GatheringInformationThis section takes you through the key steps involvedin beginning your Schoolyard Habitats project,including the processes behind creating a HabitatTeam 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 VisionConduct 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)
No one should undertake a Schoolyard Habitats Project alone.Generally, the more people involved and informed about the
project, 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 aSchoolyard 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 habitat’s 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 school’s 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 projectshould 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 greater sense of stewardshipand engagement.
While many beautiful habitats couldbe created at a school without the helpof students, the process of helping tocreate 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 tomove 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 leadin 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 theschool’s 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 neededfor 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 resources—personal andprofessional—can 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 thebeginning…students have studied thewater quality, plant life and birdsfound in the salt marsh habitat. Thestudents have collected data on waterquality and post their findings on theweb site they constructed. They havedeveloped PowerPoint presentationsfor the School Board meeting…Butmost importantly they have translatedtheir new knowledge of wetlands intoaction…”
Kimball Elementary School,National City, CA
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CREATE A HABITAT TEAM
Local Businesses andCivic 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 recognitionhelps these groups gain positiverecognition in the community, andoften inspires them to continue toprovide assistance in the future.
ResourceProfessionals
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 students’eyes to new career possibilities.
Resource forProfessionals 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 shouldconsider 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 forpositions on the Habitat Team. It may become so competitive that you’ll need tohold elections!
Habitat Team Roles
TEAM ROLE IDEAL QUALITIES RESPONSIBILITIESHabitat Team Leader Effective organizer; able to delegate Oversee development of the habitat plan and
responsibilities 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 andsources 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 mediaand 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.
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 notall 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 notunderstand 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 don’tunderstand 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 ofinformation and tend to work inrelative isolation. Encourage theprofessional development coordinatorto offer a Schoolyard Habitatsworkshop during a regular inserviceday, which will help get the project offthe ground. Many schools have alsowritten grants for money to payteachers to participate in trainings onnon-inservice days. Funding thesetrainings is often key to a high-rate ofconsistent participation. Having allstaff informed and convinced of thevalue of the project will not onlybenefit this year’s students but willensure the sustainability of the projectfor many years to come.
From early on, take small steps andpublicize each success—this will helpbuild attention and support. Considersharing newspaper or magazinearticles (such as those provided in thismanual), that provide research to backup the value of schoolyard projectsand 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 WildlifeFederation 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 HabitatTeam, RememberThat Strong Teams:
Communicate EffectivelySupport Each OtherShare ResponsibilitiesMake Major Decisions as a TeamRun Meetings EffectivelyCooperateInclude Diverse MembersCelebrate AccomplishmentsWork to Merge Individual andGroup Goals
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HABITAT TEAM/9-12WORKSHEET
HABITAT TEAM ROLES
This form lists the members of our Schoolyard Habitats team. Each participant recognizes their role as amember 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 Habitatsproject along the way.
Principal / Director Name __________________________________________________________ Date ______________
Habitat Team Leader ______________________________________________________________ Date ______________
Planning Sheet
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CREATING A VISION STATEMENT
The first task of the Habitat Team is to define and set clear and attainable projectgoals. The construction of a Schoolyard Habitats site may seem daunting, but itwon’t be overwhelming if it’s 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 visionwith 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 withplants, trees, birds, flowers, insects, and a variety of animals. This space willinvolve all parts of the community for curricular studies, meditation, and theplanting and caring of theenvironment.Our vision for our SchoolyardHabitats project is to provide anatural area that is aestheticallypleasing where wildlife can beobserved and appreciated. This sitewill provide students with hands-onexperiences that enhance all areas ofthe curriculum.
A site inventory is an important educational step in the development of aSchoolyard Habitats site.
In this first phase of the project, team members and students go outdoors tofamiliarize themselves with the schoolyard. The subsequent mapping activitieswill 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 of
wildlife 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 InventoryDataAfter the site inventory is complete,let participants know that theinformation gathered in the inventorywill 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 determinewhere the Schoolyard Habitats siteshould be located. In some cases, acertain site may have already beendesignated. In other cases, studentsmight have found that some areas ofthe 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 theElements
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 inventorystudents 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 rooftophabitat.
Ensuring ContinuedSuccess
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 Habitats®CertificationApplications 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 DownloadableResourcesThese additional reference materialabout Schoolyard Habitat® areavailable at www.nwf.org/volunteer.
Downloadable on the web
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ACTIVITY NATIONALWILDLIFE FEDERATIONK-8 ACTIVITY
HABITAT HUNT
SummaryStudents assess the schoolyard(or nearby park) as a habitatfor 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 theschoolyard
Assess the schoolyard’s potentialas a suitable habitat for a specificanimal
Identify an area of the schoolyardthat would include the mosthabitat elements for a specificanimal
Materials:
Pictures of local wildlife
Construction paper or flaggingtape (4 colors)
String (and/or masking tape)
Single-hole punch
4 colors of chalk or dry-erasemarkers
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 raiseits young. The amount and qualityof these needs vary a great deal fromspecies to species. It may be that yourschoolyard already has adequatehabitat for some animals—studentsmay 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 understandways to attract and help support awider variety of local wildlife.
Preparation
Cut construction paper into “flags” (arectangular quarter of a page) andpunch 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 explorewill 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 andplaces 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 areawhere 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 studentwrite 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:
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 YoungNote where you found eachelement. Are they spacedclose together or spread outover the school grounds?Decide whether you (as theanimal) would stay and setup home here. Why or whynot? What otherhabitat elementswould need to beadded for you tostay here?
6. Before going outside,review any safety ruleswith the class. If the areais 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 thedifferent 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 orsome 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 andtransparency 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 themap. 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 animal’s habitat. Whathabitat elements may need to beadded to enhance or createadequate wildlife habitat?
Modifications forOlder 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 shortessay describing their findingsin the schoolyard and howthe area meets and does notmeet their animal’s 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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You are a ____________________________________ In order to survive you need Food, Water, Cover, andPlaces 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.
Assess site’s potential as asuitable habitat for a specificspecies
Identify an area of the site thatwould include the most habitatelements for a specific species
Materials:
Tools for observing wildlife: fieldguides, 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 isfound or could be found atthe study site. Assignanimals from a variety ofphyla. Identify the specifichabitat needs of theanimal—food, 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 habitatin 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 toassess 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 differentenhancement possibilitiesthat might improve thehabitat quality rating.Have the students breakinto groups according theanimals or components onwhich they would most liketo focus. For example, agroup may wish to focus onone component, such as
water, or on one species forwhich one or morecomponents were notappropriate. 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 theplan will improve the qualityof this habitat? How feasible(in terms of time, cost, legalissues, etc.) is the plan? Whatcommunity resources might beneeded to implement the plan?What other information wouldthey need to carry out theirplan? 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 thestudents. 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: SustainingWildlife 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 TOTALSSpecies ASpecies BSpecies CSpecies DSpecies EEtc.
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 No4. 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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9-12 WORKSHEET
WHO CAN LIVE HERE?
E. Places to Raise Young
1. Does the site provide adequate places to raise young? Please 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? __________________________________________________________________________________
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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.
Describe how different habitatssupport various species
Explain how species diversity isan indicator of habitat health
State two reasons for preservingbiodiversity
Discuss strategies for preservingbiodiversity
Materials:
Part 1: Ziplock plastic bags,assorted shapes and sizes ofpasta, legumes, rice, otherseeds, dark colored marker,string, tape measure or metersticks
Part 2: string and popsicle sticksor stakes (or hula hoops), paper,pencils, clipboards
Preparation
Part I1. Prepare an “ecosystem bag”for
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 forwildflowers, small seeds forinsects, 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. Forexample, 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 ecosystemtypes 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 thequadrat’s perimeter (for a 1msquare quadrat the perimeter is4 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 sizequadrats students will use (1m2)
3. Tell students that they will beinvestigating the biodiversity ofseveral ecosystems. Organizestudents into groups of three tofive “conservation biologists.”Have each group measure andmark 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, butdon’t 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 ofall 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 ofgrasses? of insects? Why? If the relativeabundance of an area has a highpercentage 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 speciesdiversity, 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 areasshould 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 1m2 withthe 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 don’tneed 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 plants—butnot 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 the“species 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 relativeabundance? 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
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 thelength 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 thespecies biodiversity as thenumber of species per total sitearea.
8. Compare each student’s orgroup’s species biodiversityestimates. Ask students thefollowing questions: Wereeveryone’s estimates the same?Why or why not? Was there aproblem 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 forYounger 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 forYounger 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 thewidth 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 thatwould fit into the entire area.Express the result as number ofspecies per total site area.Compare each group’s 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.
After the Habitat Team has been formed, and a vision for the SchoolyardHabitats project has been developed, it’s 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 schoolyardfeatures 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 NATIONALWILDLIFE FEDERATIONK-8 ACTIVITY
BASIC SITE INVENTORY
Basic Site Inventory
SummaryStudents 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)
Identify existing natural andartificial characteristics ofavailable land
Create a basic map of thearea
Select an appropriate sitefor the creation of a habitatarea within the landavailable
Materials:
Field guides
Paper and pencils
Clipboards (if available)
Compasses
A large poster orinteractive creation toshow different parts ofcompass
Sample site maps ordrawings
Worksheets, p 27-33
Overhead projector andtransparencies—or—graphpaper, poster board orbutcher paper (see note atend of activity if a projectoris not available)
Different colored overheadtransparency markers,—or—crayons, and/orcolored pencils
Rulers and markers
Journals
Thermometers
For younger participants:(see note at end of activity)
Field guides with largecolor pictures
Butcher paper or cardboard
Colored clay, constructionpaper, and/or building blocks
Odds and ends to representdifferent 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 favoriteplace? 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 mapwill include many differentfeatures of the site. Explain thefollowing 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 maywish to have all your students doeach activity, perhaps one eachclass period. Alternatively, youmay wish to divide yourstudents into small teams, eachcharged with investigating andmapping a different feature.When all groups have finishedconducting their research, theywill assemble everything togetherto create one very detailed map.Show sample maps or drawingsto illustrate each feature that ateam will map.
ACTIVITY
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 mapshould 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 anoverhead 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 siteWater Flow/TopographyTeam: to observe contoursand slopes of the siteExisting Vegetation TeamSoil TeamSun/Shade Team
Adjacent Land Use TeamHistory 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, trafficpatterns 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 thetransparency.
8. Hand out clipboards and acompass 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 notknow how to use a compass, besure to explain clearly how itworks. Depending on the levelof your students, you may wantto do a separate compass activity
prior to beginning this activity.9. Once outside, show participants
how 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 sameway, 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 thatthey 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 themshare 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.
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 forparticipants. 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 sitefeatures, have them explain theirinvestigations and methods, presenttheir findings and conclusions theyhave drawn from their work, anddraw their part on the large map.
Adaptations forYounger 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 studentswhat they learned about their site.Wrap up by having students look forpatterns in their model that mightpoint to a good place to put theirwildlife habitat site.
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Team Name: ____________________________________________________________________________________
Look for:1. Use of the site by people on foot: (i.e., Where do people gather, walk, etc.?) ________________________
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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 topography—suchas 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 cangrow there. If possible, obtain pH-testing materials for gathering this information.
TEXTURESAMPLE # COLOR (SAND, SILT, CLAY) MOISTURE pH
What questions do you have about the soils you found at your site? __________________________________
Team Name: ______________________________________________________________________________________Directions: Choose a sunny day to do your investigation. On a scale of 1-5 record on your map how muchsun is falling on different sections of the schoolyard. Places that have no shade at all and are under brightsun should get 1’s, while those that are under complete shade should get 5’s. Record air and soiltemperatures at each location. Try to repeat your observations and measurements at two other times ofday, to compare.
LOCATION TIME RECORDED SUN/SHADE RATING AIR TEMP. SOIL TEMPERATURE
What questions do you have about the temperatures and sun/shade conditions you discovered? ________
Team Name ______________________________________________________________________________________
Instructions:In your group, generate a list of questions about your site and a list of people you think might be able tohelp you answer them, or whose opinions you would like to consider. Before the interview, make up aninterview sheet, with all your questions written out, and with room for answers. Conduct an interview witheach person (at least 3 different people), recording their answers carefully. Be prepared to present yourfindings to the whole group. Some ideas are below, but add your own—these are only to get you started!
People to interview:
History/Local PeopleSurvey Team
Long-time town resident
Principal
Parent who attended your school many years ago
Local farmer
Local business people
Local nature center director
Urban forester
Long-time teacher
Sample questions:How long has this site been here?What was here before?What species of wildlife did you see here many years ago?What do you think of creating a wildlife habitat here now?Do you think it would help or hurt the local community?Do you have any concerns about a habitat site here? What are they?Can you recommend any resources that might help us with this project?
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ADVANCED SITE INVENTORY ACTIVITY
9-12 ACTIVITY
Summary:Students investigate variouselements of their SchoolyardHabitats site, includingclimate, land use, and humanimpact.
Potential Schoolyard Habitats sitesare affected by many factors:climate, topography, land use, andeven the site’s history. Beforedeciding which native plants youwill use to attract wildlife to yourSchoolyard Habitats, conduct thefollowing site inventory, acomprehensive survey of all thefactors, both physical andenvironmental, that will affect theproject. Factors to investigateinclude the site’s topography, soil,existing vegetation, sun and shade,as well as historical and currentland use.
Procedure
Divide the class into small groups.The class can focus on a smallsection of the schoolyard, with eachgroup completing each part of theinventory; or each group can beresponsible for a differentcomponent. Each group’s findingsshould be added to the base mapcreated in Part I to generate a totalpicture of the current uses and
features of your Schoolyard Habitatssite. Findings can be written directlyon the base map or ontransparencies that can be placeddirectly over the base map. If eachstudent group is responsible for adifferent inventory component,make sure that all groups firstcomplete Part I: Topographytogether to ensure that everyonebegins with a base map of the samescale. (See Appendix E forinformation on base mappingstrategies.)
Advanced SiteInventory Activity
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Part I: Topography
1. Measure the dimensions of your Schoolyard Habitats site. ________________________________________
2. Describe the size and location of any hills, valleys, or slopes on the site. ____________________________
7. When you have finished this section, create a base map of the site, using the contour and water runoffinformation above. Include any pipes, storm drains, and sewers on your map.
Part II: SoilGather at least 5 soil samples from different areas of your schoolyard on a day at least 3 days after the lastrain. Pick areas that have different kinds of vegetation growing, or different topography—such as a hill, bya stream, under a tree, on the open ground, etc. Compare the color, texture, and moisture content of eachsample. Use pH-testing kits to determine the acidity of the soil in each location; soil acidity determineswhich kinds of plants can grow in a location.
SAMPLE # LOCATION COLOR TEXTURE MOISTURE pH
1
2
3
4
1. Check native plant guides to determine which plants will grow best in your soil type. Make a list. ____
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Part III: VegetationUse the following charts to record the numbers and types of vegetation found on your schoolyard. Fieldguides can help you with identifying individual species.
1. Identify all the large trees found in your schoolyard. Are they deciduous or evergreen? If possible,identify the type of tree either by its common or scientific name. Is the tree native or non-native? Doesthis tree provide food for wildlife? Does it provide shelter? Does it provide space (places to raiseyoung)?
DECIDUOUS/ NAME TOTAL NATIVE/ FOOD? COVER? SPACE?DESCRIPTION EVERGREEN NUMBER NON-NATIVE FOR WHOM? FOR WHOM? FOR WHOM?
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2. Identify all of the small trees and shrubs found in your schoolyard. If you do not know the names of thetrees or shrubs, try your best to describe their shape and othercharacteristics. Taking pictures may also help with identification at a later date.
DECIDUOUS/ NAME TOTAL NATIVE/ FOOD? COVER? SPACE?DESCRIPTION CONIFER NUMBER NON-NATIVE FOR WHOM? FOR WHOM? FOR WHOM?
4. Identify and list all the areas in your schoolyard that are covered with grass or lawn, weeds, or otherground cover. ________________________________________________________________________________
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Part IV: Sun and ShadeChoose a sunny day to do your investigation. Using a Likert scale (1 to 5), record on your base map howmuch sun is falling on at least four different areas of the potential Schoolyard Habitats site. Places thathave no shade at all and are under bright sun should get a ranking of “1,” while those that are undercomplete shade should get a ranking of “5.” Use your judgement for areas in between.
Use thermometers to record air and soil temperatures at each location. When taking soil temperatures,carefully insert the thermometer about three inches into the soil, shield the remaining portion of thethermometer, and take your reading.
To compare, repeat your observations and measurements at two other times of day.LOCATION TIME RECORDED SUN/SHADE RATING AIR TEMPERATURE SOIL TEMPERATURE
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Part V: Site HistoryKnowing your site’s history is an important part of planning the site’s future. For example, if the site islocated near an industrial center, soils may contain residues of chemicals generated by the adjacentindustry. Generate a list of questions about your site and a list of people who you think might be able tohelp you answer them. Some suggestions are listed below.
Questions about your Schoolyard Habitats site:
1. How long has the site been here? ______________________________________________________________
Who Can Help:• Long-time town residents• Principal• Local farmer• Local Businesspeople• Long-time teacher• County Planning Office• Conservation District
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Part VI: Land Use
1. How is the potential Schoolyard Habitats site currently used? ______________________________________
3. How might current uses, either on or near the site, affect your Schoolyard Habitats plans? ______________
______________________________________________________________________________________________Note any buildings, bodies of water, forests, etc. near your potential site. Record findings in the chartbelow, as well as on your site map.DIRECTION FROM SITE LAND USE POSSIBLE EFFECTS ON SYH SITEExample: N, S, E, W Road May generate fumes, noise
Part VII: Traffic PatternsObserve your site on different days and at different times of day to collect the following information.
1. How do pedestrians use the site? (i.e., Where do people gather, walk, etc.?) ________________________
Skills:Observation,Classification, DataCollection, Data Analysis
Learning Objectives:
Students will be able to:
Observe animals and plants in theschoolyard
Conduct a plot study on theschool grounds
Conduct a population study in aplot on the school grounds
Compare the plant and animal lifefound in different plots on theschool grounds
Assess the quality of the schoolgrounds as a wildlife habitat
Alter the vegetation, soil, andwater on the plots to study theireffects on wildlife
Materials:
thermometers
field identification guides
soup cans
stop watches
Background
In this investigation, students will bespending most of their time outsideand may need an orientation to fieldwork and observation techniques.Spring and fall may be the mostconvenient times to conduct thisinvestigation, but this can be doneyear-round. Remember that whenyou are outside, your students’attention will be drawn to whatever ishappening around them. Takeadvantage of the “natural happenings”that attract their attention. See SiteInventory, p. x.
Plots or guadrats are widely used tosample habitat characteristics, tocount animal numbers, and to countanimal signs. Used in this way, plotsrepresent small geographic areas(circular, square, or rectangular) thatare the elements of thegeographically defined population.The population size is the numberof the geographic areas (plots) thatwould cover the entire study area.Usually sufficient time, money, andpersonnel to study the entire area arenot available, so a subset of plots isused with the assumption that it isrepresentative of the area. Any ofthe survey designs—i.e. simplerandom, systematic, stratifiedrandom, and cluster—can beapplied (see Glossary, p.__). For thisactivity, you are using the simpleplot method. Feel free to use linetransect and other plot methods.
Procedure
Part I1. Divide your class into groups
and have each group measure aone-meter square plot indifferent parts of the schoolgrounds.
2. Give each group field guides toaid in identification of insectsand plants they find in theirplots. Students who find speciesthey can’t identify with theguides should describe or drawthem for their records.
3. Each group will recordinformation about its plot onthe worksheet on p. 121. Theywill be counting the number ofeach species of plant and animalthey find on the ground. Inaddition to recordinginformation about plants andanimals in the plot, students willrecord data about soil andweather conditions and howlong each day the plot is shaded.It is important that they recordall of this informationaccurately. The information theyrecord will help them makeother observations in Procedures7, 8, and 9.
4. Have each group test the degreeof soil compaction in its plot bypouring water through a canand timing the rate at which thewater is absorbed. Provide eachgroup with a soup can open atboth ends. Each group shouldpush the can into the soil aboutone inch, just far enough toreach below the surface. As astudent pours one quart (or oneliter) of water slowly into thecan, allowing the soil to absorbit without spilling any over thecan’s rim, another student will
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record the time needed for theentire quart (or liter) to beabsorbed. By comparing thedifferent rates of absorption ateach plot, students will be ableto get a crude, relative measureof soil percolation conditions atthe school.
5. While most students areworking on their plots, assigntwo students to measure the areaof the entire school grounds insquare meters. They can do thisby measuring the length of theirstride and then pacing off thepaved and unpaved areas of theschool grounds. It would alsobe helpful for them to make amap of the grounds.
6. Once students have gatheredtheir information, compare theplots.
Which plot had the greatestnumber of plants on it?Which had the fewest?Which plot had the greatestnumber of animals in it?Which had the fewest?In which plot was the greatestvariety of animals found?When and for how long eachday was each plot shaded?What, if any, similarities arethere among the plots whereno organisms were found?(Are they more exposed to theelements than other plots?Did they absorb waterslowly? Do they have thesame soil types?)
What are the similaritiesbetween the plots in whichthe most organisms werefound?What were the majordifferences between the plotswith the greatest number oforganisms and those with thefewest organisms?Why might there be more ofone organism in one plotthan another?Based on this information,which plot seems to be thebest wildlife habitat?
7. Choose one kind of animal orplant found in abundance onthe school grounds for apopulation estimate.Earthworms or other smallorganisms, such as sowbugs,dandelions, slugs, or crickets aregood selections for thispopulation study. Have studentsfollow this procedure:
Total the number oforganisms found in eachplot and divide it by thenumber of plots (this willgive you the averagepopulation on a one-meterplot).
Multiply this average by thenumber of square meters onthe school grounds (thiswill give you the totalestimated population ofthat organism on the schoolgrounds).Ask your students whatother populations can beestimated using thismethod.
8. Discuss differences in the plotsand try to come up with reasonswhy one might be a betterwildlife habitat than another.What could students do to otherplots to make them better habitats?How do you judge whether onehabitat is better than another?
9. Students should nowmanipulate variables they haveobserved by making changes(such as planting more grass orwatering some plots regularly)that they think might improvethe plots as habitat for theinsects and other animals thatlive there. Make sure the plotsare isolated in some way fromdisturbances by other students.Ask students to observe theplots over the next several weeksand compare them with theiroriginal observations. How hasimproving the habitat for onespecies affected its quality for otherspecies? (To improve habitat forearthworms, for example,students could add mulch,water, and leaf cover to one oftheir plots.)
10. Make sure the students keepaccurate temperature andclimatic records (wind, rainfall,cloudiness) during this period inorder to analyze the effect ofweather on the plots.
common animal tostudy on a “scouting”trip outside.
Squirrels, robins,insects, starlings,rabbits, andchipmunks are
among the many commonanimals found in most areas.You may wish to assign at leasttwo students to each animal, toincrease the depth of theinformation collected.
2. Your students may want to use afield notebook to keep recordsof field observations (see p. x)about the animals they havechosen to study. Give themcopies of the worksheet on thelast page of this investigation tointroduce them to a fieldnotebook format.
3. Students should develop theirown methods of recording theinformation they gather. Hold abrainstorming conversation forstudents to suggest the type ofquestions they would like toanswer about their animal.Questions can include, but donot need to be limited to:
How far does the animalroam from its home?Where does it live or buildits nest?Where does it look forfood?What does the animal dowhen it is frightened?What other animals orthings is the animal afraidof?During what time of day isit most active?How does it react topeople?
Is the animal eaten by otheranimals?How does the animal reactwhen another animal of itskind is close?How does the animal reactwhen another animal getsnear its home?How does the animal hidefrom enemies?
4. Allow plenty of time forobservation and, if possible,send students out at differenttimes of day. Some of thisinformation may be difficult togather through fieldobservations, so allow themplenty of time for libraryresearch as well.
5. Compare information in classwhen the observation period isover. If some students studiedthe same animal, identify thedifferences and similarities inbehavior that they observed.Refer back to relevantinformation on your plotsurvey. How does the informationfrom the plot survey affect theiranimals?
Your class is now ready to conduct asurvey of the school grounds tolocate plants and animals that serveas food sources for the animals yourstudents have studied, then findways to improve the school groundsas a wildlife habitat by plantingmore of the trees, plants, or shrubsthat the animals require.
Assessment
The development of your students’observation skills is more importantthan the information they gatherduring this exercise. The questionsbelow will help you assess theirdevelopment of those skills, and canprovide a route to newexperimentation. The suggestionsthat appear in parentheses after eachquestion can help.
1. What does your animal do whenit starts to rain? (If possible, haveyour students read the dailyweather report and conducttheir animal observations on arainy day. They should beoutside before a rainstorm isexpected).
2. During what part of the day doesthe animal eat? Sleep?(Realistically, finding theanswers to these questions canonly be done over a weekend,when students have longerperiods of time for observation).
3. As you observed your animal,what did you notice it left behindin the way of tracks or objects thatwill help you recognize its presencewhen you cannot see the animalitself? (Mammals are usuallyvery shy of people and are notcommonly seen. Biologists,however, recognize theirpresence in an area by lookingfor their feces, their tracks, andother signs. Your students maywant to look in field guides toidentify the tracks of their ownanimals if they have not alreadynoted them in their fieldobservations).
Location of Plot: __________________________________________________________________________________
Description of Plot: ______________________________________________________________________________
Total Number of plants on your plot (not including grass):KIND OF PLANT NUMBER
Percentage of plot covered with grass (estimated): __________ %
Soil type: Sandy? (large scratchy grains)Clay? (tiny grains that feel sticky when wet)Loam? (soil containing large, medium, and small grains)
Soil temperature: _________(Carefully push the thermometer into the soil about three inches (7.6 cm). Shield it from the sun’s raysfor several minutes, then read it.)
Soil percolation rate: __________ (minutes/quart or liter)
Weather conditions on day of observation:
1. Air temperature: __________________
2. Amount of cloud cover (estimated): ___________ %
3. General conditions: ____________________________________________________________________________
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9-12 WORKSHEET
WILDLIFE WHERE YOU LIVE
Population Count:Carefully count the number of each kind of organism you find in the plot and record each one in the chartbelow.KIND OF ANIMAL NUMBER
Other Observations:Record any other events or items of interest you have observed during your study. What other animalsvisited the plots? Did any new kinds of plants start growing during the observation period?
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ANALYZING THE SITE INVENTORY
After completing the site inventory, it is time to assess your findings. Thisinformation will be helpful in choosing the actual area of the schoolyard inwhich to locate your Schoolyard Habitats project, and in creating the final sitedesign.
All students are capable of some level of analysis of the information; the depthand format for this assessment will vary by age. Grades K-2 can participate in ateacher-led discussion, in which they consider the effects of some of theirfindings on their future habitat design decisions. For instance, if they find thatthe entire schoolyard receives full sun all day, they can discuss that this will meanthat they won’t be able to choose plants which require shade when selectingplants.
Older students will be able to go farther in considering their more detailed data,and in making subsequent decisions regarding project design and choice of site.
For instance:
Their drainage analysis might say that water runs from the southeast cornerof the main school building and collects in a low spot along the fence line inthe southeast corner of the schoolyard. This may lead to their conclusionthat this area will be suitable only for plants that can tolerate periodicflooding.A slope analysis might say that 70% of the site has slopes of 5% or less and iseasy walking terrain. However, approximately 30% of the site to the north ofthe school building has steep slopes greater than 12%. Students may thendecide that due to steep slopes to the north, the habitat should be situatedsouth of the school building.A vegetation analysis might find that 90% of the vegetation on site isBermuda grass, while a small pocket to the east of the building is dominatedby native oak and elm species. Students may suggest that in order to increaseand diversify habitat, more diverse plantings should be added and theamount of lawn decreased.
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Analyzing the Site Inventory
ANALYZING THE SITE INVENTORY
A historical land-use analysismight reveal that the area to thewest of the parking lot was, in thepast, used as a land-fill. Studentsmay recommend avoiding thearea for safety reasons, or bringingin an outside resource person toassist with soil testing before thatarea is considered for use in thehabitat project.
SITE SELECTION
At this point, students and/or adultsshould write and/or draw a summaryof their findings, both about localwildlife (for K-8, from Habitat Huntp. 74 or for 9-12, from Who Can LiveHere? p.77 ) as well as the siteinventory. These summaries will
therefore include information onwildlife species currently using thesite, habitat elements currently beingprovided (food, water, cover andplaces to raise young), as well asfindings regarding soil, sun/shade,vegetation, and current human use ofthe site.
Next, the specific site should beselected based on these summaries.Also consider the accessibility of thesite (see Accessibility Guidelines, p. __ )and the vision and educational goalsyou seek to meet through yourSchoolyard Habitats project.
Example:
Perhaps your site inventory identified only a small area of vegetation beyond turfgrass. This small area of bushes at a corner of the schoolyard may be an excellentplace to start. Your students have observed local and migratory birds feeding on thefruits of these native shrubs. These also provide a source of cover from potentialpredators. The clump of shrubs could immediately be augmented by a few youngtrees, hummingbird-attracting flowers, ground cover and a water source. The paved,flat sidewalk already in place to this area would give instant access to all students.In this case, it may well be better to start here than in a middle of an otherwisebarren stretch of grass in the middle of the schoolyard.
