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The Outdoor Classroom


$ 4.00



The Learning Grounds Newsletter on School Ground Transformation

La Classe en Plein-air

HIVER 1997

4,00 $
Bulletin Décours-vertes sur la transformation des terrains d’école Toronto • Vancouver


Outdoor classrooms inspire many
winter activities – studying the
winter habits of plants and
animals, observing winter wildlife,
creating snow sculptures, or
simply playing about in the snow.

L'hiver peut inspirer de multiples

activités aux classes de plein-air :
étude des habitudes hivernales des
plantes et des animaux, création
de jardins de sculptures de neige ou,
tout simplement, jeux dans la neige.

Welcoming Winter! Vive l’hiver !

Welcome to the third issue of The Outdoor Classroom! The new Bienvenue au troisième numéro de La Classe en Plein air! Cette
year marks important changes to the newsletter. It will now be nouvelle année marque des changements importants à notre bulletin.
published twice a year, and each issue will feature a theme rel- Celui-ci sera maintenant publié deux fois par année et chaque
evant to the process of transforming school grounds into vital numéro traitera d'un thème relié au processus de transformation
educational resources. In an effort to support the hundreds des cours d'écoles en terrains de découvertes. Le bulletin viendra
of naturalization projects that have sprung up across Canada appuyer vos initiatives à la création de lieux plus «naturels», susci-
over the last few years, The Outdoor Classroom will provide tant la créativité et offrant de nouvelles ressources d'apprentis-
ideas and resources that promote sustainable design and the sage et de jeu. Afin de soutenir les centaines de projets de natu-
integration of a project into the whole school community. ralisation qui ont jailli partout à travers le Canada au cours des
“Winter and the outdoor classroom” may at first seem a dernières années, La Classe en Plein-air viendra fournir idées et
contradiction in terms; however, even Canadian winters offer ressources promouvant la création d'aménagements durables et
opportunities! Winter is an excellent time to plan and design l'intégration du projet au sein de l'entière communauté scolaire.
your project. Frequent short visits outside can allow students «L'hiver dans la classe en plein-air» peut sembler à première
to conduct observations and inventory the seasonal changes. vue comme un thème contradictoire. Pourtant l'hiver canadien
The curriculum ideas offered in the following pages encour- possède des attraits à exploiter! L'hiver est une excellente période
age you to use the outdoor classroom year round. pour planifier et concevoir votre project et/ou ses phases
The next issue of The Outdoor Classroom will focus on ultérieures. De plus, de fréquentes sorties à l'extérieur, même
strategies to ensure the continuity of your project, such as brèves, peuvent permettre aux étudiants d'inventorier les change-
community involvement, management plans, and fundraising. ments saisonniers. Le curriculum proposé dans les pages suivantes
Your feedback is appreciated. Keep in touch! vous encouragera à utiliser la classe en plein-air à longueur d'année.
Le prochain numéro sera ainsi axé sur les stratégies pour assu-
– The Evergreen Foundation
rer la continuité de votre projet; notamment l'implication commu-
nautaire, les plans de gestion et la levée de fond.
Vos commentaires sont vivement appréciés. N'hésitez pas à
nous contacter! – La Fondation Evergreen
Winterscapes: Designing Outdoor on available space, arrangements of five or more shrubs are
most effective. Groupings of plants can be a smorgasbord for
Areas for Winter birds and other wildlife if the plant species are carefully chosen.
Bryan Jones, Assistant Landscape Architect As in any landscape design, the gradation of scale must also be
Ontario Parks Sudbury, Ministry of Natural Resources taken into consideration. Larger trees and shrubs set the back-
drop, while short- to medium-sized shrubs and herbaceous
Winter brings with it a magical transformation of the land- plants define the foreground.
scape that is part of the Canadian identity. How we choose The prairies and portions of southwestern Ontario have
and arrange plant material can maximize the visual impact of the unique opportunity to plant native tall grass species that
our school grounds year-round. With creative and thoughtful have nearly vanished from the local landscape. Grasses and
planning, the outdoor classroom can be a usable space twelve prairie flowers produce a living entity of motion and texture
months of the year. as well as provide wildlife habitat. During winter dormancy,
There are three important principles to take into consider- dead grasses will give texture and patterns to the landscape
ation when planning for the winter garden: scale, colour and and help to retain the snow cover.
texture. Scale, referring to the arrangement of plant sizes, is Plant material need not be the only vehicle for defining
the framework upon which a naturalization project takes spaces and adding colour to the winter garden. Sculpture and
shape. Trees, shrubs, and buildings define the space while architectural features are key to creating pockets of human
colour and texture give the space character. interest and splashes of colour. Whether it be a shade struc-
Inspiration for winter design is easily found in nature ture to house an outdoor classroom or a sculpture built by the
itself. Take a winter walk to the edge of a wetland or local students from reclaimed materials, these features should be
wood lot to view the spectrum of colours, the rhythm of tex- considered “accents” that bring a degree of humanity to the
tures and the gradation of scale. Within the natural order usu- site. Likewise, boulders and stumps create focal points in the
ally exists several large trees followed by increasing numbers garden. Large logs that double as play structures also create
of small trees, shrubs, grasses, and dried herbaceous plants. interesting forms when covered by a fresh blanket of snow.
Selecting tree species to provide the framework of the Stumps and logs can provide outdoor seating and tables.
landscape largely depends on the region of Canada in which You don’t have to be a landscape architect to design your
you live. Planting native species is encouraged (please see naturalization project. With some research and team creativi-
page 3 for more information). Coniferous (evergreen) trees ty, you can develop a naturalized area that stimulates both the
and shrubs are typically used to screen views, serve as wind- eyes and the mind year-round.
breaks, and provide back-
drops for the naturalization An Eastern Canada
project. Deciduous trees pro- naturalization project
vide the vertical and horizontal
in Winter
structure of the school yard. If
9 Foreground
a school is fortunate enough
1 Sugar Maple Acer Saccharum
to have existing mature trees, 2 Red Osier Dogwood
then these trees should be Cornus stolonifera
incorporated into the design 3 Highbush Cranberry
8 Viburnum trilobum
where possible. Small trees and 6
4 White Pine Pinus strobus
shrubs are appropriate for creat- 4
Middle Ground
ing “outdoor rooms,” wildlife 5
7 5 Seating structure with arbour
habitat, texture and colour. for outdoor classes
Plantings are most effec- 6 Hawthorn Crataegus and
tive when arranged in masses. Apple Malus species
Groupings of shrubs with dis- 3 Background
tinguishing features, such as 7 Dogwood species
Cornus alternifolia, florida,
the red osier dogwood (Cornus 1 2 racemosa, stolonifera
stolonifera ), create blocks of 8 Nannyberry Viburnum lentago
colour and texture. Depending 9 Eastern White Cedar
Thuja occidentalis

Published by The Evergreen Foundation Editors: Tracey Loverock, Michelle Bonner

Design: Douglas Counter Unlimited
Toronto Translators: Pascale Beaudet, Serena D’Agostino, Charlotte Gaudette,
355 Adelaide Street West, Suite 5A, Toronto, ON M5V 1S2 Martin Joly, and FMB Translation.
tel: 416. 596. 1495 fax: 416. 596. 1443
email: info@evergreen.ca (Attn: Roben Stikeman)
Evergreen’s Learning Grounds program is dedicated to transforming
Vancouver Canadian school grounds into natural learning environments.
#106 – 163 West Hastings Street, Vancouver, BC V6B 1H5 Le programme Décours-vertes de la Fondation Evergreen s’emploie à
tel: 604. 689. 0766 fax: 604. 689. 0768 transformer les terrains d’école canadiens en environnements d’apprentis-
email: infoBC@evergreen.ca (Attn: Tammy Keetch) sage naturels.

web site: http://www.evergreen.ca No portion of The Outdoor Classroom/La Classe en Plein-air may be reproduced, stored or trans-
ferred, electronically or otherwise, without the express written permission of The Evergreen Foundation.
Contents © 1997 The Evergreen Foundation.
In each issue of The Outdoor Classroom, we will focus on one

Essential Steps stage of development from a typical Project Timeline – to encourage

student involvement in all aspects of your project. In this issue:

Short- & PLANNING,
Committee Community Long-Term & DESIGNING, Site
The Idea Development Involvement Objectives Site Selection YOUR SITE, Fundraising Preparation Planting Maintenance

…The Next Phase…


RESEARCHING, Researching and Selecting If possible, invite a local expert such as a naturalist, botanist,
landscape architect, or master gardener into the class to
Species for your Upcoming speak, and/or consult one for advice. They can provide infor-
mation on plant species, recommend useful resources, and
YOUR SITE, Project help you to develop your plant research list.
There are countless ways for students to carry out and
C U R R I C U L U M C O N N E C T I O N S : Synthesizing information, present their research. Students can keep a journal of their
visual and oral expression, library research skills, record keep- discoveries and how they went about conducting their investiga-
ing, plant identification, and the development of an environ- tion. They can create information posters on their plants, make
mental ethic. Suitable for adaptation to any grade level. oral presentations in class, and/or compile their results into a
resource book of plants. They can draw, paint or collect photos
Selecting species for spring planting in existing or new natu- of their plant species through the seasons. Drama activities,
ralization areas is an important winter activity. Why not turn it like role playing or skits, may help to illustrate concepts like
into a tremendous learning opportunity for students too? companion planting or environmental requirements to children.
This project will get your class excited about the upcoming The information gathered by your students in these exercis-
growing season, and give students a sense of ownership of es will form the basis for your species selection. Teachers may
their school’s natural areas. want to work with younger students to decide which species to
Winter is the time to select species most appropriate for plant. Through consensus-building, higher grade levels may want
your site and the type of project you have planned. to decide as a class which species are most appropriate and why.
Researching and selecting plant species generally takes
place after the project’s goals have been established and
the site has been selected and surveyed. These decisions Why Plant Native Species?
will help you develop a list of the kind of plants you want to
research from the wide range of possibilities. For example, if Native plants are best suited to local conditions and, in the long
your school is interested in creating a prairie and preserving term, will require less maintenance than non-native species.
native species, and you have access to a sunny and well- Not only will you enjoy native fauna that has been attracted to
drained site, you would draw up a list of appropriate prairie a site where it can find suitable shelter and food, but planting
plant species to research. natives protects our natural heritage and helps to maintain
Once the class has a list of potential plants, have each local gene pools. This can teach students about their region’s
student select one or two species to research. Use the following natural history and the importance of genetic diversity.
questions as a starting point : The preservation of local endangered plant species may be
one of the goals of your project. It has been estimated that as
• What is the plant’s Latin name? common name(s)? much as 25 to 30% of Canada’s natural flora are rare or
• What type of plant is it? endangered; by growing endangered species you are part of a
• How does it reproduce? movement to protect biodiversity.
• What does the plant look like in each of the four seasons?
Look for information on native plants in:
• What type of environment does the plant grow in?
• What kinds of conditions can it tolerate? Peterson Field Guides; Native Trees of Canada by R.C. Hosie;
• Is it endangered? and Restoring Canada’s Native Prairies by J.P. Morgan,
D.R. Collicutt, & J.D. Thompson. Consult The Evergreen
• What is its range?
Foundation’s web site (http://www.evergreen.ca) and the
• How is the plant used by humans? Learning Grounds Resource Package.
• Was it traditionally used by indigenous people? How?
• What animals depend on the plant for food? for shelter?

T H E E V E R G R E E N F O U N D AT I O N 3
Educate, Don’t Hibernate! ❆

Making Tracks Question de survie : l'adaptation des
invertébrés en hiver
C U R R I C U L U M C O N N E C T I O N S : Observing, investigating,
inferring, hypothesizing, communicating information and Greg Meredith, naturaliste
ideas, teamwork, and environmental studies (including con- Grand River Conservation Authority
cepts like habitats, adaptations, and taxonomy). Suitable for
grades 4 to 7. L I E N S A V E C L E S P R O G R A M M E S É D U C AT I F S : observation
et consignation des observations, identification des invertébrés
Here is a winter tracking activity with a twist, and one you can et taxinomie, cycles de vie, adaptations hivernales, respect de
do in any snow-covered school ground. To introduce the tous les organismes vivants. Convient au cours élémentaire,
exercise, pick an animal species common to your area. Draw avec adaptations.
up an ecological profile of this animal with your students.
Find out its Latin name, preferred environment, winter adap- Nous savons tous ce que font les oiseaux et les mammifères pour
tations and survival mechanisms, winter diet, and what kind survivre au froid intense des longs mois d'hiver. Mais comment les
of track it makes. insectes et les araignées font-ils pour survivre aux rigueurs de la
Once the students have an understanding of an ecological saison froide?
profile, have them work in groups to invent their own crea- De fait, beaucoup n'en réchappent pas, et la plupart des
ture and its profile. Discuss plant-animal associations (e.g. invertébrés d'âge adulte ne passent pas l'hiver. Cependant, la
how animals use plants for food and shelter and how plants «jeune génération» – œufs, nymphes, larves et pupes – survit au
use animals to disperse their seed) and try to incorporate any froid. Certains invertébrés se protègent contre le gel en secrétant
of the plants of your school ground in the creatures’ habitats. du glycérol, une substance chimique qui fonctionne comme de
This activity incorporates science, language arts, and visual arts, l'antigel. D'autres invertébrés survivent en se réfugiant dans un
so encourage your students to be inventive and descriptive. endroit qui ne gèle pas. Ainsi, les libellules échappent au gel en
A good snowfall sets the stage for outdoor investigative passant l'hiver dans l'eau, sous forme de nymphes; elles
work. Have each group send its creature on a jaunt through atteignent ensuite l'âge adulte au printemps. D'autres invertébrés
the school ground, leaving its track behind it as it goes. encore essaient de se tenir au chaud en se réfugiant dans le sol,
Students can make a distinctive track by adding features to ou encore sous des troncs d'arbres, des pierres ou des feuilles
one person’s footwear, or using an unusual type of footgear mortes. Les monarques, quant à eux, assurent leur survie en allant
(e.g. flippers). They may also want to leave other clues about passer l'hiver dans des régions au climat plus clément.
their creature, such as the type of body covering it has, the Parlez avec votre classe de ce que font les invertébrés pour
kind of food it eats, or its winter activities. Then the groups survivre au froid. Profitez de l'occasion pour expliquer comment
exchange their track patterns and set out to discover what la vie de ces organismes peut être affectée, entre autres, par les
another group’s creature has been up to in the school êtres humains. Sortez sur le terrain de l'école et essayez de décou-
ground. With the clues they uncover, they can develop a vrir des indices de l'hivernation d'invertébrés. Si vous dérangez
description of the creature which can be compared with the certains insectes, il est important de le faire à titre d'exemple
original ecological profile. uniquement, et de décourager les enfants de détruire d'autres
Depending on how many groups you have, you may insectes. Contentez-vous d'observer.
choose to do this activity over several snowfalls. It may help to Endroits à explorer :
set an area where the tracks will be made and to have the • Essayez de trouver des araignées et leurs sacs à œufs dans
whole class work as investigative group, with the creators acting des coins abrités de l'extérieur des bâtiments.
as observers only. Work with another class to investigate each • Les jours d'hiver où il fait moins froid, essayez de trouver des
others tracks. collemboles dans la neige ou autour des arbres. Ils ressemblent
Extensions: Study the track patterns of animals and birds à du poivre noir disséminé sur la neige.
common in your area. Investigate and compare tracks found • On peut souvent voir, sur les verges d'or, des galles elliptiques,
in your school’s naturalized areas to those found in the rest of rondes ou feuillues. À l'intérieur des galles rondes, se trouvent
the school ground. Incorporate mathematics by measuring des larves comestibles de téphrites gallicoles. Celles-ci ont un
the depth of tracks, the length of tracks and the distance goût sucré, à cause du glycérol.
between tracks. Examine how the distance between footprints • À l'intérieur des capsules de bardanes, on peut trouver de
is affected by the type of movement. petites larves de charançons.
If possible, visit a nearby natural area to investigate the Pour aller plus loin : étudiez les cycles de vie de différents
tracks of animals found there. Is there any evidence of shel- invertébrés et la façon dont ceux-ci correspondent aux saisons.
ters, food sources, or territorial markings at the sites you visit? Comparez les mécanismes de survie hivernale des insectes sociaux
et non sociaux, et des invertébrés et des autres animaux. Dehors,
faites l'expérience de vous serrer l'un contre l'autre pour vous
The Great Escape: is available in English on tenir chaud, comme le font certains invertébrés.

Invertebrate the Evergreen web site:

4 L A F O N D AT I O N E V E R G R E E N
Adaptations to Winter http: //www.evergreen.ca

Winter Activities ❆ ❆ ❄
❆ The School Nature Area Project (SNAP) at St. Olaf College in
Students Help in Snow Study Minnesota is looking for classes to participate in its winter
Steven Fassnacht, University of Waterloo; Carol Moogk-Soulis snow study and internet communications project.
and Cathy MacPhie, Mary Johnston Public School For more information contact Bill Lindquist, SNAP. Email:
partners@stolaf.edu Tel: 507. 646. 3977.
This winter Mme MacPhie’s grade 5/6 French Immersion
class at Mary Johnston Public School in Waterloo is looking at
snowflakes as part of a University of Waterloo engineering
research project. The Mary Johnston students are part of a Winter Resources
team of student observers from across southwestern Ontario
For more information on winter activities check out the
collecting data to help verify weather radar observations and
following resources:
snowpack modelling results. Once per week, or shortly after a
snowfall occurs, they measure snow depths, examine Winter Here and Now by Joy Findlay
snowflakes in the top layer of the snowpack, estimate the
The Stokes Nature Guides:
largest flake dimension, identify the prominent flake type,
A Guide to Animal Tracking and Behaviour ;
measure the air temperature, and record the information on
A Guide to Observing Insect Lives ;
a data sheet. The information will help improve weather pre-
A Guide to Nature in Winter.
diction and flood forecasts in Canada.
Participation in the project gives Mme MacPhie’s students La Nature en hiver : Plantes et animaux sauvages en
opportunities to closely examine a major factor in their environ- Amérique du Nord par Donald W. Stokes.
ment, to assist in the collection of a unique data set, and to fine-
ly tune their observational skills. Involvement in this coopera-
tive project allows the students to feel a sense of collaboration
with the larger community of the University of Waterloo as
well as with the students participating from other schools.
For more information visit the research project’s web site:

Woodland Park Public School

students in Cambridge, Ontario,
sit in their outdoor classroom
for a winter lesson.

At right, Woodland Park

grade one students
Kids at Mary Johnston Public School
feel the soft covering of a
in Waterloo, Ontario study snow as
staghorn sumac.
part of a University of Waterloo research
project. Snow Identi-Guides allow
students to determine the size and structure
of the snowflakes. The data they gather
will help improve weather prediction.

At right, students at Olympic Heights Public

School in Calgary, Alberta, enjoy a winter
afternoon in their naturalized school ground.
Growing Stories School Ground Case Studies

L'école primaire Pauline Haarer de Millgrove Public School,

Nanaimo, en Colombie-Britannique Millgrove, Ontario
Alison Watt, membre du comité des parents
In 1992, the students, teachers, and neighbouring community
Il y a de cela trois ans, le terrain de l'école primaire d'immersion en of Millgrove Public School decided to take on the ecological
français Pauline Haarer, à Nanaimo, a commencé tout doucement restoration of their school grounds. To date, a Carolinian for-
à se transformer. Au cours de la première phase du projet, le est ecosystem, peace garden, butterfly habitat, vegetable gar-
comité des parents a demandé à tous les enfants d'imaginer, à den, tree nursery and water garden have been established.
l'aide de petits plans, à quoi ils aimeraient que ressemble le terrain Throughout the project, emphasis has been made on using
de leur école. Le fait qu'on leur demande leur opinion a beaucoup native vegetation.
plu aux enfants, qui ont laissé libre cours à leur imagination. Mais, Students have taken a very active role in the project. In
au-delà des rêves impossibles, la plupart des enfants ont aussi small groups they designed plans for the school grounds and
demandé davantage de végétation, des jardins, des sentiers, des then worked to achieve consensus on which plans would be
étangs et un espace couvert où ils pourraient se rassembler, à l'ex- incorporated into the project. Some students who hadn’t
térieur. Un plan directeur a été élaboré à partir des suggestions des achieved high marks in academics were given new ways to
enfants, avec le soutien et la collaboration de la communauté scolaire. actively participate in the curriculum and to excel in their
Plusieurs personnes ont fait don de leur temps, et plus de 2000 $ learning. Students from every grade gained skills in compost-
de matériaux ont été offerts gratuitement, pour la réalisation de ing, tree planting, problem solving and cooperation.
l'élément prioritaire du projet : un kiosque de jardin. En septembre The school has successfully integrated the project into the
1995, le kiosque était terminé, et les élèves ont planté des formal curriculum. Subjects taught in the “outdoor class-
légumes d'hiver et des plantes à bulbe dans les platebandes room” range from the study of butterflies to peace initiation to
surélevées du nouveau bâtiment. Quelques mois plus tard, chaque mathematics. During breaks, students venture into the gardens
classe a planté devant l'école un arbre d'avenue fourni par le pro- to make their own discoveries and for quiet moments in nature.
gramme «Ma rue, mes arbres». To date, the project has received $1,600 in funding which
Au printemps 1996, l'école a reçu des subventions de la was used to purchase plant material. Numerous hours of volun-
Healthy Schools Initiative et de la Fondation Evergreen. Grâce à teer work and materials and services have been donated in-kind.
un don de terre et à l'équipement généreusement prêté par le In recognition of these contributions, the school publicly
conseil scolaire, nous avons pu transformer une pelouse délaissée honours individuals and even dedicates trees in their names.
en jardin à papillons. Certains enfants ont fait pousser des plantes The School Ground Naturalization Project brought nature
à partir de graines, dans leur classe, avant de les planter dans le back to the grounds of Millgrove Public School. It has helped
jardin. À la fin du printemps, l'école toute entière s'est rassemblée the school to cultivate interactive education and create a commu-
pour libérer les belles dames que les élèves de 4e année avaient nity where effort, leadership and teamwork are exemplified.
élevées, à partir de larves. Ce jour-là, un enfant s'est demandé
tout haut : « Mais, qu'est-ce qu'il y avait là auparavant?» Dès le
milieu de l'été, le jardin à papillons, tout fleuri, grouillait d'activités,
grâce aux soins attentifs du comité des bénévoles.
Le comité du terrain de l'école Pauline Haarer, toujours aussi
motivé, est prêt aujourd'hui à entamer la phase suivante de la
transformation du terrain de l'école.

Kiosque et jardin
à papillons de l’école
Pauline Haarer.

Pauline Haarer Elementary

School’s gazebo and butterfly
garden in full bloom.

Activities at Millgrove Public School, right, include making

ice castles, creating wreaths from plant material gathered in the
outdoor classroom, building nesting boxes, sharing secrets.

6 L A F O N D AT I O N E V E R G R E E N
The Tool Shed Learning Grounds
…transforming Canadian school grounds
Resources for School Ground Projects …into natural learning environments

The Evergreen Award For Excellence in 1997 Training Sessions

School Ground Transformation
This year we are pleased to offer an award of $1,000 to five outstanding These school ground naturalization training sessions empower partici-
school ground projects across Canada. Evergreen seeks to recognize pro- pants with advice, information and ideas on planning, case studies,
jects that demonstrate the following: an emphasis on native species; fundraising tips, curriculum integration, and community involvement.
involvement of students; integration with the formal curriculum; involve- Training sessions offer networking opportunities that will help schools
ment of the larger community; and a long-term plan. To apply, please start naturalization projects and/or continue existing ones. For more
submit a grant application form, available from The Evergreen information, please contact The Evergreen Foundation.
Foundation. The application deadline is April 1, 1997.
Kingston February 15, 1997 Edmonton Date TBA
Saskatoon April 11 – 13, 1997 Kelowna Date TBA
Le Prix Evergreen d'excellence en matière de
transformation de la cour d'école
Nous sommes heureux d'offrir cette année, à travers le Canada, un prix de Grounds for Change Video
mille dollars à cinq projets de cours d'école de qualité exceptionelle. Evergreen This video introduces school ground naturalization through the voices of
cherche à reconnaître les projets qui ont démontré les qualités suivantes : teachers, parents, students, and community members. It is available for
emphase sur l'utilisation de plantes indigènes, participation des étudiants, $13 from The Evergreen Foundation.
intégration avec le curriculum officiel, implication de la vaste communauté
et planification à long terme. Pour faire une demande, soumettez un Cross Atlantic Connections
formulaire de demande de subvention 1996 ou 1997 disponible à la Fondation Turn your school ground naturalization project into a lesson in interna-
Evergreen. La date limite de demande est le premier avril, 1997. tional relations. With the assistance of Learning Through Landscapes, a
British organization working on school ground development programs,
The Model Schools Program you can be linked to a school in Britain which is transforming its school
Learning Grounds now offers hands-on assistance to schools in the form ground too. Contact: Mary Jackson, Learning Through Landscapes, The
of regional Associates. These experts work with schools throughout the Forest Centre, Thames Chase, Broadfields Farm, Pike Lane, Upminster,
planning phase of a naturalization project. These services are free, and in England, RM14 3NS. Fax: 01708 640581
return these model schools provide “expert” advice to other schools in
their community. The Model Schools Program is up and running in
British Columbia, Ontario, Quebec, and Nova Scotia. In BC, Evergreen Check out The Evergreen Foundation’s
will offer additional support to model schools through the Community
Champions Program. A Champion is a volunteer who offers expertise to
Web site at http://www.evergreen.ca
help school committees reach their goals.

Learning Grounds Resource Package

A Learning Grounds BC Resource Package – containing information on
planning, native nurseries, funding, and more – is available for $5 from
Evergreen’s Vancouver office. A Canadian Resource Package is available
from the Toronto office at the same cost.

The Outdoor Classroom list_serv

Anyone with an interest in school ground greening programs and who
has access to e-mail will want to join Evergreen’s Outdoor Classroom
list_serv (oclist), an e-mail discussion group. The oclist provides an
opportunity for people to share experiences and expertise on school
ground projects and programs. By adding your e-mail address, you will be
part of the discussion group. For more information on the list_serv and Nancy Hill -Parlée, a grade 6 student at Christ the King Elementary
how to join it, visit the Evergreen web site, http://www. evergreen.ca, or
School in Whitehorse, Yukon, included sliding in her vision of an
contact our offices.
ideal winter school ground.

Subscriptions Abonnements
If you would like to receive a one-year subscription (2 issues) of The Pour recevoir un abonnement d’un an (2 numéros) à La Classe en Plein-air,
Outdoor Classroom, please send a cheque for $7, payable to The Evergreen faites-nous parvenir un chèque de 7 $ au nom de La Fondation Evergreen.
Foundation, or fill out the credit card information below. Please send Pour paiement par carte de crédit, complétez les informations ci-dessous.
your completed form to: The Evergreen Foundation, 355 Adelaide Street Veuillez retourner le formulaire complété à : La Fondation Evergreen, 355, rue
West, Suite 5A, Toronto, Ontario M5V 1S2 Fax: 416. 596. 1443. Adelaide Ouest, bureau 5A, Toronto (Ontario) M5V 1S2. Fax : 416. 596. 1443.
❍ My cheque for $ is enclosed. ❍ Vous trouverez ci-joint mon chèque de $.
❍ I prefer to pay by : ❍ VISA ❍ MasterCard ❍ AMEX ❍ Mode de paiement : ❍ VISA ❍ MasterCard ❍ AMEX



From School Grounds to Acknowledgements
Learning Grounds The Evergreen Foundation extends thanks to the following for
their generous support of the Learning Grounds Program.
The School Ground Naturalization program recently changed its name to
the Learning Grounds program. Learning Grounds reflects the broaden-
ing of the program to explore art, culture, heritage and technology in
combination with nature in the school ground. For example, creating
sculpture or designing interactive playground features increases oppor-
tunities for student and community involvement in the positive develop-
ment of their school environment. We believe that the more varied and
empowering the experience, the more successful the learning grounds.

Le programme Décours-vertes
Le programme de naturalisation des terrains d'école a récemment pris le
nom de programme «Décours-vertes». Cette modification illustre le

fait que le programme englobe désormais l'exploration de certains CHARITABLE FOUNDATION
aspects de l'art, de la culture, du patrimoine et de la technologie en
relation avec la nature, sur les terrains d'école. Par exemple, la création
de sculptures ou la mise en œuvre de caractéristiques interactives sur un
terrain d'école donne l'occasion aux enfants et à la communauté de par-
ticiper pleinement au développement d'un environnement scolaire posi-
tif. Nous sommes convaincus que plus l'expérience de chacun est variée
et stimulante, plus les terrains de «décours-vertes» sont réussis.

Evergreen receives the coveted

Peter F. Drucker Award for
Canadian Nonprofit Innovation THE J.W. M C CONNELL FAMILY FOUNDATION
This past October, The Evergreen Foundation (EF) was presented
with the 1996 Peter F. Drucker Award for Canadian Nonprofit
Innovation. EF was selected for its innovative approach to managing
the Learning Grounds program. The award is recognized by EF as a THE BODY SHOP CHARITABLE FOUNDATION

great honour after six years of dedication and hard work. Thanks to all TORONTO-DOMINION BANK • SCOTIAM C LEOD
the schools who have helped to shape Learning Grounds! THE RICHARD AND JEAN IVEY FOUNDATION

Many thanks to everyone who contributed material, ideas, and energy

A dusting of frost to this issue of The Outdoor Classroom! Your help has been invaluable!
We regret that space limitations allowed us to use only a fraction
highlights the
of the fabulous material you submitted to us.
delicate beauty of a
Potentilla fruticosa Thanks also to Désirée Blume, Ted Cheskey, Linda George,
at Elizabeth Rummel Chuck Heath, Darcy Longpré and Chris Godsall, Anne Gillian Mauffette
Public School in and Steen Esbensen, Kevin McLaughlin, and Debby Morton.
Canmore, Alberta.

G R EE The Evergreen Foundation

355 Adelaide Street West


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