Environmental Engineering Reference
In-Depth Information
5.
Design
—Working in small groups, students create designs, choose and com-
bine favorite elements, lay out the final design on the ground, develop a
budget, and select appropriate plant species. Native plant nursery catalogs
and regional lists provide good starting points. Some design considerations
include access, existing land uses, safety and maintenance concerns, plant
height, plant phenology, plant size, plant placement, habitat value, drainage,
and aesthetics.
6.
Prepare the site
—Students research alternative methods for preparing the site,
including cultivation, mulching, and sod removal. Parents and community
volunteers can be helpful here. A well-prepared site will result in a better
project and less maintenance.
7.
Plant
—As many students as possible engage in seeding and planting, and
then celebrating the “birth” of the site. Adding a small area or creating a new
site each year with additional students increases the number of stakeholders
for the restoration project.
8.
Manage
—Students learn to identify and control invasive plants, and keep
track of the health of their restoration. Master gardeners and other commu-
nity volunteers are important assets to help students maintain restoration sites
during vacations and assist with long-term maintenance.
9.
Research
—Data are gathered throughout the restoration process. Seed mixes,
site preparation, and management techniques can be compared. Data can be
collected and analyzed about insect and animal population dynamics, for ex-
ample. Most important, students learn to observe and ask their own ques-
tions, and to use their own creativity to find the answers.
10.
Learn
—Opportunities abound once students, teachers, and community part-
ners have restored a native habitat on their school grounds. Students partici-
pate in creating a living legacy at their schools and learn how to be citizen
stewards of their local communities.
This ten-step foundation has proven its worth many times. For example, in 1999,
teachers at the Kickapoo Area Schools in southwestern Wisconsin partnered with a lo-
cal conservation trust, EPS, and others to transform their school grounds and restore a
natural area along the Kickapoo River. Since then, students annually raise and sell na-
tive plants to expand their restorations and finance their projects. In 2009, Kickapoo
lead teachers hosted a regional EPS institute for neighboring school districts. Karla
Dunham, one of the Kickapoo lead teachers reflected on the meaning of the event:
This week has been a truly wonderful experience. After ten years of working on
the natural areas, it was exciting to share our special place with other educators.
I felt a great sense of pride in our land stewardship team and our school as I led
the grounds tour on the first day. We have created such an amazing place to
work and teach. This ten-year milestone could be a launching point for renew-
ing our efforts to educate our school and community about the restoration
areas. We could plan a celebration with the students in high school now who
helped to create these spaces. This would remind them and others of the im-
