school yard greening - eomf

School Yard Greening

MODULE ONE: Overview

Caring for Your Land Series of WorkshopsCaring for Your Land Series of Workshop

To be discussedn Backgroundn Transforming peoplen Definitions

Backgroundn School grounds transformation movementn 150 years of school ground greeningn Outdoor classroomsn Benefits

n Reconnecting withnature

Transforming Peoplen School ground design

n by grade 6 - 1,800 hours spent in schoolyard

n parallels between schoolyards and jails

n School ground researchn design of schoolyard affect on

behaviour, happiness and health of children

n Conflict in the schoolyardn space for letting off steamn no space for quiet reflection or discussion

Transforming Peoplen Asking children

n It is their area = getting their input n Convention on the rights of the child

n 1997: World Nations ratified “Convention on the Rights of the Child”

Transforming Peoplen The school place

n benefits of transforming the workplace into warm inviting spaces increases productivity -same applies to schools

n Play structuresn must be updated regularly to meet codesn children become bored with structure

n Learning indoors and outdoorsn Responsible citizens in the making

n children are our future

Definitionsn Biodiversity

n The diversity of all life on Earth

Definitionsn Transformation or

greeningn Holistic approach to

improvement projects of a school ground

n Includes cross-curricula activities and spaces to encourage imaginative play

n Provides social opportunities and creates “a sense of” atmosphere

Definitionsn Naturalization

n Creating or enhancing natural spacesn Restoration

n Process of reestablishing to the fullest extent the structure, function and integrity of indigenous ecosystems

n Beautificationn Making something look better

Definitionsn The hidden curriculum

n What is passively learned through participating in organized games, sports, playing and socializing in specially-created spaces.

n It is received by the senses.

Definitionsn Native species

n Plants which are found locally before the introduction of other non-native species.

Creditsn School Yard Greening has been funded by the

Ontario Ministry of Natural Resources in partnership with the Eastern Ontario Stewardship Councils.

n Prepared by Ann Coffey,Canadian Biodiversity Institute.

n Layout & Design by Sue DeRochie, Forestry Designs.

. Caring for Your Land Series of Workshop


MODULE TWO: Starting Up


To be discussedn How to get startedn Building concensusn Transforming your school yardn Surveying people & yardn Evaluating your siten Drafting your plann Sharing the plann Implementing the projectsn Ongoing activities

How to get startedn Consultationn Commitment and supportn Sharing ideasn Proper planning

takes timen Forming a school

yard planning team

Building Consensusn Consultation, brainstorming and researchn Involving peoplen Key to successn Flexibilityn The “Hidden Curriculum”n The question is:

“What are they learning?”

Thinking about transforming your groundsn Overall image of the school

n Scalen Sheltern Spacen Division of spacen Places

n How are the groundsused?

n Surveying peoplen Skills identificationn Surveying the groundsn Site usen Biodiversity n Shaden Sample people and grounds surveys

Surveying people & the grounds

Evaluating your siten Evaluating the entire siten Planning considerationsn A plan for all seasonsn Identifying resourcesn Networking works!

Drafting your plann Your draft plann Composite of ideasn Alternate plansn Costing and timetablingn Implementation schedulen Maintenance plann Preliminary plann Keeping people informed

Sharing the plann Exhibit preliminary plans and survey

resultsn Present preliminary plansn Respect concernsn Adjust preliminary plans and

implementation schedule n Obtain final approval

Implementing projectsn Order purchased and

donated suppliesn Launch the project n Coordinating school and

community volunteersn Integrating grounds

greening into the curriculum

Ongoing activitiesn Publicizingn Monitoring social effectsn Recording changesn Monitoring and recording biodiversity

on the school groundsn Assessing community response n Organizing special eventsn Educating in the school grounds n Networking

Planning check listn Division of spacen Reducing

congestionn Equipmentn Scalen Sense of placen Boredomn Conflictn Noisen Visual Appealn Comfortn Fences

n Shaden Wildlifen Seatingn Pavingn Garbagen Vandalismn Meeting placesn Drainagen All seasonsn Vegetationn Gardensn Soilsn Gradients

n Structuresn Traffic patternsn Current usesn Windn Viewsn Visibilityn Future plansn Snow removal





Caring for Your Land Series of Workshop


MODULE THREE: Surveying

Fall 2001Caring for Your Land Series of WorkshopsCaring for Your Land Series of Workshop

To be discussedn Why survey people?n Surveyingn Site mappingn Site usen Biodiversityn Shaden Skills utilizationn Using the results of the surveyn Sample surveys

Why survey people?n To raise awareness and buy into the

projectn People may be able to help if involvedn Survey not only children and people at the

school but whole communityn It’s a practical approach

n Involves, facilitates, encourages, & helps

Surveying - Teamn Survey the surveyorsn Teamworkn Ask questions …n Think about how you are going to…n Compile data and present results

Surveying - Studentsn Involve children right from

the beginningn Do notsn Instead …n Curriculum connectionsn Prioritize your projectsn Spreading the word

Surveying – Asking childrenn Commentsn Categorizing their comments

§ Boredom§ Noise§ Play equipment§ Broken or poorly-maintained

areas§ Colour, visual appeal, comfort§ Fences§ Shade

§ Wildlife§ Seating§ Paving§ Garbage & vandalism§ Caring for each other§ Misc. comments

Surveying – Research Study n Be part of a research projectn Submit information to Canadian

Biodiversity Institute to be included

Surveying - Teachersn Formal curriculumn Playn Supervisionn Behaviourn Demand chartn Spreading the word

Surveying - Parentsn Raising awarenessn Playn Health & safetyn Aestheticsn Skillsn Spreading the word

Surveying - Caretakingn Raising awarenessn Knowledge of the groundsn Health & safetyn Management of the groundsn History of the groundsn After hoursn Spreading the word

Surveying - Neighboursn Raising awarenessn Addressing concernsn After hoursn Ownershipn Project support

Surveying – Communityn Raising awarenessn Supportn Expertisen Volunteers

Site Mappingn Site plann Land ownershipn Land-use agreementsn Topographical mapsn Site plan evaluationn Mapping and measuring site use

Site Mappingn Observing daily site usen Studying the physical

environmentn Recordingn Communicatingn Project supporting activities

Biodiversityn Definitionn Conducting an inventoryn Monitoringn Creating a databankn Curriculum connections

Shaden Raising awarenessn Choice and location of plantsn Sun protection policiesn Doing a shade audit

Skills Identificationn Identifying needsn Designing the surveyn Creating a databasen Volunteers

Using the Survey Resultsn Peoplen Site and site usen Biodiversityn Shaden Skills


MODULE FOUR: Types of Projects

- plants


n Planting trees, shrubs and vinesn Pavement and wall markingsn Seatingn Screening fencingn Wildflower gardensn Pondsn Edible gardensn Winter gardensn Composting

To be discussed

Planting Trees, Shrubs & Vinesn Planting survival

n Know your soiln Plant in groupsn Mound or berm arean Create quiet, tree-shade spaces

n Avoiding problemsn Understand conditions of schoolyardn Understand needs of plantn Plant in right spacen Plant suitable speciesn Learn proper planting techniquesn Who will maintain the area?n Teach children the benefits

Planting Trees, Shrubs & Vines

n Protecting trees & plantsn Make groves or mounded areasn Plant larger trees (45-65mm or more)n Conifers need help and considerationsn Water … water … watern Snow … it’s effects


n Choosing plantsn Treesn Hedgesn Shrubsn Herbaceous, herbsn Rough grasslandsn Crops


n Matching speciesn Look at what’s around school

n See if they are healthyn Try to increase biodiversity by choosing

different speciesn Ensure plants are right for area

n Test soiln Prepare soil prior to plantingn Is water available?


n Other considerationsn Planting near hard surfacesn Planting in dry conditionsn Watch for overhead wiresn If you have portables … consider their

removal route for future


Considerations: Deciduous Treesn Plant in mounded tree spacesn Children prefer groves of trees with

seatingn Plant large-caliper

treesn Do not plant

flowering trees adjacent to play structures

Considerations: Coniferous Treesn Visibility

n Do not obstruct “line of sight”n Do not plant too close to

buildingsn Salt sensitivity

Considerations: Shrubsn Look at design needsn Don’t forget mature size in plann Relationships between shrubs & treesn Location n Size, form, colour &

textures

Considerations: Vinesn Great for screening unsightly viewsn Usually need to be trellised and

prunedn Great for wildlife

Caring for your Plantsn Ownership:

n Generate a sense of ownership even before planting

n Educate community on benefitsn Create excitement over program

Caring for your Plantsn Watering

n Ensure watering plan is in placen Plants need lots of water to survive in

early years

Caring for your Plantsn Staking

n Larger trees need staking for support in first years

n Ensure 2 are placed upwind and prevailing wind

Caring for your Plantsn Mulching

n Helps keep weeds down and retain moisturen Weeding

n Eliminates competition for nutrientsn Do not use “Weed Wackers”

n Wrappingn Fertilizingn Mechanical damagen Snow storage

Tree Plantingn Tree above & below

n As much roots as there is branches & leaves

Tree Plantingn Root growth & feeding

n Feeder roots live in the top 30-60 centimetres of soil

n This area must notbecomecompacted

Tree Plantingn How to plant

A: break ground B: add compost & mound 30cm. in centre

C: Dig hole & plant tree D: Add mulch

Tree Plantingn Planting single trees at

graden Survival rate is very low (less

than 10%)n Children lean bicycles, swing

around trunk or hang objects from branches

n If planted directly into grass, mowers mow to close and injure the trunk

Tree Plantingn Planting groves of trees:

n Creates a quiet spacen Improves growing conditions n More visiblen Easier to prepare siten Success rate

higher

Tree Plantingn Planting on a slope

n Usually grow poorly n Create a shallow swale up-

slope to slow down water drainage

n Add small hump at base to retain water

Tree Plantingn Staking

n Helps support tree in first years (2 max.)

n Should permit trunk movementn Large trees: use 2-3 stakesn Smaller trees: use 1


MODULE FOUR: Other types of projects

Pavement and wall markingsn Child-friendly environment

n Most buildings, schoolyard surfaces, fencing and gateways are dull and institutional in appearance

n Inappropriate for children to develop play and social skills

n Need to develop interesting outdoor spaces

Brightening the schoolyardn Add murals on building walls or on

painted plywood attached to fencesn Paint board games or mazes on

pavementn Create play houses, villages on

pavement using paintn Ask students for input!

Coloring pavement & walls : Step 1n Murals:

n Colours fade – try to pick north or shade location

n Paving:n Find a smooth area n Not a high traffic area

n Paint:n Use good UV latex paint, do not

seal it

Coloring pavement & walls : Step 2n Prepare surface thoroughly

n Sweepn Wash away dirt with sprayer washer if

possible

Coloring pavement & walls : Step 3n Outline your designn Paint when temperature is 15-25Cn Give it 2 coats of paint to last longern Allow paint to dry completely (24

hours)n Note: usually needs retouching every

year – high maintenance and commitment

Ideas:n Walls:

n Murals designed by childrenn Measuring tapen Games, targetsn Number and letter snakesn Mapn Smiling faces

n Pavement:n Mazesn Board gamesn Ponds with lily pads for hopping gamesn Rail tracksn Sundials for children to cast shadowsn Winding lines for following

Seatingn Children need comfortable, quiet,

shady places to sit IN and not just to sit ON

Seatingn Arrangements

n Survey children to see what they like to DO when sitting in quiet areas

n This determines arrangements (semi circles, horseshoes, hexagons, etc.)

n Type & locationn Use stumps, logs, boulders, rocks in quiet

areasn Picnic tables very impractical as is metal

seating which is too hot or cold depending on season

n Provide sufficient seating between grades

Seatingn Outdoor classroom

seatingn If possible, provide

seating area in shaded area for a whole class

n Great setting for group discussion or for reading exercise

Screening Fencesn Aesthetics

n Fences are truly “O-fence-ive” creating a prisoner/cage feeling

n Covering them up with shrubs, climbing plants or murals compliments area

n Acts as a windbreakn Provides shaden Increases habitat

Wildflower Gardensn Choosing wildflowers

n Seeds vs. purchased plantsn Soil types

n Wildflowers for wildlifen Native Species

Butterflies, caterpillars & hummingbirdsn Children love to explore & seen Choosing plants that will attract a

wide variety of winged creatures

Wildlife Gardens & More…n Letting the grass grown Toad gardenn Rock gardensn Plants for craftsn Mini-beast gardensn Gardening with artn Bird-feeding stationsn Bat roosting boxesn Bird nesting boxes

Pondsn Schoolyard ponds

n Provides for aquatic studiesn Educational use

n Great tool to discuss water resourcesn Pond planning

n Careful planning required : safety is keyn Wetland plants

n Know your plants, choose wisely

Edible Gardensn Children learn about plant growthn Sustainabilityn Nutrition and healthn Community gardensn Food for fundsn Curriculum

activities

Winter Gardensn Half the year is in winter

so plan project to beyear round

n Ideas:n Add feeders for birds & squirrelsn Grow plants that retain berriesn Plant conifers in row to provide windbreaksn Add a weather station for monitoringn Place straw bales in late fall for mazes, play

houses and benchesn Create berms for sitting in summer and sliding

in winter

Compostingn Excellent way to

reduce waste and teach students the concept of recycling

n Teach about soils and composting



MODULE FIVE: Site Design

To be discussedn Designing the siten Preparing the base plann Planning check listn Building the modeln School grounds in a box check listn Locating projectsn Sample site plans

Designing the siten Looking at the whole siten Big picture, little picture

Preparing the base plann The base plann Checking the base plan

n Outline buildings, property boundary lines, internal edges, locate objects, North-South orientation

n Adding to the base plann Add exits & entrances, windows,

designated fire lanes

Preparing the base plann Checking the scale

n Use a scale ruler n Ensure plan is accurate

n Reproducing the plann Always have original, make copies for

drafts or use acetates for overlaysn Transferring the data

n Use survey resultsn Create draft plan on paper

üPlanning check listn Check existing features, site

conditions and site usen Proposed features and new site uses

Building the modeln Why make a model

n Avoid pitfallsn Great visual

n Planning the modeln Pick a user friendly scale – 2X or 3X that of

plann Gathering data

n Use data gathered (surveys)n Site surveyn Year-round biodiversityn Shade audit

Building the modeln Marking the grounds

of the modeln Checking the scale

n Make sure it calculates easily between the base plan and new model

n Assembling materials for making the modeln Cardboard, fabric, paint, fencing,

modelling clay, etc.

Building the modeln Marking the routes

n Show vehicle trafficn Show children traffic patternsn Show emergency, delivery and waste

collection routesn Use different coloured string to

represent different routes

Building the modeln Pathways between

projectsn Try to respect existing routesn If placing a planting project

unavoidable, make a marked pathway to guide people

Building the modeln Making greening projects

n Place various greening projects as maquettes to model

n Review:n Desired linesn Shaden Sight linesn Incompatible activities

Building the modeln Vegetation

n Place existing trees and shrubs at existing height to scale

n Add new plantings with expected spread over time

n Way to create it: use dead branches, add tissue for foliage, and set them in plasticine for a base

Building the modeln Seating

n Place various styles for design element

n Remember: children are much more interested in having pleasant places to sit IN than simply nice things to sit ON!

Building the modeln Sight lines

n Verify that sight lines for supervision are not compromised

n Safety is main issue!

Building the modeln Shade

n Move spotlight to ensure shade will fall where you intend it too!

Building the modeln Displaying the model

n Have show & tellsn Increases interest & keeps momentum

n Storing the modeln Try to keep it for the duration of project for

referencen Ownership & Model-makers

n Having everyone participating in model making adds to ownership of project

n Everyone loves to build!

Wrap Upn Checking the scalen Adding existing featuresn Marking the routesn Improving fencingn Making windbreaks and screening unsightly

viewsn Placement of new objectsn Adding trees and seatingn Checking shade and sight lines

school yard greening - eomf

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