syh guide step1-5 v2
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Schoolyard Habitat Project Guide
Overview of the 9 Steps
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Step One
1. Establish Your Team
2. Brainstorm Your Schoolyard Ideas3. Survey the School Community
4. Brainstorm Potential Schoolyard
Features
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Establish Your Team
Schoolyard Habitat teams are usually comprised of a core
team that makes most of the decisions and a larger team of
supportive helpers.
The core team will motivate and push the direction of the
project while supportive helpers will take on individual
tasks and assist in implementing the big events.
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Team members should include:
y Administrators- Administrators can help ensure approval and garner
school wide support.
y Maintenance personnel- The school grounds maintenance
supervisor and staff can provide insight into ideal site selection, assistance
with site prep and on-going maintenance support.
y Students, teachers, and parents- The more people that take
ownership of the project the more successful it will be long-term. Students,teachers, and parents are all stakeholders with an interest in the appearance
and use of the schoolyard.
y Community partners- Community members, neighborhood
associations and environmental organizations can offer technical expertise,
assistance or donations for site prep, planting day supervision, on-going
maintenance, and support for future projects.
y Natural Resource Professional- contact your local county, state or
federal natural resource office to find personnel who can help with the
technical aspects of your project.
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RockCreekElementary School
Name Role on Team Role in School Email and
Phone
Description of role
Core Team
Asha Soni Project Chairperson Parent Organizes the project decision making,
timeline and materials.
Tasha
Hubbard
Communications
Chairperson
5th Grade Teacher Communicates the project steps and with
all involved parents, students, teachers,
administrators and maintenance
personnel. Involves all of her classes.Ima Bank Treasurer 2nd Grade Teacher Create and maintain the budget for the
project. Involves all of her classes.
Supportive TeamMembers
Catherine
Thompson
Administrator Wants to be involved in all decision
making.
Russell
Sargent
Student Activities
Liaison
President of Eco
Scouts
Will write columns for the student
newspaper and make posters.
M. Pat
Moffett
Technical Assistance Biologist Wetland expert, willing to assist with
project design.
Logan
Kelly
5th Grade Teacher Interested in helping, wants to know
more. Used to work as a naturalist at a
local park.Ellen Brown Maintenance
Person
Will be able to coordinate the use of any
equipment. Wants to be involved in all
decision making.
Margaret
Silversmith
Art Teacher Interested in helping; avid gardener, and
cross country coach.
Ron Fiorey Hardware store
Manager
Graduated from the school. Interested in
supporting the project.
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Brainstorm Your Schoolyard Ideas
It is important to brainstorm why you want a schoolyard habitat
before deciding what projects you want to create. For a project to
be successful you need to know how you want to use the project.
Do not be concerned about limitations or barriers right now. Themore ideas you have the better. You will refine these ideas to
become the foundation of your schools project master plan.
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Survey the School Community
The entire school community shares the same schoolyard,
so it is important to understand the interests and concerns
of the larger community. Find out what other members
are thinking about; see what others may or may not wantchanged. This is also a great way to bring more people
and ideas into your plan so that the project will continue
to be developed and used far into the future.
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Here are a few ideas for surveying the school community:
Post a schoolyard map with comment areas on a CommunityBulletin board
Present and lead a faculty meeting discussion
Distribute an email or paper survey to staff, parents and
students.
Facilitate web-based discussions
Start and encourage informal office water cooler chats
Use school newsletters or message boards as a way to informthe school community
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GoodMorning Woodland High School!
The Schoolyard Habitat Team wants to improve the wildlife habitat value of our schoolyard. We are beginning our planning and
would like to know your thoughts and ideas. Also, we are interested in knowing if you would like to join the team or have any
skills that would be helpful. Please take a few moments to let us know.
How do you currently use the schoolyard?
How would you like to use your schoolyard differently than you do now?
What type of structures would be needed to help you use the schoolyard more often?What types of wildlife would you like to see in the schoolyard?
What groups or individuals do you know of that use the schoolyard?
What about our schoolyard do you not want to see change?
What, if any, are your concerns about a Schoolyard Habitat project?
Are you interested in helping with our project?
Do you have any skills (such as carpentry, landscape design, gardening) that you would like to contribute to the project?
Name:
Email:
Phone:
Sample Schoolyard Habitat Community Survey
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Pie Wheel Chart
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Step Two
1. Complete a Master Plan Assessment
2. Draw YourDraft Master Plan
3. Refine Brainstorm Ideas into Goals
4. Decide on a First Project
5. Develop Your Timeline
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Complete a Master Plan Assessment
The master plan assessment is an important tool to help your
team understand the entire schoolyard and its potential
importance as both an education and wildlife resource.
To complete your master plan assessment, you need a
schoolyard site survey as well as a schoolyard wildlife and
habitat survey, looking at maps and walking the schoolyard a
few times to form a broad perspective and collect details.
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The schoolyard site survey will identify:
Areas used by the students, both formally and informally
Physical features that might influence the site of your
project
Areas that are off limits due to property lines or futureexpansions
The Schoolyard Wildlife and Habitat Survey will
identify:
Existing areas of habitat
Evidence of wildlife use
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Types of maps and images:
An aerial photo will help identify important featuressuch as existing wildlife corridors and nearby rivers and
streams.
Soil surveys indicate the types of soil found on a site
and will help you identify which plant species and
habitat projects would be appropriate on the school
grounds.
Topographical maps identify the steep slopes and flat
areas on your campus which will help in the placement
of projects.
Building plans indicate important information such as
property lines, plans for future expansion, and school
maintained utilities.
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Draw Your Draft Master Plan
Method for Drawing a Draft Master Plan
First, review all the brainstormed schoolyard features and
ideas for use from step one.
Next, review your master plan assessment and indicatethe best possible location for features.
Then, review the drawing and consider the location of
your projects and their accessibility to student use and
watering.
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Decide on a First Project
Look at your entire project draft master plan and list
of goals.
Decide what you want to do first.
Break down your goals and projects into phases.
By the time you complete the phases of your master
plan, all of your goals should be accomplished.
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Goals Projects
Phase One
Establish schoolyardwoodlandby planting
5,000 sq ft oflocallynative trees over the course of
2 years
Woodland
Phase Two
Establish andmaintain a bluebirdbox trail
Create a native pollinatorgarden, that will
double the observedspecies of pollinatorswithin
two years
Compilestudent observationsinto an annual
schoolyardspecies count of birdandinsect
populations
Bluebird box trail, Native pollinator
garden
Phase Three
Provide a private oasisin ourschoolyardfor
students to read, write andreflect
Allgradelevelteachers willbe trainedin the
uses of theschoolyardhabitat
Trail, Reading circle, Teacher training
Phase Four
Reducestorm-water runoff pollution from roof
by 20%
Rain garden and Rain barrels
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Develop Your Timeline
Now that you know what project you will be working on you need to
develop a timeline. This will help organize the many tasks associated
with your project. It will also help you communicate to others what
needs to be accomplished and when.
1. Create the timeline
2. Move forward- talk to specialists
3. Revise the Plan
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Tips for your timeline:
Allow adequate time to
achieve each step, particularlytime for unexpected delays in
the project approval or
implementation.
Schoolyard Habitat teams
naturally lag during summermonths and around the
holidays. Keep your timeline
realistic and adjust for your
availability throughout the
year.Be flexible. Sometimes entire
timelines and plans need to be
reworked and revised as your
team learns more about the
project.
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Step Three
1. Measure Project Area
2. Assess Growing Conditions
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Measure Project Area
Place stakes or pin flagsaround the perimeter of the
planting area; then have
students estimate and measure
the area
You will be using this
formula to calculate the area,
even if it is not a rectangle or
square:
Area in ft2 (A) =
Length in ft X Width in ft
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Soil Infiltration Procedure:
1. Gather materials: shovel, cups of water, stop watch, clipboard, paper,pencil
2. Dig a hole 6 inches deep.
3. Pour one cup of water into the hole.
4. Record how long it takes for the water to infiltrate.
5. Repeat at several locations within your project site and record any
differences observed.
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Soil Texture Procedure:
1. Gather materials: soilauger, small cup of water
2. Use a soil auger to access
soil at least 12 inches below
the surface.
3. Follow the directions on
the chart below to
determine soil texture.
4. Repeat at several locationswithin your project site and
record any differences
observed.
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Step 4: Design Project
Understanding the principles of Habitat Design
Draw Your Project Plan
Create your Planting Map
Calculate # of plants needed
How much soil and mulch
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4.1 Understand Principles of Schoolyard Habitat Design
(a)Native Plants: Evolved naturally in your region. Adapted to local soils and
climate conditions. Require less watering and fertilizing than non-natives.
Often more resistant to insects and disease (less likely to need pesticides)
Local and migratory wildlife are adapted to and are dependent upon
native species for food, cover, and rearing young. Using locally native plants
helps preserve the balance and beauty of natural ecosystems.
(b) Non-native plants: Also referred to as alien, exotic, foreign,
introduced, non-indigenous when they occur artificially in locations
beyond their historical ranges. Include any species movedfrom one locality to another outside of the species natural range.
(C) Invasive plants: Reproduce rapidly and establish themselves over a
large area. This growth overwhelms and displaces existing vegetation
and forms dense single species stands.
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(d) Ecological Sound Projectthatfocuses on local watershed,
habitat and wildlife issues. Your site should replicate historic
or pre-settlement habitat to the extent possible and should besignificant in size and scope.
(e) Long Term Use
Your design should reflect the way that your school
community intends to use the project. It should reflect howyou imagine your students interacting with and learning from
the habitat you create. It should also consider the accessibility
for disabled students and the length of time it will take for
classes to walk to the habitat site.
(f) Achievable Maintenance
Your design should realistically reflect your teams
availability to take care of the habitat
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(g) Attractive AppearanceUnderstanding some of these basic landscape design concepts can help
improve the appearance of any habitat, even a naturalized one.
Balance: Can be symmetrical (more formal landscape). An informal or
natural look is asymmetrical.
Repetition: Arrange similar elements throughout a space by repeating
forms, textures or curves. Repetition unifies your design. One way this canbe achieved is by interspersing clumps of the same flowers throughout the
habitat.
Contrast: Creates variety in the landscape. Place plants with big leaves
next to fine textures or one bright color next to another.
Color: Planting masses of color within the project can create a strong visualimpact and help attract pollinator species.
Shapes: Curves replicate nature better than straight lines. Curved lines fool
eyes to make spaces seem larger. A small space looks more confined when
its edges are obvious.
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4.2 Draw Your Project Plan
You will use this drawing to calculate the quantity of plants
and materials needed and provide to contractors working on
the project. This drawing will also be the basis for describing
your project to others in the community.
Have fun and be creative. Use the information you have
collected as well as the principles of design to create your
drawing.
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Field Notes for Drawing Your Project Plan
Procedure:
Before leaving the classroom, review the project site
assessment data and goals.
Go to the area designated for the project.
Divide into teams of two or three. Draw a design for the site
that includes all of the elements of your chosen project.
Measure size of specific features. For example, length and
width of path or area designated for seating.
Write a phrase or two about each element of the design to
support your ideas.Have each group present their plan to the class.
As a group, decide what element of each plan you like.
Choose a group who will take these ideas and create a sketch
project plan.
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4.3 Create Your Planting Map
1. Research and create a list of native plants you will use in
your habitat.
1.Calculate the number of plants needed to cover your
desired planting area
1.Place your plants on a map.
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Considerations for choosing and mapping plant speciesHeight Consider the mature size of the plant and its position in the
site.
Sunlight: Note shade tolerance and placement within the project.
Color: Look for color combinations and contrasts to aesthetically
accent your project throughout the seasons, particularly leaves during
fall, bark in winter and flowers in spring.
Wildlife value: Choose plants to maintain a seasonal balance of habitat
and attract a diversity of wildlife to your project.
Rate of spread: Faster spreading plants can be placed further apart,
while slow spreading plants can be placed closer together
Education: You may want to select plants Native Americans used for
food and me-dicinal uses. Choosing trees with different leaf shapes
can help teach taxonomy. Consider species with a variety of seed types
to study dispersal mechanisms or test germination methods.
Biodiversity:. The goal in developing a plant list is to mimic a natural
level of biodiversity and pattern on your site.
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Field Notes forChoosing Your Plants
Procedure:
Gather native plant nursery catalogs, native plant
books, field guides, and regional website plant
resources to provide a list of appropriate plants.
Split into small groups.
Choose plants using your resources as a guide.
Fill in the plant chart below. Use the notes column
to describe why you have chosen those plants.
Teams share their ideas with the whole class.As a class, create a composite plant list.
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Choosing your plants
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Calculate number of plants needed
Use the square footage of your habitat area and the formulabelow to calculate the number of plants needed. Generally for
naturalized plantings, calculate one flower or grass for every
two square feet and one tree or shrub for every eight square feet.
The following formula can help determine the number of plantsneeded.
Area to be plantedin ft2 A
____________________ = ___ = A D2 = Number of plants
(Distance apartin ft)2 D2
Caption: D = 1.5 forslow spreadingplants, 2 for medium
spreadingplants, 3 for fastspreaders and8 for trees orshrubs
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Field Notes forCreating Planting MapProcedure:
Use the drawing of your project plan, plant species list and
the plant quantities calculated to illustrate where the plants
will be planted. If possible, draw your planting map
directly onto a copy of your project plan.
Set up a mock planting at the project site. Use various
materials or containers to represent the plants. Is your team
satisfied with your map? If not, update you map to reflect
your desired result.Combine or overlay your planting map with your project
plan to create a complete project design.
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List Additional Materials for Design Implementation
In Step 5 you will be creating a budget. For that, you need to list
all of the materials & supplies called for in your project design.Below is a list of common materials needed.
Tools and Supplies
Consider the materials needed for planting day as well as the
continued use of the habitat. May include: Planting plan,Permanent markers, cards, and tape to label plants, Work gloves,
Buckets, Stakes and flags, Shovels and trowels, Garden sheers
or clippers, Rakes, Pick axes, Wheelbarrows, Mechanical tiller
Hoses and water key, Timer for watering system, Mulch,
Clipboards for team leaders,D
rinking water and snacks, Trashbags, First aid kits, Cameras, soil amendments.
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Calculating quantities of soil and mulch
Soil and mulch volumes are referred to in cubic yards (yd3), where 1
yd3 = 27 ft3.
Vmulch = (planting area in ft2 x depth in feet*) 27ft3/yd3 =
yards3
*besure to convertinches to feet for allofyour calculations(number
ofinchesdividedby twelveequalnumber of feet)
Examples:
A layer of mulch 3 inches thick over a project area of 1000 ft2 would
require 250 ft3 or 9.25 yd3 of mulch.
3 inches deep = 3in. 12in. per ft = .25 ft(1000 ft2 X .25 ft) 27ft3/yd3 = 9.25 yd3
What is the volume of mulch in cubic yards for your SYH project?
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Step 6: Install Your Project
Select site Preparation
Techniques
Prepare the site
Prepare the people
Create a Work plan for
Planting Day
Plant your project