2 - Learning Grounds Newsletters, Autumn 1995

8/9/2019 2 - Learning Grounds Newsletters, Autumn 1995

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Which school would you preferto send your child to?

A quelle cole prfreriez-vous

envoyer votre enfant?

The Outdoor ClassroomA Canadian Newsletter on School Ground Naturalization

La Classe en Plein-airUn bulletin canadien dinformation sur la naturalisation des terrains dcoles

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Toronto Vancouver

Ossington Old Orchard Public School, Toronto, ON in June,

1989 a barren concrete school ground and in July, 1995

a healthier environment in which to play, discover and learn.

Lcole publique de Ossington Old Orchard, Toronto, ON en juin

1989 Cour dcole dnude en asphalte et en juillet 1995

un meilleur environnement pour jouer, apprendre et dcouvrir.

Somewhere I can sit and share secrets with my best friend.Somewhere I can walk through moist grass, look for

four leaf clovers, smell and pick wildflowers,watch bumblebees and butterflies, and test a buttercup

under my chin. A hill to roll and laugh down.

Grade 5 student, Vancouver BC

Un endroit o je peux masseoir et partager des confidencesavec mon meilleur ami. Un endroit o je peux marcher dans

lherbe, chercher des trfles quatre feuilles, sentir et

ramasser des fleurs sauvages, regarder les abeilles et les

papillons, et lire les secrets cachs dune fleur beurre.

Samuser en dboulant une colline.

Etudiant de cinquime anne, Vancouver, BC

Grant Application Form Page 13Learning Grounds Conference Page 15

Demande de subvention page 14

Renseignements sur latelier de page 15naturalization de terrains dcoles

OSSINGTONOLDORCHARDPUBLICSCHOOL


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Published by The Evergreen Foundation355 Adelaide St. West, Suite 5A, Toronto, ON M5V 1S2tel: 416. 596. 1495 fax: 414. 596. 1443email: [email protected]: [email protected]

#106 163 West Hastings Street, Vancouver, BC V6B 1H5tel: 604. 689. 0766 fax: 604. 689. 0768email: [email protected]

web site: http://www.evergreen.ca

Editors: Roben Stikeman, Jennifer McLaughlin Design: Douglas Counter

No portion of The Outdoor Classroom/La classe en plein air may be reproduced, stored or trans-

ferred, electronically or otherwise, without the express written permission of The Evergreen Foundation.

Contents 1995 The Evergreen Foundation.

For information on Evergreens School Ground Naturalization Programcall Roben Stikeman in Toronto at 416. 596. 1495 or Tammy Keetch inVancouver at 604. 689. 0766.

Founded in 1991, The Evergreen Foundations mission is to restore natural areas in the urban environment through education and communityaction programs.

Si vous avez des questions concernant le programme NT: Roben Stikeman Toronto 416. 596. 1495 ou Vancouver, Tammy Keetch, 604. 689. 0766

Depuis notre cration, en 1991, notre mission a t de crer des sitesnaturels dans lenvironnement urbain par le biais de lducation et de pro-grammes dactions communautaires.

Giving Students A Voice for NatureA school ground naturalization project holds extremely richpossibilities for learning and play. Transforming asphalt orlawn grounds into areas of natural beauty provides students with an experiential rather than textbook learning environ-ment. The process of establishing a naturalization project onyour school ground is as much, if not more, a learning oppor-tunity as is the finished product and students should beinvolved from the beginning.

To maximize their involvement, students can research thehistory of the site, research native plants, canvas their peersfor design ideas, and assist with the development of the siteplan. Encouraging the students to share the project goalswith the community and to seek outside expertise andresources also benefits the project and enhances the educa-tional experience. Their involvement in the process develops various skills such as research, communication, consensusbuilding, and leadership while giving them a sense of pride ina space that truly becomes theirs. When young people aregiven a voice in such an important project, they can develop asense of responsibility for its continued growth and success.

If outdoor classrooms are meant to help children to learn

from hands-on experiences, why hand them a project fullydeveloped by adults? When children discover for themselveshow projects evolve and take shape, they learn about processas well as product. They become an active part of the environ-ment they are helping to create.

The Evergreen Foundation

Lenvironnement : donnez la parole auxtudiants

Un projet de naturalisation dans les cours dcole est une mer-veilleuse opportunit dapprender et de samuser en mmetemps. Transformer des terrains dasphalte ou de pelouse en sitesde beaut naturelle fournit un milieu dapprentissage concretplutt que thorique. Le processus dapprentissage dbutelorsquune ide est propose par un parent, un professeur ou un

tudiant et mme lorsque la plantation est termine, ce processusse poursuit.Afin de maximiser leur implication, les tudiants peuvent faire

un expos historique de lendroit, solliciter lopinion de leurentourage en ce qui a trait lamnagement et finalementparticiper la ralisation du plan architectural. Une faon depromouvoir lexprience ducative et le projet est dencouragerles tudiants partager leurs objectifs avec la communaut etrechercher des ressources et expertises lextrieur des murs delcole. Limplication des tudiants leur permet de toucher dif-frents aspects tels que la recherche, la communication, un espritde solidarit, une notion de leadership et un sentiment de fiertet dappartenance face au projet. Si nous permettons aux jeunesde participer la ralisation dun tel projet, ils auront par la suite lesens des responsabilits ncessaire sa conservation et son succs.

Si le concept dune salle de classe extrieure a t pens afinde permettre aux enfants dapprendre de faon plus concrte,pourquoi leur offrir un projet compltement dvelopp par desadultes? Lorsque les enfants dcouvrent par eux-mmes ladmarche et lvolution dun projet, ils tudient la matire et lesprocdures par la mme occasion. Ils deviennent une force activede lenvironnement crer.

La Fondation Evergreen

2 LA FONDATION EVERGREEN

At Sundance Elementary School in Victoria, BC a group of students and parents made

a series of field trips to Uplands Park, a natural Garry Oak meadow located near the school.They documented the changes in the trees, shrubs and wildflowers throughout the growing

season and dug test holes to learn about the different soil depth and moisture requirements of

each plant. Students each chose a native plant to study over the course of the field trips and

from the information the students gathered, a phenology or plant progress table was prepared.The group then mapped the school and developed a planting plan, placing plants only in

areas agreed upon by the entire student body.

SUNDANCEELEMENTARYSCHOOL


3/16

Pesticide Concernsby Fay Katay and Jack Locke

Like dandelions in springtime, pesticide critics have beenpopping up all across Canada. From Sechelt, British Columbiato Baddeck, Nova Scotia, citizens are demanding freedomfrom pesticides in food, in water, in playgrounds and inresidential areas.

Should people be concerned that urban centres are nowusing ten times more chemicals per square acre than are usedby farms? This question begs not only a local answer, but aglobal one. The war being waged against unwanted plants,bugs and other living creatures has pushed worldwide pesti-cide use from 2.5 million tonnes in 1972 to 41.7 milliontonnes in 1990, according to the Global Action Plan. Withmounting scientific evidence that pesticides affect humanhealth and wildlife, the need to reduce pesticides is blatantlyobvious, while the actual reduction of pesticides is negligible.

With a global proliferation of toxins everyone is at risk butparticularly vulnerable are young children, the elderly, theenvironmentally sensitive, and pregnant or nursing mothers.Clear connections have been established between pesticideuse and non-Hodgkins lymphoma, breast cancers, andleukemia. As pesticides are bioaccumulators which lodge infatty tissues and organs, prolonged exposure at low levels pro-duces health time bombs.

While some professionals are slow to acknowledge thedangers of pesticides, not all defend the status quo. StuartHill of McGills McDonald College is urging urban municipal-ities and rural growers alike to see the merit and economicalbenefits of redesigning planted areas to include diversity. An

outspoken entomologist, Hills simple yet revolutionaryapproach could eliminate the need for urban lawn chemicals.He suggests planting a variety of appropriate native species tocreate natural ecosystems which virtually eliminate the needfor maintenance.

Another advocate of the diversaculture principle is BrianDetzler, Waterloos Parks Manager. Detzlers Plant HealthCare Program focuses on soil quality, planting of appropriatespecies and preventive maintenance rather than emergentresponses. The program addresses pest management fromthe roots up rather them spraying from the top down.

Our society is becoming less tolerant of risks. Safety testsused to test pesticides are fundamentally inadequate says

Merryl Hammond, a nurse with a doctorate in communityhealth. They only test the acute effects of single chemicalson healthy adults exposed to single or small doses over shortperiods of time. Children are not used in tests and no stud-ies are conducted on the chemically sensitive, Hammondobserves. This anti-pesticide dynamo is the driving forcebehind significant pesticide reform in Quebec and the firstever National Pesticide-Free Week, April 16 to April 22, 1995.

In Calgary, a contingent of citizens are fighting their localgovernment for the ability to have input on pesticide policy.School children are creating their own Lawns for KidsPower Flowers which indicate a chemical-free yard.

At the federal level, proposed pesticide legislation may shifregulatory powers from the Ministry of Agriculture to theMinistry of Health. The most recent revision to the pesticideregistration regulations occurred in the late 1970s. Partlyfunded by the federal Green Plan, an Alternatives Branch is

being revamped to promote research and education aboutpesticide reduction, the redesign of systems, and alternativegrowing strategies.

While the government is proposing and supposing, grassroots publications are flourishing. For further reading: GetYour Lawns and Garden Off Drugsby Carole Rubin; Lawns forKids, a Grassroots Calgary learning kit; and Pesticide bylaws: acomprehensive kit for concerned town councillors and citizens, byCitizens for Alternatives to Pesticides.

Fay Katay is a Calgary artist, author of Lawns for Kids anda freelance environment educator. Jack Locke is a freelance editorand manager of Pancake Theatre Productions in Calgary, AB.

La lutte dun tudiant contre lusagedes pesticides

Jean-Dominic Lvesque-Ren est une personne trs courageuse etremarquable. Tout en combattant son propre cancer, il organisedes compagnes contre lusage rpandu des pesticides et herbi-cides dans son quartier. Cet usage est, selon Jean-Dominic et sonmdecin la raison de sa maladie. Il nest donc pas surprenant queplus tt cette anne, il ait reu le prix de courage de Terry Fox deYTV. Dans cette lettre ouverte adresse aux enfants, Jean-Dominicles encourage en faire de mme.

Bonjour, je mappelle Jean-Dominic Lvesque-Ren. Jai onze ansJe vais vous raconter mon histoire.En fvrier 1994 jai appris que jtais atteint du cancer (lym-

phme non-hodgkinnien). Lorsque javais deux ans et demi jai eudes ractions trs graves aux fertilisants et herbicides chimiquesutiliss chez moi et dans mon entourage. Je connaissais le lienentre mon cancer et lherbicide 2-4-D qui tue les pissenlits et lesmauvaises herbes. Mon mdecin de famille, le Dr. June Irwin,avait inform mes parents du danger de ces produits. Mes symp-tmes taient des saignements de nez, des nauses, des vomisse-ments, la diarrhe et une ruption cutane. Finalement le cancesest dclar lorsque javais dix ans.

Un jour je me suis regard dans le miroir de lhpital Ste-Justine;javais lair dun petit vieux avec ma tte chauve, mon corps toutdfait et affaibli cause des traitements que je recevais. Cestalors que jai dcid de me battre. Ma mission serait de demande ma ville de lIle-Bizard de bannir les pesticides chimiques, y compris sur les quatre terrains de golf. Les terrains de golf utilisentbeaucoup de fertilisants et pesticides chimiques.

Je visite chaque mois une nouvelle ville loccasion delassemble du conseil. Jai crit aux Ministres et aux gouverne-ments provinciaux et fdral. Ce travail je le fais pour tous lesCanadien(nes) et surtout pour les enfants comme moi. Si vousvoulez maider dans ma dmarche vous pouvez visiter et crire aumaire de votre ville, au Ministres de la Sant, de lEnvironnementetc. Commencez une ptition dans votre cole, les rues, et lesassociations pour interdire lutilisation de ces poisons.3THE EVERGREEN FOUNDATION

Chemical-free Schools


4/16

Raising Painted Ladiesby Kim Denman, parent, Hyland Elementary School, Surrey, BC

While Hyland Elementary School is fortunate in its locationnear Hyland Creek, the entire school ground, includinga hillside that was once a second growth forest, is strippedbare of vegetation. At the suggestion of students inthe Environment club, Hyland undertook plans to developa butterfly garden with the help of Harold Reesor, a localbutterfly expert.

The garden that we planted is pesticide free and includesnectar flowers for the adult butterflies to feed on as well as the larval food plants required by thecaterpillars. While adult butterflies manage tofind the nectar they need from avariety of flowers,the caterpillarstend to be more

specific in theirfood requirements.

Not surprisingly,many of the larvalplant foods requir-ed by our nativebutterflies are indige-nous to this region.In making our plant selections, we includedthe larval food plants we were able to obtain,while avoiding both toxic species and non-native nectar flow-ers which could become invasive. Due to the extremely limit-ed availability of native nectar flowers, other types of flowers

were included to attract the butterflies. Although a few of theplants we chose, such as the native ground covers, were notdirectly beneficial to butterflies, it was neces-sary to include them for the overallhealth of the garden. They serve tohold the soil in place as well as reduc-ing the number of unwanted weeds.

The planning and preparationof the site took place throughout thewinter. When we received the PaintedLady larvae in early April excitementbegan to build. Curriculum guideson the life cycle of butterflies were

purchased for the teachers, and themajority of classes received instruction,grew plants from seed, or spent timeworking outdoors on the garden.

The garden will also provide sourcesof food such as nectar, berries and cater-pillars for other local wildlife. A numberof the native plants also have an interest-ing history, having been used by nativepeoples for such things as basket weaving,food, tools, and medicinal treatments.

It is our hope that the garden will become an outdoorclassroom, enjoyed by students and staff alike as a beautifulplace to interact with and observe nature. We also hope thatthe students will feel a sense of empowerment in realizingthat they can make positive contributions to their environment.

Butterfly BooksNewman, L.H. Create a Butterfly Garden.Surrey, UK: Worlds Work Ltd., 1967.

Newsome-Brighton. A Garden of Butterflies.Organic Gardening 30(1) 46-48, 1983.

Pyl, R.M. Audubon Society Handbook for Butterfly Watchers.New York: Charles Scribner and Sons, 1984.

Stokes D.L. and E. Williams Stokes.The Butterfly Book An Easy Guide to Butterfly Gardening,

Identification and Behaviour.Toronto: Little, Brown and Company, 1991.

Tekulsky, M. The Butterfly Garden.Cambridge, MA: Harvard Common Press, 1985.

Xerxes Society/Smithsonian Institution.The 1990 Butterfly Gardening.San Francisco: Sierra Club Books, 1990.

For additional titles on butterfly gardening, consult theresource section on Evergreens Internet Web site.


Planting for Wildlife

DRAWINGS: HYLAND ELEMENTARY SCHOO


5/16

Advice to PonderNeed some first hand advice on pond planning?Let Evergreen put you in touch with one of these schools:

Broadacres Junior School, Etobicoke, ON

Cedar Grove Elementary, Gibsons, BC

Charles H. Hulse Elementary School, Ottawa, ON

Dugald Costume Museum Education Center, Dugald, MB

Garden Creek School, Fredericton, NB

Grand River Collegiate, Kitchener, ONGreenview Elementary School, Edmonton, AB

Harry R. Hamilton School, Sackville, NS

Le Marchant St. Thomas, Halifax, NS

Thomas L. Kennedy Secondary School, Mississauga, ON

The Pond Projectby Jill Grandy, Grade 3 teacher, Harry R. Hamilton School,Mid Sackville, Nova Scotia

The discovery of a small, neglected pond on our school prop-

erty has brought both the school and the community togeth-er to strive for its restoration. After much planning, ThePond Project officially got under way on Earth Day, 1995. Ageneral clean-up of the school property and pond area tookplace, including the removal of an old wrecked car which hadbeen contaminating the water.

Resistance to the Pond Project has been minimal. The factthat a thriving amphibian pond need only be eighteen inchesdeep has alleviated any fears concerning safety. The project isa good example of how real life experiences lend themselvesto integration with the school curriculum. Students learn firsthand the importance of preserving natural biodiversity. Allthe children have been involved in observing, identifying,

surveying, recording, and problem solving, as well as writingpoetry, stories, letters, reports and drawing cartoons. Theyhave constructed bridges and built and sailed boats. Thestudents active involvement in all aspects of the projecthas developed within them a sense of commitment to thefuture of the pond.

5THE EVERGREEN FOUNDATION

Amphibian Voiceby Heather Gosselin, Adopt-A-Pond Program,Metropolitan Toronto Zoo

It is estimated that between 80 and 98% of Canadas urban

wetlands have been destroyed, contributing to the globadecline of amphibian populations. To help improve these sta-tistics, schools are encouraged to undertake a pond adop-tion by visiting or restoring a wetland, building a pond, orconducting classroom activities associated with wetland andfrog conservation.

Some schools are reluctant to construct a pond for safetyreasons, but with proper information, they can ensure a safeenvironment for their students. Toads will breed in water asshallow as 46 cm deep and the placement of submerged boul-ders in the pond will make the water even shallower. Buildinga brim around the deep sides of the pond and planting adense layer of shrubs and perennials will discourage people

from accessing the pond from these sides. Rather than limit-ing the use of ponds to the study of wildlife habitat, schoolsare encouraged to use them to teach effective water safety. Aneducation and awareness program, focusing on potential dan-gers in addition to responsible action, will benefit our chil-dren in addition to the wildlife.

The Adopt-A-Pond Program was created to increase aware-ness of the dependence of amphibians on wetland habitats,and to empower Ontario students and community membersto protect local amphibian populations. With over 1,000schools already participating in the program, we are commit-ted to involving all 5,000 Ontario primary and secondaryschools and then linking them through homeowners back-yards, industrial lands, hydro right-of-ways, and railway lines.

In addition to program material designed for classroomuse, the Metro Toronto Zoo has recently published a guidewith the support of the Ontario Horticultural Association andthe Canadian Wildlife Service, entitled The Urban Outback Wetlands for Wildlife.This guide focuses on the restorationand creation of wetlands, while considering the local hydrolo-gy and bioregion.

For more information or to order The Urban Outbackplease contact: Heather Gosselin, Adopt-A-Pond, MetroToronto Zoo, P.O. Box 280, West Hill, ON M1E 4R5tel: 416. 392. 5968, fax: 416. 392. 4979.

Our little pondat Princess Royal Public

School, Nanaimo, BC.

R. H. Cornish Public School in Port Perry, ON designed their

wildlife habitat to support a large number of animal species.

Their habitat has been successful in attracting bees, butterflies,

hummingbirds, and a number of amphibian species.

PRINCESSROYALP.S.

R.H.CORNISHP.S.


6/16

Live Action Researchby P. Francis, principalGeneral Byng School, Winnipeg, Manitoba

Last fall we developed a school project to integrate conceptsof sustainable development and experiential learning withthe school curriculum while improving the aesthetic qualitiesof our school grounds. We received funding that has permit-ted us to start our project with the planting of one hundredGreen Ash (Fraxinus pennsylvanica var. lanceolata) and onehundred Manitoba Maples (Acer negundo).

The elementary students began the project this spring.Each student planted a deciduous seedling in a pot andadopted it for the summer. The students will plant the smalltrees on the school grounds in the fall after their leaves drop.

Our plan for live action research is to integrate the careand development of the trees with the provincial curriculum.Students will gather data on tree growth by taking height

measurements at planting time and at annual intervals there-after. Class studies on water cycles and soil classification willbe taught concurrently.

The collected data will be stored on a computer databaseand posted in conjunction with our school divisionsKidsnet technology program. Other schools or groupsinterested in this project are welcome to contact GeneralByng School via the Internet at the following address:[email protected]

Tools for TeachingThe following excerpts are taken from the Guide to Environmentaand Global Education Resources 1995published by the Green BrickRoad Environmental Resource Centre. Since 1990 this non-profitorganization has provided information and resources for educatorsTo order, contact John Tersigni at 416. 465. 1597.

Learning Through Landscapes

Learning Through Landscapes in Great Britain has produced a seriesof National Curriculum connections that are easily adaptable withinany set of curriculum guidelines for the appropriate age levels.

Special Places: Special People The Hidden Curriculum Of School Groundsby Wendy Titman, 1994

Age Group: Grades JK 8, $35

This package is the result of a two-year research project which examined the influence of school grounds on the behaviour of young chil-dren. Connections are drawn between the quality of school groundsand childrens views of the environment and the adults who spoil orcherish it. Special Places: Special Peopleis presented as a working man-ual to assist schools and the communities in the management ofschools and their grounds.

Mathematics in the School Groundsby Zoe Rhydden-Evans, 1993

Age Group: Grades K 6, $19

A whole range of exciting ideas for teaching mathematics outdoorsFour main sections deal with Numbers, Measurement, Shape andSpaces, and Data Work. Each section contains examples of teachingapproaches with tables that list math exercises using various outdoor

feature including: ponds, animals, pathways, trees/shrubs, buildings,conservation areas, and weather.

English in the School Groundsby Brian Keaney, 1993


School grounds can be used to encourage creative thought and devel-op speaking, listening, reading, and writing skills. This book is dividedinto four main sections of Stories, Poetry, Drama and Language.

Science in the School Groundsby Gill Thomas, 1993


This book provides dozens of practical science activities which aredone in the school grounds. The investigations and exercises are divid

ed into eight sections including: Weather, Waste Management, Mini-Beasts, Trees, Ponds, Grassed Areas, Wild Flowers, and the BuiltEnvironment.


Curriculum Integration

Many activities in the outdoor study area can be integrated into

the class curriculum. Students at Bessborough School in Moncton, NB

learn about the importance of mulch to the success of a recently

planted area.

Kids were always tripping and falling, hitting their heads

on the concrete. Kids get bored kids even smash glass,

not because theyre bad, but because they need something

to do. People get hurt. Theres nothing to do on concrete.

You can sit down. You can play jump rope. Maybe you can

play ball, or tag or jacks, but you cant have fun.

Robin C. Moore, author ofBefore and After Asphalt: Diversity as

an Ecological Measure of Quality in Childrens Outdoor Environments,

School of Design, North Carolina State University, 1989.

BESSBOROUGHSCHOOL

Learning through

LANDSCAPES


7/16


8/16

Students experience nature firsthand during classes held in the

courtyard garden at Broadacres Junior School in Etobicoke, ON.

Native Traditions, Native Plantsby John McKay, teacher

Princess Royal Elementary School, Nanaimo, BC

Native people lived for many years in harmony with nature,their source of food, shelter, transportation, clothing andspiritual inspiration. They were the original conservationistsand respected all living things. Many of our students are ofFirst Nation heritage so a section of our school garden willinclude native plants that are used as food and/or medicine.The plants will be labeled with their names in Hulquminum,the traditional language of the Coast Salish people.Eventually we will utilize the plants as native peoples did inthe past.

Naturally these plants are native to our area but unfortu-nately they are becoming scarce as the land is developed. Wefeel it is important that the curriculum be used to nurture inour students understanding and respect for native traditions,plants and the environment.


Reed Collins Nurseries Ltd.P.O. Box 4302396 272nd Street

Aldergrove, BC V0X 1A01. 800. 665. 6503604. 856. 6408

Rainforest GardensR.R. 1, Site 2, Comp. 22Port Moody, BC V3H 3C8

Devonian Botanic GardenUniversity of AlbertaEdmonton, AB T6G 2E1

Eagle Lake Nurseries Ltd.P.O. Box 2340Strathmore, AB T1P 1K3403. 934. 3622fax: 403. 934. 3626

Millers Native Plants426 Keeley WaySaskatoon, SK S7J 4B2

306. 374. 4785

Prairie Plant Systems108 106 Research DriveSaskatoon, SK S7N 3R3306. 975. 1207fax: 306. 975. 0440

Prairie HabitatsP.O. Box 1

Argyle, MB R0C 0B0

The Living Prairie Museum2795 Ness Avenue

Winnipeg, MB R3J 3S4

Otter Valley Native Plants

NurseryR.R. 1Eden, ON N0G 1H0519. 866. 5639

Annable Wholesale NurseryLtd.5201 Highway 7 EastUnionville, ON L3R 1N3416. 477. 1231

Maison des Fleurs Vivaces

807 Boulevard SauvC.P. 264St. Eustache, PQ J7R 4K6

Downey Trees420 Hodgman RoadRoute 108Cookshire, PQ J0B 1M0819. 569. 1465

Cornhill NurseriesR.R. 5, Route 890Petitcodiac, NB E0A 2H0506. 756. 3635

MacPhail Woods EcologicalForestry Project

c/o Gary ScheiderR.R. 6Cardigan, PEI C0A 1G0902. 838. 2678

Pleasant Valley NurseriesP.O. Box 1204

Antigonish, NS B2G 2L6902. 863. 1072

ONeills GardenlandP.O. Box 137Spaniards Bay, NF A0A 3X0709. 786. 4860fax: 709. 786. 9533

Where to Find Native PlantsEvergreen only funds plants that are native to your region. Hereare some sources of native species across Canada:

Choose NativeNative species of trees, shrubs, wildflowers and grasses arewell suited to local soil and climate conditions, flourish without chemicals, provide food and

shelter for wildlife and offer theopportunity for the study of plantsthat are part of our natural heritage.

Children at Princess Royal

Public School in Nanaimo, BC

enjoy identifying the manyplants in their wildflower garden.

ColourfulLiatris spicata

DOUGLASCOUNTER

PRINCESSROYALP.S.


9/16

A letter is a good way to keep parents, neighbours and thelarger community up to date on your naturalization project,and to get them involved. LEcole Bilingue in Vancouver, BCfound a creative way to communicate the minutes of theirfirst meeting to discuss the plans for their school yard.


ST. FRANCIS SCHOOL

OSSINGTON OLD ORCHARD P. S.

Promoting Your Project

Nurturing a meaningful relationshipwith the natural world is one benefit of

naturalizing a school play ground.

Students at St. Franci

School in Windsor, ONwork to establish a rocgarden pond on theirschool ground.

Faire connatre son projet de naturalisation au sein des mdias estimportant pour les raisons suivantes: promouvoir ce concept dansles communauts, encourager les autres de la rgion entrepren-dre ce genre de projet, et remercier les commenditaires. Larticlesuivant, publi dans le Edmonton Examiner, peut servir de modlepour communiquer votre message aux mdias.

par Rn Mauthe, Edmonton Examinertraduit par Dr. Roger Motut

Les parents et les lves de lcoleFrre Antoine seront occups pendant

cette fin de semaine aider une nou-velle salle de classe prendre racine.Ils planteront des arbres et des arbustes

qui deviendront la salle de classe lextrieur de lcole.

Le projet a deux buts, dit Lucille

Charrois directrice de lcole lmen-taire catholique Mill Woods. Notrecour dcole est plutt dnude, nous

sommes intresss aux tudes delenvironnement.

Le projet verra la plantation de

22 espces darbres et darbustes tousnatifs de lAlberta. Des arbres tels desfrnes de montagne, des pins, des

chnes, des bouleaux, des pinettesblanches et des cornouillers serontplants ainsi que des arbustes tels les

saskatoons, des lilacs, des genvrierset des roses sauvages. Les arbres etles arbustes seront plants dans une

zone juste au nord de lcole le longdu chemin Mill Woods.

La salle de classe lextrieur seraarrange en quadrants pour montrer

les espces qui fleurissent pendantchacune des quatre saisons. AndreSchwabenbauer, lartiste entrepreneur

du projet qui fait le dessin de la salle

de classe extrieure, prtend que celavoulait dire grouper les diffrentes

plantes pour que chaque quadrant

son tour puisse avoir ses moments devive splendeur.

Nous avons rellement voulu quechaque parterre soit un parterre domi-

nant chaque poque de lanne.Charrois dit que lemploi de la sallede classe lextrieur par plus de 350

lves de lcole sera trs flexible.Chaque classe sera diffrente.

Cela dpendra de lexpertise de

chaque enseignant(e) et de ses con-naissances, et comment ils ou ellespourront lincorporer dans leurs

tudes.Le Conseil des Aviseurs de lcole

et les tudiants ont ramass plus de

5000$ pour le projet au moyen de

diffrents vnements pour trouverdes fonds. Tree Plan Canada, une

initiative du gouvernement fdral acontribu 1600$ dpendant du cottotal la fin du projet, la fondation

SEEDS a ajout 400$, St. PetersColumbus Club, un organisme deservice catholique a fait un don de

3000$ et Global Releaf, un groupeenvironnemental a donn 2000$ ainsique la Fondation Evergreen qui a

contribu 450$.Les parents et le personnel de

concert avec lentrepreneur feront le

plantage vendredi et samedi. Lesenfants aussi participeront ce projeten plantant des fleurs qui se renouvel-

lent chaque anne, dans des parterres fleur ce printemps et dans leur sallede classe lextrieur.

Les enfants dmnagent leurclasse en plein air


10/16

Ask the Expert: Focus on Safetyby Ted Cheskey, outdoor educator at Wrigley Corners in WaterlooCounty, Ontario, and the author of Habitat Restoration: AGuide for Proactive Schools. To order, call 519. 570. 0300 $25

How can schools best address safety concerns when planningtheir naturalization project?

It has been demonstrated that traditional school yards aremore dangerous and damaging to the physical and psycho-

logical health of children than interesting and diverse school yards. Simplified school yards (predominantly pavement,gravel or grass) encourage rough and violent behaviour, phys-ical injury, boredom and bullying. That said, please take theconcerns of people regarding safety seriously. As soon as weget too arrogant in our claims about the safety of these areas,we can be sure that problems will emerge. Given our complexculture, no environment can be rendered entirely safe.However, school yard restoration addresses some of the rootcauses behind contemporary social problems by encouragingthe relationship between humans and nature.

Guidelines for overcoming social hazards:

keep wall-like, tall vegetation and hide-aways distantfrom community roads or paths and in areas wheresurveillance is easy.

in naturalized areas include paths with numerous escaperoutes, and keep sight lines clear by avoiding tall vegetation(over 1 metre) along path edges.

allow students ample chance to become familiar with thearea through regular use and play.

use signs that promote and explain the site and state itspurpose.

adjust the surveillance procedures of adults to reflect theareas nature.

consider conducting a safety audit by people experienced

in evaluating public safety hazards in urban parks.


BESSBOROUGHSCHOOL,MONCTON,NB

Funding SourcesEvergreen encourages schools to seek project fundingfrom a variety of sources. Here are some organizationsthat offer financial support. We suggest approachingyour local bank, Trust or Credit Union branch for fund-ing. Dont forget to ask your nursery or other supplierfor a discount or to match a purchase with a donation.

Evergreen encourage les coles rechercher du financement

de projet provenant de sources diverses. Voici quelquesorganisations qui offrent un support financier. Nous voussuggrons den parler votre banque ou compagnie fiduci-aire. Vous pouvez aussi demander votre ppinire ou toutautre fournisseur, la possibilit dobtenir un rabais ou defaire un change.

Community WildlifeImprovement ProgramOntario Ministry ofNatural Resources10401 Dufferin StreetMaple, ON L0G 1E0

Friends of the Environment

FoundationContact local Canada Trustbranches.1. 800. 668. 8888

Global Releaf FundFriends of the Earth251 Laurier Avenue WestOttawa, ON K1P 5J6613. 230. 3352

Habitat Canada 2000Canadian Wildlife Federation2740 Queensview DriveOttawa, ON K2B 1A2613. 721. 2286

Rotary ClubsContact your local Rotary

Club.

Shell Environment Fundc/o Shell CanadaP.O. Box 100, Station MCalgary, AB T2P 2H51. 800. 661. 1600

Community foundationsacross Canada

The educational value ofestablishing a naturalsite on your school groundis apparent at all stagesof the project.

Discover What Biodiversity Is.Explore Biodiversitys Secrets.Understand What BiodiversityDoes for the Earth.

The Canadian Coalition for Biodiversity, a groupof eight environmental education organizations,has produced a 12-page booklet titled GreenSchool Biodiversity in English and French.Order by faxing Ocean Voice International at613. 521. 4205. Price: $5.00

After I see a tree

I like to write some poetry

About the leaves falling

to the ground

And about the shapes

thin or round

In the summer the leaves are green

And in the fall the colours Ive seen

are far too beautiful to describe

In all my life I have never seen

Anything as beautiful as a tree

Ryan Smith, grade 4

Seneca Hills Public School

North York, ON


11/16

Trees and ChildrenFriends of the Earth, Global Releaf, Ottawa, ON

Everyone loves talking about the weather. But these days,weather increasingly makes the news because of global warm-ing and its potential to dramatically change our climatesworldwide. Global Releaf, a program of Friends of the Earth,is concerned about the impacts climatic changes and thethinning of the ozone layer will have on our children.

Because of these worries, Global Releaf encourages chil-dren of all ages to plant trees where they go to school andwhere they play. These trees will provide protection from thesun and reduce the effects of heat on them and their environ-ment. To do this, Global Releaf offers tree planting grantstwice a year for community tree planting projects across Canada.

For more information, see page 10.

The Tree HouseNaturalizes Schools inNew Brunswick

by David FolsterFor Arbour Day, the Tree House in Fredericton, NB offeredschool packages of 200 tree seedlings, purchased with thehelp of a Tree Plan Canada grant. To receive the trees, theschools had to create a plan showing where and how the treeswould be planted on school grounds, and how they would bemaintained.

Eighty-six schools from all over the province submittedplans, most of them done by the students themselves. Thetrees were planted as natural dividers, hedges, shelter belts,and wind breaks. They were arrayed so as to attract wildlife,prevent erosion, add to an outdoor classroom, or make thegrounds more attractive and peaceful.

Teachers and students planted the trees, which consistedof five Highbush Cranberry, 40 Eastern White Cedar, and amixture of Red Pine and White Spruce in each 200-seedlingpackage. Parents committees, municipal maintenance crews,and local nurseries also lent a hand. In a few instances,schools planted their trees in city parks or at seniors complexes.

At the same time the Tree House features school groundnaturalization in its annual promotional publication, TheArbour Day Planter, distributed to schools, libraries, muse-ums, and municipal governments.

The Tree House, a non-profit organization, runs a varietyof programs throughout New Brunswick, including WoodsyOwl School Visits, Project Learning Tree, nature walks foryoungsters, and The Tree House educational resource center.Its headquarters is at 124 St John Street, Fredericton, NBE3B 4A7. Tel: 506. 452. 1339 Fax: 506. 452. 7950

The direct contact that students have with nature in an outdoor class-room setting make their studies more relevant and interesting.

International School Grounds Day,May 3: A day of celebration toraise awareness about the importance

of school groundsMay 3, 1995 saw the first annual International SchoolGrounds Day celebrated by thousands of children around the world. The day involved more than 100,000 young peoplearound Britain and the interest spread abroad with schools inCanada, the United States, Sweden and other parts of Europeparticipating. Some Canadian schools celebrated by organiz-ing project-related events: Broadacres Junior School in Etobicoke, ON held a

community breakfast with multimedia displays General Byng School in Winnipeg, MB conducted a major

tree planting and prairie habitat wildflower program Port Hope High School in Port Hope, ON demonstrated

to the community how to plant for wildlife Richelieu Valley Regional High School in McMasterville, PQ

had the whole school focus on school ground naturalization Rocky View School Division 4 in Calgary, AB celebrated by

planting trees in a number of schools

For information and ideas on how your school can participatein International School Grounds Dayon May 3, 1996 pleasecontact the Evergreen Foundation.

In celebration of International

School Grounds Day, the

Evergreen Foundation has

created the Good Ideas

Grow in School Groundsposter with the support

ofLearning Through

Landscapes in Great Britain,

Skolans Uterum in Sweden,

Barnas Uterom in Norway and

the Cleveland Botanical

Gardens in the United States.

Posters can be ordered from

Evergreen for $15 which

includes taxes, shipping and

handling.


In gardens, children learn to care, to be patient and to

experience both success and failure. In time, childrens

maintenance of plants might give them insight into the care

that they will require in their relationships with others.

George C. Ball Jr., Past President, American Horticulture Society

BROADACRESJU

NIORSCHOOL,ETOBICOKE,ON

the TREE HOUSE


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Evergreen goes World WideIntroducing Evergreens community-based ecology WorldWide Web site on the Internet. Now there is a place in cyber-space where you can find help for your ecology or naturaliza-tion project, share your stories and learn from the successesof others. Youll find out whats making ecology news in yourbackyard, across Canada and on the international scene, andhow you can get involved.

How can your schools naturalization project benefit fromEvergreens Web Site?

We have reproduced resources on our web site that will helpyou plan, fund, implement and maintain your project. Theyinclude: Evergreens 1996 School Ground Naturalization grant

application form Proceedings from Evergreens Learning Groundstraining

sessions expert advice on involving the community,planning and site design, curriculum integration and on-going site maintenance

Dates and locations of upcoming Learning Groundstraining sessions

Lists of native species and native plant nurseries acrossCanada

Additional funding sources and fundraising tips Bibliographies and direct links to other related web sites Case studies to help you learn from the pitfalls and

solutions of other schools Updates on whats happening with school grounds

around the globe

We need to hear about projects, both big and small, fromschools across Canada, to feature on the web site and infuture issues of The Outdoor Classroom. Other schools canbenefit from, and be encouraged by, your hard work andexperience. Please send us stories, articles, resources and

photographs. Most importantly, visit the site and let us knowwhat you think!

Our Web Site address: http://www.evergreen.ca

Information on Evergreens programs is also available on theVancouver FreeNet, the Toronto FreeNet and CanadasSchoolNet in the Virtual School/environmental studies.

12

Students of all ages can become actively involved in the planningand implementation of your school ground naturalization project.

DRAWINGBYSTELLA,ANGEL,CONNIEANDADORA

TALMEYELEMENTARYSCHOOL,RICHMOND,BC Many experiences provided

by an outdoor learningenvironment are expressedthrough students art,poetry and writing.

LA FONDATION EVERGREEN


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Grant Application Form 1996The total grant amount available per school in a given year is $500.00 including taxes. Deadline: April 10, 1996

The grant is only available to purchase trees and plant material that are native to your region. You mustresearchwhich species would

be appropriate for your site and locate nurseries which are able to supply them (see page 8 for suggestions). We promote the exclusive

use of native plants to help bring back our native wildlife and establish healthy ecosystems. Among the many plant species introduced to

Canada, some have displayed unexpected aggressive growth tendencies that damage our natural ecosystems. Native Trees of Canadaby R

C. Hosie is an excellent resource that depicts the native trees and their geographic ranges and also lists non-native species. The PetersonGuideson trees and shrubs for your region may also be helpful. (Note: the Peterson Guides list natives andnon-natives. By reading

the text carefully you can determine where the plants originated and can avoid those described as alien, or introduced.) Please use

additional paper when requested. Return by mail to: School Ground Naturalization, The Evergreen Foundation, 355 Adelaide Street West,

Suite 5A, Toronto, Ontario M5V 1S2. Telephone: 416. 596. 1495.

CONTACT INFORMATION

CONTACT / COORDINATOR SCHOOL NAME SCHOOL BOARD

ADDRESS OF SCHOOL CITY / PROVINCE POSTAL CODE

(AREA CODE) + TELEPHONE (AREA CODE) + FAX

PROJECT INFORMATION

Grade level(s) involved Total number of students involvedWhat date will you be doing your planting this spring/fall?

Are you using our Guide to School Ground Naturalization: Welcoming Back the Wilderness? Yes No

Do you have other funding sources? Yes No If yes, who?

Evergreen encourages schools to seek funding from a variety of sources (see page 10 for some suggestions).

PROJECT DETAILS Please use additional paper for the following questions. Only complete applications will be considered.

1. Briefly describe your goals and objectives for this project.

2. Light conditions sun shade

3. Type of soil on site

4. Project components trees shrubs wildflowers pond/wetland vegetables compost other

5. Who is your source of native plants?

6. Who will do the maintenance in the summer months and after its completion?7. Will you be removing asphalt?

8. Will you be adding structures? If so, what?

9. How will students be involved in the projects planning?

10. How will the project be integrated into your schools curriculum? Please be specific.

11. Please include a project design this can be done by students, teachers, parents or a volunteer we do not require a professional plan.

12. List plant material for which you are requesting funding. (Use additional paper.) Note: Evergreen only funds native species of plant material.

(Evergreen will not pay for seedlings, seeds or trees that are so large that the holes cannot be dug by hand. Taxes are included in the total grant.)

NO. OF PLANTS SPECIES NAME (COMMON AND LATIN NAMES) SIZE OF PLANT MATERIAL COST PER PLANT (INCLUDING TAXES)

1 Highbush Cranberry (Viburnum trilobum) 1 m $25.00

Total costs

13. What is the total estimated cost of your completed project?

14. What is the total number of trees and shrubs, for your completed project?

15. What is the total number of trees and shrubs planted so far?

16. Is this a new project? Yes No If yes, would you be interested in working closely with EF to serve as a model project in your community? We

would like to document your project from the planning stage onwards.

Dont forget to take good before and after photos from the same spot. This will help chart the development of your project and be a valuable

tool when seeking funding.

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Demande de subvention pour lanne 1996Subvention totale disponible par cole, par anne : 500,00$. Date limite : 10 avril, 1996

La subvention nest accorde que pour les arbres et les vgtaux indignes votre rgion et une recherche doit tre entreprise pour dterminer lesespces appropries et pour trouver des ppinires pouvant les fournir (Suggestions en page 8). Parmi les milliers despces vgtales introduites, cer-taines ont dmontr, contre toute attente, des tendances de croissance agressive causant des problmes nos cosystmes naturels. Nous encourageonsla culture de plantes indignes aux rgions pour inciter certaines espces fauniques revenir et pour crer des cosystmes en sant. Arbres indignesdu Canada par R.C. Hosie, est une excellente source donnant les arbres indignes dune region ainsi quune liste des espces non indignes. Les guidesPeterson sur les arbres et arbustes de votre rgion peuvent aussi tre utiles. (Cependant, ces guides donnent des listes des espces indignes et non

indignes. Une lecture attentive vous permettra de dterminer do viennent les plantes et il vous sera possible dviter celles que lon appelle chappesde culture ou introduites.) Envoyez : Naturalisation des terrains dcoles, La Fondation Evergreen, 355 Adelaide Street West, Suite 5A, TorontoOntario M5V 1S2. Tel: 416. 596. 1495

INFORMATION:

PERSONNE CONTACTE / COORDINATEUR (TRICE) NOM DE LCOLE COMMISSION SCOLAIRE

ADRESSE DE LCOLE VILLE / PROVINCE CODE POSTALE

NUMRO DE TLPHONE TLCOPIEUR

RENSEIGNEMENTS GNRAUX:

Anne scolaire Nombre dlves impliqus

Quand entreprendrez-vous la plantation? printemps / automne

Est-ce que vous utilisez notre Guide de naturalisation des cours dcole : Pour une rhabilitation de la nature? Oui Non

Avez-vous dautres sources de financement? Si oui, qui?

Evergreen encourage les coles rechercher du financement de projet provenant de sources diverses (voir p. 10).

DTAILS DU PROJET: Au besoin, utiliser des feuilles supplmentaires. Seulement les formulaires de demande bien remplis seront considrs.

1. Objectifs du projet

2. Condition de luminosit: soleil ombre

3. Type de sol

4. Composantes du projet: arbres arbustes fleurs sauvages tang/tourbire lgumes compost autre

5. O obtenez-vous vos plantes dorigine locale?

6. Qui se chargera de lentretien pendant lt et la fin du programme?

7. Enlverez-vous de lasphalte?

8. Etes-vous prets mettre en place de nouvelles structures? Si oui, lesquelles?9. Comment les tudiants simpliqueront-ils dans la plannification du projet?

10. Comment votre projet sintgrera-t-il au curriculum?

11. Veuillez inclure un plan damnagement du projet- ceci peut tre fait par les lves, le professeur, des parents ou des bnvoles. Nous nexigeons pas un plan

professionnel.

12. Veuillez donner une liste des vgtaux pour lesquels vous demandez une subvention. (Utilisez une feuille spare pour lexplication).

Attention: Evergreen ne subventionne que les plantes indignes votre rgion. Evergreen ne paye pas pour les semis, les semences, les gros arbres qui ne

peuvent pas tre plants la main.

NO. DES VGTAUX LSPCES DES VGTAUX (COMMUNS ET LATINS) LA TAILLE DES VGTAUX LE MONTANT TOTAL DES VGTAUX (TAXES INCL.)

1 Erable rouge (acer rubrum) 200 cm 40,00 $

Cot total

13. Estimation du cot total du projet

14. Quel est le montant total darbres et darbustes du projet complet? (pas seulement pour cette subvention)

15. Combien darbres et darbustes ont t plants jusqu maintenant?

16. Est-ce un nouveau projet? oui non Si oui, seriez-vous intress travailler en collaboration avec Evergreen et participer un projet pilote dans

votre quartier? Nous aimerions documenter la dmarche qui mne la russite de tels projets, et ce travers le pays.

Noubliez pas de prendre des photos avant et aprs de lendroit qui a t amnag. Ceci dmontrera le dveloppement accompli et sera utile lors

de la recherche de subventions.

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Learning Grounds 1995 1996

Learning Grounds is a regional training session designed togive communities, teachers and students the tools to trans-form their school grounds into natural outdoor classrooms.Building on the success of conferences held last year inHamilton, Fredericton and Vancouver, a series of conferencesare planned in cities across the country this fall. These one ortwo day workshops will include case studies, planning ideas

and tips on fundraising, curriculum integration, communityinvolvement and ongoing project maintenance. Local natural-ization sites will also be visited. For more information andregistration forms, contact the regional coordinators listed below.

Connatre le terrain est un programme rgional conu pourfournir les outils ncessaires aux communauts, aux professeurs etaux lves leur permettant de transformer leurs terrains dcolesen classes de plein-air. Les participants visiteront des sites locauxde naturalisation et tudieront une varit de sujets: bnficesdun projet, ides de planification, tudes de cas, techniques deleves de fonds, intgration au curriculum, entretien de projetsen cours. Les sessions auront lieu aux endroits suivants. Pour deplus amples informations, veuillez communiquer avec les co-ordi-

nateurs rgionaux suivants.

1995

Calgary October 21, 1995Olympic Heights SchoolContact Nestor Kelba at 403. 777. 7717

Halifax October 27 & 28, 1995St. Patricks High SchoolContact Rhea Mahar at 902. 477. 6514

Ottawa November 3 & 4, 1995R. M. O. C.Contact Ann Coffey at 613. 235. 7550 or

613. 596. 1819

Regina Date for Fall 1995 TBAContact Gary Pennington at 306. 585. 4519

Lower Mainland, B.C.Dates for Fall 1995 TBAContact Tammy Keetch at 604. 689. 0766

1996

Montreal Date for Spring 1996 TBA

Make Room for NatureA great way to thank your projects supporters! Why not show the world your dedication to the SchoolGround Naturalization movement by wearing an EvergreenMake Room for Nature t-shirt? T-shirts feature a beautifulillustration of an outdoor classroom by Ferruccio Sardella onthe front (the same image which appears on the poster onpage 11), and the Evergreen logo on the back. 100% cottonRoots Canada t-shirts, sizes S, M,L, XL, and XXL. Price: $20including tax, shipping and handling.

A Guide to School GroundNaturalization:Welcoming Back theWildernessA complete guide, with step-by-step instructions, inspirationalcase studies, and numerous

resource references for schoolground naturalization projectsacross Canada. Whether youare just starting out or yourproject is well on its way, youwill find this book invaluable.To order a copy call:1. 800. 361. 6128$20.75 for individuals$13.91 for schools

Guide de naturalisation descours dcole:Pour une rhabilitation de la nature

Un guide complet contenant des instructions dtailles, destudes de cas inspirantes ainsi que plusieurs rfrences touchantles projets de naturalisation de terrains dcoles travers leCanada. Que votre projet nen soit qu ses dbuts ou quil soitbien engag, vous trouverez ce livre indispensable. Pour le com-mander, veuillez composer le 1. 800. 361. 6128. Cot: 20,75$ poules individus et 13,91$ pour les coles.

A pond is a wonderful place for discovery and learning

SubscriptionsIf you would like to receive a one-year subscription (1 issue)of The Outdoor Classroom, please send a cheque for $5payable to The Evergreen Foundation.The Evergreen Foundation355 Adelaide Street West, Suite 5AToronto, Ontario M5V 1S2

Don dabonnement: Pour recevoir un abonnement dun an (1

numro) La Classe en plein air, faites-nous parvenir un chque

de 5$ libell au nom de La Fondation Evergreen.

La Fondation Evergreen

355 Adelaide Street West, Suite 5A

Toronto, Ontario M5V 1S2


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02610671 98FO

NDATION

EV

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The Evergreen Foundation355 Adelaide Street WestSuite 5AToronto, OntarioM5V 1S2

The Evergreen Foundation extends thanks to the following for theirgenerous support of the School Ground Naturalization Program.

J.W. MCCONNELL FOUNDATION R. HOWARD WEBSTER FOUNDATION

ROCHE MACAULAY & PARTNERS ADVERTISING INC.

SAMUEL AND SAIDYE BRONFMAN FOUNDATION

THEMADEL FOUNDATION VANCOUVER FOUNDATION

Thanks also toJay Mandarino at C.J. Graphics, Dominique Davies, Valerie LaFlamme, Sophie Guillemette

Canada Post Corporation / Socit canadienne des postes

Postage Paid Port pay

Blk Nbre

In neglecting so long to beautify schoolsand their surroundings, the people ofOntario have missed one of the best

opportunities of implanting in the mindsof the young a love of rural live and

the beauties of nature.Improvement of School Grounds: Plans andSuggestions for the Improvement of Rural and

Urban School Grounds, Toronto, 1908

En ngligeant dembellir les coles

et les environs, les gens de lOntario

ont laiss passer une belle opportunit

dimplanter chez les jeunes, un amour

pour les beauts de la nature et

la vie en milieu rural.

Improvement of School Grounds: Plans andSuggestions for the Improvement of Rural and

Urban School Grounds, Toronto, 1908.

The Evergreen Foundation,355Adelaide StreetWest,

Suite5A,Toronto,Ontario, M5V1S2.Telephone(416)596-1495,Web site:http://www.evergreen.ca

NOTHING BUILDS A GREATERSENSE OF COMMUNITY THA N SHOVELS,

PICK-AXE S, AN D MA NUR E.

If you really wantto get to know your

neighbour, whynot sling a littlemanure together?

EvergreensSchool Ground NaturalizationProgram offers support to commu-nities and schools across Canada sothey can transform theirchildrens concrete playgroundsback into natural play areas.

If you would like to knowmore about our program,pleasecontact us at:

FOUNDAT

ION

THE E

VERGRE

EN

PRINTED BY C.J. GRAPHICS INC. ON AVENOR OFFSETSOLUTION,

70 LB. TEXT, 20% POST-CONSUMER RECYCLED CONTENT,

ACID-FREE, OXYGEN BLEACHED.

2 - Learning Grounds Newsletters, Autumn 1995

Documents

Transcript of 2 - Learning Grounds Newsletters, Autumn 1995