Theme: Exploring Wild
and Native Plants
Native Intelligence
Reviving the Prairie
Wildflowers in a can would be the last thing a group of fourth
graders in Clinton, WI, would plant in their schoolyard. They've
set their sights on the return of the natives, the tallgrass
prairies, that, says teacher Kim Lowman Vollmer, are more endangered
than the rainforest.
Inspired by Rachel Carson's model of taking action to make
a difference in the environment, Kim and her students turned
a barren 40- by 120-foot area into a native prairie. Before
putting trowels to soil, each student chose a native prairie
plant, then delved into its history, how it was used by Native
Americans and European pioneers, and how it supports wildlife.
He or she created a class presentation combining this research
with catalog pictures and information on the plant's size, color,
and bloom times.
To tackle their prairie project vision, Kim's class realized
they would need to get others to invest in the outcome. So,
using Kid Pix software, students created a computer slide show,
complete with pictures, graphics, and narration, to share with
other classes, the school board, and potential supporters. And
they reaped heaps. A community foundation grant yielded funds,
local businesses donated services and materials (such as wood
chips), high school students helped spread and level sand, and
middle schoolers built specially designed Aldo Leopold benches.
Meanwhile, Kim's students held a successful "pennies for prairies"
fundraiser.
To accomplish the task of putting in 3,000 plants representing
65 species, the class divided the area into smaller patches.
Pairs of youngsters then worked in an area to measure where
each grass or forb (non-grass prairie plant) should be placed.
"The kids were particularly careful placing the four types of
plants that are on the state's endangered species list," explains
Kim. Once the area was laid out, her students invited younger
kids to help with the massive planting effort.
Curriculum goals were front and center as students traced how
the land was used historically, created prairie-inspired art
projects, kept detailed journals of the habitat's development,
and observed and compared its plants and organisms. "The prairie
quickly became home to butterflies, toads, birds, bees, and
even a rare great golden digger wasp," says Kim. "It also provided
the impetus for students' becoming 'phenologists'" (those who
track seasonal weather-influenced changes in plants and animals).
Her pupils routinely predict "firsts" (blooms, appearance of
birds, and so on), and try to link them to local weather and
broader climatic conditions.
The pride Kim's students feel in having created this sanctuary
for plants, wildlife, and people has become apparent, she says,
as they give tours to other classes and community members. "I've
seen them invite younger children to smell mints, show them
how a cup plant actually holds water, and explain why it's important
to care for endangered plants and the wildlife that depends
on them," says Kim. "You know, anything, no matter how small,
can make a difference. Children need chances to be involved
and interested in their outdoor world and to learn what it means
to become good stewards of the environment."
Note: Many organizations located throughout much of the middle
region of the country are concerned about the loss of native
prairies. Many of these groups assist schools with prairie restoration
or simulation projects. To find out if any such resources or
projects exist in your area, contact your regional botanic gardens,
Natural Resources Conservation Service, or similar agencies.
Author: Eve Pranis
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© 2008
National Gardening Association