Schoolyard Habitats How To Guide: 4 Gathering Information

8/9/2019 Schoolyard Habitats How To Guide: 4 Gathering Information

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Section IV

GatheringInformationThis section takes you through the key steps involvedin beginning your Schoolyard Habitats project,including the processes behind creating a Habitat

Team and developing a vision statement for yourproject. Also provided are activities that will assistyou in engaging students in assessing the schoolyardspotential for wildlife habitat, mapping and gatheringother essential information.

Create a Habitat Team

Habitat Team Roles Team Planning WorksheetDevelop Your Vision

Visioning Worksheet Our Schoolyard Habitats Vision

Conduct a Site Inventory and Choose YourSite

Introducation Habitat Hunt (K-8) Who Can Live Here? (9-12) Schoolyard Biodiversity (K-8) Wildlife Where You Live (9-12) Basic Site Inventory (9-12) Advanced Site Inventory (9-12)

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CREATE A HABITAT TEAM

No one should undertake a Schoolyard Habitats Project alone.

Generally, the more people involved and informed about theproject, the more sustainable the project will be over time. Ofcourse, the greater the number of people actively engaged,

the greater the numbers who will learn and reap theeducational and other benefits of a schoolyard project.

A dedicated team is necessary to tackle the planning,fundraising, publicizing, building, and planting involvedin the development of a Schoolyard Habitats site. TheSchoolyard Habitats Team is the working committee thatacts as the driving force behind the development of a

Schoolyard Habitats site. The habitat team is composed ofteachers, students, parents, maintenance personnel,

administrators, and community volunteers. The diverseskills and support each member of the Habitat Team brings to

the project are invaluable to the habitats overall conception,construction, and maintenance. This team will have the important

task of determining how to include students in the creation andimplementation of the project. Members of the team will consider curriculumalignment with the goal of finding ways of using the Schoolyard Habitats projectas an outdoor classroom to meet the schools curriculum objectives.

Most teams find that regular meetings, clear delegation of responsibilities, andfrequent communication both between team members, and between the teamand wider school community, lead to effective progress. To ensure a solidfoundation, the Schoolyard Habitats Team should include representativesfrom each of the following school community groups:

Students

Strong student involvement iskey to the success of the project:students provide essentialenthusiasm and creativity forthese projects. The components,structure, and goals of theSchoolyard Habitats project

should be defined by studentinput and ideas. In addition, theeducational potential ofSchoolyard Habitats projects canonly be realized if students areinvolved. The more that studentsare involved, the more they willlearn along the way; meaningfulstudent involvement will also

Create a Habitat Team

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create a greater sense of stewardshipand engagement.

While many beautiful habitats couldbe created at a school without the helpof students, the process of helping to

create the Schoolyard Habitats sitewill provide students with ownershipin the project, and will provide anexperience to help students learn fromthe outside world. Students canbrainstorm and discuss potential sitesfor the Schoolyard Habitats project,and can research habitat types,beneficial plants and the local wildlifethey plan to attract.

Students can conduct school surveysto assess current use of the schoolyard,

and organize preferences and ideas forthe project. Almost every habitat-related activity can be directly tied into national, state, and local standardsof learning, both in the planningphases and once the habitat projectnears completion. Students of all agescan be involved in all aspects of theproject. High school projects are oftenalmost entirely student-driven asstudents take on most leadership rolesand complete rigorous assignments to

move the project forward.

Educators

In this process, educators may serve asmentors, facilitators, co-workers, andcheerleaders. They must strike abalance between taking the lead topush the project forward and steppingback to allow for student initiative. Atthe same time, teachers take the lead

in maximizing the instructionalpotential of the site.

Administration

Support and participation of schoolofficials is crucial. They can offerinsight into budget concerns, futurebuilding plans, liability issues,community relations, and fundingopportunities. Administrators reactfavorably to projects that improve theschools image, offer cost savings,provide teaching opportunities acrossthe curriculum, and incorporatestudent leadership and enthusiasm forthe project. Also, administrators whoare well informed of the project aremore likely to set aside time forteachers to work with students on theSchoolyard Habitats site, and onplanning the integration of the

Schoolyard Habitats site into thecurriculum.

Maintenance Staff

Maintenance staff possess valuableknowledge about the school groundsand access to the equipment needed

for project construction andmaintenance. Convey to maintenancestaff the important role they play andcritical skills they bring to the long-term success of the project.

Parents

Parents support projects likeSchoolyard Habitats that excite andstimulate their children. Many times,parents find their own lives enrichedthrough involvement in a SchoolyardHabitats project. Their enthusiasmand resourcespersonal andprofessionalcan be valuable assets tothe project. The role of the parent inthe establishment of a SchoolyardHabitats site is critical because itextends beyond the school into thehome and the community.

Students have been instrumental inthis project from thebeginningstudents have studied thewater quality, plant life and birds

found in the salt marsh habitat. Thestudents have collected data on water

quality and post their findings on theweb site they constructed. They havedeveloped PowerPoint presentations

for the School Board meetingButmost importantly they have translatedtheir new knowledge of wetlands intoaction

Kimball Elementary School,National City, CA

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Local Businesses and

Civic Organizations

Schoolyard Habitats projects acrossthe country have had great successengaging the support of localbusinesses and communityorganizations. Community partnerscan offer technical support, materialcontributions, small grants,volunteers, and other in-kinddonations. Always acknowledgecontributions to a SchoolyardHabitats project publicly and withletters of appreciation: this recognition

helps these groups gain positiverecognition in the community, andoften inspires them to continue toprovide assistance in the future.

Resource

Professionals

Resource professionals can offervaluable knowledge and experience toa Schoolyard Habitats project. Theirexpertise can assist in the planning ofthe site and in the construction andinstallation of specific habitatcomponents. These individuals fromyour local community may also serveas positive role models and mentors:through workshops and schoolassemblies, their involvement withthe project may also open studentseyes to new career possibilities.

Resource for

Professionals to Consider:

Forester

Cooperative Extension agent

Entomologist

Park naturalist

Waste water engineer

Wildlife biologist

Land-use planner

Soil Conservationist

Horticulturist

Landscape architect

Local historian

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HABITAT TEAM ROLES

The following list provides examples of roles that schools should

consider when creating the Habitat Team. The number of peopleinvolved and the roles of each member will vary by school. At thehigh school level, students can fill or share all roles except theCurriculum Coordinator. Add or modify these roles as necessary tomeet project needs.

Using the suggestions on the previous page, use the worksheet on p.x to develop your team and delegate responsibilities. Some schoolschoose to obtain the signature from their principal or programdirector after the team has been formed to help ensure that theadministration is informed and supportive of their project goals.

High School Teachers: Have your students brainstorm and volunteer for

positions on the Habitat Team. It may become so competitive that youll need tohold elections!

Habitat Team Roles

TEAM ROLE IDEAL QUALITIES RESPONSIBILITIES

Habitat Team Leader Effective organizer; able to delegate Oversee development of the habitat plan andresponsibilities and communicate effectively. coordinate other team members.

Budget Coordinator Well organized; comfortable using the internet Maintain receipts, keep records of purchases,donations, etc. Research possible grants and

sources of funding and donations.*Curriculum Member of staff or administration; prior Assist faculty to make effective use of theCoordinators education experience. Leadership skills. Ideally Schoolyard Habitats site to meet academic stand-

should include one teacher from every grade. ards. Compile resources and activities for staff use.

Historian Creativity and research skills. Help with student research into historical uses ofthe school grounds. Document project progresswith photos, scrapbook, etc.

Maintenance Responsible, organized. Coordinate on-going maintenance of site. Overseedelegation of tasks.

Parent/Volunteer Good communication skills. Promote volunteer involvement with the project.Coordinator Match volunteers to tasks, coordinate workdays,

and send thank-you notes to those who contribute.Publicity Writing skills. Coordinate publicity and updates to local media

and NWF. Create a newsletter or write articles forschool newsletter, updating community on projectprogress.

Student Liaison Leadership. Positive Energy. Ensure ongoing involvement of all students inongoing project work.

* Some schools choose to create a separate Curriculum Team; others include those focusing on curriculum within the largerHabitat Team.


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Gaining Support fromAll Staff

Though the Habitat Team will be thedriving organizational force behind theproject, it is very important to shareinformation and gain the support of asmany school staff and administrators aspossible. Many projects are initiated byone or two inspired individuals;however, to ensure the progress andsustainability of the project, most if not

all of the community should be onboard. Building support usually beginswith effectively communicating thereasons that the Schoolyard Habitatsproject will benefit the entire schoolcommunity.

Some teachers or administrators maychoose not to be involved in planningand planting the Schoolyard Habitatssite. One hundred percent participationin this process may be unrealistic.However, if the administration does not

understand all of the ways that thisproject will benefit the schoolcommunity, they may not, for example,be especially supportive of fundraisingon its behalf. Or if other teachers dontunderstand all of the opportunities forimproving student learning that thehabitat provides, they may never takeadvantage of this wonderful livinglaboratory outside their doors.

One way to ensure that all of the staffis well informed is to participate in arelevant staff training together. Manyschools send one or two people off-site for training, but often those oneor two people remain the holders of

information and tend to work inrelative isolation. Encourage theprofessional development coordinatorto offer a Schoolyard Habitats

workshop during a regular inserviceday, which will help get the project offthe ground. Many schools have also

written grants for money to payteachers to participate in trainings onnon-inservice days. Funding thesetrainings is often key to a high-rate ofconsistent participation. Having all

staff informed and convinced of thevalue of the project will not onlybenefit this years students but willensure the sustainability of the projectfor many years to come.

From early on, take small steps andpublicize each successthis will helpbuild attention and support. Considersharing newspaper or magazinearticles (such as those provided in thismanual), that provide research to backup the value of schoolyard projects

and highlight other schools successes,with the school administration.Highlight the ways in which hands-onlearning will improve academicachievement and build community.

Many teachers find that projectinterest and support grow after theyreceive their first grant, or after theappearance of the first article in a localnewspaper.

Other schools with active teacherparticipation in committees have hadsuccess with creating an officialSchoolyard Committee. Becoming anofficial committee within a pre-set,administrator-sanctioned system givesthis group voice and legitimacy as wellas an instant structure with aconsistent meeting schedule.

Often, providing visuals can helpspark understanding and inspire yourcommunity. The National Wildlife

Federation has a Schoolyard Habitatsslideshow and video which can beused to help bring project goals to life.

A Schoolyard Habitats presentation ata staff meeting can be an easy way tobring all staff up to date on projectplans and progress. Some schools havechosen to organize staff bus tours ofother local schools with thrivingschoolyard projects and gardens toprovide inspiration.

In Working as a Habitat

Team, Remember

That Strong Teams:Communicate Effectively

Support Each Other

Share Responsibilities

Make Major Decisions as a Team

Run Meetings Effectively

Cooperate

Include Diverse Members

Celebrate Accomplishments

Work to Merge Individual andGroup Goals


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NATIONAL WILDLIFE FEDERATION SCHOOLYARD HABITATS A HOW-TO GUIDE

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HABITAT TEAM/9-12

WORKSHEET

HABITAT TEAM ROLES

This form lists the members of our Schoolyard Habitats team. Each participant recognizes their role as a

member of this team. Many others will be involved in the project, but those below take responsibility forthe specific project areas listed below.

NAME JOB TITLE HABITAT TEAM ROLE

I acknowledge and support the creation of the Habitat Team, which will help guide the Schoolyard Habitats

project along the way.

Notes: ______________________________________________________________________________________________

____________________________________________________________________________________________________

Principal / Director Name __________________________________________________________ Date ______________

Habitat Team Leader ______________________________________________________________ Date ______________

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CREATING A VISION STATEMENT

The first task of the Habitat Team is to define and set clear and attainable project

goals. The construction of a Schoolyard Habitats site may seem daunting, but itwont be overwhelming if its developed in phases. First, establish long-term goals;next, identify readily accomplished short-term goals to help move towards thelarger vision. Fundraising, solicitation of materials, curriculum integration, etc.are all ongoing projects. With each phase of habitat development, importantlessons are learned.

The overall long-term goal can be written as a vision statement. What does theschool envision as their ideal schoolgrounds? Take the time to develop this vision

with as many different groups of people as possible, including students, teachers,administrators, parents, and community volunteers, etc. This process will buildsupport, enthusiasm, and ownership for the project. Keep in mind that the visionis not set in stone; it will probably need to be updated as the project progresses.

Use the following worksheets to think about the vision and sketch out both shortand long-term goals as well as an overall vision statement.

The Schoolyard Habitats Visioning Worksheet (p. x) can be completed by olderstudents and the Habitat Team. Younger students thoughts and desires regardingthe schoolyard can be captured through brainstorming, discussion and drawings.

Examples of Vision statementsOur vision for our Schoolyard Habitats site is a free flowing area filled with

plants, trees, birds, flowers, insects, and a variety of animals. This space willinvolve all parts of the community for curricular studies, meditation, and the

planting and caring of the

environment.Our vision for our SchoolyardHabitats project is to provide anatural area that is aesthetically

pleasing where wildlife can beobserved and appreciated. This sitewill provide students with hands-onexperiences that enhance all areas ofthe curriculum.

Creating aVision Statement

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Name: __________________________________________________________________________________________

Role in the project: ________________________________________________________________________________

On your own, write a brief response to each question.

1. Describe how your schoolyard currently looks. __________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

2. How is the schoolyard currently used? __________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________3. If you could change your schoolyard in one way, what would that be? ______________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

4. Describe your ideal schoolyardwhat would it look like? Sound like? How would it be used? ________

______________________________________________________________________________________________

In working towards creating a wildlife habitat area on the schoolyard, consider these questions.

5. Where on the school grounds will the habitat be located?__________________________________________

______________________________________________________________________________________________

6. What should the size, shape, and type of the habitat site be? ______________________________________

______________________________________________________________________________________________

7. What will it provide habitat for (e.g., birds, butterflies, reptiles, etc.)?________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

8. What type of ecosystem are you restoring or recreating? __________________________________________

______________________________________________________________________________________________

9. What will the source of water be in your habitat (e.g., pond, wetland, birdbath)? ____________________

______________________________________________________________________________________________

______________________________________________________________________________________________

continued

10. How will students be involved in the design and development of the habitat site?

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Visioning Worksheet continued

____________________________________________________________________________________________

11. How will classes use the completed site? What special features will the site need to accommodate

these uses? __________________________________________________________________________________

____________________________________________________________________________________________

12. Which community members, businesses, and organizations might be of assistance with your project?

____________________________________________________________________________________________

13. What will your habitat site look like next year? The year after? How will it need to be maintained?

Who will be responsible for maintenance during the school year? During the summer? ____________

____________________________________________________________________________________________

14. What is the process for making final decisions for the project? ____________________________________

____________________________________________________________________________________________

15. Use the above ideas to form a vision statement for your Schoolyard Habitats site. This statement

should include:

Location and reason for selecting that area: ____________________________________________________

______________________________________________________________________________________________

Size of the habitat project:____________________________________________________________________

______________________________________________________________________________________________

Wildlife for which it will provide habitat: ______________________________________________________

______________________________________________________________________________________________

General description: ________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________


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School ________________________________________________ Date __________________________________

Our Schoolyard Habitats Vision is: __________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Our Schoolyard

Habitats Vision

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A site inventory is an important educational step in the development of a

Schoolyard Habitats site.In this first phase of the project, team members and students go outdoors tofamiliarize themselves with the schoolyard. The subsequent mapping activities

will help students create a big picture of all the observations and data collectedduring the site inventory. These activities will be helpful in creating a connectionbetween students and the site and will also provide invaluable information foruse in the planning process.

Conducting a thorough site analysis requires spending a good deal of time out onthe site.

Site Inventory Elements

Elements of the site inventory include but are not limited to:

Traffic Patterns Study foot, auto and bicycle traffic on your site.

Make note of all existing pathways (formal and informal). Check for signs ofwildlife trails.

Water Flow / Topography Observe contours and slopes of the site. Note where water flows during

times of rain and of areas where water drains or settles.

Existing Vegetation Make note of existing vegetation such as deciduous trees, evergreen trees,

shrubs, long vs. short grass, natural vs. landscaped areas. Depending on agesof students, this step may include identification of specific species of plants.

Permanent Structures Take note of buildings (take into consideration location of doors and

windows. Can you situate your habitat site so that it can be seen fromclassrooms? Is the site easily accessible for all students?)

Record the location of sidewalks, driveways, parking lots and loading areas.

Look for other human influences (i.e., playing fields, utility lines and towers).

Make note of underground utilities or power lines.

Make note of water sources (both natural and municipal).

Signs of Wildlife Observe wildlife visiting your schoolyard, include actual sightings, tracks,

scat and other signs of wildlife activity.

Soil Types Take soil samples from different areas of your site and compare color, texture

and moisture content. Hint: Recruit a garden shop representative or anemployee of the local soil and water conservation district to help with thispart of the activity if no one in the group is familiar with soil pH andcomposition.

Conduct a Site Inventoryand Choosing Your Site


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Sun and Shade Study which areas of the site

receive the most sun and the mostshade. How much does airtemperature change throughout aday? Throughout the year?

Adjacent andHistorical Land Use Consider how nearby neighbors

utilize their land. Make note ofany existing green spaces or largepaved areas, for example.

Investigate past land use and sitehistory.

Summarizing the InventoryData

After the site inventory is complete,let participants know that theinformation gathered in the inventory

will be referred to throughout theplanning and design process. To bemost useful, the information shouldbe gathered and summarized. Thisshould include the base map overlays,tables, charts, graphs and narrativesummaries.

Defining the SiteOnce all the data is summarized,

Habitat Team members can evaluatewhich area of the schoolyard is thebest suited for a habitat site. Examinethe summarized data and determine ifthe schoolyard has the essentialhabitat elements. While you are doingthis, you should be able to determine

where the Schoolyard Habitats siteshould be located. In some cases, acertain site may have already beendesignated. In other cases, studentsmight have found that some areas of

the schoolyard might already befrequented by wildlife. These areasmay naturally provide some or all ofthe essential habitat elements.

Evaluating the Site

During the site inventory, studentsidentified existing wildlife habitatcomponents on the schoolyard. In thisstep, students focus on the chosen site

and determine which habitat elementsmust be enhanced or developed toattract wildlife. What was found?

What needs to be added or changed?

When analyzing the new habitat site,

keep in mind the four essentialelements of a habitat food, water,cover and places to raise young.

Assembling the

Elements

Schoolyard Habitats DesignAt this stage, students should create alist of essential components they willneed to add to the chosen site. Forexample, if during the site inventory

students found no water source forwildlife on the site, water would beone of the essentials, even though thegroup has yet to decide how water willbe provided or where it will belocated. Before beginning this nextstage, have the class brainstorm aboutother essentials to add to the list.

In the design process, take intoconsideration any features that willmake the site more accessible as alearning environment. Many schoolsinclude some type of seating area(which can range from a circle of treestumps cut from a fallen tree to picnictables) or an open area where a classcould gather. Consider pathways thatallow access to many parts of thehabitat (winding paths sometimeslend more access to plantings than dosingle straight ones).

If your school has limited space,consider a container garden or rooftop

habitat.

Ensuring Continued

Success

MaintenanceCreating a habitat-based learning site atschool lessens the need for traditionalmaintenance of the area. Mostprograms, once started, find plenty of

willing supporters interested involunteering time for maintenance.Usually, students do most maintenancethroughout the school year. If sharingthe responsibilities with other classes,make a work schedule for each semester.

However, you still need to plan for thewatering, weeding and general upkeepof the habitat site over the summermonths and other holidays when fewerstudents are at the school. Contactsummer school teachers to see if theyare interested in incorporating thehabitat site into the summer program.Their students can enjoy and maintainthe site during the summer months.

Alternatively, different teams ofstudents and parents or neighbors cansign up to take care of the habitat for aspecific week of the summer.

Schoolyard HabitatsCertification

Applications will be reviewed bySchoolyard Habitats staff to see thatbasic criteria have been met.

When your habitat is certified, youwill be sent a Certificate ofAchievement from the NationalWildlife Federation. Your habitat willbe assigned its own unique numberand it will be entered in ourcomputer-based National Registry ofSchoolyard Habitats Sites.

Additional Downloadable

ResourcesThese additional reference materialabout Schoolyard Habitat areavailable at www.nwf.org/volunteer.

Downloadable on the web

Natural Standards ofLearningThey Grow Together

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ACTIVITY NATIONAL WILDLIFE FEDERATIONK-8 ACTIVITY

HABITAT HUNT

Summary

Students assess the schoolyard(or nearby park) as a habitat

for local wildlife.

Grade Level:K-4, 5-8

Time:2 class periods (60 minutes)

Subjects:Science, Geography

Skills:Observation, description,analysis, research

Learning Objectives:Participants will be able to:

Locate habitat elements on the

schoolyard

Assess the schoolyards potential

as a suitable habitat for a specific

animal

Identify an area of the schoolyard

that would include the most

habitat elements for a specific

animal

Materials:

Pictures of local wildlife

Construction paper or flagging

tape (4 colors)

String (and/or masking tape)

Single-hole punch

4 colors of chalk or dry-erase

markers

Scissors

Journal

Pencil

Tools for observing wildlife:

field guides, binoculars, handlenses (optional)

Habitat Hunt worksheet (p. x)

Field Guides

Background

In order for an animal to survive as aspecies, it must be able to findadequate habitat that provides food,

water, cover, and a safe place to raise

its young. The amount and qualityof these needs vary a great deal fromspecies to species. It may be that yourschoolyard already has adequatehabitat for some animalsstudentsmay have seen squirrels rompingaround in nearby trees, or have heardsongbirds in the spring. This activitymay answer questions as to whatthese animals are finding in yourschoolyard, and what they and otherspecies may lack.

Identifying and locating theelements already present on schoolgrounds represents the first step inrestoring wildlife habitat. Fromthere, you will better understand

ways to attract and help support awider variety of local wildlife.

Preparation

Cut construction paper into flags (arectangular quarter of a page) and

punch a single hole in the top, or setout materials for students to do thisduring class time. Alternatively,provide 4 colors of flagging tape. Eachstudent, should have 4 flags, one ofeach color. Designate one color forfood, one for water, one for cover, andone for places to raise young.

If necessary, have students label eachof the flags.

Procedure

1. Review the four basic elementsof habitat and the importance ofeach for animal survival.

2. Pass out the Habitat Huntworksheet on p. x. Tell studentsthey will complete these duringan exploration of the schoolgrounds. (If the area to explore

will be limited to certainsections of the school grounds,state the boundaries of the area).They will look at the schoolgrounds as if they were a localanimal species in search ofhabitat.

3. Have students choose a localanimal species common to thearea. Using field guides orstorybooks (K-3), identify thetypes of food, water cover and

places to raise young that theiranimal requires.

4. Pass out construction paper flagsso each student has one flag ofeach color. Tell students they willuse the flags to tag the area

where a habitat element for theiranimal is located on the schoolgrounds. One color representsfood, one represents water, onecover and the other places toraise young. Have the student

write the name of their specieson each flag so they will be ableto tell them apart from those ofother students. Have them cutstring and punch a hole in eachflag (if not already done) so theycan tie flags outside.

5. While students are outside, theywill need to think about thefollowing:

Habitat Hunt

K-8 ACTIVITY

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ACTIVITY

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HABITAT HUNT

K-8 ACTIVITY NATIONAL WILDLIFE FEDERATION

In order to survive, allanimals need food, water,cover and a safe place toraise their young.

When outside, take a lookaround you. Do you see thenecessary habitat elementsfor the animal you havechosen to survive here?Spend some time exploringthis area. Look for all thecharacteristics of habitatthat meet your specificneeds. Based on what youfind, you will decide to stayand call this area home orcontinue to look for a newplace to call home.

Describe the four elementsof habitat you found thatmeet your needs:

Food

Water

Cover

Places to Raise Young

Note where you found eachelement. Are they spacedclose together or spread out

over the school grounds?Decide whether you (as theanimal) would stay and setup home here. Why or whynot? What otherhabitat elements

would need to beadded for you tostay here?

6. Before going outside,review any safety rules

with the class. If the area

is too large, considersetting up boundariesfor the activity.Depending on the agerange, have students staytogether as a group, orallow them toinvestigate the schoolgrounds on their own.They are searching for anew habitat for their

animal, but first they mustidentify which of the four basichabitat elements are on schoolgrounds. As they explore theschoolyard in the role of theanimal, students will use the

different colored flags toidentify as many habitatelements as they can find fortheir animal. These may vary fordifferent animals and not all thestudents are likely to locate allfour elements for their animals.

7. After they place each flag,participants will use the HabitatHunt worksheets and/orstudent journals to record whatand where they found all or

some of what they need tosurvive. While outside, be sureto help students if they feelunable to identify the elements.

8. Once all students are finished,tour the schoolyard togetherand collect the flags. Discuss thehabitat elements each flagsignals. After the exploration,have the class assess its findings.If possible, use chalkboard (adry-erase board or overhead and

transparency will work as well)to draw a simple map of thearea explored during theactivity. Have each child come

to the board and add thelocation of the elements theyflagged to the map. Eachelement should be representedby a different color of chalk (ormarker). As a class, discuss the

map. Which areas on theschoolyard have the mosthabitat elements? How manydifferent species might eachsection support? Ask eachstudent to decide if theschoolyard would be part or allof their animals habitat. Whathabitat elements may need to beadded to enhance or createadequate wildlife habitat?

Modifications for

Older Students

Have participants put theinformation they discover directlyonto maps, rather than using flags.

Extensions

Challenge students to think abouthow the availability of certainhabitat elements may changethrough the seasons. Would waterbe more difficult to get for wildlifein summer or winter? Are smallstreams, ponds and puddles they

may have seen available forwildlife all the time? Whatabout food?

Assessment

Have students write a short

essay describing their findingsin the schoolyard and howthe area meets and does notmeet their animals needs.How would the schoolyardneed to change to become abetter habitat? You may wantto instruct younger students(K-3) to draw pictures oftheir animals habitat needs.


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HABITAT HUNT78 |

You are a ____________________________________ In order to survive you need Food, Water, Cover, and

Places to Raise Your Young. Explore the schoolyard. Describe the habitat elements you find and whereyou find them. Then, decide whether or not you could stay and make your home here.

Food Source: ____________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Water Source ____________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Cover: ____________________________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________

Places to Raise Young: ____________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Questions:

1. Will you stay and make your home here? ________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

2. Why or why not? ______________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

3. What other habitat elements would you like to see here? __________________________________________

__________________________________________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

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Habitat Hunt


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9-12 ACTIVITY

Summary:

Students assess the fitness of ahabitat for a specific species.

Grade Level:9 12

Time:23 class periods (120minutes)

Subjects:Biology, Environmental

Science/Studies,Geography

Skills:Observation,Investigation, DataProcessing, CriticalThinking

Learning ObjectivesStudents will be able to:

Locate habitat elements on a

specific site

Assess sites potential as a

suitable habitat for a specific

species

Identify an area of the site that

would include the most habitat

elements for a specific species

Materials:

Tools for observing wildlife: field

guides, binoculars, hand lenses

(optional)

Habitat Evaluation worksheets

(pgs. ??)

Background

See Gardening for Wildlife(p. 25-53)

Preparation

Identify a suitable study site forstudents, either on or near schoolgrounds. (A current or futureSchoolyard Habitats location makesan excellent study site). Study sitesshould potentially provide habitatfor at least 4 to 7 different species.

Procedure

1. To evaluate the fitness of ahabitat for a specific species, thestudents will first need to:

Research the needs ofanimals native to the area.

Assign each student (orallow students to choose) adifferent animal that is

found or could be found atthe study site. Assignanimals from a variety ofphyla. Identify the specifichabitat needs of theanimalfood, water, cover,and places to raise young.

Describe the habitat type atthe site and evaluate it foreach of the habitatcomponents and the impact

of humans. Rate the habitat

in terms of each componenton a scale of 1 to 10, with1=poor and 10=excellent.

Analyze the findings toevaluate the quality of thesite for this animal. A guideto assist the students in thistask is included at the endof this activity.

2. After the students have analyzedtheir individual species, the classshould compile their findings to

assess the overall wildlife habitatquality of the site.

Record all of the data on achart displayed in theclassroom on the board,overhead projects orcomputer screen:

Discuss the answers to thefollowing questions:

Which animals had thehighest total score? Lowest?

Which components had thehighest score? Lowest?

For which animals would thehabitat be the easiest toimprove? Most difficult?

Which habitat component isthe easiest to improve?Hardest?

Do different animals needdifferent site enhancements?

Discuss different

enhancement possibilitiesthat might improve thehabitat quality rating.Have the students breakinto groups according theanimals or components on

which they would most liketo focus. For example, agroup may wish to focus onone component, such as

Who Can Live Here?

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9-12 ACTIVITY

water, or on one species forwhich one or morecomponents were not

appropriate. Have themdraw up simple plans toimprove the quality of thehabitat and present themorally to the class.

The class should discuss eachplan: How likely is it that the

plan will improve the qualityof this habitat? How feasible(in terms of time, cost, legalissues, etc.) is the plan? Whatcommunity resources might be

needed to implement the plan?What other information wouldthey need to carry out their

plan? Does the plan of onegroup affect the plan ofanother? Can any of the planswork in tandem?

Assessment

1. Describe another location in thecommunity familiar to the

students. Provide photographs,maps, or diagrams if needed. Askthem what they would include ina survey of that site.

2. Give students the results ofanother survey (perhapscompleted by another class foranother site), and ask them tosuggest a plan to improve habitatquality at that site.

3. Using inventory information,students write a site descriptionand speculate about wildlifespecies that may have lived thereonce but are no longer seen there.

Adapted with permission fromScience and Civics: SustainingWildlife, Copyright 2000 Councilfor Environmental Education,

Houston TX.Science and Civics: Sustaining

Wildlife Council forEnvironmental Education5555 Morningside Dr., Suite 212Houston, TX 77005-3216Phone: 713-520-1936Fax: 713-520-8008

Habitat Components

PLACES TO HUMANSPECIES FOOD WATER COVER RAISE YOUNG COMPATIBILITY TOTALS

Species A

Species BSpecies C

Species D

Species E

Etc.

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WHO CAN LIVE HERE?

Name: ______________________________________________________________ Date: ____________________

Site: __________________________________________ Location: ______________________________________

Part 1: Natural History

Wildlife Species: __________________________________________________________________________________

__________________________________________________________________________________________________

Description of animal: ____________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Specific Needs of Animal

Food: ____________________________________________________________________________________________

Water: __________________________________________________________________________________________

Cover (all types: nesting, wintering, storage, resting, and protection): __________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Places to Raise Young: ____________________________________________________________________________

__________________________________________________________________________________________________

Part 2: Habitat CharacteristicsHabitat Type: (check all applicable)

Who Can Live Here?

Mixed Forest

Lake

Forest

River

Agricultural Field

Pond

Mixed field/shrub

Stream

Mixed field/shrub/sometrees

Wetland

Shrub

Park

Shrub with some trees

Houses, many trees, mowedlawn

Schoolyard

Houses, few trees and littlelawn

Neighborhood

Buildings, scattering of

trees, little or no lawnBusiness Area

Other ____________________

__________________________

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WHO CAN LIVE HERE?

Briefly describe the habitat at the site youre investigating, including major vegetation and wildlife known to

be on site: ______________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Part 3: Habitat Component Rating A. Food

1. Does this site provide food for this animal? Yes No

2. If yes, list foods found on this site: __________________________________________________________

__________________________________________________________________________________________3. Are foods limited to one or more seasons? Yes No

4. If yes, which seasons? Winter Spring Summer Fall

Rate Food from 1 to 10: ________________ (10 is excellent quality; 1 is poor quality.)

B. Water

1. Does this site provide water for this animal? Yes No

2. If yes, list water sources found on this site: __________________________________________________

__________________________________________________________________________________________

Rate Water from 1 to 10: ________________ (10 is excellent quality; 1 is poor quality.)

C. CoverAnimals require different types of cover. Place yes next to those cover types that your animal requires,then decide if this site meets the needs for the animal. If yes, list possible places where the animal mayfind cover on your site.

COVER TYPE NEEDED BY ANIMAL? FOUND ON SITE? LOCATIONS (BE SPECIFIC)

Breeding/Nesting

Nursery

Roosting/Resting

Hibernating

Protection

Other

Rate Cover from 1 to 10: ________________ (10 is excellent quality; 1 is poor quality.)


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WHO CAN LIVE HERE?

E. Places to Raise Young

1. Does the site provide adequate places to raise young? Please explain.

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Rate Places to Raise Young from 1 to 10: _________ (10 is excellent quality; 1 is poor quality.)

Part 4. Human CompatibilityAre there human activities on this site? Yes No

If so, list: ________________________________________________________________________________________

__________________________________________________________________________________________________

Are these activities compatible with this animal inhabiting this site? Explain. __________________________

__________________________________________________________________________________________________

Rate Human Compatibility from 1 to 10: ___________(10 is excellent quality; 1 is poor quality.)

Part 5: Management

What is the total rating for this animal at this site? __________

Based on this total habitat evaluation, could this animal live on this site? ________

Why or why not? ________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Does the animal live on this site to your knowledge? Yes No

If not, why not? __________________________________________________________________________________

__________________________________________________________________________________________________

Can this site be easily improved for this animal? Yes No

If yes, how? ______________________________________________________________________________________

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SCHOOLYARD BIODIVERSITY

K-8 ACTIVITY

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SUMMARY:

Students will estimate thebiodiversity of the schoolyard(or other site) and gain anunderstanding of therelationship between speciesbiodiversity and the fitness ofa habitat for wildlife.

Grade Levels:K-8

Time:60-90 minutes

Subjects:Science, Math

Skills:Research, classification,synthesis, observation,analysis

Learning Objectives:

Students will be able to:Define biodiversity and species

diversity

Calculate species richness and

relative abundance

Describe how different habitats

support various species

Explain how species diversity is

an indicator of habitat health

State two reasons for preservingbiodiversity

Discuss strategies for preserving

biodiversity

Materials:

Part 1: Ziplock plastic bags,assorted shapes and sizes of

pasta, legumes, rice, other

seeds, dark colored marker,

string, tape measure or meter

sticks

Part 2: string and popsicle sticks

or stakes (or hula hoops), paper,

pencils, clipboards

Preparation

Part I1. Prepare an ecosystem bagfor

each group of 3-5 students.Each bag will represent adifferent type of ecosystem.Place objects representingspecific plants and animals (i.e.different types of dried pasta forgrasses, colored paperclips for

wildflowers, small seeds for

insects, rice for decomposers,dried beans for mammals, etc.)in the bags. The number ofitems included in each bagshould roughly correspond tothe ecosystem being repre-sented.

Ecosystems might include (inorder of species richness) anature preserve, butterflygarden, vacant lot, sidewalk, ballfield, and resi-dential lawn. For

example, a residential lawn bagmight simply include linguni(reprsenting a single type ofgrass) and a few seeds (insects).

Label each bag with a differentnumber. Create a key for thespecies included in theecosystem bags and for theecosystem types represented bythe bags. Post the species key

and a listing of the ecosystem

types in an area visible to all.Part II1. Locate a section of the

schoolyard (or a nearby park ornatural area) that the class willinvestigate for biodiversity.

2. Prepare a quadrat string for eachgroup of three to five students.Cut string to the size of thequadrats perimeter (for a 1msquare quadrat the perimeter is

4 m). Add about 10 extra inchesto the string for tying andwrapping around stakes.Alternatively, use a hula hoop todefine an area.

Procedure

Part I1. Introduce the concepts of

species diversity and samplingand discuss the importance ofeach.

2. One way of sampling speciesbiodiversity is to count all thespecies in a small patch of landand then estimate the numberin a similar larger area. Scientistsuse a quadrat, a device thatclearly marks the edges of thearea you are studying study(plot). Discuss what size

quadrats students will use (1m2

)

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SCHOOLYARD BIODIVERSITY


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3. Tell students that they will beinvestigating the biodiversity ofseveral ecosystems. Organizestudents into groups of three tofive conservation biologists.Have each group measure and

mark off a 1m 2 area with stringon the floor or a table. Giveeach group an ecosystem bagand have the groups scatter theorganisms from the bagthroughout their quadrats.Review the types of ecosystemsthat the bags represent, butdont tell them which ecosystemtheir bags represent.

4. Have each group count thedifferent types of grasses,

insects, etc. that they found intheir ecosystem (ex. 3 types ofgrasses, 4 types of wildflowers)and record this data. Howmany different species are in eachecosystem bag? This is speciesrichness. Compare the speciesrichness for each ecosystem.Which has the greatest number ofdifferent species? The least? Why?Why is this important?

5. Determine the total number of

all organisms found. Divide thenumber of each kind oforganism (ex. grasses) by thetotal number of organismsfound. Multiply by 100 to getthe percentage (%) relativeabundance.

Example:30 ants/120 individuals of all speciesin the plot = .25 x 100 = 25%relative abundance of ants

6. Compare the relative abundanceof species for each ecosystem. Whichhas the greatest relative abundance of

grasses? of insects? Why? If the relativeabundance of an area has a high

percentage of weedy plants, what typeof ecosystem might this area be? Whatif the area has a high relativeabundance of grass and a very lowrelative abundance of insects? Why?

Part II1. Go to the outdoor area selected

for this activity. Assign, or haveeach group select, an area of theschoolyard for sampling. Tofocus on variation in species

diversity, select different areas ofthe schoolyard for each group(i.e. a lawn, the edge of anasphalt playground, a garden,the edge of a forest, and pond).Numbers obtained from pre-selected areas should not beused to estimate the speciesdiversity for the entireschoolyard. To determine aspecies diversity estimate for alarge area, quadrat or plot areas

should be randomly selected(groups might toss a ball andsample the areas where the balllands). Tell students that duringthis activity, they will bedetermining the species diversityfor different areas on theirschoolyard. Divide the class intogroups of 3-5 students.

2. Give each group one of the pre-prepared string quadrats. Haveeach group mark off 1m2with

the string. When everyone hasan area to investigate, havestudents measure the length ofeach side of the quadrat withtape measures and placepopsicle sticks or stakes in eachcorner. You may want to checkthese measurements. Tie oneend of the string to one stake.

Wrap string around all fourstakes, pulling the string tight totie it off.

3. Instruct students to observetheir plot and determine thetotal number of different typesof species in their quadrat(species richness). Students dontneed to identify each species,but they should write a briefdescription (i.e., trees withdiameter smaller than 3 cm, stiffgrass, clover-shaped weed, ant,etc.) and sketch each kind oforganism they find. Encouragethem to observe carefully,examining the soil, in betweengrasses and other plantsbut

not to pull out or removeanything.

4. After they have recorded thespecies types they find, instructeach group to count all theorganisms of each type insidethe quadrat. Have studentsrecord their findings in a chart.

5. Have students calculate thespecies richness and relativespecies abundance for eachspecies found. Share results.Create a class chart on a boardor flipchart, showing where thequadrats were located and thespecies biodiversity for eachquadrat.

6. Ask students the followingquestions: What did youdiscover? Why do some study areashave more species than others?Which study area had the greatestspecies richness? Greatest relative

abundance? Why? What couldchange the types of species livingin each area? What would happenif one of the species disappeared?What would happen if thatspecies was a major food source foran endangered species? For anyspecies? How could the speciesdiversity be increased?

7. If your class is interested indetermining the species diversity

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for a large area, as a group havestudents measure the length ofthe sides of the larger site underinvestigation. Calculate the area(in square m) of the site bymultiplying the average of the

length and the average of thewidth. How many of thequadrats would fit into thislarger area? Divide site area bythe area of a single quadrat tofind the quotient. To determinean estimate of the biodiversityof the entire site, multiply thenumber of all species found in asingle quadrat and the numberof quadrats that would fit intothe entire site. Express the

species biodiversity as thenumber of species per total sitearea.

8. Compare each students orgroups species biodiversityestimates. Ask students thefollowing questions: Wereeveryones estimates the same?Why or why not? Was there a

problem with the samplingtechnique? With the unevendistribution of the organisms?

Did groups with quadrats indifferent areas of the schoolyardget different results? Why or whynot? What are benefits of usingthis method? What aredrawbacks? Do you have anysuggestions for making thesampling technique moreaccurate?

Modifications for

Younger Students

(K-2)

Take the students outside with ahula hoop, identify or have themidentify several spots to sample, andconduct the investigation as onelarge group. Have students selectplants and animals they see anddraw them if possible. When youreturn to the classroom, count thespecies found together and help thestudents understand that this is justa sample of the entire area. Whatkinds of differences do they observebetween the two areas?

Modifications for

Younger Students

(3-4)

Have students use a hula hoopinstead of string for their quadrats.Create species richness and relativeabundance graphs as a class.

Modifications forOlder Students

(5-8)

Have groups calculate the totalarea of the schoolyard (or thesection used in this activity).Calculate the area bymultiplying the length and the

width of the section being

studied. Determine an estimateof relative species abundance bymultiplying the number of allspecies found in a single quadratand the number of quadrats that

would fit into the entire area.Express the result as number ofspecies per total site area.Compare each groups estimates.

Were they the same? Why orwhy not? Is there a better way todetermine an estimate (calculatethe average relative speciesabundance first)? What are thebenefits of this process?Drawbacks?

Compare the relative speciesabundance of native andintroduced species found on theschoolyard. Monitor and recordchanges in species diversity overtime.

Assessment

Discuss (or write a school newsletterarticle on) the species and ecosystemdiversity of the schoolyard. Comparethe species diversity of theschoolyard to other ecosystems.

Portions of this activity adapted withpermission from the BotanicalResearch Institute of Texas.

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|SITE INVENTORY OVERVIEW

Site Inventory Overview

After the Habitat Team has been formed, and a vision for the Schoolyard

Habitats project has been developed, its time to engage students in a study of theschoolyard in its present state. This assessment of the schoolyard is called a siteinventory because it includes taking an inventory of various components of theschoolyard.

The purpose of the site inventory, and analysis of the information collected, is todiscover the opportunities and constraints of your site. Analysis of thisinformation and other relevant site conditions help the Habitat Team makedecisions about the design and use of the habitat.

Before you decide on a location for your habitat project, you will need toinvestigate your school grounds thoroughly to decide where the best location willbe. The inventory and analysis process will make you aware of many schoolyard

features which may not be readily apparent.

BASE MAP

Try to obtain a site plan of your school. This plan will show most existingfeatures such as all buildings, fence lines and property lines, sidewalks, driveways,parking lots, bus circle, playing fields, utility easements etc. This will reduce theamount of drawing you will have to do, and once you have determined the bestsite for your habitat, it may also reduce the amount of measuring (or provideaccurate numbers against which to compare student-made measurements).

If you are unable to find a copy of the site plan, you will need to create a roughbase map from scratch by sketching the school grounds and recording on themap all of the information described above (i.e. sidewalks, playing fields, etc.).

Once a base map has been created, all studentsand adults involved in completing the siteinventory will use copies of the same base mapto record their inventory findings. In this way,everyone will have an identical frame ofreference when noting new information.

The process of creating a base map, and takingan inventory of sun and shade, soil,topography, human use, and vegetation of thesite, can be completed with grades K-12 andadults. Teachers of grades K-8 should look toBasic Site Inventory (p.86) and teachers ofgrades 9-12 should look to Advanced SiteInventory (p.97) for guidance. See AppendixE, p. 174, for strategies your Habitat Team canuse to develop a base map.


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ACTIVITY NATIONAL WILDLIFE FEDERATIONK-8 ACTIVITY

BASIC SITE INVENTORY

Basic Site Inventory

Summary

Students create a base map ofthe schoolyard, then conduct asite inventory of the grounds,mapping the physical andhuman elements. Students thenassess the schoolyard for itshabitat potential and identifya site for a SchoolyardHabitats project.

Grade level:5-8; K-4

Time:3-7 class periods (dependingon size of class, teamstructure, and size of area tobe mapped)

Subjects Science:Math, Geography, Art, Science

Skills:

Research, analysis,observation, description

Learning Objectives:Students will be able to:

Identify existing natural and

artificial characteristics of

available land

Create a basic map of the

area

Select an appropriate sitefor the creation of a habitat

area within the land

available

Materials:

Field guides

Paper and pencils

Clipboards (if available)

Compasses

A large poster or

interactive creation to

show different parts of

compass

Sample site maps or

drawings

Worksheets, p 27-33

Overhead projector and

transparenciesorgraphpaper, poster board or

butcher paper (see note at

end of activity if a projector

is not available)

Different colored overhead

transparency markers,

orcrayons, and/or

colored pencils

Rulers and markers

Journals

Thermometers

For younger participants:(see note at end of activity)

Field guides with large

color pictures

Butcher paper or cardboard

Colored clay, construction

paper, and/or building blocksOdds and ends to represent

different parts of site

Scissors, glue

Procedure

1. Go out on the school groundsor site at various times duringthe day. Have students considerthe following questions andmake notes in their journals. Ifthey do not yet have journals,they should create simple ones.

How do you feel when youare at the site?

Comfortable? Exposed?

Where is your favorite place?

Why?Where is your least favorite

place? Why?

Where are the best views?

Where is the quietest spot?The noisiest spot?

2. Tell participants that they will allhelp to create a base map of theirschool grounds or site. This map

will include many differentfeatures of the site. Explain the

following process: Students willbegin by creating a very simplemap together, and will learn howto orient themselves using thismap and a compass. The nextpart can be done in a number ofdifferent ways. Depending onthe size and level of your group,and time available, you may

wish to have all your students doeach activity, perhaps one eachclass period. Alternatively, you

may wish to divide yourstudents into small teams, eachcharged with investigating andmapping a different feature.

When all groups have finishedconducting their research, they

will assemble everything togetherto create one very detailed map.Show sample maps or drawingsto illustrate each feature that ateam will map.


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3. Construct an outline map of thesite as a group. The students canhelp create this map, but youshould make sure that itaccurately reflects what the sitelooks like. The outline map

should be a fairly simple sketchof the area (see samples).Identify an appropriate scale.The map should include allborders, such as property lines,sidewalks, roads, etc., and anylarge permanent features such asbuildings (showing exits andentrances), fences, power lines,and ball fields. The outlinemap can be drawn on atransparency and shown on an

overhead projector (if anoverhead projector is notavailable, or if the majority ofstudents are 4th grade or below,see notes at end of this activity).

4. If the outline map is on atransparency, create one copyper group on white or solidcolored paper and place themeach on a separate clipboard.Put an overhead transparencyon top of the outline map.

Students will map directly onthe overhead transparency andnot on the base map itself.

5. If you are using teams, dividestudents into small groups. Ifpossible, assign a volunteer orolder student to assist eachgroup. Explain to students thateach team will be responsiblefor mapping different featuresof the site. You will need thefollowing teams:

Traffic Patterns Team: tostudy foot, auto andbicycle traffic on your site

Water Flow/TopographyTeam: to observe contoursand slopes of the site

Existing Vegetation Team

Soil Team

Sun/Shade Team

Adjacent Land Use Team

History Team

Consider encouraging each teamto come up with a name foritself, relating to what it will do.

6. Show the outline map tostudents and explain what theysee in detail. Students shouldbe able to identify severallandmarks on the map.

7. Give each group the appropriateinventory sheet to assist in theinvestigation. Go through eachsheet and explain what eachitem is and why it may beimportant. For example, traffic

patterns are important becauseyou do not want your habitatsite in the middle of a hightraffic area. Give each team adifferent colored overhead

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marker to map its assignedfeature. Each type of site featureshould be drawn in a differentcolor to avoid confusion.Encourage all group members tohelp draw the site feature on the

transparency.8. Hand out clipboards and a

compass to each group. Makesure at least one leader orvolunteer is familiar with using

a compass before beginning thisexercise. Explain to participantsthat once they are outside, theyshould try to locate north withthe compass, and then find it onthe map. If anyone does not

know how to use a compass, besure to explain clearly how it

works. Depending on the levelof your students, you may wantto do a separate compass activity

prior to beginning this activity.

9. Once outside, show participantshow to use the compasses, andlet them try to figure out whichpart of the map points to thenorth. Tell them to find a cornerof the map, draw a small arrowon it so that the arrow ispointing north, and label thearrow with the letter N.Check and make sure that thearrows are all pointing the same

way, and that each group canname a few of the features onthe map before going to thenext step. Participants need toknow where they are in relationto things on the map so that

they draw their feature maps inthe same direction.

10. Once groups have finished withtheir site feature maps, bringthem back inside and place thebase map on the projector. Puteach feature map (i.e., trafficpattern, soil) on the projectorone by one. Have groupsexplain what their maps show. Ifparticipants are working from apiece of graph paper, have them

share and discuss maps withclass. Ask students to thinkabout how their findings mightaffect their habitat decisions.

11. After discussing eachtransparency individually, placeall the transparencies on theprojector one at a time untilthey make one very detailedmap. Ask students if all themaps together show them agood location for their project.

Wrap up by reinforcing theimportance of the site map. Askthe participants if they learnedanything about the site that theydid not notice earlier. What canthey do with this information?Explain that they are now readyto move on in selecting andplanning a site.

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Note: If an overhead projector is notavailable, create the base map on alarge piece of poster or butcher paper.

Make small copies of the base map onpieces of graph paper and have theseserve as the site feature maps for

participants. Another option is to puttracing paper over the graph paper sothat the base map can be reused.When everyone gathers together afterthey have investigated their site

features, have them explain theirinvestigations and methods, presenttheir findings and conclusions theyhave drawn from their work, anddraw their part on the large map.

Adaptations for Younger Students

(K-4)

Students in grades K-4 may havetrouble understanding the abstractqualities of a two-dimensional map.For this age group, consider makingone large three-dimensional modelof the school building, out of blocksor other materials. Take studentsoutside to assess the variousinventory components. Then usesymbols (i.e., blue constructionpaper for water) to represent whatthey found. Have students placethese symbols around their model toshow the results of the classinventory. When everything hasbeen incorporated, ask students

what they learned about their site.Wrap up by having students look forpatterns in their model that mightpoint to a good place to put their

wildlife habitat site.


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K-8 WORKSHEET


Team Name: ____________________________________________________________________________________Look for:

1. Use of the site by people on foot: (i.e., Where do people gather, walk, etc.?) ________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

2. Bicycle use: __________________________________________________________________________________

______________________________________________________________________________________________

3. Auto use: ____________________________________________________________________________________

______________________________________________________________________________________________

4. Any pathways or wildlife trails:__________________________________________________________________

______________________________________________________________________________________________

Did you notice any traffic patterns? ________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

How might these traffic patterns affect the location of a potential habitat site?

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Were any questions raised by your investigation? How might you try to answer your questions? ________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Traffic Pattern Team


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K-8 WORKSHEET


Team Name: ____________________________________________________________________________________

1. Do you observe any hills, valleys or slopes? ______________________________________________________

______________________________________________________________________________________________

2. Where does water flow when it rains? __________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

3. Are there areas that usually hold puddles? ______________________________________________________

______________________________________________________________________________________________

Why? ________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

4. On your map, make note of any pipes, storm drains, and sewers.

5. How often does it rain in your area: ____________________________________________________________

______________________________________________________________________________________________

6. How much rain does your area get per month? __________________________________________________

______________________________________________________________________________________________

7. What questions do you have about the shape of your area and how it will affect your choice of site? __

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

How will you answer these questions? __________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

Topography Team


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Team Name: ____________________________________________________________________________________

Do a survey of the vegetation at your site. Note each observationon your base map. Do you see:

1. Deciduous trees (those that lose their leaves in fall)? Yes No

2. Evergreen trees (those that keep their leaves or needles, all year)? Yes No

3. Shrubs? Yes No

4. Long or short grass? Yes No

5. N atural areas? Yes No6. Landscaped areas? Yes No

7. List different species of vegetation you see. Are they native to your area? (specific species) __________

______________________________________________________________________________________________

______________________________________________________________________________________________

8. Are there more of one species than another? Why do you think that might be?

______________________________________________________________________________________________

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9. What do you want to know about the vegetation that youve found here? __________________________

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Vegetation Team


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Team Name: ____________________________________________________________________________________

Instructions: Gather at least 5 soil samples from different areas of your schoolyard on a day at least 3 daysafter the last rain. Pick areas that have different kinds of vegetation growing, or different topographysuchas a hill, by a stream, under a tree, on the open ground, etc. Compare the color, texture, and moisturecontent of each sample. The pH measures how acidic the soil is; this determines what kind of plants

Date post:	30-May-2018
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Schoolyard Habitats How To Guide: 4 Gathering Information

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