Allow for two inches of lateral movement.
Mulch the tree yearly and let the leaves or pine needles remain for additional protection of the tree's roots.
Mulch helps reduce the need for additional watering.
Water is the most critical factor for new tree survival. Deep watering is recommended and can be done in a
number of ways: using garden hose with water running slowly, at a trickle; positioning a soaker hose above
the root ball and allowing water to soak through the soil profile; and positioning a five-gallon bucket with a
small hole tapped into the bottom next to the tree and fill the bucket with water.
Watering is necessary in summer months. Make sure that you have a maintenance plan in place BEFORE
summer. Recruit several people to take turns in taking care of your schoolyard habitat, especially watering
new plantings. Families and volunteers can sign-up to adopt plantings on a rotating basis. Avoid delegating
responsibility for summer maintenance to just one person.
Too much water is harmful to trees. Have a natural resource professional help you choose suitable planting
sites with adequate drainage. e
Georgia Schoolyard Wildlife Habitat Planning Guide 22
w
w
w
w
w
w
w
w
w
Native TreesYear-round Food and Cover For A Variety of Wildlife Species
Note: Create a living history tree library. Imagine an arboretum with such trees as the Dwight D. Eisenhower Sycamore or trees with significance to
the American Revolution, Black history, poets and artists and more. For more information, visit www.historictrees.org.
Georgia Schoolyard Wildlife Habitat Planning Guide 23
Schools with minimal space available might choose to use container gardens to grow wildlife-attracting plants.
See the lists of native shrubs for good alternatives to trees. e
Large Trees
American Beech (Fagus grandifolia)
American Holly (Ilex opaca)
Bald Cypress (Taxodium distichum)
Basswood (Tilia americana)
Black Cherry (Prunus serotina)
Blackgum (Nyssa slyvatica)
Cucumbertree (Magnolia acuminata)
Eastern Hemlock (Tsuga canadensis)
Eastern Red Cedar (Juniperus virginiana)
Loblolly, Longleaf and Shortleaf Pine (Pinus spp.)
Loblolly Bay (Gordonia lasianthus)
Live Oak (Quercus virginiana)
Pignut, Bitternut Hickories (Carya spp.)
Post Oak (Quercus stellata)
Red Maple (Acer rubrum)
River Birch (Betula nigra)
Sweetbay (Magnolia virginiana)
Sweetgum (Liquidambar styraciflua)
Southern Magnolia (Magnolia grandifloria)
Southern Red Oak (Quercus falcata)
Southern Sugar Maple (Acer barbatum)
Swamp Chestnut Oak (Quercus michauxii)
Tuliptree (Liriodendron tulipifera)
White Ash (Fraxinus americana)
White, Red and Chestnut Oak (Quercus spp.)
Willow Oak (Quercus phellos)
Small Trees
Devilwood (Osmanthus americanus)
Florida Anise (Illicium floridanum)
Redbay (Persea borbonia)
Wax Myrtle (Myrica cerifera)
Yaupon Holly (Ilex vomitoria)
Wildflower MeadowsThe No-Mow Alternative
Creating a meadow on your campus is as simple as stopping mowers in an area not needed for other activities.
Within a season, a rich variety of native, naturalized and introduced grasses will crop up. Insect activity will
increase and birds will follow.
A wildflower meadow should be planted in the fall.
A small, intensively planted meadow can be started from scratch. Choose a sunny spot of manageable size for mainte-
nance with decent soil and access to water. Measure the area and observe conditions carefully. Seed in the fall when tem-
peratures are cooler and rain fall is abundant. Some plants germinate in the fall and produce small tops and establish root
systems. Other seeds wait to germinate the following spring.
First, clear the site of grass and seeds which will compete with the flowers you plant. One easy way to do this is by solariz-
ing. Simply cover the area you wish to turn into meadow with clear plastic sheeting at the beginning of summer. Weight
the sheeting down with cement blocks or logs. The sheeting will magnify the heat of the sun, and kill off the grass and
weeds underneath. When you return in the fall, the grass should be dead and easy to remove. You may also wish to till the
area first and then solarize. This will expose seeds and roots to the intensified heat, and will help prevent future infesta-
tions of weeds. Repeated light cultivation and removal of growth in advance of seeding will prepare the site. Submit a soil
sample to the County Extension Service for information on soil fertility and levels. Fertilizing at the time of planting is
generally discouraged because of weed seeds which would been encouraged.
Seeding
Choosing the right seeds is a critical step. Seeding is expensive but costs can be justified by reduced mowing and mainte-
nance costs over the long term. Many ready-made meadow mixes contain seed of exotic plants not well suited to
Georgia's climate. You might prefer to purchase seeds of individual native plants selected for suitability to your conditions
and climate. Many seed companies will advise you on selection.
Seeding rates should be 5 oz. per 1,000 feet or 10 pounds per acre. Amounts can be increased for more color. The proper
mix of grasses to wildflower should reflect a natural ratio of 80% grasses to 20% wildflowers. Application of the seed can
be done by hand, hydroseed, or drill depending upon the size of the meadow. Newly planted seeds should be kept moist
for 4-6 weeks. A light mulch will conserve soil moisture and protect the seeds from birds. Choices for a light mulch
include pine straw, pine bark, or wheat straw.
Maintenance
As seeds germinate, familiarize yourself with the appearance of the young
meadow plants. Weed out undesirable intruders which will rob the mead-
ow plants of nutrients and water. Do not be discouraged at the slow pace
of growth. Many meadow plants spend the first season growing roots with
very little top plant growth. Many perennial species do not bloom in the
first year. In fact, establishing a meadow may take 3 to 5 years!
Maintenance of the meadow will include intensive weeding and care dur-
ing establishment followed by an annual mowing to a height of 4-8" in late
winter or early spring. The litter should be ground and allowed to fall to
the ground to permit reseeding. Some reports compare the costs of main-
tenance for a turf grass lawn at $1,500 per acre per year and a managed
meadow at $100 per acre per year. e
Georgia Schoolyard Wildlife Habitat Planning Guide 24
Flowering Plants for Meadows
Aster (Aster spp.)
Blackeyed Susan (Rudbeckia hirta)
Blazing Star (Liatris spp.)
Butterfly Weed (Asclepias tuberosa)
Cardinal Flower (Lobelia cardinalis)
Goldenrod (Solidago spp.)
Ironweed (Vernonia spp.)
Lanceleaf Coreopsis (Coreopsis lanceolata)
Native Sunflower (Helianthus spp.)
Purple Coneflower (Echinacea purpurea)
Verbena (Verbena spp.)
Wild Bergamot (Monarda fistulosa)
Theme GardensA Special From Zoo Atlanta and the Atlanta Botanical Garden
As you and your students plan your garden, you may want to consider theme gardens rather than just
compiling a list of desirable plants. What is a theme garden? The best way to answer that is with exam-
ples. Several are listed below. The possibilities are limited only by your imagination!
Rainforest Study Garden from Zoo AtlantaThough it is not possible to create an actual rainforest at your school, it is possible to landscape with native
plants that mimic the design of those found in such areas. This will allow up-close study of the characteristics
of rainforest plants.
The following plants recommended by the Horticulture Department of Zoo Atlanta have been used to create
simulated rainforest exhibits for African and Asian wildlife species at the zoo. These plants possess characteris-
tics of rainforest plants, i.e., large-surfaced leaves with deep channel and drip tip for water runoff: Southern
magnolia (Magnolia grandiflora), Bigleaf Magnolia (Magnolia macrophylla), Tuliptree (Liriodendron tulipfera),
Sycamore (Platanus occidentalis), Red Mulberry (Morus rubra), Spider Lily (Hymenocallis occidentalis), and
Oakleaf Hydrangea (Hydrangea quercifolia)
Theme Gardens from the Atlanta Botanical Garden
Theme: Animal Garden. All of the plants in the garden have animal names. Plant examples: Turtlehead
(Chelone lyonii), Cranesbill (Geranium maculatum), Spider Lily (Hymenocallis occidentalis) and Monkey Flower
(Mimulus ringens).
Theme: Dinosaur Garden. The garden includes plants that grew in prehistoric times when dinosaurs roamed
the earth. (Note: an existing garden in Virginia contains a dinosaur footprint pond and a large egg-shaped
rock.) Plant examples: Christmas fern (Polystichum acrostichoides), Ginkgo tree (Ginkgo biloba) and Horsetail
(Equisetum hyemale).
Theme: Storybook Garden. Students select a story and include plants in their garden that are mentioned in
the book. This in a fun way to incorporate language arts into your garden. Example: Br'er Rabbit or Joel
Chandler Harris garden including okra and collards.
Theme: Wild Salad Garden. Plant wild salad greens and other tasty spring and fall vegetables that can be
found in the wild. Plant Examples: Dandelion (Taraxacum officinale), Chicory (Cicharium intybus), Jerusalem
artichoke (Helianthus tuberosus), Lambs Quarters (Chenopodium album) and Asparagus
(Asparagus officinalis).
Theme: History Garden. Choose plants from certain historical periods such as the American Revolution, or
linked to historical figures such as American Presidents. Plant Examples: White Oak (Quercus alba), for the
Charter Oak; Washington Hawthorn (Crataegus phaenophrum) for President George Washington.
Other Ideas: A music garden, for example, might feature wind chimes and natural plant materials used to
make musical instruments. e
Georgia Schoolyard Wildlife Habitat Planning Guide 25
Georgia Schoolyard Wildlife Habitat Planning Guide 26
All About Rain GardensA Special from www.cleanwatercampaign.org
What Is a Rain Garden?
Rain gardens are beautiful natural landscape features that
require less maintenance and fewer chemicals than lawns.
Rain gardens capture runoff from impervious areas such as
roofs and driveways and allow it to seep slowly into the
ground. Most importantly, rain gardens help preserve near-
by streams and lakes by reducing the amount of runoff and
filtering pollutants.
Why Plant a Rain Garden?
Rain gardens provide for the natural infiltration of rainwa-
ter into the soil. This helps to filter out pollutants including
fertilizer, pesticides, oil, heavy metals and other chemicals
that are carried with the rainwater that washes off your
lawn, rooftop and driveway. Rain gardens also reduce peak
storm flows, helping to prevent stream bank erosion and
lowering the risk for local flooding. By collecting and using
rainwater that would otherwise run off your yard, rain gar-
dens allow you to have an attractive landscape with less
watering.
How Do Rain Gardens Work?
A rain garden receives runoff water from roofs or other
impervious (hard) surfaces such as driveways. The rain gar-
den holds the water on the landscape so that it can be taken
in by plants and soak into the ground instead of flowing
into a street and down a storm drain or drainage ditch. The
plants, mulch and soil in a rain garden combine natural
physical, biological and chemical processes to remove pollu-
tants from runoff. Many pollutants will be filtered out and
break down in the soil over time.
Water should stand in a rain garden no longer than 24
hours after the rain stops. Mosquitoes cannot complete
their breeding cycle in this length of time, so a rain garden
should not increase mosquito populations.
Where Are The Best Places to Locate Rain Gardens?
Rain gardens are best located in natural depressions
(low lying areas where water flows naturally). They
should be sited at least 10 feet from a house or building.
Water and Your Habitat
Water is a vital landscape element
in a successful wildlife habitat.
Some school campuses are fortu-
nate enough to have a natural source of
water such as a stream, lake or wetlands
and need only to provide safe access to
these areas. Some schools without natural
water features meet this all-important
requirement by the simple addition of a
birdbath or small dish. When it comes to
constructing larger water features, there are
a number of options, from "dry streams" to
rain gardens to bogs and ponds. It is
important to choose a water feature that
does not require more funding and mainte-
nance than you can supply. Be sure to real-
istically evaluate your school's resources
before deciding on a kind of water feature.
Clairmont Elementary in Decatur has a
large but shallow pond built under the
direction of a volunteer parent. One end is
only six inches deep with sand on the bot-
tom, allowing the area to be filled with a
diversity of bog plants.
Teacher's note from Knight Elementary:"As our habitat has evolved from trash can
lids to our present ponds, the children have
learned from the successes and failures of
each stage of development. As a teacher, I
have loved the ponds at their 'grungiest.'
We have found that, in order to have a vari-
ety of organisms, you need a little dirt! My
last class found tadpoles, snails, backswim-
mers, water spiders, a living dragonfly
nymph, etc." e
w
While they should not be next to building founda-
tions, rain gardens near impervious surfaces such as
driveways, patios and sidewalks help capture the
runoff from these areas.
Sites with steep slopes (an elevation change of more
than 12 feet down per 100 feet in length) may not
be suitable for rain gardens. Further, if you have a
septic system, avoid planting a rain garden over the
top of the drain field. It is recommended that a
landscape professional be consulted if you plan to
build a rain garden larger than 300 square feet.
Where Are Rain Gardens Not Beneficial?
Rain gardens are not appropriate where the seasonal
high water table is within 24 inches of the soil sur-
face because the water table will prevent infiltration.
Rain gardens should not be placed over a septic sys-
tem.
Rain gardens should not be located next to
building foundations.
How to Create a Rain Garden
1. Locate a site for a rain garden in a natural
depression in the landscape.
2. Determine the size and shape of the rain garden.
To calculate the size, consider the area draining to a
rain garden, including the roof area or impervious
area that drains to the downspout and the area of
land between the downspout and the rain garden.
The larger the roof or impervious (hard) area and
the slower that water infiltrates into the soil, the
more area of rain garden needed.
An effective rain garden depends on water infiltrat-
ing into the soil of the garden. Soils with a lot of
clay will infiltrate water very slowly, so the size of a
rain garden in clay soils should be 60 percent of the
total drainage area. Sandy soils infiltrate water more
quickly, so a rain garden in a sandy location does
not need to be as large. For sandy soils, the rain gar-
den size should be about 20 percent of the area
draining to it. Loamy soils can be sized somewhere
between 20 and 60 percent, keeping in mind that
the slower the infiltration, the larger the area should
be. It is important to know your soil before you
start a rain garden project. To test the infiltration of
your soil, dig a hole 6-8 in deep in the area that the
rain garden will be located. Fill the hole with water.
Georgia Schoolyard Wildlife Habitat Planning Guide 27
Plants for a Rain Garden
Finding plants for your rain garden is not diffi-
cult. Many well-suited plants are available at
your nearest landscaping supply store. Here are
some suggested plants (common and scientific
names):
TREESTrees are effective in rain gardens that are larger than 150
square feet. Plant trees at least eight feet apart.
Baldcypress (Taxodium distichum)
Blackgum (Nyssa sylvatica)
Fringetree (Chionanthus virginicus)
Green Ash (Fraxinus pennsylvanica)
Musclewood (Carpinus caroliniana)
Red Maple (Acer rubrum)
River Birch (Betula nigra)
Sweetbay Magnolia (Magnolia virginiana)
Willow Oak (Quercus phellos)
Witchhazel (Hamamelis virginiana)
SHRUBSAmerican Beautyberry (Callicarpa americana)
Bottlebrush Buckeye (Aesculus parviflora)
Buttonbush (Cephalanthus occidentalis)
Winterberry Holly (Ilex verticillata)
Inkberry (Ilex glabra)
Oakleaf Hydrangea (Hydrangea quercifolia)
Summersweet (Clethra alnifolia)
Virginia Sweetspire (Itea virginica)
Waxmyrtle (Myrica cerifera)
PERENNIALS, GRASSES & GROUNDCOVERSAsters (Aster spp.)
Blackeyed Susan (Rudbeckia hirta)
Blue Lobelia (Lobelia siphilitica)
Riveroats (Chasmanthium latifolium)
Broomsedge (Andropogon virginicus)
Cardinal Flower (Lobelia cardinalis)
Cinnamon Fern (Osmunda cinnamomea)
Goldenrod (Solidago flexicaulis)
Ironweed (Vernonia noveboracensis)
Joe-Pye Weed (Eupatorium fistulosum)
Liatris (Liatris pycnostachya)
Narrowleaf Dragonhead (Physotegia angustifolia)
New England Aster (Aster novae-angliae)
Red Columbine (Aquilegia canadensis)
Royal Fern (Osmunda regalis)
St. Johnswort (Hypericum fasciculatum)
Swamp Hibiscus (Hibiscus coccineus)
Swamp Milkweed (Asclepias incarnata)
Swamp Sunflower (Helianthus angustifolius)
Switchgrass (Panicum virgatum)
Wild Ginger (Asarum canadense)
Yellow Stargrass (Hypoxis spp.)
w
w
w
w
w
w
Georgia Schoolyard Wildlife Habitat Planning Guide 28
Observe how long it takes for the water to move (infiltrate) into the soil. If any water stays in the hole for 12
hours or longer, then the soil is not suitable for a rain garden.
If you determine that your rain garden area needs to be greater than 300 square feet and you wish to plan
the site without outside assistance, divide the drainage area between two or more rain gardens, and build
each so you can easily manage them both.
A rain garden should be curvy in shape and is best situated with the longest length perpendicular to the
slope of the land.
Use rope to lay out the boundary of the rain garden.
3. Once the rain garden is laid out, you can start digging.
Begin by removing soil in the rain garden so that the deepest part is about 8 -10 inches deep.
The bottom of the rain garden should be as level as possible so some minor grading may be necessary.
The extra soil removed from the rain garden should be used on the downhill side of the garden to create a
berm, an earthen dam or barrier that will keep the water in the rain garden. The top of the berm should
not be higher than the uphill edge of the rain garden (no more than 12 inches high). The rain garden
should be designed to hold no more than 6 inches of water above the ground surface.
4. Mix organic matter into the soil within the rain garden by spreading 2 to 4 inches of compost over the
area and mixing the organic matter in with the existing soil.
If the soil is acidic (has a low pH), add lime to neutralize the pH of the soil. Contact a local University of
Georgia Cooperative Extension Service office for a soil sampling test by calling 770-228-7274 or go online
to www.ces.uga.edu.
For soils with high clay content, it may be beneficial to remove about 1-2 feet of the soil and replace it with
a more porous "rain garden soil." A soil mix suitable for rain gardens is 50-60 percent sand, 20-30 percent
topsoil, and 20-30 percent compost. The clay content in the rain garden soil replacement mix should be no
more than 10 percent.
5. A shallow swale or corrugated drain pipe should be set up to carry the water from the roof downspout to
the rain garden.
Make sure that the ground slopes away from the house so that water does not collect around
the foundation.
6. Establish a grass or groundcover border along the upper edge of the rain garden to slow down the runoff
water as it enters the rain garden, and do the same over the berm to stabilize it as a border of the
rain garden.
7. Select and plant drought tolerant, wet tolerant and hardy plants. A mix of ornamental grasses, shrubs and
self-seeding perennials are good choices. See chart of plants.
8. Once plants are in place, cover the garden with a 3" layer of mulch. Lighter mulches such as pine bark and
straw will float in water and may be washed away to the edges of the rain garden. Better mulch choices for
a rain garden are more dense materials such as pine straw, wood chips or shredded wood.
9. To maintain your rain garden, remove weeds on a regular basis as the landscape plants grow, and replenish
mulch as needed.
As the plants in the rain garden mature, there will be less need for mulch and weeding.
Rain gardens should be relatively low maintenance if the correct plants are chosen.
10. Plan on providing an "overflow" path for water to take if the rain garden fills and more rain comes. This
path should be stabilized with a hardy grass or groundcover. e
w
w
w
w
w
w
w
w
w
w
Pond Plants
Basic Types of Pond Plants
There are three basic types of pond plants that can be used in a
schoolyard pond. Each type of pond plant is categorized by its
function and position in the pond.
1. Submerged Oxygenators
are rooted to the bottom and are totally covered by water.
purify water by absorbing mineral salts and carbon dioxide
produced by animal waste and decaying plant material.
are the first plants to add to your pond.
Examples: Anacharis (Elodea canadensis), Cabomba (Cabomba
caroliniana), Coontail (Ceratophyllum demersum).
2. Floaters
may be rooted to the bottom, but leaves float freely on the
water surface.
purify water by filtering wastes, absorbing nutrients and
adding oxygen.
shade the water, depriving algae of the sunlight needed
to grow.
Examples: Carolina mosquito fern (Azolla caroliniana),
Duckweed (Lemna minor), Fragrant Water lily
(Nymphaea odorata).
3. Marginals
live near the edges, or margins, of water.
grow well when planted 3"-6" deep so they can hold their
leaves and flowers high above the water surface.
will also grow in moist, well drained soil on the bank of a stream or pond.
offer colorful flowers and foliage to ponds.
Examples: Sedges (Carex spp.), Goldenclub (Orontium aquaticum), Arrowheads (Sagittaria spp.),
American lotus (Nelumbo lutea), Seedbox (Ludwigia alternifolia), Green
needle rush (Juncus effusus).
Around the Pond
Landscape around your pond to create a lush, natural netting and contribute to wildlife habitat. Good
choices of native plants include: Winterberry (Ilex verticillata), Buttonbush (Cephalanthus occidentalis)
and Waxmyrtle (Myrica cerifera).
Some native wildflowers thrive with wet feet and provide nectar for hummingbirds and butterflies:
Cardinal flower (Lobelia cardinalis), Joe-Pye Weed (Eupatorium fistulosum) and Smartweed (Polygonum
spp.).
Choose from varieties of native irises and other interesting native plants such as: Copper or Red Iris
(Iris fulva), Virginia Iris (Iris virginiana), Lizardtail (Saururus cernuus), Cattail (Typhia latifolia). e
Lee County Primary in Leesburgcreated a safety fence around
their pond that doesn't detract
from the landscape by using posts
strung through with nylon rope.
All of the following are perenni-al in Georgia: Arrowhead
(Sagittaria latifolia), Pickerelweed
(Pontederia cordata), Swamp
Milkweed (Asclepias incarnata).
Requirements: 3-6 hours of sun-
light per day; 1"-6" of water
above soil level; fertilization once
a year
Moisture-loving plants for shadyconditions: Sweetflag (Acorus
calamus), Jack- in-the-Pulpit
(Arisaema triphyllum), Bee Balm
(Monarda didyma)
Georgia Schoolyard Wildlife Habitat Planning Guide 29
w
w
w
w
w
w
w
w
w
w
w
w
w
w
w
w
CourtyardsCreatively Using Small Spaces
The Georgia Wildlife Federation and National Wildlife Federation created a Schoolyard Wildlife Habitat
exhibit garden at the 1994 Southeastern Flower Show in Atlanta. The garden demonstrated ways schools
with little land and funds can develop an innovative wildlife habitat and learning laboratory. The garden
was met with enthusiasm from audience and judges alike, winning the Bulkley Medal from the Garden Club of
America, the Horticultural Society of New York Medal and an Atlanta Botanical Garden Certificate.
The design of the garden was subject to the reduced space, root zone, air, and light of a courtyard. Native plants
that thrive well in such an environment
were chosen. Such plants either provide
food, shelter, or space
for wildlife.
Ideas for a Courtyard:
Amphitheater - a small three-sided
trellis structure supported by a
base of raised bed gardens. Plants
on trellis: Smilax vine with berries
for birds
Curved raised-bed hedge to
enclose amphitheater. Plants:
Waxmyrtle to provide food
and cover.
Border of painted concrete blocks
turned on the side (lined with plastic or masonry sealer as the concrete is highly absorbent and will dry
plants out). Plants: Johnny Jump-ups and Violas for seasonal color and nectar.
Old wheelbarrow container garden. Plants: Fothergilla to attract pollinators and creeping blueberry for
summer fruit.
Perch and plant. Plants: Various wildflowers including Joe-Pye-Weed, Purple Coneflower and Black-
eyed Susan for summer bloom and autumn seed.
Pond with sandy area for tracking and rock pile for cover. Plants: Dwarf Cattail and Pickerelweed
Semi-circle bed. Plants: Redbay for evergreen cover and food sources.
Parallelogram bed with butterfly plants. Plants: Spicebush, Dotted Horsemint and Skullcap - host and
nectar plants
Cubic meter bed with root-viewing window. Plants: Yellowroot, Witchhazel
Cold frame built from recycled lumber and plastic. Plants: Pricklypear
Compost heap
Cable spool for table
Bamboo "tent" frame with hummingbird - attracting vines. Plants: Trumpetcreeper, Crossvine,
Red Woodbine e
Georgia Schoolyard Wildlife Habitat Planning Guide 30
w
w
w
w
w
w
w
w
w
w
w
w
w
CompostingRecycling Nature’s Way
From the Latin word meaning "to bring together," composting is an excellent way to experience cycling of
nutrients up close. Composting is recycling at its best.
What can be composted?
Yard clippings, spent plants, leaves, kitchen waste including egg
shells, coffee grounds, fruit and vegetable peelings, potassium
rich wood ash from the fire place, newspaper, paper towels
Building A Compost Bin
You can use any mechanism that collects the compost materials
in a convenient stack while providing air and space to turn the
pile. One of the easiest ways to make a bin is by rolling a few feet
of fence wire into a tube. Another approach is to construct old
shipping pallets into a box with one side hinged for ease of
opening and turning. Locate the bin in a convenient, protected
place with filtered light and access to water.
How to build the pile
Layer carbon materials (brown stuff) such as straw, sawdust, dead leaves, chipped twigs with nitrogen materials
(green stuff) such as grass clippings, kitchen waste and worm castings. Then moisten the stack with a little
water to the consistency of a damp sponge. This will create a habitat for microorganisms ready to start the
process of decomposition, converting the compost materials to humus. Turn the pile frequently to keep it aerat-
ed and watch the community of decomposers develop within. Nematodes, mites, springtails, spiders, cen-
tipedes, pill bugs, beetles, and earthworms will join fungi and microbes already present in the pile. An active
pile will turn into humus within three to six months. This humus can then be applied to your garden as a fer-
tile soil or natural fertilizer. e
Troubleshooting
Symptom: unwanted pests.
Cause: addition of waste such as meat, bones, dairy products, grease.
Solution: remove such items from the pile; bury any food scraps
deep within the pile to discourage raiding. Insect pests
such as flies or maggots can be controlled by turning
the pile to encourage high temperatures to kill larvae.
Symptom: unpleasant odor.
Cause: not enough oxygen, too much nitrogen, or too much water.
Solution: turn the compost pile to aerate. Add carbon.
Symptom: won't heat up.
Cause: many causes.
Solution: change the mix ratio; turn to aerate; moisten; add manure or soil to introduce microorganisms.
Spotlight on Sope Creek Elementary,Marietta: Vermicomposting
Fifth graders at Sope Creek
Elementary have one of the most thor-
ough and successful composting proj-
ects around. Student monitors use
their vermicomposting station to recy-
cle leftovers from the school cafeteria.
The students have even put together a
fully illustrated manual explaining
their project step by step.
Georgia Schoolyard Wildlife Habitat Planning Guide 31
Make An Earth Window & Tracking Box
Make an Earth Window
Create a window into the earth for students to see soil strata, plant root systems, seed germination, forma-
tion of topsoil, and insect tunnels. Seeing into a slice of earth has applications across the curriculum.
Materials Needed
two 2" x 6" x 8' wood board, untreated
two 2" x 4" x 8' wood board
four 80-pound bags of mortar mix
nails
waterproof labels to identify interesting features
3' x 4' x 3/4" piece of lexan (clear heavy-duty plastic)
one 4' x 6' x 3/4" wood board
21 square feet of granite stone
four hinges
Select a site for your window. The USDA Natural Resources
Conservation Service (NRCS) can assist by taking soil core sam-
ples to locate an area with undisturbed layers. Next, excavate the
area to a depth recommended from the soil samples. A landscape
drain installed at the base of the excavation will assist drainage.
Frame in a panel of lexan creating the window. Drill several deep
holes to prevent condensation. Edge with granite for an optional
support wall. Construct shutters with hinges to conceal and pro-
tect the window. A padlock is recommended to reduce vandalism.
Credits: Chris Patrick, Stone Mountain, Eagle Scout.
Make a Tracking Box
Looking for evidence of wildlife is one method of determining the types of animals that occur in the
Schoolyard Habitat. Signs such as burrows, nests, droppings or food litter can be identified, but the easi-
est signs to interpret are animal tracks. By creating a tracking box, you will provide a tool for educating
students of wildlife present, even though they may not actually see or hear them.
Credits: Grant Duffy, Stone Mountain, Eagle Scout.
To build a 5'X 5' Tracking Box
Locate a level well-worn area near water if possible.
Cut four 5-ft landscape timbers or logs of similar size.
Nail the corners together or use wood-joiners.
Fill with sand, smooth and level, creating a clean "palette"
Optional
Add hinged top door to prevent use of the tracking area as a litter box.
Build benches or place stumps nearby for observations or class lessons.
Place a layer of plastic on the ground first to avoid weeds. e
A word of advice: As mentioned previ-
ously in "Raised Bed Gardening: Nature
Right Outside Your Door", the use of
treated wood in your Schoolyard
Habitat can not only be hazardous to
wildlife (including soil organisms that
nourish the soil) but to students and
visitors as well. Therefore, we encourage
you to use untreated wood such as pine,
oak or cedar. If you decide to treat or
seal untreated wood at any time, use
alternative non-toxic timber treatments
such as linseed oil, limewash, baking
soda or SafeCoat sealers (see www.afm-
safecoat.com) etc. to slow down wood
decay. Or simply use wood alternatives
such as boards of recycled timber, recy-
cled plastic, brown vinyl and composite.
Georgia Schoolyard Wildlife Habitat Planning Guide 32
w
w
w
w
w
w
w
w
w
w
w
w
w
w
w
w
Miscellaneous Features For Your Habitat
Perch and plant: Under a wire bird perch, you can clear a strip of ground and observe what grows from the
seeds "planted" by bird droppings. You can also inventory plants along a fencerow, a popular bird perching site.
Erosion study area: Leave one part of a small slope bare. Plant a second part of the slope a groundcover (i.e.
native grasses and wildflowers) and mulch the third part. Then compare the amount of soil that has eroded on
each part of the slope.
Amphitheater: An amphitheater is simply a semi-circular area of outdoor seating. Schools often put in benches
to seat classes or clubs. An amphitheater should be located in a shady area in a quiet part of campus.
Litter bins: Bins for both litter and recyclables should be at entrances and gathering areas in the SWH.
Rules: Rules are important to maintain cleanliness, respect and order in your SWH. You can formulate a list of
simple rules for good conduct in your habitat and post them at entrances and gathering areas.
Weather Station: A weather station can include a rain gauge, windsock, anemometer, barometer, minimum-
maximum and simple thermometers, hygrometer, sundial and weather vane.
Coldframe: A mini-greenhouse can be easily constructed from old window panels. Contact your local exten-
sion agent for more directions on constructing a greenhouse; also go to www.caes.uga.edu/extension for other
related greenhouse publications.
Weatherproof Blackboard: A great addition to an outdoor classroom to use as a teaching tool! Be sure to have
chalk or a marker on hand.
Geology Station: You can mount Georgia rocks and minerals into a permanent display in your habitat with
interpretive information included.
Rain Garden: Building a rain garden (or a couple of rain gardens) in your own yard is probably the easiest and
most cost efficient thing you can do to reduce your contribution to stormwater pollution. To learn more, visit
www.raingardennetwork.com.
Entrance Arbor: You can set aside an outdoor classroom as a special place and lend design integrity to the
space by constructing an entrance arbor. Simply use durable materials such as 4"x4" or 6"x6" posts embedded
in concrete, a lattice trellis, or even hardwood tree trunks fashioned into a rustic entrance.
Stepping Stones: Make special stepping stones for your SWH by collecting natural objects found at your school
and then pressing them into wet concrete forms.
Insect Pit Traps: Make simple insect pit traps by embedding several glass bottles in the ground to their tops
and bait each with different food items (i.e. a piece of fatty meat, fruit, or vegetable). Prop the bottle tops at
ground level leaving a small gap. Return the next morning to compare insect visitors in each bottle.
Take advantage of any existing special features at your school. eGeorgia Schoolyard Wildlife Habitat Planning Guide 33
Developing Your Nature Trails
Walking trails around fields and through woodlands can be designed for long and short excursions. A
natural resource professional such as a forester, extension agent, wildlife specialist, or amateur natu-
ralist can walk the proposed area and make recommendations about natural amenities to be high-
lighted including key plants, evidence of wildlife, geological formations including rock outcroppings, unique
terrain, or water features.
Entrance
A nature trail should be easily accessible from the school
building with an attractive entrance and exit. Create an
arbor and transition zone such as a meadow path leading to
the nature trail to encourage students and visitors to be
receptive and respectful of the special place.
Construction
Route: Design a 4' - 6' wide path winding through
the available land while minimizing changes to the
existing habitat. Avoid steep grades, low wet areas, or
creek banks where foot traffic would create erosion
problems. Plan the path to accommodate large
groups. Allow for gathering places at key points
where a teacher might want to group a class
for discussion.
Access: Add bridges, steps, handrails, and sections of
fencing to improve safe passage. The principal and appropriate school system officials should approve
plans for constructed features. Also, special access needs for physically challenged students should be
carefully considered in the plan.
Surface: Use a variety of materials to surface a trail to keep the traffic of many feet from churning up
mud. Identify natural by-products of local businesses that can generate a supply of free materials such
as pecan and peanut shells or sawdust. Power companies or tree care firms often donate wood chip
mulch. River or granite sand, pine bark, grass clippings, straw, or fall leaves can do the job as well.
Mowed paths through a meadow provide an effective passage. Because it does not wash away easily,
gravel is sometimes used on trails that are subject to occasional flooding. A boardwalk path can be con-
structed for wetland areas.
Borders: To make the trail clearly visible to even the youngest students, the path can be bordered by fall-
en limbs and logs collected from the woods. This involves no cost but will need to be done again each
year as decomposition occurs. Wood borders are an expensive alternative and can interfere with the nat-
ural look of a trail.
Students at Cousins Middle adopted a
certain section of their trail and were
responsible for keeping it clean
and repaired.
Students at Seaborn Lee Elementarymade signs for their trail using pieces of
2"x 4" lumber nailed onto stakes.
At Rebecca Minor Elementary, habitat
volunteers poured cement into cat food
cans to create sturdy bases for their signs.
Barnwell Elementary School recycled real
estate signs from its business partner. A
printing company painted and lettered the
new trail signs.
Georgia Schoolyard Wildlife Habitat Planning Guide 34
Signs: Interpreting information on the trail through signs is an important teaching device. Signs can be
used for identification and include only common and botanical plant names or carry additional inter-
pretive information and even illustrations. Signs should be large enough to read from a distance,
durable, weather resistant, and replaceable. Signs are often vandalized and should be installed with this
fact in mind. There are as many approaches to signage as there are habitats from inexpensive signs made
with available or collected materials to expensive professionally manufactured signs:
1. Multi-laminated paper
2. Tree limb slices with painted information
3. Sandblasted or routed signs
4. Vinyl letters on painted marine plywood or plastic
5. Professionally printed plastic or metal
6. Number codes with an interpretive handout
Nature Trail Maintenance
Be sure to maintain your trails on a routine basis. Nature trails
need to be enjoyable and free of
danger (i.e. woody debris, litter,
and other obstacles that could
prove hazardous to students
and visitors such as thorny
blackberry bushes). Basic
trail maintenance often
requires regular checks
and cleaning of trails,
pruning, leveling, widen-
ing, weeding, etc.
as needed. e
Georgia Schoolyard Wildlife Habitat Planning Guide 35
Raising Funds In Your Community
The first step in realizing your goal of developing a Schoolyard Wildlife Habitat is projecting or estimating
the project cost. This job requires some quiet time with a pad of paper and pencil. Sit down and make a
list of proposed project objectives including everything from blazing a trail to constructing an arbor or
building a pond. For each of these tasks, make a list of equipment and materials you'll need to get the job done.
Then attach an estimated cost to each item on the list of equipment and materials. Putting this information in
a simple chart displaying tasks, materials, costs, and sources will give you an at-a-glance budget and help you to
organize a strategy in funding the project.
Many schoolyard habitats can be developed with little or no money
thorough the use of recycled and donated materials and fundraisers.
Some Partners-in-Education are willing participants in habitat proj-
ects by donating funds, expertise and/or materials. Check with local
construction companies to see if they have extra building materials
they can donate. Contact your local nature center to find out if there
are any plant rescue groups in your area. These groups dig up native
plants in areas slated for construction and are always on the lookout
for a good place to transplant them.
If you are able to identify specific project needs and accompanying
costs with your chart, you will be prepared to approach a donor with
a need closely matched to their capabilities. Run a regularly updated
wish list for your outdoor classrooms in your school newsletter,
website or community paper. Create a simple brochure and standard
solicitation letter on school letterhead that can be used by anyone to
be able to easily explain your project and ask for donations. Most
donors give when asked because they want to support a cause
important to them, honor their personal relationships, and/or
enhance business goals.
At Lee County Primary, the proj-
ect leader got permission to write
a weekly column in the local news-
paper mentioning the happenings
and needs of their habitat project.
She also recommended using the
local paper to find businesses that
might be receptive to requests
for donations.
At Seaborn Lee Elementary, the
project leader used her students'
poetry and drawings from the
habitat when seeking donations.
They were very persuasive! Many
schools have sold Habitat or Earth
Day t-shirts to raise money for
their projects.
Georgia Schoolyard Wildlife Habitat Planning Guide 36
Tips on raising funds
Remember what you have to offer potential donors: valuable publicity through school publications! Let a
potential donor know upfront the kind of publicity that you can provide in return for support. You could
acknowledge the donor in the student newsletter, on the school's reader board on a busy street, on a sign in the
outdoor classroom, or in a flyer sent home. Plant nurseries, lawn and garden centers and hardware stores in
your area are often willing to donate to a good cause in their community, especially if they are acknowledged
publicly for it.
Ask clearly for what you want. A clearly defined, organized wish list is an effective way to get donations. Donors
want to see exactly what their money is supporting and may prefer to fund an entire project such as a butterfly
garden or a weather station that can be clearly identified as their contribution to the school and/or community.
Always follow through on requests from potential donors and fulfill promises made. Send thank you letters,
cards and/or notes promptly. Students can write thank you notes or make posters to place at businesses that
make donations or host fund raisers, etc. The lessons to be learned by par-
ticipating in the fund raising process are important, valuable lessons
in life.
More fund raising advice
You could also host local events for fund raising such as
a run/walk, silent auction, raffle, car wash, a special
banquet for lunch or dinner, contest, concert, etc. Be
creative! There is more than one way to raise funds
for your Schoolyard Wildlife Habitat. Be sure that
your fund raising event complies with applicable
state, federal, and school regulations governing fund
raising activities.
Finally, be sure to ask others to solicit contributions from their own contactsas well. Make fund raising
a team effort! e
Georgia Schoolyard Wildlife Habitat Planning Guide 37
GrantsTips For Successful Proposal Writing
Before you apply…
Identify one or two persons to be responsible for writing grant requests. The persons need not have experi-
ence in writing but should have technical writing skills. Writing grant requests is nothing more than communi-
cating ideas in a clear and concise way according to guidelines set out by grantors.
Begin writing about your project. By creating ready-to-use statements, you will not be overwhelmed when
your first grant application arrives in the mail. The following elements correspond generally to the format of
most small grant packages:
Project purpose/goal: Two or three sentences are enough.
Project description: This summary should be organized so as to reflect the ways in which your project
matches the funding objectives of the grantor.
Project detail: Have a numbered list of the activities that you plan to carry out your project. Here you
show your project to be achievable, (i.e., a good investment).
Timeline: Promise only what you can reasonably achieve, and be specific. Most grants place deadlines
on project completion.
Budget: A well thought-out line-item budget shows that the project is a good investment. The grantor
wants to know that funds will be used effectively. Show that you are careful with their money as you
would be with your own. The budget is the test of whether or not what you want to do matches with
what they want to fund. Some grants require matching funds or in-kind donations. You can easily
match a grant in-kind by adding up donated items like plants, building materials, snacks for volunteers,
office supplies for posters, thank you letters and cards, etc. Any professional that lends expertise to your
project, such as a landscape architect, is donating a consultant's fee; have them write you a receipt. If a
parent offers free use of equipment such as a tiller, figure up what that would have cost you in
rental fees.
Let the school community know that you are looking for grants. The
best grants to seek are small, local grants. There will be less competition
for these grants, and you are more likely to have personal contact with
the grantmaker. However, do not hesitate to file for large national
grants that are well-matched to your project. Environmental
Protection Agency, U.S. Small Business Administration, and other
agencies and foundations distribute many thousands of dollars in
grants appropriate to Schoolyard Wildlife Habitat Projects. Also
check out the EEinGeorgia website at www.eeingeorgia.org for the
latest grant information.
w
w
w
w
w
Georgia Schoolyard Wildlife Habitat Planning Guide 38
Once you have a grant application in front of you...
Follow all directions in the application to the letter. Readers of grants usually go through a series of weeding-
out steps. The first step often involves clearing out applications that did not follow directions. The application
format set out by grantors helps them in their review process. Deviating from that format means making things
difficult for the reader. Make sure that your proposal at least gets read.
Pay attention to the language in the grant application package. Put key words from the application package
right into your proposal. Successful grant writing is really a matchmaking process: the grantor has definite
objectives and you must convince them that your project fits their needs.
Make yourself a checklist from the grant application package. Make sure that you have addressed all require-
ments mentioned in the grant application package. For example, if the grantor prefers to fund projects that
promote community involvement, express clearly how your project will involve the community. Do not neglect
to address any funding goal of the grantor set out in the grant application package.
Have someone read your proposal. Your reader should ideally be someone not closely involved with or
informed about your project. This distance will help them find any gaps or confusing elements in your propos-
al. Any question left unanswered by your proposal for this reader will also be unanswered questions for the
grant reviewer. Make your proposal as clear, readable and complete as possible based on your
reader's comments.
Make sure that your proposal is neat and pleasant to read. Look at it objectively: Is it inviting? Have you used
a type size large enough to read easily? Is the text double-spaced? Have you broken text into small sections with
headings or do you have long, unbroken passages that can turn the reader off?
Finally, meet your deadline! Make sure that you deliver your proposal in a timely fashion. Send your proposal
to grantors in media specified in the grant application package whether by U.S. mail, fax, or email.
More about Grants and Corporate Sponsorship
Visit www.EEinGeorgia.org and the Outdoor Classroom Council link at www.eealliance.org for an up-
to-date list of grants available.
Receive monthly updates and news by signing up for the e-news at www.EEinGeorgia.org.
Many large corporations are resistant to receiving several requests for small sums. Before approaching
corporate funders, contact nearby schools to see if they would be interested in joining you in soliciting
for funding as a group. A corporation may be much more willing to give money for outdoor classrooms
to a block of schools, or a school district, than a single request.
But most importantly…
Keep copies of all your fund raising efforts: parent surveys, grants, fund raising letters, contact information of
donors both small and large, for others to reference later. This will help you keep track of who you have asked
for what, and will make it easier for new outdoor classroom champions to find the resources they need. e
w
w
w
Georgia Schoolyard Wildlife Habitat Planning Guide 39
Getting More HelpSpotlight On Other Resources Available To Assist You
Georgia Master Gardener Program
This is a volunteer gardening training program offered by the University of Georgia Cooperative Extension
Service. The training consists of 40 hours of classroom instruction on horticultural principles and pest control
practices. "Master Gardener Interns" must then provide a minimum of 50 hours of volunteer service to their
community, assisting with gardening related activities such as Schoolyard Wildlife Habitat projects. For infor-
mation, contact your local UGA County Extension Agent. Find your local UGA County Extension Agent at
http://caes.uga.edu/extension/.
Phone: (706) 542-3824
Website: http://extension.caes.uga.edu/mastergardener/
Habitat Stewards
Habitat Stewards is the volunteer training and mentoring arm of the National Wildlife Federation's Backyard
Wildlife Habitat™ program, supported in Georgia by the Georgia Wildlife Federation. As a Habitat Stewards
host, the Georgia Wildlife Federation administers the Habitat Stewards training program at the community
level, acting as the liaison between NWF and individual Habitat Stewards volunteers. A Habitat Stewards volun-
teer is an individual who has a keen interest in the environment, and a willingness to volunteer his or her time
and expertise to assist others in the creation or restoration of wildlife habitat. Habitat Stewards can offer great
assistance in your Schoolyard Wildlife Habitat project. To get assistance from the Georgia Habitat Steward
team, contact the Georgia Wildlife Federation at:
Phone: (770) 787-7887
Website: www.gwf.org
Georgia Forestry Commission
Foresters from the Georgia Forestry Commission provide technical assistance to landowners, homeowners,
builders, schools and government agencies in tree selection, planting, and maintenance. The GFC administers
environmental education and tree planting grant programs. Project Learning Tree workshops are conducted
throughout the state by GFC personnel. Many schools have called on local foresters to help identify trees and
advice on the development of nature trails. Call the Macon headquarters for more information about the
forester serving your community.
Phone: (478) 751-3500
Website: www.gfc.state.ga.us
Georgia Department of Natural Resources (DNR) Wildlife Resources Division (WRD)
Contact your local DNR office for wildlife questions and technical assistance. Check under "Georgia state" list-
ings in the phone book.
Phone: (770) 918-6400
Website: www.georgiawildlife.org
Georgia Schoolyard Wildlife Habitat Planning Guide 40
Boy Scouts and Girl Scouts
Local scout troops have proven to be valuable resources for schools working on habitat projects. Boy Scouts
often meet requirements for badges by helping out in the development of the habitat. Scouts have built blue-
bird boxes and feeders, and have helped build trails, boardwalks and tracking boxes. The opportunities are lim-
itless. Contact your local Boy or Girl Scouts.
Boy Scouts Website: www.scouting.org
Girl Scouts Website: www.girlscouts.org
Natural Resources Conservation Service (Georgia)
The Natural Resources Conservation Service is a federal agency within the U.S. Department of Agriculture. The
District Supervisor is an elected volunteer position held by persons dedicated to conservation. A District
Supervisor might help map out trails, identify wetlands, or inventory plant species. The NRCS office in your
county can be found by looking in the phone book under USDA.
Phone: (706) 546-2272
Website: www.ga.nrcs.usda.gov
Atlanta Urban Gardening Program (AUGP)
This program works with communities, schools and other groups in grow-
ing vegetables on small plots of land and developing good nutritional
skills. For technical assistance in organizing and maintaining commu-
nity-based gardening efforts, call:
Phone: (404) 730-7000 or (404) 762-4077.
Website: www.co.fulton.ga.us/departments/cooperative_ext.html
Keep Georgia Beautiful Commission
Contact your local commission to find out about the assistance
available to educators in your area. School support ranges from
incentive awards to teacher trainings.
Phone: (404) 679-4853
Website: www.keepgeorgiabeautiful.org
Local garden clubs and civic organizations
Don't overlook resources that are particular to your commu-
nity. Local garden clubs have spearheaded some habitat proj-
ects at schools. These projects give persons a chance to
become directly involved in improving the learning resources
and campus of schools right in their community.
Phone: (706) 227-5369
Website: www.uga.edu/gardenclub/
Georgia Schoolyard Wildlife Habitat Planning Guide 41
Evaluating the Success of Your Outdoor Classroom
If you have followed this guide, you will have done a great deal of work to create an outdoor classroom that
will be used as an effective teaching tool for many generations of students and teachers at your school. Of
course, each school is different, as well as a place of constant change. Students and parents pass through,
teachers and administrators transfer locations and educational requirements are constantly revised. One way to
make sure that your outdoor classroom continues to successfully serve your school is to keep records and con-
duct periodic evaluations. The following are some suggestions for finding out whether your outdoor classroom
is successfully meeting your school's needs.
Academic Success
Create an outdoor classroom log for teachers to note use and activities conducted, along with a place to
write suggestions or ideas. Keep this log in a central location so that teachers can easily access it. The log
can also serve as evidence to your school administrators on how the outdoor classroom is being used.
Keep track of data (anecdotal or actual statistics) that shows a correla-
tion between improved academic performance and use of the
outdoor classroom.
Survey teachers annually about their needs and thoughts
regarding the outdoor classroom. Is the outdoor classroom
functioning as an effective teaching tool? Why or why not?
Continue to assess the needs and thoughts of all outdoor
classroom users and make changes accordingly. An easy
way to do this is by putting out a suggestion box.
Site Sustainability
Assess your outdoor classroom once a year for any
needed repairs or improvements. Be sure to check for
the following: Signs of erosion; Health of plantings;
Conditions of structures; Definition of paths and gar-
den beds; Litter; Vandalism; Nearby safety hazards;
Signs of wildlife; and General accessibility.
You will need to change your outdoor classroom as time
passes to accommodate for all of these factors as time
passes. Remain flexible and don't be afraid to change
the plan.
Integrate the needed repairs and improvements into the long-
term plans for your outdoor classroom. Schedule your workdays
and inform others of needed donations accordingly. e
w
w
w
w
w
w
w
Georgia Schoolyard Wildlife Habitat Planning Guide 42
Best Management PracticesHow To Create A Sustainable Schoolyard Wildlife Habitat
Best Management Practices (BMPs) are simple, effective methods to create a successful, sustainable
Schoolyard Wildlife Habitat. These guidelines are based on continuous learning and experience, and
should be periodically evaluated.
Start where you are.
Assess current school grounds for already existing outdoor classroom possibilities. Consider school
expansion and construction plans.
Assess needs and interests of all potential outdoor classroom users and stakeholders. These include
administrators, teachers, students, maintenance/facilities staff, parents and community members.
Assess already available curricula.
Make a plan and keep good records.
Keep it simple!!!
Plan in phases for long term to make project progress realistic.
Keep all information and subsequent information centrally
located and organized.
Get buy-in from school/ community before beginning con-
struction.
Make sure school administration is invested in
the project.
Inform local community about the project through
press releases to generate support.
Support the SWH with fundraisers and sponsors.
Plan for a zero budget. Remember that just taking
students outside to explore the school grounds is
already free.
Assess already-available sources of funding
and materials.
Solicit donations or funding at local level first-
school, parents, local community and businesses.
Create a network of schools or a school district to
solicit local offices of large corporations to increase
the likelihood of donations.
Research and apply for grants (after you have done all of
the previous).
Institutionalize the use of your Schoolyard Wildlife Habitat.
Designate an outdoor classroom coordinator.
Arrange annual in-service trainings to train new and refresh or re-
inspire already trained teachers.
Georgia Schoolyard Wildlife Habitat Planning Guide 43
w
w
w
w
w
w
w
w
w
w
w
w
w
w
w
Assign specific areas of the outdoor classroom to specific classes to encourage ownership and break-up
maintenance responsibilities.
Reward teachers for using/maintaining the outdoor classroom.
Provide resources and support for teachers to integrate using outdoor classroom into curriculum and
meeting SDU/GPS.
Emphasize resources and trainings that focus on teaching existing curriculum in outdoor
classrooms (e.g. EIC)
Create centrally-located "grab and go" activities or backpacks for teachers to use in outdoor classrooms.
Institutionalize communication about outdoor classrooms.
Create an annual festival that showcases the outdoor classroom. This will ensure an investment in
maintenance and use from school administrators who "want the school to look good" and help recruit
volunteers, donations and other resources from the
greater community.
Evaluate the success of your Schoolyard Wildlife Habitat.
Remember that learning how to teach effectively out-
doors is more important than building or installing
outdoor classroom features.
Keep track of data, anecdotal or actual statistics
that show correlation between improved aca-
demic performance and use of the outdoor
classroom.
Continue to assess the needs of all outdoor
classroom users and make
changes accordingly.
Constructing and maintaining an
outdoor classroom
Do not begin construction without doing the previ-
ous steps! Be willing to be flexible and accommodate
for changes as they are required. Involve all or as
many students as possible to encourage feelings
of ownership.
Create a centrally located maintenance manual as you go.
Divide maintenance tasks into multi-age levels for stu-
dents. After-school clubs can make maintenance of the out-
door classroom their ongoing project. Encourage community
and volunteer groups who can assist with maintenance,
particularly during the summer.
To learn more about implementing Best Management Practices,
see Appendix I: Case Studies. e
Georgia Schoolyard Wildlife Habitat Planning Guide 44
w
w
w
w
w
w
w
w
w
w
Habitat Calendar
Listed below is a sample maintenance schedule. Use this calendar to plan for the maintenance of your Schoolyard
Wildlife Habitat throughout the year. Thanks to Tiger Creek Elementary in Tunnel Hill for some of the ideas below!
August
Clean and fill birdbaths & feed-
ers. Refill regularly to keep water
fresh. Weed garden areas.
September
Take classes on tour of the SWH
to introduce rules and features.
Show habitat to parents during
open house. Start habitat scrap-
book. Plan for planting in fall,
and prepare raised beds.
October
Fall planting time. Build blue-
bird boxes and install so that
new smell will wear off
by February.
November
Plant wildflower meadow and
raised bed garden and begin
compost pile.
December
Prune shrubs while dormant.
Choose trees for planting; con-
tact the Georgia Forestry
Commission. Water trees before
leaving for the holiday break.
January
Plant tree seedlings but be sure
that ground is not frozen. You
may need to plant earlier or
later. Also prune trees and
shrubs while dormant and clean
out bird feeders.
February
Begin monitoring bluebird
houses. Hang nesting helpers
such as yarn and string on tree
branches. Plant tree seedlings.
March
Plant spring annuals; remember
fundraising.
Mulch and water as needed.
April
Host Habitat dedication or
annual celebration. (Have you
certified your habitat?)
www.nwf.org
May
Plan for summer maintenance.
Weed, keep water fresh, fill feed-
ers, and water trees!
June
Weed, keep water fresh, fill feed-
ers, and water trees!
July
Weed, keep water fresh, fill feed-
ers, and water trees!
Use this space below for more additions to your calendar and for your own ideas!
Georgia Schoolyard Wildlife Habitat Planning Guide 45
Nature GlossarySpeaking the Language of the Environment
Annual: a plant that completes its life cycle, from seed to fruit, in one year or season.
Biodiversity: the variety of living things in an area, indicated by the numbers of different species of animals
and plants and small microorganisms.
Biotic community: a naturally-occurring assemblage of plants and animals that live in the same environment,
are mutually sustaining and interdependent, and are consistently fixing, utilizing and dispensing energy.
Canopy: a vegetation layer formed by the leaves and branches of trees and shrubs. There can be several layers
of canopy.
Corridors: rivers, trails through woodlands and open fields that connect a number of habitats in a contiguous
manner. Wildlife moves along these paths.
Deadheading: the removal of faded and dead flower blooms from
annuals and perennials to keep plants producing new blossoms.
Deciduous: plants that drop their leaves at the end of the
growing season, as opposed to evergreen species.
Decompose: to break up into basic elements or to rot.
Erosion: the wearing away of land by water or wind.
Bare soil will erode more quickly than soil protected
by plants and root systems.
Ecosystem: a complex self-sustaining natural system
of living organisms existing in an interdependent
relationship with each other and with the nonliving
components of the environment where they
are found.
Ecotone: edge between two different ecosystems.
Edge effect: the tendency of wildlife to use the areas
where two vegetative types come together forming an
edge. Wildlife diversity is usually greatest along this edge
between two habitats.
Environment: the complex factors that act upon an organism or
community and determine its survival.
Georgia Schoolyard Wildlife Habitat Planning Guide 46
Evergreen: plants which leaves remain green and on the stem all year long as opposed to deciduous plants.
Exotic: nonnative or foreign plants or animals that are introduced into an area.
Flora: a list of the species of plants that compose the vegetation of an area or region (often incorrectly used
interchangeably with vegetation)
Habitat: the site where a plant or animal normally lives and grows. Also a place that provides food, water, cover,
and appropriate space for reproduction.
Herbaceous: plants that die back to the ground at the end of the growing season such as a wildflower.
Native: local, indigenous; usually grown, produced, or origi-
nating in a particular place or vicinity.
Organic matter: carbon-based compounds, derived
from living organisms.
Perennial: a plant that persists for more than
two years, generally with new herbaceous
growth from the roots with each new
growing season.
Predator: animal that preys, kills and/or
eats other animals.
Prey: animal killed by a predator.
Riparian: located or living along a
stream, river or body of water.
Root zone: area available in soil for a
plant to grow roots.
Snag: a standing tree (usually dead) from
which the leaves and branches have fallen.
Its hollow cavity may be used by wildlife
for nesting.
Understory: a layer of the canopy formed by
smaller trees in a forest.
Wildlife: living things that are neither human
or domesticated.
Georgia Schoolyard Wildlife Habitat Planning Guide 47
Appendix A:Outdoor Classroom Needs & Interests Survey For Teachers
Dear Teachers,
Our school is designing an outdoor classroom. This will be a place outside in the schoolyard that has
been enhanced for educational purposes. An outdoor classroom can take many forms. For example, it could be
a garden to study life cycles, a quiet place to inspire writing, a civics project about land use, a simple building
project that uses geometry, or all of the above! In other words, an outdoor classroom is a teaching tool, much
like a computer, that can be used in many different ways.
Please fill out the following 2-page survey and return it to __________________ by this date________
so that we can best meet your needs with our design.
On a scale from 1 to 5, rate how comfortable you feel about using an outdoor classroom around the following
issues. Please also explain any important comments or suggestions.
Issue Uncomfortable Don't Know Comfortable
Student Safety 1 2 3 4 5
Explain:
Travel Time to Outdoor Classroom 1 2 3 4 5
Explain:
Teaching My Subject Outdoors 1 2 3 4 5
Explain:
Maintaining Control of My Class 1 2 3 4 5
Explain:
Being Physically Comfort Outside 1 2 3 4 5
Explain:
Knowledge About Natural World 1 2 3 4 5
Explain:
Other: 1 2 3 4 5
Explain:
Georgia Schoolyard Wildlife Habitat Planning Guide 48
On a scale of 1 to 5, please rate how important or useful the following would be for
you for use an outdoor classroom.
Not Important/Useful Don't Know Important/Useful
Training on how to use 1 2 3 4 5
outdoor classrooms to
teach my subject
Explain:
Extra chaperones for 1 2 3 4 5
taking students outside
Explain:
Service learning 1 2 3 4 5
opportunities for students
Explain:
Curriculums and activities 1 2 3 4 5
for use in the outdoor
classroom
Explain:
Relevant information 1 2 3 4 5
and resources about nature
Explain:
Outdoor classroom 1 2 3 4 5
safety protocol
Explain:
Outdoor seating/tables 1 2 3 4 5
Explain:
Other: 1 2 3 4 5
Explain:
Please circle the types of outdoor classrooms (can be more than one) you would most like to use:
nature trail vegetable garden wildlife habitat garden pond/water feature weather station
meadow compost or recycling area wildlife feeders (ex: bird) gazebo accessible gardens
wooded area flower garden arbor
Thank you for taking the time to fill out this survey. If you are interested in getting involved with designing the
outdoor classroom, please contact _____________________________at__________________________.
Georgia Schoolyard Wildlife Habitat Planning Guide 49
Appendix B:Schoolyard Site Inventory Checklist
Site Inventory Task Completed Date of Completion Status1
1 Divide and delegate inventory work between subcommittees and
grade levels.
2 Create one central site inventory map or several that note
separate features.
3 Begin with a map of the school grounds that includes all pre-existing
hardscapes (i.e. buildings, paved roads and walkways).
4 Obtain maps of master plans or projected construction plans for
your school.
5 Obtain maps from school maintenance staff about locations of
underground cables, wires and pipes.
6 Contact your local Utilities Protection Center for any other under-
ground hazards at your school.
7 Locate north, south, eat and west on your maps to determine degrees
of exposure to light and heat.
8 Map your school watershed. Search for areas on-site that do and don't
drain well. Locate areas of runoff from buildings/paved areas.
9 Monitor and map areas and hours of sun/shade in your schoolyard.
10 Assess and map the soil quality in the potential areas for your gar-
den(s). Contact your local Cooperative Extension Service or garden
supply center for more information.
11 Map pre-existing walkways and paths.
12 Map the levels of slope in possible outdoor classroom sites.
13 Consider how accessible your outdoor classroom will be.
14 Map sources of water that can be used for irrigation (i.e.sprinkler sys-
tem, downspouts, stream, etc.).
15 Survey pre-existing plants, trees and wildlife that are seen on actual
school grounds and note their habitat.
16 Map nearby distractions (i.e. noise and frequent activities that cause
disturbance while in outdoor classroom.
17 Map any nearby hazards or safety concerns to be avoided.
18 Consider the line of sight and vista offered by your outdoor class-
room. Avoid placing classroom next to unappealing areas such as the
school dumpster.
1Status: NA = not applicable; A = active; O = ongoing; C = completed
Georgia Schoolyard Wildlife Habitat Planning Guide 50
Appendix C: Schoolyard Wildlife Habitat Resource InventoryCheck if your school already has the following. If the resource is not applicable to your project, check “N/A”.
Resource Accessible or Available for Use? #/Amt. Available N/A
Books
Native Plant Gardening
Wildlife Management
Natural Landscaping & Design
Organic Pest Control
Other:
Gardening Tools
Shovels
Turning Forks/Hoes
Rakes
Hand Trowels
Other:
Irrigation
Spigot
Sprinkler System
Nearby Indoor Water Source (e.g. classroom sink)
Hose
Rain Gutter or Downspout
Nearby Stream or Pond
Other:
Equipment
Clipboards
Hand Lenses
Activity Backpacks
Nets (e.g. Aquatic, Insect, etc.)
Field Guides
Environmental Ed. Curricula or Resources
Monitoring Equipment (e.g. Water, Weather, etc.)
Other:
Already Existing Outdoor Classroom Features
Nature Trails
Outdoor Seating
Flower Gardens
Vegetable/Herb Gardens
Native Plant/ Habitat Gardens
Raised Beds
Trees
Nesting Boxes
Wildlife Feeders
Water Feature (e.g. Pond, Bog, etc.)
Gazebo or Covered Shelter
Amphitheater or Outdoor Stage
Meadow
Forest
Stream or Wetland
Mulch Pile
Compost
Other:
Georgia Schoolyard Wildlife Habitat Planning Guide 51
Appendix D:Curriculum Connections Chart
List objectives that you teach. Then brainstorm ways that you can teach those objectives in the
outdoor classroom.
Performance Standard Strategies for Teaching Objective in Outdoor Classroom
Georgia Schoolyard Wildlife Habitat Planning Guide 52
Appendix E:Possible Sources for Volunteers, Donations and Funding
Sources of (Free) Resources:
Native Plant Rescue Groups
Native Plant Societies
Local Garden Clubs
Memorial Donations
School Maintenance Department
(Plants, Tools, or Labor)
Corporations (Interns, Employee Volunteers & Services)
Partners in Education
Eagle Scouts
Local Civic Groups
University Landscape Architecture and Design Programs
Local nurseries
Vocational Schools/Horticulture Programs
Master Gardeners (Extension Service)
Habitat Stewards (National Wildlife Federation)
Sources of Funding:
Community Organizations
Civic Organizations
Community Philanthropists
Parents
Environmental Organizations
Foundations
Local Chamber of Commerce
Business Associations
Local Businesses
Corporate Sponsorship
Community and Volunteer Groups:
Parents
AmeriCorps
Corporate Volunteer Groups
Adopt-a-Stream and other citizen science initiatives
National Parks Service
4-H
Local Military (Volunteer Labor on Larger Projects)
Outdoor Enthusiasts Clubs
Home Owners and Neighborhood Associations
Local Businesses
Churches
Scouts
High School & College Student Service Groups
Retirees
Master Gardeners
Habitat Stewards
Master Naturalists
Extension Service
Local Media
Garden Clubs
Junior League
Georgia Schoolyard Wildlife Habitat Planning Guide 53
Appendix F:Recommended Resources for Habitat and Natural Gardening
The Natural Habitat Garden by Ken Druse and Margaret Roach. 1994. Hardcover, 248 pages. Through 500
color photographs, The Natural Habitat Garden introduces readers to 35 gardens that re-create the naturally
balanced plant communities found in each of the four main botanical habitats. Druse helps to define a new
horticultural aesthetic while showing gardeners everywhere how they can recreate the natural havens for birds,
butterflies and other wildlife that once made America beautiful. Includes fullcolor photographs.
Butterfly Gardening for the South by Geyata Ajilvsgi. 1990. Hardback, 342 pages. A must-have for the butterfly
gardener, Butterfly Gardening of the South features profiles of 50 southern butterflies and their host and nectar
plants. The profiles are detailed and informative and the photos are exquisite. Also includes garden designs and
butterfly-friendly pest controls.
Southeastern Wildflowers by Jan W. Midgley. 1999. Paperback. Excellent information on identifying and gar-
dening with our native wildflowers. Descriptions also include propagation tips and benefit for wildlife.
Attracting Birds To Southern Gardens by T. Pope, N. Odenwald and C. Fryling. 1993. Hardcover, 164 pages.
With its unique climate, soil and a longer growing season, the South gives its gardeners a singular opportunity
to combine the two most popular outdoor activities in the US: gardening and birding. Covers garden habitats,
seasons, bird and plant dictionaries and resources. Over 300 full-color photos.
Attracting Birds, Butterflies and Other Backyard Wildlife by
David Mizejewski, National Wildlife Federation Backyard
Wildlife Habitat® Program. 2003. Paperback, 128 pages.
This resource will be of use to teachers and others in
developing habitat projects at school and at home,
providing in-depth information about applying
wildlife-friendly gardening techniques and creating
basic habitat elements to any size yard or garden.
Features illustrated projects, checklists and native
plant information and 170 color photos of certi-
fied habitat landscapes and backyard wildlife.
Gardening with Native Plants of the South by
Sally & Andy Wasowski. 1994. Hardback, 196
pgs. The large number of photographs and Sally
Wasowski's fun, conversational writing style com-
bine to make Gardening with Native Plants of the
South a terrific, reader-friendly primer on native
southern plants. Look to this book for creative gar-
den designs and easy-to-read plant profiles complete
with lists of companion species and notes on
wildlife usage.
Georgia Schoolyard Wildlife Habitat Planning Guide 54
Landscaping With Wildflowers: An Environmental Approach to Gardening by Jim Wilson. 1993. Paperback. A
practical guide to the newest trend in gardening by the star of The Victory Garden. Gardeners concerned with
conserving nature are increasingly interested in growing wildflowers and saving or recreating natural land-
scapes. Wilson shows how to incorporate wildflowers into gardens in every part of the country. 100
color photographs.
Natural Gardening by John Kadel Boring (Editor), Erica Glasener, Glenn Keator, Jim Knop, R.J. Turner
(Editor). 1996. Hardcover. This richly illustrated, informative guide to gardening explains how to create a wel-
coming habitat for a wide variety of wild creatures through the use of an environmentally friendly collection of
native vegetation.
Landscaping with Nature: Using Nature's Designs to Plan Your Yard by Jeff Cox, Marilyn Cox (Contributor).
1996. Paperback. A garden transformation workbook, this text teaches readers a new way to garden--by work-
ing with nature to design a landscape. Detailed instructions for using nature©s patterns or color schemes in a
garden design, gardening for wildlife, landscaping with stones and/or water and using native plants are com-
bined with basic instruction. 80 color photos. 75 illustrations.
Natural Landscaping: Gardening with Nature to Create a Backyard Paradise by Sally Roth. 1997. Hardcover,
256 pages. Showing readers how to create their own woodland gardens, shade gardens, wildflower meadows,
prairie gardens and songbird gardens, Natural Landscaping is packed with real-life examples, garden plans, col-
orful combinations, at-a-glance plant charts and more. Includes regional coverage and plant recommendations.
250 color photos.
Georgia Schoolyard Wildlife Habitat Planning Guide 55
Appendix G: Recommended Online Resources for Habitat and Natural Gardening
Georgia Wildlife Federation (www.gwf.org)
Guides for creating a Backyard Wildlife Habitat, Schoolyard Wildlife Habitat Planning Guide, lists of work-
shops and classes, related articles, grants, and contacts to find volunteers for your project.
KidsGardening (www.kidsgardening.com)
Tips for students, parents, & teachers who spend time in the garden.
Evergreen (www.evergreen.ca)
Canadian site promotes healthier and greener homes, schools and communities, including a
participant registry.
Adventures in Birding (www.birdingadventuresinc.com)
Atlanta-based ornithologist and educator provide excellent information on bird watching, attracting birds to
your garden, and creating a habitat.
American Horticultural Society (www.ahs.org)
Provides a wealth of information and resources on all topics having to do with gardening, including a whole
Youth Gardening section.
Avant-Gardening (www.avant-gardening.com)
Encourages sustainable, creative ways to do organic gardening.
Georgia Native Plant Society (www.gnps.org)
Promotes the appreciation and use of native plants and
habitats; site lists meetings, garden tours and activities, and
reputable native plant sources.
Georgia Perimeter College Botanical Garden
Wildflower Center of Georgia
(www.gpc.edu/~ddonald/botgard/george3.htm)
Features photos from the garden and information on
the college's free lecture series on native plant topics.
Carolina Gardener Magazine
(www.carolinagardener.com)
Monthly publication offering a variety of
gardening topics.
Floating Habitats
(www.members.aol.com/Tjacmc/index.html)
Floating Habitats for ponds and lakes' construction plans
and use instructions.
Georgia Schoolyard Wildlife Habitat Planning Guide 56
National Wildlife Federation (www.nwf.org/backyardwildlifehabitat)
Information and certification forms for your wildlife habitat; also offers a variety of education materials and a
registry of participating schools.
Project Wildlife (www.projectwildlife.org/gardens.htm)
Provides additional information on creating wild gardens.
National Gardening Association (www.garden.org)
Interactive database of gardening articles, how-to tips and ideas, and dictionary.
Organic Gardening (www.organicgardening.com)
This magazine promotes organic, wildlife-friendly methods and techniques in gardening.
Georgia Organics (www.georgiaorganics.org)
Provides a online directory of retailers and organic farmers that sell supplies and equipment for
organic gardening.
Lady Bird Johnson Wildflower Center (www.wildflower.org)
A clearinghouse promoting native plants through education programs.
Native Plant Conservation Initiative (www.nps.gov/plants)
Technical information of native plants and current conservation issues.
USDA PLANTS Database (plants.usda.gov)
The PLANTS Database is a single source of standardized information about plants, featuring state plant check-
lists, and plant profiles; also information on native plants, exotic invasives, and wetlands plants.
Wild Ones Natural Landscapers, Ltd
(www.for-wild.org)
Landscaping using native species in
developing plant communities' educa-
tional materials, grants and
conference announcements.
The Foundation Center
(www.fdncenter.org)
Provides education and training
on the grantseeking process, and
disseminates information for
grantseekers through its website.
Council on Foundations
(www.cof.org)
COF provides numerous online links
to publications and resources that
aid grantseekers.
Georgia Schoolyard Wildlife Habitat Planning Guide 57
Appendix H:Additional Outdoor Classroom Resources
Georgia Outdoor Classroom Council (OCC)
www.eealliance.org/occ%20symposium/about_occ.htm
OCC, a subcommittee of EEA (see below), is a coalition of organizations and individuals sharing an interest in
the design, development, maintenance and use of outdoor classrooms. Its mission is to serve teachers, parents,
principals and community volunteers as a resource link, providing up-to-date training and literature. Each year,
the OCC organizes an annual symposium aimed at helping schools develop and use their school property as a
teaching area.
The Environmental Education Alliance of Georgia (EEA)
www.eealliance.org
EEA works to promote environmental education by providing opportunities for member organizations,
schools, and the general public to get involved through the annual EEA conference, member newsletter, envi-
ronmental events posted on its Web site, and teacher resource directory.
The Online Guide to Environmental Education in Georgia
www.EEinGeorgia.org
A website designed to build statewide capacity for environmental education by providing: environmental edu-
cation (EE) lesson plans based on Georgia's Performance Standards (GPS), a searchable directory of Georgia's
EE providers and the resources they offer, a statewide calendar of EE events, EE news and easy-to-access facts
about Georgia's environment.
Schoolyard Habitats® Program
www.nwf.org/schoolyardhabitats/educatorresources.cfm
National Wildlife Federation offers curriculums, planning
guides, grants and other resources for turning schoolyards
into wildlife habitat.
EIC
www.eeingeorgia.org/eic
Using the Environment as an Integrating Context
for Learning is a school improvement process
developed by the State Education and
Environment Round Table (SEER). According to
SEER's nation-wide study, EIC results in
improved academic achievement, classroom
behavior and instructional practices. In Georgia,
teams of teachers, administrators, community
organizations representatives and EIC coaches are
selected and trained to implement the EIC Model
in their schools.
Georgia Schoolyard Wildlife Habitat Planning Guide 58
Appendix I:Schoolyard Wildlife Habitats - Case Studies
The Georgia Community Greenspace Program identified the 55 fastest growing counties in the state. In
2004, Georgia Wildlife Federation invited teachers from these counties to attend the Schoolyard Ecology
and Greenspace Symposium at the Alcovy Conservation Center. The 12 schools who participated in this
conference guided the GWF in the development of Best Management Practices (BMPs) for creating sustainable
Schoolyard Wildlife Habitats.
In 2005, each of the 12 schools formed teams consisting of parents, teachers, administrators, grounds staff and
community partners. GWF worked with the wildlife habitat teams to create new or enhance existing schoolyard
wildlife habitats, implementing the BMPs developed during the symposium.
After one year, 11 of the 12 schools reported on their accomplishments and challenges. The following case
studies were developed from these reports.
Barnwell Elementary (Alpharetta, Fulton County)
2005 Accomplishments:
Included in the strategic plan for Barnwell Elementary is a mandate for each teacher to use the outdoor
classroom at least once a month. Records are kept and lessons are shared. Two classes were offered for
teachers: Native Seasons and Project Learning Tree.
Outdoor Expressions, LLC donated time and talent of a master designer to refine the master plan creat-
ed by the school and assisted with the signage and hardscape.
Best Management Practices Incorporated:
Barnwell created an online folder to keep information about the plan and map of the outdoor class-
room. Teachers meet regularly to discuss use of the outdoor classroom.
Difficulties Encountered:
Barnwell learned that everything took longer than anticipated. The PTA hired landscaping maintenance
help. This crew did not have knowledge of the master plan.
Dekalb Alternative School (Stone Mountain, DeKalb County)
2005 Accomplishments:
Two butterfly gardens and other beds were planted around the perimeter of the campus.
Best Management Practices Incorporated:
The Outdoor Garden team conducted a site assessment and inventory, and drew plans for the outdoor
classroom. Monthly meetings were held to discuss outdoor classroom use.
Difficulties Encountered:
The teachers did not have enough time to develop interdisciplinary lesson plans across the curriculum.
A partnership was developed with Stone Mountain Park instructors to assist the teachers in incorporat-
ing gardening activities and events into their curriculum.
Georgia Schoolyard Wildlife Habitat Planning Guide 59
w
w
w
w
w
w
w
w
Georgia Schoolyard Wildlife Habitat Planning Guide 60
Dunwoody Springs Charter Elementary (Dunwoody, Fulton County)
2005 Accomplishments:
An outdoor classroom was incorporated into the charter proposal for the school. A survey of needs was
done that included teachers, administration, custodial workers, and the community. An outdoor class-
room committee and sub-committees were formed.
Best Management Practices Incorporated:
Dunwoody Springs involved everyone in the school as well as the community to gain support for their
project. They purchased backpacks and stocked them with field glasses, magnifiers, trowels, bug boxes,
field guides to plants and birds, and other things to be used in an outdoor classroom.
Difficulties Encountered:
At first it was difficult to get teacher involvement because of their busy schedules. With the support of
parents and others in the community they were able to overcome this.
East Jackson Middle School (Commerce, Banks County)
2005 Accomplishments:
During 2005, East Jackson constructed and installed 10 bluebird houses. They educated community
members about Georgia native birds, feeding birds and using field guides. A pergola, shaded by red
cedar and trumpet vines, was constructed as a student reading area.
Best Management Practices Incorporated:
East Jackson gained support for the schoolyard habitat from their county supervisors.
They established a partnership with Commerce Hardware to help with funding.
The outdoor area was placed in an area accessible to everyone.
They used plants which required very little maintenance.
Difficulties Encountered:
The "call before you dig" staff did not come to mark the territory on the day work was to begin. They
resolved the issue by contacting the county technology director and maintenance supervisor who gave
the school permission to dig.
Gainesville Exploration Academy (Gainesville, Hall County)
2005 Accomplishments:
Gainesville Exploration Academy built 16 raised bed gardens and grew broccoli, flowers, herbs, a dog-
wood tree, strawberries, onions, and 250 bulbs received from the National Gardening Association.
They put out 6 bird feeders and 2 bird baths, built 8 garden benches and made stepping stones for a
garden walkway. For their efforts they received a National Wildlife Federation Schoolyard Habitat certi-
fication.
Best Management Practices Incorporated:
Community support was enlisted from Georgia Power who supplied manual labor to build the raised
beds. Even Start parents helped with plantings and GAP (high school girls) planted a butterfly garden.
An outdoor classroom committee was formed to plan literature-based outdoor activities. The kinder-
garten class was put in charge of refilling bird fillers, fifth graders were put in charge of caring for the
atrium plants, and ten classrooms helped to plant bulbs.
Difficulties Encountered:
They encountered difficulty finding parents who would help with the physical labor. Two garden work
days were planned but no parents showed up. The school then called on Georgia Power volunteers to
get the work done.
w
w
w
w
w
w
w
w
w
w
w
w
w
w
Georgia Schoolyard Wildlife Habitat Planning Guide 61
Huntley Hills Elementary and Montessori School (Chamblee, DeKalb County)
2005 Accomplishments:
During 2005 Huntley Hills built steps to the woodlands behind the school, transferred Monarch cater-
pillars to milkweed plants in the courtyard and conducted lessons on the butterfly life cycle, set up an
environmental committee, developed backpack kits for teachers and volunteers to aid in conducting
outdoor classroom lessons and held a Migratory Bird Festival in the fall.
Best Management Practices Incorporated:
They conducted a "needs and interests assessment" of teachers and administrators at the end of the
school year and implemented changes based on the results of the survey.
They also hosted a teacher training in the school.
Difficulties Encountered:
The only difficulties encountered were those of the "first time" nature such as arranging a time when
committee members could meet and deciding on the various activities that would take place during the
Migratory Bird Festival.
It was also difficult to reach a consensus about the details of the essay contest.
Kimberly Elementary School (Atlanta)
2005 Accomplishments:
The students and faculty at Kimberly Elementary School built raised beds for vegetable plots, weeded
and maintained a butterfly garden, started seeds indoors that were transplanted to outdoor gardens and
conducted schoolyard investigations and observations.
Best Management Practices Incorporated:
An assessment was done on the existing school areas and resources to determine what could be used in
a schoolyard classroom. Students completed a map and site inventory of the schoolyard.
Difficulties Encountered:
Teachers were too busy to find time to maintain the gardens. To overcome this, teachers worked with
Hands on Atlanta, parents and community members to form a garden work day.
Mt.Yonah Elementary (Sautee, White County)
2005 Accomplishments:
Mt. Yonah developed a master plan for six specific garden areas. The initial phase was the construction
of two raised beds for the planting of a small winter garden. Soil samples were taken and a lesson was
conducted on plant needs. Spinach, radishes, collards, mustard and turnips were planted and tended
throughout the fall and winter. Work was begun on a butterfly garden.
Best Management Practices Incorporated:
A comprehensive site plan was developed with the assistance of several master gardeners, a botanist and
a horticulturist. The entire school was involved in the creation of six specific garden areas to be main-
tained and managed by each grade level.
Difficulties Encountered:
The incredibly poor soil posed problems. The school contacted the local county extension office to help
break up the soil since the school is new, and the surrounding area had been used as a construction
refuse site.
North Springs High School (Sandy Springs, Fulton County)
2005 Accomplishments:
North Springs High School formed a partnership with Keep Sandy Springs-North Fulton Beautiful to
implement their vision of a beneficial, project-based learning outdoor classroom. Students identified
specimen trees as a focal point of the classroom. They secured tree information suitable for installation
in the outdoor lab and ordered tree identification plaques. Research was done to choose activities and
experiments for the outdoor classroom and teachers selected appropriate books.
w
w
w
w
w
w
w
w
w
w
w
w
Georgia Schoolyard Wildlife Habitat Planning Guide 62
Best Management Practices Incorporated:
Students were involved in the process of tree identification and trail clearing. They also planted native
saplings to enhance the outdoor classroom and to prevent erosion down a steep, bare slope near the
classroom.
Teachers incorporated usage of the outdoor classroom as an integral part of their lessons.
Environmental Science classes and AP Environmental Science lessons were taught in the outdoor class-
room. Science, Technology and Society classes met regularly in the outdoor classroom to discuss envi-
ronmental stewardship and conservation. Biology classes used the outdoor classroom to discuss plant
structure, reproduction and taxonomy.
Difficulties Encountered:
The teacher originally identified as the lead on the outdoor classroom project was reassigned to a differ-
ent school. After a relatively long dormant period, a new teacher was assigned.
A key staff person was on extended medical leave, resulting in a series of miscommunications about the
goals of the outdoor classroom. A key student graduated in 2005 and had to be replaced.
Entirely different classes are taught in the fall and spring. To take advantage of the blooming wildflowers
and leafing of trees, all environmental science classes are taught in the spring. Therefore, the outdoor
classroom was underutilized in the fall and winter.
Norton Park Elementary (Smyrna, Cobb County)
2005 Accomplishments:
Norton Park Elementary assessed the needs of teachers and students, designed a plan and gathered
materials for an outdoor classroom, set up teams of volunteers and students, and held a Migratory Bird
Festival.
Best Management Practices Incorporated:
Norton Park conducted a parent/teacher survey to assess needs and interests, and created a summer vol-
unteer schedule involving more than one person.
Difficulties Encountered:
The county put the outdoor classroom project on hold due to new construction activity already under-
way on the campus. This was later resolved.
Oakhurst Elementary (Decatur, Decatur City Schools)
2005 Accomplishments:
Nine classes at Oakhurst Elementary conducted site inventories, learned the four elements of habitat,
drew class maps for nine essential elements, established a butterfly habitat garden on school grounds,
and planted 5 native trees. A curriculum committee was formed to link the Schoolyard Wildlife Habitat
to the school system's new strategic plan, earning a $4,000 grant for the project.
Best Management Practices Incorporated:
Oakhurst began their project by making a topographical map of the school's existing resources. They
next developed a simple piece of the larger plan, the butterfly garden. Students, teachers and the princi-
pal were involved in the planning and decision making. The students studied native wildlife and their
habitats.
Difficulties Encountered:
One challenge was identifying the boundary between the schoolyard and the adjacent city park. This
problem was resolved through a meeting with Decatur's grounds coordinator.
Another challenge was creating a curriculum committee because teachers could not find time in their
schedules. The school involved a curriculum specialist in linking the state standards. This curriculum
specialist became an ambassador to teachers representing the project. Teachers were encouraged to write
up successful lesson plans and add them to an Outdoor Classroom notebook that was shared by all
other teachers.
w
w
w
w
w
w
w
w
w
w
w
w
w