33p. · DOCUMENT RESUME. ED 409 658 EA 028 523. AUTHOR Dudderar, Glenn R.; And Others TITLE School Ground Habitat for People and Wildlife. Extension. Bulletin E-2583. INSTITUTION

DOCUMENT RESUME

ED 409 658 EA 028 523

AUTHOR Dudderar, Glenn R.; And OthersTITLE School Ground Habitat for People and Wildlife. Extension

Bulletin E-2583.INSTITUTION Michigan State Univ., East Lansing. Cooperative Extension

Service.SPONS AGENCY Forest Service (USDA), Washington, DC.; Michigan State Dept.

of Natural Resources, Lansing.PUB DATE Sep 96NOTE 33p.

PUB TYPE Reports Descriptive (141)EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS Ecology; *Educational Facilities Design; *Educational

Facilities Planning; Elementary Secondary Education;Environmental Education; Floriculture; Habitats;*Landscaping; Natural Resources; Nature Centers; *PhysicalEnvironment; *Site Development; *Wildlife

IDENTIFIERS *Michigan

ABSTRACTThe interrelationships among living things and their

physical environment are usually numerous and complex. Benefits to animalsmay be in terms of survival, growth, and reproduction; to humans, greaterappreciation and accumulation of wealth. This guidebook shows how schoolgrounds can be managed to increase opportunities for improved instruction andappreciation of the environment. Section 1 offers tips for creating plantpatterns that benefit people and create wildlife habitats, discusses theimportance of protecting and enhancing existing natural areas, and explainsthe features of other special projects. One table describes which locations,kinds of plants, and patterns will achieve certain results; another tableprovides examples of wildlife habitat components and the wildlife that usethem. Section 2 describes stages in getting started, including suggestionsfor developing a planning and implementation committee. The third sectionprovides suggestions for evaluating existing grounds, planning, prioritizing,scheduling, and budgeting. Tips for obtaining materials, equipment, andfunding are offered in section 4. The fifth and sixth sections describe ideasfor ensuring project continuity and for using the natural area/wildlifehabitat for educational purposes. A table identifies ways to evaluate andmeasure outcomes, using appropriate materials and methods. Lists of resourceorganizations in Michigan and related literature are included. Three tablesand 10 figures are included. (LMI)

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********************************************************************************* Reproductions supplied by EDRS are the best that can be made *

* from the original document. *

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Extension Bulletin E-2583 September 1996

By

Glenn R. Dudderar, Denise Wecker-Seipke,Dale K. Elshoff, Shari L. Dann and Cara A. Boucher

MICHIGAN STATEUNIVERSITYEXTENSION

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

124his document has been reproduced asreceived from the person or organizationoriginating it.

1:1 Minor changes have been made toimprove reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

This publication was supported in part by a grant from

the Michigan Department of Natural Resources Forest Management Division

and the U.S. Department of Agriculture Forest Service State and Private Forestry Program.

2

Table of ContentsSection IIntroduction 2

Things You Should Know Before You Start 2

Protect and Enhance Existing Natural Areas 11

Other Special Projects 13

Section IIGetting Started 17

Section MImplementation: Evaluate Your School Ground 19

Make a Plan 20

Share Your Plan 21

Prioritize, Schedule and Budget 21

Section IVObtaining Materials, Equipment and Funding 22

Section VProvide for Continuity 24

Section VIUsing Your Natural Area/Wildlife Habitat for Education 25

Section VIILocal Resources 27

Helpful Literature 28

Technical and Financial Support 29

SCHOOL GROUND HABITAT

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FOR PEOPLE AND WILDLIFEGlenn Dudderar, Associate Professorand Extension Wildlife Specialist,Department of Fisheries and Wildlife, MSU

Denise W. Seipke, Executive Director,Greening of Detroit

Dale K. Elshoff, Project Wild Coordinator,Department of Agricultural and Extension Education, MSU

Shari L. Dann, Assistant Professor and Extension 4-H Specialist,Department of Fisheries and Wildlife, MSU

Cara Boucher, Urban and Community Forester,Forest Management Division,Michigan Department of Natural Resources

4

SCHOOL GROUND HABITAT FOR PEOPLE AND WILDLIFE

IntroductionThe interrelationships among living things andtheir physical environment are usually numerousand complex. This abundance and complexityprovide organisms, especially humans, with awealth of opportunities to prosper. Benefits toanimals may be in terms of survival, growth andreproduction; to humans, greater appreciation andaccumulation of wealth.The following information will help youunderstand how your school grounds can bemanaged to increase opportunities for improvedinstruction and appreciation, understanding andenjoyment of the environment. At the same time,costs of school operation will be reduced.Objectives, plans, methods and evaluation are alsodescribed.Any change usually has both advantages anddisadvantages, and people frequently disagree

Section I

about what is advantageous or disadvantageous.In addition, some people object to any change,regardless of the benefits, and some people arevandals. The following information describesmethods that help resolve to some degree thesesources of conflict.The goal of this material is to provide teacherswith an opportunity to help students betterunderstand their relationship with theirenvironment, each other and their community.The process of creating and maintaining thatopportunity will also allow students to implementtheir skills and knowledge in improving theirenvironment to provide multiple interrelatedbenefits.

Things You Should Know Before You StartIf you want to create wildlife habitat or maintain anatural area on school grounds or otherproperties intensively used by people, it isessential to select sites, plants and plant patternsthat benefit the people who own, use andmaintain the buildings and grounds. Natural areasand wildlife habitat that enhance a school's use,maintenance, enjoyment and instructional valuewill very likely be appreciated and protected.Habitat that does not provide such enhancementwill eventually be eliminated by design, accidentor neglect.

Plant Patterns Can Benefit People andCreate Wildlife Habitat

Windbreaks of trees and/or shrubs reducebuilding heating costs by up to 40 percent andenhance people's comfort outside by reducingwind speed and wind chill (Fig. 1).

Shade trees reduce building temperatures orlower cooling costs by up to 15 percent. Theyenhance the enjoyment of school grounds byreducing light intensity and summer temperatures(Fig. 2).

Rows of plants screen glare, noise, dust andvisual distractions (Fig. 3).

Rows and masses of plants that create barriersthat separate children from hazards such asvehicle traffic, industrial sites, etc. (Fig. 3).

Rows and masses of plants create barriers thatdirect foot traffic and prevent trampling thatcreates muddy, dusty and icy spots (Fig. 4).

Rows and masses of plants reduce the amountand cost of mowing, leaf removal, snow removaland lawn chemicals (fertilizer, herbicides,insecticides) (Figs. 3-6).

Filter strips of plants reduce the pollution andeutrophication (overenrichment) of streams,ponds and lakes (Fig. 7).

Artistic and creative placement of appropriateplants improves the appearance of buildings andgrounds (Figs. 8 and 9).

A variety of plant types and plant groupsattracts a variety of animals. This variety createsgreater opportunity for learning about andenjoying a diversity of living organisms,communities and their interrelationships(biodiversity).

2 5

SCHOOL GROUND HABITAT FOR PEOPLE AND WILDLIFE Section 1

Sidewalk

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SchoolBuilding

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Parking

PlayingFields Sidewalk

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Figure 1. Windbreaks reduce wind chill and heating costs.

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DeciduousTrees

SidewalkSchoolBuilding

MainEntrance

Parking

PlayingFields ;.

Bus Turn-around

Figure 2. Deciduous trees provide shade for school from the south and west.

3

SCHOOL GROUND HABITAT FOR PEOPLE AND WILDLIFE Section I

SidewalkSchoolBuilding

DeciduousTrees

MainEntrance

Parking

PlayingFields

Evergreens

Bus Turn-around

Fence

Figure 3. Trees provide a visual and noise barrier to screen school groundsfrom railroads, highways, industrial areas, etc.

Dense Low Shrubs Masses

SchoolBuilding

MainEntrance

Parking

PlayingFields

Sidewalk

Bus Turn-around

Flagpole

Sidewalk

Figure 4. Low shrubs direct foot traffic, improve safety and reduce trampling.

4

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Figure 5. Shrubs reduce the need for leaf removal.

5


Figure 6. Avoid mowing on a slope by planting low shrubs.

Sidewalk

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PlayingFields

Grass-Wildflower Meadow

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Filter Stripsof Grassesand Shrubs

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Figure 7. Plantings can protect and enhance meadows and wetlands.

6

SCHOOL GROUND HABITAT FOR


Dense Low Shrubs Masses

Trees thatProduceLight Shade,Small Leaves,Small Fruits orNo Fruits

Sidewalk

PlayingFields

Parking

Bus Turn-around

Large Shade orEvergreen Trees

LargeShade Trees,

Figure 9. Trees and shrubs can improve the overall appearance of school grounds.

8 11


Avoid Creating Problems When YouDesign Your Wildlife HabitatIf inappropriate plants are planted or allowed togrow in inappropriate places or patterns, theywill add little value and may create seriousproblems. Because the wrong kind of plant in thewrong place is such a common problem, manypeople think that the only reasonable choice ofvegetation around schools is mowed grass. It isobvious from the preceding list of benefits thatadditional varieties of plants and plant patternsare equally or even more appropriate in schoolyards if certain problems are avoided.

You can avoid problems for your school groundsand wildlife habitat project if you remember thefollowing:

Never plant fruit, nut or cone-bearing treeswhere the fruits, nuts or cones will littersidewalks, roadways or other areas receivingheavy foot traffic. NOTE: Many species andvarieties of trees produce few or no seeds, orsmall seeds easily swept or blown away.

Never plant shrubs that grow more than 3 feettall near doorways or walkways or anywhere theywould obstruct views important to security. Tallshrubs near these areas provide concealment forundesirable human behavior. NOTE:Low-growing shrubs (under 3 feet tall) do notprovide such concealment. Densely growing lowshrubs actually discourage undesirable behavior,especially if they have thorns.

Never plant evergreen trees that retain theirlower branches (e.g., spruces, firs) near doorways,walkways or anywhere they would obstruct viewsimportant to security

Many plants cannot tolerate salt, especiallyevergreens. Never plant salt-intolerant plantsadjacent to sidewalks or roadways where theywill be splashed by salt applied during the winter.

Section I

Plants growing below a window should be alow-growing variety that reaches no higher thanthe windowsill. Pruning or trimming will not benecessary to clear the view, and cleaning donefrom the outside will not be hampered.

Keep driveway entrances or intersections clearof anything that blocks the view of oncomingtraffic.

Be careful when planting or allowing tallgrasses to grow immediately adjacent to buildingsand walkways. In these locations, tall herbaceousvegetation can be a nuisance and a fire hazard.

Avoid or eliminate plants that grow over theedge of a sidewalk or roadway. Properly placedwayside plants with compact and/ornon-sprawling growth form will not requireannual pruning or substantially interfere withsnow removal and storage.

Never plant trees with roots that invade waterconduits near water, sewer and septic lines (e.g.,maples, poplars, cottonwoods).

Avoid planting species of non-native plants thatspread from their planting site and outcompeteand dominate our native plant communities(examples: purple loosestrife, buckthorn,multiflora rose, Siberian elm, autumn olive).

Plant species that are resistant to disease,insects and weather. Avoid plants that requirehigh maintenance or frequent replacement (e.g.,boxelder, Lombardy poplar, crabapple notresistant to rust and blight).After reading the above, it may appear that plantson school grounds can create problems, but theopposite is true if the right plants are planted orallowed to grow in the right place.Table 1 suggests plants, plant patterns andplanting sites that produce benefits for people.

9LAG


Table 1. Planting sites, plants, plant patterns and their benefits.

To achieve thesebenefits

Plant these sites Plant in these patterns Plant these generalcategories of plants

wind reduction areas northwest, west andsouthwest of buildings, playingfields, athletic courts

single or double rows evergreen trees that retaintheir lower branches(spruces, firs, cedars, whitepine) or two rows ofevergreen shrubs anddeciduous trees

shade areas south and southwest ofbuildings and parking lots or bycourtyards, entranceways,walkways, driveways

individually spaced toproduce shade wheredesired

tall deciduous trees suchas maples, locusts, ashes,basswoods; where fallennuts are not a problemoaks, hickories, walnuts

reduced glare, noise,dust, etc.

along roads, railroads, propertyboundaries

single or multiple rows evergreens, trees,especially those that retaintheir lower branches(spruces, firs and whitecedar) or evergreen anddeciduous shrubs

reduced trampling,erosion control,foot traffic control

slopes, areas between sidewalksand buildings, around doorways,in quadrangles and school buscircles

masses low-growing evergreen ordeciduous shrubs such asjunipers, cotoneaster,flowering quince orground covers that can beprotected from tramplinguntil they get established

reduced leaf removal under deciduous trees bands encircling treetrunks

shrubs or ground coversthat tolerate partial shade(arrowwood viburnum,nannyberry); small-leafedtrees also reduce leafremoval (honeylocust)

reduced mowing areas that are not used for anyactivity except mowing and donot need to be in mowed lawnfor vistas or security reasons

masses tall grass, trees, shrubs

snow removal along walks and roads rows perpendicular towind (block wind toreduce leeward snowdeposition) or rowsparallel to wind(accelerate wind toreduce snowdeposition)

evergreen trees or shrubs

water pollutioncontrol

edges of ponds, lakes, streams,rivers

masses in strips tall grasses

aestheticenhancement

courtyards, corners, aroundsigns

small groups, singleplants

trees, shrubs, perennialsand bulbs

aestheticenhancement

walls with no windows, doors,signs

climbing vines,columnar trees

AS An.

ivies, creepers, etc.; whitecedars, poplars, etc.

10


Protect and Enhance Existing Natural Areas Wetlands,Meadows, Prairies and Woodlands

Many school grounds, especially around suburbanand rural schools, already have meadows,wetlands and woodlands. These natural areasshould be protected, enhanced and interpreted.(Note: Protected does not mean preserveduntouched. Proper tree cutting, for example, canhelp a forest continue to regrow or keep ithealthy, while unregulated human traffic canseverely damage a woods.)

Protect meadows from refuse dumping,excessive random foot traffic, vehicles and regularmowing. Enhance meadows by planting nativegrasses and wildflowers. Create meadows byallowing grass to grow. Meadows, however, mustbe mowed, lightly disked or burned once everythree to five years to prevent them fromeventually becoming woodlands (Fig. 7).

Protect wetlands from refuse dumping, siltationand changes in hydrology caused by drainage,filling or permanent alterations in water flow.Maintain bordering buffer zones of tall grass.Restore wetlands by creating or maintainingyear-round shallow water and by regulatingseasonal water depth with an inexpensive watercontrol structure. Always check with stateagencies before altering any wetland (Fig. 7).

Protect woodlands from vandalism to trees,refuse dumping and excessive random foot traffic.Enhance woodlands by thinning, cutting andplanting. The health and vigor of the trees inmost deciduous and evergreen forests can beimproved by thinning. In addition, thinning inmixed species hardwood forests can be done tofavor trees most important to wildlife byremoving less beneficial trees. Trees mostbeneficial to wildlife include oaks, hickories,beeches, walnuts, hackberries, cherries, locustsand ironwood. In forests of aspen and birch, it isoften necessary to clear-cut old stands to renewthem. Many wildlife species prefer mixtures ofyoung and old aspen stands. A woodlot can alsobe created by planting an appropriate site withtree seedlings adapted to the site. Planting in anexisting woodlot is only worthwhile when donealong woodland edges or in woodland openingswhere competition for light, water and nutrientsis less severe (Fig. 10).

All of these areas can be interpreted bycreating trails and/or boardwalks for access andby developing site-specific educational materials.Local and state professionals are usually willing toprovide at least expert advice on managementand interpretation.

11 14

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Figure 10. Protection and enhancement of woodlots.

12 5


Other Special ProjectsThe following special projects are appealing, buteach has distinct disadvantages. Consider themcarefully before selecting them:

Raised annual flower beds high initialcost; require annual intensive maintenance; mostattractive during summer when students are notat school; easily vandalized.

Butterfly and hummingbird perennialflower gardens same as above, except thatlate summer and fall blooming flowers are in fullbloom at the start of school and may attractbutterflies and hummingbirds until the onset ofcold weather.

Artificial pools require intensivemanagement to avoid problems of stagnant water,algal blooms and mosquito production; someoneusually adds goldfish, which eliminate aquaticinvertebrates and intensify the algal blooms.

Section

Ponds expensive to build; may be a liabilityproblem. Shallow water impoundments less than3 feet deep are less expensive and less hazardousand attract a great variety of invertebrate andvertebrate life. Because of the variety of life in thewater, mosquitoes are rarely a problem.

Artificial nesting structures (bird nest boxes,waterfowl nest platforms, etc.) must be placedproperly and maintained annually. Nest boxesplaced correctly and maintained properly,however, may provide opportunities forobservation and instruction not normallyavailable.

Bird feeders must be filled regularly andcleaned when necessary; spilled seed and seedhulls should be cleaned up as needed. If properlymaintained, however, and placed near enough toclassroom windows where they can be observedbut far enough away to reduce bird-windowcollisions, feeders create excellent opportunitiesfor study.

Brush piles appearance may beunacceptable; many brush piles may help toomany rabbits survive the winter (rabbits eatyoung plants); loose, open brush piles are used bynesting birds; brush piles with large material onthe bottom and dense fine material or top areexcellent winter cover.

Food plots annual food plots (corn,sorghum, etc.) are costly in time and money;perennial food plots of clover attract a variety ofwildlife for far less cost.

13 ;__6


Bird-planted food plots clotheslinessuspended over lightly loosened soil will result ina wide variety of plants growing beneath the line.Unfortunately, many plants may be consideredhighly undesirable weeds.

Section I

Snake hibernaculums an excellent butoften unpopular idea; unwise when nearmassasauga rattlesnake habitat (hundreds of acresof wetland); very attractive to harmless snakesthat can be readily observed spring and fall,sometimes in large numbers.

1417


Table 2. Examples of wildlife habitat components and the wildlife* that use them.

Habitat component Examples of wildlife that useeach habitat component

mowed grass with widely spaced, well pruneddeciduous and evergreen trees and shrubs

spring and summer nesting and feeding by robins,mourning doves, grackles, killdeer and chippingsparrows; year-round use by moles and 13-linedground squirrels

dense, unmowed grass nesting by red-winged blackbirds, grasshopper sparrows;year-round use by small mammals such as moles, shrews,meadow voles, weasels, rabbits

unmowed grass and broadleafed herbaceousplants of varying density with scattered shrubs

spring and summer nesting and feeding bykingbirds, meadowlarks, bobolinks, vesper andfield sparrows, woodcocks, pheasants, kestrels,goldfinches (bluebirds and tree swallows withnest boxes); and year-round use by smallmammals such as rabbits, foxes, skunks, weasels,woodchucks, voles, mice and shrews

masses of shrubs in lawns spring and summer nesting by song sparrows,catbirds, wrens (with nest boxes), robins;year-round use by cardinals

masses of shrubs In unmowed grass oralong woodland edges

spring and summer nesting by Indigo buntings,thrashers, goldfinches, cuckoos, flycatchers,cardinals, bobwhites, housewrens, catbirds,blue-winged and chestnut-sided warblers;year-round use by mammals such as deer mice,rabbits, weasels, foxes and deer

large deciduous trees in lawns spring and summer nesting and feeding by titmice,doves, robins and orioles; year-round use bydowny woodpeckers and flickers and by smallmammals such as raccoons, opossums, and gray,red and flying squirrels; spring and summerroosting by red bats

large evergreen trees in lawns spring and summer nesting by mourning doves,robins, grackles, chipping sparrows; winter coveruse by a variety of birds and small mammals,especially if the lower branches are not pruned;year-round use by red squirrels

dry woodlands of large deciduous trees many birds red-tailed, red-shouldered and Cooper'shawks; owls, whippoorwills, turkeys, woodpeckers,pewees and phoebes, flycatchers, Jays, crows, titmice,chickadees, nuthatches, creepers, thrushes, mostwarblers, redstarts, ovenbirds and scarlet tanagers;many mammals squirrels, deer, bears, opossums,raccoons, porcupines, white-footed mice, chipmunks andmost snakes

dry woodlands of young deciduous trees many birds woodcock, grouse, flycatchers, vireos,redstarts, towhees; mammals such as deer and snowshoehares; summer use by porcupines; winter use by coyotes

dry evergreen woodlands pine warblers, hermit thrushes, red-breasted nuthatches;nesting by Cooper's hawks, red squirrels and porcupines

deciduous swamps blue-gray gnatcatchers, warbling vireos, titmice, woodducks, ruby-throated hummingbirds, turkey vultures,yellow warblers, cedar waxwings, common yellow throats,beavers, snowshoe hares, deer, mink, bears, woodchucks,raccoons, muskrats, opossums, bats, skunks

evergreen swamps Nashville warblers, golden-crowned kinglets, barred owls,red-breasted nuthatches, red squirrels, deer, snowshoehares, bears

marshes herons, mallards, Canada geese, harriers, kingfishers,sedge wrens, red-winged blackbirds, black terns, snipe,rails, sandhill cranes, swamp sparrows, muskrats, mink,opossums and skunks

primarily manmade structures: windowsills,barn rafters, roofs and cornices

nesting by doves and pigeons, nighthawks,swifts, barn swallows, robins, house sparrows and bats

*Consult field guides or references on Michigan birds, mammals, reptiles and amphibians for occurrence (range) in Michigan.

15IL 8 BEST COPY AVAILABLE


Maintenance Reduction on SchoolGroundsMost people believe that mowed lawn is theeasiest and cheapest plant community to createand maintain. If you consider establishment,maintenance and mowing costs, you should besuspicious of this common belief. Theestablishment of an alternative plant communitymay be more or less costly than lawnestablishment, but it will be easier and cheaper tomaintain if it's done properly. The following tipshelp reduce or eliminate maintenance:

Reread the section on how to avoid creatingproblems (p. 9).

When planting trees, put at least 3 to 4 inchesof mulch (wood chips, shredded bark) around thetree in a band at least 3 feet wide to conserve soilmoisture and reduce grass and weed growth. Youmay want to place a weed mat on the plantingsite after the tree is planted and then add themulch.The mat and mulch will eliminate the needto mow around the tree, thus protecting the treetrunk from mower damage and reducing thenumber of weeds and tall grasses growing aroundthe tree. Any grass or weeds that do grow can beeasily pulled or killed with herbicide. Add newmulch every 2 to 3 years or as needed. Woodchips and bark can usually be obtained free and inlarge quantities from local government agencies,road commissions, power companies and forestindustries.

In most cases, you will want to put plastic tubesaround the trunks of newly planted trees. Specialplastic tubes are commercially available that helpaccelerate tree growth and protect the tree trunkfrom rabbits, deer, mice, weed cutters and lawnmowers. Flexible, perforated plastic drain pipecan also be used to protect woody plants. Cut tolength needed and slice lengthwise to open.

Whenever planting small areas in rows ormasses of shrubs or ground cover plants, coverthe area between plants with weed mats and thencover the mats with wood chips or shreddedbark. Small areas can also be covered with plastic

Section I

sheeting, but plastic sheeting may exclude toomuch moisture, especially over a large area. Thisprocess will eliminate or at least reduce thenumber of weeds growing in the planting untilthe planting becomes well established. Anyweeds that do appear can be quickly and easilypulled or killed by herbicide. Wood chips andbark are usually available free and in quantityfrom local governments, road commissions, powercompanies and wood-using industries.When large areas are planted with shrubs and/ortrees, annual weed control around the plants isusually necessary. Control weeds around eachplant with hand tools or with herbicides. Coverplants before applying herbicides.

Protect all new plantings with temporarysingle- or double-strand smooth wire fences.Once the planting is well established, the fencecan be removed. Without the fence, the plantingwill be trampled or broken to some degree andmay never become established well enough to bemaintenance free and function as desired.

Expect vandalism and have a plan and funds setaside to restore the loss. When vandalism occurs,you will be able to repair the damage and possiblymodify your plan to reduce future damage. Also, ifyou plan for vandalism and are prepared to dealwith it, your project is less vulnerable tounwarranted criticism. Remember, some peoplefear and/or dislike anything that is not pavementor mowed lawn and will use vandalism as anexcuse to eliminate habitat. NOTE THEFOLLOWING:

a) The more adults and children involved inplanning and carrying out the plan, the less likelythat vandalism will occur and/or the more likelythe vandal will be identified.b) Anticipating vandalism reduces surprise anddisappointment when it occurs and makes repairmore likely.

c) If funds are set aside to deal with vandalismlosses, repair can be accomplished relativelyquickly and easily.

1619

I :

Getting StartedIf you have not already done so, read the

previous sections so that you have an idea ofwhat can be done at your school and preparepreliminary counterarguments to the usualobjections that you will encounter. Typical invalidobjections to properly planned landscapinginclude higher costs, increased maintenance,increased vandalism, decreased safety andsecurity, etc.

Create a preliminary plan. Walk your schoolgrounds and note where plant communities maybe created or maintained and enhanced to thebenefit of the students, teachers, school andcommunity. Designate specific sites and make apreliminary plan for each site. A list of sites andpossible ideas for the sites is sufficient.Remember, this is a preliminary plan that will bemuch changed by additions, deletions andmodifications.

Share your plan with a few interested peopleteachers, students, parents. Ask these people tobe part of the preliminary planning committee.Involve them in modifying the preliminary plan.

Consult with the School PrincipalNo school yard wildlife habitat project should beundertaken without the support of the principaland the approval of the school district. Start witha meeting where the preliminary planningcommittee can discuss the project with theschool principal. Use your preliminary plan topresent the basic idea of what you hope toaccomplish, but clearly emphasize that youexpect to modify the plan as you gather moreinformation and ideas. The principal can give abroad overview of issues related to the schoolfacility. The discussion might include thefollowing points:

Future plans by the school district for additionalbuildings, roads, etc.

Play fields, parking lots and portable classrooms.Routine maintenance program.

Considerations for neighboring properties.Access for students with special needs.Safety, risk management and liability issues.

Potential for funding/in-kind donations fromthe community, Parent-Teacher Organization

(PTO), Partners in Education.

Benefits to and involvement with the schooldistrict.

Inform and Involve Key PeopleAll teachers and all classes should be encouragedto be involved. Students can write ideas or drawthem. This will help ensure that natural areas andthe wildlife habitat are used regularly and in allcurriculum areas. It will be well worth it to takethe time to publicize your habitat project to thePTO, the board of education, Partners inEducation, neighboring property owners, studentclubs and community organizations. Solicit theirideas. Neighbors, for example, may not like theidea of a plant screen between thein and theschool grounds.

Don't forget to discuss your plans with the schoolsystem maintenance department and to apply forany necessary permits from the county or state.Otherwise, your project might get "cleaned up,"mowed over or halted.

Form a Planning and ImplementationCommitteeInvolving all interested parties might slow thingsdown, but involving and informing people is oneof the reasons (and rewards) for doing the naturalarea/wildlife habitat project. Once you haveeveryone's input, however, you will need to createa working committee to plan and implement thehabitat project.

Organize the working committee as soon as youhave permission to develop the habitat. It shouldbe open to all interested persons and, mostimportantly, headed by a project coordinator tooversee all committee tasks.A committee will:

Utilize the various backgrounds and talents ofthe community.

Spread the workload.

Create a solid foundation and help ensure thatthe project continues year after year in spite ofstaff changes and fluctuating interest.

17

20


The committee should include:The principal, several teachers, interestedstudents, custodians and grounds personnel.PTO volunteers and other interested parents and

family members.

Local natural resources professionals andhobbyists.The working committee should include studentrepresentatives and/or student body leaders. Eachadult should have a student cooperator. A projectlike this is a good opportunity to improvestudents' life skills, and student involvement willbuild ownership and help reduce problems withvandalism.

The committee positions and responsibilitieslisted below have provided an effectiveorganization for some wildlife habitat projects.Your habitat committee may have more positions,more than one person sharing some tasks orcombined positions. It is important to givevolunteers very clear and limited tasks for aspecific period of time (e.g., chronicler for oneschool year only, or even half of the year).Indefinite or vague tasks will wear downvolunteers. The use of a computer program suchas Master Planner can aid organization.HABITAT PROJECT LEADERS: Should be effectiveorganizers, have vision, be able to delegateresponsibilities and communicate effectively.Responsibilities: oversee development of thehabitat plan.

Section II

CHRONICLERS: Should be good record keepersand photographers. Responsibilities: documentproject progress with written descriptions,"before and after" photos, a scrapbook and/or avideo journal.PUBLICISTS: Should be good communicators.Responsibilities: write releases for localnewspapers, take photos, create a newsletter orsubmit articles to the PTO newsletter.COORDINATORS OF VOLUNTEERS: Should begood organizers, motivators and promoters.Responsibilities: promote volunteer involvement,match volunteers to tasks, coordinate work days,send thank-you's.BUDGET KEEPERS: Should be good financialrecord keepers. Responsibilities: maintainreceipts, records of donated goods and servicesand discounts; submit invoices to schoolbookkeeper or PTO treasurer for payment.DONATIONS/GRANTS COORDINATORS: Shouldbe good writers. Responsibilities: fund raising,seeking sources of funds and materials, preparinggrant proposals, maintaining information forwriting reports.WILDLIFE EDUCATORS: Should be goodeducators and motivators. Responsibilities: helpteachers use the habitat for teaching. Activitiescan include compiling resources, putting togethera file of ideas to be shared, creating a habitat-related bulletin board, scheduling training,maintaining appropriate teaching supplies, etc.

18 21

SCHOOL GROUND HABITAT FOR PEOPLE AND WILDLIFE Section III

Implementation: Evaluate Your School GroundGet a copy of the plat (also called plan or map) ofthe school buildings and grounds from theprincipal, custodian or school district office.Make multiple copies you can mark on. Also haveyour preliminary plans available. Contact anatural resources professional or knowledgeablevolunteer to walk the grounds with members ofyour committee. Before you walk the grounds,review the information and ideas you havealready accumulated from the principal,custodian, teachers, students, etc., and your mapand preliminary plan.

What to note as you walk the grounds:

Buildings, parking lots, athletic and play fields,bus circles, sidewalks, roads, courts.

Walls of buildings with few or no doors andwindows.

Location of underground utilities, drains, sewerand septic lines. (Also contact your local power,telephone and municipal water department.Always call MISS DIG before any digging.)

Open areas needed for snow storage.Planned and unofficial patterns of traffic,

including cars, buses, bikes, pedestrians, deliveryand maintenance vehicles.

Litter, erosion, drainage problems, mud, baresoil.

Problems caused by wind, glare, noise orundesirable views.

Water, lakes, rivers, streams, ponds andwetlands, even those that go dry part of the year.(wet meadows, vernal ponds)

Portions of grounds not being used, includingmowed areas.

Slopes.

Future building plans and sites.Potential habitat sites suggested in Table 1.

Existing habitat- -woods, shrub zones, tall grassand wildflowers, wetlands, landscape plantsalready present.

Evaluate FeaturesEvaluate good and bad features of each specificsite for wildlife habitat and potential outdoorclassrooms. Consider:

Distance from the school building neithertoo far from nor too close to classroom windows.

Access from building to grounds.Security of the site.

Additional benefits to people who use, maintainand own the site.

Existing features of wildlife habitat.

Appearance.

Students can help conduct an inventory ofexisting plants using field guides and assistancefrom local experts. They can then begin makingfield guides particular to your habitat usingphotos or drawings of plants and plant groups.

1922

SCHOOL GROUND HABITAT FOR PEOPLE AND WILDLIFE Section III

Make a PlanShare your plan by marking on your copies of the school grounds map where wildlife habitat can becreated, enhanced or protected. On the plan, number and outline each site you select forconsideration. If you wish, make one master copy of the school grounds map and cover it with oneor more acetate overlays. Each overlay can then be used to indicate site conditions and proposedchanges. Use non-permanent markers. On a separate piece of paper, record the following next toeach site number: .

Vegetation present:(examples: mowed grass, woods with large trees, scattered planted shrubs, wetland shrubs)

Soil type(s)(examples: clay, silt, loam, sand, muck, etc.)

Moisture(examples: wet, well drained, dry)

Light(examples: full sun, partial shade, etc.)

Present use(examples: none other than mowing, refuse dumping, clear view from road, etc.)

Prior use(examples: forest, wetland, farm, old field [note: this may be difficult or impossible to obtain or may be

irrelevant because of extensive land change during school construction])

Proposed change(examples: plant trees in windbreak or shrub mass to reduce mowing, develop interpretive trails,

discourage trampling and vandalism, etc.)

Methods to be used(examples: mulch, plant and fence; clear trails and cover with wood chips; build boardwalk for access

to wetland)

Materials needed(examples: plant materials, weed mat, wood chips, fencing, tools, lumber, etc.)

Resulting benefits for(examples: energy savings, reduced mowing, maintenance reduction, habitat improvement [e.g.,

plant trees or shrubs for nesting birds, small mammals, waterfowl])

Use general terms in completing the above. Do not be specific yet. For example, if you plan to dosome planting, next to "proposed change" write, "plant low-growing, spreading deciduous shrubs?'Seek professional help when the time comes to be specific.Also, consider existing problems and how you can eliminate them with more beneficial vegetation.Suppose a diseased crabapple tree has overgrown a heavily used walkway and litters it withcrabapples each autumn More desirable alternatives may be low shrubs that don't spread and/or atall tree with small leaves and no fruit.

20

23


Share Your PlanShare your preliminary plan with your principal,school board, school maintenance personnel,parent groups, teachers, students, schoolneighbors and professionals from your local area.Ask for suggestions and changes. Remember,some of the criticisms you get will be very helpfuland some will be misinformed. If you have done agood job of planning the right thing in the rightplace, you will be able to deal factually withmisinformed criticism.

Ask the professionals to help make your plans asspecific as possible. Specifics include species andvarieties of plants, type of mulch, location andlength of trails, boardwalks, etc., kinds andamounts of equipment, interpretive materials, etc.Although you have a good general idea of what isneeded, professional advice will help you choosethe best specific material or practice for yourlocal area. For example, if you have decided youneed an evergreen tree that grows in clay for awindbreak, a local professional may recommendwhite spruce.A question that always arises is whether to plantnative or non-native plants. If native plants aresuitable and available, use them. If not, use aclosely related horticultural variety that does notcreate problems by spreading and then

Section III

dominating a site. For example, horticulturalvarieties of crabapple are far more resistant todisease and much easier to find than nativecrabapples. Never use undesirable invasive plantssuch as purple loosestrife (a wetland flower),buckthorn (an upland shrub) and Siberian elm (anupland tree). If it is not possible to use a nativeplant or a horticultural variety of a native plant,then use a commercially available plant that doesnot create problems. Examples are London planetree, Chinese juniper or cotoneaster.Local professionals may include retail nurserymanagers, local builders, contractors andsuppliers, landscapers, college professors,university Extension agents, foresters, fish andwildlife biologists, soil scientists, park managers,nature center staff members, city planners andengineers.

Using the input you received after sharing yourplan, modify the plan to incorporate the goodsuggestions and improvements. The result is yourmaster plan. Submit this plan to your principal orschool board for final approval. Be prepared tomake additional changes to gain approval.Now is the time for the chroniclers to takepictures of each site where changes will be made.Take several pictures from different viewpoints.

Prioritize, Schedule and BudgetAsk local professionals when certain tasks are

best done: soil preparation, planting, cutting,fertilizing, etc.

Decide which parts of your plan you willimplement first. Don't try to do too much atonce, but if volunteers, materials and money areavailable, don't limit what can be done.Remember to delegate as much responsibility asyou can to volunteers, teachers and students. Theimplementation process, like the results andsubsequent studies of the improved site, is alearning experience.

Make a list of what each project will require inpeople, know-how, material, tools, equipment,money. Make detailed lists for projects to be donefirst. Subsequent lists can be improved, especiallyafter the first experience.

Schedule when the first project or projectsshould be started and completed. You may wishto divide a project into sequential tasks, assigneach task to an appropriate person or group, andask them to make a list of requirements labor,materials and money.

Based on your experiences with implementingthe first project, prioritize the remaining projects.A multi-year plan will probably be necessary.

Remember:a) Avoid creating problems.

b) Enhance human use and enjoymentc) Reduce maintenance on the school grounds.d) Protect projects in the early stages.e) Plan for vandalism.

219, 4

SCHOOL GROUND HABITAT FOR PEOPLE AND WILDLIFE Section IV

Obtaining Materials, Equipment and FundingUsing your list of needs (people, materials andequipment), ask members of your team or teamsto inquire throughout your community forvolunteers to provide their time, equipmentand/or materials.

For example:The local utility company or road commission

may be delighted to donate wood chips.A local farmer may be willing to donate his time

and use of his machinery.A local contractor may be willing to provide

equipment and an operator at little or no cost.The local nursery may be willing to donate

surplus or damaged.but otherwise healthy plantmaterials.

Gardening clubs may help with planning,implementation, and donations of materials orfunds.

The local landscaper, forester, wildlife biologist,etc., may help with further planning andimplementation.The more precisely you identify your needs, themore likely you will be able to line up a donorwho has the things you need. You may also haveto purchase expertise, materials and equipment,or rent equipment. To do so, you must raise somefunds.

Important Things To Do:Be aware that you can offer donors valuable

publicity through school publications and maybethe local media! Let a potential donor know whatkind of publicity you can provide in return forsupport: mention in a newsletter that goes homewith students, a sign in the outdoor classroom, aposter in a window of their business, a messageon the school's outdoor announcement sign, aflyer sent to students' homes, recognition at adedication ceremony and mention in any mediacoverage of events.

Clearly ask for what you want. A clearly definedand organized list of needed materials and costs isan effective way to get donations. Donors want tosee exactly what their money is supporting andmay prefer to fund an entire project- -such as aboardwalk, windbreak or nature trail--that can beclearly identified as their contribution to theschool.

Always follow through on requests frompotential donors and fulfill promises made. Sendthank-you's promptly.

Students can write thank-you notes or makeposters to place at businesses that makedonations, help conduct fund-raisers, etc.Participating in the fund-raising process teachesimportant life skills.

Tips for Writing Grant ProposalsThe persons designated to write grant proposalsneed not have experience writing proposals, butthey should have strong writing andorganizational skills. Writing proposals is nothingmore than communicating ideas in a clear andconcise way according to guidelines set out bygrantors.Begin developing written information about yourproject. Creating ready-to-use statements meansyou will not be overwhelmed when your firstgrant application arrives in the mail. Thefollowing elements are common to most smallgrant proposals:

Project purpose/goal: Two or three sentencesare enough.

Project objectives: Be specific. List.Justification: Why is this project important?

Many justifications are described in thispublication.

Project description: This summary should beorganized to reflect the ways in which yourproject matches the funding objectives of thegrantor. Partnerships with individuals, businessesand agencies should be highlighted. Include a listof the activities planned to carry out your project.Show your project is achievable.

Timeline: Promise only what you canreasonably achieve and be specific. Most grantshave deadlines for project completion.

Budget: A well thought-out line item budgetshows that the project is a good investment. Thegrantor wants to know that funds will be usedeffectively and exactly in what way. Show thatyou will be as careful with the grantor's money asyou would be with your own. The budget is thetrue test of whether what you want to domatches what the grantor wants to fund. Some

2245


grants require matching funds or in-kinddonations. It is usually easier to match a grantin-kind by adding up donated items such asplants, building materials, snacks for volunteers,office supplies for posters and thank-you's, etc.Any professional who lends expertise to yourproject, such as a landscape architect, is donatinga consultant's fee have him/her write you areceipt. If a parent offers free use of equipmentsuch as a tiller, estimate what that would havecost you in rental fees. Also include staff andstudent hours spent on the project. These hourshave monetary value as in-kind donations.

Evaluation: Include improvements made, themonetary and environmental benefits of theimprovements, the educational value ofconducting the project and the educationalbenefits of studying the results of the project.Let the school community know that you arelooking for grants. The best grants to seek arethe small, local grants. There will be lesscompetition for these and you are more likely tohave personal contact with the grant maker. Donot hesitate to file for larger state or nationalgrants that are well matched to your project,however. The Michigan Department of NaturalResources, the U.S. departments of Agricultureand Interior, the Environmental ProtectionAgency, and other agencies and foundationsdistribute many thousands of dollars in grantsappropriate to school ground natural area/wildlifehabitat projects.Once you have a grant application in frontof you, follow all directions in theapplication to the letter. Readers of grantsusually go through a series of weeding-out steps.The first step often involves screening outapplicants who did not follow directions. Theapplication format used by grantors helps them intheir review process. Deviating from the formatmakes a proposal more difficult to read and

Section IV

evaluate. Limit your proposal to the maximumlength stated in any proposal application. Makesure your proposal at least gets read.Pay attention to the language in the grantapplication package. Highlight and put keywording from the application package right intoyour proposal. Successful grant writing is really amatchmaking process--grantors have definiteobjectives and you must convince them that yourproject fits their needs.Make a checklist from the grant applicationpackage. Make sure you have addressed allpoints mentioned in the grant applicationpackage. For example, if the grantor prefers tofund projects that promote communityinvolvement, express clearly how your projectwill involve the community. Be sure to addressany goal of the grantor set out in the grantapplication package. Always include an evaluationof your project and specify when the grantor willreceive the evaluation(s).Have several people read your proposal. Yourreaders should be people not closely involvedwith or informed about your project. Thisdistance will help them find any gaps orconfusing elements in your proposal. Anyquestions left unanswered by your proposal foryour readers will also be unanswered questionsfor the grant reviewer. Use your readers'comments to make your proposal clearer, easierto read and more comprehensive.Finally, make sure your proposal is neat andpleasant to read. Look at it objectively. Is itinviting? Have you used spacing and a type sizelarge enough to make reading easy? Have youbroken text into small sections with headings ordo you have long, unbroken passages that canturn the reader off?

Meet your deadline!

23


Provide for ContinuityWorthwhile and practical school projectssometimes cease to function because of a changein staff, a change in the community, and/or achange in priorities and resources. A project maybe neglected or abandoned because of thechange, not because of a conscious and reasoneddecision by the people involved. The followingsuggestions will help ensure that your school'swildlife habitat project is governed by deliberatedecisions made by all involved parties.Ask a local bank if, as a civic contribution, itwould be willing to serve as executor of a trustfund for your wildlife habitat project. Theplanning and implementation committee couldthen deposit funds, perhaps a small amount (e.g.,$100) into the trust fund. (Note: Small amountsare not profitable for the bank. That is why thebank has to agree to serve as executor as a civiccontribution to the school project.) As executor,the bank must report on the status of the fund toa board of trustees. The board of trustees shouldbe composed of the school principal, a memberof the school board, interested teachers,interested parents and interested students.

Section V

At least one of these trustees should be a memberof the habitat project's working committee. Theboard of trustees then decides what to do withthe trust fund. For example, it can decide toreinvest the interest on the fund, spend theinterest on the habitat project, or discontinue thefund, dispose of the assets and abandon thehabitat project. In any event, a deliberate decisionwill be officially made by interested parties.Ask a local lawyer if he or she would donate timeto help create the trust and the board. Thefollowing should be included in the bylaws of theboard of trustees:

All decisions concerning the trust must bemade by a majority of all board members.

The board does not plan or implement wildlifehabitat projects; rather, it decides whether trustfunds can be expended for habitat purposes.

The board must meet once a year with arepresentative of the bank holding the trust.

Teacher, parent and student members of theboard should be elected by participants in theschool habitat project.

2427

SCHOOL GROUND HABITAT FOR PEOPLE AND WILDLIFE Section VI

Using Your Natural Area/Wildlife Habitat for EducationNew knowledge is always gained throughobservation, collecting information, analyzinginformation and drawing conclusions. Theprocess through which these things are doneincludes scientific experiment, trial and error, andmemorization and imitation. Teachers help theirstudents learn the scientific process and use it togain new knowledge. Remember, observationscan be recorded in numbers, words, pictures,photographs, essays, journals and drawings. Theserecords can then be analyzed, objectively orsubjectively, to create hypotheses that can then betested by the same process of gatheringinformation, analyzing and drawing conclusions.If records are kept over the years, the scientificprocess and the knowledge gained become moresophisticated.

The following questions can guide teachers indeveloping students' abilities in observation,information collection and analysis, and drawingconclusions.

Can landscaping improve property for people?How?

Can landscaping improve property for wildlife?How?

Can natural communities (forests, wetlands,meadows) be maintained on school grounds?How?

What benefits can natural areas provide?Does wildlife habitat benefit people? How?What kind of wildlife uses what kind of habitat?

Why?

What habitats are not used by what kinds ofwildlife? Why?

When (season of year) does the wildlife use thehabitat?

What does the wildlife use the habitat for (food,cover, water, living space)?

More specifically, how does the wildlife use thecover (nesting? roosting? water? shelter? etc.) andfood (seasonal? adults? juvenile?)?

Do people benefit from the wildlife? How?Do you like the wildlife and its habitat? Which

ones do you like and dislike? Why?

Does the habitat change? How? How fast?Why?

Can the habitat be managed? How? For whatpurpose?

Can landscaping and the management ofnatural communities on school grounds createand maintain biodiversity on school grounds?

Should biodiversity be increased on schoolgrounds? Why?

If you have read the previous sections of thisproject guide, you are aware that this projectproposes answers to many of these questions. Arethe proposed answers valid, relevant andimportant to you, your school and yourcommunity? One way to find out is to plan aproject, evaluate the site prior to treatment,implement it and evaluate it after treatment insubsequent years (see Table 3).

-)825

SCHOOL GROUND HABITAT FOR PEOPLE AND WILDLIFE Section vi

Table 3. Things to evaluate* before and after treatment** or by comparisonwith similar untreated areas.What to evaluate What to measure Materials and Methods

effectiveness as windbreak wind speed, air temperature, schoolheating cost, personal comfort

anemometer (simple model $15)for wind speed in mph or cottonball,tape measure and watch for windspeed in ft/sec (distance and timecottonball takes to drop to ground;use wind speed and local humidityand temperature to calculate windchill; before and after fuel use or cost

effectiveness as shade air temperature, school coolingcosts, personal comfort

thermometer for site temperature;before and after electricity costs

effectiveness as screen glare, noise, dust, personal visualappeal

board covered with tape sticky sideup to count number of visible dustparticles per day; number andduration of bright reflections perhour

effectiveness as erosion andtrampling control

area of bare soil, amount of soil lostper year

tape measure for area of bare soil;graduated cylinder to measuresediment in collected runoff water

reduced mowing and leaf andsnow removal

area mowed, volume of leaves, snowdepth and costs

.

tape measure to measure reductionin lawn area mowed and volume ofleaves not required to be raked;volume of snow not required to beremoved or removed by hand shovel

habitat maintenance costs training and pruning, weed control,replacement, abnormal mowing

visual estimate, e.g., 18mowings/year vs. 1 trimming/2-5 yrs.

water pollution control water turbidity measure sediment in runoff water

wildlife and/or signs seen animals seen, sounds heard, signsseen (tracks, trails, droppings, foodremains, gnawings, burrows, nests,skin, hair, feathers, bones, carcasses)

counts per minute, hour, day, weekor month of indicated signs; countsof tracks in 3 ft. x 3 ft. area of baresoil raked to fine consistency orcovered with sand; tracks in snow

educational use number of times used byclassrooms, individual study

number of instances observed orreported

recreational use resting, hiking, observing,photographing


wildlife use resting, feeding, hiding, sleeping,breeding


diversity numbers of species, communities,community structures height,density, amount of edge(juxtaposition), communities perarea (interspersion)

index by measuring or counting insample areas

human preferences opinions, students and publicreactions

questionnaires, public meetings,debates, essay contests, art displays,science fairs

*Remember evaluation can be objective (mph, °F, inches, sq. feet, $$) or subjective (drawings, essays, poems,songs, photographs)

** at 1 year, 2 years, 3 years, 5 years, 10 years, etc.

26 29


Local ResourcesCounty MSU Extension office (in each county).Local Michigan Department of NaturalResources offices.

Forest Management Divisionforester.Wildlife Divisionwildlife biologist.Fisheries Divisionfisheries biologist.Parks and Recreation Divisionpark ranger or

naturalist.

Local Soil Conservation District office (usuallyin each county).

Local U.S. Department of Agriculture NaturalResources Conservation Service office.

District conservationist (usually in eachcounty).

Local municipal government (in most countiesand cities).

Parks manager or director.

Nature center director.Local businesses--landscapers, contractors,builders, consulting firms, nurseries, farmers,forest-using industries, utility companies.

U.S. Department of Agriculture Forest Serviceoffices (National Forest Offices in Ironwood,Escanaba and Cadillac).

District U.S. Department of Agriculture ForestService offices (contact through NationalForest offices).

District forest ranger.

U.S. Department of Interior Fish and WildlifeService offices (local offices are in Seney,Saginaw and East Lansing).

Fisheries biologist.

Wildlife biologist.

Section VII

Colleges and universities.

Faculty members in departments of biology,zoology, fisheries and wildlife, forestry,agriculture, horticulture, soil science, botany,landscape architecture, parks and recreation.

Local private organizations. Current addressesmay be available through local professionals,businesses, agency offices, colleges anduniversities, biological stations, nature centers,clubs. Many are listed in the MichiganConservation Directory, available fromMichigan United Conservation Clubs,2101 Wood Street, Lansing, MI 48909;517-371-1041.

Michigan Horticultural Society.

Michigan Chapter of the Wildlife Society.

Michigan Association of Landscape Architects.

Michigan Chapter of the Society of AmericanForesters.

Michigan Alliance for Environmental andOutdoor Education.

Michigan Nursery and Landscape Association.Michigan Forest Association.

Michigan Forestry and Park Association.

Michigan Association of Conservation Districts.

Michigan United Conservation Clubs.

Michigan Federation of Garden Clubs.Michigan Wildlife Habitat Foundation.

Michigan Chapter of Soil and WaterConservation Society.

? 027


Helpful LiteratureLandscaping for WildlifeMinnesota Bookstore117 University AvenueSt. Paul, MN 551551-800-652-9747andMichigan United Conservation ClubsLansing, MI 48909517-371-1041

Woodworking for WildlifeMinnesota Bookstore117 University AvenueSt. Paul, MN 551551-800-652-9747andMichigan United Conservation ClubsLansing, MI 48909517-371-1041

A Guide to Urban Wildlife Managementand other urban wildlife publicationsNational Institute for Urban WildlifeP.O. Box 3015Shepherdstown,WV 25443304-876-6146

A Field Guide to Animal Tracksby O. J. MuricPeterson Field Guide SeriesHoughton Mifflin Co., Boston

Other field guides to animals and plantsPeterson, Golden, Aububon Society,Stokes Putnam Nature

Invite Wildlife to Your BackyardGardening with Wildlife KitSchoolyard HabitatsNational Wildlife FederationLaurel Ridge Conservation Education Center8925 Leesburg PikeVienna, VA 22184-0001703-790-4000

Section VII

Shelves, Houses and Feedersfor Birds and MammalsNorth Central Regional Extension Pub. No. 338Ag. Bulletin, Room 24530 N. Murray StreetMadison, WI 53715608-262-3346

Helping Wildlife Working with NatureWildlife Management InstituteSuite 801, 1101 14th St., N.W.Washington, DC 20005202-371-1800

Plants for PlayMIG Communications1802 5th StreetBerkeley, CA 94710

Project WILD and Project WILD Aquatic(K-12 environmental education guidebooksemphasizing wildlife; available throughworkshops) and other WILD resources (WildSites, Action Guide, School Natural AreaProgram)10A Agriculture HallMichigan State UniversityEast Lansing, MI 48824

Project Learning Tree (K-12 environmentaleducation guidebook emphasizing trees andforests; available through workshops)Greening of Detroit415 Burns DriveDetroit, MI 48214

School Site Development for WildlifeOhio Dept. of Natural ResourcesDivision of Soil and Water ConservationE. E. Division1939 Fountain Sw. Ct., Bldg. 2EColumbus, Ohio 43224(616) 265-6878Fax: (616) 262-2064

2831


Technical and Financial SupportGlobal Re leafP.O. Box 9043Livonia, MI 48151

1-800-642-7353

The Greening of Detroit (Detroit only)415 Burns DriveDetroit, MI 48214

Section VII

The Non-game Program of the Wildlife DivisionMichigan Department of Natural ResourcesP.O. Box 30028Lansing, MI 48909

Urban and Community Forestry ProgramMichigan Department of Natural ResourcesBox 30452Lansing, MI 48909

29 32

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33p. · DOCUMENT RESUME. ED 409 658 EA 028 523. AUTHOR Dudderar, Glenn R.; And Others TITLE School Ground Habitat for People and Wildlife. Extension. Bulletin E-2583. INSTITUTION