Teaching Water

Awareness
Through
Xeriscaping

GardenSoft
A xeriscape garden designed by Stephanie Blanc in northern
California features carmel creeper and Spanish lavender.

by Cheri Vogel North Americans use more water than anyone else in
the world. In the United States, residential water use

V
ERY FEW REGIONS IN NORTH AMERICA have amounts to approximately 26,100 million gallons per day,3
escaped the impact of drought conditions during the or 100 gallons (378 liters) per person. Residential water use
past two years. In 2002, even the northeast portion in Canada runs a close second, at 343 liters per person per
of the continent got a taste of what water shortages can be day.4 Approximately 31 percent of that water is used out-
like. By the early spring of 2003 approximately two-thirds doors.5 This percentage varies greatly depending on the
of the U.S. was in some level of drought and most of the climate and season. The hotter and drier the climate, the
western U.S. and Canada was facing widespread crop and greater the portion of household water that is used outdoors,
pasture losses, an exceptional and during the heat of the
risk of wildfire, and short- summer outdoor usage can
ages of water in reservoirs, spike to almost 70 percent of
streams and wells.1 Reservoir residential water use. While
supplies had been depleted to outdoor usage includes
the point that several years of washing cars and filling
above-normal precipitation fountains and pools, most of
will be needed to replenish this water (85-95 percent of
them. it) is used to keep our thirsty
While the world’s lawns and gardens green.
population is growing, the In the 1980s, when the
world’s water supply is not. arid mountain city of Denver
In fact, water supplies are was experiencing rapid
decreasing in most areas as growth, the city formed a
groundwater is mined, task force to manage the
GardenSoft

surface supplies are over- water used in landscaping.

allocated or unavailable due The task force came up with
to pollution, and drought A drought-tolerant backyard meadow in northern California a plan for the wise use of
continues to be a problem. features penstemon, California poppies and California holly. landscape water in an arid
Although some “new” region and called it
sources of potable water may be developed through tech- “xeriscaping” (xeri from the Greek word for dry, and scape
nologies such as desalinization, scientists at the United meaning vista). Xeriscaping consists of seven principles that
States Geological Survey stress that any significant new minimize water use by looking at the landscape as a system
supplies will come from “conservation, recycling, reuse, and of interrelationships between soil, plants and water. Even
improved water-use efficiency rather than from ambitious though the term literally means “dry vista,” this does not
development projects,” and they caution that we “no longer mean that a xeriscape is all rocks and cactus. Drought toler-
can try to meet insatiable water demands by continuously ant and native plants are favored, but, in addition, zoning is
expanding a supply that has physical, ecological, and eco- used to group plants according to their water needs. A small
nomic limits.”2 In order to stretch supplies, municipalities high-water-use zone allows a place for those favorite plants
are urging that people change their habits to conserve water. that need extra water, but eliminates excess watering of
A great place to start conserving is with one of the largest plants that do not require it. Because the principles of
residential uses of water, outdoor watering.

GREEN TEACHER 72 Page 23

xeriscaping help to sary. Some well-
conserve water in all adapted xeric plants
climatic conditions, prefer soil that is not
xeriscaping has caught too rich. For these
on in many regions. By plants, loosening the
1986 a National soil is all the prepara-
Xeriscape Council had tion that is needed.
been established, and,

South Florida Water Management District

since then, education 3. Efficient
programs, landscape irrigation
clinics, brochures and Designing irrigation
entire books have been zones and choosing
dedicated to the subject. proper irrigation equip-
What was recognized as ment are the two key
a need in the western factors in efficient
U.S. has grown to be irrigation. In
recognized as a smart xeriscaping, areas of
way to minimize water A southern Florida xeriscape using trailing lantana and Japanese privet. the landscape are
use anywhere in the designated as low-,
world. medium- and high-water-use zones. Appropriate plants are
As droughts and water shortages become more perva- then chosen for each zone and are given only the water that
sive, reducing the use of municipal water on lawns and they need. Selecting the right equipment ensures that water
gardens is becoming a more urgent issue everywhere. By is not wasted. Lawns, which are high-water-use areas, are
introducing students to the principles and practice of best watered with sprinklers. Trees, shrubs, flowers and
xeriscaping, teachers can help to raise awareness of the need groundcovers can be watered efficiently with low-volume
to conserve water while at the same time providing real- drip emitters, sprayers and bubblers. Great strides are cur-
world, hands-on applications for studies of soil, plants, rently being made in the technology of irrigation, including
hydrology, local ecology and many other topics. This article such innovations as underground drip systems that deliver
outlines the principles of xeriscaping and offers ideas for water directly to the roots of plants and minimize water loss
integrating the topic into the science curriculum at the grade due to surface evaporation and runoff.
6-12 level.
4. Mulching
The seven principles of xeriscaping Using mulch materials to cover the soil conserves water by
Xeriscaping consists of seven main principles that look at minimizing evaporation, while offering the added benefits of
the landscape as a system. These stabilizing soil temperature, reducing
principles include: planning and weed growth and slowing erosion.
design, soil improvements, efficient During the heat of the summer Mulches can add visual interest and
irrigation, mulching, appropriate turf outdoor usage can spike to offer protective covering until plants
areas, low-water-use plants, and almost 70 percent of residential mature. Xeriscapers have a wide
proper maintenance. choice of organic mulches, such as
water use. Most of this water is bark chips, wood grindings and pecan
1. Planning and design used to keep our thirsty lawns shells. Inorganic mulches, such as
Xeriscaping starts with a good and gardens green. river rock, granite gravel and land-
design that will help ensure that the scape fabrics, are also used.
landscape remains water-efficient
and retains its aesthetic appeal over time. The physical 5. Appropriate turf areas
characteristics of the site to be landscaped are considered, as It is important to choose a size of lawn and species of grass
well as how the site will be used and the aesthetic prefer- to fit the specific needs of the site. Drought-tolerant grasses,
ences of its inhabitants. such as buffalograss and blue grama grass, can be substi-
tuted for water-thirsty bluegrass in many situations. Reduc-
2. Soil improvements ing the size of a lawn to only the area needed and planting
Creating a thriving landscape requires knowing the site’s soil water-wise groundcovers and shrubs instead is a
characteristics, the needs of specific plants, and when and wise, water-efficient move.
how to amend the soil for water retention and plant nourish-
ment. Soils are quite varied, ranging from almost pure sand 6. Low-water-use plants
to heavy clay. The water-holding capacity of most soils is Whenever possible, native plants adapted to the climate of
improved with the addition of organic matter such as com- the region are chosen. These plants are as beautiful as any
post, peat moss and animal manure. When landscaping with exotic ornamentals but require less watering. Plants with
native plants, however, soil amendments may not be neces- similar water needs are grouped into water-use zones in

Page 24 GREEN TEACHER 72

order to make watering more efficient. Plants are also
matched to the microclimate of the site with consideration
given to soil characteristics, sun exposure and water reten-
tion. Cooler microclimates created by walls and shade trees
provide areas of interest and diversity.
7. Proper maintenance
Although most xeriscapes are low-maintenance, they are not
no-maintenance. Keeping a xeriscape beautiful and water-
thrifty requires a program of well-timed mowing, fertilizing,
pruning, pest control and weeding. The use of native plants
can minimize or eliminate the need for pesticides, as will
nature’s controls such as ladybugs which are used to control
aphids. In addition, good soil amendments minimize the
need for fertilizers and provide a longer-lasting solution then
chemical amendments. To ensure water savings over time,
irrigation equipment should be properly maintained, water-
ing adjusted for time of year, leaks monitored, and estab-
lished native plants watered only as needed.
Learning to xeriscape
In order to help young people learn the concepts of
xeriscaping, the New Mexico Office of the State Engineer,
Water Use and Conservation Bureau recently published
Learning to Xeriscape: A Hands-On, Problem-Solving
Curriculum for Mid- and High School Students.6 As the title
suggests, the curriculum centers on “problems to solve.” The
students receive fictional letters from homeowners that
outline landscaping problems the homeowners have encoun-
tered. Each Problem to Solve focuses on a specific xeriscape
Activities: Solving Ms. Phillips’ Problem
Ms. Phillips’ Problem
The Classroom Landscapers
555 Knowledge Avenue
Anywhere, North America
Dear Classroom Landscapers:
I have moved into a house with a yard that is mostly grass. My
family and I would like to partially convert it to a xeriscape. I
have been informed that you are experts in this area and I
would like your advice.
My family loves flowers and would like to add season-round
color in the front yard, but we want all the plants to be low- or
moderate-water-use. We do not want to have to spend much
time on maintenance, as we like to spend our time with the
children and not in the yard. I would especially enjoy having
some flowers to cut for vases. My husband really likes colorful
groundcovers.
The front yard faces to the west, getting all of the afternoon
sun and no shade. The soil is pretty typical for this area and
could probably use some amendments. There is currently no irri-
gation system and we do not have plans to install one.
Do you have a list of plants that you could recommend? Is there
anything else that you would propose?
Sincerely,
Ms.SandraPhillips
GREEN TEACHER 72
principle, but complimentary activities allow for integration
of the principles. The students are asked to play the role of
landscape specialists and try to solve the problem. They
must determine what questions will need to answered and
then conduct experiments and research to answer these
questions. In the example shown (see letter in sidebar), a
homeowner writes that she would like to remove the lawn on
her property and convert to a more water-wise landscape.
Students may choose to run tests on her soil (percolation,
pH, biological content) and investigate her ecosystem (eleva-
tion, rainfall), and they will certainly do research on which
plants will survive her conditions and meet her needs. They
may even choose to recommend irrigation systems and
mulching. The students are then required to organize their
data and present it in a logical manner. The presentations can
vary from a letter to the homeowner to a presentation to the
interested party, along with charts and graphs showing the
results of their investigations.
Teachers in any region can adapt these activities by
presenting students with landscaping problems that reflect
the climate and conditions of their region. These may be
fictional problems or actual problems in the students’
neighborhood, such as poor soil, low precipitation, large
areas to irrigate, or turf grass that requires too much water to
stay green. This approach to teaching real-life issues helps
students develop their problem-solving, critical-thinking,
and decision-making skills while incorporating elements of
science, math, language arts and other disciplines. When the
experience is related to actual problems in the community, it
will encourage community responsibility.
To address the Problem to Solve outlined in Ms. Phillips’
letter, students would need to assess the water-holding
capacity of her soil and recommend a variety of plants that
flower at different times and tolerate full sun but require
minimal watering. In addition, because Ms. Phillips’ yard
has no irrigation system, students might consider advising
her on a system for collecting rainwater for use on her
garden. The following investigations would enable them to
respond to this Problem to Solve.
Holes in the Soil
Main Question: How does water move through soil?
Objectives:
l To compare the water-holding capacities of three soils
l To measure the amount of water stored in the pores of
the soils
l To measure and compare the infiltration rates of soils
Time: 1 ½ hour
Vocabulary: infiltration, porosity, compost
Materials: three different types of soil (sandy, clay, local
sample), seven 250 ml beakers or six 1-cup measuring cups,
three clear plastic bottles (small soda or water bottles), three
Page 25
5 cm squares of cheesecloth, three rubber bands, stopwatch 4. Fill the first bottle with 100 ml Figure 3
or watch with a second hand. of the first soil type; fill the
pour water in here
second bottle with 100 ml of the
Procedure A: Porosity or water-holding capacity second soil and the third bottle
with 100 ml of the third soil type.
1. Obtain 250 ml of each of the three soil samples in the
beakers or measuring cups. 5. Place the necks of the three
bottles of soil into the cardboard
2. Label the three samples and set them on a table or flat holders on top of the 250 ml
workspace. beakers (see Figure 3).
3. Fill a new beaker with 250 ml of water. 6. Fill an empty beaker with 250
4. Slowly pour the water into the first soil sample. Stop ml of water.
pouring when the water level reaches the top of the soil.
7. Slowly pour the water into the
5. Wait a moment to see if the water will settle down into the first bottle of soil. As soon all the water has been poured,
soil. If the water settles below the soil level, add water. start the timer.
Repeat this until the water level and the soil level remain the 8. Every 20 seconds record the water level in the beaker
same.
under the soil.
6. The soil has reached its saturation point and cannot hold
9. When water stops dripping, stop timing.
any more water. Record how much water was added to the
soil sample. 10. Repeat steps 6 through 9 for the two remaining bottles of
soil.
7. Refill the water beaker to the 250 ml mark.
11. In which soil did the water move the fastest? The slow-
8. Repeat steps 4-7 for the other two soil samples. est? Which one do you think the plants would prefer?
9. Calculate the water-holding capacity or porosity for each
soil sample using the following equation: Extensions
Volume of water added l Graph the result of Water Infiltration Rates.
% water-holding capacity = to soil x 100
l If the infiltration rate of a soil is very slow or very
Initial volume of soil quick, try mixing in compost and run the experiment
again. Keep track of the amount of compost added.
Procedure B: Water infiltration rate l Create a “perfect” soil sample based upon what was
1. Cut a half-inch to learned in this lab by combining different amounts of
Figure 1
one inch off the bot- soils and compost. Observe the soil through a magnify-
cut here
tom of three clear ing glass, and then test its pH, water-holding capacity
plastic soda bottles and infiltration rate. Save the soil sample to test it in a
using scissors or a seed germination activity.
knife. Wrap cheese- l Run these tests on soils from the students’ gardens or
cloth over the neck of
soils from around the school. Select soils that the stu-
each bottle and secure dents think are good and poor, have them give reasons
with a rubber band for their evaluation, then test the soils to see if they are
(see Figure 1).
right.
rubber bands or tape
2. Cut 3 cardboard
cheese cloth
pieces large enough to Dripping Blooms
sit on top of a 250 ml Figure 2 Main Question: Do all plants require the same amount of
beaker. Cut a hole in the water?
cardboard piece large cardboard
enough for the neck of the Objectives:
bottle to fit through. This
l To determine the water requirements for different
will be the stand that holds
flowering plants
the bottle above the beaker
(see Figure 2). l To group plants according to requirements for water,
3. Label the bottles, one sun and shade
for each of the soil types. l To design a flowering garden reflecting the results of
beaker research
Time: 1 hour research; 1 hour design

Page 26 GREEN TEACHER 72

Vocabulary: annual, perennial, companion planting
Materials: seed catalogs, gardening references, plant
guides, metric rulers, colored pencils, list of local flowers
both native and non-native
Background research
Create a table that lists the names of 10 to 15 flowers that
grow locally. The list should include high-, medium- and
low-water-use plants and a combination of full-sun and
shade plants. Make columns in the table for the students to
enter data on the needs and characteristics of the plants:
water requirement (high, medium or low), sun/shade re-
quirement (full sun, partial sun or shade), height, width, and
other information such as color, flowering period, soil
preference, companion plants, harvest time, and life cycle
(annual, biennial or perennial). Have students research the
growth requirements and characteristics of the plants using
available materials (books, videos, Internet, seed cata-
logues). This activity can be expanded to include
groundcovers, shrubs and trees.
Garden design
1. Draw a simple diagram of a front or back yard area or use
design below (assign a scale). Include a shady area and a
sunny area in the design.
Diagram of Backyard
House Afternoon Shade
Flower GardenArea
Scale
2. Based upon the information gathered in Background
Research, have the students make a list of plants that should
be grouped together; for example, all full-sun and low-
water-use plants would be in one grouping.
3. Have the students design a flower garden by placing
flowers in their compatible groups and in compatible loca-
tions on the diagram.
4. Have the students write a paragraph explaining the garden
design, including why plants are in a particular group, why
particular plants are located in a certain part of the garden,
and how often various groups of plants should be watered.
Extensions
l Have students present their plans to the class.
l Design a drip irrigation system to water the garden.
l Choose a site at the school and determine its physical
characteristics and soil properties. Have the students
design a garden to fit that site.
GREEN TEACHER 72
l Design a vegetable garden.
Rainwater Harvesting
Main Question: How does rainwater harvesting work?
Objectives:
l To expose students to the concepts of rainwater harvest-
ing
l To determine the different ways in which rain can be
harvested
Time: 1 to 1½ hours
Vocabulary: catchment, berm, runoff, cistern
Materials: modeling clay, small plastic board, plastic tub
(big enough to fit the small board), watering can, small
block to elevate board, laminated pictures of various plants
or a “landscape” drawn with permanent markers onto an
overhead sheet
Building a berm
1. Discuss how families obtained their water before public
water supplies. Did any of the students’ grandparents have
cisterns? How were vegetable gardens and plants watered?
2. Discuss rainfall averages for your area. What are all the
possible ways to collect rainwater? Explain that collecting or
“harvesting” rainwater can be as simple as using berms to
direct water as it falls from the sky to the plants that need it
the most, and as complicated as catching rainwater from a
roof and storing it for future use.
3. Break students into small groups. For each group, place a
small board inside a plastic tub. Place a small one- or two-
inch block under one end of the board to create a slight rise.
4. Have students
create a land-
scape on the
board using the
laminated
pictures of the
plants or the
overhead sheet
with the pre-
drawn land- Cheri Vogel
scape. The
pictures or sheet
can be tacked Rainwater harvesting at the Make A Splash
into position by Festival in Alamogordo, New Mexico.
placing a pinch Students are positioning modeling-clay
of the modeling berms to direct water to the roots of plants.
clay on the back of the plastic and gently pressing it onto the
board.
5. Have the students determine the best way to shape the
modeling clay to keep the water in the plants’ root zone.
They will most likely roll modeling clay into “snakes” and
place them at various positions on the board.
6. Lightly sprinkle water from the watering can over the
board to simulate rain.
Page 27
7. Try different place- centimeters by 10
ments of the modeling converts centimeters of
clay to see which are rainfall to liters per
the best shapes and square meter. These
sizes for redirecting and numbers are constants.
slowing the movement A runoff coefficient of
of the water. 0.90 is used to reflect
the fact that only about
8. Have the students
90 percent of the rain
draw a diagram of the that hits the roof will
best results, which reach the catchment
includes explanations.
system. This number
9. Introduce the stu- varies depending on
dents to the word berm. roof type, efficiency of
Karen Stewart

A berm is a mound or the system and the

wall of earth used in temperature of the roof
landscaping to direct or (90 percent is low for a
contain water. This central Texas xeriscape features oak trees and native grasses. metal, gravel or asphalt
roof). As an example,
10. Which shapes worked the best for the berms? Can the with a monthly rainfall of 1.5 inches (3.81 cm), the monthly
students think of other ways to slow down or direct rainwa- rainfall harvest on the roof shown in the diagram below
ter? Discuss how berms could be used in landscapes and would be:
gardens. Can the students use berming in their homes or
communities? Liters: 3.81 cm x 10 x 146.25 m2 x 0.90 = 5014.9 liters, or
U.S. Gallons: 1.5 inches x 0.623 x 1625 ft2 x 0.90 = 1366.7
Determining rainwater capture gallons
1. Explain that the class is now going to look at a more 45’ (13.5 m)
complicated rainwater harvesting technique: capturing rain
from the roof and storing it for future use. In the same small
groups, or as a class, discuss the potential uses for this form
of rainwater harvesting.
2. Using a monthly rainfall chart for your area, determine ROOF 25’
(7.5 m)
which months provide water and during which months there
is a deficit of water. What are some good ways to store the
extra water for use in the dry months?
3. In small groups, use a roof diagram to create a plan to
catch and contain rainwater for use in a landscape. Decide
how large a cistern will be needed based on the size of the
roof (see “Calculating harvest” below to determine how 25’
much water could be collected from the roof). Decide where (7.5 m)
high-, medium-, and low-water-use zones might be placed.
4. Draw, model, write out or present the plan.
5. Why is rainwater harvesting not more common? What 20’ (6 m)
would be the impact on the rivers and aquifers if more
people used rainwater harvesting? Extensions
Calculating harvest: Use the following formulas to calculate l Using the harvest calculated above, compare water
the rainfall harvest in U.S. gallons and liters: supply and demand for a landscape that requires 1500
U.S. gallons (5670 liters) of water in the summer
U.S. gallons: (inches of rainfall per month) x (0.623) x months. Determine if rainwater harvesting will meet the
(square footage of roof) x (0.90) = monthly supply in gal- irrigation needs. If only part of the irrigation require-
lons ment is met, create a plan for supplemental supply.
l Build a model of a rainwater harvesting system that
Liters: (cm rainfall per month) x (10) x (square meters of
includes cisterns and berms.
roof) x (0.90) = monthly supply in liters.
l Investigate the use of rainwater harvesting for a potable
Multiplying inches of rainfall per month by 0.623 converts (drinkable) water supply. Could rainwater be used for
inches of rainfall to gallons per square foot; multiplying drinking? What would have to be done?

Page 28 GREEN TEACHER 72

Cheri Vogel is a Water Conservation Education Specialist for
the New Mexico Office of the State Engineer, Water Use and
Conservation Bureau in Santa Fe, New Mexico.

Notes
1
National Drought Council, http://www.fsa.usda.gov/indc/.
2
United States Geological Survey, The National Water-Use Information Program
Water-Use Information for Planners, Managers, Policy Makers, Educators, and
the General Public, December 18, 2002, http://water.usgs.gov/watuse/
wufactsheet.html.
3
Amy Vickers, Handbook of Water Use and Conservation: Homes, Landscapes,
Industries, Businesses, Farms. Amherst: WaterPlow Press, 2001, p. 12.
4
Environment Canada, http://www.ec.gc.ca/water/images/manage/use/
a4f4e.htm.
5
Vickers, p. 12
6
New Mexico Office of the State Engineer, Learning to Xeriscape: A Hands-On,
Problem-Solving Curriculum for Mid- and High School Students, Santa Fe, NM,
2003.
Xeriscaping Resources
Appelhof, Mary, Fenton, Mary Frances, and Harris, Barbara Loss. Worms Eat
Our Garbage: Classroom Activities for a Better Environment. Kalamazoo:
Flower Press, 1993, ISBN 0-942256-05-0.
Ellefson, Connie, Stephens, Tom and Welsh, Doug. Xeriscape Gardening, Water
Conservation for the American Landscape. New York: MacMillan Publishing
Company, 1992, ISBN 0-02-614125-6.
Frank, Luke and Bennett, Doug. Low-Volume Irrigation Design and Installation
Guide. Albuquerque: City of Albuquerque, (800) 928-3766.
Grant, Tim and Littlejohn, Gail. Greening School Grounds: Creating Habitats
for Learning. Gabriola Island: New Society Publishers, 2001, ISBN 0-86571-
436-3.
Jaffe, Roeberta and Appel, Gary. The Growing Classroom: Garden-Based
Science, Parsippany: Dale Seymour Publications, 1990, ISBN 0-201-21539.
National Science Teachers Association. Dig In! Hands-On Soil Investigations.
Arlington: National Science Teachers Association, 2001, ISBN 0-87355-189-3.
Phillips, Judith. Plants for Natural Gardens: Southwestern Native & Adaptive
Trees, Shrubs, Wildflowers & Grasses. Santa Fe: Museum of New Mexico Press,
1995, ISBN 089013281X.
Schultz, Randall D. The Complete How to Guide to Xeriscaping. Albuquerque:
City of Albuquerque, (800) 928-3766.
Vickers, Amy. Handbook of Water Use and Conservation: Homes, Landscapes,
Industries, Businesses, Farms. Amherst: WaterPlow Press, 2001, ISBN
1931579075.

The activities in this article are

from Learning to Xeriscape: A
Hands-On, Problem-Solving Cur-
riculum for Mid- and High School
Students published by the New
Mexico Office of the State Engi-
neer, Santa Fe, 2003. The curricu-
lum is available online at http://
www.seo.state.nm.us/water-info/
conservation/LearningXeriscape/
LearningXeriscape.html, or by contacting the Office of the
State Engineer Water Use and Conservation Bureau, PO Box
25102, Santa Fe, NM 87504-5102, (800) (800) 928-3766.
Correlations to the New Mexico Content Standards and Bench-
marks can be found at http://www.seo.state.nm.us/water-
info/conservation/learingxeriscape.pdf.

GREEN TEACHER 72 Page 29