Animal Tracking plot: Even an urban area is frequented by many species of wildlife each day. Birds, mice, squirrels. rabbits, opossum, raccoons and even deer can find themselves at home in the city. Whether your school is located in a rural or urban area, an animal tracking plot can yield some interesting tracks to study. An area about 3 feet by 3 feet or larger is all that is needed to create this feature. The area should be cleared of all grass or other vegetation and filled with clay.
Permanent tracks for comparison can be provided by pouring a 3 feet by 3 feet concrete pad next to the tracking plot. Before the concrete hardens, make various tracks in the concrete using either rubber or plaster casts of tracks. These can be purchased through biological Supply companies.
Food scraps, grain or other "bait" should then be placed near the plot regularly to attract wildlife the area. The night before your students are to study, the tracks. moisten the clay so it is soft enough to leave a clear impression by the animals. Students may be surprised at the variety of "critter" right in their own back yard!
Arboretum: Did you ever want to take your class to a woods where you would be able to find a wide variety of tree species? Plant an arboretum now and in a few years you will have such a woods right on your school grounds!
An arboretum is simply a woods where many different species of trees occur or have been planted. Once planted, the area can be left to grow up to look more like a natural woods, or can be mowed and kept as more of a formal arboretum. In either case, signs should be put up throughout the area identifying each tree, its characteristics and uses.
To get your arboretum established, herbicide should be used where trees are to be planted to reduce competition from other vegetation. The planting area should be laid out just as any tree plantation, allowing each tree adequate space for growth. Seedlings may be purchased at a nominal cost through the Indiana Division of Forestry's state nurseries. For an arboretum, schools should order an "outdoor lab packet," a special category available only to schools which contains samples of every tree species grown at the state nurseries. Planning assistance for your tree plantation can be obtained from your District Forester.
Archaeological dig site: This is an area where students can learn the techniques used in archaeological digs, while unearthing "planted" artifacts. Such an activity can also be tied into historical studies and soils investigations.
Berry producing shrubs: For quick growth, beautiful color, wildlife food and cover, erosion control and general outdoor studies, it's hard to beat berry producing shrubs.
Many shrubs, when planted as seedlings will quickly obtain a height of six to eight feet in four to five years. Due to their smaller size at maturity, shrubs can be spaced closer together than trees. Six feet apart is usually adequate There are many shrubs suitable for outdoor classroom planting.
Small trees such as flowering crabapple, flowering dogwood, Washington Hawthorne and Redbud are also recommended.
Before planting be sure to know what kind of soil and other limitations the shrub species may have. Plant in clumps or rows, preferably near your food plots and herbaceous plantings of grasses and legumes. Inexpensive tree and shrub seedlings are available from the Indiana Department of Natural Resources, Division of Forestry. Order blanks and price lists can be obtained by calling your local district forester or soil and water conservation district office.
Bird Blind: When observing birds near a feeder or around a pond or marsh, wouldn't it be nice to be invisible? Perhaps the next best thing is to be hidden behind a bird blind. A simple wood frame structure covered with chicken wire serves as a good foundation to be covered with leaves and other natural debris, leaving a small area open for observation. Such a frame can be permanent or made with hinges to be folded and easily moved.
Bird feeder: Attracting songbirds to the school grounds is easily accomplished by establishing feeding stations around the school. Cardinals, song sparrows, chickadees, nuthatches and goldfinches are among the colorful visitors that frequent such wildlife diners. There are many different types of feeders commercially available, although it is easy to construct your own. If you establish feeders on your school site, be sure they are kept supplied with food (that includes over Christmas vacation).
Bulbs, corms and tubers: Fall planting of bulbs, corms or tubers will result in many years of colorful spring flowers. Students can gain practical landscaping experience by planning and managing their bulb garden, and can improve math skills by calculating the rate at which their bulbs multiply each year.
Butterfly garden: Colorful surroundings attract colorful visitors to outdoor labs. Plantings of columbine, foxglove, asters, primrose, daisies and other bright wildflowers will provide your students excellent habitat for observing or collecting many species of butterflies and moths.
Compost pile: Any school having a garden or horticulture plot should also consider developing a compost pile. Leaves, grass clippings, kitchen scraps and other organic debris can be turned into nutrient-rich soil in a relatively short time. Commercial compost bins can be purchased for a modest cost, or a compost area can be constructed for even less.
Creek: A creek can be a good area for students to observe and study many aquatic plants and animals. Throughout the school year, students can measure and record stream flow. They can also test water quality for pH, temperature, dissolved oxygen, sediment load before and after storms, etc. If within the school budget, obtain some water testing kits.
Most creeks meander due to silt and sediment bars which are a result of soil erosion within the creek's watershed. This results in stream bank erosion as well. Students should determine the size of the creek's watershed and trace its course to larger watersheds.
Plant berry producing shrubs and grain food plots parallel to the creek channel. Amur honeysuckle, purple willow, shrub dogwood, japonica lespedeza and highbush cranberry are possible shrub plantings. Some brush piles and nesting boxes along the bank would also attract more wildlife to the creek.
Dinosaur study area: Given a blacktop parking lot and a piece of chalk, students can begin learning about dinosaurs by drawing the life-sized outline of one. More detailed or elaborate studies can be made by building life-sized or scale models of dinosaurs using a wood and screen skeleton and plaster, paper mache or gunnite exterior. Full scale nests of eggs and foot prints can be made, as well as a "Trail of Time" around the school grounds. If one foot equals 160,000 years, it would be about 1,500 feet back to the dawn of the dinosaurs, 400 feet to their extinction, 30 feet to the first humans and 3/4 of an inch to the end of the most recent Ice Age (which was 10,000 years ago!).
Erosion control demonstration area: Our country is losing its topsoil at an alarming rate because of erosion by wind and water. To demonstrate the effects of erosion and some measures used to control it, first select a site on your school grounds with a moderate slope. This can be an area as small as about 10 feet wide, and should be no wider than about 30 feet. If a suitable slope does not exist, one can be created by mounding and compacting soil in a hill about 3 to 4 feet high.
Next, strip all grass and other vegetation from the area, leaving only bare soil exposed. Divide the area into three equal parts and leave one portion alone, cover another section with rip rap (large stone) and plant a ground cover such as crown vetch in the final section. Now students can study the effects of erosion on the bare soil, while seeing how effective the control measures are on halting or minimizing erosion.
To quantify how much erosion is taking place in each section, a collection pan can be installed at the base of each section to funnel runoff water and sediment into a container. The amount of sediment collected in each container can then be measured.
Existing timber stand: A school woodlot can be used for studies in species identification, population, watershed, forestry, wildlife and many other educational opportunities. Many school woodlots have not been actively managed, so are overstocked and hampered with vines. They are in need of timber stand improvement (TSI). TSI is a term used to identify various management practices used to improve vigor, stocking, composition, productivity and quality of forest stands. Talk to a forester about how TSI could be applied to your woods.
Fence row: An old woody fence row is one of the best outdoor classrooms you can find. Often a fence row is an undisturbed area. In other words, it is unlikely that a plow or dozer blade has ever turned its soil. this makes an old fence row a valuable soil study area. It's also a good place to find discarded "junk" from years gone by, leading to historical interpretation.
Students should study the types of vegetation and animals they find in the fence row. Are there any trees that have actually grown around the fence wire? A fence row is a good wildlife "travel lane" and is a fine location to place nesting boxes, food plots, brushpiles and shrub plantings.
Fossil path: Establishing a fossil path gives students the opportunity to study forms of life no longer existing. Students are fascinated with fossils and how they are formed. Such a feature can lead to studies of history, exercises in language arts or art projects dealing with natural shapes and patterns.
Grasses plot: Have you ever tried to establish grass cover in an area to match an existing lawn, only to find that it is a different color or grows at a different rate? There are so many varieties of grass seed on the market, each with its own growth characteristics. Establishing a plot of several different grass types allows students to learn what the different grasses look like and where each is best used.
Groundwater monitoring hole: This will provide students with an opportunity to see how the groundwater table fluctuates throughout the year. If recorded on a regular basis, a graph can be charted to show the monthly and seasonal levels of fluctuation. If your school site has more than one soil type, your students will be able to compare their findings for each soil. Your county soil survey (available free through your county Soil & Water Conservation District) will indicate the location of these soils and their expected water tables.
To make a groundwater monitoring hole. use post hole diggers or an auger and dig a hole five to six feet deep. Take a piece of PVC pipe and drill numerous one-eighth inch holes in it. Place the pipe in the hole to prevent the soil from caving in, and cap the top of the pipe with a PVC cap. Use a calibrated stick to take the measurements of the groundwater level.
Herb garden: A small area of the school grounds can be designated as an herb garden. This area can be located within a school courtyard, along a sidewalk next to the school building or just about anywhere there is a little space and sunlight. Herbs used for cooking and those with alleged medicinal qualities can be grown for study.
Herbaceous wildlife planting: Herbaceous cover plantings of legumes such as sweet clover, red clover, alfalfa, and grasses such as orchardgrass, timothy and bluegrass are excellent ways of attracting small wildlife to your school site.
Herbaceous plantings can be planted in strips fifteen to twenty feet wide in a fallow area of the school grounds. Strips can be spaced to alternate and allow strips of natural vegetation to grow in between.
There are many good educational reasons for planting herbaceous cover. Students will see and study more wildlife that feed and nest in the strips. Bees, butterflies, beetles and other Kinds of insects will be found. Students will learn to identify and recognize characteristics of various grass and legume cover crops.
Planting requires good seedbed preparation and fertilization. Planting dates, where to obtain seed and other information may be obtained from your local soil and water conservation district office.
Horticulture demonstration and test plots: Measure a grid of small 10' x 10' plots. These plots can be used for various agricultural crop demonstrations, ground covers, grasses, etc. The plots can also be used for chemical testing, water testing, erosion studies, etc.
Indian theme area: A courtyard or little nook somewhere on the school grounds can easily be developed into an Indian study area. Indian corn, sweet corn, gourds and wildflowers can be cultivated. A fire pit and even a small wigwam might be constructed on the site. If flint is available in your area, arrowheads or other tools could be fashioned and used by students (following all safety precautions, of course).
Insect traps: It seems the only time we think about insects is when they are bothering us. But the insect kingdom is a fascinating, seemingly endless one. So that students might learn more about these interesting creatures, insect traps can be used to collect them. Depending upon the types of insects to be collected, traps can range from a mashed banana placed in a jar to a commercially purchased insect trap containing a sex pheromone to attract a specific insect from great distances. In addition to learning about the body structure and habits of the insects collected, students can also develop math skills by estimating local populations of a given insect.
Lath structure: Growing shade-loving plants can be a problem if your school was built on former crop land and the nearest shade tree is in the next county. A simple way to solve this problem is to construct a lath structure. Using lath (strips of wood about 1/4 inch thick and 1 to 2 inches wide) attached to a support frame, partial shade can be given to plants. An alternative to nailing lath to a support is to lay snow fencing over the support frame.
Marsh: Does your school have any wet areas on the school grounds? Most school sites do have a few. These poorly drained areas can be very difficult for maintenance crews to mow and nearly useless as a playground or athletic field. These troublesome wet spots are often very capable of being developed into nature's most productive wildlife and outdoor learning area: a marsh.
If properly developed, a marsh should have 25 percent of its area excavated to a depth of about three feet and the remaining 75 percent less than three feet deep. This will encourage growth of cattails, bulrushes, sedges, reeds, arrowhead and many other aquatic plants. Wildlife biologists also recommend planting wildlife food plants such as millet, buckwheat, grain sorghum or corn. Shrub dogwood, amur honeysuckle and purple willow are good wildlife shrubs to plant around your marsh.
Nature's "Swap Shop:" A small area can be established where students are encouraged to donate interesting items of nature (galls, bones, feathers, rocks, etc.) and, in turn, may take home any items that capture their interest. Ideally, each student making a withdrawal will also make a donation; realistically, the supply may have to be replenished periodically. Either way, the purpose of the swap shop has been served if the student's curiosity and interest are stimulated. This feature may be located indoors or outdoors, and could even be made as a portable feature.
Nesting boxes: Artificial nesting boxes can be built by students and placed in various locations on your school grounds. This will attract more wildlife, and allow students to observe and study nesting characteristics of small animals.
A wildlife biologist can provide specifications and information on what kinds of nesting boxes to build for your area. Wooded fence rows, grassy meadows, forested areas and the banks of ponds and creeks are good locations for nesting boxes. Hollow trees, old fence posts and burrows in the ground can be existing natural nesting sites. Old, dead trees (called "den trees") not in danger of falling on a structure are good to leave for wildlife nesting. Always use a ladder to place artificial nesting boxes out of easy reach of vandals.
When considering nesting boxes, keep other animals besides birds in mind. Nesting structures for squirrels, bats and ground nesting mammals are also easily constructed.
Noxious weed identification plot: Intentionally planting noxious weeds on the school grounds might be viewed as an act of vandalism. But in this case, establishing some noxious weeds is desired so that students can learn what they look like and how to control them. Canada thistle, pigweed, lamb's quarter and velvet leaf are all pests to anyone trying to grow a crop. These can be easily established in a small area and controlled so they are not allowed to develop seeds. Chemical and organic means of killing these plants can also be investigated by students.
Orchard: Here is an opportunity to teach students about Johnny Appleseed, fruit tree management and cooking skills. while possibly raising money for the outdoor tab. An orchard also provides beautiful, fragrant blossoms in the spring. With many dwarf varieties of fruit trees available, an orchard needn't require a great deal of land. It will require a great deal of year-round work, however. So if you plan to develop an orchard, be sure to make provisions for seasonal pruning, spraying and harvesting.
Ornamental flower beds: Whether in an urban or rural environment, most homeowners appreciate the beauty, fragrance and color that flower beds add to their home landscape. Students should have the opportunity to learn how to cultivate and care for ornamental plants, including flowers, and shrubs. Establishing an ornamental flower bed affords students this opportunity, while beautifying the school grounds. Students can feel a real sense of accomplishment and pride in their school grounds. If there are areas along the building that sunlight seldom reaches, a shade tolerant flower bed can be established.
Outdoor seating area: A seating area may range from a nice amphitheater or shelter house to a simple circle of telephone poles or railroad ties. One of the simplest and least expensive benches is made by erecting two 4" x 4" treated posts and placing a treated (not creosoted) 2" x 10" board across the top and a couple of braces as shown below.
Perch 'n' Plant: Have you ever wondered how so many trees start growing along fences? This simple feature allows students the opportunity to see a fencerow develop and learn how the trees got there.
Clear all vegetation on a strip of land about 3 feet wide and at least 10 feet long. (You may have better results if the area is also worked up with a rototiller.) Erect a fence post at each end and stretch a cable between the posts. As birds begin perching on the cable, their droppings will be "planting" many different types of seeds. Students may even wish to keep a log of what species of birds they have observed on the cable and what types of plants begin growing under it, to learn what foods the birds prefer.
Pond: A pond on the school site can provide some excellent opportunities for students to observe and study aquatic plants and animals. Ponds also provide students with firsthand experience in managing water resource problems and solutions.
If the pond is 1/2 acre or larger and has a minimum depth of 8 feet over 25 percent of the area or a minimum of 6 feet over 50 percent of the area, it can probably support a healthy fish population of bluegill, largemouth bass and channel catfish. For ponds less than 1/2 acre, biologists suggest stocking channel catfish fingerlings only at 500 to 1,000 per acre. A soil conservationist or fishery biologist can advise how to properly stock and manage your pond.
Transplant a variety of aquatic plants around your shoreline for more diversity. Wildlife biologists also recommend planting a variety of trees, shrubs, legumes and grasses around the pond area to attract more wildlife.
If your school does not have a pond but is interested in constructing one, consult with your local soil conservationist. He or she can investigate the feasibility of a pond site on your school grounds. Keep in mind that a pond for learning can be as small as a shallow reflecting pool, teaming with live microscopic specimens. If a deeper pond is desired, the school's liability insurance should be checked to see what additional precautions are needed.
Prairie plot: At one time, portions of Indiana were covered by prairies. While remnants of these prairies still exist in the state, relatively few people have the opportunity to study these areas. or even recognize prairie plants. A small prairie area can be established by clearing all vegetation from the site and planting prairie seed. (It is important to note that even after vegetation is cleared, a great deal of seed remains in the soil and will soon begin germinating. One of the best methods of sterilizing the soil is fumigation which is very effective but hazardous. If a fumigant is to be used, a licensed herbicide applicator should do the work.) It takes many prairie species more than one year to germinate, so be patient. Each year the plot should be cleared, preferably by burning if safe to do so. If not, mowing or clearing by hand should suffice.
Road: A road or parking lot is a good place for students to study how surface water runoff leaves pavement. Students should learn why drain culverts are placed in certain locations (low points) and why culvert sizes are often in different diameters. Is there any erosion of soil where water leaves the hard surfaces? After studying the drainage, examine how natural resources were used to make any paved surfaces. Are there any cracks caused by freezing and thawing, or shrinking and swelling of the soil as it becomes wet and dry?
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