Schoolyard Habitat

Schoolyard
Habitat
Project
P B L U . O R G
CC BY-NC-ND 3.0 Pacific Education Institute, National Environmental Education Foundation & Buck Institute for Education | Last Revised 04-17-2014
Table of Contents
SECTION I. Project Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
SECTION II. 8 Essential Elements of PBL . . . . . . . . . . . . . . . . . 7
SECTION III. Teaching Schoolyard Habitat Project . . . . . . . 9
Sequence of the Project . . . . . . . . . . . . . . . . . . . . . . . 9
Step-By-Step Teaching Guide
Preparing for the Project . . . . . . . . . . . . . . . . . . . . . . 11
Launching the Project . . . . . . . . . . . . . . . . . . . . . . . . 13
Scaffolding and Managing the Project . . . . . . . . . 16
Assessing and Showcasing Student Work . . . . . . 24
SECTION IV. Student Handouts
School Site Description . . . . . . . . . . . . . . . . . . . . . . . 27
Stakeholder Description . . . . . . . . . . . . . . . . . . . . . . 31
Possible Solutions Table . . . . . . . . . . . . . . . . . . . . . . 33
The Project Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Project Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Argument Organizer . . . . . . . . . . . . . . . . . . . . . . . . . . 39
SECTION V. Teacher Materials
Potential Schoolyard Habitat Projects List . . . . . . 41
Schoolyard Wildlife Cards . . . . . . . . . . . . . . . . . . . . . 43
Guide to Taking Kids Outside . . . . . . . . . . . . . . . . . . 47
Observations and Flap Poem . . . . . . . . . . . . . . . . . . 49
Example Campus Map . . . . . . . . . . . . . . . . . . . . . . . . 51
What is a Problem? . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Schoolyard Habitat Project Resources
and References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Secondary Addendum and Common Core
Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
CC BY-NC-ND 3.0 Pacific Education Institute, National

Environmental Education Foundation & Buck Institute for Education
Schoolyard Habitat Project
SECTION I.
Project Overview
Subjects
English Language Arts, Life Science
Time Required
12-15 hours of class time
Grade Level
3-5 (May be modified for grades 6-12; see Secondary Addendum, page 56)
Project Idea
Diminishing school district budgets and increasing demands on teachers can make it seem difficult to take
students to a place where they can study and interact with the environment. However, just outside the
school doors, whether in a city surrounded by high-rise buildings or in a rural community at the base of
a mountain range, students can see or find evidence of living creatures. All of these organisms, from the
tiniest ant to the largest elk, need healthy habitat: food, water, shelter, space and the proper arrangement
of these components.
Through the Schoolyard Habitat Project, students have an opportunity to positively impact their local
environment by meeting a challenge to improve habitat for wildlife on the school campus. Students
research, design and implement a plan to enhance or create insect habitat, provide nesting sites for
birds, plant native plants or even remove weeds and invasive plants from the school grounds. Habitat
improvement efforts do not require elaborate designs with expensive price tags; simple, low or no-cost,
student-led ideas can provide meaningful, tangible results for the students.
While the Schoolyard Habitat Project focuses on improvements in habitat for local wildlife, students
can also benefit from the addition of natural features, such as nest-boxes, plants and flowers. They may
have more opportunities to explore and examine the natural world during recesses, to participate in
investigations during class time or even to just get an emotional boost from seeing brightly-colored
flowers as they travel to and from school.
Content
The Schoolyard Habitat Project addresses the following science concepts from A Framework for K-12
Science Education: Practices, Crosscutting Concepts and Core Ideas.*
Practices for K-12 Classrooms:

Asking questions (for science) and defining problems (for engineering)
Constructing explanations and designing solutions (for engineering)
Obtaining, evaluating and communicating information
Crosscutting Concepts:
Systems and system models

Core and Component Ideas in the Life Sciences:

LS2.A: Interdependent Relationships in Ecosystems
LS2.C: Ecosystem Dynamics, Functioning and Resilience
LS4.D: Biodiversity and Humans
(*Correlation to the Next Generation Science Standards will be determined upon release of the final NGSS
document.)

Common Core State Standards Addressed

The Schoolyard Habitat Project addresses the following Common Core State Standards in English
Language Arts. For more information see corestandards.org.
English Language Arts (Standards below address grades 3-5)

ID
GRADE
LEVEL
CATEGORY
SUBCATEGORY
STANDARD
3.RI.1
Reading
Informational Text
Key Ideas and

Details
Ask and answer questions to demonstrate

understanding of a text, referring explicitly to the
text as the basis for answers.
3.RI.4
Reading
Informational Text
Craft and Structure
Determine the meaning of general academic

and domain-specific words and phrases in a text
relevant to a grade 3 topic or subject area.
3.RI.7
Reading
Informational Text
Integration of
Knowledge and
Ideas
Use information gained from illustrations (e.g.,

maps, photographs) and the words in a text to
demonstrate understanding of the text (e.g.,
where, when, why, and how key events occur).
4.RI.1
Reading
Informational Text
Key Ideas and

Details
Refer to details and examples in a text when

explaining what the text says explicitly and when
drawing inferences from the text.
4.RI.4
Reading
Informational Text
Craft and Structure

and domain-specific words or phrases in a text
4.RI.7
Reading
Informational Text
Integration of
Knowledge and
Ideas
Interpret information presented visually, orally, or

quantitatively (e.g., in charts, graphs, diagrams,
time lines, animations, or interactive elements
on Web pages) and explain how the information
contributes to an understanding of the text in
which it appears.
4.RI.9
Reading
Informational Text
Integration of
Knowledge and
Ideas
Integrate information from two texts on the same

topic in order to write or speak about the subject
knowledgeably.
5.RI.1
Reading
Informational Text
Key Ideas and

Details
Quote accurately from a text when explaining

what the text says explicitly and when drawing
inferences from the text.
5.RI.3
Reading
Informational Text
Key Ideas and

Details
Explain the relationships or interactions between

two or more individuals, events, ideas, or
concepts in a historical, scientific, or technical
text based on specific information in the text.
5.RI.4
Reading
Informational Text
Craft and Structure

and domain-specific words and phrases in a text
5.RI.7
Reading
Informational Text
Integration of
Knowledge and
Ideas
Draw on information from multiple print or

digital sources, demonstrating the ability to
locate an answer to a question quickly or to solve
a problem efficiently.

ID
GRADE
LEVEL
CATEGORY
SUBCATEGORY
STANDARD
5.RI.9
Reading
Informational Text
Integration of
Knowledge and
Ideas
Integrate information from several texts on the

same topic in order to write or speak about the
subject knowledgeably.
3.W.4
Writing
Production and
Distribution of
Writing
With guidance and support from adults,

produce writing in which the development
and organization are appropriate to task and
purpose. (Grade-specific expectations for writing
types are defined in standards 1-3.)
3.W.7
Writing
Research to Build
and Present
Knowledge
Conduct short research projects that build

knowledge about a topic.
3.W.8
Writing
Research to Build
and Present
Knowledge
Recall information from experiences or gather

information from print and digital sources; take
brief notes on sources and sort evidence into
provided categories.
4.W.4
Writing
Production and
Distribution of
Writing
Produce clear and coherent writing in which the

development and organization are appropriate
to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in
standards 1-3.)
4.W.7
Writing
Research to Build
and Present
Knowledge
Conduct short research projects that build

knowledge through investigation of different
aspects of a topic.
4.W.8
Writing
Research to Build
and Present
Knowledge
Recall relevant information from experiences

or gather relevant information from print and
digital sources; take notes and categorize
information, and provide a list of sources.
5.W.4
Writing
Production and
Distribution of
Writing
Produce clear and coherent writing in which the

development and organization are appropriate
to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in
standards 1-3.)
5.W.7
Writing
Research to Build
and Present
Knowledge
Conduct short research projects that use

several sources to build knowledge through
investigation of different aspects of a topic.
5.W.8
Writing
Research to Build
and Present
Knowledge
Recall relevant information from experiences

or gather relevant information from print
and digital sources; summarize or paraphrase
information in notes and finished work, and
provide a list of sources.
Speaking and
Listening
Comprehension and
Collaboration
Engage effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher
led) with diverse partners on grade 3 topics and
texts, building on others ideas and expressing
their own clearly.
3.SL.1 3

ID
GRADE
LEVEL
CATEGORY
SUBCATEGORY
STANDARD
3.SL.4 3
Speaking and
Listening
Presentation of
Knowledge and
Ideas
Report on a topic or text, tell a story, or recount

an experience with appropriate facts and
relevant, descriptive details, speaking clearly at
an understandable pace.
4.SL.1 4
Speaking and
Listening
Comprehension and
Collaboration

their own clearly.
4.SL.4 4
Speaking and
Listening
Presentation of
Knowledge and
Ideas
Report on a topic or text, tell a story, or recount

an experience in an organized manner, using
appropriate facts and relevant, descriptive details
to support main ideas or themes; speak clearly at
an understandable pace.
4.SL.5 4
Speaking and
Listening
Presentation of
Knowledge and
Ideas
Add audio recordings and visual displays to

presentations when appropriate to enhance the
development of main ideas or themes.
5.SL.1 5
Speaking and
Listening
Comprehension and
Collaboration

their own clearly.
5.SL.4 5
Speaking and
Listening
Presentation of
Knowledge and
Ideas
Report on a topic or text or present an opinion,

sequencing ideas logically and using appropriate
facts and relevant, descriptive details to support
main ideas or themes; speak clearly at an
understandable pace.
5.SL.5 5
Speaking and
Listening
Presentation of
Knowledge and
Ideas
Include multimedia components (e.g., graphics,

sound) and visual displays in presentations when
appropriate to enhance the development of
main ideas or themes.

SECTION II.
Essential Elements of PBL
1. Significant Content
The Schoolyard Habitat Project engages students in the Framework for K-12 Science Education practices
of defining problems, designing solutions and communicating information related to the crosscutting
concepts and core ideas of systems, habitats and interrelationships in ecosystems. Students learn
about their schoolyard as a local ecosystem and develop an understanding of how humans impact
systems.
2. 21st Century Competencies

Throughout this project, students collaborate and communicate as they examine their schoolyard
and determine a problem (Driving Question) related to the habitat on the school campus. The
students continue to interact as they problem-solve and apply critical thinking skills to develop
creative solutions to the problem. Technology, leadership, and presentation skills are also fostered and
expanded as students research, implement and showcase their projects to their peers, stakeholders
and community members.
3. In-Depth Inquiry

In order to understand the schoolyard as a habitat and a system, as well as how to improve that
habitat, students are motivated to ask questions about the potential wildlife on the school campus,
as well as the food, water, shelter, space and arrangement of these components. The students use
their questions to conduct a school site description resulting in data and new questions that will
the student projects. In addition, students examine and inquire about the stakeholders that have an
interest and potential impact on their project, such as other students, teachers and district staff.
4. Driving Question

The Driving Question is created after students participate in an engaging activity about habitat. While
this question will vary depending upon school location, student background and grade-level, it will
address the fundamental idea of improving habitat for wildlife on the school campus. The Driving
Question will guide student research concerning local wildlife and the components of habitat (food,
water, shelter, space and arrangement) that can be found on and around the school campus. It will
also inform the development of a Problem Statement or Problem Question that students will utilize to
determine and implement a plan to enhance habitat on the school campus.
5. Need to Know

After learning about the components of habitat and the interconnectedness of those components,
students are compelled to learn how they can improve the habitat on their school grounds. Students
develop a sense of ownership, and thus, a strong desire or need to know more about habitat, the
current status of their school habitat, the types of animals that might use the school for habitat and
the people, or stakeholders, who have an interest in or influence on a project related to habitat.

6. Voice & Choice

Students are given multiple opportunities to influence the direction of the Schoolyard Habitat Project.
With teacher facilitation, students collaborate and communicate to create the Driving Question, assess
schoolyard wildlife and habitat, determine a problem statement, propose and evaluate possible
solutions and ultimately determine the actual project. Because the students are involved in making
decisions throughout the process, they continually provide input and opinions. As a result, they are
engaged throughout the entire project to improve habitat for wildlife on their school grounds.
7. Critique & Revision

Opportunities for students to check in are imbedded within the Schoolyard Habitat Project steps.
Students periodically meet with the teacher, small teams or the entire class to provide and receive
feedback concerning the process, as well as to critique and revise documents. Each student is also
given time to self-reflect upon his/her role within a team, efforts toward the project and what he/she
has learned during the process.
8. Public Audience

Students not only have an audience at the end of the project, but must also address the public
(their peers, community members) and stakeholders at several points along the way. During the
Stakeholder Description, students develop interviewing skills as they talk with their peers, community
members and school district officials. Prior to project implementation, students present the Project
Plan to district stakeholders for approval. Upon completion of the project, students showcase their
efforts through presentations or displays/tours that highlight the actual project. These meaningful
opportunities provide a real-world context for learning how to address and communicate with
different audiences.

SECTION III.
Teaching the Schoolyard
Habitat Project
Students complete the Schoolyard Habitat Project by following a recommended set of activities in the
order below. Within these set activities, however, there will be variation in the timing and in the way
students complete them.
The sequence of instructional activities is described below. This sequence is based on pilot testing in
school classrooms. Although changes may be necessary to meet time constraints, address the needs of
specific student populations, or include additional instructional materials and learning opportunities, we
strongly encourage teachers to adhere to the sequence of activities as closely as possible at least for the
first several times the project is taught. Each step is discussed in more detail in the following section, the
Step-by-Step Teaching Guide.
Sequence of the Project

Preparing for the Project
0 Teacher prepares for successful project implementation.

Launching the Project
1 Students participate in an Entry Event and are introduced to the basic components of
habitat.
2 Students determine the Driving Question with the teacher.
3 Students then develop an initial Need to Know list related to their Driving Question about
improving habitat on the school campus.
Scaffolding and Managing the Project
4 Students design a School Site Description form to record data.
5 Students virtually explore campus and surrounding area to practice using School Site
Description form.
6 Students conduct the School Site Description.
7 Students define the specific problem to be solved.
8 Students research the specific problem to be solved.

9 Students generate a list of potential stakeholders in the project.

10 Students generate questions to find out stakeholders views.
11 Students conduct research on stakeholders and complete Stakeholder Descriptions.

12 Students propose possible solutions to the problem.
13 Students decide on a specific solution.
14 Student teams develop Project Plans.
15 Teacher facilitates a discussion to compile one Master Plan for the class.
16 Students reflect individually on the project at this point.
17 Students implement the Master Plan and keep records of their work.
Assessing and Showcasing Student Work
18 Students summarize, evaluate and reflect on the project.

19 Students showcase their efforts.

10
Step-by-Step Teaching Guide

Each of the above instructional activities is discussed in more depth below, with information for successful
classroom implementation.
Preparing for the Project

0 Teacher prepares for successful project implementation.
A successful project requires that teachers prepare, plan and communicate

before the project begins.
To learn how
to implement a
project, take classes
at PBLU.org, and earn
certification as a PBL
Teacher if you try this
project with students!
Initial preparations include the following*:

Potential Schoolyard Habitat Projects List
While the students will play a crucial role in determining and planning the actual schoolyard habitat
project, it will be important for the teacher first to create an initial list of realistic habitat improvement
projects for the particular school site. Section V, Teacher Materials, contains a Potential Schoolyard Habitat
Projects List. This list provides a range of ideas for schoolyard habitat improvement projects that are simple
and attainable for classroom teachers with limited time and little or no funding.
The Potential Schoolyard Habitat Projects List may be edited or used as is to introduce or discuss possible
projects with school district personnel or students. Urban school environments may have more limited
green spaces, but even in the middle of a large city, students can positively impact habitat for urban
wildlife.
Potential Hurdle: Know your budget (if you have one) prior to involving students in this project. Many
habitat enhancement projects can be completed with little or no money. Make students aware of the
funds that are available or not available as they determine possible solutions. You can also recruit parents and
community members to donate or loan supplies and resources (scrap wood, shovels, etc.) and/or to help with
getting materials donated from local businesses.
When asking a community business such as a locally-owned hardware store for a donation, briefly
share your project (or explain that the students will soon be determining a project), the desired outcome,
and how you and your students will recognize the business for its generosity: a plaque in the garden,
student thank you letters sent to the business and/or the local paper, a poster of photos to be displayed at
the business, etc.
Contacts and Stakeholder Awareness
Because this project will take place on the school campus, it is important to contact key individuals both at
the school and district level (the stakeholders) before you begin this project.
Start at the campus-level by enlisting the support of your principal, custodian and any other relevant staff.
Be sure you thoroughly explain that you are involving students in a project that meets learning objectives
while enhancing the school site for desirable wildlife. Share a list of potential projects with these
11
individuals both to help them visualize your goals and, if desired, for feedback (see the Potential Projects
section for more details).
Then approach the district Grounds and Maintenance department to both inform them of your project
and request feedback to ensure the end-product of the project is not removed or damaged by uninformed personnel. Be sure to integrate any feedback into the Determine Possible Solutions and Project
Plan documents so that students are prepared to address any school/district concerns.
Potential Hurdle: Keep in mind that the district focus is to ensure student safety and efficient
maintenance of school campuses. They have limited time and personnel, so they will be concerned
about any changes to the school campus that could potentially impact their ability to do their jobs effectively.
Most habitat enhancements will not be within the scope of typical grounds work. With this in mind, it will be
important to briefly share a list of potential projects with key personnel and ask for feedback. It can be helpful
to guide the feedback asking how to ensure district support and requesting additional project ideas or
suggestions for project placement on the campus, if needed.
Once school and district staff have signed off on a list of feasible projects for the particular school site,
it can be beneficial (but not necessary) to enlist support from outside groups (additional stakeholders).
These groups include state fish and wildlife/fish and game agencies, wildlife organizations, local
community groups and even businesses.
Determining a Site
Obtain or create a map of the school campus for use during the School Site Description process. The map
that is typically distributed to substitute teachers and visitors can be a good resource. It can be used as is
(after removing any writing that is placed in the school grounds areas) or modified to ensure space for
students to document features on the entire school grounds.
Depending upon student experience and administrator perspectives, it may be necessary to predetermine an area on the school campus that will be the focus of the Schoolyard Habitat Project. The predetermined area can be highlighted on the campus map.
Organization
Determine how student teams will be formed and which components of the project will be completed
by an individual, team, or as whole-class activities. Students developmental readiness, grade level and
prior experience with project based learning will influence how a project is organized in terms of student
work. It is recommended that students work in teams of 3 or 4 during the process, with some work being
accomplished by each individual and other activities being shared by team members.
Consider how the students will compile and organize their materials. Will they use a binder/folder or
digital format? Where will those materials be stored?
If needed, create a blank document that students can use to record the resources and materials they use/
access throughout the project. (In other words, a bibliography.)
Student Reporting and Assessment
Plan how and when the students will report on their teamwork and progress. Should they report daily? In
their journals or on a handout?
12
Opportunities for assessment exist throughout the process. It is up to each teacher to determine when
and how students will be assessed for content knowledge and/or process knowledge, including journal
entries, quizzes or tests and presentations.
* NOTE: This section contains general project preparation recommendations. Be sure to read the entire
Project Sequence for specific planning and preparation recommendations for each step of the process.
Launching the Project
habitat.
The Schoolyard Wildlife Cards may be found in Section V: Teacher Materials.

First, tell the students that they have each become creatures that are looking for a place to live. Their task
is to look at the animal cards they are given and decide if the school campus has everything they need
to survive. In other words, they need to decide if the school campus would be a good place to live. (Note:
Wait to introduce the term habitat until after the activity.)
Pass out and read through the Schoolyard Wildlife Cards. Explain to the students that they must find
each feature (and check the box for each feature) in order for the school campus to be a good place for
them to survive. The features include food, water, shelter (places to hide and places to raise their babies)
and the right amount of space. They also have to determine if the features are close enough together
(arrangement) that the animal can get to everything easily and safely. Each card describes each animals
particular needs.
Potential Hurdle: Students may see this as a competition to find every feature and try to check all
of their boxes, even if they dont find all of the features. Be sure students understand that they are not
competing to see if they can find everything, but rather they are grading the school site, and each animal will
have different results.
Discuss measurement briefly and help students understand the arrangement distances listed on the cards
by demonstrating the common distances in the classroom or a hallway.
Once students understand the features that they are looking for, take them outside and have them explore
the school campus. As they find a feature, they can check it off and begin looking for the next feature,
making note of how far the features are from each other.
You might want to start in one direction as you exit the building and circle the building completely, or
just focus on a particular area or areas if it is already known that only one or several areas will be the
focus of the project. Be sure to set boundaries and have an all call designated (such as a whistle) that all
students will know to come to you when they hear it. If needed, younger students can be paired with older
buddies for this activity.
Once students have finished searching the school site, return to the classroom and debrief. Discuss the
students findings, the types of features found and the ones that are missing. A good way to visually
13
represent the students findings is to create a blank table on the computer or board and have the students
provide the information to fill out the table, representing the findings for each animal or group of animals.
Now introduce the term habitat. Discuss with students the components of habitat the different features
they were looking for during the activity. Provide just enough information to define the term; wait until
after students complete the Need to Know list to provide more detailed content information.
Note: Habitat is defined as the area or place where an animal, plant or other organism naturally grows or
lives. The components of habitat include food, water, shelter (including places to raise young), space, and
the proper arrangement of the other components.
2 Students determine the Driving Question with the teacher.

If needed, review the meaning of the word habitat. Explain to students that they will be working together
(as individuals, teams, and as a class) on a project to improve the habitat on their school campus for
desirable wildlife such as birds, insects, spiders, amphibians, reptiles, and mammals. In order to do this,
they need to create a Driving Question that will guide them during the project.
Through whole class discussion, lead the students in the creation of a Driving Question.
Questions you could ask to help students develop the Driving Question:
n Do you think our school site is the perfect place for all animals to live?
n What animals/types of animals might have trouble living here?
n Could we make the school site better for wildlife?
n What could our question be that would guide us to make the habitat for animals better on our
school grounds?
Example Driving Questions:
How can we make the habitat better so that animals

can live on our school campus?
How can we help wildlife by improving habitat on our
school site?
Note: The Driving Question should be a general question involving wildlife and habitat on the school
campus. Students will create a more specific Problem Statement during the project process.
3 Students then develop an initial Need to Know List related to their Driving Question
about improving habitat on the school campus.
Once students have created a driving question, divide them into their project teams (they will be working
with these teams throughout the project).
Ask the project teams to respond to the question: What do we need to know about if we want to improve
habitat (make it better) to help wildlife live and grow on our school campus? or a similar question based on
14
the actual Driving Question. (Explain how researchers, scientists and even engineers often create similar
lists.)
Be sure to rotate around the room, asking questions and providing guidance or coaching as needed as the
student teams create their Need to Know lists.
After project teams have had time to work separately, bring the class together and create a class Need
to Know List. Record all responses on the board, on a large piece of butcher paper or digitally so that
students can see the list on a regular basis. Relevant Need to Know questions will be used during different
stages of the project. This list will also inform the School Site Description data collection document in Step
6 below.
Example of Initial Need to Know List

What do we need to know?
n What types of wildlife live here? (in and/or around the school site?)
n What types of wildlife could/are supposed to/used to live here? (in and/or around the school
site?)
n How can we find out what animals live (or could live) in or around our school site?
n Is there actually habitat for animals on our school grounds? (and/or next to our school)
n What do those different animals need to live/survive?
n What components/parts of wildlife habitat do we already have on the school grounds?
n What animals (or can animals) live in a place where there is not a lot of grass/plants? (for more
urban schools)
n What do animals use for food on our school site?
n How do animals get water on our school site?
n Where might animals sleep or have babies on our school site?
n What types of plants are on our school grounds?
n What types of plants (and/or animals) are supposed to be here or used to be here (native
plants and/or animals)?

n What is the land like around our school campus (off site, neighboring lots/land)? Or, What
natural features and/or man-made structures are on the land that surrounds our school
grounds?
n What type of habitat can we find next to the school?

15
Scaffolding and Managing the Project

The School Site Description may be found in Section IV: Student Handouts.
After students have completed the Need to Know List, introduce the concept of a survey or study. Explain
that a scientist can conduct a study by visiting a location and recording observations (data) to answer
questions about that place. Sometimes the study results in the scientist also asking new questions. This
type of study is called a Site Description.
Revisit the Need to Know List, asking students to highlight/share/discuss the questions that they could use
or ask to get information about habitat, wildlife and the school campus: the Site Description questions.
Star, underline or re-write those questions in a new space on the board or chart paper. (Note: This helps
separate out the schoolyard and habitat-relevant Need to Know questions. Depending upon student
background and grade level, it may be more or less necessary to rewrite the relevant questions on a new
poster or in a new digital document. The key is for students to clearly see the questions that can be used
for the schoolyard habitat study.)
Once students have selected the questions from their Need to Know List, pass out the School Site
Description form. Have students compare their questions to those on the description document. Have
them consider: What information (or data) is being collected? Does it answer all of our questions? Do we need
to revise anything? What is missing? Do we need to add anything?
Potential Hurdle: Students may begin adding questions that are too specific for a site description
(such as, What are the names of all of the plants on the school site?). Let them know that they will be
asking more specific questions once they determine their specific habitat improvement idea. If desired, you can
post the extra questions in a Question Parking Lot for use later in the project.
Work with the students to either revise the document by hand or digitally with a computer, projecting
the document on the screen, or take suggestions to revise the document at a later time (but before
conducting the site description).
5 Students virtually explore campus and surrounding area to begin the School Site
Description.
As a demonstration in class or with students on individual computers in the computer lab, use Google
Earth, Arc GIS Explorer Online or another mapping program to help students locate the school. If possible,
project the computer image onto a screen. Have students look specifically at the school grounds, and then
at the surrounding area first just to see what they can see.
Once students have had a chance to explore the satellite image, pass out paper copies or use a projector
to put an image of the revised School Site Description data sheet onto a different screen. (Keep in mind:
Students will need to see both the satellite image and the School Site Description document at the same
time. If only one screen is available, it is more important to project the satellite image to model how to
explore the site and have students look at a printed copy of the document.)
16
Work with students as they look at the satellite image and answer the two general questions on the first
page of the School Site Description document.
Potential Hurdle: Students may attempt to fill out other sections of the School Site Description from
memory of what they know of the school site or by the satellite image. Explain that what people
remember and satellite images are not real time since they are more like snapshots from the past. Using the
Internet and satellite images to explore a site can be helpful for gathering general information about a site, but
the satellite images do not have enough detail to give students the information needed to answer most of their
questions. In addition, while students spend a considerable amount of time on campus, they have most likely
not made the kind of detailed observations that are needed for the site description.
Once students virtually explore the school grounds and surrounding area, have them share and discuss
their findings, recording any significant information on the board and/or the School Site Description forms.

Before taking students out to the campus, discuss appropriate behavior during outdoor studies or project
work.
The Guide to Taking Kids Outside may be found in Section V: Teacher Materials.
If needed, work with students to practice focusing on a task outside for short time intervals prior to
completing the site description. An easy activity, with a similar purpose as the Site Description, involves
students using their senses to make general observations of a particular area on campus. Use the
Observations and Flap Poem as a guideline for helping students use their written descriptions to create a
poem without realizing it!
The Observations and Flap Poem may be found in Section V: Teacher Materials.
Create or use an existing campus map to divide the campus into manageable sections. If studying the
entire school grounds, each student team can be assigned a particular section. If the class is focusing on
one or two sections, those can be highlighted on the map. (For an example, see the Example Campus Map
in Section V: Teacher Materials.)
Take students outdoors and complete the School Site Description document at one time or over a period
of several site visits, completing one or two sections with each visit. Students can also mark key habitat
features on the map, if desired. For more accurate counts of wildlife, the Wildlife Survey portion of the Site
Description document can be completed multiple times and results can then be combined.
Students work in small teams and/or as a class to summarize and analyze the School Site Description. Guide
students as they also create a visual representation(s), such as labeled maps (symbols showing where
different wildlife and/or habitat components are located), charts, or graphs of their observations and data
collected that communicate what they have learned about the schoolyard habitat.

17
7 Students define the specific problem to be solved.

Help students understand the meaning of the word problem in the context of project based learning by
guiding them through the What is a Problem? activity.
The What is a Problem? worksheet may be found in Section V: Teacher Materials.
Review the Driving Question. Discuss how terms such as wildlife and habitat are more general, and that if
students were to improve all habitats for all wildlife on their school campus, it would most likely require
more than one project. Therefore, explain that the students need to define a specific problem that clearly
communicates what they actually want to do for a particular type or group of wildlife (birds, insects,
arachnids, reptiles, amphibians or mammals) and a particular component of habitat. The problem should
be written so that it can be solved with one project.
To create the Problem Statement, first have students review their School Site Description summaries and
consider:
n What types of wildlife did we see on the school grounds? What signs of wildlife did we find?
n What types of other wildlife would we like to see or see more of?
n What general habitat components (food, water, shelter, space) did we find? Where? [Refer to
the maps of habitat components.]

n What habitat components do the different areas of the schoolyard not have enough of or not
have at all?
n What did you find as far as the proper arrangement of the food, water, shelter and space for
different wildlife? (Perhaps in one area, students found a source of food and shelter for insects,
but the only water source is on the other side of the building. If this were the case, then the
arrangement is not adequate and a water source needs to be located closer to the food and
shelter.)
Next, ask students, With all of these thoughts in mind, is there a certain animal group that we want
to help? Then ask, What habitat component do we want to add or improve? Write down student
responses on the board and then help students narrow down their ideas to one animal group and one
habitat component. Note: If desired, the problem can be further narrowed down to focus on a subgroup
of animals such as certain birds (for example: swallows) or a particular type of insect (for example:
butterflies).
Then, work with students to define the problem by writing a specific Problem Statement.
Example Problem Statements:
n We, ____________ (grade level/class name) want to improve/provide/add _____________
(habitat component or feature) for ____________ (type of wildlife) on our school campus.
n We, Ms. Smiths 5th grade class, want to provide more nesting sites for birds on our school
campus.
n We, Mrs. Smiths 4th grade class, want to create more places for helpful insects to lay their
eggs.
18
n We, Mr. Smiths 3rd graders, want to add places for butterflies to get food on our school land.
Post the Problem Statement where it is visible in the classroom, under the Driving Question.

Revisit the Problem Statement. Work with students to determine the key topics/specific details about the
type of wildlife that need to be researched. These questions should be added to the Need to Know list.
For example, if the Problem Statement involves nesting sites for birds on the school campus, students will
probably add these kinds of questions:
n What are the different types of birds that live (or could live) in the area?
n How do those different birds make nests with feathers, grasses, sticks, etc.?
n What are the different places birds nest in a cavity (hole in a tree or a nest box), on the
ground, in the branches of a tree, etc.?

n What are the different ways people can help provide nesting sites (including how to build
birdhouses and other ways to support nesting birds)?

Provide students with an appropriate note-taking document to gather pertinent information.
Guide and support students as they conduct research about the key topics/specific details related to local
wildlife and plants, providing resources and materials as needed.
Potential Hurdle: It may be challenging to find an adequate number of resources that are written on
an elementary level. Be sure to enlist the help of your school or city librarian for gathering appropriate
resources. Librarians are busy people, so notifying them well in advance can ensure they are able to help as
much as possible.
In addition, state Fish and Wildlife/Game agencies, local conservation groups and e-guides sometimes have
animal fact cards or pages that are geared toward children. See SECTION V: Teacher Materials Schoolyard
Habitat Project Resources and References for links to several websites that have general animal fact pages.
If needed, guide students through a second field study at the site so that they have all necessary
information for determining solutions to the problem. For example, students may need to go back out to
the area designated in the problem statement/question and observe and record areas of sun and shade.
That way they will know if any portion of the area is suitable for a garden. Students might also conduct
additional wildlife surveys, observe water runoff, count and identify plants or even test soil quality.
Once students have completed their research, provide an opportunity for them to share their results. An
effective, low-tech way to do this is to ask each team to choose a particular number of key facts in general
or related to a certain topic. They then write the information on sentence strips or long pieces of chart
paper or construction paper. When sharing, students can then mount their strips on the board, grouping
and re-arranging facts as needed.

19
9 Students generate a list of potential stakeholders in the project.

Define stakeholder with the students: A stakeholder is a person or group that is interested in or has
opinions about a problemin this case, the enhancement of schoolyard habitat. Stakeholders are people
who would be listed in response to the question: Who cares? Explain why it is important to find out what
stakeholders care about (e.g., so we can do our project in a way that makes them happyor at least
doesnt raise objections!).
Create a list with students of potential stakeholders related to their project to enhance schoolyard habitat.
These stakeholders may include:
district people or groups (other students, teachers, the principal, the custodian, grounds crew,
etc.)
community members or groups (parents, neighbors, local businesses, etc.)
outside entities with an interest in local habitats (land conservancy organizations, wildlife
interest groups, garden associations, state departments of Natural Resources, Fish and
Wildlife/Fish and Game, etc.).
10 Students generate questions to find out stakeholders views.

Determine which stakeholders or stakeholder groups should be researched and how the students will
learn about them: through printed materials, websites, interviews (in person, through Skype or on the
phone), etc. In addition, determine which students/teams will research which stakeholders. Assigning each
team different stakeholders can be an effective way to cover multiple stakeholders in less time.
If time allows, work with students to generate their own Stakeholder Description document with questions
related to the project. Questions should be open ended and allow for answers beyond just yes or no.
For example, if students ask a yes or no question, they should follow it up with a question that asks for
explanation or elaboration.
If time does not allow for thorough development of original questions, provide students with an
interview/research document that includes space for additional information and/or additional studentgenerated questions. (For an example research/interview document, see Stakeholder Description in Section
IV, Student Handouts.)
Thoroughly read through the Stakeholder Description questions with the students to ensure they
understand what information they are looking for. If students will be interviewing individuals, discuss
how they can rephrase each question, rather than reading it directly. It can be beneficial to have students
conduct mock interviews asking questions to one another, recording the responses on a practice
document.

Arrange for stakeholders to visit the classroom for interviews (or arrange for a phone call or Skype) and/or
provide students with research materials (specific websites, printed materials, etc.).
For younger students in particular, the Stakeholder Description can be completed primarily through
20
real and mock interviews, rather than Internet research. For the mock interviews, the teacher (or a
volunteer) briefly researches several of the stakeholders and then becomes each of those different
stakeholders (changing costumes, hats, etc. can help with this charade). Students then ask questions
of the stakeholder, who responds in a grade-level appropriate manner, allowing time and guidance as
the students record his/her responses. While this can be particularly effective for younger students, they
should still, at the very least, have an opportunity to interview other students and/or staff in the school
and read simplified text from one stakeholder group.
Guide students as they complete their Stakeholder Descriptions.
Potential Hurdle: Resources, such as websites and printed materials, from stakeholder groups
(including the school district, organizations, agencies, etc.) are not typically written for a young
audience, and may be too difficult for elementary students to understand. They can also be difficult to navigate
to find the information needed. It may be necessary to provide revised resources, specific hyperlinks/printed
website materials or compiled (re-written) resources for younger students. The Stakeholder Descriptions can
also be completed through whole-class guided reading and discussion.
In addition, it may also be necessary to prepare and coach any potential interviewees before they come
to the classroom so that they use grade-level appropriate terms and explanations.
Keep in mind that this does not have to be an in-depth research project for elementary students. The
main purpose of the Stakeholder Description is for students to gain a basic exposure to the idea that other
people and groups have an interest in and can impact/be impacted by the project.
Once Stakeholder Descriptions are completed, have students share the most important information they
learned, either formally through a presentation or informally through discussion, about stakeholder
opinions. Record the key points on the board or a poster and make note of any potential hurdles or
concerns that may influence project planning or implementation.
Optional: Have students reflect upon their own perspectives related to the problem and compare their
perspectives to those of other stakeholders.
12 Students propose possible solutions to the problem.

Encourage students to review their Site Description summaries, research notes, and Stakeholder
Descriptions, or even revisit areas of the school campus, as they brainstorm a list of all possible solutions*
to the problem. Students should be specific about the particular location on the school grounds for the
solution especially if the entire school campus has been the focus of the problem.
For example, students may propose putting nest boxes in different locations (such as on the south end
of the campus near a tree, near the library windows, or along the back property line). In this case, each
location should be recorded as a different possible solution.
Or, students may propose putting up nest boxes in one area, installing a nesting platform in the same
area and putting out containers of nesting material in the same area. In this case, each activity should be
recorded as a different possible solution even if they all are proposed for the same area.
* Note: If desired, the Potential Schoolyard Habitat Projects list (See Section V, Teacher Materials) or
particular examples from the list can be shared with students.
21
Example Solution Statements include:

n We will build six bird houses for swallows and hang them on the southern wall of our school
building (or along the fence, etc.).

n We will create bee hotels and place them outside the schools second-story windows along
Third Street (or in the school garden, along a fence, etc.).

n We will design and create a butterfly and insect garden on the roof of our school building
using different-sized pots of plants.

n We will design and create a 3-foot by 5-foot butterfly and insect garden in our school
courtyard (or another location on the school campus).

Facilitate a process for students (as teams or as a class) to choose the top three or four solutions that are
the most realistic and/or the most interesting to them. Give students the Possible Solutions comparison
table and model how to use it.
The Possible Solutions table may be found in Section IV: Student Handouts.
The table provides brief information* about each proposed solution, including:
Benefits to the animals and the school site: How will this project help wildlife and habitat?
Trade-offs: What not good things might happen on the school site because of this project?
Stakeholder perspectives: What would the stakeholders (students, teachers, principal and school
district people) like or not like about this project?
Constraints and Challenges: What might make this project hard to do?
Feasibility: Can you really do this project?
* Note: While students should know enough about each possible solution to fill out the table, the
students do not need to thoroughly research or describe each solution. The purpose of this activity is to
narrow down and choose one solution to research and then plan in more detail.
Potential Hurdle: It is crucial at this point to provide strong guidance for students. While each
proposed solution does not have to be entirely feasible, be sure students choose to compare at least
one or two possible solutions that are more realistic. This will ensure that all students are able to provide input
during the final decision-making process to determine the actual solution/project.
Upon completion of the Possible Solutions table, have students work together to compare and rank the
different solutions, considering different criteria such as feasibility and student interest.
Facilitate a process for students to collaborate as a class, discussing and deciding upon the best possible
solution for the problem (improving habitat on the school campus). After discussion, the class could vote
or reach consensus by combining several possible solutions. Since it will be the focus of the actual project,
the Solution Statement should be clearly written and posted on the wall with the Problem Statement.

22
14 Student teams develop Project Plans.

Guide students to work collaboratively in teams to design a Project Plan. Students may need to research
and gather additional information from books, web resources and teacher-developed materials as they
determine and record the project details including the process, materials needed, limitations/possible
challenges, evaluation, short term and long term maintenance, and contacts (both for approval and
assistance). The students can also determine costs and potential timelines, if desired. Otherwise, the
teacher will need to organize and plan those aspects of the project, sharing them with students during the
development of the Master Plan in the next step.
The Project Plan may be found in Section IV: Student Handouts.
15 Teacher facilitates a discussion to compile one Master Plan for the class.
Once teams have completed their plans, facilitate a whole-class discussion and/or have students share
their plans. Then compile a project plan for the whole class, or Master Plan, soliciting input from all teams.*
A blank digital or paper copy of the Project Plan document can be projected onto the board and used to
create the Master Plan. (In other words, the Master Plan is the compilation of the different student teams
Project Plans.)
* Note: Teacher familiarization with student plans, as well as information from the experts (fish and
wildlife agencies, wildlife organizations, local community groups, etc.) concerning the proposed solution,
can ensure the Master Plan includes all pertinent details for a successful project. For example, if students
are developing a plan to build and install bird nest boxes, background knowledge about different designs,
materials and procedures for construction provides the teacher with valuable insight when guiding class
discussions during the creation of the Master Plan.
16 Students reflect individually on the project at this point.

Upon completion of the Master Plan, ask students to reflect on it individually. Through this simple
reflection, you can assess student understanding and comfort levels, and determine what additional
guidance and/or project adjustments may be necessary. (Optional: Students can write and/or draw
pictures to share their responses.)
What would you like your job (or role) to be with this project?
What excites you about this project?
What worries you?
17 Students implement the Master Plan and keep records of their work.
Guide students to work as a class to implement the plan on the school campus.
Create a realistic timeline based on the Master Plan for students to follow. Discuss this timeline with the
students.
23
Determine and communicate the roles and responsibilities for each student/team of students prior to plan
implementation.
Remind students of appropriate behaviors during outdoor field studies or projects.
Utilize the Master Plan and timeline to implement the project.
Potential Hurdle: Throughout the process, it may be necessary to adjust and/or revise the Master Plan.
Students should be included in the revision process. Be sure to explain to students that even scientists
and researchers sometimes have to revise their plans, as they discover new opportunities and/or challenges.
Have students keep records of the project process, plan revisions and, eventually, the results of their
efforts. These records can be journal entries, writing assignments, drawings, photographs, etc.
Assessing and Showcasing Student Work
18 Students summarize, evaluate and reflect on the project.
Ask students, providing guidance as needed, to create a summary that communicates the project process,
as well as the results and success of their project in relation to the evaluation criteria they established in
the Project Plan (How will we know this project worked?). Students should also discuss what they would
change or do differently next time. In addition, have students individually reflect upon their experiences,
efforts, and what they learned during the project.
The Project Summary may be found in Section IV: Student Handouts.
The Project Summary handout can be completed by students and turned in to the teacher and/or the
handout can be used as a framework for students as they create a presentation to showcase their efforts.
(See Step 19.)

Have students create presentations, brochures or other forms of media to share (and celebrate!) their
project results with district staff, community members and/or fellow students.
First, create a list of acceptable options for showcasing the project results. Some suggestions include live
presentations (utilizing programs such as PowerPoint or Prezi), posters that include text and pictures, tours
conducted by students, videos, podcasts, or even printed brochures.
Next, work with students to design how they will share their project results. The Project Summary
document has been designed so that each question/section can be a different element of a presentation
or printed document. Students can use this document as a guide for creating their showcase documents
or presentations, if desired.
Then provide students with ample opportunities to polish their pieces of media or practice their
presentations, especially if presenting to community members. Classes of other students can be useful for
providing an authentic audience for practicing
24
If you and your students decide to provide tours on the school campus that highlight the project, work
with students to determine the tour route. Perhaps small groups of attendees will be led through different
components of the project in different areas of the school. For example, small groups can start in the
classroom as students discuss the learning process. Then the groups could go to a site on the school
campus where students can talk about their decision-making process and then move to the site on the
school campus where the project took place. At that site, students can describe the project and its benefits
to the schoolyard wildlife and surrounding community. Develop a script or list of talking points for
students to address during the tour. The Project Summary document can be used to determine the most
significant information to be shared.

25
SECTION IV.
Student Handouts
School Site Description . . . . . . . . . . . . . . . . . . . . . . . 27
Stakeholder Description . . . . . . . . . . . . . . . . . . . . . . 31
Possible Solutions Table . . . . . . . . . . . . . . . . . . . . . . 33
The Project Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Project Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Argument Organizer . . . . . . . . . . . . . . . . . . . . . . . . . . 39

26
School Site Description

Name(s)____________________________________________________ Date_________________________
School Name____________________________________________________________________________
School Location (city/town)_________________________________________________________________
School Grounds and Surrounding Area
Tell about the school and what is around or near it such as the city, buildings (businesses,
apartments, or houses), fields, farms, rivers, lakes, and any other important features.
Examples:
n The school is in a neighborhood thirty minutes away from the city and has houses on three
sides. A creek and a field are on the fourth side of the school grounds, near the playground.
n The school is in the middle of downtown and is surrounded by 6-story tall or taller buildings.
The sidewalk in front of the school has trees planted in the empty patches every 15 or 20 feet.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
How much of the school property is green or natural? How do you know?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Other questions about the school grounds and/or the specific school site:
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
27
Wildlife Survey Date:________________________

Location or area ON THE SCHOOL SITE:_____________________________________________________
The numbered area on your map or a description. (Ex: Section 3 of the map or The front of the school)
What is the current weather?
(circle:) Clear Scattered Clouds
Temperature _________F or C
Complete Cloud Cover Rain Wind: calm breezy gusty
Wildlife Seen or Heard on the School Site

Put a small tally mark (a line) in the correct columns each time you see or hear a different animal.
Total Number of Different Animals
Wildlife
Seen or Heard
Example Tally Marks
Hanging Out On the Site

Just Passing Through
(nesting, standing,
(walking or flying across
hunting, sleeping)
the site)
IIII
/ (5 were on site)
III (3 were passing

through)
Notes or Information
(A total of 8 animals were

seen or heard.)
Birds
Mammals
Reptiles and
Amphibians
Insects and Spiders
Note: If you see a large number of animals (like a line of ants) you can write the actual number down and
add it to the tally later.
Signs of Wildlife on the School Site

Sign or Evidence of
Wildlife
Description
What does it look like? Where exactly was it found? Other details
Tally of Total
Number Found
Scat or Tracks
Feathers or Fur
Homes or Nests
Other
bones, scratches,
chewed leaves,
28
Habitat Survey Date:________________________

Location or area ON THE SCHOOL SITE:_____________________________________________________
The numbered area on your map or a description. (Ex: Section 3 of the map or The front of the school)
What is the current weather?
Temperature _________F or C
(circle:)
Complete Cloud Cover
Clear
Scattered Clouds
Rain
Wind: calm breezy gusty
What habitat features can you find? (Be sure you SEE them.) Fill out the table below:
FOOD
What might animals eat? Think about nuts, fruits,
plants, insects, human food/garbage, etc.
WATER
Think about puddles, drainage ditches, creeks/
streams, ponds, lakes, etc. How big is it?
Is it there all the time?
SHELTER
Where can animals sleep, hide, get out of the
weather or have babies? Think about: rocks, logs,
bushes, trees, bird houses, roofs, fence posts, etc.
SPACE
Are the green spaces big enough for a larger
animal or smaller animal? Usually, the larger the
animal, the more space it needs.
ARRANGEMENT
Are there places for animals to find food, water, shelter and a place to have babies or lay eggs on
the site without having to travel too far away from the site? How do you know?
(Think about how too far might be different for different size animals.)

29
Human Use and Activity

Do people travel on or across your site? If so, how do they travel? (by foot, by bicycle, by car)____________
_______________________________________________________________________________________
_______________________________________________________________________________________
Do people do anything else on your site? If so, what do they do? (dig, play games, eat lunch, etc.)________
_______________________________________________________________________________________
_______________________________________________________________________________________
Land Conditions
How much of your site is covered with buildings and/or pavement?________________________________
_______________________________________________________________________________________
Are there places on your site where the dirt or soil is showing? Where? Can you tell what happened?
_______________________________________________________________________________________
_______________________________________________________________________________________
Are there any weeds or invasive plants on your site? Are they scattered or do they cover a whole area?
_______________________________________________________________________________________
_______________________________________________________________________________________
Draw and Label a Picture of Your Site:

30
Name(s)____________________________________________________ Date_________________________
Stakeholder Description
What is the name of the stakeholder the person or group that cares about your project? If you talked to
a person, what is his or her job and who does he or she work for? (Being a student is a job, too! Be sure to
include the grade level.)
How did you get the information you needed to fill out this form?
(Check one or more of the boxes below and answer the questions.)
How I got my information:

Interview
What is the phone number

for this person?
Website
What is the web address

that you used?
Printed
material
What did you use? (a

brochure, article, etc.) What
is its title?
What does this person or group have to do with the school site? (Does he or she play on it, mow it, walk
past it, make sure kids are safe when playing on it, etc.?)
Does this person or group need to approve your project before you begin? If so, what things does that
person or group think are important for you do or include with your project?

31
Would this person or group like to see more animals or plants on the school site? If so, what kinds?
Would this person or group like to see a part or parts of the school site change? How?
Will a habitat project change this persons or groups job? If so, will it make the job harder or easier, or will it
not change it at all?
Does this person or group have any worries about a wildlife habitat project taking place on the school
site? If so, what are they?
Does this person want to help with the project? If so, what skills does he or she have that could help the
project? (building, gardening, etc.)
Other Questions or Information:

32

33
What is the solution?
How will this solution

or project help wildlife
and habitat?
Possible Solutions
What not good
things might happen
on the school site
because of this
project?
What would the

stakeholders (students,
teachers, school district
people, etc.) like or not
like about this project?
What might make this
project hard to do?
Yes
Maybe
No
Yes
Maybe
No
Yes
Maybe
No
Can you really do this

project? (circle one)
Name(s)___________________________________________________________________________________________ Date______________________
Name(s)____________________________________________________ Date_________________________
Project Plan
What is the problem?
What is the solution (the project)? How will it help wildlife on the school grounds?
What tools and materials do you need?
What are the steps for this project?

34
What could go wrong or make it hard to finish the project?
How will you know the project worked?
Does anything need to be done to make sure your project keep working this year and in future years? If
so, what needs to be done and who is going to do it?
(For example: If you added bird feeders on the school grounds, what do they need to be filled with and who will
fill them after the end of this school year?)
Who do you need to tell about your project before you begin?
Who might be able to help with the project? How?

35
Name(s)____________________________________________________ Date_________________________
Project Sum mary
1. Who are the team members that you worked with to complete this project?
2. What is the Problem that you worked to solve?
3. Why is this Problem important for your school and the surrounding community?
4. Who were the stakeholders or people that you worked with? What did they do?

36
5. In three for four sentences, tell about the project. Be sure to include the steps you went through and
any big changes you had to make to the original plan (if any).
6. Did your project work? How do you know if it did or didnt work? (Think back to your Project Plan and
how you answered the question How will you know the project worked?)
7. Describe anything that happened because of your project that you did not expect.

37
8. What are two or three of the most important things that you learned about habitat, wildlife and/or your
school site during this project?
9. Think back to what you did and how you worked with others during the project. Answer the following
questions:
a. What did you enjoy about the project?
b. What did you do well during the project?
c. What was difficult or not enjoyable about the project?
d. What could you do better during the next project?

38

39
CONCLUSION
(Restate your position in a

different way.)
(What you are arguing or trying

to persuade others to believe?)
POSITION
Argument Organizer
(Facts, examples, quotes, ...)
SUPPORT
REASONS
(Why should they believe your position?)
(Solution Description)
BASIC INFORMATION
SECTION V.
Teacher Materials
Potential Schoolyard Habitat Projects List . . . . . . 41
Schoolyard Wildlife Cards . . . . . . . . . . . . . . . . . . . . . 43
Guide to Taking Kids Outside . . . . . . . . . . . . . . . . . . 47
Observations and Flap Poem . . . . . . . . . . . . . . . . . . 49
Example Campus Map . . . . . . . . . . . . . . . . . . . . . . . . 51
What is a Problem? . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Schoolyard Habitat Project Resources
and References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Secondary Addendum and Common Core
Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

40
Potential Schoolyard Habitat Projects

This is a list of simple, attainable projects related to the enhancement of schoolyard habitat whether
the school is located in the center of an urban district, in a suburb or in a rural community. The feasibility
of these projects will vary depending upon school location, district regulations, wildlife, and climate. In
addition, some of these projects will require more short and/or long-term maintenance than others.
Building and/or installing mammal or bird houses/nesting platforms.

These can be placed in a garden, up against a building, on a fence-line or on a light pole/
similar tall structure.
Creating amphibian homes and placing them in an existing garden or

flower bed.
For example, painted terra cotta flower pots that are turned on their sides, half buried, can be
used as shelter for frogs and toads.
Create and install Critter Hotels.

Placing rocks, woody debris (logs, large branches) or even contained brush-piles (leaves
surrounded with chicken-wire) placed at the back of an existing garden area or natural area
creates shelter and nesting areas for insects, small mammals, reptiles and/or amphibians.
Build and mount Insect Hotels.

Solitary bees (not the swarming, stinging bees) and many other beneficial native insects lay
their eggs in crevices and small holes. For example, mason bees (solitary nesters that help
pollinate many plants) will lay eggs in 5/8 holes drilled into a piece of wood. Many resources
and instructions for building insect hotels/homes can be found on the Internet.
Removing invasive plants.

Invasive plants are persistent weeds that are harming local environments. Contact your state
Department of Natural Resources for lists and resources.
Planting native plants.

Students can create a native-plant garden or plant native plants in and among plants in
an existing garden bed. Once established, native plants typically fare well in all weather
conditions and need little to no maintenance.
Installing a garden for butterflies, hummingbirds, or wildlife in general.

You can access a wealth of resources through local nurseries, Master Gardeners, and
organizations dedicated to wildlife and gardening. A garden can consist of a few plants in pots
outside the classroom door, a large raised bed in the school yard or even a collection of nut or
fruit-bearing trees planted on campus.

41
Providing a water source, such as a bird bath, fountain or shallow pond.

Water sources can vary depending upon the focus wildlife. The base for a large terra cotta pot
(decorated on the outside) can be used as a shallow bird bath (both for birds and insects to
access), while hardware stores typically sell pre-fabricated forms for fountains and/or ponds.
Create and/or put out bird feeders/feeding stations.

Different species of birds feed in different ways on different foods. Students will need to
research to establish whether they want to install hanging feeders, platform feeders or ground
feeders, as well as the type of food they would like to provide.
Build and install bat houses/boxes.

These boxes are simple to make and can be attached high on the side of a building (out of
reach) or on a tall pole. A board or other materials should be installed below the house to
catch any guano from the box.

42
Butterfly
OOD: Adults = nectar from the flowers, especially

Fflowers
from native plants.
Caterpillars = leaves of different types of plants.
ATER: Adults = dew drops or puddles. Caterpillars

W= from
the plants they eat.
HELTER (PLACES TO HIDE OR RAISE YOUNG): Lays
Seggs
on the bottom of grass, bush or tree leaves.
They will hide under leaves.
and ARRANGEMENT: Butterflies can fly far,

SbutPACE
like areas where flowering bushes and trees are
grouped together.
Earthworm
OOD: Dead and rotting plants and other small

Forganisms.
WATER: From the food it eats.

HELTER (PLACES TO HIDE OR RAISE YOUNG): Cool,
Sdark
and damp places such as under rocks, fallen
logs, and leaf piles.
and ARRANGEMENT: Worms dont travel

StooPACE
far, but will not stay in areas where the soil gets
too hot and dry or where water creates pools or
puddles.
Mason Bee
OOD: Adults = Drink nectar from native plants.

FYoung
= pollen that has been stored in the nest.
WATER: Dew drops or puddles.

(PLACES TO HIDE OR RAISE YOUNG): Does
SnotHELTER
live in a hive. Each bee builds its own nest in
a small, deep hole in wood (such as fence posts or
trees).
PACE and ARRANGEMENT: Mason bees like

Swarm,
sunny areas and will build nests near where
they can find both pollen and mud.
Orb-Weaver Spider
OOD: Small flying and crawling insects, such as

Fflies
and other spiders.
ATER: Gets most of its water from the insects it
Weats,
may drink from a dew drop.
HELTER (PLACES TO HIDE OR RAISE YOUNG):
SLikes
sunny spots between flowers, bushes and
tall plants, but will also build a web in window or

door frames. It hides its egg sac near the edge of
its web.
PACE and ARRANGEMENT: It will stay in one

Splace
building a new web each night as long
as it is catching food and not bothered.

43
Crow
OOD: Almost anything = earthworms, insects and

Fother
small animals (even baby birds or bird eggs),
seeds, fruit, fish and even human trash.

SBuilds
a nest toward the top of a large tree (likes
WATER: Puddles, ponds, lakes and streams.
evergreen trees, but will use any tree).
PACE and ARRANGEMENT: Crows live in groups

Sand
will chase away larger birds such as hawks.
They like areas that have at least a few trees, but
dont like to be too deep in the woods.
Sparrow
FOOD: Seeds, grains, insects, fruit, and worms.

WATER: Puddles and small ponds.
SSpends
most of its time in thick bushes or low
branches of trees. Builds its nest low to the ground

or on the ground (hidden in grasses, weeds or
bushes) and sometimes in trees.
PACE and ARRANGEMENT: Can be found almost

Sanywhere
and are not afraid to live near people.
They spend time in flocks (groups) when they are
not raising babies.

Hummingbird
OOD: Nectar from flowers and insects, and

Fsometimes
tree sap.
WATER: From the nectar they drink.

SBuilds
a tiny nest usually in bushes or deciduous
trees (trees that lose leaves in the winter- such
as oak or birch) between 6 to 40 feet above the
ground.
PACE and ARRANGEMENT: Many migrate and

Smay
only be here for part of the year. Found in
grasslands, parks, gardens, the edge of forests,
and woods where there is more space between
the trees.
Hawk
FOOD: Small mammals, birds, and snakes.

WATER: Mostly from the food it eats.
SBuilds
a large nest usually at the top of a tall tree
or on a cliff ledge, but sometimes on the edges of

buildings ledges or on large signs (billboards).
and ARRANGEMENT: Lives in places that

SarePACE
more open or spread-out, such as deserts,
grasslands, parks and the edges of forests. Likes to

perch on fence posts, telephone poles or trees.
44
Frog
OOD: Adults = insects and small creatures,

FTadpoles
= algae and tiny floating creatures
WATER: Through its skin.

SLives
in or near a pond, stream, river or lake. Needs
thick groups of plants for hiding. Lays eggs in calm

shallow water on or under plants or floating
leaves.
PACE and ARRANGEMENT: Does not travel far. In

Scolder
areas, frogs will hibernate during the winter
in moist soil or underwater.
Snake
Salamander
OOD: Adults = worms, insects, amphibians, snails/

Fslugs;
Larvae (babies) = small water animals
WATER: Through its skin.

(PLACES TO HIDE OR RAISE YOUNG): Lives
SinHELTER
wet areas (under leaf piles) or in water (ponds,
lakes). Lays eggs under rocks or logs, muddy areas
or ponds. Babies usually live in water.
PACE and ARRANGEMENT: Adults mostly live

Sunderground
near ponds, lakes or slow streams.
Some dont travel more than 5-10 feet but others

may go as far as 2 football fields and cross over
roads.
Lizard
OOD: Slugs, worms, reptiles, amphibians, birds,

Feggs,
fish, and rodents.
OOD: Insects, spiders, worms, reptiles, small

Fanimals,
plants and fruits.
WATER: From its food, puddles, ponds, creeks.

HELTER (PLACES TO HIDE OR RAISE YOUNG): In cold
Swinters,
needs a safe place to hibernate like rock or
WATER: From its food, puddles, ponds, creeks.

HELTER (PLACES TO HIDE OR RAISE YOUNG): In
Scold
winters, needs a safe place to hibernate: rock
PACE and ARRANGEMENT: Lives in many

Sdifferent
areas from deserts to forests. Needs
log piles or tree stumps. Some keep their eggs inside

them and others lay eggs in damp, warm places, such
as under leaves or dirt in a sunny area.
SPACE and ARRANGEMENT: Needs places for

hiding and for warming itself in the sun, such as
underground tunnels, rock piles, logs or sandy areas.
or log piles, tree stumps. Most lay eggs in soft dirt

or under leaves, rocks, or logs in sunny places.
places to hide (rock piles, rotting logs, leaf piles)

and for warming itself (paths, big rocks, fence
posts).
45
Squirrel
OOD: Seeds, nuts, berries. Sometimes bark,

Fmushrooms,
small animals, eggs, insects, or worms.
WATER: From puddles, ponds, lakes, creeks.

(PLACES TO HIDE OR RAISE YOUNG): Builds
Sa HELTER
nest of sticks, leaves and grasses toward the top of
a large tree, either in the branches or inside a hole in
the trunk (sometimes in a building).
PACE and ARRANGEMENT: Likes several trees

Snext
to each other and moves from branch to
branch - climbing down to eat on the ground.
Raccoon
OOD: Fruits, nuts, insects, worms, fish,

Famphibians,
other animals (even eggs) and trash.
WATER: Puddles, ponds, lakes, rivers, streams.

SWill
make a den in hollow trees, rocky areas, thick
bushes, attics or empty buildings. They will climb

when they are scared, so they like areas with trees.
PACE and ARRANGEMENT: Can be found in the

Smiddle
of big cities or out in the country (they
travel farther in the country at least 3 miles).
Busy roads can be dangerous.
Bat
Robin
FOOD: Insects, fruit or nectar and pollen.

WATER: Ponds or lakes.
SSome
hibernate and some migrate. Live in caves,
FOOD: Insects, worms, and fruit.

WATER: Puddles, ponds, lakes, streams.
SBuilds
nest on branches in or just below the thick
hollow trees, chimneys, buildings or under bridges

in groups of 2 or 3 to over a million. Female (girl)
bats keep their babies in groups (in warm places)
and will then eat and sleep somewhere else.
PACE and ARRANGEMENT: They usually hide

Sduring
the day and hunt at night. Will fly between
1/2 and 6 miles to find food and water.

leaves of a tree, in gutters, outdoor lights, buildings,

cliffs, or even on the ground. In winter, they roost
(rest or sleep) in large groups (up to 25,000) in
trees.
PACE and ARRANGEMENT: Can be found in

Syards,
fields, city parks, golf courses, shrublands,
woodlands, forests and even in the mountains.
They feed on the ground.
46
Guide to Taking Kids Outside

A Collection of Hints, Tips and Information
n Before involving students in outdoor field studies, get to know the school grounds or area of
study and try to visit the site (even if it is just the sidewalk in front of your school) a day or two
before you take the students. Make note of how students will move from one place to another (trails,
sidewalks, open areas, etc.), sensitive areas (delicate plants, nesting sites, etc.), traffic patterns (cars,
bicycles, etc.) and potential hazards (sharp objects, dangerous plants, etc.)
n If there are serious hazards, remove them, choose a different area, or designate with flags/rope
that the areas with hazards are off-limits. (Serious hazards include broken glass, sharp objects,
poison oak/ivy, stinging nettle, dangling tree branches, etc.)
n To eliminate or minimize unnecessary distractions, be aware of campus or study site maintenance
schedules and other events that might make it difficult to focus. It is hard to compete with a loud
lawnmower!
n When going off site, be sure to inform the school office and gather necessary medications and a
small first aid kit to take with you.

n Arrange for an adequate number of chaperones. Depending upon where students will be (on the
school campus, off site), volunteers will be needed for student teams and paraprofessionals should
accompany students with special needs. (Studies on the school campus may not require additional
adults.)
n Establish buddies or teams of students prior to going out in the field. Its much more difficult to
organize students as they step off the bus or out the door. Periodic buddy checks can be called for
while outdoors.
n Talk about and model appropriate attire. Students will benefit not only from hearing about what
to wear, but seeing what to wear. Layers are usually a good choice in any climate. Also, dont forget to
discuss footwear. Sneakers or hiking shoes with traction are best. It can be helpful to have a couple of
extra jackets on hand and a class set of trash bags can be great ponchos or sit-upons when outdoors.
Hats and sunscreen can also be recommended.
n Discuss the difference between recess and learning outdoors. Tell students: Turn off your recess
brain, and turn on your Scientist brain. And have them physically turn a knob or flip a switch on the side
of their heads. This is a silly, but effective way to remind students of all ages that they are going outside
to learn.
n It can be effective to have students sign a contract that outlines appropriate behavior when
learning outdoors. This contract gets put in each students Science notebook/journal.
n Discuss Safety! Students should understand that the outdoor study site has the same rules as the
school/classroom (no running, no throwing, etc.). In addition, you will need to share additional safety
rules that are outdoor and/or site-specific (stay with your buddy, do not climb the trees, etc.)
n Make students aware of the purpose of the field study prior to going outside. Clear expectations
and well-defined outcomes establish a purpose for students to learn outside.

47
n Explain that the students will be in someones house. Then ask how they would expect someone
to act in their own homes. Relate the behaviors to plants and wildlife in the outdoors.
Would you want your house guests to:
u Pull parts off your toys? [No pulling leaves off plants, breaking branches, etc.]
u Throw things at you? [Do not throw anything.]
u Take your toys? [Use the look and leave philosophy.]
u Smash your roof? [Lift and replace rocks gently, dont stomp on mounds or brush piles.]
u Pick you up and put you somewhere away from your home? [Dont pick up animals. If you do pick
up something like an insect put it back exactly where you found it.]
u Take your food away or ruin it? [Again, no pulling off leaves, damaging plants, etc.]
u Yell loudly? [Quiet voices.]
n Establish a signal (loud whistle, bike bell, etc.) and a central meeting point. Practice with students
outside by letting them wander and then give the signal. Students then come appropriately (no
running, cutting through roped off areas, etc.) to the central meeting point.
n Involve students in simple outdoor experiences first. Have students practice walking to and from an
area. Then take them through a brief, simple activity the first few times they go outside.
n Once outside, provide lots of reminders related to appropriate behavior and respect for the
environment.
n Explain to students that wildlife can be disturbed easily. When conducting a study that requires
students to observe wildlife, they should walk calmly and quietly to a spot and sit without taking for
at least 3-5 minutes before recording observations. This gives wildlife a little time to get used to the
students being there.
n If working in a large area, it can be helpful to establish visual boundaries. If land features are easily
designated, those can be used, or flagging tape/wire flags can be used to mark boundaries.
n Be aware of sun and wind when talking with your students. When speaking to students in a group,
have the sun in YOUR face and the wind at YOUR back. Its easier for students to pay attention when
they dont have to squint or strain to hear you over the wind.
n Know your agenda, but be open to teachable moments. For example, if a salamander wanders
across you path while you are talking about trees, use the opportunity to share nature with your
children.
n Be sure to make note of what works and doesnt work for you and your students. This will be a
learning experience for you too!

n Most importantly, have fun!
Resources: Erica Baker, Pacific Education Institute; http://www.plt.org/top-ten-tips-for-teaching-outside

48

49
7. Once the students have finished writing something on each line,

they can unfold the flap and discover that they have written a
wonderful poem!
6. Next to each set of words (I see, I hear, etc.), students can choose
one or two of favorite/most descriptive observations to write
down for each category.
5. Then, with the Observations page facing up, students should fold
the left side of the page so that they cover the bird design and
the words I see, I hear, I smell, I feel, I wonder and Where I am are
on the same side of the paper as their Observations.
4. Once students have finished recording their observations, have

them open up the paper.
3. Students can then participate in a Sit Spot and record their

observations using juicy or really descriptive words. For
example: Dont just write bird, but describe what its doing or
what it looks like: a small black, brown and white bird flying from
bush to bush or a big bright blue and black bird with dark black
feathers sticking up on its head.
2. Have the students fold the paper in half like a book, with the
Observations page to the outside.
1. Print these two pages front-to-back (be sure to flip on the short
edge and cover or delete this text box first!)
Flap Poem Teacher Instructions
Where
I am:
I wonder:
I feel:
I smell:
I hear:
I see:

50
What I feel:
What I smell:
What I wonder:
What I hear:
What I see:
Weather:__________________________________________________
Location:______________________________ Date:________________
Observations
Example Campus Map

An easy way to create a large master map is to project a copy of the map typically given to substitutes
by the school secretary onto the board or a large piece of butcher paper or pieces of large construction
paper taped together. (If not using a school site, outline maps of areas can sometimes be located on the
Internet.) If desired, the map can be traced onto the paper.
Lines can be drawn on the board over the digital image or on the paper over the traced image to divide
the school campus into sections. A paper copy of the map can be cut and distributed to each student
team, if needed. Be sure to first label each section using numbers, letters, and/or codes to ensure ease of
re-assembly!
A2
A3
A1
A4
B1
B2
B3
B4
C1
C2
C3
C4
D1
D4
D2

D3
51
What is a Problem? Activity
1. Write or post the word problem on the board. Ask the students to work with partners/small groups to
define problem.
2. Have students share their definitions, either by writing them on large paper (such as sentence strips)
and posting them or by writing them directly on the board.
3. Work with the students to compare the different definitions while discussing the common words/
themes present.
4. Ask the students if they have ever solved a problem? Have them explain to a neighbor the problem they
solved (briefly).
5. Discuss how scientists and engineers also solve problems. However, they define problem in a different
way. Post and share this simplified definition:
A problem is a challenge that can be solved through a set of steps.
6. Compare the definition with the student definitions. Discuss as needed.
7. Explain that the students are actually going through the design process, which is also called ProjectBased Learning. Then, work with the students to brainstorm a list of possible problems that engineers
and/or scientists (and even students) might use the design process to solve.
For example:
n Building a bridge
n Reducing a certain type of pollution in a stream
n Constructing a more aerodynamic car
n Attracting birds to a site
n Reducing erosion
n Increasing the production of a garden
n Reducing animal damage on crops
n Getting rid of (or preventing the growth of ) non-native and/or invasive plants
n Determining the population and/or distribution of an animal population
n Constructing a new soccer field that will not flood
8. Conclude by revisiting the definition of problem (keeping it posted for the duration of the Project-Based
Learning Model process) and reminding the students that they will be defining and solving a problem
with their teams as they continue to work through this project.

52
Resources and References

As you work through the Schoolyard Habitat Project, the individuals, groups and websites listed below
may be useful for gathering information and/or support:
Community Resources:
n Master Gardeners program members (http://www.ahs.org/master_gardeners/)
n Local Cooperative Extension Office (http://www.csrees.usda.gov/Extension/)
n United States Fish and Wildlife Service (http://www.fws.gov/)
n State Fish and Wildlife/Fish and Game Department
n State Department of Natural Resources
n Local colleges and/or universities
n Local conservation and education organizations/groups, such as:
Audubon Society (http://www.audubon.org/search-by-zip)
Land conservancy groups
Education foundations
The schools PTA/PTO
And more! Just search online for groups in your area!
Online Resources and References:

http://wwf.panda.org/about_our_earth/ecoregions/about/habitat_types/habitats/ The World
Wildlife Funds website with links for information about habitats of the world. You can read about the
habitat and/or some of the animals that occupy that habitat.
http://animals.about.com/od/habitat-facts/u/habitat-facts.htm A resource for teachers to read brief
explanations (and supplementary information) of the major habitats of the world.
http://idahoptv.org/dialogue4kids/season10/habitat/facts.cfm Dialogue for Kids website with a
general description of habitat that is kid-friendly. However, it lists different components of habitat that the
ones used in the Schoolyard Habitat Project. (It does not include arrangement, but includes air.)
http://www.fws.gov/cno/pdf/HabitatGuidebw.pdf This is a link to the US Fish and Wildlifes
Schoolyard Habitat Project Guide. This guide describes a process for a more elaborate and involved
schoolyard habitat project than the Capstone Project, but it can provide valuable insight and information
for the teacher.
www.metrofieldguide.com This is a wonderful website with a wealth of information related to urban
habitat. It is based in Seattle, Washington, but much of the information can be applied to suburban and
urban sites across the state. Be sure to check out the Design Resources and General Resources tabs!
http://www.metrofieldguide.com/?page_id=531 This is the Metropolitan Field Guides page with
links to a variety of Schoolyard Habitat Resources.
53
http://www.metrofieldguide.com/?p=240 This is an interesting blog entry on the Metropolitan Field

Guides site about unexpected habitats in urban environments: roundabouts, street-side/median gardens
and vacant lots.
http://happeninhabitats.pwnet.org/ This is the National Wildlife Federations Happenin Habitats
website. It has information and tips for teachers, as well as resources.
http://happeninhabitats.pwnet.org/pdf/Online_Resources.pdf This is a great resource for finding
resources!
http://happeninhabitats.pwnet.org/pdf/Attracting_Butterflies.pdf An online guide for attracting
butterflies with brief background information and plant lists.
http://happeninhabitats.pwnet.org/pdf/nativeplants.pdf Informational page with introduction to
native plants and resources related to native plants.
http://www.nwf.org/Get-Outside/Outdoor-Activities/Garden-for-Wildlife/Schoolyard-Habitats/
Create.aspx This is a National Wildlife Federation page/document that specifically focuses on the
creation of schoolyard habitat. It contains links to guides, resources and materials (and even webinars)
about creating schoolyard habitat.
http://www.nwf.org/Get-Outside/Outdoor-Activities/Garden-for-Wildlife/Schoolyard-Habitats/
Create/How-To-Guide.aspx This is the top link on the page above that opens a guide series that
provides a detailed step-by-step guide for creating schoolyard habitat. It is a bit more elaborate than the
Capstone Project, but the sections of the guide contain great background information and instructions
that might be useful during the Project Planning step.
http://www.ces.ncsu.edu/forestry/projects/urbwild.pdf This is a link to an activity geared toward
middle school students. However, rather than using it as an activity with older or younger students,
teachers can use the information about the types of features, plants, etc. to consider when looking at
habitat as they prepare students for conducting the Ecosystem Description.
http://www.enature.com/home/ This is a site with links to a wide variety of online field guides and
resources that can be searched by zip code.
http://www.plt.org/ Project Learning Tree is a program that provides training and resources to
teachers. This link can be used to find out about upcoming workshops and resources.
http://www.projectwild.org/ The Project Wild guide contains activities that can be used to provide
additional information to students about wildlife and wildlife issues.
http://www.fishwildlife.org/files/ConEd-Field-Investigations-Guide.pdf This is a link to the Pacific
Education Institutes Field Investigation Guide. This resource provides information, guidance and student
samples related to descriptive, comparative and correlative field investigations. If desired, the Ecosystem
Description can be conducted as a descriptive or comparative investigation. (Pam add this to main project
pg. 52-53, the Resources and References section)
54
http://www.inklingmagazine.com/articles/tentacled-tree-hugger-gets-legs-up-on-twelve-yearolds/ In an article titled Tentacled Tree Hugger Disarms Seventh Graders, Matthew Bettelheim describes
research conducted on 7th graders to determine their digital literacy. Links to bogus websites can also be
found in this article.
http://edtechdunny.blogspot.com/2011/11/save-pacific-tree-octopus.html The Learning with
Meaning website is a blog that highlights technology in education. In this article, the author describes a
digital literacy lesson conducted with students (utilizing the Save the Pacific Tree Octopus website) to teach
them to be critical of what they see and read on the Internet. Links to related research and other bogus
websites can be found at the end of this blog.
Articles and Case Studies

http://articles.latimes.com/2012/apr/16/local/la-me-bird-school-20120416 This is an article about
an Urban School Habitat Enhancement Project that took place in the middle of downtown Los Angeles.
It is a bit of a bigger project than what should be attempted for the PBLU Capstone Project, but it is
definitely an inspiration!
http://www.germantownfriends.org/news/article/index.aspx?linkid=143&moduleid=52 This is a
brief article that describes how 4th grade students improved their campus habitat.
http://www.fws.gov/northeast/urbanwl.html This is an US Fish and Wildlife Service article about two
red-tailed hawks living in downtown New York and how raptor conservation efforts have evolved in the
city.

55
Secondary Addendum and

Common Core Standards
The Schoolyard Habitat Project can be adapted to work with any grade level. This document discusses
modifications and additions to the original Schoolyard Habitat Project for use with secondary students
(grades 6-12). A thorough description of all project steps can be found in the main document, while the
explanations below highlight only the additions or modifications to particular steps. At the end of this
addendum is a table showing the Common Core State Standards addressed in this project.
habitat.
Although students at the secondary level will have some familiarity with the term habitat and the
components of habitat, wait until after the activity to formally define or discuss the term and its parts.
Using the same wildlife cards described in the elementary version of this project (see Section V: Teacher
Materials), inform the students that they have become wildlife rehabilitators. The animal card each pair/
team receives represents an animal that was rescued and brought to them to be rehabilitated (nursed
back to health) and then released into the wild. The students task is to examine the school campus and
determine if their assigned animal would have a good chance of survival (the more components/checks in
the boxes on the left side of each wildlife card, the better chance of that animals survival). Once students
have explored the campus, they can report out as to whether they would release the animal and why they
would or would not release it.
After students have shared and explained their findings, introduce or review the term habitat and discuss
the components of habitat as thoroughly as needed.

Depending upon student background and experience, it may not be necessary to provide the sample
School Site Description form. Instead, key terms, concepts and required data can be listed on the board
to guide students as they work as teams to create their own School Site Description forms. The initial or
draft forms can be sketched out by hand on plain paper. Then, the students come together as a class using
computers to collaborate and compile a master document (with teacher facilitation). As students provide
recommendations, create/type the data tables/questions on a master document (in a word processing or
spreadsheet program) that is projected on the board, while the students create the same version on their
computers. This provides students with guided experience in digitally creating data collection documents.
5 Students virtually explore campus and surrounding area to begin the School Site
Description.
Using classroom computers or in a computer lab, demonstrate and walk students through the process of
utilizing GIS software (a number of free versions are available, such as ArcGIS Explorer Online http://
www.arcgis.com/explorer/ or Google Earth http://www.google.com/earth/index.html) to locate
the school and examine the school grounds and surrounding areas. While completing the first page of the
56
School Site Description, students can choose different features and/or add different layers to enhance their
views and learn more about the region.
If utilizing ArcGIS Explorer Online, students can work in the maps mode (by clicking on the New Map tab)
to add layers that depict watershed boundaries [layer: EPA Watershed Boundaries], soil types [layer: USA
Soil Survey], and even the river and stream systems [layer: The National Map Hydrography Dataset
(NHS) WMS]. These layers can be turned on or turned off as students examine the school grounds and
local areas. By utilizing the measurement tool, students can even include the distance to the nearest
boundary or feature in the written portion on the first page of the School Site Description.
Within Google Earth, students can look under the More folder and then the Parks and Recreation folder to
show (click on) layers depicting parks, US Forest Service Land and even US Fish and Wildlife Service areas.
Students can also use a measurement tool in Google Earth to determine the distance to the nearest park,
etc. This information can be recorded the first page of the School Site Description.
Potential Hurdles: Before having students use the computers, work with your schools technology
specialist to ensure the GIS program of your choice is loaded and/or accessible from every student
computer, as well as the teacher computer. Google Earth must be downloaded and ArcGIS Explorer Online may
initially be blocked by the districts firewall.
Once you know the GIS program works on the student computers, be sure to spend some time on your own,
walking through the procedure or steps in their entirety before working with the students to complete a task or
set of tasks using the GIS program. For more information or tutorials, search the help or resources section of the
GIS program.
Additionally, always have a backup plan. In spite of all of your hard work and preparation, the technology may
just not work at that moment on that day. With a variety of outside factors that could cause program issues, be
prepared to do something else that day and revisit the computers at a different time.

Once the campus has been divided into manageable sections on a map whether students are studying
the entire campus or a particular area(s) the students can then go outside and measure the area(s) to be
studied. The size of the study site(s) can be pre-determined so that students are measuring to clearly mark
the designated size, or the students can measure the areas and report back the size of each area to be
described. If comparative investigations will be taking place, it is important to discuss equally sized study
plots with students.
To measure the study area(s), students can use reeled measuring tapes (long measuring tapes with
handles and hand cranks), pre-measured lengths of rope or even pace* the area. Boundaries can be
marked with purchased wire flags (avoid the oiled wires) or homemade flags (unsharpened pencils
with flagging tape tied around the eraser end work well). The students then complete their School Site
Description documents recording information from the designated study area(s).
* For an introduction to pacing and a number of activities related to teaching pacing, see http://www.
beaconlearningcenter.com/Lessons/791.htm.

57
As students complete the School Site Descriptions, they can supplement their written notes and
information by taking pictures, recording video or capturing sound using their cell phones and/or
cameras. The digital materials can then be used as they create short summaries that communicate their
findings.
Potential Hurdle: If students will be accessing personal cell phones and/or cameras during this
activity, be sure to thoroughly discuss the appropriate use of these tools. Additionally, to prevent
unintended mishaps, emphasize that only the owner of the phone or camera should operate the device.

As students research the problem, they will be accessing both print and digital resources. In the days of
growing access to digital media and the fact that anyone can put information up on the Internet, it is
increasingly important for students to be digitally literate. This includes the ability to use search engines
appropriately (rather than just typing the name into the address bar and adding a .com) and then to assess
and evaluate the digital sources of information. While this project may not be taking place in an English
Language Arts class, it is still crucial for students to understand that not all information posted on the
Internet is valid or reliable. In 15-30 minutes, this can be demonstrated by sharing a false, but realisticlooking website(s) and then looking for the same information on other websites. Students can observe
this activity while the teacher demonstrates or work as teams/individuals in the computer lab as the
teacher facilitates.
First, start by introducing a fictional creature or issue. One good topic to search is the Pacific Tree
Octopus. When using a search engine, the first site to appear will most likely be http://zapatopi.net/
treeoctopus/. This is the official site for this imaginary creature. The information about this animal is
written in a very factual and realistic manner. In fact, the site has pictures, reported sightings and t-shirts
you can buy! At this point, you can ask students to rate the site based on whether they think it is credible
or not. Once students have seen this site, they can then try to find the Pacific Tree Octopus using a more
reliable digital source such as Encyclopedia Britannica (http://www.britannica.com/) or other digital
encyclopedia (created by a business or non-profit, not by the public). Obviously, the students will not be
able to locate any information about this creature. As a final search, the students can search for the Pacific
Tree Octopus on Wikipedia (http://en.wikipedia.org/wiki/Main_Page). At this site they will learn that
its a hoax. However, be sure to inform students that Wikipedia is also a site that should be carefully used
information can be added by anyone who signs up to be a user. Wrap up by discussing how students
should always use at least two to three sources when researching a topic and compare the information
gathered at each site. If they come across conflicting information, they should conduct more research!
For more about how the Pacific Tree Octopus site has been used to assess and teach digital literacy (and
for links to other hoax websites), see the article: http://www.inklingmagazine.com/articles/tentacledtree-hugger-gets-legs-up-on-twelve-year-olds/.
In addition to assessing sources of information, students should document all of the sources they use
and gather all information in their own words. Be sure to discuss paraphrasing and plagiarism with
students prior to conducting research. Connect with an English Language Arts teacher to get information
concerning the proper citation of sources and provide students with a handout with clear instructions for
documentation.
58

Secondary students, particularly those in high school, should be able to read the text of a stakeholders
website or printed materials and understand the information being presented. The next step, however,
is being able to determine the stakeholders perspectives, opinions and goals based on the information
provided. Encourage students to not just rely on interviews, but to first read, analyze and summarize
the perspectives communicated in writing through a website or print media. Model this process with an
example website (perhaps a stakeholder of a different topic or issue) reading the text, summarizing and
then attempting to answer the questions on the Stakeholder Description document. Explain that it may
be necessary to make assumptions if the answer to the question is not explicit. However, students should
then follow up with an interview or further research to verify and/or clarify their initial findings.

While comparing the top three or four possible solutions, students can measure the area(s) involved in the
solution(s) and create scale maps with labels. These maps can be used to highlight benefits, issues and/
or differences between the different solutions.
Depending upon the problem, students may also be able to create models (to scale or not) and test
possible solutions. For example, students may need to determine which material works best for limiting
erosion in a newly planted area. They can create small hills in tubs or small plots somewhere on the
school campus, apply the different materials, and then spray with water. During the testing stage, students
should collect data to determine the effectiveness of each model. This information can then be used when
comparing and determining a final solution.
If desired, after completion of the Possible Solutions table, each student can choose his or her preferred
solution. He or she can then work independently (or with a partner) to create a persuasive argument
to convince the rest of the class as to why a particular solution should be the one they all decide upon.
The Basic Argument Graphic Organizer (See Section IV: Student Handouts) can be used by students to
develop their reasons and record important notes and information for their arguments. This organizer
guides students to provide basic information about the solution, the students position, the main reasons
the solution should be chosen (it is good to limit this to the top three), and clear support for each of the
reasons that provides facts, information or explanation (including qualitative and quantitative data). The
students notes can then be used for oral arguments/debate or to create a written persuasive document.

As students prepare to showcase/present their project results, it is important for them to go through the
entire writing process from draft to final copy even if the final copy is not a formal written document.
Presentations, videos and even guided tour scripts should all be thoroughly edited and revised to create a
high-quality final product that will enable students to clearly showcase the project and its results.
Additionally, if students are creating presentations, encourage the use of multi-media, including sound
(quotes from peers, wildlife sounds), video (short clips showing the implementation of the project plan),
graphics (charts and tables from research) and, of course, images (before, after, process and outcomes).
To avoid a word-filled visual presentation, limit the number of words that can appear on each slide and/or
limit the type of text that can appear on each slide (only short phrases or single words, not sentences).

59
Common Core State Standards Addressed Secondary

The Schoolyard Habitat Project including the Secondary Addendum additions and modifications
addresses the following Common Core State Standards in English Language Arts. For more information
see corestandards.org.
English Language Arts

ID
GRADE CATEGORY
LEVEL
SUBCATEGORY
6.RI.4
Reading
Craft and Structure
Informational Text
Determine the meaning of words and

phrases as they are used in a text,
including figurative, connotative and
technical meanings.
6.RI.6
Reading
Craft and Structure
Informational Text
Determine an authors point of view or

purpose in a text and how it is conveyed
in the text.
6.RI.7
Reading
Integration of
Informational Text Knowledge and Ideas
Integrate information presented in

different media or formats (e.g. visually,
quantitatively) as well as in words to
develop a coherent understanding of a
topic or issue.
7.RI.4
Reading
Craft and Structure
Informational Text
Determine the meaning of words

and phrases as they are used in a test,
including figurative, connotative, and
technical meanings; analyze the impact
of a specific word choice on meaning and
tone.
7.RI.6
Reading
Craft and Structure
Informational Text

purpose in a text and analyze how the
author distinguishes his or her position
from that of others.
8.RI.4
Reading
Craft and Structure
Informational Text

technical meanings; analyze the impact
of specific word choices on meaning and
tone, including analogies or allusions to
other texts.
9-10.RI.4
9-10
Reading
Craft and Structure
Informational Text

including figurative, connotative,
and technical meanings; analyze the
cumulative impact of specific word
choices on meaning and tone (e.g. how
the language of a court opinion differs
from that of a newspaper.)

STANDARD
60
9-10.RI.6
9-10
Reading
Craft and Structure
Informational Text

purpose in a text and analyze how an
author uses rhetoric to advance that
point of view or purpose.
11-12.RI.4
11-12
Reading
Craft and Structure
Informational Text

technical meanings; analyze how an
author uses and refines the meaning of
a key term or terms over the course of a
text (e.g., how Madison defines faction in
Federalist No. 10).
11-12.RI.7
11-12
Reading
Integration of
Informational Text Knowledge and Ideas
Integrate and evaluate multiple

sources of information presented in
different media or formats (e.g., visually,
quantitatively) as well as in words in order
to address a question or solve a problem.
6.W.1
Writing
Text Types and

Purposes
Write arguments to support claims with

clear reasons and relevant evidence.
6.W.2
Writing
Text Types and

Purposes
Write informative/explanatory texts

to examine a topic and convey ideas,
concepts and information through the
selection, organization and analysis of
relevant content.
6.W.4
Writing
Production and
Produce clear and coherent writing in
Distribution of Writing which the development, organization and
style are appropriate to task, purpose,

and audience.
6.W.5
Writing
Production and
With some guidance and support from
Distribution of Writing peers and adults, develop and strengthen
writing as needed by planning revising,

editing, rewriting, or trying a new
approach.
6.W.6
Writing
Production and
Use technology, including the Internet,
Distribution of Writing to produce and publish writing as well as
to interact and collaborate with others;

demonstrate sufficient command of
keyboarding skills to type a minimum of
three pages in a single sitting.
6.W.7
Writing
Research to Build and

Present Knowledge
Conduct short research projects to

answer a question, drawing on several
sources and refocusing the inquiry when
appropriate.
7.W.1
Writing
Text Types and

Purposes


61
7.W.2
Writing
Text Types and

Purposes
7.W.4
Writing
Production and
Distribution of Writing which the development, organization
Write information/explanatory texts

to examine a topic and convey ideas,
concepts and information through the
selection, organization and analysis of
relevant content.
and style are appropriate to task, purpose

and audience.
7.W.5
Writing
Production and
writing as needed by planning, revising,

editing, rewriting or typing a new
approach, focusing on how well purpose
and audience have been addressed.
7.W.6
Writing
Production and
Use technology, including the Internet, to
Distribution of Writing produce and publish writing and link to
and cite sources as well as to interact and

collaborate with others, including linking
to and citing sources.
7.W.7
Writing

Present Knowledge

answer a question, drawing on several
sources and generating additional
related, focused questions for further
research and investigations.
8.W.1
Writing
Text Types and

Purposes

8.W.4
Writing
Production and
Distribution of Writing which the development, organization,
and style are appropriate to task,

purpose, and audience.
8.W.5
Writing
Production and
writing as needed by planning, revising,

editing, rewriting or trying a new
approach, focusing on how well purpose
and audience have been addressed.
8.W.7
Writing

Present Knowledge

answer a question (including a selfgenerated question), drawing on several
sources and generating additional
related, focused questions that allow for
multiple avenues of exploration.
9-10.W.2
9-10
Writing
Text Types and

Purposes
Write informative/explanatory texts to

examine and convey complex ideas,
concepts and information clearly and
accurately through the effective selection,
organization and analysis of content.

62
9-10.W.4
9-10
Writing
Production and
Distribution of Writing which the development, organization and
style are appropriate to task, purpose,

and audience.
9-10.W.5
9-10
Writing
Production and
Develop and strengthen writing as
Distribution of Writing needed by planning, revising, editing,
rewriting or trying a new approach,

focusing on addressing what is most
significant for a specific purpose and
audience.
9-10.W.7
9-10
Writing

Present Knowledge
Conduct short as well as more sustained

research projects to answer a question
(including a self-generated question) or
solve a problem; narrow or broaden the
inquiry when appropriate; synthesize
multiple sources on the subject,
demonstrating understanding of the
subject under investigation.
9-10.W.8
9-10
Writing

Present Knowledge
Gather relevant information from

multiple authoritative print and digital
sources, using advanced searches
effectively; assess the usefulness of
each source in answering the research
question; integrate information into the
text selectively to maintain the flow of
ideas, avoiding plagiarism and following a
standard format for citation.
11-12.W.2
11-12
Writing
Text Types and

Purposes
Write informative/explanatory texts to

examine and convey complex ideas,
concepts, and information clearly and
accurately through the effective selection,
organization and analysis of content.
11-12.W.4
11-12
Writing
Production and
Distribution of Writing which the development, organization
and style are appropriate to task, purpose

and audience.
11-12.W.5
11-12
Writing
Production and
Develop and strengthen writing as
Distribution of Writing needed by planning, revising, editing,
rewriting or trying a new approach,

focusing on addressing what is most
significant for a specific purpose and
audience.
11-12.W.7
11-12
Writing

Present Knowledge

Conduct short as well as more sustained

research projects to answer a question
(including a self-generated question) or
solve a problem; narrow or broaden the
inquiry when appropriate; synthesize
multiple sources on the subject,
demonstrating understanding of the
subject under investigation.
63
11-12.W.8
11-12
Writing

Present Knowledge
Gather relevant information from

multiple authoritative print and digital
sources, using advanced searches
effectively; assess the strengths and
limitations of each source in terms of the
task, purpose and audience; integrate
information into the text selectively to
maintain the flow of ideas, avoiding
plagiarism and overreliance on any one
source and following a standard format
for citation.
6.SL.1
Speaking and
Listening
Comprehension and
Collaboration
Engage effectively in a range of

collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse
partners on grade 6 topics, texts and
issues, building on others ideas and
expressing their own clearly.
6.SL.5
Speaking and
Listening
Presentation of
Knowledge and Ideas
Include multimedia components (e.g.,

graphics, images, music, sound) and
visual displays in presentations to clarify
information.
7.SL.1
Speaking and
Listening
Comprehension and
Collaboration

7.SL.5
Speaking and
Listening
Presentation of
Knowledge and Ideas
Include multimedia components and

visual displays in presentations to clarify
claims and findings and emphasize
salient points.
8.SL.1
Speaking and
Listening
Comprehension and
Collaboration

8.SL.5
Speaking and
Listening
Presentation of
Knowledge and Ideas
Integrate multimedia and visual displays

into presentations to clarify information,
strengthen claims and evidence, and add
interest.
9-10.SL.1
9-10
Speaking and
Listening
Comprehension and
Collaboration
Initiate and participate effectively in a

range of collaborative discussions (oneon-one, in groups and teacher-led) with
diverse partners on grades 9-10 topics,
texts and issues, building on others ideas
and expressing their own clearly and
persuasively.

64
9-10.SL.5
9-10
Speaking and
Listening
Presentation of
Knowledge and Ideas
Make strategic use of digital media (e.g.,

textual, graphical, audio, visual and
interactive elements) in presentations
to enhance understanding of findings,
reasoning, and evidence and to add
interest.
11-12.SL.1
11-12
Speaking and
Listening
Comprehension and
Collaboration
Initiate and participate effectively in a

range of collaborative discussions (oneon-one, in groups and teacher-led) with
diverse partners on grades 11-12 topics,
texts and issues, building on others ideas
and expressing their own clearly and
persuasively.
11-12.SL.5
11-12
Speaking and
Listening
Presentation of
Knowledge and Ideas
Make strategic use of digital media (e.g.,

textual, graphical, audio, visual and
interactive elements) in presentations
to enhance understanding of findings,
reasoning, and evidence and to add
interest.

65

Schoolyard Habitat

Transféré par

Informations du document

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Schoolyard Habitat

Transféré par

Droits d'auteur :

Formats disponibles

Schoolyard

CC BY-NC-ND 3.0 Pacific Education Institute, National