Schoolyard Habitats How To Guide: 5 Assembling the Elements

8/9/2019 Schoolyard Habitats How To Guide: 5 Assembling the Elements

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Section V

Assembling theElementsThis section outlines the final elements to consider inplanning your Schoolyard Habitats project.

Design Considerations

Discouraging Vandalism

Accessibility Guidelines

Putting It All Together

Project Planning

Acquiring Resources

Creating a Budget

Fundraising

Engaging Volunteers

Breaking New Ground

Planting Your Site

Planning a Planting Day


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NATIONAL WILDLIFE FEDERATION

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SCHOOLYARD HABITATS DESIGN CONSIDERATIONS

The checklist below can serve as a useful reminder of design goals in the early

stages. Near project completion, be sure all boxes can be checked. Afterconsidering the specific needs of your site, issues of accessibility(p. 117) and preventing vandalism (p.114 ), add additional criteria of yourchoice near the bottom of the page.

Plants are native to local area.

Food, water, cover, and places to raise young are being provided for varioustypes of local wildlife.

A diversity of plants and habitat features are included.

Pesticides have been eliminated from the habitat area.

Location of new plantings has been determined, in part, according to the sunand water needs of individual plant types.

When plants are grown in clumps, taller plants are placed towards back; lowerplants are placed in front. In an island planting, tallest-growing plants areplanted in center, and lower-growing plants radiate outward.

Students ideas and needs have been incorporated into the design as much aspossible.

High School Students should complete the community Survey Activity.

Steps have been taken to make the site accessible to all.

Features have been included to maximize the educational use of the site (i.e.,with the inclusion of plans for interpretive signs, seating, small platform toallow access to school pond, compost bins, learning stations, work stations,etc.).

Areas of shade (particularly in warmer climates) are provided.

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Schoolyard HabitatsDesign Considerations


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DISCOURAGING VANDALISM IN SCHOOLYARD HABITATS SITES

Vandalism and the fear of vandalism are concerns to schools wanting to create or

maintain Schoolyard Habitats sites. In North America the willful destruction ordefacement of property costs schools, homeowners and others billions of dollarseach year. Most vandals are young and the places they vandalize, includingschools, are often in the neighborhoods where they live. Yet instances ofvandalism to outdoor learning areas are few, and when the sites are designedproperly, the threat can be kept to a minimum while students, teachers andcommunity members enjoy a hands-on, outdoor learning opportunity thatcannot be duplicated in an indoor classroom setting.

While there is no completely effective way to prevent vandalism, there are ways todiscourage it at your site. The National Crime Prevention Councils CrimePrevention Through Environmental Design program focuses on several keystrategies, all of which apply to discouraging vandalism at Schoolyard Habitats sites.

Signs

A Schoolyard Habitats sign should let everyone know that this place is specialand why that is so. By posting interpretive and other signs, and maintainingthem (for example, cleaning off graffiti immediately), you are telling people thatthis place is used frequently and is monitored and cared for. Incorporate signdesign and construction into your habitat project curriculum; these tasks touchon subject areas such as mathematics, arts, and language arts.

Maintenance

While Schoolyard Habitats sites do lessen the need for traditional maintenance,it is still important to keep your habitat area looking presentable to the public.Watering, weeding and general upkeep, especially over the summer, give theimpression that your habitat site is being used and enjoyed and that it is not anovergrown weed patch and not a ready target for vandals to attack because noone is watching. Maintaining the habitat site is the responsibility of students,teachers and volunteers. This is a good way to involve neighbors who can lend ahand and keep your summer contact person informed about how the site looksand who is using it. To gain support of neighbors, it is especially important thatyour site be attractivenot a nuisance!

Location and Design

Schoolyard Habitats sites can be planned for interior courtyards, fenced-in areasof the schoolyard, or open areas easily accessible to everyone. Where you planand plant your sites depends on the space available and on the steps you can taketo discourage vandalism. If your neighborhood has an ongoing vandalismproblem, consider an interior courtyard which will limit accessibility. If yourschool has the funds, fencing might be appropriate for a more open site.

Try developing our site slowly. First, plant a small area and over a period of timeadd plants and structures such as bird feeders or a water feature. Give everyone a

Discouraging Vandalism inSchoolyard Habitats Sites


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chance to watch the habitatgrow. Work with your studentsto design your site to be userfriendly, so that there issomething for everyone to dowhen they visit, whether its a

class studying insects, a group ofstudents and teachers visiting tolook for ideas for their own site,or neighborhood residentsenjoying the peaceful area to sitand watch birds. To give as manypeople as possible a feeling ofownership, hold an open housefor the whole school and inviteeveryone to bring something forthe habitat. Whether its a plantfor the butterfly garden, a stone for the

path or pond, or a worm for the soildoesnt matter, as long as it connectseveryone to the site.

Natural Surveillance

Vandals dont want to be seen. Placingphysical features, activities, and peoplein ways that maximize the ability tosee whats going on discourages crime.Barriers such as bushes, sheds, orshadows make it difficult to observe

activity. Landscaping and lighting canbe planned to promote naturalsurveillance both from inside abuilding and from the outside byneighbors or people passing by.Maximizing the natural surveillancecapability of such gatekeepers isimportant.

Landscaping

Involving students in the design of

habitat sites is one of the best ways togive them a feeling of ownership andto discourage vandalism. When youand your students are mapping andtaking inventory of the site, includehuman uses of the area. For example,do students currently beat a pathacross the lawn or throughout theunderbrush; do vandals graffiti thewalls; is the area well-lit at night; is it

an area that will lend itself to use bythe community at large; can neighbors

see whats happening at the site? Takethe answers to these questions intoconsideration as you proceed. If wallshave a history of attracting graffiti,students can research appropriatevines or shrubs to plant in front ofthem; if the area is too dark at night,include funds for lighting in yourbudget; if students have already cut apath through the area, include thatpath in your site design; and if yoursite is not in full view of the

neighbors, consider moving it so itwill be.

Gatekeepers

Most schools require that all visitorsstop at the office before going furtherinside the school. In this sense, officestaff are gatekeepers who keep track ofeveryone who visits. School neighborscan also act as gatekeepers just bykeeping an eye on the habitat site.

When visitors are aware that they arebeing monitoredeven informallyit helps to discourage inappropriatebehavior. Other ways of gatekeepinginclude keeping a visitors book at thesite; encouraging active use of the siteby as many community groups andclasses as possible, including classesfrom other schools; and encouragingsummer volunteers to maintain a very

visible presence by schedulingtheir activities on various days andat various times of the day,including early morning andevening (which are the best timesfor watering anyway).

Activity Support

Encouraging legitimate activity inpublic spaces helps to discouragecrime. Any activity that getspeople out and working togetherat your habitat site increasescommunity involvement withyour project and could lead to

unexpected support such as donationsof materials or volunteer help. The

greater the number of people who areinvolved with, and care about, yoursite, the more eyes and ears you willhave in the community.

Some ideas:

Hold a community open house

Conduct a bug count and inviteneighboring schools

Offer regularly scheduled habitattours and advertise them in the

local paperHold celebrations in the habitaton special days such as ArborDay, Earth Day, InternationalMigratory Bird Day andbirthdays

Develop a mentoring program foryour habitat project and reach outto younger students with specialactivities

Invite high school students toperform service-learning orcommunity service projects

Hold regular clean-up days tokeep up with maintenance anddemonstrate that the site isimportantfor both wildlife andpeople

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Access Control

Properly located entrances, exits,fencing, landscaping, and lighting candirect both foot and automobiletraffic in ways that discourage crime.

Another way to maintain accesscontrol is to include specific referencesto it in your school code of conductand to encourage your school districtto include Schoolyard Habitats sites intheir policy manuals underVandalism or Care of SchoolProperty by Students. Make sure thateveryone understands that vandalismis a crime, and that crimes arereported to the police, criminals areprosecuted, and restitution isdemanded.

Territoriality

People protect territory they feel istheir own and have a certain respectfor the territory of others. Fences,pavement treatments, art, signs, andgood maintenance and landscapingare some physical ways to expressownership. Identifying intruders ismuch easier in a well-defined space.

Dealing with

Vandalism

Despite our best efforts, vandalism iswidespread and it can happen to yourhabitat site. So what do you do ifyouve been hit?

Contact the appropriateauthorities. Vandalism is a crimeand must be reported to the

police. Ask the police to keep aneye on your site as they patrol.

Contact your neighbors. Let themknow what has happened and askif they saw anything they canrelay to the police. Ask them tokeep a closer watch on the habitatsite and make sure they have thephone number of the person tocall if they have information.

Clean up immediately! Show thevandals that you will not toleratetheir actions and that you willpaint over graffiti, replant shrubs,clean up signs, and replacestructures such as birdbaths or

feeders.Counsel and continue to educateyour students. It can bedepressing, even devastating, tobe the victim of a crime. Offeryour students time and space toexpress their emotions andconcerns about destruction anddefacement of a place theyworked so hard to create.Students who have been active inthe habitat project can visit other

classes and schools to talk aboutwhat happened and how toprevent it from happening again.

Rethink the design and use ofyour site. As much as possible,incorporate the strategies aboveinto the redesign, and alwaysinvolve students in the designprocess; their ideas for deterringvandals and involving friends andneighbors are valuable.

Remind yourself of the reasonsyou planted the habitat in thefirst place. Schoolyard Habitatssites are outdoor learning areas forstudents, teachers and membersof the community. They provide

homes for wildlife, reduce theneed for field trips and maximizeteaching time; and they arebeautiful to look at and enjoyableto be in.

Creating a habitat site on schoolgrounds is one of the positivecontributions you can make to the lifeof your school and the surroundingcommunity. But creating a place forwildlife right outside the schoolroomdoor brings with it the responsibilitiesof stewardship. Vandalism ofschoolyard sites, while uncommon,does happen. Dont let fear of crimedeter you; rather, let the joy ofcreation guide you in taking steps toreduce its frequency and severity.

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|SCHOOLYARD HABITATS ACCESSIBILITY GUIDELINES

When creating a Schoolyard Habitats site it is important to consider the needs of

people as well as wildlife, including people with disabilities. When possible, addaccessible elements to the habitat design that will enhance the usability of thespace for all people (i.e., people with disabilities, senior citizens, parents withstrollers, etc.).

Of course, the size and location of the habitat area and budget will determinewhat accessible elements are reasonable to include in the site. The followingitems are low-cost and easily implemented suggestions. If there is no way toinclude these in the original design, consider adding more accessible elementsinto the long-range plan for the wildlife habitat site.

Note: If the habitat site is developed at a public or government facility or theproject funding comes from federal, state or local government sources, the site

must be accessible according to the Americans With Disabilities Actrequirements. Please contact the United States Access Board at www.access-board.gov for additional accessibility guidelines.

Location

Choose a site that is largely accessible (i.e., level, easy to get to, does notflood, etc.).

Place the habitat close to a building.

Take advantage of existing paths or sidewalks for access.

Choose a site that is close to a water source for ease of maintenance.

Pathways

Width: Optimal recommended width is 60 inches with a minimumrecommended width of 48 inches.

Surface: Should be firm and stable. Recommended surface options includepavement, textured concrete and screenings. Screenings are made from a

mixture of small pieces of rock (no greater than 1/4 inchin size; typically limestone or greenstone) and dust tostabilize it. Brick and boardwalk style pathways becomeslick when wet and can be a safety risk. Rock, wood chipand stepping stone paths are not recommended.

Slope: Recommended 5 % or less running slope(grade). Recommended cross slope is 2 to 3 %.

Ramps: Any time the grade of a path exceeds 5 %,provide a ramp. If a ramp is needed, the least amountof slope possible is recommended. A maximumacceptable slope is 1:12 (e.g., a one-inch rise for everytwelve inches of distance). Ramps are required tohave a level, 60-inch minimum landing immediatelybefore and after a sloped run, and a landing must beinstalled for every 30 feet of sloped run.

Schoolyard HabitatsAccessibility Guidelines


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SCHOOLYARD HABITATS ACCESSIBILITY GUIDELINES

Handrails: Handrails arerecommended for safety purposesany time an element such as aramp or bridge is present on apath. The gripping surface ofhandrails should be between 1

1/4 and 1 1/2 inches wide.Recommended handrail heightsfor adults should be 34 to 38inches; heights for childrenshould be 20 to 27 inches.

Obstacles: Paths should be free ofany obstacles such as roots, rocks,and/or steps. There should beample head and side clearance(i.e. from tree branches) forindividuals at standing and seatedlevels. It is important to maintain

pathways for safety.

Planting Beds and

Containers

Create raised planting beds orboxes to accommodateindividuals who use wheelchairs,senior citizens and otherindividuals with limited mobility.There are a variety of styles andheights that can be used; if

possible use a mixture of heightsto accommodate the greatestrange of individuals.

Create a sensory garden (in whichvisitors can smell, touch and hear)in a raised bed or standing planterbox for individuals with visual

impairments. This allowsindividuals to comfortably exploreand experience the plantings.

Use trellises to raise plantsvertically to provide access toplants for a greater number ofindividuals.

Containers are an inexpensiveway to created raised plantings.Whiskey barrels and other largeplanters are excellent heights forwheelchair access. In addition,you can use plant stands, existingwalls, etc. to place containers atdifferent heights.

If possible, use a multi-layeredlandscape design to increase

access to all individuals.

Tools

A variety of adaptive gardeningtools are available including long-handled tools, tools with adaptivehandles, lightweight and comfortgrip tools. The handles oftraditional gardening tools can bemodified with tape/foam/orbandage material for gardeners

with limited muscle strength,coordination or dexterity of thehands.

Have gardeners who havedifficulty carrying items wear anapron with pockets or secure alightweight bag or basket on theirwheelchair or walker.

If possible, provide a toolstorage shed in or nearthe habitat.

To increase comfort,

have gardeners who havedifficulty bending orhave joint pain usekneelers, knee pads, or asmall stool.

Use tools with brightlycolored handles or paintor tape the handles whiteto provide contrast forgardeners with low vision.

Signage

Interpretive signs should not betext heavy; text should be in large,no-glare block letters. Whenpossible, utilize pictures and/or

symbols.Make Braille plant labels forraised bed sensory gardens.

For larger public gardens,incorporate an auditoryinterpretation system intosignage.

Miscellaneous

Add benches for people to rest.Benches should have back

supports and an arm rest on atleast one end for safety purposes.If possible, place benches inshade. Recommended spacingbetween benches is 100 feet orless, depending on the size of thehabitat.

Choose plants for scent andtactile recognition for gardenersand visitors with visualimpairments.

Use sound producing elementssuch as wind chimes, a waterfallor a fountain to help provideorientation in the habitat forgardeners and visitors with visualimpairments.

Curriculum

National Wildlife FederationsAccessNature curriculum provides manyactivities leading students through thevarious steps of a habitat project; allactivities have accommodations forstudents with various types ofdisabilities. For more information onordering this curriculum, visitwww.nwf.org/schoolyard.

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ACTIVITY

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SCHOOLYARD HABITATS A HOW-TO GUIDE 9-12 ACTIVITY

COMMUNITY SURVEY

Summary:

Students conduct surveys togain insights on attitudes of,and garner support from peers,teachers, and administrators

for the Schoolyard Habitatsproject. They will analyzedata and compile graphs tocommunicate research findings.

Grade Level:9 12

Time:1 class period

Subjects:Language Arts,EnvironmentalScience/Studies,Geography, Statistics

Skills:Investigation,

Communication,Statistical Analysis, DataAnalysis and Processing

Learning Objectives:Students will be able to:

Investigate community views on

Schoolyard Habitats planning

process and implementation

Utilize survey research design for

the sciences

Communicate research findingsusing graphs, charts, and

pictures

Materials:

Schoolyard Habitats Community

Survey (p. x) (Students can use

the sample provided or modify it

to specific project needs)

Background

Before writing the project plan,investigate school and communityopinions on, and visions for, theSchoolyard Habitats project.Although individuals will envisiondifferent habitats, each personprovides feedback and suggestionsfor the site. This activity will get theschool talking about the upcomingproject. It may uncover potentialbarriers to implementation, identifynew resources, and garner additional

support for your SchoolyardHabitats project.

Preparation

Identify a statistically representativesample of the school community toparticipate in the survey, such as alunchroom exit poll or a surveysampling of biology classes.Students, teachers, andadministrators should all be

represented. Be sure to include theindividuals most likely to participatein Schoolyard Habitats site planningand construction (i.e., biology or

environmental science teachers,

environmental club members, etc.).

Procedure

Distribute copies of the followingCommunity Survey or allowstudents to create their own. Havestudents introduce the survey byexplaining that they are interested inparticipants opinions on schoolgrounds and in their interest inparticipating with the development

of the Schoolyard Habitats site. Set adeadline for survey completion, andfollow up with each participant tomake sure all surveys are returned.Remember to thank all participantsfor their time and effort!

When surveys are completed,students will compile the data. Usethe appropriate graphs and charts tosummarize all of the information ina clear and concise way. Explain toyour students that researchers andmany natural resource professionalsrely on the same graphic tools tosummarize data for a specificaudience.

Explain the different typesof graphs and the type ofinformation they are usedto express. For example, abar graph is used to displayinformation that does nothave a precise logical order

or sequence. That is, it isused to present data fromnominal scale questions.Histograms are used topresent information thatdoes have an order: they areused to present data fromordinal and interval scale.The following lists indicatethe kind of information

Community Survey

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COMMUNITY SURVEY

9-12 ACTIVITY NATIONAL WILDLIFE FEDERATION9-12 ACTIVITY

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usually presented in the two types ofdiagrams.

ABar Graph is a way torepresent yes/no information.

AHistogram is a way to

represent responses to a ratingscale.

APolygon is another way ofdiagramming the data thatforms a histogram. It isproduced by joining the mid-points of the top of thehistogram bars. Polygons areoften easier to read because theyare less cluttered with verticallines.

APie Chartuses segments of acircle to represent differentamounts of some result. If theresults of a question were split50:50, then each result wouldbe represented by half the pie.

In a Scatterplot, each dotrepresents two measures on oneperson. One could plot the age

and activity level or income andeducation of several persons onone graph. Scatterplots are veryuseful for summarizing how twosets of results are related to eachother.

Common sense is the key todetermining which type of graphicpresentation to use. Look at thedata, sketch out something thatseems to be appropriate, and thenlook at the representation for clarity.Can the reader grasp the main pointor points? Then read the

accompanying text. Did the samepoint or points become evident? Ifso, the report has probably done afair job of representing the data.

5 10 15 20 250

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35

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10

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30

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Zone 2

Zone 3

4th Qtr3rd Qtr2nd Qtr1st Qtr

S. California

C. California

N. California

1

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Stacked bar graph

0 10 20 30 40 50 60 70 80

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1980

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Product C

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1

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COMMUNITY SURVEY

Role in School Community (e.g., student, teacher, etc.) : ______________________________________________

Date: ___________________

Part I: Please check the number that best represents your answer to each question.

1. How do our school grounds currently look? 1 2 3 4 5

Very Good Very Poor

2. How interested are you in having a habitat for wildlife on school grounds?

1 2 3 4 5

Very Interested Uninteresed

3. How interested are you in helping to design our Schoolyard Habitats project?

1 2 3 4 5


4. How interested are you in helping to build or install the Schoolyard Habitats site?

1 2 3 4 5


5. How much would a Schoolyard Habitats project improve the lookof our school grounds? 1 2 3 4 5

A Great Deal Not at All

Part II: Please mark all appropriate boxes.

1. Which types of wildlife do you currently see on school grounds?

Community Survey

Birds

Butterflies

Bugs:________________________________________

Bees/WaspsSpiders

Bats

Squirrels

Rabbits

Woodchucks

Deer

Chipmunks

Other Mammals: ____________________________

__________________________________________

Frogs/Toads

Waterfowl (e.g., Ducks, Geese)

Other: ______________________________________

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Community Survey

COMMUNITY SURVEY

2. What types of wildlife would you like to attract to our school grounds?

Birds

Butterflies

Bugs: ______________________________________

Bees/Wasps

Spiders

Bats

Squirrels

Rabbits

Woodchucks

Deer

Chipmunks

Other Mammals: ____________________________

__________________________________________

Frogs/Toads

Waterfowl (e.g., Ducks, Geese)

Other: ______________________________________

__________________________________________

3. Which habitat features would you like to see on school grounds?

Native Plants

Wildflowers

Pond

Running Water

Woodland Area

Benches or other Sitting Area

Birdbaths

Birdfeeders

Batboxes

Walkway (stone or woodchips)

Other: ______________________________________

__________________________________________

Thank you for your time and input!

Please return this survey to __________________________________ by ____/____/___.


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HABITAT TEAM/

9-12 WORKSHEET

COMMUNITY SURVEY

Use this sheet to organize your plans for the habitat area.

1. Using the information collected during the site inventory activity (p. x), select the area of theschoolyard for your Schoolyard Habitats project. Where is this site located? What are the dimensionsof the site? Describe anything else about this area that you think may be important.__________________

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2. What type of habitat do you think best fits the conditions of your site and the needs of your schoolcommunity? Will this project be a habitat enhancement or creation?

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3. What types of structures (if any) will you need to build to create your habitat? How will you design

your habitat to consider classroom needs (e.g., paths, benches, teaching stations)?

______________________________________________________________________________________________

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______________________________________________________________________________________________4. How will you provide water in your habitat?

______________________________________________________________________________________________

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HABITAT TEAM/9-12 WORKSHEET

COMMUNITY SURVEY

______________________________________________________________________________________________

5. On a separate sheet, list the plants you will need in order to create your habitat. Be sure to consider

how your habitat will provide food during different seasons.

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

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6. Use the information above to create a base map overlay that shows your schoolyard habitat designincluding the structures, water sources and plants you will include.

______________________________________________________________________________________________

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|PROJECT PLANNING

Through the site inventory process, a site has been chosen for the Schoolyard

Habitats project. The next steps involve assembling the elements into acomprehensive plan: deciding what needs to be done and by whom. Even a smallamount of time spent developing a plan early on will save substantial time in thelong term.

The key to a successful schoolyard project is the continued involvement ofstudents, parents, teachers, and the community. This project does not end whenthe planting day is complete; the habitat will require watering, weeding, andother maintenance throughout the summer and following school year. Initialgroundbreaking may be only the first phase of implementing a long-range planthat may include several different habitats in various areas of the schoolyard.Thus, the school grounds will be a work in progress. However, it is importantearly on to introduce others to the idea that a habitat is a dynamic system that is

never stagnant, but is one that will change and grow over time. This will help toease any doubts that in one day or one week the school grounds will immediatelytransform into a mature wildlife habitat.

Breaking down long range goals into incremental steps and delegatingresponsibilities will help you achieve and maintain consistent SYH progress.Consider creating a larger version of the Schoolyard Habitats Planning worksheet(p. x), to help organize your tasks and assign responsibilities.

Project Planning


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PROJECT PLANNING

Sample: A Slice of a Mid-Project Planning ScheduleGOAL OBJECTIVE ACTION RESOURCES MISSING WHO IS START END

STEPS NEEDED RESOURCES/ RESPONSIBLE? DATE DATE

HOW TO LOCATE WHO WILL HELP?

BuildRaisedBeds

Keep

Facilitiesstaff

informedand

involved inSYH

project

Makethe bestuse of

community

resources

Provide

accessiblegarden plotsfor students

in wheelchairs

Make SYH

projectsuccessfulthrough

teamwork andclear

commun-ication

Accomplishas much as

possible whilespending as

little aspossible

Identify and contact

volunteers to helpwith construction

Plan building daywith 4th-6th

graders

Pick up donationfrom lumberyard

Prepare and present

an update report oncurrent status of

SYH project at theFacilities staff

meeting

Completeapplications for

grants withupcoming

deadlines: naturecenter, EPA, andnative plant society

People who

havewoodworking

experience

Planter beddesigns

Truck forlumberpick-up

Photos of site;Documentation of student

work

Call Boy and Girl

Scouts; talk to PTA;place ad in parent

newsletter forvolunteer help and

use of truck

Have studentsresearch designs

Borrow camerafrom art teacher;Ask students to

write about what

they have learnedthrough the SYHproject; include

letters with apps tofunder

Betsy will

coordinatevolunteers; 4th-6th teachers will

coordinatestudent

involvement;Woodshop

teacher will assistand provide

tools.

Habitat Teammembers andtwo 8th grade

students

Grant-writingcommittee;

English teacherand principal will

review

Feb 15

Feb 18

Feb 20

Mar

10

Feb

25

Mar31

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PROJECT PLANNING

GOAL

OBJECTIVE

ACTION

RESO

URCES

MISSING

WHOIS

START

EN

D

STEPS

NE

EDED

RESOURCES/

RESPONSIBLE?

DATE

DA

TE

HOWT

OLOCATE

WHOWILLHELP?

(AdaptedwithpermissionfromPromotingEnvironmentalEducation

anActionHandbookforStrengtheningEEinYourStateandCommunity,

AbbyRuskeyandRichardWilke,T

heNationalEEAdvancementProject,1

994)

Schoolyard Habitats

Planning

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PROJECT PLANNING

The Habitat Team may wish to createa list of tasks for the year ahead. Tobegin with, simply brainstormactivities that should be conducted ineach of the four seasons, in terms ofmaintenance, planting, student

activities, etc. This should be aworking document that can be refinedover time.

Following is the beginning of oneteachers 4-Season Brainstorm:

Spring

Check soil conditions (composition, pH)

Cleanup and planting day:- remove mulch and cover crops

plant trees and container plants

Monitor monarch migration with students

Hold fundraiser (students art sale, plant sale)

Earth Day Celebration

Create summer maintenance plan; delegate maintenanceresponsibilities

Fall

Divide and replant perennials

Plant fall flowering bulbs

Harvest vegetables for Thanksgiving Celebration

Bring container plants inside or protect with mulch or othercoverings

Compost plants killed by frost

Plant cover crops and mulch young trees

Clean up habitat

Clean and sharpen all garden tools

Summer

Water plants according to the weather

Turn and water compost pile once a week

Weed and fertilize beds (with compost)

Harvest and distribute any vegetables

Add faded leaves and flowers to compost

Community outreach to find funders and expertise

Staff training:

Teaching with the Schoolyard Habitats site

Winter

Map next years garden; plan spring projects

Start seeds in the classroom

Make labels and signs for habitat

Check that mulch hasnt been disturbed

Maintain compost pile weekly

Write plans for integrating habitat into curriculum

Build bat and bird boxes with students

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HABITAT TEAM/

9-12 WORKSHEET

PROJECT PLANNING

Begin to brainstorm the year ahead for your Schoolyard Habitats project below.

4-Season Schoolyard

Habitats Planning

Spring

Fall

Summer

Winter

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ACQUIRING RESOURCES: CREATING A BUDGET

Creating a budget is a key component of project planning. This helps to

determine the amount of money to spend on various parts of the project.Creating an estimate for the entire project helps guide fundraising goals, assistswith writing grant proposals, and keeps school finance committees and PTAsinformed. Two different budget-planning worksheets follow. Use the form(s) thatbest meets your expense planning needs.

It is important to keep in mind that money need not be a limiting factor.

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HABITAT TEAM/

9-12 WORKSHEET


GENERAL A B C D POSSIBLE STRATEGY/

EXPENSE ESTIMATED RESOURCES OUTSIDE BALANCE SOURCE OFITEM COST FROM WITHIN RESOURCES FUNDS NEEDED NEEDED FUNDS/

SCHOOL A[B+C] SERVICES

EX: Lumber $35.00 $10.00 from $20.00 worth of lumber $5.00 Deduct from monies raised

the PTA (donated from hardware store) through student plant sale

Schoolyard Habitats

Budget Worksheet 1


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HABITAT TEAM/

9-12 WORKSHEET


CATEGORY ITEM SUPPLIER COST/ DONATION NUMBER TOTAL COST

Ex: Trees Red Maple Jones Nursery Donation 2 $0.00

Shrubs

Plants

Schoolyard Habitats

Budget Worksheet 2


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HABITAT TEAM/

9-12 WORKSHEET


CATEGORY ITEM SUPPLIER COST/ DONATION NUMBER TOTAL COST

BuildingMaterials

Equipment

WaterSource

WildlifeSupplies

TOTAL

NATIONAL WILDLIFE FEDERATION SCHOOLYARD HABITATS SITES A HOW-TO-GUIDE

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ACQUIRING RESOURCES: FUNDRAISING

Do Schoolyard Habitats projects require huge sums of money? No! With a little

creativity, Schoolyard Habitats projects can be brought to life without majorexpenditures.

There are several ways to go about acquiring needed resources. Using a variety ofapproaches will reap the greatest rewards. Consider all of these possibilities:

Solicit Donations of Materials

From members of the school community: Consider placing a wish list inthe school newsletter or on a prominent bulletin board. Decorate a small treein the school lobby with wish ornaments (papers on string, labeled withproject needs); as people enter the school and see something they are able todonate, they remove the paper and return with their donation!

From local businesses: Identify local stores which sell various needed items(child-sized garden tools, seeds, etc.). Write letters and/or have students writeletters describing the project and requesting donations of a few items to helpit get off the ground. Be clear about the value of the project, and where andhow they will be publicly thanked if they donatebusinesses often enjoy thepublic attention that acts of local goodwill bring.

Apply for Free Materials

Several non-profit organizations donate or award specific materials to schools andother organizations. To make sure their materials are used wisely, they often

require a short application; otherwise the materials are free or very low-cost.Three examples include:

National Tree Trust Community Tree Planting Program1120 G St. NW, Suite 770Washington DC 200051-800-846-8733www.nationaltreetrust.org

Schools can apply to receive free tree seedlings through NTTs Community TreePlanting Program. Containers and money for soil are also available.

America the Beautiful Fund,1730 K Street NW, Suite 1002

Washington DC 20006202-638-1649www.america-the-beautiful.org/html/abf/news/freeseedsorder.htm

ABF provides seeds free-of-charge; schools pay only shippingand handling.

National Gardening AssociationYouth Garden Grants,1100 Dorset St., South Burlington, VT 05403www.kidsgardening.com.

Acquiring Resources:Fundraising

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Each year 400 schools and youthgroups that are starting or continuinggarden programs are awarded tools,seeds, garden products, andeducational materials.

Organize a School

Fundraiser

All of the standard school fundraisers(bake sales, aluminum can drives, carwashes, penny collections) can raisemoney for Schoolyard Habitatsprojects as well. Many schools havealso thought of creative alternativesincluding these:

Students raise plants from seeds

in the classroom. Once plantshave sprouted, repot in plasticcontainers (donated by the localnursery) and conduct a plant sale!

Is a stone or brick pathwayincluded in the project plan?Create an Adopt-a-Brick orAdopt-a-Tile opportunityeach person who contributes acertain amount will have theirname painted on a brick or tile inthe path through the habitat area.

Have students create schoolyard-inspired art. Create frames fromposterboard; hold a raffle ofstudent artwork.

Apply for Grants

Many national and regionalorganizations provide grants thatsupport Schoolyard Habitats projects.Grants vary widely in terms of theamount of their awards, who iseligible to apply, and the types ofprojects they support. BecauseSchoolyard Habitats projectsaccomplish so many goals, they oftenare eligible for many types of grants.Consider these alternatives: A localwatershed protection organizationmay support plantings of nativespecies, while a violence preventionagency may award the work being

done to build a sense of communitythrough the project. A privatefoundation or business focused onimproving science education mayfund curriculum purchases orSchoolyard Habitats educatortrainings, while a regionalenvironmental group may fund yourefforts to attract pollinators! Lookcarefully at the mission of the fundingorganization, and look for ameaningful connection between theSchoolyard Habitats project and theirinterests.

There are many national, state, andlocal donors that fund this type ofwork. A small amount of researchinto these possibilities will be wellworth the effort. Types of

organizations to consider include:school PTA/PTO, school board ofeducation, cooperative extensionservice, soil and water conservationdistricts, resource managementagencies, conservation andenvironmental groups, colleges anduniversities, garden clubs,foundations and businesses (seeSample Letter, p._ for an example of aletter to a local business).

Below is a preliminary list oforganizations and companies thatgive grants to Schoolyard Habitatsprojects nationwide.

The Arthur M. BlankFoundation3290 Northside Parkway,

Suite 600Atlanta, GA 30327(404) 239-0600www.BlankFoundation.org

Supports programs andorganizations that createopportunity, enhance self-esteemand increase awareness aboutcultural and community issuesamong young people (geographicrestrictions).

Bayer Corporation

100 Bayer RoadPittsburgh, PA 15205-9741www.bayerus.com/about/community/com_fproposal.html

Gives grants to programs thataddress science literacy or scienceeducation, or provide science-oriented vocational education.

We have received two matching fund grants from the Missoula County Park Board.The first was designated for two projects:

(1) construction of an open-air, covered shelter to be used as an outdoor classroomand for school or community recreational gatherings, and

(2) construction of a gravel walking trail. The second grant was to be used fornative plant restoration including trees, shrubs, native grasses and flowers,construction of interpretive signs, benches and picnic tables.

Additional funds have been provided by the Frenchtown Parent Teacher StudentsAssociation and by the Frenchtown Stadium Committee, a civic group that hasprovided financial backing for a variety of school district projects. The building ofthe trail was organized and supervised by one of our high school students as hisEagle Scout project. Donations of gravel, equipment, and labor contributed to thecompletion of the trail. A local engineer donated his expertise and seal of approvalon the building plans for the outdoor classroom. Our high school CommunityService class has constructed two sturdy picnic tables and donated materials. A Cub

Scout group has built and installed several bluebird boxes.

Frenchtown Elementary School, Missoula, MT


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The Dunn Foundation

333 Strawberry Field Road Warwick, RI 02886(401) 941-3009www.dunnfoundation.org

Awards grants to fostercommunities that are visuallydistinctive, attractive, and have astrong sense of place.

The Environmental ProtectionAgency

www.epa.gov/enviroed/grants.htm/

Awards grants of $25,000 or lessfrom each regional office andheadquarters each year. Theirwebsite provides links to other sitesand includes a grant-writing tutorial.

Home Depot

Community Affairs2455 Paces Ferry RoadAtlanta, GA 30339(800) 430-3376www.homedepot.com

Offers grants to projects benefitingthe environment, and to thoseworking with at-risk youth.Applications are available online.

The Jordan Fundamentals Grant

ProgramScholarship Management Services1505 Riverview RoadPO Box 297St. Peter, MN 56082(507) 931-1682http://nfie.org/grants.htm

Offers grants of up to $2,500 forpublic school teachers of grades 6-12. At least 40% of schoolsstudent population must becovered by Title 1. Funds the

development of original lessonplans or units.

Learn and Serve America202-606-5000 x117http://learnandserve.org

Supports service learning projectsby funding state agencies and otherorganizations, which then selectand fund local service learningprograms.

The Lorrie Otto Seeds forEducation FundThe Wild Ones, NaturalLandscapers Ltd.PO Box 1274Appleton, WI 54912-1274

www.for-wild.org/seedmony.htmProvides small grants to schoolsand other educationalorganizations that work towardscreating natural landscapes usingnative plants.

Lowes Companies Inc.Charitable and EducationalFoundationMail Code RPS4PO Box 1111North Wilkesboro, NC 28656(336) 658-5544www.lowes.com

Local stores make charitablecontributions of supplies andmaterials, and award grants toprojects that enhance the naturalenvironment and improve thelocal community. Grantapplications are available online.

National EnvironmentalEducation and Training

Foundation1707 H St. NW, Suite 900Washington, DC 20006-3915(202) 833-2933www.neetf.org

In partnership with the PresidentsCouncil on EnvironmentalQuality, $1,000 grants andcertificates of Merit are available toK-12 teachers who areenvironmental educators and/oruse the environment as an

integrating context for learningwith their students.

National 4-H Council7100 Connecticut AvenueChevy Chase, MD 20815(301)961-2800www.fourhcouncil.edu/ycc/grantinfo.htm

Community Tree Planting Grantsof $200 to $1,000 available to beused in community treeplanting and/or restorationprojects.

National Fish and WildlifeFoundationConservation Education Grants1120 Connecticut Avenue NWSuite 900 Washington, DC 20036www.nfwf.org

Provides challenge grants toprojects that promote fish andwildlife habitat conservation.Their website includes several linksto other available grants.

Involving young people in servicelearning activities is increasingly seen byeducators and community leaders as apowerful strategy for improving

educational performance, supportingschool improvement, and contributingto community renewalsimultaneously.In service learning, students are involvedin experiential learning, long recognizedby educational leaders as one of the mostpowerful learning contexts of all, inwhich students learn by doing. In servicelearning, students participate in aneducational process that relates theirservice experience directly to thecurriculums subject matter, while at thesame time making a valuedcontribution to their neighborhoods andcommunities.1

1 Page i, Executive Summary. Boston, BruceO. Service Learning: What it Offers toStudents, Schools, and Communities. AReport from the Council of Chief StateSchool Officers, The Close Up Foundation,Earth Force, and the National Society forExperiential Education.

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The Orion Society, Stories in theLand Teaching Fellowships195 Main Street, Great Barrington,MA 01230(413) 528-4422www.oriononline.org/pages/os/

education/sil.htmlDesigned to help teachers foster aneducation of place through studyof local landscapes and histories.Year-long fellowships to elementaryand secondary school teachers inthe U.S. and Canada. A $1,000stipend goes towards activities andteaching resources.

Toshiba America Foundation1251 Sixth Avenue, 41st Floor,New York, NY 10020(212) 569-0600www.toshiba.com

Provides grants to K-12 teachersto contribute to quality scienceand mathematics education inthe U.S. Larger grants awardedfor grades 7-12.

The Wal-Mart Foundationwww.walmartfoundation.org

Encourages community action bysupporting environmental efforts

and education.

General Tips for

Writing Grants

Look closely at the criteriaprovided by the funder. They aregenerally very specific about

exactly which types of projectsthey wish to fund, the causes theywish to support, and the peopleand places which they hope toaffect. Use language that matchestheirs. If it becomes too much ofa stretch to fit the SchoolyardHabitats project into theirguidelines, dont applyfindanother grant which is a closermatch.

Be clear and concise. Remember,

funders may be reading throughhundreds if not thousands ofapplications. Applications thatclearly communicate projectgoals, rationale, and plans will riseto the top. Circulate grantproposals among severalcolleagues with strong writingskills for editing prior tosubmission to the foundation.

Be sure to complete everyquestion and include all requested

attachments with the application.Many funders will completelydisregard an application whicharrives incomplete. Do not applyfor a grant unless prepared tosubmit each and every piece thefunders require.

Submit applications on time.Again, some funders may noteven read those applicationswhich arrive a day or two past thedeadline. Make the time spent onthe application worthwhile; send

the application in plenty of timeto meet funders deadlines.

Demonstrate enthusiasm andcommitment. Give a humanvoice to the proposal; somefunders admit that a short quotefrom a child, a story illustratingthe schools desperate need for thegrant, or an inspiring pair ofphotos can help distinguish oneapplication from the rest.

If possible, demonstrate the long-term vision or long-term plan forthe project. Provide the widercontext for the grant: who willbenefit and how? What would thenext steps be? Generally, if giventhe choice, funders would ratheraward grants to projects withlonger-term positive effects. Theyhave a limited pool of funds, andunderstandably want to see theirmoney spent wisely. Take this intoconsideration in choosing the

items which you request the grantcover, and in the language you usein the application. Consider this:if you have budgeted $50.00 forfood for schoolyard celebrations,and $50.00 for interpretive signsfor the habitat, which item doyou think an educationalfoundation would rather fund?

Apply for Awards

Several programs honor theinnovative curriculum andinstruction of individual teachers.Like traditional grants, many awardprograms have a special focus,whether they are acknowledging thework of a teacher in engagingstudents in environmental issues, orimproving the quality of mathinstruction through an innovative



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series of activities. The monies theseaward programs pay out are generallyintended towards reinvestment in theschool, students, and/or professionaldevelopment opportunities for theteacher or staff.

Sea World/ Busch GardensEnvironmental Education

AwardsEducation Department7007 Sea World Dr.Orlando, FL 32832(877) 792-4332www.seaworld.org

Each year, eight schools are chosento receive $10,000, and oneteacher is awarded $5000. K-12

teachers in the U.S. and Canadaare eligible to apply.

The Scotts Company Give Backto Grow Awardsc/o Weber Shandwick Worldwide515 Olive St., Suite 1900,St. Louis, Missouri 63101(800) 551-5971www.scotts.com/community/community.cfm

Honors individuals who give backto their communities through

gardening. One winner and twofinalists are awarded in each of fourcategories, winning $5000 and$2500 respectively. Awardedthrough a nomination procedure.

Toyota Tapestry Grants forTeachersC/o National Science TeachersAssociation1840 Wilson Blvd.Arlington, VA 22201

http://nsta.org/programs/tapestry/index.htm

Grants are awarded for innovativeprojects that enhance scienceeducation in the school and/orschool district.

Tap into Additional

Resources

The Foundation Center(212) 620-4230 www.fdncenter.org

This website offers weekly grantupdates, a fundraising library, asearchable database of fundingopportunities, and online grant-seeking trainings.

Web sites listing additional

possibilities:www.nea.org/grants NationalEducation Associations grantprograms.

http://environmentalgrants.comOrdering information for a directoryof resources.

http://foundations.orgDirectory of charitable grantmakers.

http://schoolgrants.orgGood resource for all types of schoolgrants.

Bauer, David. The Teachers Guide

to Winning Grants.Jossey-BassPublishing $24.95.

Prioritize

Before money is spent, be sure toconsider other alternatives. Is there alower-cost alternative? Is there a source(business or individual) that might be

able to donate that item? Prioritizeyour purchases: which are essential?Which items would be a welcomeaddition but can wait a few months tobe added?

Consider asking for donations ofcertain items (i.e. watering cans) inthe school newsletter before headingto the store. Some schools save moneyon plants by starting them from seedsor starting with seedlings instead ofplanting mature (and more expensive)

specimens. Resist the initial urge topurchase items which will only beused on rare occasions: for example,heavy-duty tools can often beborrowed from the maintenancedepartment, or from other membersof your school community.


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Sample Fundraising Letter


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Joe MurphySample Middle School135 Willow Rd.Sample, VA 55555(555) 555-5555

September 1, 2002

Ms. Edna BryantCommunity Affairs ManagerVirginia Garden Center672 Smithfield Rd.Arlington, VA 55555

Dear Ms. Bryant,

I am writing to you on behalf of Sample Middle Schools Habitat Team. As youmay know, Sample Middle School has been struggling for many years to raise the

level of achievement of our students, and to engage them more effectively inlearning. At the same time, many of the students, faculty, staff and widercommunity have been complaining about the depressing state of theschoolgrounds: currently they consist of a small barren lot, which is mostlygrass and dirt, with very little other vegetation.

I am proud to say that to address these issues, we are launching a NationalWildlife Federation Schoolyard Habitats project. Through this project, theentire school community will be engaged in creating an outdoor classroom andwildlife habitat on our schoolgrounds. As we have learned from other schoolswith similar successful projects, we know that long-term, hands-on projectslike these will really capture students interest and provide a low-cost livinglaboratory that can improve the quality of instruction at Sample School. At thesame time, we will be doing our local wildlifewho are facing more and morethreats to their habitata favor, and instill in Sample students anunderstanding and appreciation of local Virginia plants and animals. As arespected member of our community, and a major supplier of plants to landscapesin this region, Im sure you will recognize the value of this project.

Students have already researched the native plants which would best a ttractwildlife local, and with the help of our Habitat Team, have created a list ofplants they would like to add to our schoolyard (the list is attached). I havealso attached our vision statement, a few related articles that further help toexplain our interest in this project, and a few letters from students abouttheir dreams for the schoolyard.Unfortunately, we have very limited funding for this project; we are nowwriting to several businesses to request their support in the form of donationsof time, materials and/or expertise. Please consider donating some or all ofthe plants on the students list. All donations will be publicly acknowledged,

and widely appreciated!

Your contribution would be an enormous help in getting this exciting projectoff the ground. If you would like more information about Sample Middle Schoolsproject, please feel free to contact me at the phone number above. I lookforward to hearing from you. Thank you for your time and consideration.

Sincerely,

Joe Murphy, PTA Member, Sample Middle School


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ACQUIRING RESOURCES: ENGAGING VOLUNTEERS

In many cases, it is easier to gain volunteer assistance than it is to seek out

funds. Think creatively about ways in which you can save money byaccomplishing tasks with students and volunteers. Consider this example: oneschool gradually raised and saved money and finally earned the $199.00necessary to buy an attractive wrought-iron bench that a parent had pickedout at a lawn furniture supplier. A neighboring school got a 50% discount onlumber from a hardware store, engaged the help of Girl and Boy Scouts (whowere all working toward badges), and worked with their 9th graders toconstruct four simple wooden benches for placement throughout theSchoolyard Habitats site.

Potential Sources of Volunteers:

NWFs Habitat Stewards (volunteers who have participated in 40 hoursof training on planning and implementing habitat projects). For moreinformation visit the NWF web site www.nwf.org

Master Gardeners (volunteers trained in horticulture by local CooperativeExtension offices)

Volunteer clearinghouses (maintained by nonprofits in many towns andcities)

Retirees

Civic organizations (i.e., Lions Club, Garden Clubs, etc.)

Boys Scouts, Girl Scouts, Eagle scouts, and similar groups

Parents, guardians, grandparents, neighbors

Local colleges and universities

Consider using the form on the following page (We Need You!p. 141) to recruitand assess the interests of volunteers. Alternatively, engage students in creatingtheir own version of this recruitment tool, clearly stating the purpose of theSchoolyard Habitats project, project goals, and the need for volunteers.

No matter how youchoose to assess andidentify volunteers,engaging thesecommunity assets will beenormously helpful inachieving the fullpotential of yourSchoolyard Habitatsproject.

Acquiring Resources:Engaging Volunteers


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Check age group(s) you prefer to work with:

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|ACQUIRING RESOURCES: ENGAGING VOLUNTEERS

WE NEED YOU!

_________________________ is developing a Schoolyard Habitats site to provide habitat for wildlife on our

grounds and to provide an outdoor classroom for the entire school community to learn in and enjoy. Weare looking for volunteers to share their expertise, talent, experience, and interest in creating, enhancingand/or maintaining our Schoolyard Habitats site. Opportunities are endless, and range from one-time treeplanting events to ongoing maintenance and assisting with teacher-led classes outside on the schoolyard.Please take a few moments to complete this form so that we can match you with a project that meets bothyour interests and our current needs. Thank you for your time and interest!

Name:______________________________________________________________ Date: ____________________

Address: ________________________________________________________________________________________

______________________________________________________________________________________________

Phone Number: __________________________________________________________________________________

E-mail: __________________________________________________________________________________________

Current/Former Occupation:________________________________________________________________________

What do you hope to gain from volunteering with this project? Why are you interested?

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Areas of Interest/Expertise (Please check all that apply):

Gardening (general)

HorticultureLandscaping

Native Plants

Composting

Ponds/Wetlands

Butterflies

Birds

Insects

Reptiles and Amphibians

Mammals

Flowers

Trees

ResearchingSite Planning

Site Preparation

Site Maintenance

Gathering Supplies

Fundraising

Public Speaking

Politics/Activism

Natural History

Biology

Ecology

Earth Science

HistoryMathematics

Art

Language Arts

Writing

Nature

Mentoring

Hands-on Activities

Education

Other_______________

Preschool (Ages 25)

Early Elementary (Ages 58)

Late Elementary (Ages 911)

Jr. High (Ages 1214)

High School (Ages 1418)

College (Ages 1821)

Adult (Ages 21 up)

No Preference

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ACQUIRING RESOURCES: ENGAGING VOLUNTEERS

List any specific skills/training/classes/knowledge/hobbies that you have that may

relate to our Schoolyard Habitats project.______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

Work style:

I prefer to Work in Team Work Independently Either

Availability:

What days of the week are you available? __________________________________________________________

Which hours are you free? ________________________________________________________________________

How often would you like to volunteer? ____________________________________________________________

Other comments? ________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

THANK YOU!


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K-12 ACTIVITY

BREAKING NEW GROUND

Summary:

Participants begin the projectby clearing and preparing the

ground.

Grade Level:K-12

Time:2 to 8 hours or more,depending on size ofhabitat and number ofparticipants

Skills:Construction, application,problem-solving


Demonstrate basic use of

gardening tools

Utilize basic safety precautions

Use tools to prepare sitefor planting

Materials:Largely dependent oncircumstances. (Note:Many companiesmanufacture child-sizedgardening tools andgloves. Selectingappropriate tools will helpwith

successful studentinvolvement.) Someexamples include:

A flat-bladed, sharp shovel,

for cutting sod, prying soil,

or removing plants

A pointed shovel

Gardening gloves

A hand mattock (looks a little like

a small tomahawk), for cuttingroots

A wheelbarrow and buckets, to

move plants, soil, or tools

Pruning shears, to cut vines,

branches, or saplings

A tree saw (curved blade)

for larger work

Stakes (and a mallet),

string/rope, logs, or somesystem to mark off the area

Pitchfork or hoe, to loosen

the soil

Background

Breaking new ground will meandifferent things to different people.A group planting a habitat at theedge of a woods may decide toremove a few of the more aggressive

shrubs and/or exotic plants, loosenthe soil in selected spots, and plantthere. Some groups in more urbanareas may have gotten permission totear up asphalt, or they may havedecided to build raised beds. Ateam enhancing a wetland areawould need to keep soil disturbanceto a minimum. Once the group hasassessed the steps involved inprepping their site, the digging,loosening, pruning, and rock

removal may commence.

More often than not, new ground

will include a portion of lawn, oftena tough mat of shallow-rooted, flat-bladed grass. It is important as afirst step to remove this non-native,aggressive grass from the site.Aggressive plants that wereintroduced from another region arecalled invasive exotics. These exoticswill crowd out native plant speciesand greatly reduce the diversity ofplant and animal life in the area.See the background section of thePlant Selection Activity (p. x), in theprevious section, for moreinformation about invasive exotics.

Since the method of preparing a siteis so variable for each site, theinformation included here is verygeneral. Resources specific to aparticular type of site and methodsof site preparation might includeregional gardening books, websites, alocal expert, or a local garden center.

Procedure

1. The group should first assesswhat sort of preparations theyneed to make for the site, e.g.,debris removal, asphaltbreaking, creating raised beds,etc. A detailed site map willprovide clues, as will a wellthought-out design.

2. Have the group selectappropriate tools. Explain anddemonstrate the proper use ofeach of the tools. For example,participants using a flat-bladedshovel should only use it to cutinto soil and pry, they shouldkeep hands and feet away fromthe blade, and they shouldalways keep the blade end belowknee level. Break into smallgroups and have students

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practice using tools. If possible,assign a volunteer or olderstudent to assist each group. Toprevent injury, it is important toreview proper lifting techniques.Have participants practice

lifting with their legs, kneesbent and back straight.

NOTE: This is not acomprehensive set of safetyprecautions. Compile a set ofsafety precautions by contactingthe tools retailer, manufacturer, orother reliable source. Make sure toread all pertinent labels.

3. Assign specific jobs and areas foreach participant and explaineach job as it comes up. Some ofthe major job descriptionsfollow.

4. Mark off the site. If the planincludes loosening a good dealof soil, take preventativemeasures so that a lot does notwash away. An erosionprevention device might be assimple as lining the plot with3"-5"-diameter logs and stakingthe logs in place.

5. Remove plants that willnegatively impact the site,especially aggressive, fast-growing exotics. Leave nativeplants; if they are in thepathway of your project, dig upand transplant to another area.Watch carefully for poison ivy,poison oak, poison sumac,thorny plants, and stinging

nettles. If these plants grow inyour area, and no one in thegroup knows how to identifythem, consult a field guide or alocal expert. The removalprocess will vary for different

types of plants.6. Since it is such a common and

usually daunting task, here aresome options for lawn grassremoval:

One option is to lay downcardboard on the plot, and coverthe cardboard with at least 6" ofleaf mulch. This not only killsthe grass; it makes for good, richsoil. Starting this process in thefall gives the cardboard andmulch time to degrade.Planting should begin only afterthe cardboard has degradedenough for roots to maneuverthrough. This could take severalmonths, so it is best to start inthe fall for spring plantings.

Solarization Method

of Grass/ Weed

Removal:

Soloarization is another way to killgrass. Mark the area that you wantto remove plants from with surveyorchalk (pathways, bed areas). Soakthe area. This creates a hottertemperature underneath the plastic.Place clear 6 ml plastic over the area(clear plastic will cause higher

temperature than black). This worksbest when the area is in full sun. Uselandscape staples or heavy rocks toseal the plastic to the ground. Placethe staples or rocks approximatelyone foot apart. Wait three weeks.

The ideal outdoor temperature is 80degrees F or greater and the grassshould be actively growing. Removethe plastic. Dig up weeds and grass.Use a hoe, shovel or very shallowtiller (soil should not be disturbedmore than 3 below the surface).Certain grasses and weeds (such asBermuda grass) thrive ondisturbance! Soak the area again.Repeat the process.

Some people choose herbicideswhen working with very largeplots of lawn grass. Onlylicensed professionals shouldhandle herbicides. They areaware of safety issues, knowwhat time of year to applythem, and know how muchthey need to apply. Ifthis is the only option, do someresearch and recommendherbicides that biodegradequickly and do not stay in the

ecosystem for a long time.Otherwise herbicides can killother plants, leach into andpoison the groundwater, or runoff into streams and do muchmore damage than wasintended. They may have effectson children as well. Herbicidesshould only be considered incases where all other optionsdo not work.

A sod-cutter will cut the sod

into strips, which can be rolledup, removed and saved forcompost. An experienced adultshould run this machine. Sod-cutters are available for rental atlocal equipment rental centers.

A group with a small plot and alot of muscle power can cut andpry out sod with a sharp, flat-bladed shovel. Cut small

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ACTIVITY NATIONAL WILDLIFE FEDERATION

BREAKING NEW GROUND

K-12 ACTIVITY

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K-21 ACTIVITY

BREAKING NEW GROUND


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squares, about 1 1/2 inchesdeep, and pry out the pieces ofsod. Set the squares aside anduse them later for compost.

Note, however, that lawn grassis hardy stuff; it will grow back(even upside-down!) given thechance. A few weeks under aplastic tarp in warm weathershould kill it and make decentcompost.

7. Once sod and any invasiveplants are removed, wherenecessary cut roots and breakapart tough soil with a handmattock. Generally, it is not

necessary to totally till the soil.In most areas the plants will dofine if the soil is loosenedenough for roots to spread. Thedepth of soil to loosen dependson the needs of different plants.

8. Pull out medium-sized rocks,and set them aside. A rock pileon the site can provide shelterfor beneficial insects, toads,

chipmunks, etc. Leave small andreally big rocks. The small oneswill not hurt anything, butattempting to move the really

big ones might hurt the mover.Removing a large rock willalso leave a big, hard-to-fillcavity in the ground.

9. When the soil is ready, it is timeto start planting!

Note: Have water, sunscreen, and afirst aid kit available. Takeappropriate rest breaks.

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PLANTING YOUR SCHOOLYARD HABITATS SITE

K-8, 9-12 ACTIVITY

Summary:

Participants plant their selectedvegetation on the habitat site.

Grade Level:K-2, 3-6, 9-12

Time:2 to 6 hours or more,depending on size ofhabitat and number ofparticipants.

Skills:

Application, construction,problem-solving


Demonstrate proper planting

techniques and requirements

Place appropriate plants in their

new habitat site, according to

their site plan

Materials:Gardening gloves

Shovels

Rakes

Hand trowels

Water source (hose, watering

can, etc.)

Buckets

Plants (i.e., trees, flowers,

shrubs, seeds, etc.)

Tree protectors (if planting

seedlings)

Mulch

Compost or other organic

material

Plant markers and a

permanent marker

Background

After weeks of researching, planning,and preparing it is now time for thereal funplanting the habitat!Participants will be thrilled to seetheir plans become an actual wildlifehabitat. (You may want to create aschool-wide planting day, or choosea weekend so parents andcommunity members canparticipate.)

While there are general planting

guidelines to follow, each plant isunique. Most plants, seeds, and bulbscome with suggested planting depthsand spacing measurements, as well assun and soil requirements. If thisinformation is not provided, ask thenursery staff for planting suggestions.When planting, keep in mind the sizeof each plant at maturity. At the sametime, it is important to remember thatthings grow closer in nature and oftengrow in clusters, so do not be afraid togroup plants together to form tight-knit communities. If large gaps areleft between plants, nature will fill

them in, often with unwantedinvasives that can take over thehabitat.

Spacing decisions should be madeprior to the day of planting.

Procedure

1. Gather all required equipment.Plants should be purchasedahead of time. If possible, take

students on a field trip to anursery to purchase the plants.The site should already be

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prepped; see previous activityfor complete details.

2. Review the site design plan forthe habitat with the group,including what plants go where.Go over general plantinginstructions (e.g., hole size,watering, mulching, etc.).Consider planting a shrub orplant as a demonstration.Review tool and safety issues asneeded.

3. Divide students into groups,assigning each group a certainarea of the habitat to plant. Ifpossible, assign a volunteer toassist each group. Give thestudents area/plant specificinstructions including how farapart plants should be spaced.

4. Begin planting. Remember,enthusiasm is contagious, sohave a great time digging in thedirt!

5. Have students label plantmarkers (available at nurseriesand garden centers) inpermanent ink. Place inappropriate spots throughout

the habitat to identify plantsand educate visitors. Followingthe site design plan, havestudents place additionalelements in the habitat (e.g.,benches, birdfeeders, etc.).

Note: Have water, sunscreen, and a first-aid kit available. Takeappropriate rest breaks.

K-8, 9-12 ACTIVITY

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PLANTING GUIDELINES

Plants and Shrubs

Dig a hole the same depth and slightlywider than the container the plant came in.Remove the plant from its container andgently loosen the roots. Place in the holeand cover with backfill (soil from the hole).Gently pat down the soil to be sure there areno large air pockets, water, and applymulch.

Trees

Dig a hole twice as wide and no deeper thanthe container the tree came in or the heightof its rootball. Remove the tree from itscontainer or burlap wrap. Gently loosen theroots and place in the hole. Water forseveral minutes. Fill in the hole withbackfill, pat down the soil and apply mulch.

Be careful not to pile mulch around the treetrunk, as this traps heat and moisture andcan cause the bark to rot. Use a treeprotector (available at nurseries or throughgardening catalogs) when planting seedlings.

This will protect small trees from errantlawn mowers and hungry deer.

Bulbs and Seeds

Refer to planting directions on packaging,water, and mulch. If desired, start seedsseveral weeks in advance as an additionalactivity for participants.

Soil

If the soil is in poor condition in the area,mix some organic material such as compostin with the backfill. Be sure to match plantneeds with soil conditions. Adding soilamendments can slightly alter the soilquality, but the basic needs of a plant mustbe met by the existing soil for the plant tothrive.

Watering

Apply water generously, making sure toreach the roots and not just the surface.After the initial planting, waterapproximately once a week with one-inch ofwater, although amount will vary withweather conditions and soil type. If possible,water with a soaker hose or other dripirrigation system. Native plants will requirewatering periodically for a full growingseason to help them become fullyestablished. Once established, they shouldnot require watering except in times of

extreme drought.

Mulching

Apply at least a one-inch layer of mulch tothe soil surface. There are a variety ofmulches available including wood chip, leaf,and pine needle. Use what is readilyavailable and fits the project budget. Notonly does mulch look attractive, it helpshold in moisture, adds nutrients, and helpscut down on weed growth.

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Planting days are a great opportunity for the whole school community to

participate in the creation or enhancement of the Schoolyard Habitats site. Thisis an excellent chance to get those who have not yet been involved excited aboutthe habitat project. Those involved in the actual construction and creation of aproject are more likely to take ownership in the initiative and participate in thefuture (or at least not be opposed to future phases of the project).

Planting days take a fair amount of organization and planning to ensure thatstudents, teachers, and volunteers all have an assigned role and know what theyare supposed to do. Consider the following tasks when planning SchoolyardHabitats planting events:

Notes:Avoid planning a planting day on a Friday if possibleif the event is

rained out, plants may not survive until Monday.Use the energy and enthusiasm that the initial planting day will generateto get more people involved in the project.

Planning a Planting Day

PLANNING A PLANTING DAY


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Sample Checklist for Planting Day

Get Schoolyard Habitats plan approved by school principal, other appropriate school staff and

committees. ________________________________

Identify materials and resources needed for this planting phaseDevise a plan for getting the school community involved

Solicit teachers ideas for student activities

Create roles with specific responsibilities

Encourage staff involvement by identifying and/or assigning specific tasks/roles

Solicit volunteer help and donations from school community

Construct necessary structures such as raised beds, walkways, etc.

Clearly mark pathways and areas for foot traffic

Prepare habitat area for planting

Add topsoil/humus if necessary

Take before and after photos to visually capture your progress

Rototill and smooth out soil beds

Dig holes for trees and shrubs

Create a checklist of all the materials you will need to have available on planting day (e.g., gloves,

trowels, shovels, wheelbarrows, hoses, watering cans, etc.)

Promote your event to local print, television and radio media

Coordinate the delivery/purchase of trees, shrubs, and plants

Prepare a planting day schedule/program for participants and distribute to all teachers/volunteersinvolved

Designate which classrooms or grades will plant which areas and when. With larger groups,

planting in shifts can help the process flow smoothly.

Ask parents/volunteers to arrive early on the planting day to dig holes for trees and shrubs and

make final preparations of the habitat areas to be planted.

Pair older students with younger students to assist them with planting.

Prepare activities to engage students in habitat work and play.

Celebrate success by ending the day with a community

gathering. This event could include students sharing poems,songs, and artwork inspired by the Schoolyard Habitats

project.

Prepare a back-up plan in case of rain (indoor activities such

as building bat and bird boxes can be a perfect way to

continue to work towards habitat goals despite bad weather).


Schoolyard Habitats How To Guide: 5 Assembling the Elements

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