Title: NATIVE POLLINATOR RAINGARDEN RESTORATION PROJECT A Case of Dead Trees Opening: Ask students to think about the

types of plants they have seen around their homes, near school, in local parks, or in nearby natural areas. Ask them to describe what the plants look like. Are there many flowers? If so, what colors are they? Are there many different types of grasses? What do the trees look like? Students are taken on a short "tour" of school grounds so they can see some of the local plants first-hand. Students are grouped to complete the Schoolyard Habitat Inventory. Discuss the reasons why different places have different plants. Ask students to contribute their ideas as to why this is the case. Explain that the amount of rain, the temperature, and the elevation have a lot to do with what types of plants will grow in a location. Explain that a Patuxent Valley Middle forest patch was cleared, and logged. Mrs Gauthiers class replanted, but within three years the newly planted trees began to die. [Local example -- acid precipitation, leaching of soil nutrients, erosion, groundwater flooding, and inadequate woody debris left on ground as a soil nutrient bank after logging.] Students have been asked to design a garden to transform Mrs Gauthiers trees to a rain-garden! Discuss how students would set up the gardens. Which plants should be in the "front row" for visitors to see? Which plants might like shady areas? Which plants would prefer sunny areas? What types of things besides plants would students like to place in the garden for people to enjoy (e.g., benches, pathways, or lights)? I developed a make-believe company that contacted the students in my Biology I classes. My classes were asked to produce learning materials for elementary level students to maintain the garden in the future. Students must explain the parts of plants cells and their functions. My students were asked to create a map of the garden, using whatever materials they wished and a storybook, which was age level appropriate. The story book suggests the cause and effects of increasing the number of native pollinators to the schoolyard habitat, This book was to compliment the garden map and be the basis for a unit on cellular structure for the elementary students. They the students had to sell their garden map and storybook as a contractor plan. This could not be a typical show and tell presentation. They had to convince me that their plan was the best. They had two weeks to complete their products and present them. Students are excited about their assignment because they could all relate to helping teach younger children about cells and the environment. Many had siblings or relatives that they could picture using the materials they were producing. The map and the storybook had to be something that would capture younger students attention. Data from surveys have helped to show the results. Students continue their projects by planting seeds in the classroom. Before students begin planting, give each pair a sheet of newspaper. Tell students to cover their desks with the newspaper. Give each pair of students a cup, a plastic lid, and soil. Tell students to poke a hole in the bottom of the cup with a pencil. Add soil to the cup. Students should place 5 to 10 seeds in the hole and cover them with soil. Water the soil when it looks dry. They can tell when the growing plant needs water by sticking their fingers one inch into the soil. If it feels dry, then watering is necessary. Tell students that when they water the plant, they should add enough water so that it starts to come out of the hole at the bottom of the cup. Seedlings are to be transplanted in the rain garden, in the spring!

Title: NATIVE POLLINATOR RAINGARDEN RESTORATION PROJECT Grade: 7 HCPSS Standard: Life and Environmental Sciences: STRUCTURE AND FUNCTION IN ORGANISMS: Understand the structures and functions of living organisms and how organisms can be compared scientifically Goal 4: Recognize and compare how different parts of the world have varying amounts and types of natural resources and how the use of those resources impacts environmental quality in terms of living organisms. Habits of mind: Students will be able to develop creative solutions to problems encountered in the project. Students will utilize crititcal-thinking skills of problem solving and analysis. To the Teacher: Connections to Place & Culture(s) Through the activities in this lesson, students will explore and compare different structures and functions of native pollinators. Native plants help students learn the vital connection between plants and higher forms of life. Plants are at the bottom of the food chain, and native plants are a primary component of healthy ecosystems. Just as edible plants are important for human health and survival, native plants are equally necessary to other forms of life. Native plants help pollinator populations survive and thrive, which in turn help pollinate edible crops. Materials: student propagated black-eyed Susan seedlings; student propagated purple- coneflower Echinacea seedlings, cuttings, shovels, water, rulers and graph paper Instructional Activities: 1. Engage: Connect topic to prior knowledge, engage learners in concept, process or skills to be learned. List all the things we know about native pollinators. What are names of native pollinators in different languages? How does wildlife use native pollinators? What do their flowers look like? How do they grow? What is the cell theory of Plant cells?

2. Explore: Which skills will be used? What will students do? Observe, research, describe, and draw various native pollinators. Locate and collect native pollinators in community. Map Patuxent Valley Middle School rain gardens Use graphic organizers to establish cause and effect relationships of native pollinators Propagate native pollinators from seeds, root or stem cuttings, study and investigate growth rates. Research native pollinators on web, in books. Collect soil samples from various sites 2

Title: NATIVE POLLINATOR RAINGARDEN RESTORATION PROJECT

3. Explain: What are main ideas and concepts? How will they be constructed and explained by teacher and children? Scientific classification and description: flower shape, growth form, and adaptations. What are effects of human impact on native pollinators? What characteristics give different native pollinators? Develop hypothesis and conclusions Explain and predict how this activity may impact the environment Describe Human Impact on schoolyard Transplant seedlings of Native species Perennials (ie Black Eye Susan) Suggest possible sites for future native species plantings

4. Elaborate/Extend: Which process skills will be practiced? How will ideas be extended to new interests? Interview adults about native pollinators. Complete schoolyard habitat inventory. Read stories related to the topic. (i.e. THE LORAX) Groups choose other Plants to research, present to peers. Plan and plant a school garden with native pollinators. Discuss reasons to grow plants in context of wildlife and natural resources. Identify and discuss drainage patterns. Students will transfer plantings to approved sites in the schoolyard Explain and predict how this activity may impact the environment Students write a script for an audio or video production. Maintain an online diary of plant growth.

Title: NATIVE POLLINATOR RAINGARDEN RESTORATION PROJECT 5. Evaluate: How will children show/know what they have learned? Teacher reflection, how could the lesson by more effective? Develop a student generated online newsletter that includes student articles, student taken photographs and student created comics that reflect student learning. Create a storybook and a plan for future plantings Students will understand the structure of a plant and how each part functions. Students will understand the role of relationships of plants and animals. Students will write persuasive letters and/or speeches with correct grammar, punctuation, and structure, and deliver to school officials.

Title: NATIVE POLLINATOR RAINGARDEN RESTORATION PROJECT Patuxent valley Schoolyard habitat: Inventory Answer each question & you MUST indicate on the map!! 1. Where is Patuxent Valley on the map? 2. What kinds of birds, insects or plants can you spot? 3. Create a list of 3 questions about our schoolyard. 4. Describe the condition of school property. Locate any geographic features on map. (Rain gardens, hedges, habitats, etc). 5. What happens to the water after the rain? Indicate on the map 6. Do you see more coniferous trees, deciduous trees, or shrubs? Why? Locate on the map! 7. Describe the land of the schoolyard in percentages: paved, forest, river, field, developed or other 8. Make a list of animals that may live in our schoolyard. Where? 9. Predict and make a list of plants we may find in our schoolyard? Where? Locate on the map 10. Are there any wetlands on the property? What types of things do you expect to find there? Locate on the map

11. What is the human impact of the schoolyard? Label examples on your map

12. Where would you plant native species plantings in the future? Why? Locate on the map.

13. What projects can we do to help the schoolyard habitats?

Title: NATIVE POLLINATOR RAINGARDEN RESTORATION PROJECT