Project Summary

<BODY bgcolor=#ffffff> <blockquote> <h1 align=center>Project Summary<BR> </h1> <P> <CENTER><B>Kathy Paris</B></CENTER> <CENTER><B>Bethel High School</B></CENTER> <CENTER><B>Spanaway, WA<BR> </B></CENTER> <P> <hr width=80%> <p> <h2 align=center>Wildlife Habitat Enhancement Project For The Desk Bound Student</h2> <P> <table align=right cellpadding=3> <tr><td><img src=plant4_new.gif border=1></td></tr> <tr><td><font size=-1>After Planting, 1994</font></td></tr> </table> In this investigation, students will develop or improve their measuring, collecting, recording, hypothesizing, analyzing, visualizing, decision making and valuing skills (processing skills) by <P> 1. Defining habitat, carrying capacity, biodiversity, limiting factors, layering, edges. <P> 2. Identifying the basic needs of wildlife and the value of diversity. <P> 3. Pairing animals with appropriate food sources, etc. <P> 4. Developing an inventory of plants already on the property. <P> 5. Designing a personal landscaping plan to help improve habitat for wildlife. <P> 6. Identifying flora and fauna associated with the designed habitat. <P> <P> Preparation for this project includes a slide lecture on objectives 1 and 2 above and what can be done by individuals to improve habitat for wildlife (and to help reduce the greenhouse effect). Examples include my house, before the habitat improvement, after the first year and after the fourth year. I also have pictures of the before and after of our on-going project to improve the school's landscape. A substitute would be taking pictures of an area affected by humans and an area enhanced by humans (a park) or a natural area. <P> To begin the project, the students first obtain the dimensions of their yard and house (or I give them those of the school yard if they prefer). They then use poster paper and felt pens to draw an aerial view of their yard. They also indicate the N, S, E, and W exposure. Included in the sketch are all objects already on the property (house, garage, porch, driveway, walkways, garden, fence, etc.). They are given a symbols key to use on their sketch (H for house, B for birdbath, L for lawn and so on). Using their parents as resources, they then take an inventory of plants already on their property (or in the case of the school yard, I have them go around school with identification books to see what they can find and I verify). These plants plus the new ones they add later will be drawn on their poster and will also be assigned a number so they can be added to their key. <P> They are given laminated pictures of the wildlife preferred plants from which they can choose (I obtained these pictures from free plant catalogs received in the mail). It is important for students to "see" what they can plant. They are also given a list with the same (or similar) plants. These lists (provided by the state Department of Wildlife and National Wildlife Federation)) provide information they'll need to fill out a chart to accompany their sketch. The chart has columns for the name of the plant, the height at maturity, when it flowers, when it fruits, a description of the fruit, values for wildlife (includes types of wildlife attracted), special needs of the plant, company from which they can obtain it and the cost. Using a hypothetical budget of $500 and the laminated pictures with prices, the student will be able to select what is needed. Before the final decisions are made, the students learn how to identify individual plant needs including growing zones. Once the chart is done, the "new" plants are added to the sketch and the key. <P> In addition to plants, the students must also add at least two birdhouses, two feeders and two water sources to their sketch. Depending upon the time, some students research the designs of birdhouses to use. One year we put up some student-made birdhouses in an empty field, but all were eventually torn down. Now, if a student makes a birdhouse, it is taken home. <P> In 1990, we received a Department of Wildlife grant plus other donations (either cash or a plant) from various groups to create wildlife habitat at school. We used student designs and student muscle power (and some parent help) to plant 100's of wildlife preferred plants. After six years, we have the beginning of a nature center at school. Some ideas for resources for possible donations of plants and/or technical assistance include a local Audubon Society, a Native Plant Society, the Dept. of Wildlife, a local PTA, the Soil Conservation Service, a nursery. a forestry organization or a booster club. <P> This project has helped me "turn on" students that I haven't always been able to reach with previous lessons or projects. One student from 1990 who helped design the school yard asked me why I hadn't planted "his" two bigleaf maples with the donations we received. I told him we had planted them but in a different location because of the sprinklers. I was amazed he remembered what his design included. His pride of ownership was evident. Students who helped plant have commented that they want to come back in 10 years to see how "their" trees are doing. In those years when we were unable to obtain plants, the students still enjoyed designing their yard to help wildlife. In fact, many asked to keep their designs to show their parents or to save for later use when they have a home. <P> This "Help Our Earth" school landscaping project will continue until we plant enough variety of plants to provide food and shelter for wildlife. Later, we will hopefully identify with labels the plants and indicate their value to wildlife. My future students would not only have plant catalog pictures to look at, they'll have the real thing to study. Hopefully, other students (and adults) can look at the tree or shrub and learn too. <BR> </blockquote> <p> <center> <font size=+2> Elements</font> <i>of the</i> <font size=+2> Seminar</font> <hr> <a href="habitats_background.php">Background</a> | <a href="habitats_biography.php">Meet Kathy Paris</a> | <a href="habitats_resources.php">Resources</a> | <a href="habitats_project_summary.php">Project Summary</a> | <a href="habitats_student_worksheet.php">Student Worksheet</a> | <a href="habitats_data_form.php">Data Collection Form</a> | <a href="index.php" target=_top>Back to Index</a> <hr>  <center> <strong> <a href="/search.php" target=_top>Search</a> | <a href="../../" target=_top>Home</a> </strong> </center> <hr width=40%>  </BODY>