The Outdoor Classroom

The Learning Grounds Newsletter on School Ground Transformation

La Classe en Plein-air
Le bulletin Décours-vertes sur la transformation des terrains d’écoles Toronto • Vancouver

Purple coneflower (echinacea

angustifolia) is a popular addition
to butterfly gardens and is known
for its medicinal qualities.
Outdoor mural, right, at École
élémentaire le Trillium in Vanier,
Ontario (see stor y on page 4).

Echinacea angustifolia est

souvent utilisée dans les jardins de
papillons et est aussi connue pour
ses qualités médicinales. Mural
extérieure, à droite, à l’École
élémentaire le Trillium, à Vanier
en Ontario (histoire page 4).

Dear Friends, Chers amis,

The view from here is exciting. Well over 1000 school communities
from across Canada are in the process of transforming their
grounds. We are encouraged by stories from communities that have
come together in ways that are meaningful and satisfying, from
individuals who are energized and inspired, and from students who
have gained motivation and interest through involvement. This, to
us, is at the heart of what motivates the Learning Grounds Program.
In this issue of The Outdoor Classroom, we want to highlight
some of the projects that are taking place on school grounds across
Canada. Perhaps the most notable point in this issue, from our
perspective, is the enormous number of stories that are not told on
La réponse à notre projet est excitante. Plus de 1000 écoles à la grandeur
du Canada sont en train de transformer leur terrain. Nous entendons tous
les jours, des témoignages satisfaisants et éloquents, venant de commu-
nautés et d’individus qui sont inspirés et impliqués, et d’étudiants qui
ont gagné de la motivation et de l’intérêt dans cette implication. C’est,
pour nous, le point primordial touché par le programme Décours-vertes.
Dans cette édition de La Classe en Plein-air, nous voulons partager
quelques uns des projets qui ont déjà pris place dans les cours d’école à
travers le Canada. Peut-être le point le plus significatif pour nous, dans
cette édition, c’est la quantité incroyable de concepts et d’expériences
mises sur pied suite à notre projet. Ce qui est le plus important pour nous,

continued on page 2 suite page 2

Case Studies 3 – 6 & 10 – 13 Études 3 – 6 & 10 – 13

Curriculum Integration 7 Intégration du curriculum 7
Model Schools Program – Ontario 8–9 Modèles de programmes – Ontario 8–9
Research – What’s New? 14 Les recherches – Les nouveautés 14
The Tool Shed 15 La remise à outils 15
continued from page 1 suite de la page 1

the following pages. Of those that are, one of the common themes c’est la multitude d’idées et de thèmes qui émergent des communautés
that emerges is the importance of the community’s involvement in impliquées avec les écoles, et de ce fait, avec aussi l’importance pour
the school and, likewise, the school’s involvement in the community. l’implication des écoles dans la communauté.
The sheer variety of initiatives and approaches is remarkable. Une des choses les plus remarquables c’est la variété des initiatives et
We have heard about and seen many incredible changes to school des approches. Nous en avons entendu parler, et nous avons vu d’incroy-
grounds, of which the following are just a few examples: butterfly ables changements dans les terrains d’école; en voici des exemples: un
and bird gardens, raised vegetable gardens, rock piles, May poles, jardin pour les papillons et les oiseaux, de véritables potagers; des
outdoor murals, restored cranberry bogs, asphalt paintings, amphi- rocailles; des murales extérieures; la restauration d’étang à canneberges;
theatres, stone sculptures, ponds and restored streams. Others are: des dessins sur l’asphalte; des amphithéatres naturels; des sculptures de
archways, interactive human sundials, insect habitats, benches and pierres; la création d’étangs et la restoration de petits ruisseaux; des
social areas for students, shade structures, small nurseries for native arches; des habitats d’insectes; des parcs pour les étudiants; des espaces
t rees and plants, berm s ombragés; des petites
and swales, and woven bas- pépinieres pour les arbres et
kets around young tre e s . les plantes; et des paniers
The energy exerted and tressés autour de jeunes arbres.
c reativity displayed is at L’énergie et la créativité
once astonishing, inspiring déployées sont étonnantes,
and refreshing. rafraichissantes, et inspirent.
While the actual physi- Le plus impressionnant,
cal changes that many pro- c’est peut-être ces choses
jects achieve are impressive, qu’on ne voit pas et qui sont
m o re often than not the si importantes à nos yeux.
things unseen a re most Quand un groupe d’individus
p o w e rful. When a gro u p dévoués travaillent ensemble,
of dedicated individuals ils créent un modèle de
work together, they create a changement positif qui peut
model for positive change être appliqué à différentes
that ca n be a pplied to situations. Travailler ensem-
many different situations. ble pour établir des besoins
Working together to under- Digging in at the London Waldorf En train de pélleter à l’École et des priorités, pour colla-
stand needs and establish School in London, Ontario. Waldorf à London en Ontario. borer à un plan, un dessin, et
a vision, to collaborate on a résoudre ensemble des prob-
plan and design, and to set priorities and solve problems offers bene- lèmes apportent une satisfaction qui va bien au-delà du terrain d’école.
fits that extend well beyond the boundaries of the school grounds. Le programme Décours-vertes continue à apprendre et à grandir
The Learning Grounds Program continues to evolve and grow avec un nombre toujours plus croissant d’initiatives d’écoles. Nous
in tandem with the expanding number of school ground initiatives. voyons notre rôle, très simplement, comme un support vis-à-vis les insti-
We see our role, quite simply, as supporting the work of schools tutions qui transformerons leur environnement et nous voulons maxi-
transforming their outdoor environments, and as attempting to miser l’impact de la leçon à tirer de cet engagement.
maximize the impact of what is being learned along the way. Le temps est venu de marquer l’importance des réalisations collec-
It is time to mark the coming of age of our collective realization tives avec les écoles, la communauté, et la culture. Nous encourageons
of the important role that school grounds play — in our schools, et félicitons tous ceux qui ont participé et démontré de l’initiative, du
our communities, our culture. The Learning Grounds Program courage et une vision future. Bravo!
pays tribute to all who have participated and shown initiative,
courage and vision. Bravo! Cam Collyer
Directeur national, Programme Décours-vertes
Cam Collyer
National Manager, Learning Grounds Program

Published by The Evergreen Foundation Editor: Randee Holmes

Project Manager: Cam Collyer
To ro n t o
Translators: Céline Lecours, Valerie Laflamme
355 Adelaide Street West, Suite 5A, Toronto, ON M5V 1S2
Design: Douglas Counter Unlimited
tel: 416. 596. 1495 fax: 416. 596. 1443
e-mail: <info@evergreen.ca>
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-
e-mail: <infoBC@evergreen.ca>
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 © 1999 The Evergreen Foundation.
 Case Studies Études

Lessons Learned
Jackie Best
Blueridge Elementar y, North Vancouver, British Columbia

At Blueridge Elementary in North Vancouver, British Columbia, At Blueridge Elementary,

staff, parents and students have been working together to extend the Botanical Garden
the learning environment beyond the school building. Along the and nearby Educational
front entrance to the school, we have created a mini-collection of Garden provide space
native plants and shrubs which we call the Blueridge Botanical for children to learn about
Garden. Close by, the Blueridge Educational Garden is a more for- the wonders of plants
mal garden area containing raised planter beds for flowers, herbs and gardening.
and vegetables, and providing a space for children to learn about
plant life cycles, composting and the many wonders of gardening.
The two areas, with their similarities and differences, offer valuable
learning experiences for both the children and the adults of our
community.
As with any new undertaking, our outdoor classroom project
has, from time to time, been overwhelming. It has also, however,
been a great learning experience for everyone involved and has
created a wonderful sense of community at our school. Here are a
few of the lessons we have learned in creating the gardens: “ We shall not cease from exploration
• If people are to be encouraged to share in the responsibility And the end of all our exploring
of developing a project such as ours, then it becomes Will be to arrive where we started
very important to include them in the decision-making process. And know the place for the first time.”
• It is crucial to have the support of the school principal and T.S. Eliot, from Little Gidding
the district maintenance staff.

• When a representative group is making decisions that

require broad-based support, it is that group’s responsibility
to keep the larger school community well informed.
• Recognizing people’s efforts and expressing appreciation
for their work is very important.
TD Bank Financial Group
Has a Green Thumb
TD Bank Financial Group has generously contributed to the develop-
ment of The Evergreen Foundation’s Model Schools Program.
This past fall, local TD staff at the North & West Vancouver
Commercial Banking Centre joined with Blueridge Elementary in
a community planting event. Similar events took place at four
other model schools across the country. The bank is also one of
the major sponsors of this issue of The Outdoor Classroom.
TD’s support of the Learning Grounds Program is part of their
commitment to building relationships with local communities.

Students from Greenland School

in Toronto, Ontario, manoeuvre a
young tree to its new home.

Fondation Evergreen Foundation 3

A Change in Strategy Une approche créative
Martha Davis, Pauline Public School, Toronto, Ontario Dominique Tassé, Associée de Evergreen,
École élémentaire le Trillium, à Vanier en Ontario

We’re just a bunch of kids from Pauline Public School L’École élémentaire le Trillium est une institution publique française
And we have a playground that isn’t very cool située au cœur de Vanier, Ontario. La plupart des 350 étudiants ont

We want a school that’s just like the others peu d’opportunités de connaître des expériences de la nature leur
permettant d’aimer et de respecter leur environnement. Le terrain de
With a playground we can play in
l’école ne le favorisait pas du tout. Au début, la cours d’école était
With our sisters and our brothers une mer d’asphalte, avec deux carrés de sable et quelques balançoires
pour les plus jeunes.

The making of The Pauline Playground Rap video was the first of Le comité de naturalisation a proposé un projet pour encourager

what would turn out to be a host of integral creative projects. These les enfants à devenir propriétaires de l’espace, en mettant l’accent sur

included creating a master design, making a classroom newspaper, la création d’un environnement diversifié, de façon à les encourager

and organizing a public petition. The students sent copies of each à des actions positives. Avec ce programme, un grand nombre d’artistes

of these to local school board, municipal and provincial officials in d’expériences variées en matière d’environnement ont été intégrés au

the interest of eliciting their support. All letters of response stated projet et ont apporté une expérience significative.

there were no funds available to improve the playground. A la suite de la plantation, chaque classe a adopté un arbre à qui

So we changed our strategy. Instead of seeking funds to elle a donné un nom et imaginé une courte histoire. Ces textes ont été

purchase playground equipment, we concentrated on naturalizing affichés sur les babillards dans l’école. Un musicien a été invité à l’école,

the area. We submitted our proposal, including a budget of durant la période des cours, et il a suggéré aux enfants, dans des

$13,000, to Canada Trust’s Friends of the Environment Foundation. ateliers, de composer des chansons sur l’environnement.

Shortly thereafter, we received an invitation to make an oral Peut-être l’action artistique la plus notoire est venue d’un peintre

presentation to their advisory board. local qui a encouragé les enfants à réaliser une grande murale sur un

The entire class helped four students (chosen by democratic des murs de l’école. Chaque classe avait l’opportunité de choisir un

nomination) to prepare and polish a formal presentation. I felt that thème sur l’environnement. L’artiste a recueilli tous les dessins, et il les

the experience (totally unpredicted at the start of the unit) would be a réunis dans une grande image collective qu’il a transféré sur le mur.

worthwhile — sharpening written and oral communication skills — no Chaque étudiant a eu la possibilité de compléter son propre dessin sur le

matter the eventual outcome. In May, we delivered our presentation. mur. Évidemment, les enfants ont adoré cela. En fait, ce projet a été un

Taking turns speaking, the children outlined the history of the tel succès, qu’on envisage de la répéter à l’intérieur de l’école.

school yard greening project to date and highlighted the project’s

educational and environmental value. The students emphasized
their points with visuals and incorporated excerpts from letters
of support we had received from two community leaders. At the
end of the presentation, one of the students handed out class-made
buttons, bearing drawings of trees and shrubs, as a token of the
whole class’ appreciation. The board called the following afternoon,
saying that they had decided to donate $9,974. When I told the
class the good news, they screamed aloud for one whole minute.
The outcomes of this multidisciplinary project were rich
and diverse for the students. It was meaningful to them, because
it was in the service of something they cared deeply about. They
learned that their advocacy can work and that, if they tr y hard,
their efforts do really make a difference.

A longer version of this article appears in the

January 1999 issue of Teach magazine.

The students of Pauline Public School, above and right,

were thrilled to receive a grant of almost $10,000 to
put toward their school ground naturalization project.

4 Fondation Evergreen Foundation

A Creative Approach
Dominique Tassé, Evergreen Associate for
l’École élémentaire le Trillium, Vanier, Ontario
L’École élémentaire le Trillium is a francophone public school
located in the urban heart of Vanier, Ontario. Many of the school’s
350 students have little opportunity to experience nature first-
hand and to develop a love and respect for the environment. The
school grounds did nothing to counter this. Initially, the school-
yard was a sea of asphalt, with only two sand boxes and play struc-
tures for the younger students.
The naturalization committee formulated a project designed to
encourage the ownership of the space by the children and focused
on creating a diversified environment that would be conducive to
learning and would encourage positive interaction. Throughout
the project, a variety of artistic experiences centred around envi-
ronmental themes were integrated into the process and served to
significantly enrich the experience.
Following their initial planting activities on the grounds, each
class in the school adopted a tree. They named the tree and created
a short stor y to describe it. These stories were then displayed on
posters and hung by each tree. Another time a musician was invited
to the school and workshops held during which the students
composed songs about the environment.
Perhaps the most impressive artistic endeavour, though,
involved the help of a local artist who was enlisted to work with the
children to create a large and very colourful mural on one of the
school walls (see front cover). Each class had the opportunity to
draw about an environmental theme. The artist took these drawings
and combined them into a collective image and transferred the
image onto the wall. Each student then had a turn at completing
his or her own drawing in paint on the mural. The children
absolutely loved it. In fact, the activity was such a success that a
similar project was completed inside the school.
Each class at L’École
élémentaire le Trillium,
in Vanier, Ontario,
adopted a tree, named it
and wrote a short stor y
to describe it.
Chaque classe de l’École
élémentaire le Trillium
a adopté et nommé un
arbre, et a écrit une
petite histoire pour le
décrire.
A footbridge leads
to MacDonald Drive
Junior High’s Hubert
Hillier Science Garden,
right, which graces a
once barren site, above.
We are Growing and Growing!
Paul Blackwood
MacDonald Drive Junior High, St. John’s, Newfoundland
At MacDonald Drive Junior High in St. John’s, Newfoundland, we
have a lot of property (approximately 10 acres). We needed an
overall vision and plan to maximize our resources, so we hired a
landscape architect to help us. We constantly make reference to
this plan when discussing new projects and ideas.
With the plan completed, our committee was ready to take on a
project that would not only involve the students in its inception,
but also become an integral part of the curriculum. We decided on
an outdoor classroom, and specifically a science garden. The area
would include live plant specimens to be studied, a compost bin to
demonstrate the life cycle, soil and water that could be sampled,
and plants to demonstrate harvesting.
As we began excavation, many people stopped to comment.
Neighbours made donations of planting material and leaves for
compost and mulch; some even volunteered to adopt a spot in the
garden to water and weed. Many local businesses and nurseries
offered discounts and donations.
By the end of the summer, the Hubert Hillier Science Garden
had taken shape. (Hubert Hillier retired last year after almost 26
years as principal of the school.) A footbridge had been construct-
ed over the muddy ditch, a wooden structure accentuated the
heathers, a small herb garden was completed, and the strawberry
bed and several berry shrubs were in the ground.
Though the garden just opened this fall, we haven’t lost any
time in getting started on plans for our next major project —
an outdoor performance theatre with a heritage theme. It will
include a stage, benches for the audience, and planters containing
heritage plant material.
All of our plans are designed to give the students a sense of
pride and ownership, as well as provide them with a rich environ-
mentally based learning resource. As an additional benefit, school
morale has been given an incredible boost!
Fondation Evergreen Foundation 5
A Community Project
JoAnn Murphy
École Beaufort, Halifax, Nova Scotia
École Beaufort is an elementary french immersion school located
in the south end of Halifax, Nova Scotia. From the beginning of
our naturalization project, our goal has been to involve the whole
community. We invited students, their families, neighbours and other
community members to sit on our committee. We provided them
with a blank plan of the area, and asked them to design their ideal
school ground. The response was terrific. Wild and wonderful plans
were returned — some possible and oth-
ers just dreams, but all of them welcome.
We were particularly pleased with
the enthusiastic response of the neigh-
bours. One of these was a landscape
a rtist whose artistic vision, combined
with expertise and commitment, has
been invaluable to the project. Based on
the input from the survey, he drew up
our five-year plan. The most commonly
requested design elements were: garden
a re a s , a pond area, outdoor seating,
trees and shrubbery, a composting area,
raised planters, and a greenhouse. With
the exception o f the pond and the
greenhouse, we have executed all the
requests — and we still have two years
remaining!
Teachers and parents have been
working in partnership to make all of
this a re a l i t y. The classroom planters
which hold climbing vines, annuals, and
bulbs are a result of many parents work- The cobblestone path
ing with small groups of children. The at École Beaufort in
large community garden has received Halifax, Nova Scotia
contributions of black-eyed susans, hosta,
Jerusalem artichoke, lilies and so on from many families and
neighbours. Small spruce trees have appeared in our indigenous
wildflower garden. As I looked out my classroom window recently,
I saw a neighbour planting a forsythia tree. Often nothing is said;
they just appear and we now have a wild and wonderful, totally
spontaneous community garden.
The work parties we have organized have been major successes.
There are always willing weeders and caretakers. But it is perhaps
the enthusiasm of the children that is the most rewarding of all.
They love being active in this way. This is not work, it’s play. What a
wonderful introduction to a life-long pastime.
6 Fondation Evergreen Foundation
Un projet communautaire
JoAnn Murphy
École Beaufort, Halifax, Nouvelle-Écosse
L’École Beaufort est une école élémentaire d’immersion française située
au sud de Halifax, Nouvelle-Écosse. Depuis l’inception de notre projet de
naturalisation, notre objectif était d’impliquer toute la communauté.
Nous avons composé une lettre pour nos étudiants, leurs parents, les
voisins et les membres qui les entourent, et nous les avons invité à faire
partie de comités. Nous leur avons fourni un plan de l’espace à reverdir
en leur demandant de nous suggérer la formule idéale. La réponse a
été extraordinaire. Toutes sortes d’idées ont
été émises — quelques’unes facilement
réalisables, d’autres un peu plus originales,
mais toutes ont été bienvenues.
Nous avons été particulièrement
heureux de la réponse des voisins, dont
deux ont spontanément accepté de siéger
sur notre comité. Un de ceux-ci était un
paysagiste, et sa vision comme son expertise
dans le domaine ont été fort précieux pour le
projet. Il a présenté un plan d’exécution
pour les cinq années à venir, en tenant
compte des suggestions les plus populaires:
des jardins, un étang artificiel, des bancs de
parc, des arbres et des haies, un coin de
compost, des plants vivaces et une serre. A
l’exception de l’étang et de la serre, nous
avons réalisé tous les désirs et il nous reste
encore deux ans pour compléter le projet.
Les professeurs et les parents ont travaillé
main dans la main pour mener à bien cette
entreprise. Des parents, formant équipes
Les pavés ronds de avec des enfants ont pris la responsabilité
l’École Beaufort à Halifax des vignes grimpantes, des bulbes saison-
en Nouvelle Écosse. nières et des annuelles. Des citoyens
du voisinage ont fourni des pois noirs, des
hostas, des artichauts de Jérusalem, des lys et autres semences. Des
petites épinettes sont apparues dans le jardin de fleurs sauvages.
Comme je regardais par la fenétre de ma classe récemment, j’ai vu un
autre voisin planter un forsythia. Plus souvent qu’autrement, ils arrivent
sans s’annoncer et viennent apporter leur collaboration à la réussite
de notre jardin.
La corvée de travail que nous avons organisée a été un grand succès.
Mais, au-dessus de tout, c’est peut-être l’enthousiasme des enfants qui
est le plus marquant. Ils aiment beaucoup prendre soin de leur espace
vert. Ce n’est pas du travail, ils le considèrent comme un jeu. Quelle
belle initiation pour un passe-temps qui pourra durer toute une vie.
 Curriculum Integration
Rita D’Antonio, Outdoor Environmental Education Teacher
St. Monica’s School, Barrie, Ontario
General Lesson Structure
I present each lesson as a single concept, integrating the components
of habitat, interdependence of living things and the human impact
upon the planet. There are five basic parts to each one-hour class.
Circle Up (10 minutes)
Linking arms, students form a circle, creating feelings of connec-
tion and relaxation with one another, as I share a reflective reading
with the group. Following the reading of poems, quotes and other
writings from earth-inspired individuals, students are invited to
share “Outdoor News”. This may include reporting on a wildlife
sighting or a special natural space they have visited; older students
are encouraged to comment on current events concerning the
state of the planet. The day’s temperature and wind speed and
direction is announced.
Active Cooperative Game (5 minutes)
To put the group more at ease and to release built-up energy, the
students play a quick cooperative fast-moving game. Whenever possible,
the game will relate to the concept to be explored in that lesson.
Core Lesson (10 minutes)
This segment provides background information about the concept
and introduces the format for the day’s activity.
Activity (30 minutes)
The largest portion of the class time consists of a hands-on learn-
ing opportunity for the students to explore concept-related topics.
Clean Up and Dismissal (5 minutes)
Tips for Teachers Planning
an Outdoor Classroom
Begin with student input. Allow the students to direct the process,
including a survey of what they would like to see and do for a natu-
ralization project. Inventory physical features and student uses of
the school grounds. Get as many adults as possible to support your
efforts, including teachers, parents, school board officials, and
members of the community. Allocate responsibilities to each indi-
vidual. Include the students at every stage of planning and ensure
that they are at the centre of all decisions made. Keep the project
small, at least initially. Through the students, inform other classes
about the project. Create a bulletin board or central information
area to keep students motivated. Have students keep personal
scrapbooks throughout the process, including reflections, surveys,
student plans, and newspaper clippings. Encourage students to
name the project and erect a sign. Celebrate! Celebrate! Celebrate!
Intégration du curriculum
Outdoor Classroom Teacher —
Full-Time!
Five years after the school’s Ecological Garden had first been
planted, Principal Mary Lynn Barker offered me the opportunity
to fill the position of Outdoor Environmental Education Teacher.
This position serves to provide other teachers with allotted “prepa-
ration time” as outlined in the teaching contract. Given that this
time is already calculated into the staffing formula, no additional
costs are incurred in creating this position.
With the permission of the Superintendent, it is the school’s
principal who decides to what programs preparation time is
assigned. Our school board strongly supports the novel approach
we have taken and hopes to see the Outdoor Environmental
Education Program begin in other schools. One school within our
school board is planning to implement a similar program within
the next two years.
For me, teaching full-time in an outdoor classroom has been a
most rewarding and gratifying experience. Excitement and enthu-
siasm among students abounds. Continual exposure to a natural
setting gives them a sense of peace and connectedness, as well as a
feeling of pride about and responsibility for their school yard. The
sounds of their laughter and the sparkle of joy in their eyes speaks
louder than words of their sincere and genuine caring for the Earth.
Resources
City Kids and City Critters!, by Janet Wier Roberts and
Carole Huelbig
Cooperative Games for People Who Love to Play, by Alan Davies*
Earth Child, by Kathryn Sheehan*
Global Teacher, Global Learner, by Graham Pike and David Selby*
Keepers of the Earth, by Michael J. Caduto
Lesson Plans for Using the Outdoors in Teaching, by Mary Houts
Nature With Children of All Ages, by Edith Sisson
Sharing the Joy of Nature, by Joseph Cornell
The Earth Speaks, by Steve Van Matre
This Planet Is Mine, by Dianna Dee Damkoehler
* These titles may be ordered from The Green Brick Road
by calling 1 - 8 0 0 - G R E E N - 3 8.
Rita D’Antonio is a full-time Outdoor Environmental Education
Teacher at St. Monica’s School in Barrie, Ontario. She is happy
to speak with others who are working on similar projects and
is willing to offer guidance and expertise. Rita can be reached by
e-mail at: <rdanton@bconnex.net>.
Fondation Evergreen Foundation 7
 The Model Schools Modèles de
Program – Ontario programmes – Ontario
A Dynamic Relationship Participating Ontario Model Schools
The Evergreen Foundation’s first Model Schools Program has A LISON PARK PUBLIC, CAM BRIDGE
BRIDLE WOOD COMMU NI TY
come to a close. From 1996 to 1998, our organization, in partner-
E L E M E N TA RY, KANATA
ship with Environment Canada’s Community Funding Program – CHURCHI LL ALT E R N ATIVE, OTTAWA
Action 21, assisted 34 Ontario schools in successfully completing ÉCOLE ÉLÉMEN TAIRE LE TRILLIU M,
VANIER
the planning process of their school ground projects.
ÉCOL E ST. JOSEP H/ST. GABRI EL
For the two years of the program, Evergreen provided schools CENTER, S UDBURY
with the services of a local expert or associate — free-of-charge — G LENFORE ST SE CONDA RY,
MISSISSAUGA
to consult with the school committee, guide the committee H AVEL OCK-BE LMO NT PUBL IC,
through the planning process, and advise on the creation of a site H AV E L O C K
PRIN CE OF WALES ELEMEN TA RY,
PETERBOROUGH
ROLAND M ICHENER PUBLI C, KA NATA
S T. CATH ERINE CATHO LI C, METCA LF E
S T. FRANCIS O F ASSISI CATHOL IC,
ORLEANS
S T. PA U L’S SEPA R ATE , PETE RBOROUGH
S T. PHILIP, RI CHMON D
S T. TERESA’S ELEMEN TA RY,
PETERBOROUGH
S T- M A RTI N DE PORRES , K ANATA
S AWMILL CRE EK EL EMENTA RY,

plan and funding proposal. HURON HEIGHTS PUBLIC, KI NCA RDI NE
JOHN YOUNG ELE MEN TA RY, KANATA
In order to be selected to participate in the Ontario Model LAM BTON PARK COMMUNITY,
Schools Program, schools were required to have the support of the TORONT O
LAMIRA DOW BI LLINGS PU BLIC,
principal, an active steering committee and a solid commitment to:
GLOUCESTER
• involve students in the planning process; LA NS DOWNE PU BLI C, S UDBURY
• conduct student-led site inventories; LON DON WA L D O R F, LONDON
MAURICE CODY PU BLI C, TORONTO
• photograph the evolution of the site;
MEADOWLANDS PUBLIC, N EPEAN
• develop a long-term plan for the management and use of MOTH ER TERESA, MISSISSAUG A
G LOUCESTE R
SUNN IN GD ALE PUBLI C, OA KVIL LE
TWENTIETH S TREET, TORONTO
W.E. T HOMPSON PU BLI C, KINCA RDI NE
WATERLOO-OXFORD D IS TRI CT
S E C O N D A RY, BADEN
WE LLESLEY P UBLIC, WEL LESLEY
VILLA GE
WEST MOUNT ELEM ENTA RY,
PETE RBOROUGH
WILSON AV EN UE PUBLIC, KITCHENER

the site; and, N O RTH S HORE ELEMENTA RY, K EE NE WOODLAN D PARK P UBLIC, CAMBRID GE

• act as a mentor to other schools in their community.

Ontario Model Schools Associates
TED CHES KEY CLEM FA R M E R SUSAN L AN G DOMIN IQU E TA S S É
C ATH Y DU ECK KARE N HAW L E Y DE BBY MORT O N

2 3

1 Students created colourful woven baskets around

the trees at Woodland Park Public, in Cambridge.

2 The landscaped area at Sawmill Creek

Elementary, in Gloucester, provides seating for
outdoor classes.

3 The wilderness area at Twentieth Street, in

Toronto, offers a quiet spot to observe nature.
The 100 Squares game on the play area at Students at Huron Heights Public, in
St-Martin de Porres, in Kanata. Kincardine, excavated the site for their pond.

8 Fondation Evergreen Foundation


1
2
1 North Shore started their
project on a grassy area.
2 Phase I of the Ecology 3
Garden included
establishing four flower
beds separated from the
playground by a cedar
rail fence, and planting
native trees, shrubs,
vines and flowers.
3 Signs painted by grade 7
and 8 art students were
part of Phase II.
Students have great
fun using the human
sundial, right, which
they built using flat
stones collected at a
local quarry.
Site signage, right,
helps visitors find
their way around the
Ecology Garden.
The Evergreen Foundation thanks all participants for
their hard work, and our associates for their commitment
and dedication. Congratulations!
Evolution of a Habitat
Nan Sidler
North Shore Public School, Keene, Ontario
Our playground, once a lush wetland with a diversity of aquatic life,
had become a large drained field with little in the way of grasses
and trees. Staff supervisors of the student Ecology Club suggested
creating a natural garden of some kind. Cathy Dueck, who later
became our local contact person representing The Evergreen
Foundation, provided valuable advice on how to proceed. Follow-
ing a survey of what students would like to see in the garden, we
applied to various organizations for funding.
By the spring of 1996 we had enough funds to begin Phase I.
Our goals were to: build a cedar rail fence to set off the garden
from the rest of the playground; line the seasonal stream with
stones; establish four flower beds; mark out and mulch the path-
ways; plant native trees, shrubs, vines and flowers to attract birds
and insects; and, make a rock pile for small mammals and reptiles.
By June 1997, Phase II was underway. To the garden we added:
signs painted by grade seven and eight art students; a birdhouse
built by a student’s grandfather; two cedar benches built by local high
school students; two cedar foot bridges; and, a sundial for which flat
rocks were hand picked at a local quarry by two energetic mothers.
Now in our third year, we hope to continue adding features that
will increase the diversity of plant and animal life in the garden.
Our current plans include building a small holding pool to create
a temporary water garden or wetland in the spring. We will also
develop a handbook for teachers to help them connect curriculum
expectations with outdoor learning opportunities in the garden.
Building the Ecology Garden has been a tremendous undertaking,
but certainly well worth the effort. This process provided teachers,
staff, students, parents, and community members with a wonderful
opportunity to work together in partnership to create an outdoor
classroom. We are proud of our efforts to create a place where
children can go to find peace and renewal in the wonders of nature.
North Shore students
place a tree marker on
their school ground.
ALL PHOTOS ON THIS PAGE COURTESY OF NORTH SHORE PUBLIC.
Fondation Evergreen Foundation 9
 More Case Studies
Just Ask the Students
Ted McLachlan
Windsor School, Winnipeg, Manitoba
At Windsor School in Winnipeg, Manitoba, we conceived our
naturalization project from the start as a means of empowering the
students and teachers to take charge of the project, bringing in
community resources where needed. We chose a curriculum-based
approach, something that has proven to be invaluable in the
project’s development. Every step of the way students have been
consulted for ideas and hands-on participation as part of the cur-
riculum. Given the chance to express their desires, the overwhelm-
ing response of students was that they wanted to get rid of asphalt
and get some wild creatures and green into their play areas.
An on-site workshop was held and students were asked to place
a series of planter-sized bed sheets where they would like there to
be plants. Working with plans of the school grounds, students
completed drawing exercises and the results were passed on to
a landscape architect to draw up the final plan. Two family con-
struction nights were organized to build nine raised planters in
asphalted areas of the school grounds. With each class responsible
for one planter, the students have grown trees, native plants, and
vegetables for the Winnipeg Harvest Food Bank.
Starting with a single small project has been a good strategy
for us. Success was easy to see when on the first day of school the
planters were in full bloom (sunflowers were used rather than
the usual annuals, providing seed for the birds and the grade one
gerbil) and the vegetables were ready for harvest. From there
the school hasn’t looked back. Each spring and fall we take on
another manageable project and plans for the future are forever
expanding. Students, teachers and the community have proven
to themselves what can be achieved when direct action for a
common goal is taken.
The students at Windsor School turned a bleak school yard into an
outdoor learning area with the addition of 9 raised planters. Each class
is responsible for one planter — students have grown trees, native
plants and vegetables.
ALL PHOTOS ON THIS PAGE COURTESY OF WINDSOR SCHOOL.
10 Fondation Evergreen Foundation
Autres études
Integrating Curriculum
Ted McLachlan
Windsor School, Winnipeg, Manitoba
When it came to filling the planters, we could have simply ordered
the soil and had it deposited directly into the planters — but we
didn’t. To reinforce curriculum integration, a class was requested
to measure the planters, calculate the volume and estimate the
soil required. When the soil arrived it was dumped on the
adjacent asphalt. To instill in the students a sense of ownership
of the project, a Dirt Day was held. All kindergarten to grade
three children brought in
ice-cream pails and formed a
brigade to fill the planters.
Consequently, not a speck of
soil has been removed from
the planters since.
“ To take 700 kids and put them on a
piece of ground without a tree on it, and
then to expect them to behave the way
you want, is contradictory.”
Paul Blackwood, parent, MacDonald Drive Junior High
Enbridge Consumers Gas
Supports Evergreen
For the second consecutive year, Enbridge Consumers Gas is spon-
soring Evergreen’s Learning Grounds Program to encourage the
transformation of school grounds within its southwestern Ontario
franchise area. As part of its commitment to reducing the environ-
mental impacts of its operations, Enbridge is pleased to support the
planting of trees and shrubs on school grounds to offset the effects
of global climate change. This issue of The Outdoor Classroom
features the following schools that received funding made possible by
Enbridge Consumers Gas: Glenforest Secondary, Pauline Public and
St. Monica’s. For more details about this year’s Learning Grounds
grant application, please refer to The Tool Shed on page 15.
Putting the “Forest” Back “ What we as a collective group have done is very
significant, because not only did we change the
in Glenforest
physical aspects of Glenforest, but also the attitudes
If science teacher Don Morton and co-chair Johanne Christensen of many people towards the environment. This,
have anything to do with it, Glenforest Secondary School will grow in my opinion, was our greatest accomplishment.”
into its name. Thanks to their leadership, it is well on its way.
David, student, Glenforest Secondary School
The work at this suburban high school in Mississauga, Ontario
got off to a great start in the spring of 1995 when the Naturalization
Club planted 100 native trees around the grounds and created a
no-cut area at the back of the school. In the fall, club members
planted another 50 trees and began to fill the no-cut area with 200
wildflowers native to the region. In spring 1996, two 300-square
foot flower gardens were created in front of the school, and four
long-forgotten gardens were brought back to life with plantings of
80 native wildflowers and other plants donated by students and staff.
Things really took off in 1997 when almost 1800 students
signed up to participate in the year’s events. In the spring, the first
woodlot was created by adding 20 native trees to an existing stand
of five trees on a large grassed area at the front of the school.
Much of the grass was removed and transplanted to berms in a
swale at the back of the school to create a pond area. Students laid
down woodchips, created walkways, decided on the placement
of log benches, and planted 500 native wildflowers. One of the
project’s objectives is to join together separate areas of vegetation,
providing corridors of habitat and allowing wildlife to move freely
from one area to the next.
The school property is now used for teaching classes in science,
art, English and geography, and as an area for quiet activities such The barren front yard
as talking with friends or reading. Don says, “It is my hope that of the school, right,
students will learn to take responsibility for their immediate was transformed with
environment and realize that they can make a difference.” Based the addition of flower
on what students and teachers are saying, it’s already happening. beds planted with native
wildflowers, above.
Glenforest Secondary School was a participant in the Learning
Ground’s Model Schools Program in Ontario over the past two years.
“ I find it is way easier to learn stuff when you are on
the job and able to see things up close and personal.
I believe that the whole naturalization process that the
class has been exposed to has made each of us more
aware of how difficult and how rewarding it is to
organize and help the environment.”
Chad, student, Glenforest Secondar y School

“ This gave students a chance to be part of the

Much of the sod removed by students was transplanted to berms in a
swale at the back of the school to create a pond area.
community — to see that they have a part to play
in making their community a better place to live.
Even the reluctant students wanted to do more
after their first experience.”
John, teacher, Glenforest Secondar y School

Fondation Evergreen Foundation 11

The Environment: L’environnement,
A Year-Round Focus un projet pour toute l’année
Nicole Parent-Gingras, Principal Nicole Parent-Gingras, Directrice
École de la Source, Montréal, Québec École de la Source, Montréal, Québec

At École de la Source, an urban elementary school in Montréal,
a vital component of our naturalization project has been our
Green Committee. The committee is responsible for every stage
of selecting, planning and evaluating the projects related to our
naturalization efforts.
The actual execution of our various projects, however, includes
the involvement of every student at the school. We want to ensure
the participation of the students, invite them to have an impact on
the world, and offer them valuable learning experiences. To this
end, we involve the students in school-wide activities each month
that have an environmental theme.
Activities we have offered include: in September, a recycling
campaign; in October, preparing the school grounds for winter; in
November, offering prizes for environmental projects; in
December, collecting second-hand goods for a reuse sale; in
January, organizing an art project with an environmental theme;
in February, designing recycling projects; in March and April,
building and installing bird houses for the school grounds; in
May, planting wildflowers, annuals and trees; and in June, holding
an end-of-year show to highlight the successes of the past year.
We are very excited that our entire school is working towards a
better environment. Through our environmental efforts, we are
actualizing our values of protection, education, and responsibility
in our school to create and protect a better way of life!
A l’école de la Source, une institution élémentaire de la ville de
Montréal, un élément important de notre projet de naturalisation a été
l’implication de notre Comité Vert. Le comité est responsable de toute
étape de sélection, de planification et d’évaluation des projets relatifs à
nos efforts de naturalisation.
La réalisation de nos différents projets, cependant, exige l’implication
de chaque étudiant de l’école. Nous voulons nous assurer de la participa-
tion de chacun d’eux, en les invitant à avoir une influence sur le monde,
et en leur offrant de solides expériences desquelles ils tireront profit.
A cette fin, nous impliquons les étudiants dans une activité, chaque
mois, sur un thème qui se rapporte à l’Environnement, et qui s’adresse
à toute l’école.
Les activités que nous offrons sont : en septembre, une campagne de
recyclage; en octobre, la préparation du terrain de l’école pour l’hiver;
en novembre, une invitation à soumettre des idées pour des projets
environnementaux; en décembre, le ramassage de marchandises usagées
pour une vente de «seconde main»; en janvier, l’organisation d’un projet
artistique sur le thème environnemental; en février, un projet de dessins;
en mars et avril, la construction et l’installation de maisons d’oiseaux
pour le terrain de l’école; en mai, la plantation de fleurs sauvages,
d’annuelles et d’arbres; et en juin, la présentation d’un spectacle de fin
d’année qui met en relief, le succès de l’année qui se termine.
Nous sommes très enthousiasmés de la réponse positive de toute
l’école, qui collabore ainsi à un meilleur environnement. A travers nos
efforts pour améliorer notre milieu, nous réévaluons nos valeurs de
protection, d’éducation et la responsabilité de l’école dans la création
de mesures pour nous assurer d’une meilleure condition de vie.

The naturalized site

at Westvale in Waterloo,
Ontario, left, is a
pleasant spot for a walk.

The school garden

at Salem Elementary
in Sackville, New
Brunswick, right, is
“for the birds.”

12 Fondation Evergreen Foundation

Dreamacres
Maggie Linton
Sunningdale Public School, Oakville, Ontario
On one of her very first visits to Sunningdale Public School, Debby
Morton stood with me at the back of the school and looked out
over the barren expanse of the schoolyard. Debby pondered for a
moment and matter-of-factly said, “Ten years. This is at least a ten-
year project.” The most dedicated supporters of this project took
her words to heart. We knew that we were “in it for the long haul.”
We were aware that the project had to have depth as well as
breadth and that, to achieve this, we would have to find a way to
tap into the dreams, hopes and hearts of the Sunningdale stu-
dents, staff and community. We wanted to create what one of the
students would later call, “the best playground in the world.”
We introduced the project at an assembly. With music, film
and story, we challenged the students to begin dreaming, let their
imaginations run wild, and as individuals, classes and families,
find a way to express these dreams so that we could begin to collect
the ideas together.
The visioning process was slow and the dreams trickled in.
They came in the form of drawings, paintings, prose and anecdotal
Amy, a student at Sunningdale, created this plan for the “Dreamacres” school ground project.
comments. One full school year later, a committee of parents and
teachers pored over the work which had been spread out on tables
in the school library. They made note of every idea, created tallies
for those mentioned more than once, and drew out thirteen of the
most commonly occurring themes. Using magazine cutouts of
actual images, the committee created collages representing various
interpretations of each theme. The collages were viewed by each
class, wherein each student and teacher was given three stickers to
attach to their three favourite collages. To avoid biases, the polling
sheets were removed and replaced with fresh ones after each viewing.
From this exercise, the top four design elements were selected.
Marius deBruyn, community member, landscape architect and key
committee member, drew up a concept plan to incorporate each
of the original thirteen elements, but giving priority to the chosen
four. The theme collages were scanned, mounted on foam core
board and displayed with the master plan. “Dreamacres” was now
on paper and the planting could begin.
Fondation Evergreen Foundation 13
 Research –
What’s New?
Outdoor Classrooms =
Smarter Students
On the horizon of education, there is a rumble of excitement
building in the United States. That excitement has to do with a
new framework for education which uses the Environment as
an Integrating Context for learning. Known as EIC, it is described
as a format for learning that is interdisciplinary, collaborative,
student-centred, hands-on and engaged.
The principles of EIC are to combine these approaches in
a way that:
• breaks down traditional boundaries between disciplines;
• provides hands-on learning experiences, often through
problem-solving and project-based activities;
• relies on team-teaching;
• adapts to individual students, and their unique skills and
abilities; and,
• develops knowledge, understanding, and appreciation
for the environment — both the social community and
natural surroundings.
EIC-based learning is not focused primarily on learning about the
environment, nor is it limited to developing environmental aware-
ness. It is about using a school’s immediate surroundings and that
of the community — the local environment — as essentially an
outdoor classroom. EIC-based programs typically employ the
environment as a comprehensive focus and framework for learn-
ing in all areas: general and disciplinary knowledge; thinking and
problem-solving skills; and basic life skills, such as cooperation
and interpersonal communications.
In 92% of the cases studied, students in
EIC programs academically outperformed their
peers in traditional programs.
This type of approach also seems to enrich their overall school
experience and leads to improvements in cooperation and enthu-
siasm, not just for students but for teachers too. Other reported
benefits of EIC-based programs include reduced discipline and
classroom management problems, and greater pride and owner-
ship in accomplishments.
Based on the findings of this U.S. nationwide study, it seems
that building outdoor classrooms may be of even more benefit
than we might have thought. And while it may be just the tip of the
iceberg in terms of the potential of this kind of program, it’s a
great place to start. Whether you are contemplating plans to begin
a naturalization program at your school, or deciding on next steps
for a project already underway, don’t be afraid to dream BIG!
For more information, and a copy of the report, “Closing the
Achievement Gap: Using the Environment as an Integrating
Context for Learning,” visit the web site of the State Education and
Environment Roundtable at: <http://www.seer.org>.
14 Fondation Evergreen Foundation
Les recherches –
Les nouveautés
Les classes vertes =
des étudiants plus intéressés
Dans l’horizon de l’éducation, il y a une idée qui prédomine actuelle-
ment et qui fait sensation aux États-Unis. C’est une nouvelle façon de
présenter l’éducation en utilisant l’environnement comme un contexte
d’intégration à l’apprentissage. Connu sous le nom de “l’Éducation
par l’Environnement” il est décrit comme une manière d’apprendre
interdisciplinaire, coopérative et centrée sur l’étudiant, son implication,
et son engagement.
Les principes de EPE associent ces approches comme suit:
• en brisant la routine qui s’installe dans les diverses disciplines;
• en donnant une expérience de base, souvent en trouvant des
solutions ou en projetant des activités;
• en unissant davantage les professeurs et les étudiants;
• en s’adaptant individuellement aux étudiants, dans l’obtention
de leurs objectifs;
• en développant le savoir, la compréhension et l’appréciation
pour l’environnement, autant pour la communauté que dans la
vie de chacun.
Les principes fondamentaux de EPE ne visent pas uniquement à se docu-
menter sur l’environnement, ni à limiter ses connaissances aux inquié-
tudes du développement environnemental. Il s’agit plutôt d’utiliser le
milieu scolaire immédiat et l’environnement local, pour bâtir une classe
verte. EPE base sa théorie sur l’emploie de l’environnement comme un
but précis et un modèle pour apprendre à apprécier la nature, à
réfléchir et à résoudre des problèmes, comme aussi à l’utiliser comme
moyen de coopération et de communication interpersonnelle.
Dans 92% des cas étudiés, les étudiants qui
avaient le programme EPE ont dépassé les performances
des étudiants réguliers.
Cette sorte d’approche semble aussi enrichir l’expérience des dirigeants
de l’école et améliore la coopération et l’enthousiasme, non seulement
pour les étudiants mais aussi pour les professeurs. D’autres ont rappelé
certains bénéfices du programme basé sur l’EPE, dont une réduction de
problèmes de discipline et une plus grande fierté dans l’accomplissement.
Basé sur une recherche dans leur étude, il semble que favoriser
des classes de plein air apporte plus de bénéfice qu’on aurait pu penser
au départ. Il semble que ce ne soit que la pointe de l’iceberg, en terme
de potentiel pour ce genre de programme, et l’école est une bonne
place pour cette initiation. Que vous soyiez à prévoir des plans pour un
programme de naturalisation à votre école, ou que vous décidiez dans
un avenir prochain de vous y mettre, n’hésitez pas, pensez GROS!
Pour de plus amples, et une copie du rapport, visitez le site web
suivant: La Table Ronde sur l’Education et l’Environnement à:
<http://www.seer.org>.

The Tool Shed
Resources for School Ground Projects
Learning Grounds Resource Package
The Learning Grounds Resource Package is our regularly updated
introductory resource that includes information on planning,
curriculum integration, funding sources, design, native plant and
seed sources, answers to commonly asked questions, and more.
Numerous references to additional materials are also included.
It is available from our Toronto office for $5 + GST; a package
focused on British Columbia is available from the Vancouver office
for the same price. You can also find it free-of-charge on our web
site, at <http://www.evergreen.ca/lgrp/>.
Welcoming Back the Wilderness –
A Guide to School Ground Naturalization
This is a practical guide to naturalizing a school ground, with
instructions about how to plant trees and plan your design, guide-
lines as to what to expect in the first few years, and other helpful
details. There is also a good reference section. This book is avail-
able from both the Toronto and Vancouver offices for $10 + GST.
Grounds for Change Video
This inspirational and informative video is designed to promote
the idea and benefits of transforming school grounds. This is a
good promotional tool for parent groups, administrators and
others. Approximately 15 minutes in length, it is available from
both the Toronto and Vancouver offices for $15 + GST.
The Learning Grounds On–line Discussion Group
This listser v facilitates discussion, via e-mail, about all aspects of
transforming school grounds. It is an open forum to ask questions,
share experiences, and pass on advice to others. Issues addressed
in discussions include habitat restoration, safety, composting,
teaching in the outdoor classroom, summer maintenance, fund-
raising, anti-vandalism initiatives and much more. To become part
of the discussion group, simply subscribe by sending an e-mail to
<majordomo@icomm.ca>. Leave the subject line blank and in the
body type “subscribe learning_grounds” (without quotation marks).
The Model Schools Program
The Model Schools Program supports schools by providing them
with an experienced advisor with whom to work for approximately
a two-year period. In return, the schools document their progress
and commit to working towards the improvement of their school
grounds. Currently, there is an ongoing Model Schools initiative in
British Columbia, which began in 1998 and will end in 2000. For
more information, call Denise Philippe at 604. 689. 0766, or e-mail
<dphilipp@evergreen.ca>.
Cross-Atlantic Connections
Turn your school ground naturalization project into a lesson in
international relations. With the assistance of Learning Through
Landscapes, a British organization working on school ground
development programs, you can be linked to a school in Britain
which is also transforming its school grounds. For more informa-
tion, contact: Mary Jackson, Learning Through Landscapes, The
Forest Centre, Thames Chase, Broadfields Farm, Pike Lane,
Upminster, England, RM14 3NS. Fax: 01708 640581.
Funding Opportunities
Since 1993, the Evergreen Foundation has provided funding, in
the form of grants, to over 630 schools across Canada. There are
currently three grant programs underway:
• Enbridge Consumers Gas and the Regional Municipality of
Hamilton-Wentworth are each funding grants in their respective
areas of southern Ontario;
• B.C. Hydro is funding a grant in all of British Columbia.
Call 416. 596. 1495 ext. 55 to receive an application for any of
these funding opportunities, or look for more details on our
web site: <http://www.evergreen.ca>.
La remise à outils
Les ressources pour les projets scolaires
sur l’environnement
Rencontre d’informations pour le programme
Décours-vertes
La trousse d’apprentissage de ressources environnementales est une
collection de ressources continuellement mise à jour et contenant des
informations sur la planification, des idées scolaires, des illustrations, des
renseignements sur les plantes sauvages et les graines de semence, et
qui répond à la plupart des questions habituellement posées, et même
davantage. Des références numérotées pour du matériel additionnel
sont aussi incluses. Disponible directement du bureau de Toronto,
pour 5$ plus GST; l’ensemble pour la communauté de la Colombie
Britannique est disponible au bureau de Vancouver, pour le même prix.
Pour une réhabilitation de la nature –
Guide de naturalisation des cours d’école
Un guide pratique pour le milieu scolaire concernant la plantation d’arbres
et les projets à venir, et sur ce que nous devons anticiper en matière
d’environnement, incluant quantité de détails utiles, pour les prochaînes
années. Nous avons aussi une documentation de référence, disponible
aux bureaux de Toronto et Vancouver, au prix de 10$ plus GST.
Opportunités de subvention
Depuis 1993, la Fondation Evergreen a distribué des subventions, sous
formes de récompenses, à plus de 630 écoles à travers le Canada. Il y a
actuellement trois programmes en cours:
• Endridge Consumers Gas et la municipalité régionale de Hamilton-
Wentworth distribuent des bourses dans leur milieu respectif, au
sud de l’Ontario.
• La Compagnie B.C. Hydro subventionne des projets partout en
Colombie Britannique.
Téléphonez à 416. 596. 1495, ext. 55 pour recevoir les informations
concernant une ou l’autre de ces opportunités, ou allez voir sur notre
site d’internet : <http://www.evergreen.ca>.
Fondation Evergreen Foundation 15
Call for Submissions Acknowledgements
The Evergreen Foundation thanks the sponsors of this issue of
The next issue of The Outdoor Classroom will highlight innovative
The Outdoor Classroom :
design ideas — unique ways of using a variety of components such
as nature, built structures, and art — in the outdoor classroom.
We invite submissions from schools that have incorporated interest-
ing design features to address such issues as safety, vandalism, local
geography, high traffic areas, learning opportunities, habitat cre- Evergreen also extends thanks to the following for their generous
ation, social needs, overall school aesthetics, and other pertinent support of the Learning Grounds Program :
issues. At the completion of the two-year cycle, we are also inviting
submissions from participants in the Model Schools Program in
Québec and Nova Scotia.

The deadline for submissions for the next issue of The Outdoor
Classroom is May 31, 1999. Submissions should be 300 – 400 words
in length, may be written by anyone in the school community
(a teacher, principal, parent, or committee member), and should
be accompanied by photographs (high quality prints or slides
which preferably show students engaged in the outdoor learning
environment), student artwork, or both.

Learning Grounds Program

Highlights
1997
C A NA D I AN I M PE R IA L B AN K O F CO M M E RC E

The Evergreen Foundation made a presentation about the Learning C AN A DA T RU ST F RI EN D S O F T H E E NV I RON M E N T F O U ND AT I O N

Grounds Program at the first International Conference on C A PE RS • T HE C H AW KE R S FO UN D AT I O N

School Grounds in London, England, hosted by the Organisation E CO LO GY A C TI O N C EN TR E

for Economic Cooperation and Development (OECD). SI R J O SE PH F L AV E LL F O U N DAT I O N

TH E A L I C E A N D M U RR AY M A I TL A ND F O U N D AT I O N
1998 TH E J . W. MC C ON N EL L FA M I LY

The Evergreen Foundation received the Environment Award
from the Ontario Association of Landscape Architects.
Evergreen received runner-up distinction for the Canadian
Centre for Philanthropy’s Community Spirit Award.
Citizens Bank of Canada members and VISA card holders
voted Evergreen one of four recipients of the bank’s 1997
Shared Interest Fund.
T H E T. R . ME I GH EN F O U N D AT I O N
T H E R OB ER T S C H A D F OU N DAT I O N
T H E R . HO WA R D W EB S T E R F O UN D AT I O N
Many thanks to everyone who contributed material, ideas,
and energy to The Outdoor Classroom – Issue 4 , and to its editor,
Randee Holmes, and its designer, Douglas Counter.
Printed by C.J. Graphics Inc. on Sandpiper Text, Lily of the Valley,
chlorine-free, made with 100% post-consumer waste.

The Evergreen Foundation

355 Adelaide Street West, Suite 5A
Toronto, Ontario M5V 1S2
02865513-99