Developing and Implementing a Prairie Site and Associated Activities for Dickinson School Teachers

in the Unified School District of De Pere

A Project Submitted in Partial Fulfillment

of the Requirements for the Degree MASTERS OF SCIENCE

College of Natural Resources

University of Wisconsin-Stevens Point by

Tracy Day June2000

A.pproved by

Dr. Richard Wilke Professor of Environmental Education

College of Natural Resources

11

ABSTRACT

The purpose of this project was to develop a prairie site and implement associated

activities for the teachers at Dickinson School. The intended out~me was to have an

outdoor teaching area which was easily accessible to the Dickinson staff and students

along with readily avajlable activities and materials. This site would give the ~ and

students the opportunity to use the outdoors as part of their interdisciplinary curriculum

including enviro~ental ~ucation since it is locat~ on scltool property.

Several steps were implem~nted in order to ensure the success of this project. The

first step taken was to determ4te what ~ea on school property would be appropriate for a

prairie and to receive permission to use the chosen location. The next step was to form a

committee which would develop and implement th~ prairie with the children of Dickinson

School. Then, create the activities and put together the activity boxes along with the

appropriate equipme1_1t. The procedures of pr~e development were discussed and a

timeline was set up in the first few steering collllDittee meetings.

With the help of a volunteer botanist, the boundaries of the prairie were mapped

out and appropriate native plants were identified, ordered and some seeds collected. The

kindergarten through fourth grade students participated in a prairie dig which was held

four nights after school in one week and also during some schedule<l classroom times.

Ill

Once the ground was prepared, each classroom was given seeds and rootstock to plant.

There was an explanation about the native species along with pictures of the plants in

bloom.

The teachers ~d staff were given a survey to see how their teaching ne~s could

best be met and the prairie more effectively utilized. In responding to this survey, a high

number of people checked the following as items being needed to help them to feel more

comfortable teaching on the Dickinson School Prairie : a variety of activities, pre-boxed

materials, an inservice and resource books.

One K-2 activity box and one grades 3-5 activity box were created to aid teachers

in teaching their curriculum on the prairie site. These boxes contain items such as

magnifying glasses, bug boxes, colored pencils, clipboards, plant identification books, bug

nets, etc. Also, each teacher was given a book of activities to use on the pr~rie site.

These activities were compiled from teachers and a variety of other resources and are

interdisciplinary. The boxes contain a listing of other resources for the teachers ~d staff

to locate and use. The Dickinson School staff was given an inservice on the use of these

boxes and how to integrate them into their curriculum.

IV

Activities for Dickinson School Teachers

in the Unified School District of De Pere

to be used with the Dickinson Prairie

Special Acknowledgments to ...

Meg Anderson

Jim Berry

Sher Brandl

Andy Clark

Joy Conway

Mary Sue Lavin

Emmy Mayer

Richard Y enchesky

Cheryl Wiese

The Kids' Earth Club

The Students at Dickinson School

Dr. Rick Wilke, UWSP

V

Table of Contents

CHAPTER PAGE

I. Introduction ...............................•.................................................... 1

II. The Review ofRelated Literature,. ....... , ........ , .................... , .......... 6

ill. Methodology .........................•..................... , ............................. '".14

IV. Results ......................................................................................... 20

V. Conclusions l,\Ild Recommendations ............................................ .3 5

References ................................................................................... 42

Appendicies ................................................................................. 46

IV

LIST OF APPENDICES

Number Tok fage_

Appendix I: Reply from Parks Department 46

Appendix II: Original map for prairie plot 48

Appendix III: Final prairie plan 50

Appendix IV: Commitment letter from botanist 52

AppendixV: Commitment letter for grants 54

Appendix VI: Confirmation letter of funding from superintendent 56

Appendix VII: Confirmation letter of funding from PTA 58

Appendix VIII: Prairie goal 60

Appendix IX: Prairie planting steps 62

AppendixX: Prairie information and planting steps 64

Appendix XI: More prairie information and planting steps 68

Appendix XII: Prairie resources 72

Appendix XIII: Prairie plants for butterflies and birds 74

Appendix XIV: Prairie plants by months 76

Appendix XV: Nursery resources 80

Appendix XVI: Native plant resources 82

Appendix XVII: Dickinson prairie plant draft list 84

Appendix XVIII: Dickinson prairie plant list 86

V

Appendix XIX: Press-Gazette picture of prairie dig 88

Appendix XX: Fund raiser letter to parents 90

Appendix XXI: Prairie dig speech schedule to staff 92

Appendix XXII: Prairie dig permission slip 94

Appendix XXIII: Prairie dig speech 96

Appendix XXIV: Informational update on prairie to staff 98

Appendix XXV: Letter to community Hi-Lights newsletter 101

Appendix XXVI: Informational letter in Hi-Lights newsletter 103

Appendix XXVIl: Requests for materials in Hi-Lights community newsletterl05

Appendix XXVIIl: Survey for the Dickinson Prairie

Appendix XXIX: Prairie activities for Dickinson teachers

VI

107

llO

September 1993

October 1993

November 1993

May 1994

June­

August 1994

August 1994

October 1994

Project Time Line

Meet with Superintendent of the De Pere Schools and present ideas

and goals for The Dickinson School Prairie.

Present prairie idea and goals to the Dickinson School Staff and

request volunteers for the steering coromittee.

Initial meeting of steering coromittee to develop furth~r goals,

visions and time line. Also, to determine future meeting dates.

Request funding from PTA

Start Kid's Earth Club Fund Raiser.

Map prairie boundaries.

Apply for oµtside grants.

Prepare ground, and plant rootstock on prairie site.

Or,ganize volunteers to water and weed prairie site.

Presen,t slide show to staff and stuQents of prairie pl~ts planted.

Each classroom spreads prairie seeds on prairie site.

vu

May 1995

August 1996-

May 1997

September 1998

October 1999

May2000

Kid's Earth Club plants more rootstock on prairie.

Steering committee works with staff to collect and develop

interdisciplinary curriculum activities to be used with the prairie.

Needs and wants survey given to Dickinson School staff.

lnservice on activities and use of the prairie in classroom teaching

held for staff.

Follow up survey given to staff

viii

CHAPTER ONE

Introduction

The Problem and Its Setting

The Statement of the PJ:ohlem

l'he purpose of this project is to encourage ep.vironmental education(EE) through

the development of a prairie and associated activities for Dickinson School in the Unified

School District of De Per~.

The Subproblems

The first subproblem is to form a group of people who will work together to study the site

and determine an initial plan for development of the site.

The second subproblem is to identify and locate native prairie species.

The third subproblem is to review, revise, an~ implement the plan and cre~te the site.

The fourth subproblem is to create and compile environmental education activities and

materials to be used by grades K-5 at tl\e site.

The fifth subproblem is to determine what factors would influence Dickinson teachers to

use the prairie.

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The sixth subproblem is to create and present an inservice to the Dickinson teachers on the

prairie site and on the use of the associated activities.

The seventh subproblem is to determine whether there is a change in teacher use of the

prairie site after they receive inservice training.

The lbpothesis

Participation in environmental education inservice training and receiving activities

will influence teachers to use the praitje site and the associated activities.

The Assumptions

The first assumption is that the development and use of the prairie will have a positive

. effect on the environmental sensitivity of the Dickinson staff and students.

The second assumption is that permission will be received to develop the site.

The third assumption is that Dickinson students and staff will want to take part in the

development and care of the prairie.

The fourth assumption is that the Dickinson students and staff will use the prairie often

and effectively through the development of the activities and activity boxes.

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The Limitations

This project will not include the middle school or the high school.

This project will not provide an on-site interpreter/facilitator to be used other than

the classroom teacher.

The Definitions of Term$

Environmental Educa,i:ion(EE) is the study of the ~nvironpient to increase

environmental awareness, knowledge, skills, positive values, attitudes and actions.

:em,ironm~tal Education Prairie S~ in this study refers to the courtyard across

from the cafeteria on the grounds of Dickinson School.

Infusion is the process by which environmental edl).cation \S integrated and taught

in all subject areas.

Interdisciplinary is the teaching of two or more of the curriculum subject areas.

The Importance of the StQdy

The Wisconsin Department of Public Instruction (DPI) requires every school

district in the state develop, implement and evaluate an environmental education

curriculum (Wisconsin Administrative Code PI 8.01 (2) (k).curriculum plan). The De

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Pere School District has a science curriculum which contains a minimal amount of

environmental education infusion. Any environmental education goals and objectives are

spread thinly throughout the curriculum and are unclear. Many teachers feel overwhelmed

with the amount of material they have to teach already. The requ~st to the scienc~

curriculum committee was to "please cu~ back on some material11 • There is a f~ling

among staff members that environm,ental education takes place on the field trips to Fallen

Timbers Environmental Education Cen,ter. However, nQt all gra(les are visiting this center·

and those that do visit are going only once a year. Due to financial constraints, there ~e

no fund,s available to take more field ¢ps.

Through the creation of the Dickinson School Prairie, the pressures of time and

funds will be alleviated considerably. It will create an outdoor environmental education

site that is readily accessible to the Dickin,on School students and teachers. By providing

specific grade level activities, already prepared material and equipment, and teacher

inservice on use of the activities on site, the prairie will provide an effective and accessible

way for teachers to accomplis_h environpiental education goals and objectives. The

activities will be developed using the infusion pro~ess, so that along with environmental

education, other disciplines will be recognized and taught showing that environmental

education can relate to everything. By taking this approach, the teachers' feelings of being

overwhelmed by curriculum should, be eased.

Dickinson School's commitment to environmental education has the potential to be

increased through the development of this prairie, an outdoor environmental education

study site, and associated activities. Increasing the commitment to environmental

education at the elementary level provides great opportunity for transfer all the way up to

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the high school level. The outcome being adults who have an awareness, commitment,

sensitivity and concern for the environment.

CHAPTERTWO

The Review of Related Literature

Value of Using Outdoor Study Sites for Environmental Education

"The out-of-doors provides a stimul$g learning environnient" concluded

Compton and Sellar (1981) in their Sutnnl8IY ofre~ch on outdoor experiences.

Teachin_g envirolllJlental education through a combination_ of classroom an(j practical

application was found to be more useful to students (Harvey, 1989).

"Much can be learned from textbooks and discussion. But in an outdoor

classroom, children can 1~ directly from the natural environmeJ}t as well as about it. In

outdoor classrooms, children can have many sensory and other learning experiences with

soil, water, plants, and animals which are needed to develop a personal value system that

gives priority to behavior consistent with rational (llld prud~t uses o{these res_ources"

(Soil Conservation Service, 1972). Throu~ an outdoor setting, children are able to u~

all of their senses to truly expe{ience nature. From their experiences, the children will

develop their awareness, knowledge, values, and attitudes. Kalinowski (1990) quote$

Hammerman and Hammerman (1985), as saying environmental experiences should

immerse students in the 'real' ( outdoor) world which they can see, touch, sm~ll, and feel.

11 Students learn best when their intellect, feelings, and senses are involved in the learning

process; when they are actively 'doing'; when their needs and/or objectives are met in their

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learnings" (Kalinowski, 1990). Schierloh (no date given) discusses how the students are

in need of much more direct experiences and guidance while learning the relationships and

making the connections as they learn.

" One element lacking in many curriculums today is the sheer joy of discov~ry "

(Hammerman and Hammerman, 1973). Much of the science including environment&}

education is taught straight out of text books insicle the classroom. There is no connectiol)

between print and real life for the children.

The outdoor school site takes what is being taught insid~ the classroom and brings

it to life. It's a supplement to the indoor l~ssons and enables the stµdents to transfer

experiences to real life. The outdoor site acts as an outdoor laboratory and provides

hands-on experiences for the student. "It appears that environmental education programs

should be built as an extension of the classroom, not as a unique experience" (Howie,

1974).

The extension of the classroom to an outdoor site can be an important transition

environment where students can begin to make connections between classroom learning

and to environments that relate to nature and the quality of their lives (SQhierloh, no date

given). "lfwe are going to be even partially successful in helping our children develop

b~tter atti\udes, teachers need to conduct more classes outside the regular classroom"

(Holtz, 1973). It's easier for children to develop their attitudes .and values when there is

direct exposure to the situation (environment). They need to see the importance for the

information.

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Kalinowski (1990) points out that as educators, we must help our children build on

the awareness of environmental problems to develop values, motivation, and a need to

move themselves and others to action. Due to the current lifestyles, just raising the

environmental awareness in students isn't enough, some type of action needs to OCCU{ for

change and they need to know what actions they can take to make a difference.

" The most accessible and comprehensive enviro~ents for children to learn @out

are those in their immediate locale" (Hart and Turner, 1972). For the sites to have ;:t

strong impact on the students, especially at the elementary level, they should be developed

locally. In this way, children \}ave a greater opportunity to use the site and acquire a sense

of ownership for the area.

" A school site can enhance learning among students by employing a broader

spectrum oflearning methodologies in the learning process" (Schierloh, no date given).

Devdopment of Outdoor StJJdy Sites

Mutton a:nd Smith (1993) give the suggestion that before developing an outdoor

environmental study site a steering committee must be formed. People on the committee

might include teachers, students, an administrator, local resource people, interested

neighborhood or community members, and J1 member of the board. " Each member of

the site planning committee brings a variety of expertise and interests which will aid in the

positive development of the site" (Gardner, Schierloh, Yockers, 1978). A philosophy

should be established among the group to keep the goals clear and to help keep the

------------------

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program objectives in line and attainable. Key roles for individuals involved in the

creation of the project should be identified as well as a reasonable timeline.

Creating a motto or a logo will give the project a recognizable identity in the

school and community. It will also be helpful when seeking donations of time, funds and

materials.

Setting up a regular meeting schedule will help to keep lines of communication

open and clear, along with setting up a $ystem to maint~ co~unication within the

group and community.

" The outdoor site of any school can be a powerful instructional resource if it is

inventoried in advance, and if its use is carefully pl~ed (Schierloh, no date given).n An

inventory of the site will accomplish the following: a) call a,,ttention tQ the instructional

resources available on the site, b) it may recognize features about the site that have never

been noticed before, c) it can insure that features relating to instruction in each of t:ti,e

discipline areas are adequately highlighted, so that no discipline area is lackin,.g in ideas for

use of the site, and d) it can encourage a pooling o{ ideas so that the it\structional program

is more integrated and cohesive. The inventory addresses the existing plants, past plants,

toxicity of any plants, native species, and added features.

As the area is inventoried, it should also be mapped to g~t the 'big picture'. The

first and most basic consideration is how the entities will be located in relation to each

other and to the place as a whole (Peled, 1989)." This is all considering the different

characteristics of the site, including physical, biological, educational, and cultural

(Schierloh, no date given). The map should include the relative positions of the buildings,

parking lot, play areas, and pathways. It should also include a directional orientation

arrow, a scale, and appropriate identification of vegetation, and other significant features

(School Site Inventory Practive Activity, no date given).

Coordinating the inventory infonnation and implementing it into the curriculum is

the next important step. Each teacher will need to devise a plan for integrating the site into

their teaching style and particular grade level.

The aim f9r developing a natu{alized ar~ is to create a, self-su~ng and_

ecologically balanced plant community integrated into the environment (Mutton and

Smith, 1993) along with providing a resource for envir()nmental education to take place.

Factors Influencing the Use of Outd_oor St,Jidy Sites

Some of the factors that might influence teachers to use an outdoor study site

include accessibility to the site, preplanned activities, teacher or teacher/student inservices,

relevancy, interdisciplinary curriculum, and materials on hand for use at the site.

Accessibility

Mutton and Smith ( 1993) explain that finding a good location for an outdoor study

site will mean accessibility for those who will use and enjoy the ar~. Time and funding

can be a problem to access study sites out of walking distance. Study sites that are close

to school are full of opportunity such as for frequent observation and teachable moments.

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Inservices

Howie ( 197 4) discusses that one of the jobs of environmental educators is to

provide more extensive inservice training for the classroom teachers "who probably have

the greatest potential for motivating students in the area of envi{onmenU\l education."

There are two goals as suggested by Ritz ( 1977) that could be incltJded while

inservicing teachers in environmental education. Tb.ey are 1) to increase the personal level

of environmental awareness in the t~chers, and 2) provide ideas f9r each person on how

to get hjm/her into environmental education as Sl\lOOthly as possible. In this way, teachers

may be able to personalize tl).e inservi~ and see the r~levancy in it.

As seen by Ritz ( 1977) to get teachers teaching environmental education there is a

need to produce teacher enthusiasm for environmental education and to provide some

easy-to-grasp handholds for teachers who are beginning to use environmental education.

The characteristics of an environmental education inservice should include:

1) appropriateness for all teachers with a wide variety of backgrounds and interests,

2) a strong motivational impact on the participants, 3) basic science should be dealt with

as needed, but it should not be science dominated, 4) teachers should become directly

involved with the particular environments under consideration, 5) it should encourage the

teachers to 'environmentalize' their teachil_lg, 6) training methods of environmental

education should be provided as well as its contents, and 7) there should be an effort to

encourage and engage teachers in an exploration of their personal assumptions, values and

feelings about society and self as well as the relationships of these to the natural world.

lnservices can be conducted in many ways. Rakow (1985) refers to the work of

Hounshell and Liggett (1976) which" represents the best effects ofinservice training in

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environmental education and resulted in both teacher and student change, both cognitively

and affectively." Their inservice consisted of three cycles. The first involved the

workshop staff visiting the teachers' schools and detennining aspects of the school

environment that could be implemented into the curriculum. The second cycle was a one

week intensive training perioq for teachers which was conducted at the Environmental

Education Center, Oteen, North Carolina. During this time, the teachers developed and

received learning packets which they would use when they returned to their classroom.

The last cycle was the actual implementation of the materials into the classroom and, if

requested by the teacher, the staff served as resource personnel. The cqnclusion they

came to was " student learning was influenced by treatment of their teachers through

inservice education."

" The faculty must develop sensitive environmental attitudes before the job of

changing student attitudes can begin (Tillis and Lahart, 197 4). 11 They further discuss

inservice workshops as being one method of developing essen{ial environmental attitudes.

Tillis and La Hart state that in order to attain an effective interdisciplinary environment~

education program, all edvcators must play a role.

Arena (1974) explains that too much I)lanpower, financial resources, and valuable

time is wasted by educators in attempting {o educate each other. 11 An inservice trajning

program should be based on clearly stated specific performance objectjves." Befor~

soliciting any commitment from potential participants, these objectives should be made

available.

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Interdisciplinary

Kalinowski relates Mendence's (1979) findings that children are not learning in

fragmentation. The environmental education program/ study site must be interdisciplinary

in nature. Students can begin to appreciate and understand the scope and complexity of

environmental relationships only by having experiences which draw from different subject

areas.

I CHAPTER THREE

Methodology

Subproblem One: To form a group of people who will work together to study the site

and determine an initial plan as to how the site will be developed.

The author explained the goals and visions for the prairie ~ea to the Dickinson

School staff through a slide sp.ow presentation. The slide show gave the staff visuals on

different existing prairie sites and plants that are folll\d in prairies.

A steering committee was formed by requesting one volunteer to represent each

grade level K-4. The duties of the steering committee were to m~t and discuss the go_als

and procedures for developing the prairie. Committee members reported back to their

grade level teams and pass any information along including activity ideas for the prairie.

They also attempted to help create excitement, motivation and ownership of the prairie.

Subproblem Two: To identify and locate native prairie species.

The assistance of a local botanist was requested and granted to identify and locate

prairie plant species which were native to the area of Dickinson School. The next step

was to locate the nearest nursery to purchase native plant rootstock and to explore local

remnant prairies for seeds.

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Subproblem Three: To review, revise, and implement the plan and create the site.

A written request and justification for developing the area across the street from

Dickinson School into a prairie area was submitted to the De Pere Parks and Forestry­

Department. It was discussed and approved on July 1, 1993 at their monthly board

meeting.

After considering past vandalism to the designated site along with previous

plantings done by members of Dickinson Scl}ool which were mowed down by Parks

Department employees, a new area w~s sought out on school property. Finding an area,

located directly on school grounds seemed more appropriate in giving the staff and

sudents a better opportunity to make frequent use and daily observation of the site.

A meeting was held with Mr. Richard Y ~nchesky, the Superintendent for th~

Unified School District of De Pere, to obtain approval of a ~ew site. An explanation,

visual diagram of the courtyar~ area across form the cafeteria and a timeline were

presented. After answering questions and, at his request, scaling down the size of the

prairie, Mr. Yenchesky gave his approval along with up to $200.00 to match the amoUllt

the Dickinson PTA wouJd provide.

The steering committee developed an iQ.itial layout plan and readjusted t\le timeline

for the proposed prairie site. They presented it to the administration for their information

and approval. Each committee member also presented it at their grade level meeting. The

steering committee reconvened to share the feedback. After considering the feedback,

opinions, comments and suggestions, the steering committee revised the plan and sent it to

staff members as well as administration.

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The method of creating the prairie provided two opportunities for all K-4 children

to participate. Each grade level had a designated day to meet after school and plant the

prairie rootstock. Permission slips and a letter of explanation were sent home. Every

child that participated needed a signed slip. Since there were many children who took the

bus, each classroom was given a designated time to plant the collected seeds and some

rootstock duting the school day. For the classroom teachers who were uncomfortable

with taking their class outside for this activity, a member of the steering committee made

arrangements to lead those classes in planting.

Subproblem Four; To create and compile environmental education activities and

materials to be used by grades K-5 at the site.

The members of the steering committee sought out ideas from their grade level

teams on what kind of activities these te~chers had previously used with the prairie. They

collected many ideas from resource books as well as developed their own appropriate

activities based on the current curriculum.

The steering committee made a wish list of all the materials they would like to see

in the activity boxes. They also gathered ideas from their team members as to what

materials they would like to see in the activity boxes at their team meetings. The

committee then prioritized the list according to the most needed materials for the first set

of activities.

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The committee looked at the current status of funds for the project and compared that to

the cost of the prioritized materials needed for the activitiy boxes. The next task was to

create a list of possible funding or donation opportunities to offset the cost.

Subproblem Five: To determine what factors would influence Dickinson teachers to use

the prairie.

The staff were surveyed to determine wltat factors would influence them to vse the

prairie in their teaching. T,liis survey determined the current use of the pr~rie and their

level of comfort iu using it in their teaching. It also assisted the steering committee in

giving the support needed by the staff for effective use of the prairie, the activities and the

activity boxes.

Subproblem Six: To create and present an inservice to the Dickinson teachers on the

prairie site and on the use of the associated activities.

An inservice was developed using the results of the survey which addressed the

needs of the staff to use the prairie both effectively and comfortably. Since the highest

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number of responses to question four: If you did not use the prairie in your teaching,

please check why you did not.; occurred in the statement: / didn't think about using it in

my teaching; the steering committee focused the inservice on reaso~s and opportunities

for the staff to use the prairie.

It was also an opportunity for teachers to try hands-on lessons in some of the

activities, to view the equipment in the activity boxes and to use some of this eqlJ,ipment.

This was in response to the overwhelming request to question ti,ve: Please check what

would help you to use the Dickinson School Prqirie more effectively in your teaching.; to

provide a variety of activities and to have pre-boxed materials (such as bug boxes,

magnifying glasses, rulers, ftc.). The activiti~s the steering commiµee shared at th~

inservice integrated all the subject areas and provided activities which could be used

outside at the prairie site as well as in the classroom.

The inservice began within a classroom with a view of the prairie and ended Qn the

prairie using a few activities and some equipment. The inservice addressed the fact that

environmental education is a DPI curriculum ma,ndate an(l is statecl throughout the De

Pere science curriuclum though very thinly. It showed how the prairie( and environemntal

edcuation) could be used to teach all subject areas not only science.

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Subproblem Seven: To determine whether there is a change in teacher use of the prairie

site after they receive inservice training.

A survey was handed out to the Dickinson School staff at the end of the 1999-

2000 school year to determine whether a change in teacher use of the prairie had indeed

occurred after they received inservice training. This was the same survey used to

determine the needs of the staff prior to the inservice. Through the results of this follow~

up survey the committe was able to determine the effectiveness of the inservic~. The

committee also made decisions as to the direction they would like to move in and whether

there was more work needed to help the teachers.

CHAPTER FOUR

Results

Results for Subproblem One: To form a group of people who will work together to

study the site and determine an initial plan as to how the site will be developed.

The steering committee consisted of Tracy Day, kindergarten teacher, Sher

Brandl and Cheryl Wiese, two fir~ grade teachers and Joy Conway, a third grade teacher.

There was at least one teacher from second grade, Mary Sue Lavin, and fourth grad~,

Meg Anderson, who said they would help out when they could t>ut could not commi_t to

sitting on another committee. Although they did not attend committee meetings, they

were provided the information discussed ~ the meetings and tl_len discussed the

mformation during team meetings. When they received feedback from their team

members, they would contact on_e of the committee members. Tbis allowed each grade

level the opportunity to participate in decisions, development and ownership of this

project. They also provided comments and input about activities that were grade

appropri~te.

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Results for Subproblem Two; To identify and locate native prairie species.

Andy Clark, a local botanist, volunteered his time to research the native prairie

plant species for the area. He also went out collecting seeds from the local remn~t

prairies. The committee would have liked the children to be a part of this collection,

however time and money did not allow for it. Tl\rough the research and coll~on of

native plants, the Dickinson School Prairie became a true prairie restoration project. The

staff and children are able to actually visualize what the prairie lands in this area looked

like before development occurred.

Some seeds and plant rootstock were ordered from The Ptairie Nursery located in

Westfield, Wisconsin while other plant seeds were collected by Mr. Clark and some ofth~

committee members. The native plant species used are identified in Appendix xvm.

Mr. Clark also a,ssisted the children from the Kid's Earth Club with laying the grid

down for the prairie planting. It provided these chil_dren a great oppom,mity in tb-eir math_

and cooperation skills alol)g with taking the steps in creating a prairie.

The committee and staff saw a lot of learning taking place a1> the chilQren identified

and planted the rootstock. They answered many of the children's questions such as what

end of the plant should be planted in the ground, how deep to dig the holes, how will it

grow, if and what type of flower the plant will have, etc.

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Results for Subproblem Three: To review, revise, and implement the plan and create

the site.

The changing of the site of the prairie from city property to school grounds (Dade

the site much more accessible to Dickinson School and left development and maintenance

completely up to the steering committee and staff in.stead of the Parks Department. Due

to its location outside the cafeteria windows, the students were able to view the prairie on

a daily basis not only before and after school as they played on the pl~yground, but, also,

as they passed through the halls. It encouraged them to ask questions about it including if

their class was going to use it for activities. It was a great way to show the children that

they had planted lllltiYe species which varied in their appe~ce ( shape, height,

texture,color) and how different the prairie loo~ed compared to the green grass that used

to cover the area. The children appeared to marvel at it while some of the adults had a

more dificult time adjusting to its "unkempt" appearance as compared to the neatly

trimmed lawn. There were a few commments especially from the maintenance crew about

trimming the prairie and getting rid of the 'weeds' which were really prairi_e plants. The

committee was able to educate them about the fact that all the plants in the prairie ,area

were indeed prairie plants and were suppose to look the way they did, l>ut were unsure as

to whether they changed their opinion about th~ appearance.

Decreasing the size of the prairie from ~e original plans worked to the

committee's advantage as far as funding for the project. The committee received $100.00

from the PTA and another $100. 00 from Mr. Y enchesky, the Superintendent. The

-23-

committee applied for a number of grants, but did not receive any. The money for

purchasing the rootstock from the nursery came from the Human-i-Tees t-shirt fundraiser

done by The Kids' Earth Club which raised over $1000.00. The committee also put a

notice for donated items that were needed in the quarterly newsletter to the co~unity,

Hi-Lights. No items were received.

Members from The Kids' Earth Club went to each classroom to tell the classes

about how and when the prairie planting would be done They handed out the permission

slips and explained that each student who participated after school had to have it signed

and returned on that particular grade level'.s designated day 9f planting.

When it came to the planting of the pi;-airie, due to the number of students, the

committee wished there was more ground to cover as it became rather congested at times.

However, the students worked well and cooperated nicley. Overall, the completed size of

the prairie is large enough for at least two classes to work on activities. The committee

kept the original plans for the size of the prairie in hopes of expanding it in the ~ture.

The planting after school was quite succes~ful with many of Dickinson's bus kids

making alternative arrangements to get home so that they coul~ take part \11 this activity.

Each of the morning kindergarten classrooms participated in planting, 51 out of 87 of the

afternoon kindergarteners, 86 out of the 118 first graders, 103 out of 127 second graders,

110 out of 121 third graders and 78 out of 126 fourth graders participated in the after

school planting. The steering committee members accounted for the high number of

second and third grade participation to the Kid's Earth Club whose membership which is

open to second and third grade students. The students were well behaved and enthusiastic

-24-

throughout the planting. It appears that there was a tremendous amount oflearning taking

place in just planting the prairie rootstock and a great, satisfied feeling when the students

were done. Many students who were disappointed because they were unable to attend the

after school planting commented that they were very happy to have the opportunity to do

the planting with their classrooms. Twenty-four (24) out of twenty-eight (28) classroom

teachers participate<! in the planting.

Results for Subproblem Four: To create and compile environmental education activities

and materials to be used by grades K-5 at the site.

The steering committee was able to compile some activities from their grade level

teams. They collected and adapted a wide variety of activities from other resources such

as Living Lightly in the City, Sharing Nature with Children, the Prairie Activities from

UW-Madison Arboretum, and Project Season~. These activities C)lll be found at the end

of the appendicies and are organized by grade level.

The materials ordered were 2 large Rubbermaid tubs, 48 clipboards, 50 bug boxes,

50 magnifying glasses, 2 large boxes of colored pencils, 2 'WUflower and Weeds' (Booth

Courteney and James H. Zimmerman) books and 2 bug nets. The other items will be

ordered as the funds become available.

-25-

Results for Subproblems Five: To determine what factors would influence Dickinson

teachers to use the prairie.

A survey was given to the teachers at the end of a staff meeting and returned

immediately upon their completion. A check off list was kept so that the committee could

follow through with those teachers who were not present. Thirty-two (32) out of forty

( 40) teachers turned in a completed survey.

It was shown, that almost all of the staff knew where the prairie s_ite was located,

but that most teachers had never taken their class there. Tho$e who had never taken their

class to the prairie said that they didn't think about using the prairie in their teaching, they

weren't sure what they could teach using it or that they dJdn't have time to use it in their

teaching.

The following are ideas that were checked off by the teachers in order to help them

use the prairie more effectively in their teaching: a variety of activities, pre-boxed

materials, resource books and an inservice on the prairie using the activities.

-26-SURVEY FOR THE DICKINSON SCHOOL PRAIRIE

Name ----------

Please list the subject area or grade level you teach.

1) Do you know where the Dickinson School Prairie is located? yes 26.

no 2 (1 student teacher and 1 sub)

2) Please list how many times during the 1997-1998 school year you took your class out to the prairie. ____________ _ 12- 0 times, 2- 1 time, 2- 2 times, 1- 10 times

additional comments: 'none, but we did watch thelittle ducklings before they left last spring. '

3) If you used the prairie, please list the subject area( s) you taught and the activity you used.

*We went to look for seeds on the plants. *I used the prairie for observation practice, release of butterflies and noticing 'changes'. *Science-How things grow and change. *A quiet place to go. *Listening to sounds, see what's out there (plants, weeds, insects). *(Spring) Look at young plants growing. *Check on bugs around the prairie.

-27-

4) If you did not use the prairie in your teaching, please check why you did not. --2 I didn't know the prairie was there.

__u I didn't think about using it in my teaching.

_8. I wasn't sure what I could teach using the prairie.

-5. I didn't have time. *There are too any curriculum mandates. *I referred to it out the window.

_Q I wasn't interested in teaching using the prairie.

_Q I wasn't comfortable teaching outside.

_6_ other: *I teach reading and writing and never got there. *This is my first year at Dickinson. (2) *We go to Fallen Timbers. *I have students with allergies. *I have students that couldn't handle life without walls. *I am a sub and the lesson plans didn't include it.

-28-

5) Please check what would help you to use the Dickinson School Prairie more effectively in your teaching.

---2.5. a variety of activities

24 pre-boxed materials (such as bug boxes, magnify glasses, rulers, etc.)

14 inservice on the prairie using the activities and materials

-16 resource books

...4 other: *List some of the plants on the prairie. *I would have to integrate with Cheryl. *I would appreciate anything! *Ideas on how I can use it. *Trade books for kids to read and/or bibliography. *Working with grade level teams to find activities to correlate with the

current curriculum. *A smaller class size. *No disruptive students.

_Q nothing, rm not interested in teaching on the prairie.

Do you have any other suggestions in regard to the Dickinson School Prairie?

* Provide a map of what's there-what to expect to see happening during the seasons.

* More flowering shrubs or flowers from spring to fall.

-29-*Area made bigger, more user friendly maybe with benches.

* Maintenance plan for weeding, updating, splitting plants.

* Getting PTA involved andfamilies.

* I would like a picture book of what plants are and look like-leaves, stem, flower-so that we could identify them.

*Are all native to Wisconsin?

. *Sounds interesting. I'd like to know more about it!

-30-

Results for Subproblem Six: To create and present an inservice to the Dickinson

teachers on the prairie site and on the use of the associated activities.

The original inservice was to be held in November 1998. However, due to

circumstances within the school district particularly at Dickinson School, the inservice was

delayed for a few months. It was re~heduled for the ~nd of January 1999. The inservicS'

was held on a voluntary basis and had a tum out of two people and both were steeripg

committee members. There were thoughts of trying to hol~ another inservice in the

spring, but one big concern was that if more staff members attended they would not have

much time to try activities out immediately following the inservice. The decision was then

made to hold a second inservice in October 1999.

The inservice in October 1999 was again on a voh,mtary basis and held during the

contracted last half hour of the day 6-om 2:50pm-3:25 pm. The same two people who

attended in January 1998 were present at this inservice.

The steering committee which had been reduced by two people due to another

school being built made the decision to hand out the activities with an attached note

explaining that these were the activities introduced at the inservice. The staff was then on

their own to use the activities as they fit into each grades particular curriculum.

-31-

Results for Subproblem Seven: To determine whether there is a change in teacher use

of the prairie site after they receive inservice training.

The original intent of the post survey was to see if the inservice helped the staff to

use the prairie more frequently. The yost survey was the same survey that was given prior

to the 1998 and 1999 inservice. The steering committee was unable to determine if there

was a change in teacher use of the prairie due to inservice training because there were only

two staff members present at the two inse~ce times although the post survey still

indicates that at least 10 people would find inservice training helpful in using the

Dickinson School Prairie effectively in their teaching. The results of the post survey

follow this page.

-32-

SURVEY FOR THE DICKINSON SCHOOL PRAIRIE

Name ----------

Please list the subject area or grade level you teach.

I) Do you know where the Dickinson School Prairie is located? yes 2!l

no 2

2) Please list how many times during the 1999-2000 school year you took your class out to the prairie. ____________ _ 16- 0 times, 1- I time, 1- 4 times, 1- 5-7 times, 2- 10 times

3) If you used the prairie, please list the subject area( s) you taught and the activity you used. * Science-seeds *Language Arts, Computer *Science-observation *Math-count and sort, classify living/nonliving *Writing *Math-measurements and comparisons *Reading-quiet reading *Science-looked at plant life *Science-organisms, change of seasons and illustrated prairie *Writing- observation record *Science-butterfly release *Art-close up/far away *Reading-stories about 'natural' world

-33-

4) If you did not use the prairie in your teaching, please check why you did not.

0 I didn't know the prairie was there.

5. I didn't think about using it in my teaching.

9 I wasn't sure what I could teach using the prairie.

5 I didn't have time.

l I wasn't interested in teaching using the prairie.

0 I wasn't comfortable teaching outside.

3 other: --------------------*'doesn't fit my curriculum which stresses deciduous forests of

WI' *'it doesn't directly tie into a unit area I teach. I should

definitely think of a way to use it though. ' *'The classroom teachers are the ones who plan computer lab

times in conjunction with what they are doing or studying in the classroom. '

Please continue on the other side. Thanks!

-34-5) Please check what would help you to use the Dickinson School Prairie more effectively in your teaching.

1 a variety of activities

1 pre-boxed materials (such as bug boxes, magnify glasses, rulers, etc.)

10. inservice on the prairie using the activities and materials

i resource books

1 other -----------------------*'possibly some seating (or blankets, tarps when it's wet or cold)'

2 nothing, I'm not interested in teaching on the prairie.

Do you have any other suggestions in regard to the Dickinson School Prairie? *'It would be great to have some plant identification guides and general information about what the prairie life cycle is ... include care and maintenance (burning-when?), etc. so the teachers and administrators would be more knowledgeable in order to help develop more of a sense of appreciation and acceptence. I love the prairie, but would like to know more ... ' *'I would like to use the prairie more, but need to align it with grade 3 standards and benchmarks. *'I didn't know about the prairie until I did something with Sher Brandi's class. We have many new teachers who probably either don't know much about it or don't know they can do anything with it. An inservice would be helpful.'

Thank you so much for your time and effort!!!

CHAPTER FIVE

Conclusions and Recommendations

Conclusions

From the review of literature and from the information gained through course

lectures and activities, it appears that children will gain the most from an environmental

education site as far as knowledge, awareness, values, attitudes, and a need to take ~ction

if the outdoor environmental education _site created is easily acessible to the children such

as on the school grounds. It will allow the child,ren to take ownership in that particular

outdoor area. This feeling of ownership is stryngthened wh~n they are a part of the

planning and development of the site.

Through the planning and development process the children are relating their

learnings from the text books and classroom and literally bringing it to life. In this way

they are discovering different elements of the outdoor site and feeling the aesthetics of this

area. It is a learning experience for the children which will expo~e them to the various

things that they are capable of doing in creating a natural area. This experience at school

will hopefully encourage and inspire them to do it again if given the opportunity.

In going through the process of developing a outdoor environmental education

site, it is concluded that there is a need for a wide variety of people who can lend their

expertise, time and energy. Each person involved in the committee must take on specific

-35-

-36-

responsibilities to have a successful outcome. Communication is an important factor in a

committee working together and producing a; usable site along with being abJe to

effectively keep the school and community informed of the decisions and progress of the

site. It is suggested that the commitee establish a philosophy to keep the group focused

and working on an attainable timeline.

First, a suitible location must be decided upon. This area should be in close

proximity to the school and be easily accessible to the classrooms. In order to get the full

use from the area, it may help to have the are~ in a place where it Ca.Q. be observed and

appreciated each day. The area should then b~ inventoried to get a detailed look at the

different elements occurring on the designated site. Doing an inventozy of the site may

call attention to the instructional resource~ available on the site, recognize features about

the site that may have never been noticed before, insure that fea~res relatitJg to instruction

in each of the discipline areas are adequately highlighted, so that no discipline area is

lacking in ideas for use of the site and it can encourage a pooling of ideas so that the

instructional program is more integrated and cohesive. The inventory also addresses the

existing plants, past plants, toxicity of any plants, native species and added features. After

being inventoried, the site shQuld be mapped out to see how the e\ements relate to one

another.

In developing an outdoor site, the different factors influencing teachers to use the

site must be taken into account. Through surveying the teachers it was found that they

felt they could best use the site if they were inserviced on the prairie site, given

appropriate grade level activities, pre-boxed materials and a variety of resource books to

use.

-37-

Recommendations

Including those who are most directly effected by the use of an outdoor site is

imperative. Through the planning and development of the Dickinson Prairie, the children

learned that restoration is possible. They used team work and hands-on experiences to

restore a small area on the school grounds. They learned how elements are interrelated

and how they can be changed and affected, both negatively and positively, by a variety of

things including humans.

The aftereffects of creating an area for the students such as in this·proj~ include

having a place of outdoor enjoyment and a place where edu,eation of all disciplines can

occur. It's an area where they can experience and observe nature, and do hands-on

activities. This area can only be an effective learning tool if the staff is ~g and al;>le to

take the students to it.

In creating the Dickinson School Prairie, the children were the back bone in the

planning and development of the site. They did this with much enthusiasm, motivation

and excitement throughout the process and looked forward to having this area as their

outdoor classroom. The end result from completion of this project to the present was that

a few classrooms had actually utilized the prairie as an extension of the classroom.

-38-

When fonning a steering committee including as many people as possible and their

input is important in the success of this project. Including many teachers and using

communication to keep others not directly involved wil_l help in making this project

successful. In using many teachers for activity ideas, the activities will assuredly be age­

and grade- level appropriate and will pro't>ably be used more often. If the activities are

used by one teacher, many times it will be discussed and shared with the rest of their grade

level team. There is a need to create excitment, motivation and activities which will not

appear to be more 'work' for the teachers. It is important to give them direct hands-on

experiences, also, with the activities so that there is less of a threat in doing new activities

in an unfamiliar place-not only the prairie, but also in the outdoors. The hands-on

experiences can be given through inservice trainiug. Inservice training should be

insightful, light and fun to create the excitement and motivation to \!Se the activit\es and

pre-boxed materials with the prairie.

The feeling of being overwhelmed by cu,rriculum requirements will be eased by

providing teachers with a variety of activities that are interdisciplinary. Instead of feelinj

as if they have been given more, the teachers should feel tb.at they have been given a toQl

and resource which will help them accomplish more of their requirements in an activity.

The length and materials needed for the activities shouid vary. A teacher who has f\ever

taught outdoors may prefer and be more motivJtted to start out doing very short activities

with little or no materials. They can progress into conducting longer and more involved

activities as their comfort level rises.

-39-

Through the completion of this project, the author feels that there are at least three

factors which have contributed to the success and effectiveness of this project:

1. There needs to be more time devoted to the training of the staff about environmental

education. Out of a staff of 40 people, only 2 staff members were present at the two

inservices. These inservices were not required by the administration, attendance was on a

voluntary basis. When given the option to participate in an inservice, many staff members

chose to take care of other commitments or matters in their classroom. It's not that they

didn't see this inservice as important, but th~y may not have seen it as taking priority over

their everyday classroom duties which include checking over the assignments from the

day, preparing the following day activities, following up any phone calls, etc.

2. The author left the school district just as the development of the prairie was completed

and before the activitiy boxes were created and the inservice presented. The other staff

member who had committed much of her time to this project also left at the same time.

This was a loss as far as creating and keeping up enthusiasm and motivation to use the

prairie and introducing the prairie to the many new staff members who have been hired at

Dickinson. There were still some members of the steering committee left, but the

administration also changed at the same time which leads into the third factor.

3. In four years, Dickinson School experienced three different administrators. It has been

difficult to maintain the same excitement and motivation for environmental education and

training the staff on uses of the prairie. There has not been a lot of consistency in

philosophies and priorities. It has been difficult for the author to continue to play a key

role in assisting and communicating with the staff and to express thoughts and carry out

-40-

maintenance of the prairie without being there and influencing the various administrators.

The original administrator gave her support on this project. She saw the project as an

important way to increase environmental education in the classroom and as giving the

school grounds a different habitat to explore. She helped to generate excitement in the

school when the pair of mallard ducks came back in the spring because now they had

somewhere to lay and hatch their eggs withou~ being harassed by curious onlookers.

These ducks were misplaced in previous years by the construction of the computer lab in

one of the courtyard areas. The pair had attempted to lay eggs in various places around

the building, but without success. They were able to lay and hatch five ducklings wjth the

protection of the prairie. Classes had to be careful for a short time wl,ienever they used the

area. This first administrator was willing to give time to training in not only the µse of the

prairie but, also, in environmental education. She was moved to the new school which

opened the year after the author left.

The new administrator expressed that she enjoyed the prairie and gave her support

in the development of the activity boxes. But, because the author was no longer a part of

the district it was difficult to gain the time and support for inservice.

The third has been very hesitent about giving t,lie author time with the staff even to

do survey work. This is where it would be vital to have supporters of the prairie and the

activities located in Dickinson. These supporters could demonstrate the importance and

need for inservice training to this administrator. Most of the key supporters were also

moved when the new elementary building in the district was opened.

There are a few things the author would make a point of changing for another

-41-

project. They are: 1) work harder to involve the PTA in planning, development and

maintenance because families at Dickinson are very involved in the school activities and

they would probably obtain a real sense of ownership if they were involved and invested

from the beginning. They have strong voices in the district and the staff may feel alittle bit

more presure to use the area with their class, 2) lobby harder to the district for early

release and late start inservice time at the beginning of the project because it may inspire

the staff more throughout the planning stages, help them to feel includeq and more

educated about the project, and give them a designated school time to l~arn and us~

hands-on activities, 3) call area businesses to gain support and donation of materials for

various aspects of the project, and 4) attempt to stay in a district for the duration of the

project.

-42-

Bibliography

American Forest Institute and Western Regional Environmental Education Council, Wild School Sites, Project Wild.

Arena, J.E., How to Individualize Inservice Teaching, Educational Technology, 14(1974), 11:43-45.

Brackenreg, Mark, Outdoor and Environmental Education; Diverse Purposes and Practices, Journal of Outdoor Education, v25(1990), p. 24.

Caduto, Michael J., A Teacher Training Model and Educational Guidelines for Environmental Values Education, Journal of Environmental Education, v16 n2 Winter 1984-1985.

Charles, Cheryl, Using the Natural World to Teach and Learn Globally, Journal of Social Education, 49(1985), 3:213-217.

Courtenay, Booth and Zimmerman, James H., Wildflowers and Weeds: a Field Guide in Full Color, Prentice Hall Press, 1978.

Cox, Jeff, Landscaping with Nature, Rodale Press, 1991.

Engelson, D., A Guide to Curriculum Planning in Environmental Education, Wisconsin Department of Public Instruction, 1985.

Ewert, Alan W., Fear and Anxiety in Environmental Education Programs, Journal of Environmental Education, vl8 nl Fall 1986.

Gardner, Harrison, Schierloh, Jerry T., & Yockers, Dennis H., Outdoor Site Use and Development, 1978 East Lansing, Michigan: Michigan State University.

Ham, S. and Sewing, D., Barriers to Environmental Education, Journal of Environmental Education, vl9 n2 Winter 1987-1988.

Hammerman, D.R., & Hammerman,W.M., Teaching in the Outdoors, 1973, Minneapolis, Minnesota: Burgess.

-43-

Harvey, Margarete R., The Relationship Between Children's Experiences with Vegetation on School Grounds and Their Environmental Attitudes, Journal of Environmental Education, v21 n2 p.9-15 Winter 1989-1990.

Henderson, Carrol L., Woodworking for Wildlife, Minnesota Department of Natural Resources.

Hounshell, P.B., and Liggett, L., Inservice Education: It Can Make a Difference, School Science and Mathematics, 76(1967), 6:493-498.

Howie, T., Indoor or Outdoor Environmental Education, Journal of Environmental Education, v6 n2 p.32-36 Winter 1974.

Kalinowski, William, A Curriculum Outline and Rationale for Outdoor/Environmental Education, Journal ofOutdoorEducation, v25 n p.7-14, 1990.

Knudsen, George, Nature Hikes Themes, Wisconsin Department of Natural Resources, 1976.

Kriebs, J.O. and Schatz, A., Attitudes in Environmental Education, Science and Children, 10(1973), 6:33.

Mutton, Miriam and Smith, Debbie, Establishing a Naturalized Area, Green Teacher, June-September 1993, Issue 34, p. 33-36.

Peled, Arie, The Exploration of Meaning in Environmental Education, Journal of Environmental Education, v21 nl p.19-25 Fall 1989.

Priest, Simon, Redefining Outdoor Education: A Matter of Many Relationships, Journal of Environmental Education, v 17 n3 p .13- I 5 Spring I 986.

Rakow, Steven J., A Review of Teacher SeIVice in Environmental Education 1970-1980, Journal of Environmental Education, v16 n4 p.7-10 Summer 1985.

Schierloh, Jerry, An Overview of Outdoor School Sites as Environmental Learning Laboratories, No Date Given, New Jersey School of Conservation, Montclair State College.

Schiff, Paul, Smith-Walters, C., Baldwin, K., Charles, C., Schierloh, J., Wyzga, M. (1993), Wild School Sites, Western Regional Environmental Education Council.

-44-

School Site Inventory Practice Activity. (No date given), From Dennis Yockers. Michigan State University.

Shepard, Clinton L., Speelman, Larry R., Afecting Environmental Attitudes Through Outdoor Education, Journal of Environmental Education, vl 7 n2 p.20-23 Winter 1985-1986.

Simmons, Deborah A., Are We Meeting the Goals of Responsible Environmental Behavior? An Examination of Nature and Environmental Education Center Goals, Journal ofEnvironmental Education, v22 n3 p.16-21 Spring 1991.

Simmons, D., More Infusion Confusion: A Look at Environmental Education Curriculum Materials, Journal of Environmental Education, v20 n4 p.15-18 Summer 1989.

Soil Conservation Service, Outdoor Classrooms on School Sites, U.S. Department of Agriculture, (1980).

Smith, Carl, Building a Nature Trail, Science and Children, 21(1984), 4:14-20.

Stapp, W.B., An Instructional Approach to Environmental Education (K-12), Journal of Outdoor Education, 12(1978), 2:2-24.

Tillis, C.R. and LaHart, D., Teachers Teaching Teachers: Inservice Training in Environmental Education, Journal ofTeacherEducation, 25(1974), 2:160-162.

-45-

Appendix I

Reply from Parks Department

-46- . City of De Pere

Wisconsin

City Hall 335 South Broadway De Pere, Wisconsin 54115-2593

July 8, 1993

Ms. Tracy L. Day 2615 Fifth Avenue, #6 Stevens Point, WI 54481

Re: Environmental Education Site at Nature Centre

Dear Ms. Day:

Municipal Service Center 925 South Sixth Street

De Pere, Wisconsin 54115-1199

At the regular scheduled Park Commissioner's meeting of July 1, 1993, the Board discussed the concept of an Environmental Education site at the Nature Centre. 'rhey approved the concept but felt that a number of items should still be discussed. Some of the following are questions the Board feels should be clarified before a final decision can be made.

1. What is going to be done? \ 2. Who is paying for improvements?...-~0

3. Who is going to maintain the site? (when school is in and out of session) ...L'

4. Insurance?- t~"er-ec,i QS -ye(d i"hf The Board would like you to attend the August 5, 1993 meeting to discuss these items in more detail. Would you please call me (414 339-4065) to let me know if you will be able to attend this meeting and to discuss some of the questions listed above.

~~-Jerold F. PerkofsKi Director of Parks, Recreation & Forestry

JFP:laz

-47-

Appendix II

Original map for prairie plot

-49-

Appendix III

Final prairie plan

-50-

---- ·-·· - .... --- .... ·-

0

0

½qj /;~a/ri~-plcJ f: __________ _

= w,,,-c!ow 0 free ar shrL.Lb

1 /__ . door:. --------N

□ = {'..!.. ~ 3.-1 ,., '.c. ..-v, I. L.

. d - -- .. 3r O.< o..>._,t

·- ··• ·-:j-- --

-----a-- -- . t.\o:~:r(X} rr

-.. J----- ... ·- --· ------·· ·--a

I

. rd. - .... ··- . ·• 3 Qr'Q.d_Q

.j

. C. 1o...s-~r cc:-.

t__ ________ _

~------n LI ~(ld I

,i.. £:\fCc,~ -.J

c!o..'.;: r-:.c rr-,

...!.. -... .

-51-

Appendix IV

Commitment letter from botanist

-52-

To: Whom it may concern,

802 13th Ave. Green Bay, WI 54304 October l3, 1994

I am writing this letter to state my commitment to work on an . environmental project at Dickinson Elementary School. I am a Botanist, specializing in field botany. I have worked in Wisconsin for the past 1 0 years. I am pleased to help another school create an environment in which children can learn more about the native species of Wisconsin. I consulted on a restoration project at Wingra School, in Madison a few years ago.

I will consult with the teachers planning the project to ensure the prairie is planted with species native to N.E. Wisconsin. I will assist the school and children to maintain the site. I will also help teachers to understand the history of prairies in Wisconsin, so they can better teach children and develop their curriculum boxes.

I am pleased to be a part of this worthwhile project. I am willing to volunteer my time and expertise on an as-needed basis.

Sincerely,

~rJ.~ O,cv,,k Andy R. Clark

-53-

Appendix V

Commitment letter for grants

-54-

r - I Ut

DICKINSON SCHOOL -UNIFIED SCHOOL DISTRICT OF DE PERE

R. RICHARD V. YENCHESKY. Superintendent

ARBARA J. NEUHENGEN. Principal

MMY MAYER. Assistant Principal

.!35 SOUTH WASHINGTON STREET

DE PERE. WISCONSIN 54115-3498

337-1027- 337-1028 - 337-1039

Dickinson Elementary School 43 5 S. Washington DePere, WI 5411 5 October 1 2, 1 994

To: Whom it may concern,

I am writing this letter to show my commitment to work on the development of a natural area at Dickinson Elementary School in DePere, Wisconsin. I am a 3rd grade teacher, who has taught elementary aged children for the past 7 years. I am an avid environmentaiist and amateur botanist. I enjoy exploring native environments and hope to bring this enthusiasm to students, teachers and the community! I worked on a similar project; a savanna restoration, at Wingra School in Madison, Wisconsin.

I will work to recreate a native prairie on the school grounds and to develop supplementary curriculum boxes. The Dickinson Kids' Earth Club, with my guidance will work to raise funds and educate tile school's community about the prairie project. I will help to educate teachers regarding curriculum boxes; describing the contents and their link to our already existing environmental curriculum. Organization of long term use and care of the site will be another area in which I will :2e involved.

I am excited to bring a natural learning environment to 31other school in Wisconsin! Children cannot be expected to care about an:i for the environment without these valuable, hands-on learning experiences!

Environmentally Yours,

.:_f11 C {;n,,,/4~ Joy D. Conway Elementary Educator

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Appendix VI

Confirmation letter of funding from superintendent

-56-

·. UNIFIED SCHOOL DISTRICT OF DE PERE

October 13, 1994

1700 Chicago Street De Pere, Wisconsin 54115

Central Office 414-337-1020

TO WHOM IT MAY CONCERN:

This is to verify that the Unified School District of De Pere is committed to match funds up to $200.00 to provide for an Outdoor Education Nature Area, If you have any questions please feel free to contact me.

RC?;;t,~ R, ~--~..,.lnchesky Superintendent

RVY: jb

The Unified School District of De Pere complies with the Civil Rights Act of 1964, nue IX, Section 504 and other State and Federal Laws that govem on non-discrimination.

Dickinson Elementary School 337-1027 Oe Pere High School

337-1020

Oe Pere Middle School 337-1024

-57-

Appendix VII

Confirmation letter of funding from PT A

II ii -I I I

I \\ ii II a 11

ll II II II II ii II II 11 II II II

\\ ii 11 u II II II ii II

r II

\\

\l ii ii II II II II ii ii II II II

\I

\\ 11 II II II \I ii II a u ii a ii it

-58-

Dickinson Elt?mentary School PTA

DicKinson Elementary School 435 South \,,Va~hingtcn Street

De Pere. WI 54115

ATTENTION: Ms. Tracy Day

("'\~.,, .. .,.ra"'" ...,.,_.,.1 I "J

October 14, 1994

This ietter is to confirm that the Dickinson PTA wiil contribute $100.00 to assis1: in

$ti:lrtir.g up th:s prairie natur~ center ::it Dickin=on School. My understanding is thut the

disi:rict w11I matcn that amount. Pl~a::o lat ma !·mew if cur ccntrib-..:ticn needs to be in a lump sum or as

reimbursement for purchases. 'Ne !col< for.uard to seeing the prairia center "take seed" at Dickinson. If the PTA

can be of assistance in any other ways. please let em know.

Thzni< you.

Sincerely,

Michael J. Hogan President

II I i I I t a II 11 II

II II !I ii II !I J

ii a ,I 11 II Ii II Ii ll ii ii il ti n ii 11 q

H a ti ., ii

a ii u ll I l

-59-

Appendix VIII

Prairie goal

-60-

Dickinson Prairie Area

GOAL: Students and staff will participate in developing a natural area on school grounds which will assist teachers in teaching an interdisciplinary curriculum outdoors and to create an environmental awareness and sensitivity among students, staff, parents and community.

This will be accomplished by establishing a steering committee of staff members (preferably one from each grade level and specials area) to develop, organize and implement a plan for the prairie. This committee will also develop grade level boxes which will contain grade--level appropriate activities and enough material and equipment for each child in these boxes. One night after school will be designated for each grade level to participate in digging and planting { not until spring) the area. The staff will be inserviced on the use of the materials and the prairie area.

By involving the entire school in this process, we hope to develop an ownership, excitement and motivation around the prairie area.

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Appendix IX

Prairie planting steps

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MAJOR STEPS IN ESTABLISHING A PRAIRIE

!£ you wish to develop a prairie_~£ your o,;.m, following certain basic steps should give you good results .. first; turn over the soil at least 3 times at 3-6 week intervals to eliminate weeds. The first tilling can be deep plowing, and the following ones should be shallow discing to destroy germinating plants but allowing the development of a firm seed bed essential to prairie growth. Some developers do deep plowing a winter or even a year in advance of seeding. Second, seed the ~rea in late spring or late fall immediately after the last discing. Seeding can be done by machines or by hand after the seed has been mixed with a course material for easy, even distribution. In spring, the seed is planted after the first rush of weed growth, about June 1-15. In fall, the seed is planted after weed growth has almost stopped, about Oct. 15-31. Third, either rake or drag and roll the seed into close contact with the soil unless a seeder has already accomplished the task. Mulching may be very helpful as a protection against drying and erosion. Fourth, in the first growing season and possible the beginning of the 2nd year reduce the growth of weeds by clip­ping, mowing~ or removing them. A rotary mower can be used 2 or 3 times the . first and perhaps 1 or 2 times the second year, but it must be set high to avoid cutting too many tips of the prairie plants. Fifth, reduce, competition from weeds and woody invaders by the use of fire after the second growing season and every 2 or 3 years thereafter. The best time to burn the prairie is just before new top growth develops on prairie plants~ about April 1-10. If fire can't be used, mow with a rotary mower each late fall to early spring.

Potted plants, seedlings and clumps can be transplanted into the prepared prairie area before or after seeding. When only a small amount of seed of certain prairie plants is available, it can be germinated in cold frames to assure a supply of plants. Refer to the PRAIRIE PROPAGATION F.Ai'IDBOOK for details. ($1.00 plus .25c if mailed) Don't expect good results until the second or third growing season remembering that prairie seeds can lie in the ground for several years without losing its vitality. Once the native plants becomes established you are guaranteed increasing success.

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AppendixX

Prairie information and planting steps

-64-0JEHR NATURE CENTER

WkltnaU. PtVLk • ·

MilJ.ua.u.k.e.e. County PaJdu,

PLANTING A PRAIRIE

In Jte.c.e.n.t y~, :theJC.e. luu be.en i.nCll.e.a.&-l.ng -<.ni:.eJC.uz i.n pi.a.n,t,lng p!UU)ti.u. Home.­owne/Lh, h,lghwa.y depaJLtme.nu, pa/tk. p.la.nneJUi - ail. ha.ve. be.gun :t.o Jteali.ze. :the. many a.dva.nt.agu 06 gJtow.i.ng OUIL na-tlve. pJLa.,i)ue. 601tb.6 and gJUU.6U. The. p!t.(WU.e. ,<.I, a. pl..a.nt c.Drnrrru.n.l:t:Jj 06 unhUltpa.h.6ed natultai.. be.a.u;ty and o66eJUi .:tJt.emendou..6 oppoltilJ.¥u:tlu 601r. c.ombi.n­,lng a.u.the.t,ic,6 and e.c.onomy i.n OWL plt,i.va:t.e ya/t..d.t,, a.ii well a.ii i.n ouJt pubUc. pa.ltlui, and ai.ong paJt.kuJa.y.t, a.nd exp!r.U.t,w:ty.t,.

Plc.aiA,le pi.ll.n,t.h 06 6e1t be.a.u.ti.6u.l. c.Di.olt.6, c.on:tln.u.al bloom, ple.a.iii.ng .:tex.t.ultu and i.n­UJt.Uw,.g pla.n:t pa.:t:teltn6. Bung na.tlve to OWL aJL.ea., :they Me abo 1r.ef.aii.vely e.a.61J to gJtew he.JLe.. The.y Me. well.-a.da.p.ted to oWL wea.:theJC. an.d. .60.il c.Dndi..:tlon6 and Me. mo1t.e. 1t.ui.6ze.n.t to ouJc. n.ati.ve ..ln6ec..u. Mo1r.e.ove.1L, onc.e. u.ta.b.el6hed, plLlLilr,i..u aJL.e. .lnexpe,n.t,,lve. to main:t.ai.n, a.ii .the.y Jtequi.Jte. U.t:tle olt. no mowing, weedi.ng, UN.Lt:w.ng 01t. 6 eJc:tlUzi.ng.

Ru.tcldng .6ome. 06 oUJr. land to p!ULiJu.e. ai..60 o66eJUi oppoJrJ:u.ni.:ti.u 601r. p1r.ue1tv,lng JUUte a.nd enda.nge1ted pl.a.n;t .t,peciu, a.ii well. a.ii 1t.e.u.ta.b.el61wtg .t,ome. 06 .the. many a.nima1.. .t,pe.ciu - ..ln6e.c.u, ~ and .t,ma.U mammai..6 - .tha:t. evolved wU:h .thue. pi..a.n.:t6 and :tlvci.ve.d i.n the. olli.gi.ntl.l "he.a. 06 gJUU.t," wkic.h onc.e. .t,wept ouJt la.nd 61t.om :the. 60oz 06 .the. Rocluu :t.o .the. edge. 06 ouJt e.a.&te.Jtn 601t.u.t6.

TheJC.e. Me. :tJA1o c.h,le.6 me,thod6 06 u.ta.bli..6ki.ng a. p!t.lU.IUe. - by .:tlt.a.n6plan:tlng he.e.d.Ung.6, cllvi.6-lon6, Olt. whole. pi..an:t.4; olt. by di.Jz.e.c:t. .t,e.e.di.ng. A c.ombl.na.:tlon 06 .:tlt.a.n6p£.an:tln.g a.nd .6e.edi.ng can aha be. U6ed.

TRANSPLANTING

Tlt.a.n.6plan:tlng 1..6 but:. done. ei.:theJC. i.n e.t1/L£.y .t,plt,i.ng 01t. in £.a::te. .6wnme.lL. The. pla.n.t6 .t,hould be. £m.te.lt.e.d pe.Jii.odi.ca.Uy I.IJ1Xil. exta.b.el6he.d. 16 :the. .tluln6p£.an:tln.g ,<.t, done. on a. .t..alzge. and c.onc.e.ntJta:ted .6ca.f.e., zhe. aJL.ea. .t,hould be. pi.owe.cf, di..t,h.e.d, and c:u.l.ti.va.:ted 601L a.ii long a. rue. a.ii plUl.c;ci.c.able pJt,i.oJL :t.o pi.a.n,t,lng, to eJta.dJ..c.a.:te. de.e.p ILoote.d pe.1te.tmla.l. wee.d.6 a.nd a.g~ p.f.a.n..u. Su.c.h a. pJtC j e.c:t. wlU. ab o bene.6U 6Jtem ha.nd weeding.

1ndi.v.i.du.ai. pl.a.n:a a.nd .6od6 can aha be .i.n:tlwdu.c.e.d di.Jz.e.c.:t1.y .lnto old pa.ii:twr.u, etc.., -l.6 ne.c.U.6M!u w.U:houx. :tlUlng .the. e.ntlte. a/tea.. U.6u.ail.JJ zhe.y c.an c.ompe.te. .6uc.c.U.6 6u.lt.y, .i.6 pit.Ope.IL long JUUtge. ma-ln.te.na.nc.e. pJtec.e.dU/tu aJz.e. 6oUowe.d.

SEEVING

V.ur.ec:t. .t,e.e.di.ng 1..6 undoub.:te.dly lu.6 exp~-lve. an.d. lU.6 la.bo1U.0U6, paJLUCJ.Li.alr.l.y on a. ltvr.ge. .6ca.f.e., .tha.n .tluln6p£.an:tln.g. I.a. ma.jail d!uz.wba.c.k.6 a1t.e. zhe. he.veJtai. Ye.lVL6 wai..:t u.nt.il. bloom 1..6 p1r.odu.c.ed and hea.vy c.ompe.tlti.on a.:t 6fu.:t 61Lom a.nnu.a!. we.e.d.6.

Op:ti.mum pla.nt,lng ti.me ma.y ValL.IJ w.i..:th zhe. .6pe.ciu, bui:. when .6ow-i.ng a. mix.tuJLe. 06 .6e.e.d6, £.a::te 6a.l.l OIL eaJLf.rJ .6p.1Wtg wi.U be. genvr.a.U.y ,6a.;t,i.,6 6a.c:t.olt.Y. Mo.6.:t p!U1.,iJr,,i.e. .6pe.du 1Le.qu1.Jte. a.t £.e.tu.:t one. tUi.nte.1t' .6 .6.tJta:tl6.lc.a.:ti.on, a.nd 6a.U doJUna.nt .6e.e.di.ng elimi.na.:tu the. n.e.c.U.6liy 06 aJLtl6.lci.ai. .6.tJta:tl6.lc.a.:ti.on. Howe.veJL, .l6 .t,pli.ing 1..6 a. molLe. c.onve.nie.n.:t pi.an:tlng :time., .6 e.e.d.6 ma.y be. .6.:tJt.a:tl6.le.d .i.n da.mp .6a.n.d, eftheJC. oux.doolt.6 OIL .i.n a. c.old Jt.oom, 601L the. wi.n.teJC. mon.th.6 plt,i.o1r. to plan.:tln.g.

The. ma.joJr.ily 06 .6pe.du .6own wlU. geJUn.<'..n.a.:te. :the. 6.llt.6t .6pll.i.ng, bu;t mo.6.:t wlU. not be. 1t.e.co.gniza.b.te. the. 6.llt.6.:t gMwlng .6e.a.iion. by anyone. bu;t a.n. expe.ltt on plW.i..Jr.,le. p.f..o.n:a.

-65-..

p.lf.JLilr.,,i.e .6peci.u a1te p,wnalli1..y deep JtOo:te.d. Pelt~ and 1t00.t. JJtp,t:.e.Inb deve.t.op e/Z/rLleft. and molte 1tap..i.df..y :than above. gJtOund 01tga.nt:.. Annwtl wee.cu iiu.c.h a.6 Jtagwe.ed a.nd c.Jtabglta.6.6 wU.l. pll.Uent JJ.tlr.ong c.ompe.t..lti.on .the 6,ur.J,.t. :tu.Jo ye.JJ./L,6. The. 6hu,.t. g1towing .6ea.60n, .the. p!l.lLi.Jue .6houh!. be mowed .6eve/utl :ti.mu .tlJ a. hugh:t 06 t,,lx .ln.chu, .tlJ 1tedu.c.e .the c.ompdlii.on 61t0m .the a.nn.u.a.e. we.e.d.6. Th~ p,c.a,i.Me .6peci.u wlU. no.t. ye.,t be w.l enough .tlJ be damaged. A JtOhvuj moweJt, Jt.a.t.heJL. zha.n a. .&.lc.kle.-btVL, .&houh!. be LL6ed. Su.c.h mowing ma.y ai..60 be nec.U.6a.Jty .the .6e.c.ond ye.alt, dependlng upon .t.he. v.i.golt 06 :the. p,c.a,i.Me .6e.ed.U.ng.&. Ab,LU;ty .t.o i.d.en:ti.6y vege.t.a.:tlve p,c.a,i.Me pf.an:t.l> 1.J, hel.p6u.l, a:t. :t:h,u ju.nci:ulte, .t.o de:teJr.mi.ne. whe:then. .the 'P't,11.,Ul,le plan.:t.h Me :tall enough .tlJ be -i.njWLed by mowing. 16 -i.n dou.b.t, and :the annual weed.6 Me vi..go1toLL6, mow a:t a.bout; one 600.t..

STEPS IN S'EEVTNG IN A SMALL YARV AREA

1. 1'1te.pevte .the heed bed. Sei.e.ct a. .6ma.U. Mett 601t iie.eding - cJ,ig out; glta.6.6 .6od and .6ha.k.e loo.6e. .60.U. i.n:t.o cl.eaJted a.Jtett.

2. Pwr.c.h.tu,e. Ile.eel - one ounce mi.xed plta,iJu.e. heed pelt 100 .6qUalc.e. 6e.e.t (10' x 70') ,i.6 1te.c.ommended. Mlx. wl:th 1 ounce annual Jr.ye glta.6.6 .tlJ 1t.edu.c.e. weed c.ompe.zi.ti.on, .i.6 du.ur.ed.

3. Fo1t. Ap!Ling pla.nt,i.ng, .6:tluLtl6y .the Aee.cf.6 by .6i:DJung -i.n :the. 1t.e_6Jci.grvr.a:to1t. 601t. 6- 8 week.& pla.c.ed -i.n a. pltutic. bag. wU1i 3-4 paJLU moi..6.t .6a.nd. Falt. 6a.U. pla.nt,lng, td:.DJr.e. .the. .6e.e.ci6 -ln a. pa.pelt bag a;t Jtoom .tempeJLa:tUJLe.. But be.601t.e pi.a.n:tlng -i.n 6a.U, m.lx. 3 palt.t6 .6and .t.o 1 paJr.:t .6e.ed 601t ea.1,.i.vc. c:J,iA:t:JU.bution.

4. P.f.a.n.t between Ap!til. 20,th a.nd June. 15.th (01t a.6.te1t Oc..tobe.Jt. 15.th)by ha.nd bJr.oad­c.a.6-ting evenly OVe.lt. .the. .6eed bed. PJtU.6 Ae.e.d.6 jhcmi.JJ .ln..to :the gJtOu.nd. Moi.J,.te.n. Cove.Jr. w.l;tJi a. tiu.n mul.c.h 06 glta.6.6 cil.pp,lng.6 wlu. wlU keep :the glt.Cu.nd moi.J,.t bu.;t dec.a.y a.6 .the. .6 e.e.d.Ung .6 a.ppeM.

5. Ha.nd we.e.d .i.6 you. Me a.ble. .to i.d.entl6y common lawn weed.6, .tlty.i.rzg no.t. .tlJ c:Lu,.twr.b .the. p,c.a,i.Me. git.ow.th. 16 a.nnual weed.6 .6u.c.h a.6 CM.bglt.a..6.6 and JUZ.gweed Me abu.nd.a.nt, mow evte.a. a.6 duCJLi.bed a.bove.

6. Lettve .the. p.la.n,t,6 :thlt.ough .the win.te.Jt. a.6 .they p1tov.lde 6ood 601t. b.ilui.t,, .6hel.:te.1t. 601t. a.n.lma.£.6 and bemLti.6u.l .6c.ene.1t.y ,in• .the. .6now.

7. Ea.ch Aplti.ng, c.u;t down lalt.ge .6i1l1nh, mow a.6 601t a. lawn, and collect :the debw. Th.it, .6houl.d be. done. a.6 e.alLf.y a.6 po.6.6.lble ,in .the i,p!Llng, be.601t.e. pla.n:t!, .6hvt:t. gJt.Or.ulng.

STEPS !N SEEV!NG A LARGE AREA OF ONE OR MORE ACRES

1 • TU/Ut oven. .the ,!,Oil. a;t lea.1,.t 3 .timu a;t 3-6 we.e.k .ln.te.1t.val6 :to e..Umi.na:te. wee.cu. The 6.ilr..6.t ti.lllng c.an be deep plow.i.ng and :the. 60.U.ow.l.ng onu .6hciuh!. be .6ha.llow duking .to du.tltoy geJun.i.na.:tlng p.f..a.n.tb, bu..t all.or.ulng .the. development 06 a. 6i.Jcm i,e.ed bed U,!,en:ti.ai. .t.o pll.a,<JLle g1tow:th. Some. de.ve.lope.lt..6 do deep plow.i.ng a. wi.n.te.Jt. alt even a. yeatr. -ln a.dva.nce. 06 .6ee.cllng.

Ru e.attc.h a:t. :the. Bovc.ne.1t. Bo.ta.n-lc.a.l. Gall.de.n.6 hLUi de:teJtm.i.ned .tha;t, a.t. lea.6.t. .ut Sou..theaii.t.e.Jt.n W.l6c.on6.ln, deep plowing, c:J,iAklng and c.ul;tlva..tlon Me ne.c.~.6~ .tlJ It.id .the. .6ee.dbed 06 de.ep-JtOo.te.d pe1tennla.l6, wh.i.c.h 066e.1t. .the mo.6.t. C.Off!pe,tt.;Uon .to .the. p,c.a,i.Me. ,!,pe.clu; .th.i..6 .l6 upe.cla.U.y .tltu.e. when p£.a.n:tlng .ut ha.y6,<.e.f.d 01t pa.6.twr.U c.onta.ln.i.ng a.l6al6a., .timo:thya.nd a.the.It. aglt..i.c..u.ltwta.l pla.n..t.6 •

2. Se.ed .the. all.ea. .i.n W.e. .6p!U.n.g OIL l.a.;te. 6a.U. .i.mme.dla:tell:f ~6.te.Jt. .the .l.a.6.t dlt,klng • . !de.a.li.y, 20 pou.nd.6 06 601tb 1:ieed and 10 pound.6 06 p1La.uu.e glt.a..6.6 .6e.ed Pelt a.c.1t.e. -<-1t.e.c.ommended, although a. rn.i.rumwn 06 14 pou.nd.6 06 601t.b 1:ie.e.d. and .6e.ven pou.nd.6 06 plta..i.tue. glta.6.6 .&eed pelt a.c.Jt.e hLUi be.en LL6 ed .&uc.c.u1:i 6ull.!J. In eli:he.Jt. c.a.6 e, add

-66-

1 ½ poundli o 6 a.nnu.a..t 1u1e. g1ta1:iJ.i Cl6 a. c.ovu.. Whe.n a.pply.i.ng J.i e.e.d, m.i.x 3 pCL'l.:a J.ia.nc: :t.o 1 pa/l.t J.ie.e.d 601t e.a1:iy, e.ve.n d.i.J.i.tJubuti.on.

Se.e.d.i.ng c.ctn be. done. by ma.c.hi.nv.. olt by hand. Alr.e.M 06 a. 6ew a.Cite.ti 01r.. lef.i.6 c.a.n be. e.a1:iily '.\own by hand b1c.oa.dc.a1:i.ti.ng. EU.he.Ir.. 1c.a.ke. alt. dJtag a.nd Mil. the. J.ie.ed Wo c.lo.6e c.onta.ct w.i;th -the. J.ioU. Alr.ecu:, :t.oo fulz.ge. :t.o J.ie.ed by hand c.a.n be J.iown by a. .6 ee.de.!r.. -6w.£.cvr. :t.o a. N.i.-6 bet dlu..U.

3. Mui..c.hi.ng ma.y be. ve.1r..y help6ui. Cl6 a. plt.o:t.e.ct.i.on a.ga..i.n-6:t dlty.i.ng a.nd ell.0-6,lon.

4. In the. 6.i.lr..-6:t git.owing J.ieCU:ion a.nd po.6.&ibly -the. beginn.i.ng 06 the. J.iec.ond yeaJt., 1c.ed.u.c.e. .the. g1t.ow:t.h o 6 we.e.d6 by c.lippi.ng, mow.lng, alt. Jc.emov.i.ng. A Mta.Jc.y mowe1c. c.a.n be. UAe.d 2 oil. 3 ti.mu :the. 6fu:t a.nd pe!c.ha.pt. 1 :to 2 wnu :the. -6ec.ond yeaJt., but U mU6:t be. J.ie:t high :t.o a.void c.ut:tlng :too many :tlp.6 06 :the. pJc.alJt.l.e. pl.a.ri:t6.

5. r 6 pe/l111,Ui.lii.on oil.om pMpe!c. a.utholr..i:tlu c.a.n ob:ta..i.ned, Jc.e.d.u.c.e c.ompe.tltlon 6/t.om weed6 a.nd woody .i.nva.de.lr..-6 by :the. UAe. 06 6ilr..e. a.6:t.eJt -the. Je.c.ond g1r.ow.lng je.at.on a.nd e.veJty 2 OIL 3 ye.a.M :the.1r..ea.6:te1r... The. bu:t. ti.me. :t.o bUll.n :the. plULi.Jri.e. l6 jUA:t be.601t.e. new :t.op gJc.ow:th de.vel.cp.6 on plt.CWti..e. pla.n-u, a.bou:t Apllil_ 1-10th. I 6 6ilr..e c.a.n' t be. l.L6 ed, mow with a. Jt.o:ta./uJ mowe1c. ea.c.h .e.a:te. 6a..U. :to eall1.y -6pJUng, but p1t.e.6e.1r..a.b£.y :the. f..a.:t;te1c..

Mrue.tte. Nowak - Ma.y 1984

-67-

Appendix XI

More prairie information and planting steps

-68-

WEHR NAnnu; CENTER

Whitnall Park

Milwaukee County Park Commission

HINTS ON ESTABLISHING A "PRAIRIE"

A prairie is a rather valuable bit of real· estate to possess, from standpoints esthetic, scientific, and perhaps even economic. That this is so is evidenced by t~e current desire of many individuals and institutions, not currently possessing one, to create one. Whether it is possible to establish a prairie is a rather moot question.

It is probably impossible ro create a prairie in a strictly sci~ntific sense. Certainly the phytosocialogical complexities cannot be immediat~J if ever, reproduced. Any artific;~lly established prairie will undoubtedly be depau­perate in species, since procurement of many species is extremely difficult. And, since prairie was not studied scientifically until lllOSt of it was eradi­cated or highly altered, it is perhaps impossible to know exactly what it was, and therefore impossible to exactly recreate it.

For all but the ecologi~al purist, however, an approximation of p~ir~n be establ~shed for esthetic, researc~h, wild life, and range ma.nag~~nt puF: poses~• The degree of approximation attainable is dependent upon the dedi­cation, knowledge, time, financial status, and luck of the indiv-idual, in­stitution, or agency doing the creating.

A "prairie" can be established by transplanting seedlings,_ divisions, or whole plants; by direct seeding; or by a combination of these methods.

Transplanting can be a very successful method of establishing prairie, since it produces blooming plants very quickly. It requires much hand

-labor, is expensive, and transplants are often difficult to obtain. For the small project, however, or the individual strictly dedicated to exact• ing duplication of particular types of prairie, this is often the mcst satis­factory method. Transplanting can also be a valuable adjunct to direct seeding.

Transplants can be obtained from several sources. Local prairie remD.Jl:9.~~ thre4t.en~~ hig~-!-1' or building const:ruction, h~~tenance,...s,.L..!Ul!-~should be utilized. Seedlings may also be raised. in greenhouses, and transplanted. to the ft'eld in bands or peat pots. Commercial wild flower . growers can be a good source for those prairie species (and tJlere are many) which have traditionally been propagated as ornamentals.

Plants obtainable from threatened local prairie remnants should _g_~e.n ]h:~;ii'"Yi;t~fie opportunit7. arises. 11Progress 11 is no respecter of prairies, and a pri.celess remnant can be obliterated in minut:es by the bulldozer. If weather conditions are 110t suitable for immediate replanting, the plan~s may be potted and stored under lath.

Most seedlings or divisions are best transplanted either in early spring or in late summer. T?ey should be watered periodically until established. If the ~ransylaut:i~ is done on a large and concentrated scale, the area should be plowed, disked, and cultivated for as long a time as practicable,prior to planting, to eradicate deep rooted perennial veeds and agricultural plants.

)

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Such a project will also benefit from hand weeding. Individual plants and sods can also be introduced directly into old pastures, etc., if necessary, without tilling the entire area. Usually they can compete successfully, if proper long range maintenance procedures are followed.

2

Direct seeding,is undoubtedly less expensive and less laborious, particularly on a large scale, than transplanting. Its major drawbacks are in obtaining viable seed of a wide variety of species, the several years wait until bloom is produced, and heavy competition from annual weeds.

Prairie species seed can be obtained from local prairie remnants, from many botanical gardens, and from some conmercial sources. If seed is carefully removed when ripe, no damage is done to the plant. Permission for seed col. lecting must 1of course1 be obtained, particularly if the a~ea involved is a scientific preserve.

Many botanical institutions will provide seed of prairie species for other institutions, agencies, and interested laymen. Even though many botanical gardens may t10t have a prairie, per se, individual prairie species may ap­pear on s~ed exchange lists. Commercial seedsmen, particularly those special­izing in wildflowers and perennials, are a good potential source for the more showy, ornamental, speci.es. ~en obtaining species from _commercial sources, care must be taken to assure that they are true to name. Horticul­tural hybrids must,of course, be avoided. Grasses foxm the bulk of any prairie population, and seed~ of the species dominant in most prairies can be 'obtained from commercial seedsmen specializing in range and forage grasses. A good source for grass seed is tililson. Seed Fa.ms, Polk, Nebraska 686S4. The ecologist and the horticulturalist may come to loggerheads over the use of commercially obtained plants and seeds in prairie restoration. Many ecologists frown upon introducing ecotypes·from other areas into a local population, feeling that the resulting mixture will not be representative of a "native" plant carmmm1ty. Narrowly specific ecological research may demand that only local prairie remnants be used as sources of seeds and transplants for a prairie restoration project. P'or general purposes, how­ever, success in prairie establishment will be inversely proportional to the degree of·esoterism involved.

Research at the Boemer Botanical Gardens has detezmi.ned that, at least in Southeastern Wisconsin, deep plowing, diskfng, md czzU:i.yatiqn, are net;;•.s~.ary to rid the seedbed of deep•rooted pe~mrl eJ,s, which offer·-~e most <:O!?P1:tj.--

~o-eie prairie S\1ecies; this is especially true when pfanting in hay­fields or pastures con.t:a➔ ning alfalfa, timothy, and other agricultural plants.

~tmm planting t-1rm,may vary with the species, but when. sowing a mixture o seeds, lit@ faJJ gr e&fly spring will be ggpe,;:ally satisfacto;z. ~st prairie species require at least one winter1s stratification, and fall dor­mant seeding elim.nates the 11eeessity of artificial stratification.. Baw­ever, if SP.ring is a mare convenient planting time, seeds may be stratified in damp sand, either outdoors o-r in a cold room, for the Winter months prior to planting.

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Areas of a few acres or less can be easily sown by hand broadcasting, Illl.XJ.ng

the seed with a generous quantity of damp sand to insure even distribution.

3

Areas too large to seed by hand ~an be sown with a Nisbet grass drill. This machine is designed specifically for sowing range grasses, and it will, in the words of Jim Wilson, of Wilson Seed Farms, "plant everything from feathers to pepper." We are convinced that it will, with some experimentation, sow forbs as well as grasses. This machine shows real promise in roadside management of prairie species, and other large conservation projects. The drill is .manufactured by A. R. Nisbet and Sons, Co., Inc., P.O. Box 1605, San Angelo, Texas 76901. Area Soil Conservation Service offices may have information on rental units available locally. Jim Wilson can sup.ply more specific information on seeding rates for grasses, and other details of the Nisbet drill.

The majority of species sown will germinate the first spring, but most will not be recognizable the first growing season by anyone but an expert on prairie plants. ..!'E'~_ir._;.~ .. ~p~cies __ are. primarily. deep. rooted_ p~rennials, ~<:i ~£ .. .;:Q.Q_!; . sy~~~~---~-~v~Jop _ ear lie~ . ~d more rapidly than above ground organ~.

Annual weeds such as ragweed and crabgr·ass .;..rill present severe competition the first two years. pie first growing season, the prairie shqul~ -~~ mo~ several times, to a height ··ox· si.~ 'inches ;-to. reduc·e--· the competition froiii the'annual we~4s. The prairie species will not yet be tall enough to be damaged. A rotary mower, rather than a sickle-bar, should be used. Such mewing may also be necessary the second year, depending upon the vigor of the prairie seedlings. Ability to identify vegetative prairie plants is helpful, at this juncture, to determine whether the prairie plants are tall enough to be injured by mowing. If in doubt, and the annual weeds are vigorous, mow at about one foot.

The use of fire as a management technique is probably desireable and even necessary by the third year after sowing. Fire reduces woody competition,

removes excessive litter, and weakens bluegrass sods. Areas under long tillage may uot have a bluegrass mat, but old pastures or lawn areas may present this problem, even if they have been plowed and disked. Burning can be done in either late fal1 or early spring. Most prairie species are warm season plants, and will be doi:mant and thus remain undamaged by management.fires. Many weed species, on the other hand, are cool season plants, and wi.11 be ~ited by the proper use of fire. ~t-~~s ~ec~ standard practine in prurie managemem: to burn approximately every thr~e

.Years. This interval might be increased or decreased, depending upon the conditions extant at a particular site •. Fire may present problems in some locations, and care mu.st always be exercised to backfire properly, and adequate personnel mw1t be present to control· ars.y emergency. The procedure is not as problematical as may be imaged, however, and in mast cases is neither difficult nor expensive. On small areas, or long narrow strips such as road shoulders, a burn is quite easy to control, wi.11 not produce much smoke, and should present few problems. If burning is irrevocably ruled out by higher authority in roadside management or other public agency projects, a yearly, late fall mowing wi.ll definitely help to control ~oody species. The judicious use of 2,4-D and related herbicides in controlling volunteer trees and shrubs may also be considered. There is a definite need for more research into the use of prairie species in right-of-way manageI:1ent, particularly regarding the relative benefit of the various management techniques.

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Appendix XII

Prairie resources

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G(X)D REFERENCES ON PLANTING A PRAIRIE (available at Wehr Nature Center, call _(414)425-8550

for prices and availability)

Prairie Propagation Handbook, by Harold Rock

This book was written by the original director of the Wehr Nature Center. Through his efforts the prairie and oak-savannah communities were developed on the nature center grounds. This publication is a compilation of the work done by Mr. Rock, the sources he used for information and instruction on how to restore a prairie on your own. An extensive prairie plant list, plant and-seed sources and step-by-step instructions are just a few of the highlights of this book.

Prairie Restoration for the Beginner, by Robert Ahrenhoerster and Trelen Wilson

Everything you ever wanted to know about prairies but were afraid to ask is presented in this book. The fo:anat includes the most asked questions about prairie restoration and the answers. Many of the questions focus on the "how-to" aspects of starting a back-yard prairie. There is a listing of prairie remnants and restoration projects on a state-by-state basis.

'.Ihe Prairie Garden (70 Native Plants You Can Grow in Town or Country), by J. Robert Smith with Beatrice S. Smith

Five chapters of practical information help you to set up your own backyard prairie. Also. includes specific information about prairie plants such as forbs and shrubs, grasses and sedges, natural history of the prairie, cost comparison of prairie upkeep versus a lawn of traditional bluegrass, sources of plants and locationas of prairies around the U.S. Some color photographs, but mostly descriptions accompanied by sketches.

Wildflowers and Weeds, by Booth Courtenay and James H. Zimmerman

Anideal field guide for all nature enthusiasts, this book presents a unique approach to identifying the vast array of wild plant life in our environment. The reader is aided not only by color photographs and other visual clues to identification but also by ecological ones telling why a plant is found in its particular habitat. A pictorial glossary shows at a glance what structural elements to look for, the various arrangements of these elements and what chart to refer to for each combination of these traits~ This book can be used on many different levels by both amateurs and professionals. It is a useful and simple guide to recognizing wild plants and it is also a botanically accurate study.

Ol'HER PRAIRIE REFERENCF.S - not available at Wehr

Life of Prairie and Plains - Allen Prairie vbrld - Costello Grasses of Wisconsin O Fassett Prairie - Swell and Swale - Korling North American Prairie - Weaver Grasslands of the Great Plains - Weaver & Albertson

Revised 6/93 jf

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Appendix XIII

Prairie plants for butterflies and birds

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Plants for Birds, Butterflies and People

Planting a diversity of native prairie flowers and grasses, along with shrubs and trees nearby, provides optimum habitat and opportunity to attract a variety of butterflies and birds. Wtldlife in the schoolyard adds life, discovery, and educational opportunities.

Planning and proper plant selection will increase the number and variety of butterflies and birds attracted to your planting. Select plants native to your region that are suited to the soil. moisture, and light conditions of your school yard. Then develop a plan that allows continuous bloom and takes into consideration wildlife needs for food, water, and shelter at different life stages.

Prairie flowers attract a diversity of pollinating insects. Grazing insects such as grasshoppers, leafhoppers, and

butterfly larvae feed on prairie grasses and forbs. These insects form the base of the food web, especially for birds. Birds also feed on the highly nutritious seeds produced by prairie plants. Tall and short grasses provide cover and nesting. A few selected woody plants located outside the prairie area provides optional habitat needs for butterflies and hummingbirds that forage for nectar on prairie flowers.

Native Prairie Plants for Butterflies and Birds ( The asterisk* denotes that the plant is a food source for several species.)

Common Name Latin Name Bird Seed Butterily Larval Food Hummingbird Nectar Nectar

Silverspotted skipper, Leadplant Amon,ha canescens Blues dog-face butterflv Bi£ Bluestem And.ro1101ton 1terardi * Skiopers Columbine Aquile!(ia canadensis * *

Monarch, Fritillaries,

Milkweeds Asclepias species Checkered Monarch White, Coppers, and Hairstreaks

Asters: Important late-season nectar source. Pearl Crescent New England. _Aster species * Spot, Monarch, Painted lady, Checkered Skipper, Skv Blue. etc. Vicerov, Checker Soots. and Sulfers

* (&small New Jersey Tea Ceanothus americanus insects on 13 species of Spring Azure *

the flowers) butterflies Purple& Echinacea purpurea Fritillaries, Pale Purple Echinacea pallida * Swallowtails, * * Coneflower and Monarch Blazin,z stars Liatris sr,ecies * * * Beebalm Monarda flstulosa * Hairstreaks *

Skippers, Little blue stem Schivzchvrium scoparium * Woodnvmoh Compass plant. Goldfinch Prairie Dock, Silphium species &many Painted Lady, * (Cupplant) Cunnlant. etc. other birds Red Admiral Goldenrods Solida~o sr,ecies * Imnortant late- season nectar source Prairie Dropseed . Sr,orobolus heterolepsis Skinners Parslev family Umbelliferae family Swallowtails Violets Viola sr,ecies Sorinl!: Azure Fritillaries

Potential tree and shrub species: Serviceberry (Amelanchier spps.), Oak (Quercus spps.), Black Cherry (Prunus serotina), Hawthorn ( Crataegus spps.), Flowering Crab (Malus spps.), and Viburnum (Viburnum spps.).

Earthteaching News

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Appendix XIV

Prairie plants by months

JUNE -

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ATl'RACTIVE WILDFIDWERS FOR nm PRAIRIE GARDEN

(in order of bloom) Harold w. Rock

Pasgueflower (Anemone patens) 4-10"; early May; D-Av. Pus sytoes (Antennaria sp.) 4-12"; May; D-av. Bluets (Houstonia caerulae) 2-6"; May-early June; M-Av. Sedge (Carex sp.) 6-30"; W or D Birdsfoot Violet (Violet pedata) 3-6"; May-June; Dry acid Hairy Blue Violet (Viola sororia) 3-4"; May & June; M-D Hoary Puccoon (Lithospermmn canescens) 8-12"; May-mid June; D Yellowstar Grass (Hypoxis hirsuta) 3-7" May-July; W-D, acid Blue-eyed Grass (Sisyrinchium campestre) 6-10"; mid May - mid June; D-M Bastard Toadflax (Comandra richardsiana) 6-12"; May & June; W-Av. Heartleaf Meadow Parsnip (Zizia aptera) 1-2'; May & June; M-D Golden Alexander (Zizia aurea) 1-2'; May & June; M-Av. Prairie Violet (Viola pedatifida) 3-6"; May & June: D-Av. ; woodland mowleaf Violet (Viola sagittata) 2-5"; May & June; D; sterile soil Wild Strawberry (Fragaria virginiana) 5-8"; May & June; D-M Little White Ladyslipper (Cypripedium candidum} 8-16"; May & June; W-M, alkaline Midland Shootingstar (Dodecatheon media) 1' ; May-early June, D-W Prairie Phlox (Phlox pilosa) 1-2'; May & June; D-W, acid Wild Hyacinth (Camassia scilloides) 1-2' ; late May-early June; Av. -W, woods

Wild Blueflag (Iris virginica shreve} 2-3 1 ; ea. June-July; W-Av., marshes Lanceleaved Coreousis (Coreopsis lanceolata} 1-2'; ea. June-July; D, sandy Canada .Anemone (Anemone canadensis) 1-2" June - ea. July; 1-2' M-Av., woods Common Spiderwort (Tradescantia ohiensis) 2-3' June & July; M-W, open Golden Ragwort (Senecio aureus) 1-2%' ea. - late June, W-M; wet woods & cliffs Prairie Smoke (Geum triflorum) 1'; early to mid June; D-M; thrive in poor soil Wood Lily (I.ilium philadelphicum) 18-30"; June; D-Av. Blue False Indigo (Baptisia australis} z~4'; June; Av-M Wood Mint (Blephilia ciliata) 1-3'; June &\early July; D-M, limestone glades & woods Pale Penstemon (Penstemon pallidus) 1-3' early to late July; D; calcareous soil Cream False Indigo (Baptisia leucophaea) 1-2%'; June; M-D Hairy Penstemon (Pensteman hirsutus} 1-2'; June - July; D Smooth Penstemon (Penstemon digitalis} 3•5'; mid-late June; D-M; woods Alumroot (Heuchera richardsonia} 2-3' ; June & early July; D-W Purple Meadowrue (Thalictrum dasycarpum} 3-4'; mid June - July, W & M Prairie Roses (Rosa sp.) 2-4'; erect or reclining; mid June; D-M Prairie .Anemone (.Anemone cylindrica) 1-1%'; June-July; D-M · Prairie Larkspur (Delphinium virescens} 2-3'; June-July; D-Av. queen of the Prairie (Filipendula rubra) 3-6'; June•AUgust; W-M, shrubs & woods White Wild Indigo (Baptisia leucantha) 2-4'; late June & early July; M-D Pale Spike I.Dbelia (IDbelia spicata) 1-3'; mid June & early July; W-D, also sandy are

sp. - species D - dry prairie M - moist prairie W - wet prairie Av - Average or mesic prairie w - woods are always of open type

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~ (cont.)

American Vetch (Vicia americana) 2-3'; late June-August; D-M Flowering Spurge (Euphorbia corollata) 2-3'; late June-July; D-M Butterfly Milkweed (Asclepias tuberosa) 1-2'; late June - late Aug.; D•M Seneca Snakeroot (Polygala senega) 16-20"; late June &.July; D•M Wild quinine (Parthenium integrifolium) 2-3 • ; late June - early Aug. ; D-M Blackeyed Susan (Rudbeckia hirta) 1-3'; late June - Aug.; D-M Prairie COreopsis (Coreopsis palmata) 1%-3'; late June-July; M, woods Great Solomonseal (Polygonatum canaliculatum) 2-4'; June-July; M-D, shrubs, woods Goatsrue (Tephrosia virginiana) 1-2'; late June-July; D-Av.; sand, woods

Leadplant (AJDorpha canescens) 1%-3'; early July; D-M, woods Prairiedock (Silphium terebinthinaceum) 5-7'; early July-early Sept.; D-M Rattlesnake Master (Eryngium yuccifolium.) 4-7'; mid July-early Aug.; M-D ComPass Plant (Silphium lacinatum) 4-8'; mid July-early Aug.; M-D CUlversroot (Veronicastrum virginicum) 3-S'; mid July-early Aug.; Av. -w Swamp Milkweed (Asclepias incarnata)" 2-4'; July-August; W, marshes Common Milkweed (Asclepias syriaca) 2-4'; July-August; w, marshes Violet Wood Sorrel (QXalis violacea) 4•8"; July D-Av., woods Whorled Milkweed (Asclepias verticilla) 8-20"; July; D-M Mt. Mint (Pycmmthemum virginianum) 2-3'; mid July; D-M Purple Monarda (Monarda fistulosa) 2-3' ; mid July; W•D, woods Grey-headed coneflower (Ratibida pinnata) 3-4"; July & August; D•W, dry woods Purple coneflower (Echinacea purpurea) 2-4'; late July; D, woods Longheaded Coneflower (Ratibida columnifera) 2-3'; July-August; D-Av., woods Showy Ticktrefoil (Desmodium canadense) 2-4'; July-August; Av-w, woods Early Goldenrod (Solidago juncea) 2-4'; late July & August; D, woods Nodding Wild Onion (Allium cernuum) 1-21 ; late July; M-Av. CUpplant (Silphium perfoliatum) 3-6'; July & August; M-Av., rich woods Prairie Blazingstar (Liatris pycnostachya) 2-4' ; late July; W•D Michigan Lily (Lilium michiganense) 2-6'; late July & early Aug.; W•Av., woods Purple Prairie Clover (Petalostemum purpureum) 1-3'; late July; D•Av. White Prairie Clover (Petalostemam candidum) 1-3'; late July; D-Av. Dense Blazingstar (Liatris spicata) 2-S'; late July & August; W•Av. Sneezeweed or Helensflower (Helenium autumn.ale) 2-4'; late July-Sept.; M-Av. Evening Primrose (0enothera biennis) 2-S'; July-Sept.; Av.-D, tolerant

AUGUST

False Dragonhead (Physostegia virginiana) 2-3'; early August; M-Av. Rough Blazingstar (Liatris aspera) 1%-3'; mid August; Av.-D, sandy soil Rocky Mt. Blazingstar (Liatris ligulstylis) 1-2'; August; M-Av. Cylindric Blazingstar (Liatris cylindracea) 1-2'; August; D, limy or sandy Western Sunflower (Helianthus occidentalis) 1-3 1 ; mid August-Sept. ; D•Av. Showy Goldenrod (Solidago speciosa) 2-5'; mid Aug.-Sept.; D-Av., sand, woods Tall, Giant and Canada Goldenrods (Solidago altissima, S. gigantea s. canadensis)

2-6'; mid August; M-D

AUGUST (cont.)

Missouri Goldenrod (S. missouriensis) 1-3'; mid August; D-Av., woods Grassleaf Goldenrod (Solidago graminifolia) 2-5'; late Aug.; M-Av. Oldfield Goldenrod (Solidago nemoralis) 1-3'; late August; D, poor soil Rigid Goldenrod (Solidago rigida) 2-4'; late August; D-Av. Hairy White Aster (Aster pilosus) 1-4'; late August; D•M, disturbed soil White Upland Aster (Aster ptarmicoides) 1-2'; late August; D, gravelly Arrow-leaved Aster (Aster sagittifolius) 1-4'; late August; D, disturbed

SEPTEMBER

New England Aster (Aster novae-angliae) l-4'; early Sept.-Oct.; M-Av.; woodland Azure Aster (Aster azureus) 1-4'; early Sept. - Mid Oct.; Av-D, sandy Smooth Aster (Aster laevis) 1-3'; early Sept. - early Oct.; D•M, wood edges Savory-leaf Aster (Aster linarifolius) 6-20"; Sept. - Oct.; D or sandy; woods Bottle Gentian (Gentiana andrewsii) 1-2'; mid Sept.; W•Av. Heath Aster (Aster ericoides) 1-3'; late Sept. & October; D•Av. Fringed Gentian (Gentiana cripnata) 6-18"; late Sept. - Oct.; Av. -W, woods

GRASSES

FERNS

Big Bluestem (Andropogon gerardi) 4-6' ; M•D; tall clumps or sods Little Bluestem (Andropogon scoparius) 2-4'; M•D; attractive tufts, excellent

fall color Sideoats Grama (Bouteloua curtipendula) 1-3'; D; ornamental clumps Junegrass (Koelaria cristata) 1-2'; tufts with attractive seed heads SWitchgrass (Panicum virgatum) 3-4'; M-Av.; attractive seed heads Indiangrass (Sorghastrum nutans) 4-6'; tall clumps; good fall and winter form Cordgrass (Spartina pectinata) 3-7'; W-M; marsh Prairie Dropseed (Sporobolus heterolepsis) 2-3'; D•M; very ornamental clumps Needlegrass (Stipa spartea) 2-4'; D; open woods; small clumps

Marsh Fern (Dryopteris thelypteris) 1-2%'; W-Av; swamps, wet woods Bracken or Brake Fern (Pteridium aquilimmi var. latiusculum) 2-5'; D; sand,

dry woods

May 198~

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Appendix XV

Nursery resources

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WILDFLOKER NURSERIES FOO WISCCNSIN YAROO 1993

Nurseries Which Specialize in Native Plants:

Boehlke's Woodlaud Gardens (Dan Boehlke) (414) 675-2740 5890 Wausaukee Rd., West Bend WI 53095

country Wetlands Nursery (JaAnn Gillespie) (414) 679-1268 S75 W20755 B Field Dr., Muskego WI 53150

Little Valley Farm (Barbara Glass) (608) 935-3324 Rt. 3, Box 544, Snead Creek Road, Spring Green WI 53588

Prairie Seed Source (Robert Ahrenhoerster) (414) 673-7166 Box 83, North Lake WI 53064

Prairie Nursery (Neil Diboll) (608) 296-3679 Box 306, Westfield WI 53964

Prairie Future Seed Company (Randy Powers) (414) 491-0685 Box 64, Menomonee.Falls WI 53052-0644

Prairie Ridge Nursery.& CRM Ecosystems (Joyce Powers) (608) 437-5245 Rt. 2, 9738 overland Rd, Mt. Horeb WI 53572

~4:t_zes Nat~~_Center (Jerry Schwarzmeier) (414) 521-5407 w280 Sl398 Roaa I DT• , Waukesha WI 53188

Wehr Nature Center (Mariette Nowak) (414) 425~8550 9701 w. college Ave., Franklin wr 53132

Rodhe I s Nursery ( Len Rohde) ( 414) 293-437 4 2007 Duck Creek Ave, Neshkoro WI 54960

Art Lonergan (414) 344-3812 (Retail at Bayside Garden Center & Nieman's) 3048 Paradise Dr., West Bend WI 53095 (Wholesale at home)

Thomas Pelon provides native plants grown from seed to Bauer's Garden Center (414) 384-7995, 1571 w. Forest Home Ave., Milwaukee WI 53204

carol Fuchs at Shady Acres Nursery also offers many native plants at: 5725 s. Marin Road, New Berlin WI 53146 (414)679-1610

Anne McNitt at Milaegers Gardens will guide you to the natives·in their collection at: 4838 Douglas Ave., Racine WI 53402-2498 (414) 639-2040

Yvonne Jensen grows many natives among her perennial exotics at 4990 W. Donna Dr., Brown Deer WI 53223 (414) 354-1638 ·

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Appendix XVI

Native plant resources

-82-

LANDSCAPE ARCBilil.:l'S AND DBSicam5 MD SPFX:IALIZE IN 'l'HE tm C..- NATIVE PLAN'1'S

Lisa Geer, ASLA, The Bruce Company (608) 836-7041 2830 W. Beltline Hwy, P.O. Box 330, Middleton WI 53562

Ann O. Hasselkus, ASLA (414) 567-7169 36651 Normandale Dr, Oconomowoc WI 53066

Mary H. Dana (414) 377-6250 N65 W5595 Columbia Rd, Cedarburg WI 53012

carol Bangs, ASLA (414) 242-1450 12942 N.W. Shorland Dr, Mequon WI 53092

Don Vorpahl ( 414) 853-3729 N6143 Hilbert Rd, Hilbert WI 54129

carol M. Fuchs, Shady Acres (414) 771-3392 1337 S. 114th St, West Allis WI 53214

Anne Davidson-McNitt, Mileagers l-800-325-0305 4838 Douglas Ave., Racine WI 53402-2498

Karl P. Guernsey, David J. Frank Landscaping cont. (414) 255-4888 P.O. Box 70, Germantown WI 53022

Gloy Jacobson, Landscape Lady Ltd. (414) 264-2357 3312 N. Weil St., Milwaukee WI 53212

Mary carlson/Jerry Marcelle, The Plantscapers (414) 465-1306 2776 canyon Bluff Rd., Green Bay WI 54302

Don Harcus, ASLA/Bill Reichenbach, Johnson's Nursery (414) 252-4988 Wl80 N6275 March Rd.,. Menomonee Falls WI 53051

Connie Ramthum, Kettle Moraine Natural Landscaping (414) 533-8939 W996 Birchwood Drive, Campbellsport WI 53010

Al Kazell (608) 274-9289 1514 Danbury Street, Madison WI 53711

Kerry Leigh, The Natural Garden · (708) 584-0150 38W443 Rt. 64, St. Charles IL 60174

Susan Thompson, Ecoscape (414) 444-1033 2700 N. 45th Street, Milwaukee WI 53210

Joyce Bailey/Kay Ranke!, Lied's Nursery N63 W22039 Hwy 74, Sussex WI 53089

(414) 246-7458 (414) 246-7440

Tom Mortensen, Stano Landscaping (414) 358-1800 6565 North Industrial Dr., Milwaukee WI 53223

Michael Queoff, Land Design (414) 251-3883 P.O. Box 789, Menomonee Falls WI 53051

Gail Moede (414) 699-3737 -N6240 Stonewood Dr. , Watertown WI 53094

-83-

Appendix XVII

Dickinson prairie plant draft list

-84-

-85-

Appendix XVIII

Dickinson prairie plant list

-86-

Native Prairie Species of N. E. Wisconsin Proposed Plantings for Dickinson Prairie

Flowers Culver's Root - yeranicastrum v1rgm1cum New England Aster - Aster novae-anglia Lead Plant - Amorpha fruticosa Shooting Star - Dodecatheon meadia Blazing Star - Liatris aspera Sunflower - Helianthus giganteus

- Helianthus strumosus Spiderwort - Tradescantia ohiensis Stiff Goldenrod - Solidago ridida Yellow Coneflower - Rudbeckia pinnata Common Milkweed - Asclepias syriaca Bush Clover - Lespedeza capitata Black Eyed Susan - Rudbeckia huta Hoary Puccoon - Uthospermum canescens Wild Bergamot - Monarda fistulosa Prairie Dock - Silphium terebin thinaceum Vetch - Vicia americana Canada Goldenrod - Solidago canadensis Thimbleweed - Anemone virginiana Canada Anemone - Anemone canadensis Heather Aster - Aster ericoides Smooth Aster - Aster .laevis Frost Aster - Aster pilosus Tick Trefoil - Desmodium canadense Mountain Mint - Pycnauthemum virginianum New Jersey Tea - Ceanothus americanus

Grasses and Sedaes Big Blue Stem Little Blue Stem Indian Grass Blue Eyed Grass - Sisyrinchium montanum Virginia Panic Grass Broom Sedge - Carex scoparia

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Appendix XIX

Press-Gazette picture of prairie dig

-88-

They're digging sch0ol

Dickinson wall have a prairie

nextspring .. . ...

Adam Ludvigson, 9, above at · · left, and Chad Johnson, 8,. third grade students at Dickinson School in De Pere dig into part of the lawn at the courtyard of their. . .. , . school Tuesday as-~they and other . ·· '., · students prepare .lc;r the planting · : -of a prairie there next spring._ · · ·'.

At right, Beatrice Kaquatosh, a,· jumps onto a shovel to force it Into the hard clay while Nathan Kon­shak, 8, takes a more relaxed ap-proach. ·

Press-Gazette photos by John Robb

-· . .... . t

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Appendix XX

Fund raiser letter to parents

-90-

Dear

We are teachers from Dickinson School and are writing to you on behalf of the students Environmental Club.

Our students would like to encourage environmental awareness among themselves, parents, staff and the community. One idea to accomplish this goal was to create a nature area on school grounds. They have made a plan to begin by planting prairie flowers and grasses. Representatives from the club will visit each homeroom and encourage student and family involvement. (We have the ideas, we have the bodies - but we have no fundsl) We as teachers will be building from our curriculum, grade level boxes of activities and materials to make this area easy to use by any teacher.

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Appendix XXI

Prairie dig speech schedule to staff

-92-

PRAIRIE DIG SPEECH SCHEDULE - Listed below is the schedule for prairie dig speeches in the classroom.

If you are a second or third grade teacher, please note that children from your classroom may need to !eave to give speeches. Have them make a reminder note to keep at their desk, put on the board or take to their special so that they are sure to arrive at their assigned classroom(s) on time. The children from The Kids' Earth Club may be looking for their speeches. They are attatched to this sheet of paper; please give them one.

Thank You! FIRST GRADE Brandl RM 1 9:10 Misty (Conway) Amanda (Peterson) Martinson RM 7 8:10 Andy (Conway) Wayne (Lavin) Bake RM 10 8:10 Brooke (Conway) Jennifer (Peterson) Waise RM 8 8:10 Deana (Kittell) Cassy (Lavin) ZimmermanRM 2 1 :20 Joey (Conway) Robby (Lavin) Hjorth RM 3 8:10 Krystle (Conway) Amanda (Sweney) Reckelberg RM 23 9:35 Jacqueline (Kittell) Stephanie (Laird) SECOND GRADE Kittell RM 11 8:10 Jacquline (Kittell) Stephanie (Laird) Peterson RM 22 11 :00 Joey (Conway) Kevin (Peterson) Lavin RM 21 8:10 Logan (Conway) Tony (Lavin) Lambert RM 20 11 :00 Lee (Conway) Emma (Lambert) Laird RM 19 11 :00 Barbara Ann (Conway) Felicia (Laird) THIRD GRADE Conway RM 18 8:10 Chad (Conway) Michael (Stoehr) Sauve RM 16 8:10 Zack (Conway) Jessica (Conway) Stoehr RM 14 11 :05 Shawn (Conway) Jennifer T. (Peterson) Sosnouski RM 17 8:10 Jamie (Sosnouski) Madeleine (Laird) Sweney RM 12 11 :00 Krystle (Conway) Amanda (Sweney) Kornaus RM 13 11: 10 Andy (Conway) Wayne (Lavin) --FOURTH GRADE Simonis RM 27 1 :45 Zack (Conway) Jessica (Conway) Adams RM 26 2:00 Lee (Conway) Robby (Lavin) Anderson RM 25 12:10 Logan (Conway) Tony (Lavin) Pierce RM 28 2:25 Brooke (Conway) Jennifer (Peterson) Missbach RM 30 12:15 Misty (Conway) Amanda (Peterson) Kuttruff RM 31 2:25 Deana (Kittell) Cassy (Lavin) Smith RM 29 12:10 Jamie (Sosnouski) Madeleine (Laird)

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Appendix XXII

Prairie dig permission slip

-94-

Prairie Dig Permis•sion Slip · The Dickinson School Kids' Earth Club is sponsoring an all school dig to get the soil ready for planting our prairie next spring! We are inviting all Dickinson and Satellite kids to help out. Next week, after school, kids will come to the area directly across from the cafeteria• to help tum the soil over. Each grade level will have a specific date to help out so we don't have too many kids there at one time!

You need a parent or guardian to sign the permission slip, so we lmow it's ok for you to stay late. You also need to let us know how you will be getting home.

(More detailed information about the Dickinson School Prairie will be coming home at a later date)

-----------------------------------------------------------------------------Please cut here and return to Ms. Conway or Ms. Day by Oct. 26

2:50 - 3:20 (Please check the appropriate grade and date)

_ 4th graders, Mon. Oct. 31

_ 3rd graders, Tues. Nov. 1

_ 1st and 2nd graders, Thurs. Nov. 3

--~~~~-~---- has my permission to participate in (Child's Name)

the prairie dig after school on __________ _ (date)

Please check one of the following:

walk home at 3:20 ----picked up by me at 3:20 __ picked up by __________ at 3:20

Kids' Earth Club

(signature of parent or guardian)

(phone # at which you can be reached)

-95-

Appendix XXIII

Prairie dig speech

-96-

Kids' Earth Club

Hello! We're from the Kid's Earth Club. We want to tell you about a project that we want the whole school to be involved in. We want to plant a prairie garden in the courtyard across from the cafeteria which will help us at Dickinson to learn more about the environment. Our prairie will have grasses a·nd flowers like the ones that used to grow here before there were buildings and houses.

The reason that we are here is because we need your help. After school on _______ _ the ____ grade is invited to dig the ground so that it will be ready to plant in spring. If you are able to come and have a shovel, please fill out the permission slip with your parents and return. it to your teacher.

-97-

Appendix XXIV

Informational update on prairie to staff

-98-

Dear Staff,

Here's an update on the Dickinson School Prairie dig:

The Kids' Earth Club has been practicing speeches for the past few weeks. These speeches briefly explain the prairie, why we're planting it, and invites the children to come dig the ground one night after school. Monday, October 31st 4th grade Tuesday, November 1st 3rd grade Thursday, November 3rd 1st and 2nd grade

Staff is welcome any night!I If you have children in your room from The Kids' Earth Club, please

excuse them from class or their special at the appropriate time (highlighted on the attached sheet). Each classroom has signed up for a time which works best for them to listen to the speech. We're sorry if this causes some inconvenience, but it was they best way we could get it done!

Please hand out permission slips on Monday, October 24th. They should be signed and returned by Wednesday, October 26th. Please put them in either Tracy or Joy's mailbox.

We're also in need of some shovels and trowels. If you have any that we may borrow, please bring them in by October 31st. We will label them and return them by the end of the week.

We APPRECIATE all of your effort and help in this project!!

And, now, MORE information on the prairie project: Our goal: Students, staff, and families to participate in developing a

natural area on school grounds which will assist teachers in delivering the environmental education curriculum out-of-doors and to create an environmental awareness. among staff, students, the families, and the community.

We have received a total of $200.00 from PT A and the district. We have also applied for an EPA grant. We plan on sending in more grant applications.

An article regarding the Dickinson School Prairie project will appear in the Hi-Lights paper and in the PTA newsletter to let everyone know what's happening! ·

A committee will be formed to put together grade level boxes in accordance to the curriculum. This committee will, hopefully, consist of at least one member from each grade level, special, support staff, and

-99-

whoever else would like to join. The grade level boxes will contain hands--on activities and enough equipment/materials (as we aquire funds) for each student in a class.

In spring we will begin t0 plant the prairie. We will plant seeds and the actual plants. This will serve as a native prairie plant restoration and it will provide us with a natural seed bank.

If you have any questions or need more information, please contact us!! THANKS AGAIN!

Tracy and Joy

Kids' Earth Club

-100-

Appendix XXV

Letter to community Hi-Lights newsletter

-101-

Dickinson School Prairie Project By Joy Conway and Tracy Day

The Dickinson Kids' Earth Club is working to establish a natural learning enuironment on the school grounds. They are enlisting the help of all Dickinson and Satellite School students. The area will be located north of the cafeteria. The natural site will consist of natiue prairie species, both grasses and flowering plants. Dickinson students, staff and families will be inuited to help prepare the soil, plant the prairie, donate resources and participate in long-term maintenance.

The creation of this natural area will positiuely affect Dickinson School by supplementing the enuironmental curriculum. Dickinson students will learn first hand about a habitat that is nearly depleted from Northeastern Wisconsin. This project will also help to preserue natiue species and supply a natural seed bank.

Throughout the neHt year many supplies will be needed! Donations of gardening equipment; hoes, shouels, hand trowels, gardening gloues, top soil, sand, etc. will help us to achieue our dream! If you haue questions contact Tracy Day or Joy Conway!

You're welcome to come uisit the site to see what we're up to!

-102-

Appendix XXVI

Informational letter in Hi-Lights newsletter

DICKINSON WRAPS 77IE SCHOOL IN RED! On October 21st, Dickinso School was

"Wrapped In Red" in connection wiih Alcohol and Drug Awareness month. The students circled the school lfolding together red M.A.D.D. (Mothers Against Drunk Drivers) ribbons. It is a compliment to the district wide program for the alcohol and drug abuse awareness education entitled "HERE'S LOOKING AT YOU 2000".

filGH SCHOOL PARENTS CLUB NEWS Please mark your calendar for Q the "Expanded" Holly Craft

\ • • 1 . Fair Nov. 26. This is the fund . ......._,,,, raiser that Parents Club

depends on for subsidizing all the academic awards,

leadership grants, music and , art grants and athletic awards. Plan to attend ' and bring your friends. If you can volunteer ca1I an officer.

Parents Club meeting dates for the rest of the year are JAN. 22, MARCH 8,\ and MAY 3. New members are welcome.- membership forms will be available at Parent Teache.r Conferences NOV. 9 & 17 and dues are only $1 per year.

Committee chairpeople are needec;i for Pancake Porkv Breakfast, Post Prom Committee and Crai Bash.. DEB HIBRAY 336-0361 is chairing the new Post Prom Committee and this is your chance to find out what is being planned after the Junior Prom. She also has information on the Parent Network of Brown County. We need to be supportive of our students and be aware of programs that offer alternatives. ,

If you plan to sit on any cold ' c==:, hard bleachers this year while watching you favorite athlete or Puc perform, treat yourself to a sof4 ~ red, stadium seat for only $5! L.:::? These are available in the office.

Rfl)BIR.C The officers for this year are: , ___ _ (Presidents) BOB & TONI El'l'ER 336-1777, (Vice President) MARY KAY RUKA1\1P 336-3486, (Secretary) MAUREEN V ANDEN HOGEN 336-3005, and (Treasurer) LARRY WEYERS 336-6166. Please contact them with your ideas and concerns.

-103-

DICKINSON SCHOOL PBAlRIE PROJECT_ The Dickinson Kids' Earth Club 1s working to establish a natural learning environment on the school grounds. They are enlistin~ the help of all Dickinson and Satellite School students. The area will be located

north of the cafeteria. The natural site will consist of native prairie species, both grasses and flowering plants. Dickinson students, staff, and families will be invited to help prepare the soil, plant the prairie, donate resources and participate in Iong-~nn maintenance: ..

The creation of this natural area will positively affect Dickinson School by supplementing the environmental curriculum. Dickinson students will learn first hand about the habitat that is nearly depleted from Northeastern Wiscons_in. This project will also help to preserve native species and supply a natural seed bank.

Throughout the n~xt year, many supplies will be needed! Donations of gardening equipment; hoes, shovels, hand trowels, gardening gloves, top soil, sand, etc. will help us to a achieve our dream! If you have any questions or would like to help with this project, contact TRACY DAY or JOY CONWAY. You're welcome to come visit the site to see what we're up to/

WHO ARE DELINQUENTS? • •••••••••

We read in the papers, we hear on the air, of killings and stealing, and crime everywhere.

We sigh and we say, as we notice the trend, "11zis young generation, where will it end?•

But can we be sure that it's their fault alone? 1hat maybe most of it is really our own?

Too much money to spend, too much idle time, Too many movies of passion and crime.

Too many books not fit to be read, Too much evil in what they said.

Too many children ~ged to roam, · By too many parents wlio won't stay at home.

Kids don't make the movies, they don't write the books,

r,J1tat paint the great picture of gangsten and crooks. 7hey don't make the liquor, they don't nm the bars, 7hey don't make the laws, they don't drive the cars.

They don't make the tbugs that addle the brain. It's all done by older folks greedy for gain.

In many cases, it must be confessed, 1he label of "delinquent" fits older folks best.

(Washington State PTA. Newsletter)

-104-

Appendix XXVII

Request for materials in Hi-Lights community newsletter

-105-

JCKINSON HAPPENINGS)

EAR.TR CLUB NEWS

·STUDENTS TOUR A SEMI! A recent visit by a Schneider National semi gave I st graders and MRS. LA VIN'S 2nd graders an opportunity to experience the size ofit by climbing into the trailer and cab and then observing the engine up close. JERRY and CAROL HELING, a husband and

Dickinson School's EARTH CLUB meets weekly and has over 25 members. In November, they sponsored a fund­raiser to raise l_!IOney to adopt a lion at

· e N.E.W. Zoo, and also to adopt a whale in Florida. or EARTH DAY Celebration on April 28th they sang • h songs under the direction of MRS. ZEGERS.

ey also filmed a play entitled "DON'T TRASH IT LUNCH TIMF'. This play was shown to all el-

1 entary students and taught students things they could ,o to cut down on garbage at lunchtime by packing a irecyclable lunch".

IND GRADE FEBRUARY PARTY On Tuesday, Febrwuy 28th, Ms. Laird's 2nd grade class ~ve a program for their parents called "FAMOUS FEB­llUARY." To celebrate the month in review, the stu­

dents read poems, per­formed a play, and did riddles to celebrate the four holidays in February. George Washington punch and patriotic cup cakes were served after the pro­gram I Pictured is

STEPHANIE LENZ who posed with two of the "FA­MOUS FEBRUARY" holidays.

NOTHING'·IMPROVES A. CHILD'S HEARING MORE.TBAN··PRAISE!

· fe driving team, explained many details of their rofession and.answered questions about their "home"

away from home. Jeny has a million miles accident-free ~ving record and Carol will soon reach that goal. They wdl be sending postcards to Dickinson School as they

. ~vel around the country. NORB RABAS and DICK RITCHIE, of Schneider and MRS. ZIMMERMAN arranged the visit. MR. RITCHIE also gave a presentation about the transportation industry to Mrs.

Zimmerman's class where his daughter, ERICA, is a student. Pictured with the Helings are (front row L-R) KIM MC

'\ DONO UGH, ·~ · KA TRINA BECKER

GREG FISHER, (back row) AARON MITTELSTAEDT, KYLE CROSSMAN, GREG REINBOLD, ERIN HIX: KYLE, and CHRISTINIA VAN □RISSE from MS. BRANDL'S class.

SPECIAL GRANDPARENT HEADER The Grandparent Reader Program is a popular one with Kindergarten and 1st graders who look forward to hearing stories read or told by a

it grandpa or grandma. MR. RUSS ==== SWITZER, a charter member of the

group, is back after having been _off for several years due to health problems. As a kite and train enthusiast, MR. SWITZER takes his listen~ beyond the pages of a book by 'bringing in models of both and sharing his expertise with his young friends.

POS'rER CONTEST WINNER

Congratulations to SARAH STACKLEY for her 1st place runner-up award in the billboard poster contest sponsored by the Greater Bayland Reading Council and supported by Orde Advertising. Sarah's winning illustration with the theme "READING THE GREAT ESCAPE," featured animals reading in various places.

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Appendix XXVIII

Survey for the Dickinson Prairie

-107-

SURVEY FOR THE DICKINSON SCHOOL PRAIRIE Name -------~--

Please list the subject area or grade level you teach.

1) Do you know where the Dickinson School Prairie is located? yes no

2) Please list how many times during the 1997-1998 school year you took your class out to the prairie. ____________ _

3) If you used the prairie, please list the subject area(s) you taught and the activity you used.

4) If you did not use the prairie in your teaching,· please check why you did not. __ I didn't know the prairie was there.

_I didn't think about using it in my teaching.

__ I wasn't sure what I could teach using the prairie.

__ I didn't have time.

__ I wasn't interested in teaching using the prairie.

__ I wasn't comfortable teaching outside.

__ other: ___________________ _

Please continue on the other side. Thanks!

-108-5) Please check what would help you to use the Dickinson School Prairie more effectively in your teaching.

__ a variety of activities

_ ____._pre-boxed materials (such as bug boxes, magnify glasses, rulers, etc.)

__ inservice on the prairie using the activities and materials

resource books

other ----------~------------__ nothing, I'm not interested in teaching on the prairie.

Do you have any other suggestions in regard to the Dickinson School Prairie?

Thank you so much for your time and effort!!!

-109-

Appendix XXIX

Prairie activities for Dickinson teachers

-110-

Ideas

Written/Compiled by Joy Conway and Tracy Day

• - Objective:

..;1udents will learn that soil is , 1 ,mposed of many things, including living organisms, .ind will understand that time is important in the formation ; ,f soil.

Grade Level: K-3

Groupings: Pairs

.Haterials: Small paper bags ,one per pair); chefs hat or apron; mixing bowl; wooden ,poon; large index card; n~ipkin large enough to cover 1 he bowl; wristwatch; grocery hag containing a bottle of the herb thyme (real or pretend) and props or index cards to indicate water, nutrients, l'arthworms, sunshine, and bacteria.

Time Allotment: 30 minutes

Soil Recipe

Directions: I. Invite the students into your garden test kitchen to make a special batch of soil. Explain that you have forgotten your recipe and you hope they can create a special class recipe for soil. Stress that you need soil and not dirt and ask if they know the difference. (Dirt is what is under your fingernails and gets washed off before meals. Soil is a living entity that grows the food we eat.)

2. Ask the students to raise their hands if they have ever cooked before using a recipe. Compare making soil to bak­ing a batch of cookies. Explain that they are both a mixture of different ingredients in certain proportions. The final product is made by combining these ingredients according to a recipe.

3. Explain that a well organized cook has all the necessary ingredients on hand, so they simply add them as they are called for in the recipe. Tell the students that their first job is to gather the necessary soil ingredients to have on hand. Go outdoors and divide the class into pairs. Assign each pair the task of finding some soil ingredients (such as leaves, pine­cones, grasses, small sticks, etc.). Give each pair a small paper bag in which to collect the materials and remind them to collect mostly non-living things.

4. At the end of the collect­ing time, gather the stu­dents together in a comfort­able outdoor spot or back in the classroom. Ask for a volunteer who enjoys cook­ing to be the soil ~hef. Ask them about their favorite recipe while they are don­ning an apron or chefs hat. Give them the bowl and magic cooking spoon. Ask him or her to gather soil ingredients from the oilier students and mix them thoroughly. Record these ingredients on a giant recipe card.

Fall • 59

• Extensions: b. As a humorous ending or addition make a Dirt Cake. Consider dividing the students into small groups and making one small cake per group. Ask them to dissect this soil sample and pass out spoons and cups, inviting them to use their senses to determine this soil's recipe.

, ::._-_/;,0¥ ·::-~}::~~::;k}~> ;;_(:~/: :>--:-~:J:~--:,,:-,:<'.- _ .. _:: ;:<,-)/j_"•..:-,

DIRI .. ~ ~.fIPE .. < "•'.·•··· 1-1/4 lbs. Ofeo c~okiis. ·;tf;~th .. · :·{? 12 oz. Extra Creamy Cool.Whip .. 1 I 4 lb. (t slick) rriargarin,t'sojtene;J, .

at room te11z:f!erat1Lre i. ,~•;Jt: .. ·. . ... ·. >

2 small pkgs.?f i~tj{~t~irigs· • •"f'i? ( any Jla710JJ.>0l{:l~WflillJlt·i ..... ' ,~f¥:,~!-2l

8 oz. cream ch,_eese/softene .. with milk to removeiumps . ' . . . . .. .

'., ··--:--·'i_::,,;.::(r-it?:,; .. -,

3-1/ZCl!,ps 1J1,_i/}{,_ . · ..•

. i;,,"',;~f!fff#;t~"[,w i ,<r; 8 11 new Plas!icjlow'e,rftot lllit. ·1(1,Ucer ' Artificial floUJ_~ · ·· tionql);,. }t,i

',' <;f}/ :...... .. . · ..... :f;\!!Jftf,;J;t,1,f l. Grind tne ()reo·:~90 zes},n afood· /.'

processor . . This is th,e_ "dirt,~- .. ··.·. ' ~,•;)ii 2. In a large bowl, bu,:nd tlit! re1TUJ,in ,y

ing ingredients .with an''eiectric .. ·.J~: mixer ..... · ,;,;:•;;.,,.~~,f:•f}J:i~,JJiiief?i'"0fI:(·J{

3. Layer th,e ~dirt~}i;rJ4/jlling i1; .. )~:; tne plasticjwt, • 'fta/rJ!#[arul · '·' , ... ending.with "di'rt."·.:11 . . .. . . >•·.·

4 .. Freeze. overnighf ··:'fftf?D_ 2, !}9Urs ... ,,;;_ · be/ore se,;ing. ''~\\';{t':/h'\f.,f~' }f,:~;Ii\,

5: Add tne addituin11l]loi»fut ... ?J:'.tt desired. · · 0:/, · • · · , ,'~, , ; :,:;;::/,.

Seroes.to·~m~''""

Fall• 60

Directions: (continued) 5. After all the items have been placed in the bowl, ex that there is a bit of magic in the science of making so Ask the soil chef to cover the bowl with the napkin an, the bowl three times with the magic spoon. In unison have the class whisper magic words (such as abracadal hocus-pocus or any other class favorites). Have the sn dents give a drum roll by slapping their thighs, while t soil chef removes the cloth with a flourish. Since not}; has happened, exclaim to the soil chef that you thoug or she was a good cook. Ask the students what went wrong. Suggest that perhaps some ingredients were rr ing. Again compare making soil to baking, and make analogy of baking chocolate chip cookies and leaving , the chips.

6. Pull out the shopping bag and tell the students you might have some of the missing ingredients inside. Gi the students clues to the missing ingredients (sunlight water, nutrients, earthworms, bacteria) and as they gu, them, add the cards or props to the mixing bowl. Disc the role of each item in the life of the soil.

7. Give additional clues so the students can guess the important missing soil ingredient - time. Pull out a bottle of the herb thyme as a joke when they guess. W the students protest, add a little more thyme and ask i: isn't enough. Point to your watch and ask the student they mean that kind of time. Take off your watch and it into the bowl. Is that enough time? Ask the studem how much time they think is needed.

8. Compare their guesses to the actual figures. Expla that it takes 50 to 100 years to make an inch of topsoil Using the their grandparent's age, give them a sense c time span involved. Hold up a handful of soil and exr that when they are grandparents their soil ingredients finally look like this. Finish by stressing the importanc soil in our lives and brainstorm ways to care for and sa our soil.

&i 1995 PROfECT SF-.\.SO:s;s. Shelburne Farms. Shelburne.\ T.

Objective: Students will learn about the parts of a seed and their func­tion.

Grade Level: K-3

Groupings: Entire class, in

pairs

Materials: Adult backpack filled with crumbled paper so it looks full but is light enough to wear comfortably; large jacket or rain poncho; tape; paper labels for the seed parts (see illustration, page 212); high energy snack like GORP stashed in the main compart­ment of the backpack; water bottle with attached straw; hat (preferably green); dry lima beans, soaked overnight (three to four per pair); hand lenses.

Time Allohnent: 20 minutes

Extensions: a. With the students, germinate some of the left over Zima bean seeds. Have them stuff a clear plastic cup full of Jwper towel and thoroughly wet the towel. Have them put some Zima bean seeds along the inside of the cup so they are visible from the outside ( between the paper towel and the inner surface). Will the seeds be able lo germinate without soil? How long will it take? Ask them to record their />redictions. Remind them to keep the toweling moist and observe and record

if and when the seeds germinate.

b. Have a snack of peanuts in the ~hell. Have the students carefully

·-------

Little ~prout

Directions: 1. Dress up a student as a well-prepared hiker. Have him 0

her put the backpack on, then the rain jacket. Introduce th individual to the class as "Sprout," a seedy character, and explain that she or he has come to help teach the students about seeds. Explain that Sprout and seeds have a lot in common. Do the students see any similarities? Tell the students that you do, and will help them recognize them.

2. Ask the students what a well-prepared hiker wears to protect his or her­self from the wind, rain, and cold. (A coat.) Explain that seeds also have coats for protection. Attach the seed coat label to the coat the volunteer is wearing. Explain that when the conditions

flT.",£:7 •;<; ~~-

•·Y,

..J. ~

~ )-· c .. .,u,·

, .....

{_ 4i\c·;·•,.:··•·--

'- _./ ~ .•.. i _ .... ""1,h,,l., ~~;::-:·:- . . . . . . ~~""·~. - . -~---·-·o...-~. ,· ~l:~-~w.4,

change, Sprout can take his or her coat off and enjoy the warm sunny weather. Similarly, when conditions are right for growth, the seed absorbs water, the seed coat cracks open and the seed begins to sprout roots and leaves, or germinate.

-Have the volunteer remove his or her coat and hang it so that the seed coat label is clearly visible.

3. Ask the students what else a well-prepared hiker brings. (A backpack with supplies.) Let Sprout discover the snack in the main compartment of the backpack. (This can be shared at the end of the activity- it can even have some peanuts or other edible seeds inside to dissect!) Explain that seeds also have a supply of stored food. Our hiker's food is stored in a backpack. A seed stores its food in cotyledons. Attach the cotyledon label to the backpack. Cotyledons provide the plant with the initial energy to germinate and grow. Once the plant has established itself, the cotyledons fall off.

4. Sprout expends a lot of energy hiking and eventually gets thirsty. What else is important to bring along on a hiking

Spring • 211

Extensions: (continued) remove the outer shell and dissect the two peanut seeds inside. Can they locate the seed coat? (The brown papery covering.) The cotyledons? (The nut meat they eat.) The embryo? (The tiny plant tucked inside.)

c. Create templates for the seed parts and have the students make a larger-than-life seeds. Use waxed paper for the seed coating and colored construction paper for the cotyledon, roots, and shoot. Attach them all together with a brass fastener. Ask the students to make their seed germinate by swiveling out the root and shoot.

LIMA BEAN SE-ED

Spring • 212

a·\ . . . . . . . . . . .

i .....

Directions: ( continued) trip? (A water bottle.) Have Sprout remove the water bottle from the backpack. Plants also need water and minerals to help them grow. How do the plants get this water and minerals? (Roots.) Attach the root label to the straw of the water bottle.

5. Ask the students what other item is useful to have on a hiking trip, especially on bright and sunny days. (A hat.) Have Sprout remove a hat from the backpack and place it on his or her head. Compare the hat to the first green leaves a seedling puts out to absorb sunlight. Attach the leaves label to the hat. The leaves use sunlight to make food for the plant. This process of making food from sunlight is unique to plants and is called photosynthesis. Soon the cotyledons will fall off and the plant is now able to get energy from the sun. Have the volunteer remove the backpack and place it next to the seed coat.

6. Explain that the leaves and roots form the tiny plant inside the seed called the embryo. Place an embryo label around the volunteer's neck showing the connection between these tw~ parts. Review the various parts of the seed and their functions using the props.

7. Explain to the students that they will now dissect a real seed to find and observe these different parts. Have the students work in pairs and give each pair 3-4 pre-soaked lima beans. Have them carefully rub the seed between their fingers. What do they notice about the outside of the seed? (It has a thin moveable covering.) Have them carefully peel off the outer covering. What part of the seed is this and what is its function? (It is the seed coat and it protects the seed.)

8. Inside the seed coat are large fleshy structures that form the bulk of the seed. What are these? (The cotyle­dons.) What is their function? (They are stored food that the plant uses to get started growing.) Have the students carefully split these in halflengthwise. What do they see tucked inside along the inner curve of the cotyledon? (A tiny plant or embryo, made up of the first leaves and root.) Have them use their hand lenses to get a closer look and then make a drawing of their seed and label the parts.

© 1995 PROJECT SEASONS, Shelburne Farms, Shelburne, Vf.

Sort By Sound Source: Project Seasons Subject: Science, Math Grade: K-5 Summary: Students increase observation skills by sorting a variety of seeds based on sound. Activity Time: 15-20 minutes Materials: Coffee cans each filled 1/ 4 to 1/2 full with a different type of seed (be sure cans have a tight fitting, opaque lid), clear plastic bags filled with the same selection of seeds. Season: Any if you purchase seeds, Fall if you collect the seeds from the prairie Activity: Choose seeds for this activity that vary in size, shape, weight and hardness. For younger students, use seeds in which these characteristics contrast greatly. For older students, select seeds with more similar characteristics.

Pass out the coffee cans to several students in the class. Make sure they can't see the seeds in the cans. Explain that each can is filled with a different type of seed. One at a time, have each student shake his or her coffee can in two different ways(up and down, from side to side, rolling the can, etc.). Ask the class to listen carefully to the sounds the seeds make.

Break the class into small groups, each with a can of seeds. Have the students in the groups guess the characteristics of the seeds inside. Are they big? Small? Hard? Soft? Round? Smooth? With edges? Are there many seeds in the can, or just a few?

Show the students the selection of seeds in the clear plastic bags. Explain that the bags and the coffee cans contain the same types of seeds. Ask each group to match by sound the seeds in their coffee can with the seeds they see in one of the plastic bags.

Have the students discuss the choices in their small group. Once everyone has made a decision, bring the class together and ask the

groups, one at a time, to shake their coffee can and tell their choice of seeds. Have the rest of the class show with thumbs up or down whether they agree or disagree with each choice.

Open the cans one at a time to check the guesses.

Extensions: Place the same type of seeds in two coffee cans. Make a collection of at least three different types of seeds and their matches (a total of six cans). Let the students pair the cans that sound alike.

After sorting the seeds by sound, graph the seeds by size. Students can glue the seeds onto a graph.

Make Scents of Insects Source: Project Seasons Subject: Science Grade: K-6 Summary: The students will learn how insects communicate using scents. Activity Time: 15 minutes Materials: Film canisters ( one per child), cotton balls, collection of strong diverse scents such as cut or crushed garlic clove, Vicks Vapo-Rub, perfume, root beer extract, almond extract, or scented bubble bath. Season: Any Activity: * In preparation for this activity, divide the film canisters into two groups. Label the bottoms of one group with numbers and the other group with letters. Put a scent on two cotton balls and place one in a canister from the lettered group. Record the scent and the matching number and letter on an answer key. Sniff each canister to be certain the scent is strong enough. Place a second cotton ball on top of the first to cover any telltale signs or clues.

Discuss with the class how they use their senses to get information about the world. Which senses do they use the most often? How do they use their sense of smell? What can different smells tell them? Ask the students to describe their good smells and bad smells. Do certain smells evoke any memories, reminding them of certain things, places or events?

Explain that in other animals, the sense of smell is very well developed and plays a more important role in their lives. Discuss insect pheromones and how they are used. Explain to the students that they will pretend to be insects and will communicate using pheromones. Pass out the prepared film canisters. Ask them to open their film canister and smell their pheromone.

Explain that at least one other insect (person) in the room has the same pheromone. They will need to quietly walk around the room, smelling each others' pheromones until they have found their match. When they have found their partner(s), have them sit down and try to determine the identity of their pheromone scent. Have they ever smelled it before?

Review their answers and confirm their scent match.

** Insect Perfume Do you ever wonder how a whole troop of tiny ants are able to find your picnic blanket in a

vast meadow? The answer lies in their ability to produce pheromones, a chemical scent secreted from their body. Think of pheromones as a kind of insect perfume. Some insects produce pheromones that are so strong they can be detected over a mile away! Now that is strong perfume. So the ant who just happened upon your picnic heads home with some goodies leaving a scent rail as she goes. The other ants simply follow her trail back to your blanket and join the picnic. Pheromones are used by insects not only to mark trails, but to signal danger, call together large groups of insects, to regulate numbers and types within a colony of social insects, and attract mates. People have taken advantage of this type of chemical communication, especially with insects that are harmful to crops. Scientists have produced chemicals similar to these insects' attracting pheromone. Farmers use the chemical pheromone to confuse the insects or to lure them

into traps. It is one of the methods used in Integrated Pest Management (1PM), a modem, ecologically sound insecticidal method.

Extension: Create a maze by spreading large index cards around the hallway or some nearby separate space. Have several spots where the trail forks in two or more directions. At the end of each trail place a paper grocery bag. Pick a pathway through the maze and on top of each card in the path place a film canister with a particular scent. Put a snack in the grocery bag at the end of this scent trail. On all other cards, place canisters with no scent. Explain to the students that they are all ants. One of the ants from their hill has just left a scent trail leading to some food. One at a time, have the ants (students) smell their way through the maze of canisters to the goodies at the end.

..

Prairie Year Calendar

Source: Joy Conway> Heritage Elementary School Grade: k - 5 Time commitment: 15-20 min. observation each month, excluding July, unless student does independently. Materials: 12 page booklet, plus laminated cover pages, pencils/colored pencils or crayons. Depending on student's level, pages can be divided for words and pictures, blank pages are fine. I find smaller paper helps kids draw more detail and to fill in all available space. · Directions: This project can be modified to encompass curriculum goals from your grade level: focusing on life cycles, change over time, seasons, measurement, insects, metamorphosis, producers and decomposers ... At the beginning: of the school year (or after initial planting of the prairie) set up "Prairie · Observation Project}). It sounds big, but really isn>t You simply pick something for the students to look for, draw, or measure each month. The "Prairie Year Calendar» can be put together in the publishing center. Throughout the year: Once a month, at about the same time of month, you take your students out to observe the prairie. Remind students the prairie is there year round, life is happening under the snow. In the winter you can· · record snow depth, consistency, temperature under the snow at ground level and air temperature. Children can draw what they see each month. During growing months children can record the growth of a plant each month.

Younger children can illustrate what they see, including a written description of what they see, think, smell and feel.

Root Growth

Source: Bottle Biology Project, Robin Greenler - UW Arboretum Subject: Science and Math Grade: Suggested 6-8, very usable K-5 Summary: Students observe root growth of a prairie grass. Activity Time: Building initial bottle set-up: 30-45 min. Observations, measurement and watering: 10-15 min. /week 4-5 months. Season: Start in fall. Activity: Make a bottle column, direction on next page except have the upper portion consist of 3-4 soda bottle pieces (like piece B in the illustration) so the growing column is very long. Make certain the wick extends to the top bottle section. Cover the top column with a sleeve of dart paper. Allow the sleeve to slide so that the roots can be observed. Fill the top column with soil. Plant 5-10 seeds of big bluestem, Andropogon gerardi on the top and cover lightly with soil. Water colunm until water drips through to bottom reservoir. Hang circular light about 10 cm above the soil surface. Toe light will need to be moved up as the plant grows. Soon the roots should be visible (roots will avoid light so the sleeve encourages roots to grow along the outside edge). Create a large graph to record weekly root growth. Water as needed.

Tip: In order to keep the column stable, secure with string. Extensions: •Grow the plant through its entire life cycle and collect seed. Photograph the life cycle sequence. *Measure and observe plant growth. *Make more than one column and plant non-prairie plants, comparing root growth. Prairie plants have very deep roots. *Experiment with "toxins". *Keep root journal.

Life Through a Hula Hoop: Biodiversity Study

Source: Joy Conway, from UW - Arboretum Class Subject: Science, Math, Language Arts Grade: K-5 Sgmrne:a~ Students compare the biodiversity of a prairie with a J.aw;11-,. Activity Time: 1 hour minimum. Materials: Field guides for plants and insects. Hula hoop or a circle of string, notebook (divide notebook page into sections: insects, plants, spiders, worms, other.) and pencil. Graphing materials for later in the classroom. Season: Late sprlng, summer, fall Activity: Have students work in pairs or small groups. Choose an area of the school lawn and of the prairte for students to investigate. Each group will stand with their back to the prairie /lawn. They will toss the hoop backwards, this is their study area. Make a tally of the different types of plants in the area Also tally other life forms. Graph results from prairte and lawn studies. Compare individual and class totals. Information can be put into a computer graphing program, eventually to be used to create research document for LMC.

What's . 1n a

Source : Joy Conway, Heritage School Subject : Science Grade : K-5

S ·17 01 .

Summary : Students dissect soils and examine the components. Activi1y Time : 20 minutes minimum. Materials : Soil, toothpick, newspaper (to cover table), hand lens and white paper to sort on. Season : Any except if soil is frozen. Activity : Gather some prairie soil, make sure to pack plant matter back into the area, so weeds can't move in. Give pairs of students some of the soil. Have them divide the soil in organic and inorganic piles. Organic is living matter, animals and plants. Inorganic is non-living material; rocks, clay and sand. After soil is sorted, this would be a good time to discuss decomposition and rebuilding soils with organic matter.

The soil from a different habitat could be examine and compared to prairie soil.

Source: Kathleen Morgen Subject: Science Grade: K-5

Gathering Gold

Summary: Students collect seed from a restoration or remnant for their prairie. Act~ity Time: Variable Materials: Paper bags, markers, clothespins, children should wear long pants and socks. Season: Summer or foll. Act~ity: Gather seeds from a local remnant, restoration or your own restoration.

Tips for collecting seed 1. Make sure you get permission from the landowner before going into any area. 2. Collect no more than 50% of the seeds of any plant or area. 3. Walk carefully and spread out from other people to avoid creating new trails. 4. Collect only one species per bag. Label each bag with species, date and location. 5. Collect only ripe seeds. 6. Collect only on dry days. 7. Clothespin your open bag to your waist to free both hands for collecting--one to hold the

plant, one to collect the seeds. 8. Some seed heads need to be clipped and later cleaned. 9. Be sure to research proper storage and treatment for each species.

Seed Sort

Source : Joy Conway, Heritage School Grade:K-5 Time commitment : 1 hour Season: Fall is best when most plants are in seed. Materials : Seeds from 3 or 4 different prairie plants, examples of the flowering part of the plant, paper plates, zip lock bag and toothpicks. Directions : Group students with in pairs or groups of 3. Each group will get a zip lock bag with a mixture of seeds, a few toothpicks and 1 more plate than kinds of seeds.

1. Discuss with the class seeds and the uniqueness of different species of plants. Their task will be to sort the seeds into different kinds of seed. Each type of seed should be on a different plate.

2. After sorting they need to find out what plant the seed came from. Examples of the flowering head of the plants should be placed in a central location in the classroom. If possible, have a few that can be broken apart to help children decided on the plant type.

3. Children should record their findings in a Science Journal; drawing the different seeds, the plant they came from, looking up plants in a wildflower book and labeling each.

4. Make sure the seeds aren't wasted! They can be planted in your prairie, planted in the classroom (to be planted later) or saved for a future sorting activity!

Extensions: This would be a perfect opportunity to collect seeds for your restoration. Make sure to check the "Gathering Gold" guidelines in this booklet.

Source: Subject: Grade: Summary: prairie.

Similes on the Prairie

Tracy Day Language Arts, Science K-5 Students will experience and write similes on the

Activity Time: 30-60 minutes Materials: clipboard, paper, pencil, magnifying glass Season: Any Activity: Introduce or review what a simile is and its uses. Then go out onto and around the prairie and experience a simile. Encourage the students to look for relationships and express these comparisons as similes (as small as, as big as, as purple as, etc.) Students can work alone or in pairs. For younger grades work in a large or small group. Share the simile writings with the class or in small books.

*The same type of activity can be used with metaphors:the root of the problem, a blanket of snow, a carpet of grass.

Nature's Alohabet

Source: Tracy Day Subject: Language Arts, Science Grade: K-5

..

Summary: Students find things from on the prairie and outside that begin with each letter in the alphabet. Activity Time: As long or as short as you would like! Materials: clipboard, pencil, paper Season: spring, summer, fall work best Activity: Hand out the alphabet sheet to each student or group of students and have them complete.

*As an extension, these sheets can be made into alphabet books with student illustrations.

*For younger grades, this activity can be made into alphabet big books:1 big book for each letter.

Alphabet sheet on next page

Nature's Alohabet •

a n

b 0

C p

d q

e r

f s

g t

h u

i V

j w

k X

1 y

m z

What Do You See?

Source: Tracy Day Subject: Science, Language Arts Grade: K-5 Summary: Students will use their observation skills to view the prairie on their stomach and on their back. Activity Time: 30 minutes Materials: clipboard, paper, pencil if you are having the students write down their observations; crayons or colored pencils if you are going to have the students illustrate their observations. Season: Any Activity: Have the students lie on their stomachs and look through the prairie. Have them answer the following questions:

What animals and insects do you see? Describe what they look like. What are they doing? How do they move? What do they eat? What enemies might they have? Are they well hidden (camouflaged) from their enemies?

What kind of plants do you see? Are they big or small? Are there lots of one kind, or a few? How many different kinds do you see? Are the objects in your area dead or alive? How do you know? If they are dead, what do you think happened to them?

Is the soil in your area sandy? Hot? Cool? Wet?

continued on next page

_ Questions while lying on your back: What creatures do you see? How do they move? How do they differ from the creatures you saw on the ground? Do these creatures have enemies? Are the animals you see protected from their enemies? How? What do the clouds look like? Do you know what makes clouds? Can you see a picture in the clouds?

Adopt a Flower

Source: Tracy Day, from Project Seasons Subject: Science, Language Arts, Math Grade:2-5 can be adapted for K-1 Summary: Students use their observation skills to record the changes in a particular flower occurring as spring progresses. Activity Time: 15 mi nut es per day for 2 weeks or more Season: Spring Activity: Using a journal, students wi II choose a new spring growth to observe and record daily for at least 2 weeks. Students should record changes in size, color, and shape. How do the seeds form and how long does it take before the seeds are ready to disperse? Along with the written information, you may want the students to also illustrate their observations.

Describing Words Source: Tracy Day Subject: Science and Language Arts Grade: K-5 Summary: Students find objects to fit the following describing words. Activity Time: 30 minutes Season: Any; Fall may be the best Activity: Find as many things as you can on the prairie that fit the description of the following words: Pick and choose your words according to grade level ability.

WORD OBJECT YOU FOUND soft

hard

hot

cold

rough

smooth

wet

dry

sharp

sticky

slippery

small

continued on the next page

WORD OBJECT YOU FOUND large

narrow

wide

tall

short

mushy

bright

dark

round

pointy

purple

yellow

brown

green

white

red

Sounds Source: Sharing Nature With Children, page 38 Subject: Science Grade: K-5 Summary: Students will sit quietly and use their listening skills. students will become aware of the sounds in nature. Activity Time: 30 minutes Materials: none Season:Any Activity: Students find their own quiet spot on the prairie. They lie down on their backs with both fists held up in the air. Every time someone hears a new bird song, they lift one finger.

Variations: *See if you can count to 10 without hearing a bird song. *Listen for other animal sounds or for any sounds at all. As a group

make a list and graph the sounds and who heard what. *Using journals, go out to the prairie daily, at the same time of day,

and record/illustrate the specified sounds you hear. After a week, try a new time of day. Do you hear different sounds?

Colors

Source: Sharing Nature With Children, page 39 Subject Science and Art Grade: K-5 Summary: Children will concentrate on the prairie and use their observation skills to see more detail. ActivityTime: 30 minutes Materials: index cards with each student's name written on them, clipboard, paper, water colors or colored pencils Season: Any; fall and spring probably work best Activity: Students choose their own quiet spot on the prairie. They should sit quietly in one spot (on their index card) and observe closely all of the different colors and shades of colors they see in front of them.

At the teacher's signal they should get their art supplies and return to their index card with their name on it. Take another careful look into the prairie and begin your picture noting the different colors and shades of colors.

Unnature Trail

Source: Sharing nature With Children, page 40 Subject: Science Grade: K-5 Summary: This game will introduce the concepts of camouflage and adaptation. Activity Time: 30-60 minutes Season: Any Materials: man-made objects Activity: Place 10-15 man-made objects throughout the prairie. Some of them should stand out brightly, like balloons or balls. Others should blend with their surroundings, and therefore be more difficult to pick out. Keep the number of objects you've planted a secret. Students will walk around and through the prairie one at a time, with intervals between them, trying to spot (but not pick up} as many objects as they can. When they finish, they whisper in your ear how many they saw. If no one saw all of them, tell everyone how many were seen, but that "There are still more!" Then let them start over.

End the game with a discussion of the ways camouflage coloration helps animals. Then go on a search for small camouflaged animals such as insects, spiders, etc.

Variations: *Instead of whispering how many objects they saw,

older students can write down the objects. *Divide the class in half to work as a team. Each

team will locate 10-15 man-made objects and hide them in· the prairie while the other team searches for them. Then they will switch. Discuss the items each team chose and why.

•

Objective: Students will learn examina­tion and description skills by identifying fruits and vegetables without using their sight.

Grade Level: K-5

Groupings: Entire class

Materials: A collection of different fruits and vegetables typically harvested in your area; paper grocery bag; large blanket.

Time Allohnent: 30 minutes

Harvest Blanket

Directions: Before the activity, coUect a variety of fruits, vegetables and seeds typically harvested in your area and store them in a paper grocery bag so the students can 't see them.

1. Spread out the blanket and place under it one vegetable, fruit or seed from the collection you have assembled in the paper grocery bag. Make sure the students can't see what's under the blanket.

2. Ask five or six children to sit or lie on their stomachs around the blanket. The rest of the children should make a circle around the outside of this group.

3. Have the children put their hands under the blanket. Explain that they will be passing a fruit, vegetable or seed around the circle underneath the blanket. Each student will get a chance to handle the object. Remind the children not to peek or to mention what they think the object is.

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4. Explain that each student will feel the object and give an adjective or clue to describe it. With younger students, ask specific questions to elicit adjectives. Is it hard or soft? Long or short? Big or little? After all the students have given an adjective or clue, have the rest of the class try to guess what fruit, vegetable or seed it is. Does the group who felt the object agree on the type of fruit, vegetable or seed it is? Why or why not?

Fall • -

Objective: '-itudents will observe the effect · 1· ,rravity on seeds. {) :-,

Grade Level: 2-4

Groupings: Small groups

Materials: (per group) At least -t-6 flat seeds (pumpkin, cu­cumber, squash); paper towels; spray water bottle; two panes of Plexiglas measuring about Y'x 6"; two large rubber bands; rectangular pan filled with water; grease pencil.

Time Allobnent: 15 minutes set-up, several weeks for results

Extension: a. Ask the groups to draw a simple zigzag pattern and try to get a seedling to follow it. Ask them to /mdict the number and orientation of the turns it will take to copy the pattern. Then have them perform the experiment. Did the results match their predictions?

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Zigzag Seeds

Directions: I. Seeds fall from the fruits of plants and can land in just about any orientation. Ask the students what they think happens to a seed that lands upside down. Does it germi­nate? If so, do the roots come out above the ground and the shoots grown down? Or does the plant know to turn itself around? How? Make a list of the students' ideas and theories on this subject.

2. Have the students work in small groups to set up an ex­periment to see whether seeds 'know' up from down. Give each group several seeds, two pieces of Plexiglas, and some paper towels. Have them fold the paper towels to fit on top of one piece of Plexiglas and use a spray bottle to thoroughly wet the paper towel.

3. Have them observe their seeds and make a detailed draw­ing of one. Ask them to guess what is the top of the seed and what is the bottom, and record their guesses. Ask them to arrange their seeds on the top of the paper towel in any orientation, with growing space between the seeds. They may choose to place all of their seeds in the same orientation or vary them. Have them make a diagram of their seed arrange­ment noting the orientation of each.

4. Have them place the second piece of Plexiglas on top of the seed layer, as if they were making a sandwich and the Plexiglas was the bread. Have at least two students work together to place two rubber bands around the whole assem­bly, holding the seeds tightly in place. Have them label the top, bottom, left and right side of the Plexiglas with a grease pencil.

'

, .::_, . '_,;.··~-- ,.

Spring • 215

WHAT'S UP? How does a little seed buried under­ground know which way it should

grow? Believe it or not, seedlings are not completely 'in the dark. ' They can sense up from down! This

principle is called geotropism. Plants, like the rest of us, are under

the influence of gravity. Gravity is a strong, constant force that exerts an influence on all life on Earth. That '.s why it takes energy to lift things off the ground, from something as small as a pin to something as large as an

airplane. Gravity is also the reason why all things, including us, fall down. Certain growth controlling substances within plants are sensitive to gravity. Plants respond to this pull of gravity by orienting shoot growth up and root growth down. When a plant's vertical orientation changes, it causes an imbalance in

these substances on the upper and lower sides of the shoot and root. The

plant grows more on one side of the shoot or root ( the lower side of the shoot and the upper side of the root) until the plant curves back to its normal vertical orientation and the growth controlling substances are in equilibrium once again.

Spring • 216

Directions: (continued) 5. Have them fill a basin with one inch of water and place the bottom of the Plexiglas seed sandwich into the basin. Remind them to be sure that the paper towel is at or below water level so it can act as a wick and keep the seeds moist.

6. Ask the students to predict and record when their seeds will germinate and the orientation of the emerging roots and shoots on each.

7. Have the students observe their seeds daily and record the germination date, noting root and shoot orientations. (In all cases the shoot will grow up and the root will grow down.) Have the groups compare results.

8. Ask them to let the shoot and root grow until they are about 1/2 inch long. Have them tum the Plexiglas sand­wich so a different side is facing up. What will happen to the newly established seedling? Have them record their predictions? (The plant will tum until the shoot is facing up and the root down.)

9. Ask them to observe and record the seedlings' growth in response to this change in orientation. What would happen if they turned the Plexiglas seed sandwich again? And again? Have them make predictions and test their guesses. How do they explain their results?

© 1995 PROJECT SEASO:--:S, Shelburne Farms. Shelburne. VT.

:. - ,,

Root with a View i Objective: Students will observe root growth in response to water source.

Grade Level: 2-4

Groupings: Small groups

Materials: (per group) Waxed half gallon cardboard milk carton; pre-cut Plexiglas or acetate, cut to fit tightly into the milk carton; waterproof glue or other available sealant; strong tape such as strapping, duct, electrical, or packaging; piece of cardboard cut to the same dimensions as the side of the milk carton; potting soil; small clay flowerpot; clay; bean seeds; grease pencil; utility knife ( to be used by the teacher only).

Time Allohnent: 30 minutes for set-up, several weeks for observation and results

Extensi 011s:

a. .-\sk the group to gently remove one of the plants and its roots, using a spoon. Using a hand lens or magni­j;ing glass, have them obseroe the roots up dose to see the root hairs. Or germinate seeds in paper towels and after the roots are several inches long, observe them. See the activity Zig Zag Seeds (page xx) for another source of roots.

b. L'se the root view boxes to see if f/lld how roots respond to obstacles in th1• soil. Hm•e the group bury a large

Directions: This works best if done over two days, the first day to make the root view box and the second to begjn the experiment.

1. Ask the students what they do when they are thirsty. Can plants find their way to water when they are 'thirsty'? Explair they will set up an experiment to see how sensitive roots are to water and whether they will grow towards a water source.

2. Have each group construct their own root view box. Give them a milk carton. Have them cut off one side, creating a top opening when the box is laid horizontally. With this opening on top, explain that one side will be cut to form a large window for root viewing. Ask them to measure and draw a half inch border all around one side of the carton. It works best if the teacher or another adult cuts this opening with a utility knife. Have them lay the box with the window side down and apply some waterproof glue to the inside border. Have them place their piece of Plexiglas or acetate into the box, press it down firmly on the glue and let it set. Later, suggest they reinforce the border inside and out, using strong tape and attach a piece of cardboard over the window of the box to create a cover flap that can be easily removed for root viewing.

3. Have the groups fill their root view box 3/ 4 full with potting soil. Have them plug the bottom opening of their flowerpot with a piece of clay. Ask them to test the seal by pouring water into the flower pot while holding it over a sink or collecting basin. Once the seal lets little to no water through, have them bury their flowerpot at one end of the the root view box with the opening at soil level. Direct them to place it as close as they can to the Plexiglas or acetate without it showing.

4. Beginning closest to the flowerpot, have them plant their bean seeds at one to two inch intervals along the front of the box, touching the Plexiglas or acetate. Have the students number the seeds, using a grease pencil on the Plexiglas or acetate, beginning with the seed closest to the flowerpot.

5. Have them close the front flap and set their box in a permanent spot. Ask them to fill the flowerpot with water. Explain that this is the only way they will water their seeds.

Spring • 217

Extensions: (continued) stone or bloc!? of wood in the soil touching the Plexiglas or acetate. A.sk them to plant a seed above it also touching the Plexiglas or acetate. What do they think will happen to the root as it grows? Have them make prPdictions, monitor the experiment and compare results.

ROOT HAIR-DO Would you believe that plants have

the longPst hair in the world? Well,

it's true. A. healthy winter rye plant can have 6600 miles of roots made

up of over 14 billion root hairs. Now

that is a lot of hair. So just what is

root hair and why so many? Root hairs are single cells which form just

beyond the root tip in response to

water. Root hairs grow rapidly as

they search out and absorb the microscopic films of water hidden in

the soil . . -1 root will actually turn in

the direction of the water supp(v. This selective root growth in response

to water is called hydrotropism, and

it helps the plant find water even in times of drought. Roots are also

sensitive to hard things and can

usual(v find the j1ath of least resis­tance through the soil. vl-Jien that

Jails, they can exert tremendous pressure to force their way through, similar to the action of driving a wedge into wood. This determina­tion, combinfd with a spiraling mrkscrew motion, helps roots wriggle

their way along to the source of water!

Directions: (continued) Explain that the clay is porous and water seeps through the flowerpot into the soil. As a demonstration, set a similar clay flowerpot which has be plugged with clay on a plate in a central location in the classroom and fill it with water. Have the students observe the outside of the pot and the plate throughout the next few days.

6. Ask the groups to observe their root view boxes daily to see which seeds have germinated. Record the seed num­ber and date. Which one germinated first? Last? At the end of the week, compare and discuss class results.

7. At five to seven day intervals, ask the groups to observe the root growth of their plants. In what direction are they growing? After three or four weeks, what do they observe around the flowerpot? Again compare and discuss results. What conclusions can be drawn about plant roots and water?

,;. I 'l<I., l'RO!F.C:T SL\~! i,s. Slwlh11rnr- Farms. Sltcilimnc. \ T.

Objective: ,iuclents will sharpen their , ,iisen·ation, listening and :dcntification skills through a ! )( >ctr\' exercise.

Grade Level: 2-6

Groupings: Pairs and small

'..!"roups

. Haterials: Assortment of at l1·ast six different flowers in ,('parate numbered vases; I i;iper lunch bags; slips of paper.

Time Allotment: 20 minutes

Posy Poetry

Directions: 1. Place the vases of each type of flower in different locations throughout the room. Assign a number to each vase and place a paper lunch bag next to it along with several slips of paper. Write the corresponding vase number on a slip of paper and put this inside the bag.

2. Explain to the class that nature has long inspired artists in their work. Read aloud some poetry about different flowers or plants. Try to choose poems that don't mention the plant by name, or if possible, leave its name out while reading. Ask the students to guess the identity of the plant or flower .

3. Explain to the class that they will visit each of the flowers around the room in pairs and record their first impressions of the flower. Ask each pair to write a single word or short phrase on a slip of paper and place it in the adjacent paper bag. Encourage them to record whatever stands out about that flower - perhaps something it reminds them of or its color, shape, or smell.

4. When everyone has had a chance to visit and write about each flower, divide the students into small working groups. Give each group a bag. Explain that they will be using the words and phrases inside the bag to create a poem about their flower. From their writing, the rest of the class must guess which flower they are describing. Explain that inside each bag, there is a slip of paper with a number on it that corresponds to the numbers on the vases and identifies their

Extensions: - a. Do a similar activity with different

insects, various soil samples, or local birds. Instead of poetry, have the stu­dents write riddles. As a class, try to

solve the riddles.

b. Have the students create drawings or paintings based on their impressions of the different flowers. Then make an anthology, including their art work and

poems.

Spring • 226

Directions: (continued) flower. Ask them to keep its identity a secret. Explain thev must use all the words in the bag to write their poem, adding words if necessary. Modify any rules depending on your group and purpose.

5. Place all of the flowers in a central location. Explain that every group will first read their poem to the class. Then, after a second reading, the class can match up each poem to a flower.

© 1995 PROJECT SEASO:\S. Shelburne Farms. Shelburne.\ 'T.

-

Objective: '-itudents will learn about the ,Ile transport of water by the 1 ,iscular system in plant stems.

Grade Level: 2-6

Groupings: Small groups

Jlaterials: Slightly wilted house plant; clear plastic cups; red or blue food coloring; ,('lection of plant stems in 11·atcr such as woody twigs with .111d without leaves, herba­ceous stems with and without lcan·s, celery with and without lcaYcs, white carnations, white daisies, or stem of succulent plant or cactus. (Provide at l< ·asl one of each selection for ;ill the groups.)

Time Allotment: 15 minutes to ,<'t up experiment, 5-10 min-11tt·s at 2-3 hour intervals for "liscrvation and 15 minutes on lollowing day for conclusion.

Plant Pipes

Directions: ,,r'-1--

1. Show the students a plant that is 1,:,- ~-~~s.._ beginning to wilt. Ask the class to .~~r;-.;1.. describe the plant. v\That does it 1:_ __ 1..;:;.,1,_}

need? (Water.) What will happen ~~.,, ~/ to the plant after the water is added? ::,..,.,fl,'~ (It will perk up and become firm ~-1 ~-:---: ;J~ \___ and upright again.) How < · · • .. ~r ,/:-.·;"~

did the plant absorb the ( water? How did it travel to -i ; __ ,-.... -_·_·.~ ....,.,_

~'£' the rest of the plant? ' (Through the roots and then up through the 'plumbing' or vascular

,:;,,:.._ system in the stem.) Explain ~

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J~ .t ;

. ;;.;; (

that one of the main functions ? of the stem is to transport water . ,¼,r"' - .. ,

and minerals. Tell the class they will set up several experiments that will let them see the plumbing system in several plants.

2. Divide the students into small groups. Give each group several clear plastic cups and red or blue food coloring. Direct them to fill their cups with a few inches of water and add enough food coloring to make a brightly colored solu­tion.

3. Show them a selection of plants you have cut and put in vases of water. Ask them to choose one of each plant stem to place in their cups of colored water. For older students, let them choose and cut a few plant stems on their own.

4. Ask the groups to make predictions on whether or not the colored water will travel up all stems. Will it travel at equal rates in all stems? If not, which will be the fastest? Which will be the slowest? Will the leaves effect the rate of travel in the different plant stems?

5. Have them check their plants at two to three hour inter­vals. Ask them to hold the plant stem up to a bright light to see whether they can determine and measure the height of the colored water. Record measurements for each plant. Ask the students to guess how long it will take for the color to reach the top of the plant. Leave the plants overnight.

Extensions: a. Challenge the students to make multi­colored flowers. Provide them with white carnations, food coloring, plastic cups and water. The;· will need to split the stem at the base into two or more sections and place the different sections into different colored cups of water. Encour­age the students experiment with combi­nations of food coloring to create new

colors.

b. Try coloring the plumbing systems in other plant parts. Use roots like carrots, pref erabfv with the leaves still attached, fruits like zucchini, and other unusual

stems such as onions.

c. Show the students a log which has been cut in half and has a piece sliced off the rounded edge. Explain to them that the lines and patterns they see in the wood are the plumbing system of the tree. Divide the students into small groups and pass out several pieces of wood and lumber to them. Have the students carefully observe the grain of wood in their piece. If necessary, have them quickly sand and oil the pieces to get a better look. Have them guess where in the tree this piece of wood came from. Have the groups compare their pieces of wood and guesses as to the original orientation.

SjJ1ing • 220

Directions: (continued) 6. To conclude, have the students cut thin cross sections of the various stems and observe the plant pipe patterns with a hand lens or microscope. Have them cut the stem lengthwise to view the plant pipes. Have them make draw­ings of the cross section and lengthwise section. How did their results compare to their predictions? Can they make any conclusions about the transport of water through plant stems?

PIANT PLUMBING Ever crunch into a stem of celery and get some strands stuck

between your teeth? Don't worry, it '.s just plant pipes! There '.s no

need to call a plumber or even the dentist, just pull them out and

take a look at part of the amazing plumbing system of plants. All plants have pipes running through their stems. They run from the

roots to the leaves and into the flowers and fruits, connecting the

whole plant. This complicated network is called the vascular system. Water and minerals move through these pipes to all parts

of the plant. This movement is helped along by the leaves. As the

leaves make food through the process of photosynthesis, they give off

or transpire a lot of water. This water loss creates a tension or pull on the rest of the water inside the plant, similar to sipping soda

through a straw. So water keeps moving up, up, and away in plant stems, exiting through the leaves while the roots constantly

seek out a new suppfv.

'f; 1995 PROJECT SE.\S0:-SS. Shelburne Farms. Shelburne.\ T.

A-maze-ing Plants

Objective: . d its will demonstrate and ',ltl Cl · · 1 ·eiYe I tie effect oflight on " )~

I· int ,rru wth. p' t't

Grade I.,evel: 2-6

Groupings: Small groups or

entire class

Material~·: (per group) Several house plants grown on a windowsill in such a way that thev are leaning in one direc­tio,;; small potted plant (run­ner beans or sprouted potato pl~nts work well); cardboard box with inner divider; utility knife (to he used by the teacher only); scissors; duct tape; flashlight.

Time Allotment: 45 minutes for set-up, two weeks for results

Extensions: a. Have the class set up two separate control experiments. Using the same type of plant, place one inside a rardboard box without any openings. A.sk the students to record their predictions on how this plant will grow, noting differences in size, color,. appearance. Grow a second plant comp!,etely unenclosed. Again have them record growth predictions, noting size, length, color and appear­ance.

b. Hang a maze box from- the ceiling with the opening on the bottom of the box. Will the f1lant defy gravity and grow upside down to get to the light?

Directions: 1. Show the students the house plants you have been growing on the windowsill. What do they observe about the way they are growing? (The plants lean in one direction, towards the window.) How can they explain this growth? (The plants grow toward the sunlight). Go on a scavenger hunt in and around the school to look for other plants' growth responses to light. Discuss and compare students observations and examples.

2. Explain that they will set up an experiment to see just how far some plants will grow to get light. Divide the students into small groups and give each group a small potted bean or potato plant (or have them sprout their own) and a card­board box with an inner divider. Explain to the students that they will shut the plant inside the box with only one opening for sunlight. Have them place the box on its side and cut a hole in the upper side to let in light. (They will need adult assistance to cut through the cardboard.)

3. With the box in this position, ask them to place their plant in one of the sections in the bottom of the box. Explain that they will create a maze oflight from the top of the box to the plant at the bottom by cutting holes in the various levels of the divider. Ask the group to decide upon a sunlight path and mark the openings. Have them remove the inner di­vider to cut the holes.

Spring • 213

\ \

i

I ON the BRIGHT SIDE

Plants can't move, or can they? Even

though plants are firmly rooted in the ground, they can still respond to changes in their environment by changing patterns in their growth. Sunlight is one essential ingredient for plant growth, and plants have been known to 'bend over backwards' to get their share. Auxin, a growth hormone in plant stems, helps regulate shoot growth. When the auxin concentration is uniform around the stem, the shoot grows upright. But when sunlight varies, auxin is broken down on the sunnier

side of the stem. The higher concen­tration of auxin on the shady side causes it to grow more and bend toward the light, until the sunlight and hence the auxin concentration around the stem, is once again in balance. This bending toward light is catted phototropism, and it is a commonly observed response of plants in and around your home. It is why house plants lean towards the win­dow, why trees branch over the road creating a shady tunnel, and why fallen trees tum at their tips and grow

upright again.

Spring • 214

Directions: ( cantinued) 4. Have them water their plant thoroughly and place it inside the box. Provide duct tape to secure the plant to tht base of the box and seal the box closed. Ask them to check for other openings by shining a flashlight into the hole and looking forplaces where light escapes. Ask them to seal with tape any openings as another light source could interfere with the experiment.

5. Ask the students what will happen to the plant inside their boxes? Have each group record their predictions. Suggest they make a drawing of their maze and predict where the plant will grow. Will the plant be able to work its way through the maze to the light? If so, how long will it take? How long will it take to reach certain points along the way?

6. Have the groups place their boxes in sunny locations, either in windows or under grow lights. Explain that they will open their box once or twice a week to water the plant. Have them observe and record the plant's growth by mark­ing it inside the maze box. Have them measure the length of their plant and note its appear;mce and health. After two weeks, have the groups compare their a-maze-ing results.

© 1995 PROJECT SEASONS. Shelburne Farms, Shelburne, Vf.

b

Objective: Students will learn about \·arious seed dispersal mecha­nisms.

Grade Level: 2-6

Groupings: Small groups

1\1.aterials: Assortment of seeds that are dispersed in different ways (see Traveling Seeds, page 26, for examples); hand lenses, miscellaneous ,imple constrUction materials ( day, pipe cleaners, paper dips, rubber bands, string, aluminum foil, Popsicle sticks, cotton balls, etc.); Traveling Seed cards ( a selection of cards each with a description of one way a seed may travel, see page :.!(i) .

Time Allotment: 30 minutes

Adapt a Seed

Directions: This activity works best if the class has gone on an outdoor seed hunt. In New England, September and October are the best months for student seed safaris. Use empty egg cartons to hold the seeds and challenge the students to find a dozen different seeds.

1. Tell the class that you need help solving a gardening mystery. Plants cannot move, yet some new weeds have re­cently appeared in your garden. Can the students help you discover how the weed seeds have gotten into your garden? Show a selection of two or three different types of weed seeds. Pass out one seed to every two students. Have them examine these seeds carefully, using hand lenses and looking specifi­cally for features that help the seeds travel. Discuss the stu­dents' ideas about how these different seeds might have gotten into your garden.

2. Explain that even though plants do not move, seeds do travel. Challenge the students to invent or design their own seeds that travel in different ways. Explain that each group will be choosing a Traveling Seed card which will describe a particular seed's way of being dispersed. Ask them to use their imaginations and the materials provided to create a seed on the go that fits this description.

3. Divide the children into small groups and have a member of each group draw a Traveling Seed card (page 26). The students will create their seeds, and then test them to make sure they meet the dispersal requirements detailed on their cards. Each group should give their seed a name and think about the life history of the plant from which the seed came.

4. When everyone is finished, bring the students together and have them demonstrate how their invented seed travels. Have them tell their seeds name and parent plant's story. Compare their seeds to the real seeds they examined at the beginning of the activity. Do they see any similarities? Can they think of other seeds that travel?

Fall • 25

Extension: a. Go on a seed hunt looking specifically for seeds that travel in different ways. Most of the seeds you find easily will be wind-blown, but some may be hitchhikers. Have the students wear large old socks over one shoe to see if they pick up any hitchhiking seeds. Can a particular seed travel in more than one way? Test some

real seeds to find out.

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Boats:• coconuts; qanbemes /"':i1-:~ 7s•·<s<t;i';J.';i•.~;v~5r,:.;-• ',; -:,'.;:;J1:-;'{,i',~t,J+;'',,•-~,•,

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re, 1 ooo; 1>1>rnFr.T SEASONS. Shelburne Farms, Shelburne, VT.

Run for thi Sun •

Objective: -; 1 c1dents will demonstrate how t•ncrgy flows through a food

( !lain.

Grade Level: 2-6

Groupings: Entire class

.\laterials: Index cards with 1,1,rcl and/or pictures depict­i 1 w the different levels of the ,., liiod chain (number of cards hasccl on a class of 20): sun ( IO)~ producers (3 soybeans ;111d 3 grain); primary consum­ns ( 1 vegetarian student and 2 herbivore cows); secondary consumer (1 omnivore student \\'ho loves hamburgers and hot dogs); seven buckets (2 la­lwllecl "sunlight energy," 2 labelled "producers," 2 la-1 >t • I led "primary consumers," ;111d 1 labelled "secondary consumers"); ten containers "·ith holes in the bottom; two 8 , 11. cup containers without holes.

Time: 20-30 minutes > ~

Directions: This activity is best done outdoors on a warm day as the students will be running with water as part of the demonstration of energy flow.

1. Ask the students where all the energy on Earth ultimately comes from. (The sun.) Who can use this sunlight to make ~eir own food? (Plants.) Explain that plants are the begin­mng or first level of a food chain. They are called the produc­ers because they can make food from sunlight through the process called photosynthesis. Who gets their energy exclu­sively from plants? ( Animals that eat only plants, called herbivores or in the case of people, vegetarians). Explain that they form the second level of the food chain and are called the primary consumers. Who is at the top of the food chain? (Animals that eat other animals exclusively, called canrlvores, and animals that eat a mixture of plants and animals, called omnivores.) They are the secondary cons~­ers.

2. Explain to the students they will represent members of the different levels of the food chain and demonstrate how en­ergy flows through a food chain. Pass out a card to each student which will assign him or her to a role and level.

3. Ask the students what begins the food chain. Have all the sun students come f01ward and stand in a line. Who is in the first level? Have all the producers come forward and stand in a line in front of the sun line. Then have the primary con­sumers come forward and stand in front of the producers, followed by the secondary consumers. What do the students notice about the number of individuals at each level in the

Fall • 55

Extensions: a. Try the activity with four different food chains. Place the last bucket in each of the four different chains at varying distances from the one below it based on the energy needed to produce the final product. Have the first chain end with a primary consumer (vegetarian). His or her bucket should be one foot away from the one below it. The second food chain will represent a secondary consumer who eats chicken. It takes twice as much grain to produce an equal amount of chicken, so the last bucket is placed two feet away from the one below it. The next secondary consumer eats pork, requiring four times as much grain, so the last bucket is placed four feet away from the one below it. The fourlh food chain represents a secondary consumer who eats beef, requiring eight times the amount of energ)' to produce; his or her bucket is placed eight feet away.

b. Discuss new nutrition recommenda­

tions which suggest limiting the amount of red meat eaten and increasing the number of complementary vegetable protein combinations. Have the students look into these alternate sources of protein.

Fall • 56

Directions: (continued). chain? (The number of individuals decreases as you go the food chain.) Can they provide any explanations for this pattern? (Each level needs to support the one abov< with adequate food so there must be more individuals in each previous level.) What would happen if this balance was destroyed? (A drop in numbers in one level is fol­lowed by a drop in numbers of each successive level; thei is no longer food to support the original population.) T building a pyramid from a similar number of blocks and removing some to demonstrate this concept.

4. Explain that the following outdoor demonstration wil further illustrate the workings of a food chain. Head out to where you have set up two lines of buckets. Explain each line represents one food chain. The first line has three buckets equally spaced ( 5-6 feet apart). Label the first bucket "sunlight energy," the second "the producers and the third "the primary consumers." The second line contains four buckets, similarly spaced, similarly labeled. Label the fourth bucket in this line "secondary consum­ers." Point out that the two buckets at the starting line ar filled with water, which represent sunlight energy. Divid( the sun students into two groups and have them form lin, next to each bucket.

5. The next set of two buckets represents the producer level of the two food chains. Ask the soybean students to form their line next to the second bucket in the line of three, the grain students next to the second bucket in th{ line of four.

© 1995 PROJECT SEASONS. Shelburne Farms, Shelburne, VT.

..

WHAT'S for DINNER? Hamburgers, hot dogs, ar pep­/!ffoni pizza? Americans eat a lot of meat, and meat production involves a large investment of· food and en~- A. chic~ has to t'at twice its weight zn grain far . · ,'Very pound of meat it yields. A . pig eats four times its weight and a cow eight times its weight! .Huch of the grain grown in the L ·.s. is used to feed these animals and is usually grown in monocul-111 res, or large singl,e crops. Monocultures are hard on the soil, water and air, requiring the use of synthetic fertilizers and /1esticides. Think of all the "people food" this grain could /nvvide. Now we don't need to .. become vegetarians to change .. things. Meat is a good source of protein, but many other foods f,rovide you with protein. Doctors have found that eating l,eaner meat and combining vegetabl,e f ,roteins is better for our health. So try some bean and cheese burritos, add a peanut butter sandwich to your lunch, and eat more fish, turkey and chicken. Cutting back on meat helps the rnvironment and us!

Directions: (continued) 6. The primary consumers are represented by the next set of buckets, Ask the vegetarian to stand next to the third and last bucket above the soybeans. The vegetarian loves hot dogs and burgers too, but those made from tofu derived from soybeans. Have the two cow students stand next to the third bucket in the line of four, as grain is one of their food sources.

7. Have the omnivore who enjoys all beef hot dogs and hamburgers stand next to the fourth and last bucket. He or she will represent a secondary consumer who gets their food energy from the meat of a cow. Pass out a cup to the omni­vore and vegetarian. Explain that to make the hot dog and burger of their choice will take one full cup of energy or water.

8. Ask the students how the energy (water) from the sun will get into these hot dogs and burgers. (It will be passed up the food chain.) Review the sequence and rules for energy flow. The sun students will deliver energy (water) to the producers. Each sun team will take turns running with containers full of water and pouring them into the producers bucket. When the plants receive sunlight energy, they pass it onto the pri­mary consumers. The plant students then also take turns running to deliver energy to the primary consumers' buckets. The primary consumers (cows) will in tum pass on their energy to the secondary consumer (omnivore). Explain that all the students should continue to take turns running and passing energy between levels until the person at the top of their food chain signals to stop, indicating their cup is full and their hot dog and burger are ready!

Fall • 57

RUN for the SUN CARDS

fHOTOSYNllH:Sl$

HERBIVORi

PRIMARY

Fall • 58

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PRODU.CE'R

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. .

l!

Vl:GETARIAN

Directions: (continued) 9. Casually pass out the containers with holes in them to the students while explaining that when you say "Go," both sun teams may begin the energy flow through their food chain. At this point someone will complain about the holes in the bottom of their containers. Explain that these holes represent the energy that is lost between levels. Not all the sun's energy is available to the plants and not all the food energy within the plants can be utilized by the pri­mary consumers and so on. Remind the vegetarian and omnivore at the top of each line to signal a stop when their cup is full, then let the race begin.

10. When the vegetarian signals his or her cup is full, stop the activity. How much more energy is needed to fill the omnivore's cup? Discuss the results, being sure to point out it takes less energy to make and eat foods lower on the food chain. By eating foods lower on the food chain, there is more food available and more people can be fed. It is not necessary to become a strict vegetarian, but by elimi­nating some meat from our diets the land and feed used to raise those animals can then be used to feed more people. Discuss the implications with regards to food shortages and world hunger.

•

© 1995 PROJECT SEASONS, Shelburne Farms, Shelburne, Vf.

Measuring Prairie Plants

Source: Joy Conway, Heritage School Subject: Math and Science Grade: 2-S Summar,: Students will different kinds of plants to compare their growth. Activity Time: 20 - 30 minutes at the prairie. Extra class time to graph results. Materials: Ruler, notebook, loop of tape and pencil. Season: late spring, summer or fall, can even measure the plant skeletons in winter. Activity: This activity provides students an opportunity to practice their measuring and observational skills. Make sure students are comfortable measuring to nearest 1/2 in. or cm. Students will work in pairs. They need find S different kinds of plants. Measure each type of stamp from sod to topmost growing tip. Take a small part of the plant, tape it in your notebook and write down its measurement next to specimen. Remind students not to pick the whole plant or pull too hardl

Back in the classroom, compare specimens and measurements. Assign groups of students to graph the results of like types of plants. Ex. All grass specimens could be put onto the same graph. Four students could work on this together. Adaption: K - 1

Use another form to measure such as chain links, paper clips, unifix cubes, etc.

Flower Power Source: Project Seasons Subject: Science, Math Grade: 2-6 Summary: Students will learn the parts of a flower and their function. Activity Time: 20 minutes Materials: Flowers, magnifying glasses or hand lens, index cards, Flower Power Parts page. Season: Any time if you purchase flowers, Fall or spring if you are collecting. Activity: Discuss the fact that although each person in the class is a unique individual with his or her own special combination of characteristics, we all have certain features in common. Ask the students to name a few. Explain that they will look carefully at different flowers to discover the parts they share in common.

Divide the students into pairs or small groups and give them a flower, a few index cards, and a hand lens. (It is easier to use large simple flowers). For younger students, it works best if all the groups have the same type of flower. For older students, it is more interesting if they have different types of flowers.

Explain that they will carefully take their flower apart and group the similar parts together. Suggest that they begin by looking the flower over carefully to see how many different kinds of parts they can readily see. Caution them that towards the center of the flower the parts are smaller and harder to distinguish. Remind them to use their hand lenses to check for slight differences.

Ask them to hold the flower upside down and carefully remove the parts, one at a time, working from the outside toward the inside. Have them place all the like parts together on one index card then count and record the number on the card.

Have them line these cards up in order from the outermost parts of the flower to the innermost parts. Have available several of the same types of flowers that are not to be dissected so students can refer to the original configuration of the parts.

Have the students compare their results by observing the order, grouping of parts, and the number of parts with other groups. Do they see similarities? Do they see any differences? Do they notice any relationship between the number of parts?

Explain to the students that the different parts of the flower have names and specific functions in the plant. Give each student a copy of Flower Power Parts with labeled parts. Review the sheet and have the students label the parts of their flower and discuss their functions.

Set out some other flowers and wild flowers and have students identify the parts. If you have enough, let each group dissect and sort the parts of a different flower. Then have them put the similar parts of these different flowers together

for comparisons. For example, ask them to make one group for all the petals, another group for the stamens, and yet another for the pistils.

For additional review, pass out Flower Power Worksheet and have students label the flower parts and list their function.

****Simple Flowers to Dissect: Tulips, Lilies, Magnolias, Rhododendrons and Azaleas

These are flowers with large separate parts. In tulips, lilies, and magnolias, the sepals and petals look the same and are called tepals. They are distinguished only by where they occur on the plant, the sepals being the outermost layer.

Complicated Flowers (avoid dissecting these as the parts are very difficult to identify): Daisies, Chrysanthemum, and Dandelion

These plants are all members of a plant family called the Composites. The flowers on these plants are highly specialized. What appears to be one flower is actually many tiny flowers put together. So each white petal on a daisy is actually a complete ray flower, and the sunny yellow center is made up of many tiny disk flowers. After you are very familiar with simple flowers and their parts, you might try using a hand lens to dissect one of the yellow "petals" or ray flowers of a large sunflower.

Extensions: Have the students mix up the parts from different flowers to create

completely new flowers. Challenge them to create new names by using parts of the original names in combination.

Have a snack of flowers. Serve broccoli, cauliflower, and artichokes with dip; add nasturtiums, calendula petals and Johnny-jump-ups to a salad; or decorate cupcakes with purple violets.

Go on a wild flower scavenger hunt. Copy pictures of common wild flowers or prairie flowers from a field guide and mount them on index cards. Go on a walk through the prairie and around school grounds in spring. Pass out the cards to pairs of students and ask them to find the pictured flower. Ask students not to pick any flowers but to share their discovery with the class. You can also create general scavenger hunt cards, directing the students to find small white flowers, flowers with only three petals, flowers with lots of stamens and pollen, etc.

Flower Fashions Source: Project seasons Subject: Science, Art Grade: 2-6 Summary: This activi~ allows students to review the parts of a flower. Activity Time: 30 minutes Materials: Paper plates, crayons or magic markers, paper bowls, tissue or crepe paper, glue, stapler, ~rofoam balls with the bottoms trimmed. off to make a flat surface, plastic drinking straws, tape, sugar cubes, pipe cleaners, ~rofoam packing peanuts, cinnamon, scissors, an insect or bee puppet made from an old. sock Season: Any Activity: * This activi~ works best if the students have done flower power or studied. flowers and their parts beforehand..

Copy the Flower Power Worksheet. Pass it out to the class and. review the various flower parts and their function. Explain to the students that they will construct their own three dimensional flowers.

Pass out paper plates to the students. Explain that this will represent the sepals, the outermost layer on their flower. Have them color the plate green and cut the edge of the plate into three, four or five lobes. Punch two holes in opposite ends of the plate and. have them attach yarn or ribbon to each hole.

To represent the petals on a flower, pass out paper bowls. Have them cut and. shape their bowl into petals (the same number as their sepals). Using crepe or tissue paper and. glue, have them decorate the bowl inside and out. Have them put the bowl (the petals) in the center of the plate (inside the sepals) and attach it with glue or staples.

Give everyone a styrofoam ball. What part of the flower do they think this represents? (It is where the seeds are formed) What parts of the pistil are missing? (the stigma and. ~le.) Give them plastic drinking straws and. have them cut one end. into fringes. Ask them~ bend. the fringes outward. and push the opposite end. of the straw into the center of the ~rofoam ball. Now the flower has a long style topped. by a fringed stigma. Make the stigma sticky so it can catch pollen by attaching a small loop of tape to the top.

Explain that nectar is usually stored inside the petals. The nectar smells sweet and. attracts pollinators looking for food.. Have the students glue some sugar cubes to the paper bowl around. the base of the pistil.

What part of the flower is missing? (The stamens.) Provide pipe cleaners and. styrofoam peanuts to construct the stamens. The pipe cleaner is the filament ~rofoam peanuts are added to the tops as the anthers. Have the students put a little glue on top of the anthers and. generously sprinkle cinnamon, representing pollen. on top. The stamens are then inserted in a ring around. the base of the ~rofoam ball (The number of stamen should. equal that of the sepals and. petals.)

Once their flowers are dry, have the students wear them as hats, using the yarn or ribbon attached to the sepals as ties under their chins. Then demonstrate with a simple sock puppet how an insect pollinates flowers. Have the insect fly from flower to flower looking for nectar and show how pollen accidentally sticks to the insect and is then transferred from one flower to another.

Sxtensiionsi: Read Tl-IS REASON FOR A FLOWER by Ruth Heller (Grosset and Dunlap, 198'3).

Discuss how animals help to pollinate plants and make seeds. Where would the seeds in their flower?

Enlarge the Flower Power Worksheet and mount it on a piece of poster board Make several small circles from two different colors of construction paper. One color circle will represent pollen grains, the other seeds. Make enough of each so that there is one per student. Review how flowers are pollinated. including where the pollen must land (on the stigma) to fertilize the flowers and where seeds are then produced (in the ovary of the pistil). Give half the class pollen grains and the other half seeds, all with tape attached to the back Blindfold one of the students who has a pollen grain and have them 'pin the pollen on the stigma.' Give several students with pollen a turn. and after a few have successfully placed the pollen on the stigma. explain that seeds are beginning to develop. Have the students with seeds try to 'pin seeds in the ovary' of the pistil

Leiizng UJJ :)team

Objective: Students will learn about transpiration or water loss in plants.

Grade Level: 3-6

Groupings: Small groups

Materials: (per group) Small plastic mirror; three pieces of flexible plastic tubing (18-24 inches long and 1/4 inch diameter); two plant stems, one with leaves and one with­out leaves; clay; clear plastic bags; rubber bands; heavy duty tape; permanent marker.

Time Allobnent: 20 minutes for initial set up, 15 minutes at the end of the day for observa­tion and conclusions

Extension: a. Have the students conduct the .1ame experiment in the dark. Do they think the transpiration rate will differ? Have them record their /m,dictions. Have them vary the f'Xj1eriment again, this time with the j,lastic bags removed and a fan blowing on their plants. ½'hat do they think will happen? How do they f'Xj1lain the results? Ask the students to think of other variables that might alter transpiration rates and set up new experiments to test their ideas.

Directions: This experiment works best if set up on a bright, sunny morning ..

1. Ask the class whether they have ever seen their breath. Divide the class into small groups and pass each group a small plastic mirror. Explain that one of the students in each group will hold the mirror in front of his or her face for several seconds. What do they see on the mirror? (Condensed water vapor.) Where does it come from? Explain that people constantly give off water vapor, along with carbon dioxide, as they breathe. This process called respiration is the necessary exchange of gases of an oxygen breathing organism with the environment.

2. Show the class the collection of leafy plant stems. Do they think plants also 'breathe' or exchange gases with the envi­ronment? Explain that they will set up some experiments to see whether plants give off water vapor as part of this ex­change.

3. Give each group three pieces of clear plastic tubing. Have them fill the tubes with water, making certain air bubbles are removed. Ask them to place a plant stem with leaves in one end of the first tube, and seal any opening in that end with clay. Have them cover the plant with a plastic bag and secure the bag to the tubing with a rubber band. Have them bend this tubing into a U-shape and securely tape it to a sunny window, marking the present water level at the open end with a permanent marker.

4. Ask them to place a plant stem without leaves in a second piece of tubing, seal the opening with clay, cover it with a plastic bag, and secure it with a rubber band. They then bend and attach the tubing to the window in a similar fashion to the first, marking the present water level. What do they think will happen to the inside of these plastic bags? What will happen to the water level in the tubes? Ask them to record their predictions.

5. Explain that a control, or a standard for comparing, is needed for this experiment to prove that any changes that occur inside the plastic bags or tubing are related to the plants. Ask for their ideas on how they could set up the third tube as a control. Using their ideas, direct them to fill the

Spring • 221

UP, UP, and AWAY! On a cold day you have probab(v seen your own breath as small clouds

of water vapor gi,ven off when you breathe. Through a process called transpiration, plants gi,ve off water vapor too - more than 17 times the amount we do! In fact, an acre of

pasture grass may lose more than 1500 ga{lons of water during one hot

midsummer daJ! Ninety percent of all the water taken up by plant roots is recycled back into the atmosphere as plants transpire. Transpiration is the principle force that lifts water to the tops of tall trees. As water is lost through the leaves, more is absorbed by the roots to replace it. The stomata control the amount of water lost through transpiration. tomata are small openings on the nderside of the leaves which are urrounded by two guard cells. hese cells change in size and shape,

!ms changi,ng the size of the opening nd regulating the gas and water

xchange. Various factors affect the ard cells and hence control

ranspiration rates, including emperature and humidity, water vailability, carbon dioxide concen­·ations and light. So despite sun, ind, and rain, the perfect balance always maintained.

I

~·ng • 222

Directions: (continued) tube with water, seal one end with day, cover this end with a plastic bag and attach the tubing to the window in a similar manner, marking the present water level.

6. Ask the groups to monitor their experiments at one to two hour intervals and note and record changes. What, if anything, happens to the inside of the plastic bags? (The bags are covered with condensed water vapor.) Are there any differences in the bags of the plants with leaves and the one without leaves? (There will be more water in the bags of the plants with leaves.) Where is the water coming from? (Most of the water is given off by the leaves, ulti­mately coming from the water the plants absorb.) Explain to the students that transpiration is the process of giving off water vapor through the leaves. (See Up, Up and Away!, left, for further details.)

7. Have the groups measure the amount of water given off through transpiration by comparing the water level in their tubes at the end of the day to the initial levels. Do they notice a change in all three tubes? How do they explain the differences?

,fl 1993 PRqJECT SE.>.so;-.;s. Shelburne Farms. Shelburne. \ 'T.

What's Green and Grows All Over An Advanced Biodiversity Study

Source: Greg Bisbee, Kathleen Morgen Subject: Science, Math Grade: 6-12 (I feel this is appropriate 3-5) Summary: Students compare the biodiversity of a prairie with a lawn or other ecosystem. Activity Time: 45 minutes to one hour in each site. Materials: Sets of four equal-length sticks or other dive to mark off quadrants, pencil, paper, clipboard, index card with large loop of tape. Season: Late spring, summer, early fall. Activity: This activity provides upper-level students with an opportunity to investigate and compare the biodiversity of different sites. Sites that would provide interesting comparisons include a lawn, an old field, a one-year prairie restoration, an older restoration or a prairie remnant. This study could also be repeated each year in a restoration to monitor the change in the restoration as it matures.

Divide the students into research groups. Give each group an index card with a large loop of tape on it and four sticks of equal length for the square quadrant. Randomly choose a spot in the prairie for the quadrant or have students pick a spot that they consider to be representative of the prairie. If an annual survey of your restoration is planned, you could have permanent plots set up or choose new ones each year.

Have students count the number of different species of plants in their quadrant. If the plants are very small, place a small leaf of each species on the tape (generally appropriate for spring studies.) If the plants are large, have them sketch the leaf and note any other identifying traits. Identification is not necessary. Repeat the process at the other site.

Determine the average number of species per plot and the total number of species by the class. In many instances, a single prairie quadrant may not have as large a number of different species than the lawn quadrants but all prairie quadrants together will reveal a far greater diversity than all the lawn quadrants. This is because prairie species tend to clump together whereas a lawn, for instance, tends to have all species distributed in a more homogeneous pattern.

Extension: Record the number of insects, spiders and larger animals in each quadrant. In addition to the animals, challenge students to become sleuths and find as many traces of animals as possible. Traces of animals can include decayed leaf matter, a litter layer in the soil, a gnawed leaf, a spotted or slightly diseased leaf, a spider web.

Students can try to identify plants, insects and spiders later in the classroom.

This activity can be modified for k-2. Divide the paper in half. Small groups can illustrate and record finding for the prairie on 1 side and the lawn on the other. Counting and recording the different plants and insects they find.

Pollution Test Cards Source: Denise Jess Subject: Science, Social Studies Grade: 3-5 Summary: Students compare air pollution at potential restoration sites. Activity Time: Initial whole-group discussion and brainstorming; 20 min. Experimental set-up 20 min. Daily checking of pollution test cards and logging of results: 10 min. Summary of results in cooperative groups: 10-15 min. Closing whole-group discussion of findings: 30 min. Materials: For each group: 1 index card, 1 zip lock sandwich bag, marking pen, hand lens, masking tape and string, petroleum jelly, For each student: log sheet. SeaSO!]-= Any Activity: As a class, discuss how air pollution might affect a prairie. Develop a list of possible restoration sites. In groups of 2 or 3, students choose a test site to monitor. Mark the location and group members' names on the index card, place the card in the bag and seal. Spread petroleum jelly on the side of the bag in which the blank side of their index card may be seen. Hang or tape the cards in the test location.

Each group recei~""eS ti: 1\,g-~1fu-c-illfti-1"1b1lltk' J.'\'leybrlotcru."Wrnin.1.dwn,,/ien:­prediction about the amount of air pollution they think they will see and if they think this would be a good location for a prairie restoration.

Each day the students check their card with a hand lens to see if any air pollution particles have collected on it. They should count the number of particles in three randomly selected magnifier views, and record their observations on their log sheet. At the end of the week they should report their findings to the class. Did their predictions match their results? If not, why not? Discuss the types of air pollution that might not be visible on the card. Are all equally harmful? Can you identify the probable source for any of the particles? Based on results from the entire class, which site has the best air quality for a restoration? Discuss the importance of air quality as only one of a number of factors which must be examined.

Air Pollution Monitoring Log Names:

Prediction: What do you think will happen to your test card?

Monday: Set up "Pollution Test Cards". Label index card with today's date and group members names. Put card inside ziplock and zip it up! Spread Petroleum Jelly (Vaseline) on one side of the baggy, blank card side. Hang up somewhere near Prairie Restoration.

Tuesday:

Wednesday:

Thursday:

Friday:

Plant Immigrants

Source: Robin Greenler, UW-Madison Arboretum Subject Social Studies, Language Arts, Science Grade: 3-12 Summary. Students learn about the introduction of nonnative plants to the New World. Activity Time Variable Materials: A resource for identification of nonnatives is Courtney and Zimmerman, Wildflowers and Weeds

A resource for origins of specific nonnative species is Gleason and Cronquist, Manual of Vascular Plants of Northeastern United States and Adjacent Canada

This text would be available at any college or university library. Season: Identification is best done in fall; research and discussion can be done any time. Activi:cy: Identify the nonnative plants on your restoration plot. These nonnatives are plant species that were introduced from other parts of the world and a~~ ~~~1ve-arrteLarrutn:.\.;omp2c.v:1.rte 11craw·p1ah-cs""m=nte- -region. Are the nonnatives always undesirable?

Research the origins of the nonnative plants. Have the students make a world map, individually or as a group, that shows where the nonnatives came from and the approximate dates. Are certain areas of the world more common "donors" of nonnative plants? Construct a time line or graph that shows the number of plants introduces over history. What historical events correlate with the introduction of nonnative species? Extension: * What are the implications, for the modern world, of plant-seed "hitchhikers" being carried all over the world. _ * Research cases of exotic plant or animal introductions, both intentional or unintentional. Consider the case history and biological results. * Language Arts: Have students compose an essay about a seed's journey to the New World from its native home.

Land Use History: Examining Living History

Source: Robin Greenler, UW - Arboretum Subject: Social Studies, Language Arts Grade: 3-12 Summary: Students interview older local residents about the area's history. Activity Time: Preparation: about 1 hour. Interviews: 1 hour minimum. Activity: In order to research the land use history on your site, interview people in the community who have lived in the area a long time. Ask them about changes in natural history, land use, population, land ownership, rural vs. urban areas, economy, employment, roads and transportation, Ask them about stories they may have heard as children from their parents/grandparents or others. Do not limit yourself to the restoration site specifically but rather try to get a context for some more specific site history you can gather later on.

The information can be written up or presented orally. Oral presentations from each student can help to form a full picture of many different perspectives of the area's history. A class project such as a display, skit or compilation of quotes could convey the findings during a prairie celebration day.

What's in the Roots?

Source: Robin Greenler, UW Arboretum Subject: Science, math Grade: 6-12 (5th) Summary: Students compare above- and below-ground biomass In a lawn and prairie and consider the implications for burning a prairie as a way to eliminate rionnative weeds. Activity Time: 60 min. Materials: None Season: Fall Activity: Dig up a small plug of lawn. Save and clean the roots. Estimate the below- and above-ground biomass In the lawn (estimate as a volume). Calculate a ration of above-ground : below-ground biomass. Compare to the above-ground : below-ground prairie ration of 1:9. Discuss the Implications of this ration for periodic fires. Why might burning a prairie be an effective way to eliminate nonnative weeds In a prairie?

Land Use History: Land Ownership Records

Source: Robin Greenler and Wisconsin State Historical Society Subject: Social Studies, Language Arts Grade: 6-12 (5th) Summary: Students research the land ownership records of their school and restoration sites. Activity Time: Depends on nature of the search. Materials: Public Library, Historical Society, Title Company Season: Any Activity Research the land use and ownership history of your school site using old plat maps or title abstracts. State, county or city historical societies may also have old maps or photos of the area. The following resources may be available locally at your public library, historical society or local title companies. All of the listed resources are available from the Wisconsin State Historical Society at 816 State St., Madison, WI 53703. Although this list is tailored for Wisconsin, many parallel resources exist in other states.

General Land Office Tract Books (Series 1673) These books record sale of land by the federal government to the first purchasers. The records include names of purchasers, amount of land purchased, legal description of property, price paid and date of purchase.

"The Native Vegetation of Wisconsin at the Time of the Ordinal Land Survey" This map by Robert W. Finley (D GX902 F51) shows the pre-settlement vegetation of Wisconsin based on information in the Surveyor's notes (Series 701).

Wisconsin Land Economic Inventory (Series 1956, 1958, 1959) This was a joint project of the U. W. and the Wisconsin State Department of Agriculture that extended from 1929 into the 1940's. The inventory surveyed the current and potential use of land throughout the state. Among the results of this survey are three sets of detailed maps.

- Wisconsin Archeological Atlas This atlas is a compilation of notes on Native American archeological and historical sites in the state. It is not a complete inventory of Native American sites but shows features such as village and camps, mound groups, burial sites, gardens, quarries and battlefields.

Plat Maps and Atlases These are usually restricted to one county and show names of rural landowners and boundaries of indMdual properties. Plat maps and atlases of the nineteenth century often include illustrations of individual farm steads and business premises, maps or cities and villages, and locations of schools and cemeteries. Twentieth century versions are generally much simpler.

Sandborn Insurance Maps Sandborn maps are extremely detailed and large-scale maps of cities and villages ranging in date from the 1800s to the 1970s. These maps show the exact size and placement every building on each block and its use. Most cities were mapped several times at five- to 10- year intervals.

Recommended Reading

Allison, Linda. The Sierra Club Summer Book. San Francisco: Little, Brown and Company, 1977.

Bourgeois, Paulette. The Amazing Dirt Book. Addison-Wesley Publishing Company, 1990.

Cornell, Joseph. Sharing the Joy of Nature: Nature Activities for all Ages. Nevada City, CA: Dawn Publications, 1989.

Forey, Pam. Science Nature Guides: Wild Flowers of North America. San Diego, CA: Thunder Bay Press, 1994.

George, Jean Craighead. One Day in the Prairie. New York: Harper Trophy, 1986.

McClelland, Elizabeth A. Small Animals of North America: Coloring Book. New York: Dover Publications, Inc., 1981.

Peterson, Roger Tory and Margaret McKenny. A Field Guide to Wildflowers: Northeastern and Northcentral North America. Boston, Massachusetts: Houghton Mifflin Company, 1968.

Rowan, James. A New True Book: Prairies and Grasslands. Danbury, Connecticut: Children's Press, 1983.

Siy, Alexandra. Native Grasslands. New York: Dillon Press, 1991.

Slattery, Britt Eckhardt. WOW!: The Wonders of Wetlands: an Educator's Guide. Environmental Concerns Inc., P.O. Box P, St. Michaels, Maryland 21663: 1991.

Staub, Frank. America's Prairies. Minneapolis, MN: Carolrhoda

- Books, 1994.

Vancleave, Janice. Biology for Every Kid: 101 Easy Experiments that Really Work. New York, NY: John Wiley & Sons, Inc., 1990.

Vancleave, Janice. Animals: Mind-boggling Experiments You Can Turn into Science Fair Projects. New York, NY: John Wiley & Sons, Inc., 1993.

Van Matre, Steve and Bill Weiler. The Earth Speaks. Warrenville, IL: The Institute for Earth Education, 1983.

Whelan, Gloria. Night of the Full Moon. New York: Alfred A. Knopf, 1993.

.. Bibliography

Comell Joseph. (1979). Sharing: nature With Children. Nevada City, CA:. Dawn Publications.

Parella. Deborah. (1995). Project Seasons. Shelboume, Vermont: Shelboume Farms.

Spizman, Robyn Freedman and Marianne Daniels Garber. (1991). What On Earth You Can Do with Kids. Carthage, ll,:Good Apple.

Milord Susan. (198'9). The Kids' Nature Book. Charlotte, Vermont Williamson Publishing Compnay.

Project Wild Project Leaming: Tree Project Aquatic Living Lightly in the City

Teacher Resource/ Activity Books AIMS Education Foundation. Water, Precious, Water. Fresno, CA: AIMSEducationFoundation, 1988.

Gartrell,Jack E.Jr.,Jane Crowder, and Jeffrey C. Callister. Earth the Water Planet. Washington, DC:

National Science Teachers Association, 1989.

Massachusetts Water Resources Authority. Water Wizards. Boston: Massachusetts

Water &sources Authority, 1987.

Massachusetts Water Resources Authority. Water Watchers. Boston: Massachusetts

Water &sources Authority, 1987.

Perdue, Peggy K Diving into Science: Hands-on Water Related Experiments. Glenview, IL: Harper Collins/Good Year Books, 1989.

Stangl,Jean. H20 Science. New York: Simon & Schuster, 1990.

Stille, Darlene. Water Pollution. Chicago: Children s Press, 1990.

Western Regional Environmental Education Council. Aquatic Project Wtld. Boulder, CO: Western &gi,onal Environmental Education

Council, 1987.

Insects and More Children's Story Books Carle, Eric. The Very Quiet Cricket. New York: Philomel Books, 1990.

Clyne, Densey. Flutter By, Butterfly. Chicago: Allen & Unwin, 1994.

Heller, Ruth. How to Hide a Butterfly and Other Insects. New York: Grosset

and Dunlap, 1985.

Karle, Eric. The Very Busy Spider. New York: Philomel Books, 1984.

McNulty, Faith. The Lady and the Spider. New York: Harper & Rnw, 1986.

Ryder,Joanne. The Snail's Spell. New York: F. Warne, 1982.

Children's Information/Activity Books Charman, Andy and Sarah Erskine. Be a Bug Detective. New York: Derrydale Books, 1992.

Gibbons, Gail. Monarch Butterfly. New York: Holiday House, 1989.

Heiderose, and Andreas Fischer-Nagel. Life of the Honeybee. Minneapolis: Carolrhoda Books, 1986.

Henwood, Chris. Snails and Slugs. New York: Franklin Watts, 1988.

Hickman, Pamela. Bugwise. New York: Addison Wesley, 1990.

Katz, Bobbi. The Creepy, Crawly Book. New York: Random House, 1989.

Kilpatrick, Cathy. Usborne First Nature Guides: Creepy Crawlies. London: Usbome Publishing Ltd., 1982.

Lecht,Jane. Honeybees. Washington: National Geographic Society, 1973.

Mitgutsch, Ali. From Blossom to Honey. Minneapolis: Carolrhoda Books, 1981.

Owen, Jennifer. Mysteries and Marvels of Insect Life. London: Usbome Publishing Ltd., 1984.

Pallotta,Jerry. The Icky Bug Alphabet Book. Chicago: Children's Press, 1991.

Projert Seasons • 306

Pallotta, Jerry. The Icky Bug Counting Book. Watertown, .MA.: Charles bridge Publishing,· 1992.

Parker, Nancy Wand Joan Wright. Bugs. New York: Greenwillow Books, 1987.

Peterson, Roger Tory and Robert M. Pyle. A Field Guide to Butterflies Coloring Book. Boston: Houghton Mifflin, 1983.

Seymour, Peter. Insects: A Close Up Book. New York: Macmillan Publishing, 1984.

Sowler, Sandie. Amazing Animal Disguises. New York: Knopf, 1992.

Starosta, Paul. The Bee: Friend of the Flowers. Watertown, .MA.: Charlesbridge

Publishing, 1991.

Suzuki, David, and Barbara Hehner. Looking at Insects. New York:

Warner Books, 1986.

Teacher Resource/ Activity Books Echols,Jean C. Buzzing a Hive: Teacher's Guide. Berkeley, CA:

The Regents of the University of California, 1989.

GENERAL SCIENCE and ENvlRONM0E'J~T

, - ·~::~:"-.0:~;;;;;\:_<:,,.:;;~:~,\ ,., ,.,.,, ',·.::~.i¼:;.'.1iU:::,

Children •s Story Books Hirschi, Ron. Discover My World: Mountain. New York: Bantam, 1992.

Singer, Marilyn. Turtle inJuly. New York: MacMillan, 1989

Children •s Information/ Activity Books Allison, Linda. The Reasons for Seasons. Boston: Little Brown & Co.,

1975.

Allison, Linda and David Katz. Gee Wiz!. Boston: Little Brown & Co.,

1983.

Gillespie, C., et.al. Smithsonian Science Activity Book. New York: Galison Books, 1987.

McKean, Barbara. Wtld Animals: Land and Sea Mammals. Milwaukee, "WI: Penworthy Publishing, 1986.

Milord, Susan. The Kids' Nature Book. Charlotte, IT: Williamson Publishing, 1989.

Ontario Science Center. Scienceworks: 65 Experiments that Introduce the Fun and Wonder of Science. Reading, MA: Addison-Wesley, 1984.

Ontario Science Center. Foodworks: Over 100 Science Activities and Fascinating Facts that Explore the Science of Food. Reading, .MA: Addison-Wesley, 1987.

Shedd, Warner. The Kids' Wtldlife Book. Charlotte, IT: Williamson, 1994.

Suzuki, David. Looking at Senses. Toronto: Stoddart Publishing, 1987.

Project Seasons • 30 7

Suzuki, David, and Barbara Hehner. Looking at Weather. New York: Wiley, 1991.

Svedberg, Ulf and Ingrid Selberg. Nicky the Nature Detective. New York: R & S Books, 1983.

Taylor, Barbara. Weather and Climate. Las Vegas, NV: Kingfisher, 1993.

Whayne, Susan Santaro. Night Creatures. New York: Simon and Schuster, 1993.

Teacher Resource/ Activity Books Brown, Sam. Bubbles, Rainbows & Worms: Science Experiments for Preschool Children. Mt. Rainer,

MD: Gryphon House, Inc., 1981.

Caduto, Michael and Joseph Bruchac. Keepers of the Earth. Goldon, CO: Fulcrum, 1989.

Cornell, Joseph. Sharing the Joy of Nature. Nevada City, CA: Dawn Publications, 1989.

Fiarotta, Phyllis. Snips & Snales & Walnut Whales: Nature Crafts for Children. New York: Workman

Publishing Co., 1975.

Harlow, Rosie and Gareth Morgan. 175 Amazing Nature Experiments. New York: Random House, 1992.

Hart-Davis, Adam. Scientific Eye: Exploring the Marvels of Science. New York: Sterling Publishing, 1989.

Herman, Marina Lachecki, et. al. Teaching Kids to Love the Earth. Duluth, MN: Pfeifer-Hamilton Pub.,

1991.

Levenson, Elaine. Teaching Children About Science. Englewood Cliffs, NJ· Prentice Hall, 1985.

Lingelbach,Jenepher. Hands-On Nature: Information and Activities for Exploring the Environment with Children. Woodstock, VT: Vermont Institute of Natural Science, 1986.

Mitchell,John and The Massachusetts Audubon Society. The Curious Naturalist. Englewood Cliffs, NJ:

Prentice-Hall, 1980.

National Wildlife Federation. Ranger Rick's NatureScope Series. Washington, DC:

National Wildlife Federation, 1989.

Pedicord, Susan. AVR Teacher's Resource Guide for Solid Waste and Recycling Education. Montpelier,

VT: Association of Vermont R.ecyders, 1989.

Reynolds,Jane, Phil Gates and Gaden Robinson. 365 Days of Nature and Discovery: Things to Do and Learn for the Whole Family. New York: Harry N. Abrams, 1994.

Sheehan, Kathryn and Mary Waidner. Earth Child. Tulsa, OK: Council Oak Books, 1991.

Sherwood, Elizabeth, Robert Williams, and Robert Rockwell. More Mudpies to Magnets: Science for Young Children. Mt. Rainer, MD: Gryphon House, 1990.

Sisson, Edith. Nature with Children of All Ages. Englewood Cliffs, NJ: Prentice-Hall, 1982.

Tolman, Marvin, and James Morton. Life Science Activities for Grades 2-8. West Nyack, NY: Parker

Publishing, 1986.

Vermont Institute of Natural Science. Waste Away: A Curriculum on Solid Waste. Woodstock, VT: Vermont

Institute of Natural Sciences, 1989.

Walker, Leslie Clare. Nature All Year Long. New York: Greenwillow Books, 1991.

Western Regional Education Council, Inc. Project Wild. Boulder, CO: Western R.egional Environmental

Council, 1992.

Williams, Robert A., Robert E. Rockwell and Elizabeth Sherwood. Mudpies to Magnets: A Preschool Science Curriculum. Mt. Rainer, MD: Gryphon House, 1987.

Project Seasons • 308

Soil and Worms

& •• @l ·· .. !' fl, t

, , , '

Children•s Story Books

-_, -·· ·, - 1

C(! >

~

Dunrea, Olivier. Deep Down Underground. New York: Macmillian, 1989.

-

Lewy, Constance. I'm Going to Peta Worm Today. New York: M. K McEl~ &oks, 1991.

Ryder.Joanne. UnderYourFeet. NewYork:FourWindsPress, 1990.

Ziefert, Harriet. Worm Day. New York: Bantam, 1987.

Children•s Information Books Anderson, Lucia. The Smallest Life Around Us. New York: Crown Publisi-.ers.. 1~78. Atkinson, Kathie. Life in a Rotten Log. St. Leonards, Australia:Little Ark Booe. 1993.

Bourgeois, Paulette. The Amazing Dirt Book. Reading, .MA: Addison-R'eskJ,.. 1990. Darling, Lois and Louis. Worms. New York: William Morrow, 1972.

Glaser, Linder. Wonderful Worms. Brook.field, CT: Millbrook Press, 1992.

Henwood, Chris. Earthworms. New York: Franklin Watts, 1988.

Lavi es, Bianca. Compost Critters. New York: Duttons Children s Books, 1995.. Mayes, Susan. What's Under the Ground?. London: Usborne Publishing U.cL :, 9S9.

Ruffault, Charlotte. Animals Underground. Ossining, NY: YoungDiscoreryI.ihmry·, 1987.

McLaughlin, Molly. Earthworms, Dirt, and Rotten Leaves. New York: _-lf~..r.:i.m., 1986.

Project Seasons • 300

Teacher Resource/Activity Book Appelhof, Mary. Worms Eat My G.a:iaage. Kalamazoo, MI: Flower

Press, 1993.

-Snow. Animals and Tracks Children's Story Books Arnosky, Jim. Crinkleroot's Book of Animal Tracking. New York:

Bradbury Press, 1989. Brett,Jan. The Mitten. New York: Putnam, 1989. Coxe, Molly. Whose Footprints?. New York: Crowell, 1990. de Sairigno, Catherine. Animals in Wmter. Ossining, NY: Young

Discovery Library, 1988. Keats, Ezra Jack. The Snowy Day. New York: Viking Press, 1962. Low,Josephine. Mice Twice. New York: MacMillan, 1980. Miller, Edna. Mousekin's Woodland Sleepers. New York:

Prentice Hall, 1990.

Ryder,Joanne. Chipmunk Song. New York: Dutton, 1987. Ryder,Joanne. Step Into the Night. New York: Four Winds Press, 1988. San Souci, Daniel. North Country Night. New York: Doubleday, 1990. Selsam, Millicent and Joyce Hunt. Keep Looking. New York: Macmillan,1989. Steig, William. Dr. Desoto. New York: Farrar, Strauss & Giroux, 1982.

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Williams, Terry Tempest and Ted Major. The Secret Language of Snow. San Francisco: Sierra Club/ Pantheon Books, 1984.

Yolen,Jane. Owl Moon. New York: Philomel Books, 1987.

· Children's Information/Activity Books Bash, Barbara. Shadows of Night. San Francisco: Sierra Club Books for Chi/,dren, 1993. Docekal, Eileen M. Nature Detective: How to Solve Outdoor Mysteries. New York: Sterling

Publishing Co., 1989. Fack.lam, Margery. Do Not Disturb: The Mysteries of Hibernation and Sleep. Boston: Little, Brown & Co.,

1989. Kalman, Bobbie. Forest Mammals. Toronto: Crabtree Publishing, 1987.

0

0 0

Markle, Sandra. Exploring Wmter. New York: Ath­eneum, 1984.

Nail,Jim. Whose Tracks are These. Niwot, CO: Rnbert Rinehart, 1994.

Schweninger, Ann. Let's Look at the Seasons: Wm­tertime. New York: Viking Press, 1990.

Selsam, Millicent. Where Do They Go? Insects in Wmter. New York: Scholastic Book Services, 1981.

Simon, Seymour. Animal Fact/ Animal Fable. New York: Crown Publishers, 1979.

Simon, Seymour. Wmter Across America. New Yark: Hyperion Books for Children, 1994.

Webster, David. Exploring Nature Around the Year: Wmter. Englewood, NJ:]ulian Messner, 1989.

Project Seasons • 302

Teacher Resource/ Activity Books Bentley, W. A. and W.J. Humphreys. Snow Crystals. New York: Dover, 1962. Bianchi, John and Frank B. Edwards. Snow: Learning for the Fun of It. Newburgh, Ontario: Bungalo Books, 1992. Caduto, Michael and Joseph Bruchac. Keepers of the Animals. Galdon, CO: Fulcrum, 1991. Kappel-Smith, Diana. Wmtering. Boston: Little, Brown & Co., 1984.

Nestor, William. Into Wmter: Discovering a Season. Boston: Houghton Mifflin, 1982. Osgood, William and Leslie J. Hurley. The Snowshoe Book. Brattleboro, VT: The Stephen Greene Press] 983. Stall, Chris. Animal Tracks of New England. Seattle: The Mountaineers, 1989. Stoddard, Gloria May. Snowflake Bently: Man of Science Man of God. Shelburne, VT: New England Press,

1985. Stokes, Donald W. A Guide to Nature in Wmter: Northeast and North Central North America. Boston:

Little, Brown & Co., 1976.

Stokes, Donald and Lillian. A Guide to Animal Tracking and Behavior. Boston: Little, Brown & Co., 1986.

~ ~;' ~~ -Birds

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Children's Story Books

c-,- c-~' · .. ~-N., ~~\ ~>~ J ··.

, .r ."'"

~A r

Arnosky,Jim. Crinkleroot's Guide to Knowing the Birds. New York: Bradbury Press, 1992.

Wolff, Ashley. A Year of Birds. New York: Puffin Books, 1988.

Children's Information/Activity Books

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Arnosky, Jim. A Kettle of Hawks and Other Wildlife Groups. New York: Lothrop, Lee & Shepard Books, 1990.

Bash, Barbara. Urban Roosts. Boston: Little, Brown & Co., 1990. Burnie, David. Bird Eyewitness Book. New York: Knopf, 1988. Esbensen, Barbara]. Great Northern Diver: The Loon. Boston:

Littl,e, Brown & Co., 1990.

Hickman, Pamela. Birdwise. Reading, .MA: Addison-Wesley, 1989 . Pallotta,Jerry. The Bird Alphabet Book. Watertown, .MA:

Charlesbridge Publishing, 1986. Weidensaul, Scott. A Kid's First Book of Birdwatching and Audio

Cassette. Phi'ladelphia, PA: Running Press, 1990.

Project Seasons • 303

ECOSYSTEMS BIBLIOGRAPHY Brown County Library

RAINFORESTS

Cherry, L. The Great Kapok Tree: A Tale of the Amazon Rain Forest. San Diego:

Harcourt Brace Jovanovich, 1990.

Jordan, M .. and T. Jordan. Angel Falls: A South American Journey. New York: Kingfisher Books,

1995.

Jordan, M. and T. Jordan Jungle Days, Jungle Nights. New York: Kingfisher Books, 1993.

Gibbons, G. Nature's Green Umbrella. New York: Morrow Junior Books, 1994.

Maynard, C. Rain Forests and Reefs. New.York: Franklin Watts, 1996.

Miller, C. and L. Berry. Jungle Rescue: Saving the New World Tropical Rain Forests. New

York: Atheneum, 1991.

Murray, P. Rainforests. Plymouth, MN: Child's World, 1997.

National Wildlife Federation. Rain Forests: Tropical Treasures. Philadelphia: Chelsea House, 1997.

Sayre, A. Tropical Rain Forest. New York: Twenty-first Century Books, 1994.

Taylor, B. Rain Forest. New York: Dorling Kindersley, 1992.

OCEANS

Arnold, C.

Behm, B.

Buck, M.

Gentry, L.

Gunzi, C.

Owens, C.

Pringle, L.

Rood, R.

Rothaus, D.

Taylor, B.

Rev. 8/98

A Walk on the Great Barrier Ree£ Minneapolis, MN:Carolrhoda Books, 1988.

Exploring Seashores. Milwaukee: Gareth Stevens, 1994.

Along the Seashore.· New York: Abingdon Press, 1964.

The Ocean and Its Reef. Oracle, AZ: Biosphere Press, 1993.

Tide Pool. New York: Dorling Kindersley, 1992.

Coral Reefs. Chanhassen, MN: Child's World, 1998. . Coral Reefs: Earth's Undersea Treasures. New York: Simon & Schuster, 1995.

Tide Pools. New York: HarperCollins, 1993.

Oceans. Plymouth, MN: Child's World, 1997.

Shoreline. New York: Darling Kindersley, 1993.

1 31S: CL'ECO _BlllL.DOC

INLAND WATERS

Donnelly, A.

Greenaway, T.

Kuhn, D.

Pringle, L.

Rom, C.S.

Rotter, C.

Stone, L.

MOUNTAINS

Collinson, A.S.

FORESTS

Behm, B.

Kaplan, E.

Kaplan, E.

Mania, C. and

R. Mania.

Taylor, B.

TUNDRA

Aldis, R.

Forman, M.

Kaplan, E.

McMillan, B.

Poncet, S.

Wetlands. Chanhassen, MN: Child's World, 1998.

Swamp Life. New York: Darling Kindersley, 1993.

The Hidden Life of the Pond. New York: Crown Publishers, 1988.

This Is A River: Exploring An Ecosystem. New York: Simon & Schuster. i 9'72.

Everglades. Mankato, MN: Crestwood House, 1988.

Wetlands. Mankato, MN: Creative Education, 1993.

Wetlands. Vero Beach, FL: Rourke Corporation, 1996.

Mountains. New York: Dillon Press, 1992.

Exploring Woodlands. Milwaukee: Gareth Stevens, 1994.

Temperate Forest. New York: Marshall Cavendish, 1996.

The Taiga. New York: Benchmark Books, 1996.

A Forest's Life: From Meadow to Mature Woodland. New York: Franklin

Watts, 1997.

Forest Life. New York: Darling Kindersley, 1993.

,

Polar Lands. New York: Dillon Press, 1992.

Arctic-Tundra. New York: C~ldren's Press, 1997.

The Tundra. New York: Marshall Cavendish, 1996.

Summer Ice: Life Along the Antarctic Peninsula. Boston: Houghton Mifflir,.

Co., 1995. '-Y Antarctic Encounter: Destination South Georgia. New York: Simon & Scb.1;.st..::r,

1995.

Steele, P.

Stone, L.

, Tundra. Minneapolis, :MN: Carolrhoda Books, 1996.

Arctic Tundra. Vero Beach, FL: Rourke Enterprises, 1989.

Rev. 8/98 2 BJS: CLV::C ':

·DESERT

Guiberson, B.

Lesser, C.

Murray, P.

Taylor, B.

Wiewandt, T.

GRASSLANDS

Collinson, A.S.

Knapp, B.

Murray, P.

Patent, D.

Silver, D.

Staub, F.

Stone, L.

Taylor, B.

Cactus Hotel. New York: H. Holt, 1991.

Storm on the Desert. New York: Harcourt Brace & Co., 1997.

Deserts. Plymouth, MN: Child's World, 1997.

Desert. New York: Dorling Kindersley, 1992.

Hidden Life of the Desert. New York: Crown Publishers, 1990.

Grasslands: New York: Dillon Press, 1992.

What Do We Know-About Grasslands. New York: Peter Bedrick Books, 1992.

Prairies. Plymouth, MN: Child's World, 1997.

Prairies. New York: Holiday House, 1996.

One Small Square Backyard. New York: Scientific American Books, 1993.

America's Prairies. Minneapolis, MN: Carolrhoda Books, 1994.

Prairies. Vero Beach, FL: Rourke Enterprises, 1989.

The Meadow. New York: Dorling Kindersley, 1992.

MISCELLANEOUS

Anderson, P.

Anderson, P.

Baker, J.

Hickman, P. and

H. Collins.

Rose, D.

Rothaus, D.

Shuttlesworth, D.

World Conservation Monitoring Center.

Young, A.

Rev. 8/98

Aldo Leopold, American Ecologist. New York: Franklin Watts, 1995.

John Muir, Wilderness Prophet. New York: Franklin Watts, 1995.

The Story of Rosy Dock. New York: Greenwillow Books, 1995.

Hungry Animal: My First Look at the Food Chain. Toronto: Kids Can Press,

Ltd., 1997.

The People Who Hugged The Trees: An Environmental Folktale. Niwot, CO:

Rinehart Inc., 1990.

Canyons. Plymouth, MN: Child's World, 1997.

Natural Partnerships: The Story of Symbiosis. Garden City, NY: Doubleday,

1969.

Endangered Environments! Milwaukee, Gareth Stevens, 1996.

Lives Intertwined: Relationships Between Plants and Animals. New York:

Franklin Watts, 1996.

3 BJS: CL\ECO _BIBL.DOC

Carle, E.

Cutts, D.

French, V.

Gibbons, G.

Hamilton, K.R.

Hickman, P.

and H. Collins.

Howe, J.

Kent, J.

Kroll, V.

Lasky, K.

Merrick,P.

Mitchell, R.

Moncure, J.

Norsgaard, E.J.

Pringle, L.

Pascoe, E.

Ryder, J.

Sandved, K.

Watson, M.

\,Vatts, B.

Whalley,P.

Butterflies Bibliography

The Very Hungry Caterpillar. New York: Philornel Books, 1969. (fiction)

Look,.AButterfly. Mahwah, NJ: Troll, 1982. (non-fiction)

Caterpillar, Caterpillar. Cambridge, MA: Candlewick, 1993. (non-fiction)

Monarch Butterfly. New York: Holiday House, 1983. (non-fiction)

The Butterfly Book: A Kid's Guide to Attracting, Raising, and Keeping Butterflies by

Kersten Hamilton. Sante Fe, NM: John Muir Publications, 1997. (non-fiction)

A New Butterfly. Toronto: Kids Can Press, 1997. (non-fiction)

I Wish I Were A Butterfly. San Diego: Gu1liver Books, 1988. (fiction)

The Caterpillar and the Polliwog. New York. Simon & Schuster, 1982. (fiction)

Butterfly Boy. Honesdale, PA: Caroline House Boyds Mill Press, 1997 (fiction)

Monarchs. San Diego: Gulliver Books, 1993. (non-fiction)

Caterpillars. Child's World, 1998. (fiction)

Butterflies and Moths. New York: Golden Press, 1987. (non-fiction)

Butterfly Express. Chicago: Child's World, 1988. (fiction) .

Butterflies, Butterfly Magic for Kids. Milwaukee: Gareth Stevens, 1996. (non-fiction)

An Extraordinary Life, The Story of a Monarch Butterfly. New York: Orchard Books, 1997.

(non-fiction)

Butterflies and Moths. Woodridge, CT: Blackbirch Press, 1997. (non-fiction)

Where Butterflies Grow. New York: E.P. Dutton, 1989. (non-fiction)

The Butterfly Alphabet. New York: Sch~lastic, 1996. (fiction)

The Butterfly Seeds. New York: Tambourine Books, 1995. (fiction)

Caterpillars-Keeping Minibeasts. New York: Franklin Watts, 1989. (non-fiction)

Butterfly and Moth. New York: Alfred A. Knopf, 1988. (non-fiction)

This bibliography is not intended to be a complete listing of all the books available on plant growth and

development within the library. If a particular title does not appear, please contact the Brown County Library ,, .

Children's Desk to find out its availability. We welcome suggestions on specific titles that you would like to see

added to our collection.

ardenam, V.

arrett, J.

ranley, F.

ranley, F.

ramwell, M.

alhoun, M.

Casey, D.

Cole, J.

de Paola, T.

de Paola, T.

English, K.

Ets,M.H.

I. Gibbons, G.

Ginsburg, M.

!Hader, B.

/ and E. Hader.

I Hiscock, B.

Markle, S.

Root, P.

Sanfield, S.

Selsam, M.

Serfozo, M.

Shaw, C.

Stone, P.

Sturges, P.

Turner, A.

Wyatt, V.

Weiss,N.

.__, .1. ..,

Bringing the Rain to Kapiti Plain. New York: Dial Books, 1981. (fiction)

Cloudy with a Chance of Meatballs. New York: Atheneneum, 1978. (fiction)

Seasons. New York: Doubleday, 1990. (non-fiction)

Down Comes the Rain. New York: HarperCollins, 1983. (non-fiction)

Snow is Falling. New York: Crowell, 1963. (non-fiction)

Weather. New York: Franklin Watts,1994. (non-fiction)

Annie and the Wild Animals. Boston: Houghton Mifflin Co., 1985. (fiction)

Flood. New York: Morrow Junior Books, 1997. (fiction)

Weather, Everywhere. New York: Macmillan, 1995. (non-fiction)

The Magic School Bus: Inside a Hurricane. New York: Scholastic, 1995. (non-fiction)

The Cloud Book. New York: Holiday House, 1975 (non-fiction)

The Legend of the Bluebonnet. New York: G.P. Putnam's Sons, 1983. (non-fiction)

Big Wind Coming! Morton Grove Illinois: Albert Whitman & Co., 1996. (fiction)

Gilberto and the Wind. New York: Penguin, 1986. (fiction)

Weather Words and What They Mean. New York: Holiday House, 1990. (non-fiction)

Mushroom in the Rain. New York: Macmillan, 1974. (fiction)

The Big Snow. New York: Macmillan, 1976. (fiction)

When will it Snow? New York: Atheneum Books for Young Readers, 1995. (fiction)

A Rainy Day. New York: Orchard Books, 1993. (non-fiction)

One Windy Wednesday. Cambridge, MA: Candlewick Press, 1996. (fiction)

Snow. New York: Philomel Books, 1995. (fiction)

Where do They Go? Insects in Winter. New York: Scholastic, 1981. (non-fiction)

Rain Talk. New York: Macmillan, 1990. (fiction)

It Looked Like Spilt Milk. New Yo~k: Harper & Row, 1947. (fiction)

When the Wind Bears Go Dancing. Boston: Little, Brown, 1997. (fiction)

Rainsong, Snowsong. New York: North-South Books, 1995. (fiction)

Apple Valley Year. New York: Macmillan, 1993. (non-fiction)

Weather Watch. New York: Addison-Wesley, 1990. (non-fiction)

On a Hot, Hot Day. New York: G.P. Putnam's Sons, 1992. (fiction)

This bibliography is not intended to be a complete listing of all the books on weather within the library. If a

particular title does not appear, please contact the Brown County Library Children's Desk to find out its

availability. We welcome suggestions on specific titles that you would like to see added to our collection.

Fischer-Nage, A.

and Heiderose.

Gibbons, G.

Heller, R.

Hickman, P.

Higginson, M.

Jordan, H.J.

Kite, L.

Lauber, P.

Lauber, P.

McLoone, M.

Madgwick, W.

Parker, N.

and J. Wright.

Romanova, N.

Schnieper, C.

Plant Growth and Development Bibliography

Com Is Maize. New York: Crowell, 1972.

Science Book of Things That Grow. New York: H.B.J., 1991.

Crinkleroot's Guide to Knowing the Trees. New York: Simon and Schuster, 1992.

The Amazing Potato Book. New York: Addison Wesley, 1991.

Eyewitness Books: Plant. New York: Knopf, 1989.

Discovering Flowering Plants. New York: Bookwright Press, 1987.

Jack's Garden. New York: Greenwillow Books, 1995.

The Magic School Bus Plants Seeds. New York: Scholastic, 1995.

Some Plants Have Funny Names. New York: Crown, 1983.

Cesar Chavez. Mankato: Bridgestone Books, 1998.

I Wonder What A Rainforest Ia and Other Facts About Plants. New York: Holiday House,

1991.

Life of a Honeybee. Minneapolis: Carolrhoda Books, 1986.

From Seed to Plant. New York: Holiday House, 1991.

The Reason for a Flower. New York: Putnam Publishing Group, 1983.

A Seed Grows: My First Look at a Plant's Life Cycle. Toronto: Kids Can Press, 1997.

Scientists Who Study Plants. Vero Beach, FL: Rourke, 1994.

How A Seed Grows. New York:Thomas Crowell, 1960.

Gardening Wizardy For Kids. New York: Barrons, 1995.

From Flower to Flower, Animals, and Pollination. New York: Crown, 1986.

Seeds PoJJ=Stick-Glide. New York: Crown, 1981.

George Washington Carver. Mankato, MN: Bridgestone, 1997.

Flowering Plants. Austin, TX: Steck Vaughn, 1990.

Bugs. New York: Greenwillow Books, 1987.

Once There Was a Tree. New York: Dial Books, 1985.

An Apple Tree Through The Year. Minneapolis, MN: Carolrhoda, 1987.

Selsam, M.

and J. Hunt.

Selsam, M.

and J. Wexler.

Watts, C.

and A. Parsons.

\Vexler, J.

Wickers, D.

andJ. Tuey.

A First Look at Flowers. New York: Walker & Co., 1977.

Eat the Fruit, Plant the Seed. New York: William Morrow, 1980.

Make It Work! Plants. New York: Thomson Learning, 1992.

Flowers, Fruits, and Seeds. New York: Prentice Hall, 1987.

How To Make Things Grow. New York: Van Norstrand Reinhold Co., 1972.

, This bibliography is not intended to be a complete listing of all the books available on plant growth and

development within the library. If a particular title does not appear, please contact the Brown County Library

' Children's Desk to find out its availability. We welcome suggestions on specific titles that you would like to see

udded to our collection.