georgia schoolyard wildlife habitat planning guide

7/31/2019 Georgia Schoolyard Wildlife Habitat Planning Guide

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Schoolyard Wildlife HabitatsImprove Academic Achievement

National research shows that Schoolyard

Wildlife Habitats work and are highly bene-ficial. Data collected in 60 schools in 13states, since 1996, indicates that "using the

environment as an integrating context forlearning" (EIC) has significant positiveeffects on academic achievement, classroom

behavior and instructional practices. EICstudents exhibit:

improved performance on standardizedtests in reading, writing, math, scienceand social studies.

greater academic performance in stu-dents in EIC programs than peers in

traditional programs in 92% ofthe schools.

reduced discipline and classroom man-agement problems in some cases by asmuch as 95%.

increased engagement and enthusiasmfor learning, resulting in substantially

improved attendance.

heightened contributions to their com-

munities through effective service-learning projects.

To learn more about EIC in Georgia, visitwww.eeingeorgia.org/eic.

Schoolyard Wildlife Habitats are a part of a largermovement to use the natural environment as a teachingtool. This guide is intended to help develop, use andmaintain school grounds for hands-on, minds-on edu-cation and conservation. It includes some good ideassubmitted by real persons at real schools

in Georgia.

A Schoolyard Wildlife Habitat will:

provide areas for teaching and learning about nature.

restore habitat for wildlife.

decrease mowing maintenance costs.

provide alternative classroom setting.

create beautiful places on campus.

enhance biodiversity.

Written and compiled by Georgia Wildlife Federation,11600 Hazelbrand Rd., Covington, GA 30014Ph: 770-787-7887Fax: 770-787-9229Website: www.gwf.org

Thanks to all those who helped in the creation of this guide: theGeorgia Forestry Commission, Callaway Gardens, Zoo Atlanta,Atlanta Botanical Garden, National Wildlife Federation, and all theGWF volunteers, administrators, teachers, parents and students whoshared their great ideas. Photography by Hank Ohme.2006

This guide was made possiblethrough the generosity ofGeorgia Power, SouthernCompany, US Fish and WildlifeService, and the National Fishand Wildlife Foundation.


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In 2004, Georgia Wildlife Federation (GWF) received funding support from Georgia Power, SouthernCompany, U.S. Fish & Wildlife Service, and National Fish & Wildlife Foundation to begin the UrbanConservation and Education Initiative (UCEI) to improve and increase the number of schoolyard wildlife

habitats in Georgia. GWF reviewed nearly 2000records of outdoor classroom projects in Georgiafrom the years between 1989 and 2003. While thisis an impressive number of outdoor classroomprojects, follow-up inquiries into the current sta-tus of these projects presented a troubling trend.

The study revealed that 41% of outdoor class-rooms were no longer in use and were usuallyabandoned by their second year1.

Given the amount of time and resources investedin these outdoor classroom projects, it is troublingthat so few seem to attain long-term sustainability.This guide is designed to combat this trend as wellas offer general planning advice.

It is our hope that this guide will help outdoorclassroom enthusiasts avoid common pitfalls andpromote outdoor classrooms that are both long-term, effective teaching tools and sustainable habi-tat for Georgia's wildlife. While many teachersand volunteers are often eager to "get their hands in the dirt" asquickly as possible, GWF urges that some careful planningbe done before investing significant amounts of time,energy and money on outdoor classrooms.

We also urge educators to remember that taking stu-dents outside to explore the pre-existing schoolyardis already available and free of cost. Studentsthemselves can begin their outdoor classroomexperience by assisting in the planning process,such as conducting site surveys and research on

local wildlife as a class project.

Top 5 Reasons Listed by Schools:

Why Outdoor Classrooms Fail

1. Continued maintenance and upkeep2. Teachers unsure or unable to incorporate usage into lessons

3. Inadequate funding4. Vandalism (especially at high schools)5. School expansion or relocation

Why Outdoor Classrooms Succeed

1. Community support2. Student involvement3. Funding

4. Teacher training

5. Administrative support

Source: GWF survey, 2004.

Georgia Schoolyard Wildlife Habitat Planning Guide 1

1See http://www.gwf.org/resources/wildlifehabitats/bmpindex.html for a complete explanation of this project.


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No Help?Trythis

Quick-and-Easy School Gardens for the Lone Schoolyard Wildlife Habitat CrusaderThe best Schoolyard Wildlife Habitat is one that engages the whole school, and endures the test of time in orderto provide long term habitat for wildlife and learning opportunities for students. However, students, faculty,administration and academic policy are very often in flux. It can be overwhelming to have to organize a large

project with so many variables.

If you are a lone teacher or parent who is facing insurmountable difficulties with organizing a SchoolyardWildlife Habitat with your whole school, it may be best to scale back your project to something that can be eas-ily maintained by one person or class. Here are some suggestions:

Create a small habitat outside a classroom window or near a doorUse this small, manageable space to: install nesting boxes or wildlife feeders; maintain a small vegetable,flower or herb garden; create a small raised bed garden that contains native plants that provide habitat;or plant small trees or shrubs. Be sure to check with the maintenance staff about regulations regarding

how close plantings can be to the building.

Create container gardens.Use a large planting pot or drill multiple holes in a trash barrel, wooden barrel, plastic wading pool orother large container and fill with potting soil for planting. Move container gardens whenever neces-sary, eliminating the problem of location conflicts. A container garden can even be hauled to your homeduring the summer for watering and maintenanceneeds! Know that container gardens are oftenbetter for people with disabilities, becausethey can be accessed from chair level.

Avoid big, costly projects.Assess for yourself how much youcan realistically accomplishalone and start there. It will bemore rewarding to keep onesmall garden bed alive for a

year with your students thanto spend endless hours

organizing a bigger projectthat has little chance of sur-vival. Think in terms ofphases. You may begin with avery simple and inexpensiveproject that includes only youand your students. However, asother teachers and parents see

your success, they may becomemore willing to emulate your efforts.

Gradually introduce more SWH elementsto your schoolyard at a rate that equals sup-

port for each element.



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Form Your Wildlife Habitat Committee

The committee positions and responsibilities listed on the following page have provided an effective

organization for some Schoolyard Wildlife Habitat projects. Your habitat committee may have morepositions, more than one person sharing tasks or may, in some cases, combine positions. It is important

to give volunteers very clear and limited tasks for a specific period of time (i.e., historian for one school yearonly, or even one half of the year). Indefinite or vague tasks will wear down volunteers. Rotate leadership posi-tions annually or on another regular and reasonable schedule. This will bring in fresh perspectives and keep

your leaders from burning out. Work to achieve buy-in from the entire school. You may not be able to get everyperson involved, but seek to involve at least one representative from all aspects of the school community.Survey parents annually to find out what skills and resources they would be willing to donate to an outdoorclassroom project. Makecopiesofthechartonthefollowingpageanduseittokeeptrackofyourcommitteeandtheirresponsibilities.

"Let Them Do It!" - Student participation in SchoolyardWildlife Habitats from start to finishMany teachers and volunteers feel overwhelmedwhen they realize the amount of research and workcreating an outdoor classroom can include.However, students can take on a substantialamount of the work as a classroom project,and, with some careful planning, teachers

can simultaneously meetacademic requirements.

Researching WildlifeStudents can survey their schoolyards tofind out what wildlife is already there.The instructor at Seaborn LeeElementary suggests creating a Rolodexfile or spreadsheet specifically for yourhabitat project. This will keep

you organized.



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Habitat Project Leader: Phone:Email:

He/she should be an effective organizer, have vision, be able to delegate responsibilities and communicateeffectively. Responsibilities: oversee development of the habitat plan.

Historian: Phone:Email:

Responsibilities: document project progress with before and after photos, scrapbooks, and/or video journals.

Publicity: Phone:Email:

Responsibilities: write press releases for local newspapers, take photos, create a newsletter, or submit articles toPTA newsletter.

Volunteer Coordinator: Phone:Email:

Responsibilities: promote volunteer involvement, match volunteers to tasks, coordinate workdays and sendthank you cards or notes.

Budget/Donations: Phone:Email:

Responsibilities: maintain receipts, records of donated goods and services, discounts, invoices to school book-keeper or PTA treasurer for payment.

Grants Writing: Phone:

Email:Responsibilities: seek and prepare grant proposals and maintain information for writing reports. You donthave to have a professional, just someone who can write clearly.

Teacher Liaison: Phone:Email:

Responsibilities: help teachers to use the habitat for class lessons. Activities can include compiling resources,putting together file of ideas to be shared, creating habitat-related bulletin boards and scheduling trainings, etc.

Student Representative(s):Name: Grade/Teacher:Name: Grade/Teacher:Name: Grade/Teacher:

Responsibilities: represent the student body on each of the sub-committees.

Grounds Maintenance: Phone:Email:

Responsibilities: communicate the project with other maintenance staff/custodians (who perform groundsmaintenance in and around the Habitat) and implement and maintain a regular maintenance schedule.

SchoolyardWildlifeHabitatCommitteeMembers

Date: _______________________________


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EvaluateYourCampusWhatHaveWeGotToWorkWithOnCampusandHowDoesItSupportWildlife?

The best way to start a Schoolyard Wildlife Habitat is to thoroughly investigate the land on campus and itscurrent and potential uses. Get a copy of the plat from the principal, custodian or school system office.Trace it and make a copy you can mark on. Contact a natural resource professional or knowledgeable

volunteer to walk the site with you and give advice. (See contact information under "Getting More Help".)Invite a small group to accompany you such as an interested teacher, a parent and, of course, a student or two.

As you walk on the site, note:the buildings, parking lots, play fields, and retention ponds.underground utilities, drains, sewer and septic lines.

planned and unofficial patterns of traffic including: cars, bikes, pedestrians and delivery and mainte-nance vehicles.litter, erosion and drainage problems.access to water.parcels of land not being used.locations for future building plans.

Evaluate good and bad features of these sites as potential outdoorclassrooms. Consider:

distance from the school building.

access from building to grounds.security of the site.existing features of wildlife habitat including food, water, coverand places to raise young.

Keep your discoveries in mind as your committee decides where tofocus Schoolyard Wildlife Habitat project activities. (See Appendix B forsite inventory checklist.) Don't forget to take your "before" photos. Now

is the time!

County Extension Agentsoften are tremendous resourcesfor plant identification.

Be sure to include points ofinterest and unusual facts

about plant material in a guideto the SWH.

Ahead of the game: If possi-ble, meet with administrators,teachers and county officials toplan a SWH on new schools asthey are being built.



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Many schools successfully assign responsibility for maintenance of outdoor classrooms to an existing PTA com-mittee such as the Environmental or Grounds Committee and student clubs such as 4-H or the Ecology Club.Providing a line item on the PTA budget for annual maintenance assures a dependable source of revenue toaddress needed renovations. Endowing outdoor classrooms with this sort of volunteer and financial legacy willhelp ensure their viability over a long period of time.

In addition to volunteers and financial support for any upgrade and future renovations of your Schoolyard

Habitat, proper maintenance of an outdoor classroom also requires its continual use by teachers and students.To maintain continual use of your Schoolyard Habitat, it is importantto do the following:

Incorporate student activities into maintaining the outdoorclassroom. Have different classes adopt different areas of theoutdoor classroom to maintain.Divide up maintenance by age groups to help keep working inthe outdoor classroom popular with students. For example,third graders who are in charge of reseeding the wildflowerpatch can look forward to maintaining the pool in fourth grade.To further divide the labor, individual students in a class can "adopt" a tree or plant to study and main-tain. This will encourage student ownership of the outdoor classroom.Host an environmentally-based teacher training on how to use the outdoor classroom for all teacherswithin your school annually.Create a curriculum team to plan for how you will institutionalize the use of the outdoor classroominto your school's curriculum (see Appendix D).Keep school administrators and school district planning andconstruction offices informed of your Schoolyard

Wildlife Habitat plans to prevent future land-use conflict.Keep your school and your communityregularly informed on events surround-ing your Schoolyard Habitat.Invite community groups to assistwith workdays or special projects.Contact your local natural centeror environmental educationprovider to arrange for a demon-

stration of activities for your out-door classroom.Avoid relegating the outdoor class-room to just one academic subject.If possible, create different areas that

facilitate specific topics.

AtHaynesBridgeMiddleSchoolinAlpharetta, projectleaders created an "adoptionlist" as a way to delegate variousparts of their habitat project.



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CommunityMembersandVolunteers

Make an easily accessible maintenance guide for your outdoor classroom as you go. In this way, futureoutdoor classroom leaders and volunteers will know how and when to perform maintenance tasks. Keepthis guide, along with other outdoor classroom records, in a central location such as the media centerand make sure others know where it is. Update it regularly.Create a centrally located calendar of workdays and events for the outdoor classroom. Advertise this cal-endar to the local community as well as the school. Bring volunteer sign-up sheets to school open hous-

es and other school events where parents and community members are present. As much as possible,choose a regular day and time for the workday, such as every third Saturday from 10-12. Plan ahead forpossible rain dates.Gather and organize an annually updated skill bank of parents and volunteers.Vary the activities for volunteers. No one wants to weed every time they volunteer!Recognize your volunteers in school and community newsletters, at awards banquets or special eventssuch as a volunteer breakfast hosted by your school.Create a volunteering schedule for summer maintenance. For exam-ple, an individual or family can sign up to take turns caringfor the outdoor classroom for one week each during the

summer. Avoid making summer maintenance one per-son's responsibility.Make volunteering for the outdoor classroom fun!Provide refreshments and good places to rest.Provide sitters (such as older students, parentsor teacher volunteers).Use themes, such asseasons, planting and harvesting to makeworking in the outdoor classroom feel morelike a festival than a chore. Sometimes just

phrasing it right can make all the differ-ence.12

12One school has declared that they never weed; instead they "feed the chickens."Volunteers and students love pulling up weeds out of the habitat gardens to feed totheir school's small flock of domestic birds. If your school can't have domesticatedanimals, consider feeding a compost bin of earthworms and keeping track of how fast ittakes for your weed pile to be composted.



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BasicElementsofHabitat

Begin your Schoolyard Wildlife Habitat with some easy steps. You can address all habitat elements- food,water, cover and places to raise young- in some small way in the initial stages of your project.

The features listed below are very basic, but highly visible, and will help teach students about meeting the needsof wildlife while actually benefiting wildlife in your schoolyard. Students can both construct and maintain all ofthese features.

Brush pilesBrush piles provide cover for small mammals, birds and insects. You can start one with a discarded Christmastree or yard clippings. Be sure that the materials provided as cover have not been treated with pesticides and

other hazardous chemicals.

Rock pilesRock piles provide cover for beneficial reptiles and amphibians. Lizards and butterflies can bask in the sun.

FeedersThere are many types of feeders which are easy and inexpensive to build. While feedersensure maximum bird activity when stocked, remind students that these are only sub-stitutes for natural food sources such as berry and nut-producing trees or seed-bear-

ing flowering plants. Since feeders can be expensive and labor-intensive to maintain,you might want to limit feeding stations to one or two key areas in your SchoolyardWildlife Habitats.

Water dishes or birdbathsA clean, dependable source of water is an essential part of your habitat. An inex-pensive terra cotta dish, an upside-down garbage can lid or a birdbath will servewell. It helps to add several flat stones in it as a perch so birds can gradually wadeinto the water. Locate the water source in a protected spot away from shrubberywhich could harbor predators. Make sure that the water feature is near a hose or

faucet, or arrange a "bucket brigade" of students for filling it on a regular basis.

Nesting boxesStudents and/or scouts can easily build bluebird, bat, and owl or wood duck boxesfor your habitat. Students should be aware that nesting boxes are only substitutes fortree cavities. If your campus does have a dead tree, called a snag, which does not posea threat, keep it. Snags can also be cut to a height of 6 -10 feet, limiting the possibilitiesof danger. Snags provide extremely important cover and nesting sites for many species.

Make sure that these habitat elements are apparent to students. Signs at many schools label

such features as brush piles, rock piles and snags. The signage reinforces the concept of habitat to students andopens their eyes to these valuable "wildlife homes."



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ShrubsandVinesThatAttractHummingbirds

Vines and shrubs provide food as well as natural cover and nesting habitat. Plan for year-round availabili-

ty of berries and seeds. In addition to growing nectar producing plants, hummingbird feeders are a sureway to enjoy watching the hummers. To make the nectar, combine four parts water to one part sugar

and bring to a boil. DO NOT use honey, sugar substitutes or red food coloring. Feeders should be cleaned every

three to five days using a brush, hot water and vinegar.


ShrubsAmerican Beautyberry (Callicarpa americana)Blackberry (Rubus spp.)Blueberry (Vaccinium corymbosom)

Buttonbush (Cephalanthus occidentalis)Elderberry (Sambucus canadensis)Plums (Prunus spp.)Red Buckeye (Aesculus pavia)Red Chokeberry (Aronia arbutifolia)Spicebush (Lindera benzoin)Sumac (Rhus spp.)Viburnum (Viburnum spp.)Waxmyrtle (Myrica cerifera)

VinesCoral Honeysuckle (Lonicera sempervirens)Greenbrier (Smilax spp.)Passion-flower (Passiflora incarnata)Trumpetcreeper (Campsis radicans)Virginia creeper (Parthenocissus quinquefolia)Wild Grape (Vitis spp.)

PerennialsBeebalm (Monarda didyma)Cardinal Flower (Lobelia cardinalis)Canada Lily (Lilium canadense)

Cross Vine (Anisostichus capreolata)Eastern Red Columbine (Aquilegia canadensis)Indian Pink (Spigelia marilandica)Mountain Rosebay (Rhododendron catawbiense)Scarlet Morning Glory (Ipomoea coccinea)Spotted Jewelweed (Impatiens capensis)Swamp Mallow (Hibiscus coccineus)


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Bird InteriorSize (in.)

Depth(in.)

EntranceHole (in.)

Entrance HoleAbove Floor (in.)

House HeightAbove Ground (ft.)

Preferred Habitat

Eastern

Bluebird

5 x 5 8 x 11 1 6 - 7 5 - 10 Open areas with no tall under-

growth.

CarolinaChickadee

4 x 4 8 - 10 1 - 1 6 - 8 6 - 15 Brushy borders.

Wood Duck 10 x 10to 12 x 12

24 3 x 4 ellip-tical hole

18 - 20 10 - 25 Near margins of pond waters.

AmericanKestrel

8 x 8 to9 x 9

12 - 15 3 9 - 12 10 - 30 Brushy borders and open areas.

White-BreastedNuthatch

4 x 4 to5 x 5

8 - 10 1 - 1 6 - 7 5 - 20 Semi-shaded woody areas.

Brown-HeadedNuthatch

2 x 3 8 - 10 1 6 - 8 5 - 20 Pine woods and mixed pine-hard-wood forests.

Carolina Wren 4 x 4 to5 x 5

6 - 8 1 - 1 1 - 6 6 - 10 Brushy areas near closed canopy of trees.

TuftedTitmouse

4 x 4 to5 x 5

8 - 10 1 - 1 6 - 8 6-15 Brushy areas near closed canopy of trees.

Tree Swallow 4 x 4 to5 x 5

6 1 - 1 5 - 7 10-15 Semi-open areas near ponds orlakes

Purple Martin 6 x 6 6 2 - 2 1 15-20 Bungalow-type colony house inopen areas near low brush.

ProthonotaryWarbler

4 x 4 8 1 5 4-7 Swampy areas in hardwood forestsnear water.

Screech Owl 8 x 8 12 - 15 3 9 - 12 10-30 Widely spaced tree areas andmeadow edges

Barred Owl 13 x 15 16 8 9 - 12 10-30 In or near forested areas

Barn Owl 10 x 18 15 - 18 6 4 12-18 In or near forested areas, farm-yards, or fields.

CommonFlicker

7 x 7 16 - 18 2 14 - 16 6-20 Large trees in open woodlands,fields and meadows.

PileatedWoodpecker

8 x 8 12 - 30 3 - 4 10 - 20 12-60 Mature trees in wooded areas.

Red-BelliedWoodpecker

6 x 6 12 - 14 2 10 - 12 12-20 Mature trees in wooded areas.

Red-headedWoodpecker

6 x 6 12 - 15 2 9 - 12 12-20 Open areas of woodland edges.

HairyWoodpecker

6 x 6 12 - 15 1 9 - 12 12-20 Opend woodlands and forests.

DownyWoodpecker

4 x 4 8 - 10 1 6 - 8 6-20 Open woodlands near fields andurban areas.

BirdhouseSpecificationsForCommonGeorgiaCavity-Nesters


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HowToProperlyPlantTreesASpecialFromTheGeorgiaForestryCommission

Site Selection for Tree Planting

The survival and growth of your trees will depend on what you do before the trees are even planted. Alltrees have basic requirements of air, water, sunlight and sufficient soil space to grow. Limit any one ofthese and your trees will die or never reach expected results. Find out where these trees grow in nature

and then try to supply those requirements. Check with your local Georgia Forestry Commission or ExtensionService personnel for a possible site visit to help with the all important task of selecting an appropriate site toplant your trees.

Sources of treesLocal garden centers and nurseries are potential sources

along with the Georgia Forestry Commission andUniversity of Georgia Extension Service.

Tree Planting ProceduresNomatterhowhealthythetree,ifyoudonotplantitcorrectly,successwillbeminimal.

Prepare your planting hole in advance of getting thetree. Dig a hole about twice as large (diameter) asthe size of the container or root ball of the tree to

be planted.Dig the hole only to the depth of the container orroot ball. Planting too deep will cause the tree togrow poorly or not survive.After planting, water thoroughly and put at leastthree to four inches of mulch (straw or bark)around the tree, but no closer than three inches tothe trunk.A wooden stake beside the tree may be needed tohold it upright and protect it from lawnmowers.

Allow for two inches of lateral movement.Mulch the tree yearly and let the leaves or pine needles remain for additional protection of the tree's roots.Mulch helps reduce the need for additional watering.Water is the most critical factor for new tree survival. Deep watering is recommended and can be done in anumber of ways: using garden hose with water running slowly, at a trickle; positioning a soaker hose abovethe root ball and allowing water to soak through the soil profile; and positioning a five-gallon bucket with asmall hole tapped into the bottom next to the tree and fill the bucket with water.Watering is necessary in summer months. Make sure that you have a maintenance plan in place BEFOREsummer. Recruit several people to take turns in taking care of your schoolyard habitat, especially wateringnew plantings. Families and volunteers can sign-up to adopt plantings on a rotating basis. Avoid delegating

responsibility for summer maintenance to just one person.Too much water is harmful to trees. Have a natural resource professional help you choose suitable planting

sites with adequate drainage.



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NativeTreesYear-roundFoodandCoverForAVarietyofWildlifeSpecies

Note: Create a living history tree library. Imagine an arboretum with such trees as the Dwight D. Eisenhower Sycamore or trees with significance tothe American Revolution, Black history, poets and artists and more. For more information, visit www.historictrees.org.


Schools with minimal space available might choose to use container gardens to grow wildlife-attracting plants.

See the lists of native shrubs for good alternatives to trees.

Large TreesAmerican Beech (Fagus grandifolia)American Holly (Ilex opaca)Bald Cypress (Taxodium distichum)Basswood (Tilia americana)Black Cherry (Prunus serotina)Blackgum (Nyssa slyvatica)Cucumbertree (Magnolia acuminata)Eastern Hemlock (Tsuga canadensis)Eastern Red Cedar (Juniperus virginiana)

Loblolly, Longleaf and Shortleaf Pine (Pinus spp.)Loblolly Bay (Gordonia lasianthus)Live Oak (Quercus virginiana)Pignut, Bitternut Hickories (Carya spp.)Post Oak (Quercus stellata)Red Maple (Acer rubrum)River Birch (Betula nigra)Sweetbay (Magnolia virginiana)Sweetgum (Liquidambar styraciflua)Southern Magnolia (Magnolia grandifloria)

Southern Red Oak (Quercus falcata)Southern Sugar Maple (Acer barbatum)Swamp Chestnut Oak (Quercus michauxii)Tuliptree (Liriodendron tulipifera)White Ash (Fraxinus americana)White, Red and Chestnut Oak (Quercus spp.)Willow Oak (Quercus phellos)

Small TreesDevilwood (Osmanthus americanus)Florida Anise (Illicium floridanum)Redbay (Persea borbonia)Wax Myrtle (Myrica cerifera)Yaupon Holly (Ilex vomitoria)


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PondPlants

Basic Types of Pond Plants

There are three basic types of pond plants that can be used in aschoolyard pond. Each type of pond plant is categorized by itsfunction and position in the pond.

1. Submerged Oxygenatorsare rooted to the bottom and are totally covered by water.purify water by absorbing mineral salts and carbon dioxideproduced by animal waste and decaying plant material.are the first plants to add to your pond.Examples: Anacharis (Elodea canadensis), Cabomba (Cabombacaroliniana), Coontail (Ceratophyllum demersum).

2. Floatersmay be rooted to the bottom, but leaves float freely on thewater surface.purify water by filtering wastes, absorbing nutrients andadding oxygen.shade the water, depriving algae of the sunlight neededto grow.Examples: Carolina mosquito fern (Azolla caroliniana),Duckweed (Lemna minor), Fragrant Water lily(Nymphaea odorata).

3. Marginalslive near the edges, or margins, of water.grow well when planted 3"-6" deep so they can hold theirleaves and flowers high above the water surface.will also grow in moist, well drained soil on the bank of a stream or pond.offer colorful flowers and foliage to ponds.Examples: Sedges (Carex spp.), Goldenclub (Orontium aquaticum), Arrowheads (Sagittaria spp.),American lotus (Nelumbo lutea), Seedbox (Ludwigia alternifolia), Greenneedle rush (Juncus effusus).

Around the PondLandscape around your pond to create a lush, natural netting and contribute to wildlife habitat. Goodchoices of native plants include: Winterberry (Ilex verticillata), Buttonbush (Cephalanthus occidentalis)and Waxmyrtle (Myrica cerifera).Some native wildflowers thrive with wet feet and provide nectar for hummingbirds and butterflies:Cardinal flower (Lobelia cardinalis), Joe-Pye Weed (Eupatorium fistulosum) and Smartweed (Polygonumspp.).Choose from varieties of native irises and other interesting native plants such as: Copper or Red Iris

(Iris fulva), Virginia Iris (Iris virginiana), Lizardtail (Saururus cernuus), Cattail (Typhia latifolia).

LeeCountyPrimaryinLeesburgcreated a safety fence aroundtheir pond that doesn't detractfrom the landscape by using postsstrung through with nylon rope.

Allofthefollowingareperenni-alinGeorgia: Arrowhead(Sagittaria latifolia), Pickerelweed(Pontederia cordata), Swamp

Milkweed (Asclepias incarnata).Requirements: 3-6 hours of sun-light per day; 1"-6" of waterabove soil level; fertilization oncea year

Moisture-lovingplantsforshadyconditions: Sweetflag (Acoruscalamus), Jack- in-the-Pulpit

(Arisaema triphyllum), Bee Balm(Monarda didyma)



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CourtyardsCreativelyUsingSmallSpaces

The Georgia Wildlife Federation and National Wildlife Federation created a Schoolyard Wildlife Habitatexhibit garden at the 1994 Southeastern Flower Show in Atlanta. The garden demonstrated ways schoolswith little land and funds can develop an innovative wildlife habitat and learning laboratory. The garden

was met with enthusiasm from audience and judges alike, winning the Bulkley Medal from the Garden Club ofAmerica, the Horticultural Society of New York Medal and an Atlanta Botanical Garden Certificate.

The design of the garden was subject to the reduced space, root zone, air, and light of a courtyard. Native plantsthat thrive well in such an environmentwere chosen. Such plants either providefood, shelter, or space

for wildlife.

Ideas for a Courtyard:

Amphitheater - a small three-sidedtrellis structure supported by abase of raised bed gardens. Plantson trellis: Smilax vine with berriesfor birdsCurved raised-bed hedge toenclose amphitheater. Plants:Waxmyrtle to provide foodand cover.Border of painted concrete blocksturned on the side (lined with plastic or masonry sealer as the concrete is highly absorbent and will dryplants out). Plants: Johnny Jump-ups and Violas for seasonal color and nectar.Old wheelbarrow container garden. Plants: Fothergilla to attract pollinators and creeping blueberry forsummer fruit.Perch and plant. Plants: Various wildflowers including Joe-Pye-Weed, Purple Coneflower and Black-

eyed Susan for summer bloom and autumn seed.Pond with sandy area for tracking and rock pile for cover. Plants: Dwarf Cattail and PickerelweedSemi-circle bed. Plants: Redbay for evergreen cover and food sources.Parallelogram bed with butterfly plants. Plants: Spicebush, Dotted Horsemint and Skullcap - host andnectar plantsCubic meter bed with root-viewing window. Plants: Yellowroot, WitchhazelCold frame built from recycled lumber and plastic. Plants: PricklypearCompost heapCable spool for tableBamboo "tent" frame with hummingbird - attracting vines. Plants: Trumpetcreeper, Crossvine,

Red Woodbine



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Signs: Interpreting information on the trail through signs is an important teaching device. Signs can beused for identification and include only common and botanical plant names or carry additional inter-pretive information and even illustrations Signs should be large enough to read from a distance


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pretive information and even illustrations. Signs should be large enough to read from a distance,durable, weather resistant, and replaceable. Signs are often vandalized and should be installed with thisfact in mind. There are as many approaches to signage as there are habitats from inexpensive signs madewith available or collected materials to expensive professionally manufactured signs:

1. Multi-laminated paper2. Tree limb slices with painted information3. Sandblasted or routed signs4. Vinyl letters on painted marine plywood or plastic5. Professionally printed plastic or metal6. Number codes with an interpretive handout

Nature Trail Maintenance

Besuretomaintainyourtrailsonaroutinebasis. Nature trailsneed to be enjoyable and free ofdanger (i.e. woody debris, litter,and other obstacles that couldprove hazardous to studentsand visitors such as thornyblackberry bushes). Basictrail maintenance oftenrequires regular checks

and cleaning of trails,pruning, leveling, widen-ing, weeding, etc.

as needed.



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RaisingFundsInYourCommunity

The first step in realizing your goal of developing a Schoolyard Wildlife Habitat is projecting or estimatingthe project cost. This job requires some quiet time with a pad of paper and pencil. Sit down and make alist of proposed project objectives including everything from blazing a trail to constructing an arbor or

building a pond. For each of these tasks, make a list of equipment and materials you'll need to get the job done.Then attach an estimated cost to each item on the list of equipment and materials. Putting this information ina simple chart displaying tasks, materials, costs, and sources will give you an at-a-glance budget and help you toorganize a strategy in funding the project.

Many schoolyard habitats can be developed with little or no moneythorough the use of recycled and donated materials and fundraisers.Some Partners-in-Education are willing participants in habitat proj-

ects by donating funds, expertise and/or materials. Check with localconstruction companies to see if they have extra building materialsthey can donate. Contact your local nature center to find out if thereare any plant rescue groups in your area. These groups dig up nativeplants in areas slated for construction and are always on the lookoutfor a good place to transplant them.

If you are able to identify specific project needs and accompanyingcosts with your chart, you will be prepared to approach a donor witha need closely matched to their capabilities. Run a regularly updated

wish list for your outdoor classrooms in your school newsletter,website or community paper. Create a simple brochure and standardsolicitation letter on school letterhead that can be used by anyone tobe able to easily explain your project and ask for donations. Mostdonors give when asked because they want to support a causeimportant to them, honor their personal relationships, and/orenhance business goals.

AtLeeCountyPrimary, the proj-ect leader got permission to writea weekly column in the local news-

paper mentioning the happeningsand needs of their habitat project.She also recommended using thelocal paper to find businesses thatmight be receptive to requestsfor donations.

AtSeabornLeeElementary, theproject leader used her students'poetry and drawings from the

habitat when seeking donations.They were very persuasive! Manyschools have sold Habitat or EarthDay t-shirts to raise money fortheir projects.


Tips on raising funds

Remember what you have to offer potential donors: valuable publicity through school publications! Let a


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Remember what you have to offer potential donors: valuable publicity through school publications! Let apotential donor know upfront the kind of publicity that you can provide in return for support. You couldacknowledge the donor in the student newsletter, on the school's reader board on a busy street, on a sign in theoutdoor classroom, or in a flyer sent home. Plant nurseries, lawn and garden centers and hardware stores in

your area are often willing to donate to a good cause in their community, especially if they are acknowledgedpublicly for it.

Ask clearly for what you want. A clearly defined, organized wish list is an effective way to get donations. Donorswant to see exactly what their money is supporting and may prefer to fund an entire project such as a butterflygarden or a weather station that can be clearly identified as their contribution to the school and/or community.

Always follow through on requests from potential donors and fulfill promises made. Send thank you letters,cards and/or notes promptly. Students can write thank you notes or make posters to place at businesses thatmake donations or host fund raisers, etc. The lessons to be learned by par-ticipating in the fund raising process are important, valuable lessons

in life.

More fund raising advice

You could also host local events for fund raising such asa run/walk, silent auction, raffle, car wash, a specialbanquet for lunch or dinner, contest, concert, etc. Becreative! There is more than one way to raise fundsfor your Schoolyard Wildlife Habitat. Be sure that

your fund raising event complies with applicable

state, federal, and school regulations governing fundraising activities.

Finally,besuretoaskotherstosolicitcontributionsfromtheirowncontactsaswell.Makefundraising

ateameffort!


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GrantsTipsForSuccessfulProposalWriting

Beforeyouapply

Identify one or two persons to be responsible for writing grant requests. The persons need not have experi-ence in writing but should have technical writing skills. Writing grant requests is nothing more than communi-cating ideas in a clear and concise way according to guidelines set out by grantors.

Begin writing about your project. By creating ready-to-use statements, you will not be overwhelmed whenyour first grant application arrives in the mail. The following elements correspond generally to the format ofmost small grant packages:

Project purpose/goal: Two or three sentences are enough.

Project description: This summary should be organized so as to reflect the ways in which your projectmatches the funding objectives of the grantor.

Project detail: Have a numbered list of the activities that you plan to carry out your project. Here youshow your project to be achievable, (i.e., a good investment).

Timeline: Promise only what you can reasonably achieve, and be specific. Most grants place deadlineson project completion.

Budget: A well thought-out line-item budget shows that the project is a good investment. The grantorwants to know that funds will be used effectively. Show that you are careful with their money as youwould be with your own. The budget is the test of whether or not what you want to do matches withwhat they want to fund. Some grants require matching funds or in-kind donations. You can easilymatch a grant in-kind by adding up donated items like plants, building materials, snacks for volunteers,office supplies for posters, thank you letters and cards, etc. Any professional that lends expertise to yourproject, such as a landscape architect, is donating a consultant's fee; have them write you a receipt. If aparent offers free use of equipment such as a tiller, figure up what that would have cost you in

rental fees.

Let the school community know that you are looking for grants. Thebest grants to seek are small, local grants. There will be less competitionfor these grants, and you are more likely to have personal contact withthe grantmaker. However, do not hesitate to file for large nationalgrants that are well-matched to your project. EnvironmentalProtection Agency, U.S. Small Business Administration, and otheragencies and foundations distribute many thousands of dollars ingrants appropriate to Schoolyard Wildlife Habitat Projects. Also

check out the EEinGeorgia website at www.eeingeorgia.org for thelatest grant information.



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GettingMoreHelpSpotlightOnOtherResourcesAvailableToAssistYou

Georgia Master Gardener ProgramThis is a volunteer gardening training program offered by the University of Georgia Cooperative ExtensionService. The training consists of 40 hours of classroom instruction on horticultural principles and pest controlpractices. "Master Gardener Interns" must then provide a minimum of 50 hours of volunteer service to theircommunity, assisting with gardening related activities such as Schoolyard Wildlife Habitat projects. For infor-mation, contact your local UGA County Extension Agent. Find your local UGA County Extension Agent athttp://caes.uga.edu/extension/.Phone: (706) 542-3824Website: http://extension.caes.uga.edu/mastergardener/

Habitat StewardsHabitat Stewards is the volunteer training and mentoring arm of the National Wildlife Federation's BackyardWildlife Habitat program, supported in Georgia by the Georgia Wildlife Federation. As a Habitat Stewardshost, the Georgia Wildlife Federation administers the Habitat Stewards training program at the communitylevel, acting as the liaison between NWF and individual Habitat Stewards volunteers. A Habitat Stewards volun-teer is an individual who has a keen interest in the environment, and a willingness to volunteer his or her timeand expertise to assist others in the creation or restoration of wildlife habitat. Habitat Stewards can offer greatassistance in your Schoolyard Wildlife Habitat project. To get assistance from the Georgia Habitat Stewardteam, contact the Georgia Wildlife Federation at:Phone: (770) 787-7887

Website: www.gwf.org

Georgia Forestry CommissionForesters from the Georgia Forestry Commission provide technical assistance to landowners, homeowners,builders, schools and government agencies in tree selection, planting, and maintenance. The GFC administersenvironmental education and tree planting grant programs. Project Learning Tree workshops are conductedthroughout the state by GFC personnel. Many schools have called on local foresters to help identify trees andadvice on the development of nature trails. Call the Macon headquarters for more information about theforester serving your community.Phone: (478) 751-3500Website: www.gfc.state.ga.us

Georgia Department of Natural Resources (DNR) Wildlife Resources Division (WRD)Contact your local DNR office for wildlife questions and technical assistance. Check under "Georgia state" list-ings in the phone book.Phone: (770) 918-6400Website: www.georgiawildlife.org



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EvaluatingtheSuccessofYourOutdoorClassroom

If you have followed this guide, you will have done a great deal of work to create an outdoor classroom thatwill be used as an effective teaching tool for many generations of students and teachers at your school. Of

course, each school is different, as well as a place of constant change. Students and parents pass through,teachers and administrators transfer locations and educational requirements are constantly revised. One way tomake sure that your outdoor classroom continues to successfully serve your school is to keep records and con-duct periodic evaluations. The following are some suggestions for finding out whether your outdoor classroomis successfully meeting your school's needs.

Academic Success

Create an outdoor classroom log for teachers to note use and activities conducted, along with a place towrite suggestions or ideas. Keep this log in a central location so that teachers can easily access it. The logcan also serve as evidence to your school administrators on how the outdoor classroom is being used.

Keep track of data (anecdotal or actual statistics) that shows a correla-tion between improved academic performance and use of theoutdoor classroom.

Survey teachers annually about their needs and thoughtsregarding the outdoor classroom. Is the outdoor classroomfunctioning as an effective teaching tool? Why or why not?

Continue to assess the needs and thoughts of all outdoorclassroom users and make changes accordingly. An easyway to do this is by putting out a suggestion box.

Site Sustainability

Assess your outdoor classroom once a year for anyneeded repairs or improvements. Be sure to check forthe following: Signs of erosion; Health of plantings;

Conditions of structures; Definition of paths and gar-den beds; Litter; Vandalism; Nearby safety hazards;Signs of wildlife; and General accessibility.

You will need to change your outdoor classroom as timepasses to accommodate for all of these factors as timepasses. Remain flexible and don't be afraid to changethe plan.

Integrate the needed repairs and improvements into the long-term plans for your outdoor classroom. Schedule your workdays

and inform others of needed donations accordingly.


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gHowToCreateASustainableSchoolyardWildlifeHabitat

Best Management Practices (BMPs) are simple, effective methods to create a successful, sustainableSchoolyard Wildlife Habitat. These guidelines are based on continuous learning and experience, andshould be periodically evaluated.

Start where you are.Assess current school grounds for already existing outdoor classroom possibilities. Consider schoolexpansion and construction plans.Assess needs and interests of all potential outdoor classroom users and stakeholders. These includeadministrators, teachers, students, maintenance/facilities staff, parents and community members.Assess already available curricula.

Make a plan and keep good records.Keep it simple!!!Plan in phases for long term to make project progress realistic.Keep all information and subsequent information centrallylocated and organized.

Get buy-in from school/ community before beginning con-struction.

Make sure school administration is invested in

the project.Inform local community about the project throughpress releases to generate support.

Support the SWH with fundraisers and sponsors.Plan for a zero budget. Remember that just takingstudents outside to explore the school grounds isalready free.Assess already-available sources of fundingand materials.Solicit donations or funding at local level first-school, parents, local community and businesses.Create a network of schools or a school district tosolicit local offices of large corporations to increasethe likelihood of donations.Research and apply for grants (after you have done all ofthe previous).

Institutionalize the use of your Schoolyard Wildlife Habitat.

Designate an outdoor classroom coordinator.Arrange annual in-service trainings to train new and refresh or re-inspire already trained teachers.


Assign specific areas of the outdoor classroom to specific classes to encourage ownership and break-upmaintenance responsibilities.Reward teachers for using/maintaining the outdoor classroom.Provide resources and support for teachers to integrate using outdoor classroom into curriculum and


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Provide resources and support for teachers to integrate using outdoor classroom into curriculum andmeeting SDU/GPS.Emphasize resources and trainings that focus on teaching existing curriculum in outdoorclassrooms (e.g. EIC)Create centrally-located "grab and go" activities or backpacks for teachers to use in outdoor classrooms.

Institutionalize communication about outdoor classrooms.Create an annual festival that showcases the outdoor classroom. This will ensure an investment inmaintenance and use from school administrators who "want the school to look good" and help recruitvolunteers, donations and other resources from thegreater community.

Evaluate the success of your Schoolyard Wildlife Habitat.Remember that learning how to teach effectively out-doors is more important than building or installingoutdoor classroom features.Keep track of data, anecdotal or actual statisticsthat show correlation between improved aca-demic performance and use of the outdoorclassroom.Continue to assess the needs of all outdoorclassroom users and makechanges accordingly.

Constructing and maintaining an

outdoor classroom

Do not begin construction without doing the previ-ous steps! Be willing to be flexible and accommodatefor changes as they are required. Involve all or asmany students as possible to encourage feelingsof ownership.

Create a centrally located maintenance manual as you go.Divide maintenance tasks into multi-age levels for stu-

dents. After-school clubs can make maintenance of the out-door classroom their ongoing project. Encourage communityand volunteer groups who can assist with maintenance,particularly during the summer.

To learn more about implementing Best Management Practices,

see Appendix I: Case Studies.


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HabitatCalendar

Listed below is a sample maintenance schedule. Use this calendar to plan for the maintenance of your Schoolyard

Wildlife Habitat throughout the year. Thanks to Tiger Creek Elementary in Tunnel Hill for some of the ideas below!

AugustClean and fill birdbaths & feed-ers. Refill regularly to keep waterfresh. Weed garden areas.

SeptemberTake classes on tour of the SWHto introduce rules and features.Show habitat to parents duringopen house. Start habitat scrap-book. Plan for planting in fall,and prepare raised beds.

OctoberFall planting time. Build blue-bird boxes and install so thatnew smell will wear offby February.

NovemberPlant wildflower meadow andraised bed garden and begincompost pile.

DecemberPrune shrubs while dormant.Choose trees for planting; con-tact the Georgia ForestryCommission. Water trees beforeleaving for the holiday break.

JanuaryPlant tree seedlings but be surethat ground is not frozen. Youmay need to plant earlier orlater. Also prune trees andshrubs while dormant and cleanout bird feeders.

FebruaryBegin monitoring bluebirdhouses. Hang nesting helperssuch as yarn and string on treebranches. Plant tree seedlings.

MarchPlant spring annuals; rememberfundraising.Mulch and water as needed.

AprilHost Habitat dedication orannual celebration. (Have youcertified your habitat?)www.nwf.org

MayPlan for summer maintenance.Weed, keep water fresh, fill feed-

ers, and water trees!

JuneWeed, keep water fresh, fill feed-ers, and water trees!

JulyWeed, keep water fresh, fill feed-ers, and water trees!

Usethisspacebelowformoreadditionstoyourcalendarandforyourownideas!


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SpeakingtheLanguageoftheEnvironment

Annual: a plant that completes its life cycle, from seed to fruit, in one year or season.

Biodiversity: the variety of living things in an area, indicated by the numbers of different species of animalsand plants and small microorganisms.

Biotic community: a naturally-occurring assemblage of plants and animals that live in the same environment,are mutually sustaining and interdependent, and are consistently fixing, utilizing and dispensing energy.

Canopy: a vegetation layer formed by the leaves and branches of trees and shrubs. There can be several layersof canopy.

Corridors: rivers, trails through woodlands and open fields that connect a number of habitats in a contiguousmanner. Wildlife moves along these paths.

Deadheading: the removal of faded and dead flower blooms fromannuals and perennials to keep plants producing new blossoms.

Deciduous: plants that drop their leaves at the end of thegrowing season, as opposed to evergreen species.

Decompose: to break up into basic elements or to rot.

Erosion: the wearing away of land by water or wind.Bare soil will erode more quickly than soil protectedby plants and root systems.

Ecosystem: a complex self-sustaining natural systemof living organisms existing in an interdependentrelationship with each other and with the nonlivingcomponents of the environment where they

are found.

Ecotone: edge between two different ecosystems.

Edge effect: the tendency of wildlife to use the areaswhere two vegetative types come together forming anedge. Wildlife diversity is usually greatest along this edgebetween two habitats.

Environment: the complex factors that act upon an organism orcommunity and determine its survival.


Evergreen: plants which leaves remain green and on the stem all year long as opposed to deciduous plants.

Exotic: nonnative or foreign plants or animals that are introduced into an area.


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Flora: a list of the species of plants that compose the vegetation of an area or region (often incorrectly usedinterchangeably with vegetation)

Habitat: the site where a plant or animal normally lives and grows. Also a place that provides food, water, cover,

and appropriate space for reproduction.

Herbaceous: plants that die back to the ground at the end of the growing season such as a wildflower.

Native: local, indigenous; usually grown, produced, or origi-nating in a particular place or vicinity.

Organic matter: carbon-based compounds, derivedfrom living organisms.

Perennial: a plant that persists for more thantwo years, generally with new herbaceousgrowth from the roots with each newgrowing season.

Predator: animal that preys, kills and/oreats other animals.

Prey: animal killed by a predator.

Riparian: located or living along astream, river or body of water.

Root zone: area available in soil for aplant to grow roots.

Snag: a standing tree (usually dead) fromwhich the leaves and branches have fallen.Its hollow cavity may be used by wildlife

for nesting.

Understory: a layer of the canopy formed bysmaller trees in a forest.

Wildlife: living things that are neither humanor domesticated.


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OutdoorClassroomNeeds&InterestsSurveyForTeachers

Dear Teachers,Our school is designing an outdoor classroom. This will be a place outside in the schoolyard that has

been enhanced for educational purposes. An outdoor classroom can take many forms. For example, it could bea garden to study life cycles, a quiet place to inspire writing, a civics project about land use, a simple buildingproject that uses geometry, or all of the above! In other words, an outdoor classroom is a teaching tool, muchlike a computer, that can be used in many different ways.

Please fill out the following 2-page survey and return it to __________________ by this date________so that we can best meet your needs with our design.

On a scale from 1 to 5, rate how comfortable you feel about using an outdoor classroom around the followingissues. Please also explain any important comments or suggestions.

Issue Uncomfortable Don't Know Comfortable

Student Safety 1 2 3 4 5Explain:

Travel Time to Outdoor Classroom 1 2 3 4 5

Explain:

Teaching My Subject Outdoors 1 2 3 4 5Explain:

Maintaining Control of My Class 1 2 3 4 5Explain:

Being Physically Comfort Outside 1 2 3 4 5Explain:

Knowledge About Natural World 1 2 3 4 5Explain:

Other: 1 2 3 4 5Explain:


On a scale of 1 to 5, please rate how important or useful the following would be foryou for use an outdoor classroom.

Not Important/Useful Don't Know Important/Useful


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Training on how to use 1 2 3 4 5outdoor classrooms toteach my subject

Explain:

Extra chaperones for 1 2 3 4 5taking students outsideExplain:

Service learning 1 2 3 4 5opportunities for studentsExplain:

Curriculums and activities 1 2 3 4 5for use in the outdoorclassroomExplain:

Relevant information 1 2 3 4 5and resources about natureExplain:

Outdoor classroom 1 2 3 4 5safety protocolExplain:

Outdoor seating/tables 1 2 3 4 5Explain:

Other: 1 2 3 4 5Explain:

Please circle the types of outdoor classrooms (can be more than one) you would most like to use:

nature trail vegetable garden wildlife habitat garden pond/water feature weather station

meadow compost or recycling area wildlife feeders (ex: bird) gazebo accessible gardens

wooded area flower garden arbor

Thank you for taking the time to fill out this survey. If you are interested in getting involved with designing theoutdoor classroom, please contact _____________________________at__________________________.


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SchoolyardSiteInventoryChecklist

Site Inventory Task Completed Date of Completion Status1

1 Divide and delegate inventory work between subcommittees andgrade levels.

2 Create one central site inventory map or several that note

separate features.

3 Begin with a map of the school grounds that includes all pre-existinghardscapes (i.e. buildings, paved roads and walkways).

4 Obtain maps of master plans or projected construction plans foryour school.

5 Obtain maps from school maintenance staff about locations of

underground cables, wires and pipes.

6 Contact your local Utilities Protection Center for any other under-ground hazards at your school.

7 Locate north,south, eat and west on your maps to determine degrees

of exposure to light and heat.

8 Map your school watershed. Search for areas on-site that do and don'tdrain well. Locate areas of runoff from buildings/paved areas.

9 Monitor and map areas and hours of sun/shade in your schoolyard.

10 Assess and map the soil quality in the potential areas for your gar-

den(s). Contact your local Cooperative Extension Service or gardensupply center for more information.

11 Map pre-existing walkways and paths.

12 Map the levels of slope in possible outdoor classroom sites.

13 Consider how accessible your outdoor classroom will be.

14 Map sources of water that can be used for irrigation (i.e.sprinkler sys-tem, downspouts, stream, etc.).

15 Survey pre-existing plants, trees and wildlife that are seen on actual

school grounds and note their habitat.

16 Map nearby distractions (i.e. noise and frequent activities that causedisturbance while in outdoor classroom.

17 Map any nearby hazards or safety concerns to be avoided.

18 Consider the line of sight and vista offered by your outdoor class-room. Avoid placing classroom next to unappealing areas such as the

school dumpster.

1Status: NA = not applicable; A = active; O = ongoing; C = completed


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f y y f g f pp y p j ,

Resource Accessible or Available for Use? #/Amt. Available N/A

Books

Native Plant Gardening

Wildlife ManagementNatural Landscaping & Design

Organic Pest Control

Other:

Gardening Tools

Shovels

Turning Forks/Hoes

Rakes

Hand Trowels

Other:

Irrigation

SpigotSprinkler System

Nearby Indoor Water Source (e.g. classroom sink)

Hose

Rain Gutter or Downspout

Nearby Stream or Pond

Other:

Equipment

Clipboards

Hand Lenses

Activity BackpacksNets (e.g. Aquatic, Insect, etc.)

Field Guides

Environmental Ed. Curricula or Resources

Monitoring Equipment (e.g. Water, Weather, etc.)

Other:

Already Existing Outdoor Classroom Features

Nature Trails

Outdoor Seating

Flower Gardens

Vegetable/Herb Gardens

Native Plant/ Habitat GardensRaised Beds

Trees

Nesting Boxes

Wildlife Feeders

Water Feature (e.g. Pond, Bog, etc.)

Gazebo or Covered Shelter

Amphitheater or Outdoor Stage

Meadow

Forest

Stream or WetlandMulch Pile

Compost

Other:


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CurriculumConnectionsChart

List objectives that you teach. Then brainstorm ways that you can teach those objectives in theoutdoor classroom.

Performance Standard Strategies for Teaching Objective in Outdoor Classroom


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PossibleSourcesforVolunteers,DonationsandFunding

Sources of (Free) Resources:Native Plant Rescue GroupsNative Plant SocietiesLocal Garden ClubsMemorial DonationsSchool Maintenance Department(Plants, Tools, or Labor)Corporations (Interns, Employee Volunteers & Services)Partners in EducationEagle Scouts

Local Civic GroupsUniversity Landscape Architecture and Design ProgramsLocal nurseriesVocational Schools/Horticulture ProgramsMaster Gardeners (Extension Service)Habitat Stewards (National Wildlife Federation)

Sources of Funding:Community OrganizationsCivic Organizations

Community PhilanthropistsParentsEnvironmental OrganizationsFoundationsLocal Chamber of CommerceBusiness AssociationsLocal BusinessesCorporate Sponsorship

Community and Volunteer Groups:

ParentsAmeriCorpsCorporate Volunteer GroupsAdopt-a-Stream and other citizen science initiativesNational Parks Service4-HLocal Military (Volunteer Labor on Larger Projects)Outdoor Enthusiasts ClubsHome Owners and Neighborhood AssociationsLocal Businesses

ChurchesScoutsHigh School & College Student Service GroupsRetireesMaster GardenersHabitat StewardsMaster NaturalistsExtension ServiceLocal MediaGarden Clubs

Junior League



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Landscaping With Wildflowers: An Environmental Approach to Gardeningby Jim Wilson. 1993. Paperback. Apractical guide to the newest trend in gardening by the star of The Victory Garden. Gardeners concerned withconserving nature are increasingly interested in growing wildflowers and saving or recreating natural land-scapes. Wilson shows how to incorporate wildflowers into gardens in every part of the country. 100color photographs.


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Natural Gardeningby John Kadel Boring (Editor), Erica Glasener, Glenn Keator, Jim Knop, R.J. Turner(Editor). 1996. Hardcover. This richly illustrated, informative guide to gardening explains how to create a wel-

coming habitat for a wide variety of wild creatures through the use of an environmentally friendly collection ofnative vegetation.

Landscaping with Nature: Using Nature's Designs to Plan Your Yardby Jeff Cox, Marilyn Cox (Contributor).1996. Paperback. A garden transformation workbook, this text teaches readers a new way to garden--by work-ing with nature to design a landscape. Detailed instructions for using natures patterns or color schemes in agarden design, gardening for wildlife, landscaping with stones and/or water and using native plants are com-bined with basic instruction. 80 color photos. 75 illustrations.

Natural Landscaping: Gardening with Nature to Create a Backyard Paradiseby Sally Roth. 1997. Hardcover,

256 pages. Showing readers how to create their own woodland gardens, shade gardens, wildflower meadows,prairie gardens and songbird gardens, Natural Landscaping is packed with real-life examples, garden plans, col-orful combinations, at-a-glance plant charts and more. Includes regional coverage and plant recommendations.250 color photos.


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Georgia Wildlife Federation (www.gwf.org)Guides for creating a Backyard Wildlife Habitat, Schoolyard Wildlife Habitat Planning Guide, lists of work-shops and classes, related articles, grants, and contacts to find volunteers for your project.

KidsGardening(www.kidsgardening.com)Tips for students, parents, & teachers who spend time in the garden.

Evergreen (www.evergreen.ca)Canadian site promotes healthier and greener homes, schools and communities, including aparticipant registry.

Adventures in Birding(www.birdingadventuresinc.com)Atlanta-based ornithologist and educator provide excellent information on bird watching, attracting birds to

your garden, and creating a habitat.

American Horticultural Society(www.ahs.org)Provides a wealth of information and resources on all topics having to do with gardening, including a wholeYouth Gardening section.

Avant-Gardening (www.avant-gardening.com)

Encourages sustainable, creative ways to do organic gardening.

Georgia Native Plant Society(www.gnps.org)Promotes the appreciation and use of native plants andhabitats; site lists meetings, garden tours and activities, andreputable native plant sources.

Georgia Perimeter College Botanical GardenWildflower Center of Georgia(www.gpc.edu/~ddonald/botgard/george3.htm)Features photos from the garden and information onthe college's free lecture series on native plant topics.

Carolina Gardener Magazine(www.carolinagardener.com)Monthly publication offering a variety ofgardening topics.

Floating Habitats

(www.members.aol.com/Tjacmc/index.html)Floating Habitats for ponds and lakes' construction plansand use instructions.


National Wildlife Federation (www.nwf.org/backyardwildlifehabitat)Information and certification forms for your wildlife habitat; also offers a variety of education materials and aregistry of participating schools.

Project Wildlife (www.projectwildlife.org/gardens.htm)Provides additional information on creating wild gardens


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Provides additional information on creating wild gardens.

National Gardening Association (www.garden.org)

Interactive database of gardening articles, how-to tips and ideas, and dictionary.

Organic Gardening(www.organicgardening.com)This magazine promotes organic, wildlife-friendly methods and techniques in gardening.

Georgia Organics (www.georgiaorganics.org)Provides a online directory of retailers and organic farmers that sell supplies and equipment fororganic gardening.

Lady Bird Johnson Wildflower Center (www.wildflower.org)

A clearinghouse promoting native plants through education programs.

Native Plant Conservation Initiative (www.nps.gov/plants)Technical information of native plants and current conservation issues.

USDA PLANTS Database (plants.usda.gov)The PLANTS Database is a single source of standardized information about plants, featuring state plant check-lists, and plant profiles; also information on native plants, exotic invasives, and wetlands plants.

Wild Ones Natural Landscapers, Ltd(www.for-wild.org)Landscaping using native species indeveloping plant communities' educa-tional materials, grants andconference announcements.

The Foundation Center(www.fdncenter.org)Provides education and training

on the grantseeking process, anddisseminates information forgrantseekers through its website.

Council on Foundations(www.cof.org)COF provides numerous online linksto publications and resources thataid grantseekers.


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Georgia Outdoor Classroom Council (OCC)www.eealliance.org/occ%20symposium/about_occ.htmOCC, a subcommittee of EEA (see below), is a coalition of organizations and individuals sharing an interest in

the design, development, maintenance and use of outdoor classrooms. Its mission is to serve teachers, parents,principals and community volunteers as a resource link, providing up-to-date training and literature. Each year,the OCC organizes an annual symposium aimed at helping schools develop and use their school property as ateaching area.

The Environmental Education Alliance of Georgia (EEA)www.eealliance.orgEEA works to promote environmental education by providing opportunities for member organizations,schools, and the general public to get involved through the annual EEA conference, member newsletter, envi-

ronmental events posted on its Web site, and teacher resource directory.

The Online Guide to Environmental Education in Georgiawww.EEinGeorgia.orgA website designed to build statewide capacity for environmental education by providing: environmental edu-cation (EE) lesson plans based on Georgia's Performance Standards (GPS), a searchable directory of Georgia'sEE providers and the resources they offer, a statewide calendar of EE events, EE news and easy-to-access factsabout Georgia's environment.

Schoolyard Habitats Program

www.nwf.org/schoolyardhabitats/educatorresources.cfmNational Wildlife Federation offers curriculums, planningguides, grants and other resources for turning schoolyardsinto wildlife habitat.

EICwww.eeingeorgia.org/eicUsing the Environment as an Integrating Contextfor Learning is a school improvement processdeveloped by the State Education and

Environment Round Table (SEER). According toSEER's nation-wide study, EIC results inimproved academic achievement, classroombehavior and instructional practices. In Georgia,teams of teachers, administrators, communityorganizations representatives and EIC coaches areselected and trained to implement the EIC Modelin their schools.


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The Georgia Community Greenspace Program identified the 55 fastest growing counties in the state. In

2004, Georgia Wildlife Federation invited teachers from these counties to attend the Schoolyard Ecologyand Greenspace Symposium at the Alcovy Conservation Center. The 12 schools who participated in this

conference guided the GWF in the development of Best Management Practices (BMPs) for creating sustainableSchoolyard Wildlife Habitats.

In 2005, each of the 12 schools formed teams consisting of parents, teachers, administrators, grounds staff andcommunity partners. GWF worked with the wildlife habitat teams to create new or enhance existing schoolyardwildlife habitats, implementing the BMPs developed during the symposium.

After one year, 11 of the 12 schools reported on their accomplishments and challenges. The following casestudies were developed from these reports.

Barnwell Elementary (Alpharetta, Fulton County)2005 Accomplishments:

Included in the strategic plan for Barnwell Elementary is a mandate for each teacher to use the outdoorclassroom at least once a month. Records are kept and lessons are shared. Two classes were offered forteachers: Native Seasons and Project Learning Tree.Outdoor Expressions, LLC donated time and talent of a master designer to refine the master plan creat-ed by the school and assisted with the signage and hardscape.

Best Management Practices Incorporated:Barnwell created an online folder to keep information about the plan and map of the outdoor class-room. Teachers meet regularly to discuss use of the outdoor classroom.

Difficulties Encountered:Barnwell learned that everything took longer than anticipated. The PTA hired landscaping maintenancehelp. This crew did not have knowledge of the master plan.

Dekalb Alternative School (Stone Mountain, DeKalb County)2005 Accomplishments:

Two butterfly gardens and other beds were planted around the perimeter of the campus.

Best Management Practices Incorporated:The Outdoor Garden team conducted a site assessment and inventory, and drew plans for the outdoorclassroom. Monthly meetings were held to discuss outdoor classroom use.

Difficulties Encountered:The teachers did not have enough time to develop interdisciplinary lesson plans across the curriculum.A partnership was developed with Stone Mountain Park instructors to assist the teachers in incorporat-ing gardening activities and events into their curriculum.



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georgia schoolyard wildlife habitat planning guide

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