5 - learning grounds newsletters, spring 2000

8/9/2019 5 - Learning Grounds Newsletters, Spring 2000

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Yes, I will help make my city greener, cleaner, and healthier.

Name:

Address: City:

Province: Postal Code:

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Please charge my credit card: Visa Mastercard

Card # Expiry:

Cardholder Signature: Cardholder Name (please print):

Call 1-888-426-3138 to make your donation

OR Please make a cheque payable to Evergreen and send it along with this form to:

EVERGREEN EVERGREEN355 Adelaide Street West, Fifth Floor #410-744 West Hastings Street

Toronto, ON M5V 1S2 Vancouver, B.C. V6C 1A5

Charitable registration #13181 5763 RR0001

OR

Here is my contribution of:

$25

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Thank you for helping bring nature back to our cities

EVERGREEN355 Adelaide Street West, Fifth Floor

Toronto, On M5V 1S2

www.evergreen.ca

Toronto: 355 Adelaide Street West, Fifth Floor, Toronto, ON M5V 1S2 Tel 416-596-1495 Fax: 416-596-1443Vancouver: #410-744 West Hastings Street, Vancouver, B.C. V6C 1A5 Tel 604-689-0766 Fax: 604-669-6222

1-888-426-3138 www.evergreen.ca E-mail: [email protected] [email protected]

The Evergreen Canada Initiative is made possible through the generous support of individual Canadians, foundations, businesses and various government agencies.

Many thanks to everyone who contributed material, ideas and energy to The Outdoor Classroom - Issue 5, and to its writer/editor, Randee Holmes, and its designer, Troy Stewart.Printed by C.J Graphics Inc. on Lily of the Valley text, chlorine-free.

00358649-99


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Model Schools Program - Nova ScotiaCurriculum IntegrationModel Schools Program - QuebecCase Studies

Research - Whats New?The Tool Shed

Programme dcoles modles - Nouvelles Intgration du curriculmModles de programmes - Qubectudes

Les recherches - Les nouveautsLa remise outils

Since last years issue of The OutdoorClassroom, Evergreens Learning GroundsProgram has grown in tandem with theincreasing number of schools transformingtheir grounds. And, were pleased to say, themomentum continues to build.

Youll notice that we made some excitingchanges weve shortened our name to"Evergreen," taken on a new logo, andformed new partnerships that allow us tostrengthen our commitment to supportingschools across the country. Our look is freshand new, and our commitment to the pro-grams and values that have brought us thisfar is stronger than ever.

We are thrilled to announce the launchof The Evergreen Canada Initiative. Thisnational millennium program will harnessand celebrate the energy of the thousands ofindividuals and groups working in cities,towns and villages across the country to healand regenerate the landscapes where we live,work and play. The initiative builds on thesuccess of our two main programs - LearningGrounds (school grounds) and CommonGrounds (public lands including parks andriver valleys) - and launches a new program- Home Grounds (the home landscape).

"respect is a big part of what we

try to teach respect for nature,

for elders and for property."BuildingMomentumin the New Millennium

suite en page 2Continued on page 2

3-56

7-1112,13

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THE LEARNING GROUNDS NEWSLETTER ON SCHOOL GROUND TRANSFORMATI

Outdoor Classroomclasse en plein air

LE BULLETIN DCOURS-VERTES SUR LA TRANSFORMATION DES COURS DCOLES

La

The

Un nouveausouffle pour le nouveau millnaireDepuis la parution de notre numro de lan dernier de La classe en plein air, le programme Dcours-vertes dEvergreen a pouss au mme rythme que le nombre croissant dcoles transfor-mant leurs cours. Et nous sommes heureux de dire que nous avons le vent dans les voiles.

Nous avons dailleurs dexcellentes nouvelles cette anne. Nous avons raccourci notre nom,devenu prsent Evergreen . Nous avons aussi adopt un nouveau logo. Nous avons tiss denouveaux partenariats particulirement enthousiasmants qui nous permettrons de nous engagerencore davantage soutenir des coles aux quatre coins du pays. Ainsi, notre image est frache etnouvelle et nous sommes plus que jamais fidles aux programmes et aux valeurs qui nous ontpermis darriver l o nous sommes.

Nous sommes notamment trs heureux dannoncer le lancement de LInitiative CanadienneEvergreen. Ce programme national du millnaire permettra de canaliser lnergie, tout en laclbrant, de milliers de personnes et de groupes oeuvrant dans les petites et grandes villes ainsique dans les villages de tout le pays, pour panser et regnrer les paysages o nous vivons, tra-

vaillons et nous divertissons. Linitiative est axe vers les trois paysages de base quincarnent lestrois principaux programmes de Evergreen : Dcours-vertes (les cours dcoles), communau-terres(des espaces verts publics comprenant des parcs et des vallons o coulent des rivires) et Vert cheznous (les domiciles rsidentiels). Nous tenons remercier nos nombreux partenaires, dont, entreautres, le Programme des partenariats du millnaire du Canada, Homes and Gardens Television et laFondation Suncor Energie, pour avoir permis linitiative canadienne Evergreen de devenir ralit

respect is a big part of what we try to teach respect for nature, for elders and for property

Issue # 5 | Numro 5 Spr ing 2000 | Pr intemps 2000

K . B . WO O D WA R D E L E M E N TA RY - S U R R E Y B . C . H I G H L A N D S E L E M E N TA R Y N O R T H VA N C O U V E R , B . C .

DCOURS-VERTES


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Published by: /dit par : Evergreen

TORONTO355 Adelaide Street West, Fifth floor, Toronto, ON M5V 1S2tel: / tl : 416.596.1495 fax: / tl : 416.596.1443e-mail: / couriel : [email protected]

VANCOUVER744 West Hastings Street, Suite 410Vancouver, B.C. V6C 1A5tel: / tl : 604.689.0766 fax: / tl : 604.669.6222

web site: / Site Internet : www.evergreen.catoll free: / Sans frais : 1.888.426.3138Writer/Editor: / Auteur/Rdactrice : Randee Holmes

Project Manager: / Responsable de projet : Cam Collyer

Translator: / Traducteur : Charles-Antoine RouyerHygeia Healthy Communication Saine Inc.

Design: / Conception : Navio Design

EVERGREENS LEARNING GROUNDS PROGRAM IS DEDICATED TO TRANSFORMING CANADIAN SCHOOGROUNDS INTO NATURAL LEARNING ENVIRONMENTS.

LE PROGRAMME DCOURS-VERTES D EVERGREEN SEMPLOIE TRANSFORMER LES TERRAINSDCOLE CANADIENS EN ENVIRONNEMENTS DAPPRENTISSAGE NATURELS.

NO PORTION OF THE OUTDOOR CLASSROOM/LA CLASSE EN PLEIN AIR MAY BE REPRODUCED, STORETRANSFERRED, ELECTRONICALLY OR OTHERWISE, WITHOUT THE EXPRESS WRITTEN PERMISSION OFEVERGREEN. CONTENT 2000 EVERGREEN.

AUCUN EXTRAIT DE LA CLASSE EN PLEIN AIR/ THE OUTDOOR CLASSROOM NE PEUT TRE REPRODUSAUVEGARD NI TRANSFR, LECTRONIQUEMENT OU PAR TOUT AUTRE MOYEN, SANS LAUTORISAT

CRITE DE EVERGREEN. CONTENU DITORIAL 2000 EVERGREEN

De nos jours, les Canadiens et les Canadiennes se montrent de plus en plus nombreux penser leur maison et la nature sous un nouvel angle, en embrassant des techniques de jardinagecologiques, tant dans leur paysage priv que public, depuis le parc communautaire jusqu leur

jardinet rsidentiel en passant par la pelouse de lentreprise. Ainsi, nous relions des couloirs de ver-dure entre eux et nous transformons des terrains vagues industriels en terrains abritant des espacesverts. Nous ramenons la surface des cours deau enterrs, nous restaurons des zones humides,nous vrdissons des toits et nous remplaons lasphalte des cours dcoles par des arbres, des buis-sons, des prairies et des tangs, petits ou grands. Les transformations quamnent ces projets,alliant culture avec nature, permettent de rvler les caractres uniques tant rgionaux quartistiques

et culturels, tout en amliorant la sant environnementale.Pour ceux et celles dentre vous qui commencez juste vous mobiliser pour amliorer la cours de

votre cole, nous vous encourageons vous inspirer de certains des exemples que nous vousprsentons dans ce numro de La classe en plein air. Pour ceux et celles dentre vous dont les pro-

jets sont dj lancs, nous sommes certains que vous trouverez ides et innovations originales pouralimenter votre nergie et votre motivation. Veuillez consulter notre nouvelle Remise outilsDcours-vertes qui est magnifique. Vous trouverez galement dans ce numro de plus amples dtailssur notre nouveau guide, sur un rapport de recherches, sur des vidos ainsi que sur le dveloppementde notre site Internet.

Enfin, nous vous invitons tous et toutes nous donner des nouvelles pendant que nous continuonsde soutenir et de prendre part votre russite.

suite de la page 1

Thanks to our many partners the MillenniumBureau of Canada, Home and Garden TelevisionCanada, and the Suncor Energy Foundation,among others the Evergreen CanadaInitiative has become a reality.

In increasing numbers, Canadians arethinking about home and nature in new waysby engaging in ecological gardening practicesin public and private landscapes, from thecommunity park to the residential backyardto the corporate lawn. We are connectinggreen corridors and turning industrial brownfields into green fields. We are daylightingburied streams, restoring wetlands, greeningrooftops, and removing the asphalt fromschool grounds to replace it with trees,shrubs, meadows and ponds. These projectslink culture with nature in a transformationthat reveals unique regional, artistic and cul-tural expressions while improving environ-mental health.

For those of you who are just beginningto take steps towards improving your schoolground, we encourage you to follow the lead

set by some of the inspiring examples insidethis issue ofThe Outdoor Classroom. For thoseof you with projects already underway, we areconfident that you will find fresh ideas andinnovations to sustain your motivation andenergy. Check out our wonderful newLearning Grounds Tool Shed resources. Youllfind details on our new guidebook, researchreport, videos, and newly designed andexpanded Web site.

Lastly, we invite all of you to stay intouch with us as we continue to support andshare your successes.

continued from page 1

In increasing numbers, Canadians are thinking about home and naturein new ways by engaging in ecological gardening practices in public andprivate landscapes, from the community park to the residential backyardto the corporate lawn.

THE TRANQUIL IT Y O F THE COURTYARD S E T T ING A TR IDGEWAY S CHOOL IN VANCOUVER , B . C .

IIYUS STLULIQUL SCHOOL - DUNCAN, B.C.

JOSHUA

BERSON

PHOTOGRAPHY


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"All art, all education can be merelya supplement to nature." -Aristotle

Nova Scotia Model SchoolsProgram

The Model Schools Program - Nova Scotia Modles de programmes - Nouvelles cose

PLANT ING DAY A T S T . S T E PHEN SE L EMENTARY HAL IFAX , N . S .

The goal of the Nova Scotia Model Schools Program was toinitiate awareness and break ground for "educating throughnature." During 1997 and 1998, twenty-five schools with wide-ranging physical, political and socio-economic circumstancesparticipated in the program. Programs such as this helpcommunities find more sustainable ways of living with the land,in ways that are ecological, educational and aesthetic, as wellas make good economic sense.

Through the Nova Scotia Model Schools Program morethan 13,000 square metres were transformed with the plantingof thousands of native and non-native trees and plants.Participating schools also developed concept designs andmasterplans, received $234,000 of in-kind support in theform of services and materials, and enlisted the involvement

of 8,000 people.Numerous spin-offs have evolved from this initiative tonurture nature. Among them, the Tree Canada Foundationestablished an Atlantic office at the NS Department of Educationto facilitate further support for schools.

We are grateful to Environment Canadas CommunityFunding Program EcoAction 2000 for their generous support ofthe Nova Scotia Model Schools Program.

For more information contact:Rhea Dawn Mahar

PO Box 2211 Central CROHalifax, NS B3J 3C4Tel: 902-424-3107Fax: 902-424-1171e-mail: [email protected]

THE POND AND BOARDWALK A T HARRY R . HAMIL TONE LEMENTARY M IDDLE SACKVIL L E , N . S .

CAM

COLLYER

Participating Nova Scotia Model Schools

ADMIRAL WESTPHAL JR. HIGH SCHOOL, DARTMOUTHBEAVER BANK-KINSAC SCHOOL, LOWER SACKVILLEBROOKHOUSE SCHOOL, DARTMOUTHCALEDONIA JUNIOR HIGH SCHOOL, DARTMOUTHDARTMOUTH HIGH SCHOOL, DARTMOUTHCOLE BEAUFORT, HALIFAXELIZABETH SUTHERLAND SCHOOL, HALIFAXELLENVALE JUNIOR HIGH SCHOOL, DARTMOUTHERIC GRAVES JUNIOR HIGH SCHOOL, DARTMOUTHGEORGE BISSET ELEMENTARY SCHOOL, COLE HARBOURGORSEBROOK JUNIOR HIGH SCHOOL, HALIFAXHALIFAX GRAMMAR SCHOOL, HALIFAXHARBOUR VIEW ELEMENTARY SCHOOL, DARTMOUTH

HARRY R. HAMILTON ELEMENTARY SCHOOL, MIDDLE SACKVILLEHERRING COVE JUNIOR HIGH SCHOOL, HERRING COVEJOHN MACNEIL ELEMENTARY SCHOOL, DARTMOUTHJOHN MARTIN JUNIOR HIGH SCHOOL, DARTMOUTHJOHN W. MACLEOD/FLEMING TOWER SCHOOL, HALIFAXLEMARCHANT ST. THOMAS, HALIFAXMARY LAWSON SCHOOL, DARTMOUTHNOTTING PARK SCHOOL, DARTMOUTHST. STEPHEN'S ELEMENTARY SCHOOL, HALIFAXSAMBRO-KETCH HARBOUR SCHOOL, SAMBROSOUTH WOODSIDE SCHOOL, DARTMOUTHTANTALLON EL EMENTARY SCHOOL, TANTALLON

Nova Scotia Model Schools Associate

RHEA MAHAR


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C E L EBRAT ING THE C RANBERRY BOG AND MUCH MORE A T S T . S T E PHEN SE L EMENTARY HAL IFAX , N . S .

Inner BeautyDartmouth High School,Dartmouth, Nova Scotia

The Grassroots naturalization committee at Dartmouth High School just doesnt seem to rest. For more than four years, this team ofstudents and staff has been active in realizing its commitment to beautify and restore the school ground. Formerly nothing but brick wallsand cement floorings, Grassroots has transformed the inner courtyards of the school into oases of green space.

The sudden death of Maureen Taggart, an admired teacher, avid gardener and member of the committee, sparked the team into actionto green the first courtyard. The result was Maureens Memory Garden, completed in spring 1997. It is a space for quiet contemplation for bothstudents and staff. Maureens love of the ocean is captured in the goldfish pond. The birdhouses represent her fondness for bird watching.The heather and thistle planted in the garden are a link to her Scottish heritage. A weeping larch expresses the sadness of her passing.

In contrast, the Spartan Courtyard is a bustling space. It is an area for eating and meeting. Picnic tables allow students to congregateat mealtime and during outdoor class instruction. Raised beds are home to a variety of flowers, evergreens and groundcovers. Rocks clearedout from one area of the school were reused in this area with the building of a stone Inukshuk. The statue marks the location of a millennialtime capsule, buried in the fall of 1999.

The committee hasnt slowed down. They are now hard at work greening another courtyard space. This one houses a greenhouse and

storage shed and is in the early stages of being planted. The long-term vision is that this space will be used to grow indigenous plants forother schools, as these seem to be in short supply.

THE BRAND N EW GRE ENHOUSE READYTO GROW AT DARTMOUTH HIGH S CHOOL

DARTMOUTH , N . S .

A G L IMPS E O F MAUREEN S MEMORYGARDEN DARTMOUTH HIGH

SCHOOL DARTMOUTH , N . S .


ST.

STEPHENS

ELEMENTARY

CAM

COLLYER

CAM

COLLYER

One Thing at a Timet. Stephens Elementary School,Halifax, Nova Scotia

t. Stephens Elementary School in Halifax, Nova Scotia has at least one uniquelaim to fame - they have a cranberry bog on their property. Evergreen recognizedhe potential of the site in 1994, as part of their initial survey of schools for theearning Grounds pilot project. It wasnt long after that planning of the area bychool staff and volunteers began. The St. Stephens Community Bog Project

was officially underway.

According to Michael Solak, a parent volunteer with the school groundaturalization project, "the best advice we received on how to conduct thisroject was to proceed in a slow and deliberate manner." The project began withhe creation of a master plan outlining the areas in which they hoped to makeome changes. Over the course of the project, some of these plans have beenealized, some new ones added and some original ones modified. Whatever theask, though, the guiding principle for this project has remained the same:omplete one thing before attempting another.

The benefits of this approach have been many. For one, according toMichael, "We havent been overwhelmed by the scope of the project by being toombitious. We have not out-stripped the capacity of our volunteers to make plansr provide labour, nor have we ever lacked funding at any stage of the project."

Another benefit of the step-by-step approach is that those involved withhe effort continue to learn what is possible to accomplish at each stage. Noturprisingly, the volunteers have found that some things work while others do

ot. Feedback from previous stages is used to inform future actions.The small step approach has also kept them within reach of their key audience

the students. Whenever possible, plans for the project are viewed in terms ofow the students can be involved in executing the ideas. In addition, by keepinghings manageable, the project committee hasnt ever had to turn control of thedeas over to a larger body such as a municipal planning commission.

A final benefit, Michael says, is that, "We get to celebrate the success ofach stage as it gets completed. Yes, it is part of a larger project, but eachompleted task is an accomplishment on its own."


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MARKING A S PE C IA L O C CAS ION WITH PR IDE BROOKHOUSE S CHOOL , DARTMOUTH , N . S .

THE TRE E O F RE COGN IT ION A T BROOKHOUSE S CHOOL DARTMOUTH , N . S .

We have made great strides to live up to our school motto to "be thebest we can be." We will continue with our commitment to enhanceour school grounds into the future.

Being the Best We Can BeBrookhouse School, Dartmouth, Nova ScotiaBy Joanne Conrad, Grade Two Teacher

Until spring 1999, the tiny area surrounding Brookhouse School was completely covered inasphalt. But the plans to change this have been in the works for a number of years.

In 1995, when Brookhouse staff and parents were first involved in site planning, improv-ing our external environment became the number one priority. A naturalization committee wasstruck to begin the mammoth task of greening the school grounds.

Since those early beginnings we have completed many tasks: constructed a fence placed sod on the hill between the ditch and the cement aquaduct removed and hauled away asphalt placed bike racks beside the school developed a green area with cement benches and maple trees constructed two three-tiered planters in the front of the school

The planters have subsequently been adopted and are tended by a family in our school.The maple trees were dedicated and planted in a great celebration attended by all at the school.One tree is planted in memory of a former principal who passed away.

To promote interest and concern for the schools environmental commitment, the naturalizationcommittee designed and commissioned the construction of a six-foot high "Tree of Recognition".Whenever students, staff or parents support our naturalization project, their names are engravedon a leaf of the tree.

We have made great strides to live up to our school motto to "be the best we can be."We will continue with our commitment to enhance our school grounds into the future.


BROOKHOUSE

SCHOOL

BROOKHOUSE

SCHOOL


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C u r r i c u l u m I n t e g r a t i o n I n t g r a t i o n d u c u r r i c u l u m

Integrating curriculum connections with naturalization areas begins atthe development and planning stages of the project. Science can be usedto get students involved with determining the growing conditions thatexist within the area, and selecting and locating plants. Teams of students,visiting the planned area at various times of the day, can monitor thefollowing:

amount of sunshine amount of wind shadow patterns created by existing structures temperature

precipitation traffic patterns of people and animals that move through the area land formations (angle and direction of any slopes or hillsides) soil quality

Math studies can be integrated to determine the types and amount ofmaterial needed to complete the naturalization project. The followingquestions can be explored:

How much topsoil is needed? What volume and type of foundation material (rocks,

retaining walls, etc.) are required?

What pathways are planned and how much material isrequired to build them?

What is the mature size of the plants being considered?

Language Arts can be integrated by using the results of other activitiesto establish the beginnings of a "guidebook" for the naturalization area,chronicling the development of the project.

Art activities can be used to challenge students to developing artisticvisions of the mature naturalization area. Once a plan has been developed,students can produce colourful artistic representations of what the nat-uralization area will look like in five, ten and twenty years.

Naturalization areas offer a wonderful educational resource to facilitatethe delivery of a wide range of activities across a spectrum of subjectareas. Here is an activity to try in your naturalization area.

Snow PrintsThis activity, suitable for grades 1 through 9, explores snow crystals andprovides an opportunity for classification. This is an opportunisticactivity in that it must be prepared in advance and carried out when itis snowing.

Preparation

Gather together a class set of glass microscope slides and a can of clearspray lacquer. (Avoid using shellac and varnish; they are yellowish incolour and dont work as well as clear lacquer.) Keep these items cold by

storing them either in a refrigerator or outdoors.

Outdoor activity

When you notice it is snowing, take your class outside. Carefully lay the glass slides out flat and spray them with a layer of

clear lacquer.

Instruct each student to collect falling snowflakes by catching them in thewet lacquer on their slides. Dont collect snowflakes that have landedon the ground.

Place the slides with collected snowflakes outdoors under a cover ofsome sort.

Allow them to dry for at least two hours.

Follow up

Bring the slides inside and store them in a refrigerator until they areready to use in class. View the snowflake "prints" under a microscope. Classify the snowflakes according to common characteristics or accepted

snowflake types.

For other activities similar to the one described here, contact the FishCreek Environmental Learning Centre (403-297-7927) and askabout their resource,Environmentally Tuned to the Biggest Classroom ofThem All.

Naturalization Area ActivitiesByJeff Reading,Fish Creek Environmental Learning Centre, Calgary, Alberta

PLANT ING A LAS T ING L EGACY A T ROGERS E L EMENTARY ,V IC TOR IA , B . C .

JOSHUA

BERSON

PHOTOGRAPHY

EVERGREEN


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Participating Quebec Model Schools

coles participant au programmedcoles modles au Qubec

COLE BANCROFT SCHOOL, MONTRALCOLLGE SAINT-CHARLES-GARNIER, QUBECCOLE BELLEFEUILLE, ST-JERMECOLE CAP JEUNESSE, ST-ANTOINECOLE DE BOURGOGNE, MONTRALCOLE DE LA SOURCE, ST-JERMECOLE DE L'ODYSSE, SAINT-NICHOLASCOLE DU BOIS, ST-JERMECOLE DU PARC, BEAUPORTCOLE DU VALLON, MONTRALCOLE ELIZABETH BALLANTYNE, MONTRAL OUESTCOLE JEAN-JACQUES-OLIER, MONTRAL

COLE JOLIBOIS, ST-JERMECOLE LA CL D'OR, SAINT-ANTOINE DE TILLYCOLE LE BALUCHON, LAVALCOLE MONTESSORI DE QUBEC, SILLERYCOLE NOTRE-DAME, LEVISCOLE PLEIN-SOLEIL, SAINT-TIENNE-DE-LAUZONCOLE PRIMAIRE MAISONNEUVE, MONTRALCOLE SAINT-JEAN BAPTISTE, ST-JERMECOLE SAINT-JEAN-BAPTISTE, QUBECCOLE SAINT-JOSEPH, MONTRALCOLE SAINT-LOUIS DE FRANCE, CHARNYCOLE SAINT-LUC, NTRE-DAME-DE-GRCECOLE SAINT-PIERRE CLAVER, MONTRALCOLE SECONDAIRE MONT-SAINTE-ANNE, BEAUPRCOLE ST-TIENNE, MONTRALKARONHIANONHA SCHOOL, KAHNAWAKE, MOHAWKTERRITORY, TERRITOIRE MOHAWK

KATERI SCHOOL, KAHNAWAKE, MOHAWK TERRITORYTERRITOIRE MOHAWKSMINAIRE SAINT-ALPHONSE, SAINTE-ANNE-DE-BEAUPR

Quebec Model Schools Associates

Membres associs des coles modlesau Qubec

SABIHA TORUNDENISE BLAISMARTINE ROCHEFORTVANIA RODRIGUEZMARTIN JOLY

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Quebec Model Schools Program

Between 1996 and 1999, five Evergreen associates assisted thirty-two Quebec schools to naturalize their grounds as part ofEvergreens Model Schools Program. The associates offeredsupport and expertise in the areas of planning, design,fundraising and maintenance.

As always, the level of community support was remarkableand formed the cornerstone of each schools successful natu-

ralization initiative. In total, volunteers provided over$350,000 in donated time and cash donations of over$175,000. These thirty-two schools have demonstrated leadershipthrough action and their example has influenced others inQuebec to initiate their own projects. We hope the followingsample stories will inspire you to get something started atyour school.

Our thanks to Environment CanadasCommunity Funding Program EcoAction2000 for their generous support of theQuebec Model School Program.

Le programme dcoles modles au Qubec

Entre 1996 et 1999, cinq membres associs dEvergreen ont aid32 coles au Qubec naturaliser leurs cours dans le cadre duProgramme dcoles modles dEvergreen. Les membres associsont prt main-forte en partageant leurs connaissances dans lesdomaines de la planification, du design, des collectes de fondset de lentretien.

Comme toujours, la collectivit a offert un soutien remar-

quable, constituant lune des principales pierres angulaires larussite des initiatives de naturalisation de chaque cole. Lesbnvoles ont contribu en tout plus de 350 000 $ en prtantleur temps ou en donnant plus de 175 000 $ en argent. Ces 32coles, par leurs actions et leur exemple, ont ouvert la voie eninspirant dautres tablissements au Qubec lancer leurspropres projets. Nous esprons que les exemples suivants vousamneront entamer un projet dans votre propre cole.

Nous voudrions remercier les programme daidefinancire pour les organismes communautairesdEnvironnement Canada, coAction 2000 pour songnreux soutien au programme dcoles modlesau Qubec.

The Model Schools Program - Quebec Programmes dcoles modles - Qub

C E L EBRAT ING MUS IC A T CO LE D E LA SOURC E , S T . J E ROME , QUEBEF T ER LA MUS IQUE L CO L E D E LA SOURC E , S T . J ROME , QUBE C

COLE

DE

LA

SOURCE


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Thats Determination!cole du Parc,Beauport, Quebec

When cole du Parc arranged for a historian to trace the roots of the community and the loton which the school was built, they were more than a little surprised at what they found out.

It turns out the school grounds were once the site of a town dump for building materials.Riddled with rock and asphalt, the soil was completely infertile. Not easily discouraged, thestaff solicited the help of contractors. With a bevy of backhoes and bulldozers, they dug downthrough four-and-a-half feet of debris to bring the good soil to the surface. That was morethan three years ago. Today, what was once a muddy plot of land is now a beautiful displayof native trees, shrubs and wildflowers.

The staff arent the only ones with determination. This past year the students undertooka major fundraising effort to purchase a tree for their project. Scheduled shortly before Easter,the principal suggested to the students that they ask their parents to donate money to purchasetrees for the project instead of spending it on chocolate eggs and rabbits. The children took

his suggestion to heart. In only one weekend, the 400 students at the school raised $5,000.Now thats a lot of Easter bunnies!

The community is involved in the project too. Residents living close to the school keep acareful watch over the grounds after hours. The whole community was invited to take part inthe project and now feels a sense of pride and ownership for it. As a result vandalism hasntbeen a problem. Indeed, if the students see anyone doing anything even potentially harmful,they report the incident immediately.

COLE DU PARC , B EAUPORT , QUEBE C

COLE DU PARC , B EAUPORT , QUEBE C

cole du ParcQuelle dtermination!cole du Parc, Beauport, Qubec

Les responsables de lcole du Parc ntaientpas au bout de leurs surprises lorsquils ontdemand un historien de se pencher sur lesracines historiques du quartier et du terraino lcole tait construite.

Rsultat des recherches? Il sest avrque le terrain de lcole avait servi dans lepass de site de dcharge municipale pourdes matriaux de construction. Le sol, criblde rochers et de morceaux dasphalte, ntaitdonc pas du tout fertile. Loin de se laisserdcourager par cette dcouverte , le per-sonnel sest alors tourn vers un entrepreneuren construction pour recevoir un coup demain. laide dune foule de pelleteusesmcaniques et de bulldozers, ils ont creus etont enlev jusqu 1,50 m de dbris pourramener la bonne terre la surface. Trois ansplus tard, ce qui tait un terrain boueux estdevenu prsent un superbe crin de verdure

dessences locales, rassemblant arbres, buis-sons et fleurs sauvages.Mais le personnel na pas t le seul

faire preuve de dtermination. Lan dernier,les lves ont lan une campagne definancement considrable pour acheter unarbre pour leur projet. Lide a germ justeavant Pques. Pourquoi alors les lves nedemanderaient-ils pas leurs parents, a alorssuggr le directeur de lcole, de donner delargent pour acheter des arbres pour le pro-

jet, plutt que de le dpenser pour des ufset des lapins en chocolat? Les enfants ontpris leur directeur au mot. En lespace dunefin de semaine seulement, les 400 lves de

lcole ont rassembl 5 000 $. Imaginez unpeu combien dufs de Pques cela peutreprsenter!

En fin de compte, toute la collectivitsest implique dans le projet. Les rsidentsriverains de lcole surveillent le terrain aprsles heures de bureau. Les habitants du quarti-er ont t invits participer au projet,auquel ils sidentifient aujourdhui et dont ilssont fiers. Il ny a donc eu aucun problme devandalisme. En effet, si les lves remarquentquelquun qui pourrait ventuellement abimerle nouvel espace vert, ils le signalentimmdiatement.

The Model Schools Program - Quebec Programmes dcoles modles - Qubec

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COLE PL E IN - SO LE IL , S A IN T - T IENNE -DE - LAUZON , QUEBE C

Annual Successcole Plein-Soleil,Saint-tienne de Lauzon, Qubec

In 1997, teachers, parents, and school board staff at cole Plein-Soleil wereconcerned with the growing deterioration of the school grounds. They knew that somethinghad to be done. So they formed an environment committeeand proposed a school ground naturalization project. Peoples overwhelminglypositive response to the project and their willingness to help convinced thecommittee they were really on to something good in this effort to transform their school grounds.

Even the very first organized workday drew the participation of more than 100 students.Now a twice-annual event, the workdays bring the school and the community together in acollaborative effort. Parents work with children other than their own. Community members

meet others in the community they hadnt known before. Neighbours have a chance to talkand catch up on the latest news. Overall, staff at the school report that the community hasbecome more closely knit as a result of their workdays.

In addition to volunteer participation, fundraising has also been central to the project.At holiday time they sold Christmas trees that had been donated from a local nursery. Theyalso sold Christmas cards that the students had made. Many of the cards were created duringclass time, using art techniques they were taught. The cards incorporated natural materialssuch as dried flowers and recycled materials such as paper cuttings from local print shops.Some students and parents even came in over the weekend to work on their creations. Thesuccess of these initiatives has led them, too, to become annual events.

Une russite annuellecole Plein-Soleil, St-tienne de Lozon, Qubec

En 1997, la dtrioration de la cour de lcolePlein-Soleil proccupait autant les enseignantset les parents que les membres du conseil

scolaire de lcole. Tous savaient quil fallaitfaire quelque chose. Ils ont donc mis sur piedun comit pour lenvironnement et ont proposun projet de naturalisation de la cour de lcole.La majorit des gens se sont montrs nette-ment favorables au projet et ont offert leuraide. Devant tant denthousiasme, le comitsest alors dout que lavenir lui rservait debonnes surprises.

prsent, plusieurs nouvelles plates-bandessurleves accueillent des arbres, des arbusteset des fleurs sauvages. En plus, une autrelarge bande de plantes a t amnage lelong dune clture. Les projets actuels com-prennent la plantation de vgtation adapte

aux variations saisonnires de lirrigation,lamnagement du lit dun cours deauassch bord de rochers, des bancs pour uneclasse en plein air ainsi quun cercle dlimitpar des rochers fort abondants dans la rgiono les lves pourront jouer et tudier.

Plus dune centaine dlves ont particip la toute premire journe de travail. Ces

journes se droulent prsent deux fois paran et permettent lcole et la collectivitde collaborer au sein dun mme effort. Lesparents travaillent avec des enfants autresque les leurs. Les membres de la collectivitfont connaissance avec leurs voisins, ce quileur permet de discuter et de se tenir au

courant des dernires nouvelles. Danslensemble, le personnel de lcole indiqueque ces journes de travail ont permis deresserrer les liens au sein de la collectivit.

En plus de laide de bnvoles, unecollecte de fonds a jou un rle dterminantdans le projet. Pendant les ftes de findanne, lcole a vendu des arbres de Noldonns par une ppinire locale. Elle a galementvendu des cartes de voeux que les lvesavaient ralises eux-mmes pendant lesheures de classe. Les cartes taient dcoresavec des matriaux naturels comme des fleurssches et des matriaux recycls tels quedes chutes de papier provenant desimprimeries locales, pour finalement constituerun superbe cadeau reprsentant lexpressioncollective du patrimoine naturel, de la collectivitet de lapprentissage scolaire.


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Native Way of Life

Kahronianhonha Mohawk Immersion School Kahnawake Mohawk Territory, Quebec

Central to Kahronianhonha Mohawk Immersion School is the teaching of Native beliefsand philosophy. Located in northern Quebec, the school offers elementary students aprogram of immersion in Mohawk language and ways of life. Their school groundnaturalization project is no exception to this approach.

The recently built arboretum resembles a traditional longhouse, the original homesof the Iroquois people. These structures were central to daily life and the places whereeach clan slept, ate and held their ceremonies. In keeping with tradition, the openingof the 10 x 20 foot structure at the school faces east, to greet the rising of the sun each day.

Within the arboretum there are benches so the children can receive some of theirclass instruction outside, or simply sit and ponder. To encourage pensive thought, sixcedar trees were planted around the perimeter of the building. Cedar is a traditional treeof the Iroquois people, and considered to have a calming effect. In a home, cedar is oftenleft steeping in a pot of water on the stove; cedar tea is used to cleanse; and cedar bathsare taken at particularly troubling times in life.

The top of the structure has been left open to the sky, but only until spring. At thistime the arboretum will be planted with morning glories and wild grapes to climb andcover the bare wooden framework, providing cooling shade during the hot summer months.Other plants such as sunflowers that have special medicinal and spiritual significance forthe Iroquois people will be planted as well.

According to Eva Johnson, coordinator of the environmental education program,"respect is a big part of what we try to teach respect for nature, for elders and for property."

Cedar is a traditional tree of the Iroquois people, and considered to have a calming effect. In a home,

cedar is often left steeping in a pot of water on the stove; cedar tea is used to cleanse; and cedar baths

are taken at particularly troubling times in life.

The Model Schools Program - Quebec Programmes dcoles modles - Qube

SHADE SHE L T ER AND LONG HOUSE A TKAHRON IANHONHA MOHAWK

IMMERS ION S CHOOL , KAHNAWAKEMOHAWK T ERR ITORY , QUEBE C

OMBRE E T " LONG HOUSE " L CO L EKAHRON IANHONHA D IMMERS ION

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La vie lamrindiennecole dimmersion mohawk Kahronianhonha, Territoire Mohawk de Kahnawake, Qubec

Lenseignement des croyances et de la philosophie autochtones constitue une pierre angulairede lcole Kahronianhonha. Lcole, situe dans le nord du Qubec, propose aux lves de niveaulmentaire un programme dimmersion en langue mohawk et suivant les traditions mohawk. Leprojet de naturalisation de la cour de leur cole sinscrit donc entirement dans le cadre decette dmarche.

Un arboretum a rcemment t amnag. Il ressemble une long house traditionnelle,soit les habitations dorigine du peuple iroquois. Ces btiments jouaient un rle central dans lavie quotidienne. Ctait le lieu o chaque clan dormait, mangeait et clbrait leurs crmonies.Dans le respect de cette tradition, lentre de larboretum, mesurant 3,30 x 6,60 mtres(10 pieds par 20 pieds), est oriente lest, pour accueillir le soleil levant tous les matins.

Larboretum abrite des bancs pour permettre aux enfants de suivre certaines de leurs classesen plein air ou tout simplement de sasseoir et de mditer. Et pour encourager la rflexion, sixcdres ont t plants sur le pourtour. Le cdre est larbre traditionnel des Iroquois, auquel cesderniers attribuent un effet calmant. la maison, le cdre mijote souvent dans de leau chaudesur la cuisinire ; on boit aussi le th de cdre pour liminer ; et on prend des bains de cdrelorsque lon traverse des priodes difficiles de sa vie.

Le sommet de la structure restera ciel ouvert, mais seulement jusquau printemps. cemoment-l, on plantera dans larboretum des volubilis et du raisin sauvage qui grimperont etrecouvriront le bti de bois nu, mnageant ainsi de lombre rafrachissante pendant les moischauds dt. Dautres essences vgtales, telles que des tournesols, ayant des propritsmdicinale et une signification spirituelle pour les Iroquois, y seront galement plantes.

Selon Eva Johnson, la coordinatrice du programme dducation sur lenvironnement, le respect compte beaucoup dans ce que nous nous efforons denseigner, le respect dela nature, des ans et de la proprit.

COMMON M ILKWEEDASC L E P IAS S YR IACA

Le cdre est larbre traditionnel des Iroquois, auquel ces derniers attribuentun effet calmant. la maison, le cdre mijote souvent dans de leau chaudesur la cuisinire ; on boit aussi le th de cdre pour liminer ; et on prenddes bains de cdre lorsque lon traverse des priodes difficiles de sa vie.


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At Toniata Public School theyve got big ideas and theyre carrying them out. Many students,parents, teachers and staff members at the school have put in a lot of hard work to completethe first phase of their comprehensive school ground Outdoor Education Area.When completed, the Outdoor Education Area will fulfill the following five objectives:

1. To provide an outdoor learning environment for staff and students.2. To provide a place on the school ground where students can meet, interact and reflect.3. To make a positive contribution to the local natural environment by providing a diversity

of plant and mineral habitats.4. To serve as a focus for school events and celebrations.5. To provide an inviting place for the community to interact with nature.

During the first phase of the Outdoor Education Area, everyone has been very busyestablishing a series of learning gardens. The Rocks and Minerals Learning Gardens have beendesigned to fit into curriculum related to the study of geology, rocks and minerals, and earthsciences. A 25-tonne limestone rock, donated by a local quarry, is a focal point in the gardens.Various rocks representative of the local area surround a natural heritage plant garden.

The Bird Habitat Learning Gardens have been planted with native shrub, tree and plantspecies chosen to meet the habitat needs of birds that are native to the area. Tree stumps,wood chips, natural rocks and cones scattered throughout lend a forest-like feel to thegarden. Bird houses built by students have been installed in the garden, along with bird

feeders and baths.A third garden area, the Butterfly and Hummingbird Learning Gardens, completesthe set. This garden is comprised of plant and shrub species known to attract hummingbirdand butterfly species. Host plant species (such as milkweed for the Monarch butterfly)have been included.

All of these gardens surround a central outdoor classroom area. Mini-bleachers made bystudents from a local high school, an interlocking brick centre court and raised stone gardensprovide a central meeting place and amphitheatre for classroom instruction. And this is onlyPhase I Wow!

A Holistic Outdoor ClassroomToniata Public School,Brockville, Ontario

At Toniata Public School theyve got big ideas and theyre carrying them out. Students, parents,teachers and staff have put in a lot of hard workto complete the first phase of their multi-facetedschool ground Outdoor Education Area.

AER IA L PHOTOGRAPH O F TON IATA SS CHOOL GROUND BROCKVIL L E ,

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A N EW PLAC E TO GATHER A T TON IATA PUBL IC S CHOOL -BROCKVIL L E , ON TAR IO

TON IATA PUBL IC S CHOOL -BROCKVIL L E , ON TAR IO

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The Second Street Community School is aptly named, for their outdoorclassroom has everything to do with community. Students, parents,teachers, community members everyone gets involved.

Every year the school sets aside four days when students work onschool-wide projects. On one of these days in November, the schoolgarden was a focus for many. Two parents, Don and Michelle, andcommunity member Joyce worked with groups of students to planthundreds of spring bulbs and twenty-one native shrubs. After theplanting, Dons group of students marked the location of the bulbson a map so they wouldnt be disrupted during the fall cleanup.Joyces group learned the common and Latin names of each native plant,

where each plant could be found in the wild, and proper planting techniques.Sue Montebello, the principal, chose to make scarecrows with hergroup. Students brought materials from home and purchased clothingfrom a thrift shop. The results were quite spectacular. The six-foot tall

creations currently grace the front hallway of the school, but will maketheir home in the garden come springtime.

The theme of the garden is in every classroom and spills into thehallways. Inspired by the giant sunflowers planted last year, everyteacher embraced the sunflower theme in their artwork projects thisfall. There are sunflowers everywhere. Even last years school musicalwas about the garden.

And the garden spills into the larger community too. Families usethe garden to picnic in the summer. A group of south Asian men inthe community use it as a gathering place year-round. According toJaney Talbot, coordinator of the project, "The garden has been a boon

to the community. It has gotten people involved who wouldnt other-wise participate. For those who arent comfortable with committeework, the garden offers a place they can use the skills they have."

1 . D IGG ING IN , 2 . S CARE CROWS FOR THE GARDEN , 3 . HARD A T WORK4 . BUILD ING PLANTERS

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Second Street Community School,Burnaby, British Columbia

"The garden has been a boon to the community. It has gotten people involved who wouldnt otherwiseparticipate. For those who arent comfortable with committee work, the garden offers a place they can usethe skills they have."

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R e s e a r c h - W h a t s n e w ? Les recherches - Les nouveauts

Nature Nurtures: Investigating the Potential ofSchool Grounds

A Literature Review

Evergreens new research report reveals the encouraging results of acomprehensive literature review on school ground naturalization. Schoolground naturalization is defined as a process involving the whole schoolcommunity, in the collaborative improvement of school grounds, primarilythrough the restoration of native plant material.

The report has three objectives:1) to increase general awareness of the attributes of naturalizing schoo lgrounds and the importance of the school ground environment inthe context of childhood;2) to promote and encourage school ground naturalization by evaluatingand documenting the environmental, social, health and economic benefits

that it provides; and,3) to provide school board administrators, principals, teachers, parents andother interested parties with justification as to why school ground naturaliza-tion projects should be undertaken.

According to the findings of the report, the literature supports abroad-based claim that school ground naturalization has demonstratedpotential to improve the education and health of Canadian children. Itaffirms the importance of outdoor environments for development in middlechildhood, and the benefits to academic performance, social skills andgeneral health that arise from active participation of students, teachers,parents and community personnel.

The report cites the following benefits of naturalizedschool grounds:

For students More meaningful play and learning Safer and less hostile outdoor environments More gender-neutral play spaces Lower exposure to toxins Experiential learning opportunities Improved academic performance Greater pride and ownership in learning A chance to participate in democracy Better understanding of cultural differences Creation of a sense of place

For teachers New curriculum connections Increased morale and enthusiasm for teaching New reasons to go outside Increased engagement and enthusiasm for learning Reduced discipline and classroom management problems

For community Stronger sense of community Increased community satisfaction Banked social capital Creation of a healthy land ethic/environmental citizenship Enhance community health Active involvement of parents in childrens school Better natural environment Possible financial savings

For schools Increased curriculum connections Reduced disciplinary referrals, absenteeism and dropouts Reduced antisocial behaviour on school grounds Better connections to community

Increased pride in school A restorative experience

The findings of the report suggest that school ground naturalization is aworthwhile expenditure of energy, time and money. This conclusion isbuttressed with questions for further inquiry, and a suggestion thatmore domestic research is required to quantify costs and benefits ina Canadian context.

To obtain a copy of the report, refer to The Toolshed on page 15.

K .B . WOODWARD E L EMENTARY - SURREY , B . C .

K .B . WOODWARD E L EMENTARY - SURREY , B . C .

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The Learning Grounds ToolShed New This Year!All Hands in the Dirt: A Guide to Designing and CreatingNatural School GroundsThis book will guide you through the planning process, providingtips and templates for designing a site that reflects your local

natural environment and the ideas of all involved.Nature Nurtures: Investigating the Potential of School GroundsThis report looks to the work of some of the most advancedthinkers in the fields of child development, education and envi-ronmental psychology, and presents opportunities for creating richand diverse environments for learning on the school ground.Aimed at those seeking a discussion of the latest researchinforming the development of school ground policies.

Stewards and Storytellers: The Greening of British ColumbiaSchool GroundsShare in the joy of six British Columbia schools that have connectedwith the soil and learned from each other by restoring theirgrounds. These case study stories provide inspiration and ideas,but the beauty is in the details the adaptations and connec-tions to local ecology, community and culture abound.

Digging In! An Instructional VideoThis video will give students the tools they need to begin theirown project. A student exchange forms the framework with kidsfrom across the country offering their own ideas for success andshowing how projects work better when everyone pitches in.Produced by the National Film Board with financial supportfrom Evergreen.

Growing Dreams An Inspirational VideoKids have great ideas for changing their environment and GrowingDreams captures some of the best. Guided by students, you tourinspirational projects where dreams have been made realities.The spectrum of things they have to show and tell will ignite

your imagination and inspire other kids to get going on a projectof their own. Produced by the National Film Board with financialsupport from Evergreen.

www.evergreen.ca a brand new look!Use our new on-line registry to check out how other schools aretransforming their grounds in wild and wonderful ways and addyour schools story too. Find answers to your questions throughthe online-bulletin board and get up-to-date information onfunders, native nurseries and other resources.

Other Learning Grounds ResourcesGrounds for Change VideoOutdoor Classroom, Issue 4

La bote outils Dcours-vertes une nouveaut cette anne !Mettre toutes nos mains la terre : un guide pour dessiner etamnager des cours dcoles naturellesCe livre vous servira de fil conducteur pendant la planification devotre projet, en vous donnant des conseils pratiques ainsi que des

modles de patrons pour la conception dun site refltant votreenvironnement naturel local ainsi que les ides de tous les participantset participantes.

La nature nourricire : le potentiel des cours dcolesCet article aborde les travaux de certains des penseurs les plus lapointe dans le domaine de la psychologie du dveloppement de lenfant,de lducation et de lenvironnement. Il offre galement la possibilitde crer des environnements aussi riches que varis pour lapprentissage lcole. Il sadresse ceux et celles dsireux den savoir plus surles recherches les plus rcentes quant llaboration de politiquesrgissant le cours dcoles.

Stewards and Storytellers: The Greening of British ColumbiaSchool Grounds (Htes et conteurs : le vrdissement de coursdcoles en Colombie-Britannique, en anglais seulement)Gotez au plaisir de six coles de Colombie-Britannique qui ont repriscontact avec la terre et qui ont mis en commun leur apprentissagepour restaurer leurs cours. Lhistoire de ces cas isols pourra certesvous donner des ides et vous inspirer. Mais la beaut rside dansles dtails, soit dinnombrables efforts pour sadapter et tisser desliens avec lcologie, la collectivit et la culture locales.

Diggin-in ! : une vido denseignementCette bande vido fournira aux lves les outils ncessaires pourlancer leur propre projet. La vido prsente des discussions entre deslves des quatre coins du pays, qui proposent leurs propres idespour russir mener bien un projet et qui montrent comment celamarche bien mieux lorsque tout le monde y met la main la pte.Produit par lOffice National du Film avec le soutien financierdEvergreen.

Growing dreams : une vido denseignementLes enfants ont des ides magnifiques pour changer leur environnementet Growing Dreams en prsente certaines des meilleures. Vouspourrez ainsi visiter, guids par des lves, diffrents projetsparticulirement inspirs o les rves sont devenus ralit. La vastegamme de ce quils ont vous montrer et vous raconter devraitenflammer votre imagination et inspirer dautres enfants lancerleur propre projet. Produit par lOffice National du Film avec lesoutien financier dEvergreen.

www.evergreen.ca - une toute nouvelle image!Consultez notre nouveau registre en ligne pour voir comment dautrescoles transforment leur cours avec imagination et brio ou pour ypublier laventure de votre propre cole. Vous trouverez galement

des rponses vos questions grce au babillard en ligne ainsi quedes renseignements jour sur les sources de financement, lesppinires de plantes indignes et ainsi que dautres ressources.

Ressources Dcours-Vertes existantes Grounds for Change , vidoLa classe en plein air, numro IV

T h e T o o l S h e d L a b o t e o u t i l s

P o u r C o m m a n d e c o m p o s e z l e 1 - 8 8 8 - 4 2 6 - 3 1 3 8 . C a l l t o l l f r e e t o o r d e r .

5 - learning grounds newsletters, spring 2000

Documents