Creating wildlife habitat on the school campus

Did you know you can register your backyard as a “certified wildlife habitat” through the National Wildlife Foundation?  Or your schoolyard?  If you have the four elements of habitat, and can show that you garden in an environmentally friendly way, you can earn this distinction.  You can then display a NWF sign, which can help educate others about the elements of habitat that people can provide for wildlife in our own backyards (no matter how small) and school grounds.

Our school garden has met these requirements (both in a butterfly/hummingbird habitat bed and also throughout the larger garden), and we recently did the paperwork and received our sign.  After the photos below, read more about the habitat elements and go here for more information.

We got the fancy yard sign, so the total cost with registration was $119

Asclepsias (host for larval monarch butterfly), monkey flower and germander to attract hummingbirds

All habitats need a water source, even as simple as a bird bath. Rocks placed inside give birds a place to perch. Our water evaporates quickly, but if yours doesn’t, be sure to empty every few days for good mosquito control. Also pictured are lavender and buddleia (butterfly bush)

Even a pile of rocks can be a habitat element for lizards

Extra feeders and a birdhouse

 From the National Wildlife Foundation website:
bee on coneflower

Provide Food for Wildlife

Everyone needs to eat! Planting native forbs, shrubs and trees is the easiest way to provide the foliage, nectar, pollen, berries, seeds and nuts that many species of wildlife require to survive and thrive. You can also incorporate supplemental feeders and food sources.

bird drinking water

Supply Water for Wildlife

Wildlife need clean water sources for many purposes, including drinking, bathing and reproduction. Water sources may include natural features such as ponds, lakes, rivers, springs, oceans and wetlands; or human-made features such as bird baths, puddling areas for butterflies, installed ponds or rain gardens.

rabbit

Create Cover for Wildlife

Wildlife require places to hide in order to feel safe from people, predators and inclement weather. Use things like native vegetation, shrubs, thickets and brush piles or even dead trees.

blue bird at nesting box

Give Wildlife a Place to Raise Their Young

Wildlife need a sheltered place to raise their offspring. Many places for cover can double as locations where wildlife can raise young, from wildflower meadows and bushes where many butterflies and moths lay their eggs, or caves where bats roost and form colonies.

And finally….

What sustainable gardening practices do I need to certify?

You should be doing two things to help manage your habitat in a sustainable way.
Soil and Water Conservation: Riparian Buffer • Capture Rain Water from Roof • Xeriscape (water-wise landscaping) • Drip or Soaker Hose for Irrigation • Limit Water Use • Reduce Erosion (i.e. ground cover, terraces) • Use Mulch • Rain Garden
Controlling Exotic Species: Practice Integrated Pest Management • Remove Non-Native Plants and Animals • Use Native Plants • Reduce Lawn Areas
Organic Practices: Eliminate Chemical Pesticides • Eliminate Chemical Fertilizers • Compost

Gardening: so complicated, so easy

Two weeks ago the topic in Master Gardeners was temperate fruit trees.  As we reviewed all of the things that can negatively affect fruit set, I had this overwhelming thought:

How does anything grow at all when there are so many things that can go wrong?

Really, a gardener could get freaked out looking into all of the variables that allow a healthy plant to grow.  Consider the odds against fruiting—abscission of bud and flowers, weather, competition, disease, insect pests, shade, improper pruning…..

But then this is also true:  you can buy a tomato plant, put it in soil, water it regularly and you will probably get a tomato.  And you will most likely be blind to all of the things that conspired together to make things go right.

I find that a lot of gardening—life itself?—is about holding these two things in tension.

1)  It’s complicated.  Lots of things can go wrong, and lots of things can go right.  As we meet hard stuff with courage and persistence and faith, we ought to meet the good stuff with some deep gratitude. I will truly never look at fruits and vegetables the same way again because everything I have learned has taught me that they are nothing short of miracles.

2) It’s simple.  I think it’s important to slow down and demystify things so that we don’t get overwhelmed and paralyzed by them—things like gardening and scratch cooking and raising children and car maintenance.  We ought not to overcomplicate things.  We try, learn, experiment, fail, succeed, and ultimately, make progress.  At the end of the day, we’ll probably have grown something good.

Exhibit A: a wisteria vine growing up our pergola:

And here’s the wisteria vine we planted six feet away, same soil, same orientation, same watering and care.

Yep, nothing there.  It died, and I have no idea why. See? Complicated.

But then there’s this: artichokes.

Photo courtesy of Marisa McFedries

Photo courtesy of Marisa McFedries

 

 

 

 

 

 

 

 

 

Kids with Cameras 2.0

On Wednesday evening we wrapped Kids with Cameras 2.0 (an afterschool photography program I’ve written about here and here.)  Program partners (Garden Club, Volcan Mountain Foundation, Club Live and volunteer instructors) held a reception at the public library with brief remarks, a celebratory presentation of some of the kids’ best shots, and delicious refreshments. The collection will remain on display for the next couple weeks at the Julian Library, and photo gift cards are on sale at the front office of the elementary school.

The photos we chose for the show represent all of the topics we covered (sports photography, composition, environmental portraiture, using manual settings, etc.) as well as fieldtrips (shooting in the school garden, at our historic cemetery and on Volcan Mountain.)

Representing Volcan Mountain and the volunteer photographers/instructors, Jeff Holt did a brilliant job of sneaking an art lesson into the remarks as he went over why we chose each photograph.  Each kid was individually affirmed, and it was totally cool.

Below: a few of the students whose “show” picture happened to be taken during the school garden session.  (Glares are from the room lighting and not in the original photographs.)

And of course, it was beautifully, extravagantly catered by my dear Rita.

Thank you to Bill Benson, Bill Bevill, Anne Garcia, Dana Pettersen, Jeff Holt and David Pierce for making Kids with Cameras a simply outstanding program.  3.0—-here we come!

Spring Garden Market

Twice a year we hold a “Garden Market” on Julian’s Main Street to raise money for the garden.  Here are highlights from this Spring’s effort.

Our multi-purpose gazebo

It has been in the background of many posts, but now I’m putting it front and center.  Our gazebo! Renovated by Garden Club members, this old, battered, brown storage unit became a delightful focal point and meeting place. For decades the structure had been sitting there, nearly invisible, until fresh eyes reimagined it.

How is our dear gazebo used?  Let me count the ways.  The gazebo is where…

  • students eat lunch
  • families hang out after school while siblings do extracurricular activities
  • reading buddies sit together to pore over books
  • counselors meet with students
  • staff hold meetings
  • parents snack on garden treats at Open House
  • events are held such as our annual tea party for Administrative Professionals Day
  • Garden Club members survey the work of the last three years!

12-year old, on rainwater harvesting

For the “Be Smart Water Conservation Essay/Art Contest” sponsored by the San Diego County Water Authority, Ethan won first place in the sixth grade category. Here he is talking with the Education Outreach Coordinator, Celeste Pack.

95% of students report “yum” on kale

Our garden ambassadors periodically cook/prepare garden produce and host a “taste test” during the 10:15 recess at this adorable cart:

Thank you Kymm for repurposing this old AV cart we found in the storage barn!

Today we tackled kale—considered by many to be the most nutritious vegetable to eat.  It also seems to grow effortlessly and abundantly—here’s some plants grown from seed by our PLUS team (junior high leadership).

Kale framed by yellow snapdragons

Kale can also be perceived as hard to eat.  To introduce it to our kids in a positive way, the ambassadors met before school to blend up smoothies with kale, apple juice, bananas, celery and fresh lemon juice.  Kids lined up for a taste, and the girls recorded a “yum” or “yuck” rating.

I love this idea because it introduces kids to new foods and flavors, all in the fun of a recess “taste test.”  One girl lingered for a few minutes before getting up the nerve to down her ounce of green smoothie—once she did, she asked for the recipe so her grandmother could make her more.  Some kids got back in line and begged for seconds.  Another little girl said she wished we had it every snack recess.  Teachers came out to taste test too!

Mrs. Younce gives kale smoothie an enthusiastic “thumbs up”!

Garden Tour, April 2012

Every once in a while, I’d like to give you a quick tour of what’s current in the school garden.  Welcome to the first installment.

Mrs. Dawson’s first grade class broadcast California wildflower seed in this demonstration bed:

Our grapes are growing along the fence:

We have a new cedar shed.  Isn’t it adorable?  We waited a long time for this shed, raising the money to buy a quality unit.  So glad we did!

Our native strawberry bed continues to be lush and prolific:

A cute sign my younger son made in a craft workshop with Marisa:

Here’s a bed we sowed with nitrogen-fixing legumes to organically improve our soil:

Our current garden bulletin board:

A craft project from a couple years ago:  Our garden rocks!  Yes, it does.

Garden ambassadors, tour guides, rock stars

Another responsibility of our fifth and sixth grade Garden Ambassadors is to give tours.  I work with them on the how’s (shaking hands, making eye contact, friendly smiles) and the what’s (correct and succinct information, good stories, personal anecdotes) of being a good tour guide.  Throughout the year, when we have a guest on campus interested in seeing the garden, one of the ambassadors will be tapped to give the tour.  Last week an ambassador gave a tour to a pediatrician on campus for the day; another one recently spent her recess giving a tour to a group of parents visiting from a San Diego school.

Today all ten of them were “on.”  Our school celebrated Global Youth Service Day by holding a short open house to showcase to the wider community our service learning projects.  Garden Ambassadors also gave garden tours.  The last two weeks we have had three “working lunches” to prepare. The students spread out at “stations,” introducing themselves and talking about their section of the garden to each visitor that approached.

They were smart, poised and welcoming, and I was incredibly impressed, once again, by the level of leadership to which kids can rise when given the chance. (The seriousness with which they take their job is charming too!)  I was very proud of them, and I was also reminded of how much joy I derive from working with kids in gardens.

Tour guides in action, sporting offical yellow (5th) and green (6th) ambassador shirts

Ambassador talking to the local press

ESK manages the "honor herb" garden---take a handful of herbs for a quarter

"Early Start Kindergarten" (ESK) does worm composting in their classroom

First grade manages the "Boxtops" program which raises money for the garden

The K/1 classroom looks after the butterfly garden

Third graders are in charge of lunchtime composting

Monday morning garden report

Two years ago I started a program called Garden Ambassadors.  Fifth grade and sixth grade students apply at the beginning of the school year, with a written application and interview, to be garden representatives.  All year long they receive special training from me as they assume certain leadership responsibilities related to the school garden.

One of their jobs is giving the “Monday Morning Garden Report.” Every Monday morning one of our principals welcomes children back to school on the school-wide intercom and goes over relevant information for the week.  Then the garden ambassador takes the mic (phone):

Here is this week’s report:

Good morning!  My name is Ethan, and I am a sixth grade garden ambassador.

Spring has come to the garden.  The table has a fresh coat of stain, the tulips are blooming and new plantings are going in.  In the habitat garden, there is newly planted lavender, monkey flower, butterfly weed and germander—all plants that attract butterflies.  Along the riverbed are also three new, native plants:  deer grass, mountain savory and “blue pozo” sage.  You might also notice the wildflowers are starting to come up in Mrs. Dawson’s bed too.  Finally, some strawberries were transplanted to the left of the pergola.

Thank you for observing the “caution tape” at the far end of the garden.  This space is being readied for a beautiful gate being created by the world-renowned artist James Hubbell. 

That’s all for now!  See you in the garden!