Professional Documents
Culture Documents
APPENDIX A
National Wildlife Federation Education and
Training Programs
For more than three generations, the
National Wildlife Federation has
fought to keep our country’s wildlife
legacy alive by uniting Americans in
the shared value to protect wildlife for
our children’s future. Our award-
winning publications have earned a
reputation for excellence, and our
education programs are recognized for
the way they utilize community
service elements to teach children and
families about the natural world.
K-12 Programming students, faculty, and the community. faculty, administrators and parents, as
Schoolyard Habitats also help to well as an action plan to measurably
“Be Out There”: Experiential connect students from diverse improve their environmental
Learning that Connects Kids backgrounds with nature, making the performance and educational
and Community program a natural path for creating a effectiveness as a demonstration for
Research shows schools that use conservation movement that future living. Eco-Schools work on
outdoor, experiential classrooms represents the full spectrum of greener buildings and physical plants;
produce students who score higher on American society vegetative greening of school grounds;
standardized tests and have higher advancing environmental education
grade point averages. Under-resourced and environment-based community
and struggling students, in particular, Eco-Schools: Greening U.S.
Schools, Inside and Out service; and encouraging more
find renewed support and confidence, outdoor (Green Hour) time for
often moving farther up the As America faces profound
environmental challenges – many say students and families
achievement ladder than their better-
resourced peers. the greatest ever – U.S. K-12 schools
will called upon to prepare students Climate Classroom
In the past 17 years, NWF has for increased emphasis on Design for student, educators and
worked with 3,000 schools across the environmental stewardship, and to parents to address the topic of global
country to create outdoor nature participate in a new energy and climate change through knowledge
classrooms called Schoolyard Habitats. environmentally sustainable economy. and action, this web portal provides a
These outdoor classrooms serve as a To meet this challenge, NWF sought variety of opportunities to learn, share
platform for multi-disciplinary and was granted U.S. host and discover. Additionally, NWF’s
learning where K-12 students not organization status for the high school curriculum to the Climate
only hone their science and math International Eco-Schools program Classroom education initiative is
capabilities, they nurture their innate and is the process of implement this based on the Environmental
curiosity and creativity by creating, exciting green schools program in the Education Guidelines for Excellence
utilizing, and maintaining a learning United States. of the North American Association for
garden that attracts and supports local Environmental Education (NAAEE),
wildlife. Eco-Schools combine effective “green” the Climate Classroom ensures:
management of their facilities and
Through our award-winning grounds with high-quality students understand the science
curriculum, Access Nature, these environmental education and of global climate change
outdoor classrooms raise enthusiasm volunteerism. Schools certified in the steps can be taken in daily lives to
for learning, attract parent-volunteers, program go through an organized reduce climate change
and serve as a source of pride for process of building a team of students,
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APPENDIX A
The curriculum encourages students program offers training clinics, Great American Backyard
to analyze the science of global educational publications, technical Campout
warming and its relevance to current assistance and recognition, as well as Held each June, the Great American
events and their daily lives. fellowships and internships. Backyard Campout® is a national
event that encourages individuals,
Youth Outreach Events youth, friends and families to camp
This club-based environmental out together for one night.
education and leadership program National Wildlife Week –
helps students develop a sensitivity to Third Week in March Make Tracks
the local environment through Observing National Wildlife Week is The national event is part of National
workshops, field trips and residential a time to honor wildlife and ignite the Wildlife Federation's Green Hour®
summer institutes. The program also minds of children and adults. campaign, which encourages parents
provides the opportunity for students Research shows that families and caregivers to give their kids time
to witness how a personal connected to nature raise healthier outside every day. Stay tuned for next
commitment to the environment can kids and inspire a life-long year's Make Tracks!™ on Columbus
have a direct effect on the local appreciation of the environment. Be Day Weekend (Oct. 10-12, 2009)
community. It is designed to engage Out ThereTM!
students in the real life applications of
science, math, technology and civics Chill Out!
through conservation action projects Chill Out: Campus Solutions to
and the exploration of careers in the Global Warming is an effort by the
environmental sciences. National Wildlife Federation's
Campus Ecology program to foster
Campus Ecology innovation and creativity in designing
NWF's Campus Ecology program solutions to global warming on
engages students, faculty and staff at campuses across the country.
the nation's 4,100 colleges and
universities in positive, practical
conservation initiatives that showcase
local solutions to global
environmental challenges. The
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NATIONAL WILDLIFE FEDERATION: SCHOOLYARD HABITATS® — A HOW-TO GUIDE
APPENDIX B
NWF Contact Information
School Based Programs
Headquarters Northeast Regional Center
11100 Wildlife Center Drive (NY, CT, RI, MA, VT, NH, ME)
Reston, Virginia 20190 National Wildlife Federation
www.nwf.org/ecoschools 149 State Street, Suite 1
1-800-822-9919 Montpelier, VT 05602
Fax: (703) 438-6468 802-229-0650 Voice
802-229-4532 Fax
Field Offices
(Contact: Regional Education Manager) Northern Rockies Regional Center
(MT, ND, SD, ID)
Alaska Regional Center National Wildlife Federation
National Wildlife Federation 240 N. Higgins, Suite 2
750 W. Second Avenue, Suite 200 Missoula, MT 59802
Anchorage, AK 99501 scaggs@nwf.org
mcg...@nwf.org 406-721-6705 Voice
907-339-3900 Phone 406-721-6714 Fax
907-339-3980 Fax
Rocky Mountain Regional Center
Chesapeake Mid-Atlantic Regional Center (CO, UT, NE, NM, AZ, UT, NV, WY)
(NJ, PA, MD, DC, VA, NC, WVA, DE) National Wildlife Federation
National Wildlife Federation 2260 Baseline Road, Suite 100
706 Giddings Avenue, Suite 2B Boulder, CO 80302
Annapolis, MD 21401 rmnrc@nwf.org
443-759-3400 303-786-8001 Phone
303-786-8911 Fax
Great Lakes Regional Center
(MI, WI, OH, IN, IL, MN, KY) Southeast Regional Center
National Wildlife Federation (FL, GA, AL, MS, SC, TN)
213 W. Liberty, Suite 200 National Wildlife Federation
Ann Arbor, MI 48104-1398 730 Peachtree St. NE
greatlakes@nwf.org Suite 1000
734-769-3351 Voice Atlanta, Georgia 30308
734-769-1449 Fax 404-876-8733 Phone
404-892-1744 Fax
South Central Regional Center
(AR, IA, KS, LA, MO, OK, TX) Western Regional Center
National Wildlife Federation (WA, OR, CA, HI)
44 East Avenue, Suite 200 National Wildlife Federation
Austin, Texas 78701 6 Nickerson Street, Suite 200
512-476-9805 Voice Seattle, WA 98109
512-476-9810 Fax Phone: 206-285-8707
Fax: 206-285-8698
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APPENDIX C
Site Design Guidelines for New Schools
According to most projections,
thousands of new schools will be built
in the U.S. in the next 10-20 years to
meet the needs of a growing student
population, crumbling school
facilities, and reductions in class sizes
in various parts of the country.
The development of new schools can
be a challenging yet exciting
opportunity. Many people working
and learning in older schools would
love to have the opportunity to learn
from the mistakes of the past and
create the ideal new school.
The National Wildlife Federation
urges those involved in new school
design and implementation to plan
with both the health of the local neither will the subcontractors whom also benefit the educational potential
environment, and the educational they hire. Many schools which are not of the schoolyard. This cross-cutting
possibilities for students at the able to switch the architecture firm understanding of the value of
forefront. Through simple choices charged with the design of their thoughtful school development in
early on, development’s impact on school choose to hire an Maryland is evident in the fact that
local plants and animals can be environmental consultant to advise their landmark publication,
minimized and the site can be the various parties along the way. Conserving and Enhancing the Natural
maximized for its educational Environment: A Guide for Planning,
potential. The best way for a school district to Design, Construction and Maintenance
ensure that new sites are developed in on New and Existing School Sites1, was
a manner which has a low or positive a joint project of the Maryland
General Guidelines for impact on the environment, and Division of Business Services, School
the Development of which best serves the educational Facilities Branch, Division of
needs of the school community, is for Instruction and Staff Development,
New School Sites the district to adopt clear policies and the Arts and Sciences Branch.
To create an environmentally friendly regarding new school construction.
schoolyard, the architecture firm hired The State of Maryland has had Though creating wildlife habitat on
by a given school or district needs to enormous success with this approach: schoolyards is thought by some as
have interest and experience in this once clear policies were developed, all purely a landscape design issue, it is
type of work. Generally, the of the various parties involved in the not. Granted, many older schools
architecture firm contracts the civil construction of every new school had have completed fantastic habitat
engineers, mechanical engineers, a common set of goals and standards projects through creative landscaping
electrical engineers, and landscape towards which to work. In Maryland, decisions, doing the best that they can
architects that will work on the school state officials recognize that with the turf and asphalt yards the
site. Generally, if the architecture firm thoughtful development of the original designers created. However,
does not have as a goal the creation of schoolyard will not only benefit local when a district is on the brink of a
a low-impact, educational schoolyard, wildlife and the environment, but will brand new school project, the
1This resource manual can be ordered by calling 410-767-0096 or sending a $20.00 check made out to “Maryland Department of
Education” and sent to: School Facilities Branch, Attn: Allan Albend, Maryland State Department of Education, 200 West Baltimore St.,
Baltimore, MD 21201
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NATIONAL WILDLIFE FEDERATION
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NATIONAL WILDLIFE FEDERATION: SCHOOLYARD HABITATS® — A HOW-TO GUIDE
APPENDIX D
Pacing, Baseline Mapping
and Mapping to Scale
Many educators approach mapping
the schoolyard and taking site
inventories in different ways. For
some, mapping may be an entire unit
which culminates in making a scale
model of the schoolyard. Others
choose to do rough estimate of
schoolyard dimensions, spending more
time on assessing the characteristics of
the site. The following information
will help as you decide on your own
approach to schoolyard assessment.
Pacing
Pacing is one method students can use
to determine the dimensions of your
Schoolyard Habitats site and to make
measurements when creating baseline
maps. This method provides
opportunities for students to practice
practical math skills such as calculating paces you take to walk this and sketch or write the name of
averages and measurement distance. key inventory elements in their
conversions. If more accurate 5. Divide 100 by the average number approximate location on the map.
measurements are desired, use 50-100 of paces you take to walk 100 ft. 4. Use one edge of the inventory site
ft measuring tapes instead of pacing This is the length of your pace. as the baseline.
when mapping the site. You can use this distance to 5. Place a measuring tape along this
determine an approximate edge (or if pacing, use string to
1. Establish a starting point.
measurement of the site you are establish a visible, straight line).
2. Measure a 100 ft straight line out inventorying by pacing the
from that point. distance for each side of the 6. Measure the distance from the
inventory area. baseline to each of the key
3. Begin with your left foot and
inventory elements that have been
count the number of paces it
sketched on the map. To do this
takes you to walk 100 ft. Count Baseline Mapping correctly, measurements should
every time your right foot hits the A baseline is a fixed line from which always be made at right angles to
ground. all measurements are made. the baseline.
4. Pace this distance several times; 1. To create a baseline inventory 7. Use a second string (or measuring
determine the average number of map for a Schoolyard Habitats tape) to create a perpendicular
project, students should first “line” from the baseline to the
make a hand sketch map of the element. Measure this distance
site they will be inventorying on and write it on the map next to
an 8 1/2" x 11" sheet of paper. the item.
2. Determine the dimensions of the 8. Repeat for all elements on the
site; mark each side of the map. Make sure to demonstrate
sketched area accordingly. this process before having
3. Conduct an inventory of the site students try it.
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Mapping to Scale
Determine a scale for your map that
will fit onto the graph paper being
used. The scale should be large
enough that the habitat site takes up
most of the page.
1. Transfer the rough sketch of the
area from the sketch map onto
the graph paper, indicating
correct dimensions and shape. Be
sure to include a compass rose.
2. Using tracing paper, create
overlays of the inventory
elements. Use a separate sheet of
tracing paper or overhead
transparency for each type of
inventory element and a different
colored marker (marker ink shows
through the layers better than
crayon). To do this, place a single
overlay sheet on top of the
graphed base map. Plot the
locations of one element (i.e.,
traffic flow) according to the
established scale. Remove the
overlay and repeat for each type
of inventory element.
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APPENDIX E
Tips For Teaching Outdoors
The schoolyard can be a valuable important before the first Decide on a way of
extension of the indoor classroom, but few outdoor lessons. getting students’
some educators may initially feel attention outdoors
uneasy about the absence of the four Have a clear signal for
Keep the first
walls and chalkboard when they bring getting everyone’s attention
their classes outside. experiences simple
Keep plans simple the and gathering together.
Keep the following suggestions in first few times you teach Practice it! Keep the sun in
mind to ensure successful, worthwhile outdoors. Don’t worry your eyes (out of students’
lessons and experiences with students if you do not finish all that you have eyes), the wind at your back (so your
in the Schoolyard Habitats site: planned. Both you and your students voice carries to your students), and
need time to adjust to this new stand in the center of a circle or line
classroom environment. of students when sharing (so all can
Set clear expectations for see).
student behavior before
going outdoors Recruit teachers, parents
and/or volunteers to help Be a positive role model
Set rules for positive outdoor behavior Show enthusiasm, excitement and a
prior to your first outdoor venture While not always possible or
necessary, having an extra adult or two positive attitude in all that you do.
with students. Students need to Make sure your students can hear this
understand that “outside” is a with you when teaching outdoors can
be very helpful. Consider working in your tone of voice and can see it in
classroom too. Involve the students in your body language. Create a sense of
the rule–setting, just as you may with another teacher and taking both
classes out together. adventure or mystery. Enjoy what
already do when setting indoor rules. your students find; look at what they
are showing you and share these
Plan Visit your lesson site discoveries with the whole group.
The schoolyard can be a place for Become comfortable with the site you
quiet contemplation, active play, will be teaching in prior to taking
your students outside. Where can the Allow students the
intense observation, questioning,
independent work, group projects, whole group gather? Where can small opportunity to explore their
hard work, and relaxation. Before groups work together? Are there areas surroundings
taking students outside, it is important that illustrate concepts you plan to To be safe, comfortable and excited
to decide which type of experience(s) teach? What are the benefits and about learning in the outdoors,
you want to provide on a given day. Be challenges of the site? Many changes students need time to explore the
sure to communicate this to students occur as the seasons change, so areas in which they will be learning.
indoors: discuss where on the remember to visit close to the time Many of today’s children do not have
schoolyard the class will be working, you will be using the site. the opportunity to explore outdoor
how long they will be outside, what areas and need the opportunity to
they will be expected to do, etc. before adjust. Emphasize observation. By
walking outside. Providing the using all of their senses, students can
background or first steps of an activity learn more about the things they
while in the classroom might also help investigate.
those students unaccustomed to
schoolyard classes focus. The time Learn to use “teachable
indoors needed to prepare students for
moments”
a successful schoolyard field trip will
Nature’s lessons will often be more
decrease quickly over time; providing
compelling than the task at hand. Be
this structure, with a short “pre-lesson”
flexible and remember that in the
beforehand will be especially
natural world everything is connected
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to everything else. Let the students hand lenses, rulers, a tape measure,
experience nature in the moment and field guides, viewing boxes, plastic
then link that moment back to your bags, and anything else you think
lesson. your students might use when
outside.
Design lessons that flow
Design your lesson so that activities Safety Considerations
transition your students from idea to Be aware of any allergies,
idea and indoor to outdoor behavioral medications, and special
expectations. Identify an introductory precautions necessary for the safe
activity to excite your students and involvement of all students.
acclimate them to the outdoors. If participants explore an area by
Develop a list of fun strategies for turning over rocks or logs, make
moving your students from place to sure they do so carefully. In areas
place, and use a closing activity to have one student in each group take where poisonous snakes may live,
review what students have learned and on the following roles: observer, students and leaders should
to prepare them for returning indoors. writer, artist, and identifier (uses field always turn rocks and logs over
guides). toward themselves, grasping the
Become a “guide”, “explorer” edge of the rock or log furthest
and “learner.” Use backpacks to manage from them. That way any alarmed
You do not/should not/could not supplies creatures can escape in the
know everything about nature! Don’t Students can carry their own set of opposite direction. Return rocks
let a lack of knowledge slow you supplies in their backpacks. or logs to their previous positions
down. Create an atmosphere of Backpacks allow students to keep their when you are finished looking.
investigation and share your hands free for safer walking and Usually, when bees and wasps
excitement about learning new things. participation in activities, and find out that the sweet-smelling
If you are excited about learning then eliminate the chore of keeping track of person they landed on is not a
your students will be excited as well! loose items. Backpacks also allow flower, they will move on. When
Telling a student “I don’t know, but students to take water bottles, layers of people swat at them, on the other
let’s look it up!” is a great way to clothing, raincoats, and anything else hand, they may attack. When
encourage students to guide their own they might need to make their bees or wasps approach,
learning. outdoor experience a pleasant one. encourage calmness and little
Encourage students to take water movement.
bottles with them if they are going to Encourage long pants in areas
Ask guiding questions be outside for more than 20-30
Avoid giving direct answers to student where deer ticks are abundant.
minutes at a time. Light snacks are
questions. Help students discover the also a good idea if your students are If poison ivy, poison sumac, or
answers on their own. If a student going to be outside for a long time, poison oak grow in your area,
wants to know the name of hiking or engaging in physical teach students to recognize,
something, ask him or her questions activities such as running games, identify and avoid contact with
such as “How large is it?” “Where building bird boxes or gardening. On these plants.
does it live?” or “How do you think it a hot day, a short rest in the shade can
avoids predators?” dramatically improve students’
attitudes and reduce behavior
Engage all students during all problems!
activities Consider creating an educator
Students that are actively engaged in a backpack to take with you for outdoor
lesson are less likely to have behavior lessons. Include props or games that
issues. Give each child a role or task can be used in activities and to keep
for each activity. For example, if your students focused. Also include a first
students are observing pollinators, aid kit, extra pencils, paper, gloves,
have them work in small groups and
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APPENDIX F
Glossary of Terms
Biodiversity/biological diversity: The Habitat: “A constellation of Habitat management: The science
full range of variety and variability interacting physical and biological and art of manipulating the habitat
that has evolved within and among factors which provide at least minimal components in an area to produce
living organisms and the ecological conditions for one organism to live or desired results in the wildlife resource.
complexes in which the organisms for a group to appear together”
occur, including ecosystem or (Daubenmire 1968). As such, habitat Habitat type/plant
community diversity, species diversity, is a characteristic of a species, and is a community/ecological land type: A
genetic diversity, and the diversity of general description of that species’ geographic area capable of supporting
the ecological processes. food, cover, water, spatial, and special a certain vegetation type, usually the
requirements. climax vegetation type for that
Biome: The largest land community particular area. A habitat type is a
units, having similar life forms of the description of an area and includes all
climax vegetation. successional stages likely to occur on
that area. Ecological land type and
Broad scale: An analysis containing a plant community are used by some
relatively large amount of space. ecologists, but not others.
Coarse filter: Setting planning goals Landscape ecology: Reciprocal effects
based on providing an appropriate of spatial pattern on ecological
mix of communities across a patterns; considers the spatial
landscape. heterogeneity and temporal change to
Community: A group of one or more be intrinsic parts of natural systems.
populations of plants and/or animal in Limiting factor: An influence that
a common spatial arrangement; the directly affects a species' habitat, and
biotic components of an ecosystem. Habitat analysis: The measurement if absent will result in the animal’s
Ecosystem: The biotic and abiotic and description of the habitat for a inability to thrive.
factors occurring together in a species in a given area.
Line transect: An inventorying
particular area and their interaction in Habitat assessment: The process of technique in which a line of length L
a natural system. determining the types and amounts or is set out randomly in the sampling
Ecosystem management: A qualities of wildlife habitat in a area. Observers travel along the line,
management effort to conserve defined area. counting and recording all animals
biological diversity while meeting Habitat classification: The process of seen within a maximum observation
society’s values, demands, and placing vegetation or wildlife habitats distance.
commercial needs. This ecosystem into groupings or categories in order to Niche: Describes the functional role
management has three different allow the identification of similar areas. of a species within its habitat. In a
objectives: social, economic, and Ecological land classification is one broad sense, the complete description
ecological. grouping of habitat classifications. of the niche of a species will also
Elements of landscapes: structure, Habitat evaluation: The placement define its habitat.
function, and change of value on a habitat conditions in an Plot method: An inventorying
Fine filter: Setting planning goals area, such as “good” winter cover or technique in which a total sampling
based on the requirements of “poor” forage supply. The value rating area is marked off into smaller plots of
individual species or guilds. may be qualitative, or quantified in uniform area. Observers count and
some manner. record wildlife found in a few of these
Habitat inventory: Any number of randomly-chosen plots. By looking at
methods by which classifications of wildlife count per unit area, scientists
vegetation or wildlife habitats are extrapolate the plot data to estimate
recorded, tallied, or censused. populations in the total sampling area.
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APPENDIX G
Careers in Conservation:
Student Information Sheet
Schoolyard Habitats projects provide What is an Environmental
the opportunity for students and Career?
teachers to investigate diverse An environmental career includes a
environmental topics, such as water range of professions that focus on
quality, soil ecology, and wildlife protecting or improving the
biology, and to gain experience using environment. “Environment” means
technologies employed by more than wilderness areas; it also
environmental scientists, from the includes the land, air, water, and life
simple to the complex. Students of urban areas. Environmental
employ communication skills to professionals come from many
access community and peer support different backgrounds and include
for their project or investigate scientists, lawyers, educators,
historical use of the site. These skills engineers, and business administrators
in the sciences and language arts not (among others). A few examples of
only prepare students for the common environmental professions
workplace and college, they can follow:
provide insight into their future career by interviewing some folks on the list.
path. For example, when students The following resource can be used
with students to begin their Fishery and Wildlife
inventory a site to document existing Management
living and non-living characteristics, exploration of environmental careers.
Fishery Biologist
they are getting a glimpse of the field
of ecology. Ecologists, wildlife Wildlife Ecologist
biologists and foresters learn and Why Career
employ various methods for Education? Parks and Outdoor Recreation
inventorying a site prior to the design Park Administrator
Local professionals in environmental
of a habitat restoration plan. Many of fields will often volunteer to help with Conservation Officer
today’s urban planners are required to your Schoolyard Habitats project.
have training in ecological design for Professionals can introduce you to Air and Water Quality
municipal and public sector jobs. new career interests and career paths, Management
and show how commitment to the Pollution Prevention Specialist
As your students complete the process
of creating a Schoolyard Habitats site, local environment can have a positive Toxicologist
ask them to brainstorm about all of effect on your community. You can Aquatic Ecologist
the agencies, businesses and use this guide to identify career areas
Public Health Professional
organizations in their local that might interest you.
community that they think could help Education and Communication
with the planning and What is a Career Path? Environmental Journalist
implementation stages. Your students A career path is a series of steps that Interpretive Naturalist
may actually enlist some volunteer lead to a job in a particular profession.
support from these local resources. Environmental Educator
Steps include formal education, work
Ask students to think about their list and volunteer experience, training and
and discuss why these businesses and Hazardous Waste Management
internships. Career paths aren’t set in Land and Water Conservation
their employees would be good stone. There are usually many ways to
resources for their project. Discuss get to the position you want. Environmental Chemist
how their professions are related to
the habitat project. Students could Forestry
research these types of careers and Urban Forester
career paths through the internet and Natural Resource Manager
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Agriculture
Organic Farmer
County Extension Agent
4-H Coordinator
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RESOURCES
Schoolyard Habitats Resource Guide
The list below highlights helpful Schoolyard/School Activities for K-6 designed to
references for Schoolyard Habitats Garden-Specific teach students writing, reading,
projects. In addition to this listing, listening, and speaking.
Curriculum
resources — including books,
newsletters, videos, web page Digging Deeper: Integrating Youth
Physical Education in the School Gardens Into Schools &
addresses, resource agencies and
Grounds. Communities. Kiefer, Joseph and
organizations — are updated on a Chedzoy, Sue. 1993. Learning
regular basis on the NWF Schoolyard Martin Kemple. 1998. Food Works
Through Landscapes. and Common Roots Press.
Habitats website. Visit us at Provides outdoor activities for K- Takes you step by step through
www.nwf.org for additional 6 that go beyond typical PE the entire process of creating a
information. curriculum. garden for educational purposes
on school grounds. While the
History in the School Grounds. Dean, focus of the book is vegetable
NWF Resources Jacqui. 1993. Learning Through gardens, the information and
Landscapes. specific examples are applicable
Schoolyard Habitats® Program
Outdoor activities for K-6 that for any type of school garden
www.nwf.org/schoolyardhabitats help students gain a better
Information on creating a wildlife project.
understanding of history and their
habitat on your school grounds, and school’s past. The Growing Classroom: Garden-
certifying your habitat as an official
Based Science, Grades 2-6. Life Lab.
Schoolyard Habitats site. Geography in the School Grounds. 1990. Life Lab: Santa Cruz, CA.
Hare, R., C. Attenborough, and T. Resource for teaching math,
Wildlife Habitat Certified Sites Day. 1993. Learning Through reading, and nutrition skills.
Free newsletter published by the Landscapes. Provides experiments, fun games,
Outdoor activities for K-6 and pictures that make learning
National Wildlife Federation.
focusing on geography skills, such fun.
Showcases habitat projects and as map making, the use of
features articles and ideas relevant to photographs and models, water
both Schoolyard and Backyard National Gardening Association Guide
and land forms, and to Kids’ Gardening. Ocone, Lynn and
Wildlife Habitats. environmental quality. Eve Pranis. 1990. John Wiley and Sons,
If you would like to be added to this Inc.
list, send a email to bwh-exchange- Beyond the Bean Seed: Gardening Information on how to start
Activities for Grades K-6. Jurenka, gardening projects with kids,
subscribe@igc.topica.com.
Nancy Allen. 1996. including a section on garden
Ranger Rick™ Hands-on activities which activities.
Monthly nature magazine for use by integrate gardening and language
grades 4-6. To order: 1-800-611- arts. GrowLab: Activities for Growing
1599. Minds. Ocone, Lynn and Eve Pranis.
Arts in the School Grounds. Keaney, 1990. National Gardening
Your Big Backyard™ Brian. 1993. Learning Through Association.
Monthly nature magazine for use by Landscapes. Creative plant-related activities for
grades K-3. To order: 1-800-611-1599. Numerous creative outdoor art, grades K-8.
drama, design, music, and dance
activities for K-6. Mathematics in the School Grounds.
Rhydderch-Evans, Zoe. 1993.
English in the School Grounds. Learning Through Landscapes.
Keaney, Brian. 1993. Learning Activities for K-6 divided into
Through Landscapes. sections on numbers,
measurement, space and shape,
and data work.
182 | RESOURCES
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SCHOOLYARD HABITATS®— A HOW-TO GUIDE
Ten Minute Field Trips. Russell, Environmental City Kids and City Critters: Activities
Helen Ross. 1990. National Science Education Activities for Urban Explorers. Roberts, Janet
Teachers Association. Weir and Carol Huelbig. 1996.
Hands-on learning K-6 activities Journey to the Heart of Nature: A Learning Tiger Press, McGraw Hill.
to do on school grounds with or Guided Exploration. Cornell, Joseph. Project Learning Tree: Environmental
Foundation. 1996.
without a school garden or 1995. Dawn Publications. Education. The American Forest
RESOURCES | 183
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NATIONAL WILDLIFE FEDERATION
Landscaping for Wildlife. Henderson, Landscaping for Special Places, Special People: The
Carroll. Minnesota Dept. of Natural Children Hidden Curriculum of School
Resources, 1994. Grounds. Titman, Wendy. Learning
Guide, reference, and resource The Challenge of the Urban School Through Landscapes, 1994.
book for creating natural Site. Learning Through Landscapes.
landscaping that support wildlife. A Guide to the Management and
1996. Maintenance of School Grounds.
Instruction and inspiration for Wood, Joan and Michael Littlewood.
The Environmental Gardener.
creating successful outdoor Learning Through Landscapes, 1996.
Marinelli, Janet, ed. Brooklyn
learning areas at urban schools.
Botanic Garden, Inc., 1992.
Offers practical advice on multi-
Your Backyard Wildlife Garden. cultural issues, making use of Native Plants
Schneck, Marcus. Rodale Press, 1992. limited space, seating, shelter,
arts, vandalism, and removing Native Perennials: North American
Noah’s Garden: Restoring the Ecology asphalt. Beauties. Beaubaire, Nancy, ed.
of Our Own Backyards. Stein, Sara. Brooklyn Botanic Gardens, Inc.,
Boston: Houghton Mifflin, 1993. Plants for Play: A Plant Selection 1996.
Inspiring story of the author’s Guide for Children’s Outdoor Information on how to include
experience of transforming her Environments. MIG native plants in your garden
conventional yard into a wildlife Communications, 1993. design and how care for them.
haven. Provides practical Offers suggestions on plants that Also provides lists of native
information on the way have educational value and are wildflowers suppliers.
ecosystems works. safe for children.
Going Native: Biodiversity in Our
Homes for Wildlife: A Planning Natural Learning: Creating Own Backyards. Marinelli, Janet, ed.
Guide for Habitat Enhancement on Environments for Rediscovering Brooklyn Botanic Gardens, 1994.
School Grounds. Wyzga, Marilyn C. Nature’s Way of Teaching. Moore, Suggests native plants to use in
1998. Robin C. and Herb H. Wong. Moore, your landscape and the benefits of
New Hampshire Fish and Game Robin C. MIG Communications, doing so.
Department. Excellent step-by- 1997.
step guide for creating a Uses a specific school as a case Gardening with Wildflowers and
schoolyard wildlife habitat and study to guide teachers, Native Plants. Sawyers, Claire, ed.
integrating it into the curriculum. administrators, designers, and Brooklyn Botanic Gardens, 1990.
Geared toward K-8 teachers. parents through naturalizing a Suggests native plants and
Available through the Acorn schoolyard and integrating it into wildflowers for an attractive
Naturalist 1-800-422-8886 the curriculum. wildlife-friendly landscape.
184 | RESOURCES
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SCHOOLYARD HABITATS®— A HOW-TO GUIDE
RESOURCES | 185
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NATIONAL WILDLIFE FEDERATION
Restoring Streams in Cities: A Guide Secret Place. Bunting, Eve. New York: Online Resources
for Planners, Policymakers and Clarion Books, 1996.
Citizens. Riley, Ann L. Island Press, Story of young boy’s discovery Habitat Creation
1997. wildlife in the city.
Presents land use planning, site Wild Ones Landscapers
design, and watershed restoration The City Kid’s Field Guide. www.forwild.org/
techniques that can be used to Herberman, Ethan. New York: Simon Site is dedicated to the
restore urban streams. and Schuster. 1989. importance of landscaping with
Educational information geared native plants. Includes an
towards kids on the types of excellent “how-to” handbook that
School Greening wildlife found in the city and how guides you through the creation
they survive. of native plant landscapes and
Blueprint for a Green School. Chase, habitat for wildlife.
Jayni and Thomas E. Lovejoy. Seedfolks. Fleischman, Paul. New
Scholastic Inc., 1995. York: Harper Collins, 1997. Sources of Materials
Very complete guidebook on Short novel for middle school Let’s Get Growing
environmental issues and school students; 9 year-old girl starts a www.letsgetgrowing.com/
grounds. Includes an extensive community garden and brings Online catalog full of tools,
resource list. together her diverse teaching aides, books, and much
neighborhood and their stories. more to use with your Schoolyard
Habitats site.
Field Guides Growing Wild: Inviting Wildlife Into
Your Yard. Perenyi, Constance. Gardens for Growing People
The Peterson Series Field Guides; over Hillsboro, OR: Beyond Words www.svn.net/growpepl/
55 titles, covering North America. Publishing, Inc., 1991. Catalog for ordering child-sized
Houghton Mifflin. Wildlife habitat creation how-to tools, books, curriculum, and
guide for kids. much more. The site also offers
The Audubon Society Nature Guides; tips for gardening with children
series which focuses on ecosystems The Garden of Happiness. Tamar, and a free newsletter.
and habitat types. Alfred A. Knopf. Erika. San Diego, Harcourt Brace and
Co., 1996. Learning Through Landscapes
The Stokes Nature Guides; including www.ltl.org.uk/
three volumes of Guide to Bird Mariso, the main character, works
with her neighbors to transform A UK-based program that
Behavior. Little, Brown, and Co. promotes thoughtful design and
a garbage-filled lot in their inner
city neighborhood into a use of school grounds. A source
Children’s Books community garden. for a high quality schoolyard
Recommended for readers age 4- curriculum series (i.e. English in
There are thousands of excellent the School Grounds, Math in the
children’s books written about plants, 8.
School Grounds) as well as
animals and the environment. These Wild in the City. Thornhill, Jan. San guidebooks addressing specific
are a few of the most relevant how-to Francisco: Sierra Club Books for issues, such as seating,
habitat guides for children, books that Children, 1995. maintenance, and fundraising.
involve children starting successful Jenny and her mother are
gardening projects in their surprised to discover all the wild Curriculum and
neighborhoods, and books in which creatures that are living in their Activities
children are discovering wildlife where urban yard. At the end of the
they live. The National Gardening
story are details about the animals Association’s Kids Gardening Page
in the book, as well as hints about www.kidsgardening.com/
Where Birds Nest in the City. Bash, how to find clues to their
Barbara. Urban Roosts: San presence in your own
Francisco: Little Brown and neighborhood. Recommended for
Company, 1990. readers age 4-8.
Informative book on urban
wildlife for readers ages 9-12.
186 | RESOURCES
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SCHOOLYARD HABITATS®— A HOW-TO GUIDE
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NATIONAL WILDLIFE FEDERATION
Garden Supply Seeds and gardening supplies, Garden gifts, including Bark
Resources seed planting campaign for Buddy plush tree with seed kit.
children, free press kit.
Jackson and Perkins
Acorn Naturalist
Clyde Robin Seed Company www.jacksonandperkins.com
17821 East 17th St., #103,
www.dirtgardener.com/clyderobin/ 1 Rose Lane Dept. 7274, Medford,
PO Box 2423
3670 Enterprise Avenue, Hawyard, OR 97501
Tustin, CA 92781-2423
CA 94545 Offers a nice selection of
Resources and curricula for the
510-785-0425 miniature roses for growing
trail and classroom.
Wildflower seeds. indoor plus basic rose and
Applewood Seed Company perennial care basics.
The Cook’s Garden
5380 Vivian Street,
www.cooksgarden.com Jonny’s Selected Seeds
Arvada, CO 80002
P. O. Box 535, Londonberry, VT www.jonnyseeds.com
303-431-6283 Fax: 303-431-7981
05148 Foss Hill Road, Albion, ME 04910
Children’s gardening products.
802-824-3400 Fax: 802-824-3027 207-437-9294 Fax: 207-437-2165
Arbour Recycled Products Seeds, plants and organic Vegetable, flower and herb seeds,
800 Bank Street, Ottawa, Ontario gardening supplies. Emphasis on books and supplies. Educational
K1S3V8 family gardening. group discounts.
613-567-3168 Fax: 317-567-3568
Garbage Bag Gardens Lets Get Growing
Vermicomposting (composting
1711 Stockton Hill Road, No. 310 www.letsgetgrowing.com
with worms) 25-minute video.
Kingman, AZ 86401 1900 B Commercial Way, Santa Cruz,
Banana Slug String Band 602-757-4762 CA 95065
Plastic garbage bag containers for 408-464-1868 Fax: 408-476-1427
projects.
408-429-9806
Cassette tapes and video with
Gardeners’ Supply Company
sing-along songs about gardening
www.gardeners.com/gardeners
and the environment.
128 Intervale Road, Burlington, VT Northrup-King Lawn and Garden
Botanic Garden Seed Company 05401-2850 7500 Olson Memorial Highway
225 Fifth Avenue #617, 802-863-1700 Golder Valley, MN 55427
New York, NY 10010 Child-sized gardening tools. 612-593-7265
212-679-6015 Child-sized garden tools, garden
Gardens for Growing People supplies.
Seeds and line of supplies for
P. O. Box 630, Point Reyes, CA
children.
94956 Shepherd’s Seeds
The Bug Store 415-663-9433 www.sheperdseeds.com
www.bugstore.com E-mail: GrowPepl@svn.net 30 Irene Street, Torrington, CT
113 W. Argonne, St. Louis, MO www.svn.net/growpepl/ 06790
63122 Garden supply catalog/newsletter. 203-482-3638
An online catalog selling Online catalog with over 500 seed
Granite Seed varieties including a line of
everything from ladybugs,
1697 West 2100 North children’s garden seeds. Reference
lacewings to praying mantis.
P. O. Box 177, Lehi, UT 84042 library with a number of basic
Burpee Seed Co’s Grow America 801-768-4422 or 801-531-1456 growing guides.
www.burpee.com Grass seeds, shrubs, reclamation
W. Atlee Burpee Company plants. Stokes Seeds
300 Park Avenue, Warminster, Pa http://Vaxxine.com/seeds
Heritage Gifts, Inc. Box 548, Buffalo, NY 14240-0548
18974
1203 Spring Street, 716-645-9649
215-674-4900 or 800-888-1447
Latrobe, PA 15650
Fax: 215-674-8402
412-537-0878 or 800-597-2275
Fax: 412-539-2298
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NATIONAL WILDLIFE FEDERATION: SCHOOLYARD HABITATS® — A HOW-TO GUIDE
FEEDBACK FORM
Schoolyard Habitats® : A How-To Guide
To produce a more accurate, effective, and user-friendly product, we need your feedback. Please let us know what you think.
Once you have completed this form, please return all comments to the address below. Please feel free to use separate
pages to answer questions or add additional comments. Be as specific as possible. Thanks so much for your time and
assistance!
Optional
Your Name: ______________________________________________________________________________________
Address: ________________________________________________________________________________________
Telephone: (_______)______________________________________________________________________________
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General:
1. Overall, how effective is this manual in preparing educators to create a Schoolyard Habitats site ? Is there anything
missing? How might we remedy this issue? __________________________________________________________
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2. How useful and complete was the background and planning information? Did you identify any particular topics that
could be added or expanded upon? ________________________________________________________________
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3. Please comment on specific activities, especially those you found especially helpful or those that were lacking. Please
indicate anything that you found unclear. ____________________________________________________________
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SCHOOLYARD HABITATS®— A HOW-TO GUIDE
5. How well do the activities reflect the grade level range they have indicated? Please point out any activities
that need to be reassessed. ________________________________________________________________________
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6. Is your Schoolyard Habitats site certified? Do you plan to certify your Schoolyard Habitats site?
If not, why? __________________________________________________________________________________
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7. How have you used your Schoolyard Habitats site in cross-curricular learning? We are eager to hear
examples! ____________________________________________________________________________________
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National Wildlife Federation
Schoolyard Habitat
11100 Wildlife Center Drive
Reston, VA 20190-5362