Schoolyard Habitat

Project Guide

A planning guide for creating

schoolyard habitat and

outdoor classroom projects

U.S. Fish & Wildlife Service

Schoolyard Habitat

Project Guide

A planning guide for creating

schoolyard habitat and

outdoor classroom projects

Second Edition 2011

Carolyn Kolstad

U.S. Fish and Wildlife Service

Schoolyard Habitat Program Coordinator

Pacific Southwest Region

Karleen Vollherbst

U.S. Fish and Wildlife Service

Schoolyard Habitat Program Coordinator

Sacramento Fish and Wildlife Office

Karen Kelly Mullin

Principal Consultant

Willow Oak Group, LLC
Acknowledgements

Many ideas and much inspiration for this national guide were drawn from more 

than 20 years of dedicated work from biologists in the Chesapeake Bay, Clear 

Lake Ecological Services and Tulsa Ecological Services field offices. We are also 

grateful to the many teachers, students, administrators and community members 

from across the country who have worked tirelessly to create Schoolyard Habitat 

projects. They have all taken bold steps to connect children with nature.

Principal contributors: Britt Eckhardt Slattery, Julie Dieguez, Betty Grizzle, 

Kathryn Reshetiloff, Flavia Rutkosky 

Special thanks to the following: Jontie Aldrich, Tekla Ayres, Cheryl BauerArmstrong, Renee Brawner, Herb Broda, Jason Cox, Michelle Daubon, Michelle 

Donlan, Scott Feille, Glenda Franich, Michael Glenn, Rick Hall, Dennis Hartnett, 

Mark Herzog, Laurie Hewitt, Michelle Hunt, Ron Jones, Akimi King, Carolyn 

Martus, Rich Mason, Kirk Meyer, Jeri Nolan, Dennis Prichard, Julie Rose, Heather 

Rydzeski, Barbara Shaughnessy, Tim Smigielski, Julie Study, Elaine Tholen, April 

Wells, Kacey Wetzel, Susie Wirth, Polly Zimmerman

Many activities and ideas were provided by the following curricula:

U.S. Fish and Wildlife Service Schoolyard Habitat Project Guide First Edition

Creating a School Habitat: A Planning Guide for Habitat Enhancement on 

School Grounds in Texas

Earth Partnership for Schools K-12 Curriculum Guide

Georgia Schoolyard Wildlife Habitat Planning Guide

Design layout prepared by: Pandion Systems, Inc. and J&S Design Studio

The guide can be downloaded from our website:

http://www.fws.gov/cno/conservation/schoolyard.cfm

The guide cannot be copied for resale. The guide can be copied for educational 

purposes. For more information, call 916/414-6464.

Photos provided by the U.S. Fish & Wildlife Service (USFWS), Earth Partnership 

for Schools (EPS), Arlington Echo Outdoor School (AE), Lanthrop E. Smith 

Environmental Education Center (LSEEC) and Charles County Planning 

Division (CCPD).

2 Schoolyard Habitat Project Guide
Introduction

6 About the Guide

8 U.S. Fish and Wildlife Service Schoolyard Habitat 

and Outdoor Classroom Program

Initiate

13 Step 1: Form a Team 

 Establish Your Team

 Brainstorm Your Schoolyard Ideas

 Survey the School Community

 Brainstorm Potential Schoolyard Features

23 Step 2: Develop a Master Plan 

 Complete a Master Plan Assessment

 Draw Your Master Plan

 Refine Brainstormed Ideas into Goals

 Decide on a First Project

 Develop Your Timeline

39 Step 3: Assess Project Site 

 Measure Project Area

 Assess Growing Conditions 

Schoolyard Habitat Project Guide

Table of Contents

U.S. Fish and Wildlife Service 3
Create

49 Step 4: Design Project 

 Understand Principles of Schoolyard Habitat Design

 Draw Your Project Plan

 Create Your Planting Map 

 List Additional Materials for Design Implementation

67 Step 5: Decide Money Matters 

 Develop a List of Needs and Resources

 Craft a Budget

 Acquire Resources

77 Step 6: Install Project 

 Prepare the Site

 Prepare the People 

 Create a Work Plan 

 Gather Materials and Supplies

 Plant Your Project

Incorporate

93 Step 7: Create a Maintenance Plan

 Consider Short-term Maintenance

 Consider Long-term Maintenance

99 Step 8: Use the Project

 Brainstorm Ways for Using the Schoolyard Habitat

 Provide Teacher Professional Development

 Monitor for Change

103 Step 9: Share Your Story

 Make a Sign

 Have a Celebration

 Alert the Media

 Tell Us Your Story

 Congratulations!

4 Schoolyard Habitat Project Guide
Appendix

ii Appendix A: Woodland

iv Appendix B: Meadow

viii Appendix C: Wetland

xv Appendix D: Other Project Features

xvii Appendix E: Commonly Used Equipment

xviii Appendix F: Additional Resources

xx Glossary

Field Notes:

29 Field Notes for Completing a 

Schoolyard Site Survey 

31 Field Notes for Completing a Schoolyard 

Wildlife and Habitat Survey

45 Field Notes for Soil Assessment

55 Field Notes for Drawing Your Project Plan

59 Field Notes for Choosing Your Plants

63 Field Notes for Creating Planting Map

89 Field Notes for Planting a Plant

U.S. Fish and Wildlife Service 5
The Ripple Effect 

A well designed Schoolyard Habitat project will have ripple effects on wildlife 

and people into the future, much like throwing a stone into a pond. To create your 

intended ripple effects, the initial stone thrown into your pond must be a well 

planned and ecologically sound project. The image of the stone thrown into the pond 

follows the three fundamental themes of a project to initiate, create and incorporate 

your project. 

Master Plan 

A master plan is the vision of how your schoolyard could best be used by both 

wildlife and people. The plan can be formal or informal, but it is important to start 

with this step so you do not plant trees where future construction is planned. Once 

you have a master plan, you can easily break it down into phases, so each individual 

phase is part of a greater whole. 

The Steps 

Schoolyard Habitat projects come in many different shapes and sizes and are very 

unique depending on the region and community in which they are created. However, 

there is a universal process that all projects go through. The sequential steps in this 

guide describe this process, ensuring you have all the tools necessary to complete 

a Schoolyard Habitat project. You will find many of the steps overlap, and you may 

need to consider the next step before finishing your current step. For that reason, 

we recommend you read through all of the steps before beginning. 

About the Guide

Welcome to your Schoolyard Habitat journey!

This is your guide book to transforming your school grounds into a place that engages the entire 

school community in habitat restoration. You are a part of a national movement dedicated to 

developing a citizenry that consciously values their environment. Once you move through this 

process, your school community will connect to the natural world, not by sitting inside and looking 

out, but instead by being outside and looking deeper. 

This is a how-to guide. It will take you and your students through each step of the process: planning, 

installing and sustaining a project. This is not a book about why schoolyard projects are important; 

this is a guide about how to make the best one for your site. 

There are important repeating images, themes and examples highlighted in this document: 

6 Schoolyard Habitat Project Guide
A Few Notes About Your Journey

You are not the first. 

This guide is a compilation of years of experience and thousands of projects from across 

the country and describes the fundamental elements of what makes great projects. Take 

comfort in this. Other people have successfully completed what you are starting; there 

are examples all over the nation. 

You are not alone. 

The U.S. Fish and Wildlife Service and many other agencies and organizations across 

the nation are dedicated to making projects like yours a reality. There is a common focus 

on developing programs to better connect our children, our communities and our natural 

world and on creating a new direction for our future. 

You have yet to realize where this will lead.

Once you start this project, you will discover new things about yourself, your students, 

coworkers, community and environment. The world of Schoolyard Habitat projects is full 

of stories of awe, inspiration and motivation. You have yet to discover the people you will 

inspire to become leaders or the leader you will become. You are ready to begin! 

Projects 

Throughout the guide, we talk about the ideal project pathway and then specific 

considerations for woodlands, meadows and wetlands. We realize that not all 

projects will fit into these classifications, and your region may use various terms to 

describe them. We use these terms to provide consistency throughout the guide, 

and as a way to help you make decisions; your project will ultimately be as unique 

as the wildlife and people that use it. 

Cityport Elementary School and Countryside High School 

Stories and examples of these two schools are used throughout the guide. Cityport 

is an urban school with a small campus. Countryside High School is a suburban 

campus with open space and large sports fields. Both schools are based on real 

scenarios and are presented as models for you to create your own unique project. 

Field Notes 

The Field Notes pages are designed to be removed and used in the field with 

students. We encourage you to incorporate these Field Notes into your existing 

school system curriculum to get your students outside as frequently as possible.

Topography: 

•	Identify high and low spots.

•	Locate steep slopes.

Prevailing wind: 

•	Indicate prevailing wind direction.

Sunny and shady areaas:

•	Distinguish between areas that receive full sun, partial

shade and full shade.

Water:

•	Designate any areas that are obvious

drainage or waterways.

•	Indicate direction of water runoff.

•	Locate any areas where erosion is occurring.

•	Locate spots that seem especially wet or dry.

Structures: 

•	Identify structures where students play or gather such

as playground equipment, bike racks, signs, benches,

picnic tables and fences.

Fields:

•	Identify the athletic fields and areas that are used

for informal play either by the school or other

members of the community.

•	Identify where students gather for fire drills.

Accessibility:

•	Identify areas that are accessible during a class period.

•	Indicate formal and informal pathways.

•	Identify spaces used by the public.

Utility features: 

•	Locate obvious utility lines above or below ground.

•	Locate existing water or irrigation lines and

accessible spigots.

Plants: 

•	Locate and identify trees, shrubs and plants that provide

food and cover for wildlife, both on and adjacent

to the school grounds.

Wildlife: 

•	Locate and identify signs of wildlife on

the school grounds.

Groundcover: 

•	Indicate different groundcovers such as turf grass,

bare spots, pavement, woodland groundcovers, native

plantings or garden areas.

Field Notes for Completing a Schoolyard Site Survey

Procedure:

1. Draw an outline of the school property, school buildings and parking lots. This is your base map.

2. Break into groups and walk the entire schoolyard.

3. Sketch on your base map all of the important physical, human-related and biological characteristics listed below.

Create a legend and designate symbols to mark important characteristics.

4. Share your observations as a class.

5. Create a collective schoolyard site survey.

Physical Characteristics 

Human-Related Characteristics

Biological Characteristics

U.S. Fish and Wildlife Service 7
U.S. Fish and Wildlife Service 

Schoolyard Habitat and 

Outdoor Classroom Program

The mission of the Schoolyard Habitat and Outdoor Classroom 

Program is to get students from across the country outside to 

experience nature. To accomplish this mission, the Program 

helps schools create natural spaces on school grounds where 

students will observe, draw, write, think and question. 

A Schoolyard Habitat project restores native wildlife habitat, 

while an outdoor classroom area includes seating, tables and 

shade structures. Whether referred to as a Schoolyard Habitat 

or an outdoor classroom, all projects will benefit both wildlife 

and people and can range in size from a 1,000 square foot (sq 

ft) area to an acre or more. Regardless of the size and scope, all 

projects should be inspired and created by students and offer a 

place to learn outdoors. 

In some schools and communities, developing a project on 

school grounds may not be possible. In these cases, you may 

be able to locate projects at nearby parks or other open areas; 

however, the process and concepts outlined in this guide should 

be applied to those locations as well.

Keep the Focus on 

the Students

Students going outside 

frequently to learn, 

discover, create and 

celebrate is the ultimate 

goal of every Schoolyard 

Habitat. With that in mind, 

your students’ involvement 

in and ownership of the 

Schoolyard Habitat site is 

the overarching element 

that must be present in all 

projects.

USFWS

USFWS

8 Schoolyard Habitat Project Guide
A good Schoolyard Habitat project is 

ecologically sound, integrated into the 

curriculum and designed to encourage 

long-term stewardship. For a project to be 

sustainable, it must have active engagement 

from the larger school community, including 

parents, students, maintenance personnel and 

administrators. 

Ecologically sound Schoolyard Habitat projects 

provide habitat for local and migratory 

wildlife, including songbirds, shorebirds, small 

mammals, reptiles, amphibians and insects. 

In many cases, these habitats also provide a 

vegetative buffer to nearby streams, reducing 

pollution reaching these waterways. To 

benefit the environment, the habitats must be 

significant enough in size and scope to have a 

lasting impact in the community.

Your Schoolyard Habitat project can offer 

teaching and learning opportunities across 

many academic disciplines. The process of 

planning, creating and using a habitat provides 

children with unique hands-on experiences. You 

do not have to limit the possibilities to just data 

collection for science. Remember that there are 

also opportunities to draw, write, research and 

much more. 

During the formative years of life, students 

develop perceptions and values about their 

environment. If designed and managed 

properly, schoolyards can provide students with 

a powerful example of land conservation and 

stewardship. Experts know that young children 

are driven to explore, discover and play. A well 

designed schoolyard, including a diversity of 

natural areas, allows students to exercise these 

innate needs while nurturing their connection 

to nature.

USFWS LSEEC USFWS

U.S. Fish and Wildlife Service9
“The conservation of natural resources is the fundamental problem. 

Unless we solve that problem it will avail us little to solve all others.” 

— Theodore Roosevelt

10 Schoolyard Habitat Project Guide
Perhaps you already have in mind what you want to do and how you want 

to do it. Or maybe you don’t know exactly what you want; you simply know 

you want something different in your schoolyard. The first three steps 

create the foundation to ensure your project’s success and sustainability. 

You and your students will be exploring and envisioning how wildlife and 

the school community will use the schoolyard into the future.

In these steps, you will create a team and a broad network of support. 

This team will define the size, scope and impact of the schoolyard project. 

The steps also outline the process to create a master plan and assess 

your project site. At the end of these three steps, you will have everything 

you need to create the best possible Schoolyard Habitat project.

The stone of your Schoolyard Habitat project will have lasting ripple 

effects—if you select the right stone, the right placement and the 

right people to throw it. Schoolyard Habitat projects have the ability to 

reconnect students and adults to the rhythms and patterns of our natural 

communities, while improving habitat for wildlife.

Steps 1 – 3

Initiate
“A true conservationist is a man who knows that the world is not 

given by his fathers, but borrowed from his children.”

— John James Audubon

12 Schoolyard Habitat Project Guide
Accomplishments

®

®

Tasks

®

®

®

®

Committed to Starting

 a Project

Read Introduction

STEP ONE: 

Form a Team

Successful Schoolyard Habitat projects 

from across the country start with just 

one or two interested people at the school. 

A teacher, parent, community member or 

even a student can be the first person to 

get the ball rolling. But one person cannot 

complete a long-term successful project on 

his or her own. 

The first step to creating a successful 

Schoolyard Habitat project is to organize 

a team that can provide support, resources 

and an overall stronger end product. Some 

teams are very formal with assigned duties 

and structure; others are casual with 

an informal approach to the project. All 

successful teams have a collaborative spirit 

and an agreed upon purpose. 

The scope of the project and the 

professional climate of the school will 

influence the type of team needed to bring 

the project to successful completion. 

Establish Your Team

Brainstorm Your 

 Schoolyard Ideas

Survey the School

 Community

Brainstorm Potential

 Schoolyard Features
Establish Your Team 

Schoolyard Habitat teams are usually comprised of a core team that makes most of the decisions 

and a larger team of supportive helpers. The core team will motivate and push the direction of the 

project, while supportive helpers will take on individual tasks and assist in implementing the big 

events. Any of the following team members can be part of either team. 

To generate interest and find members of your team, consider presenting at meetings, initiating 

casual conversations with other school community members or sending out a formal survey to your 

school community. 

Team members should include:

Administrators: Administrators can help ensure approval and garner school-wide support. 

Maintenance personnel: The school maintenance supervisor and staff can provide insight into 

ideal site selection, (including the location of underground utilities), assistance with site prep and 

ongoing maintenance support.

Students, teachers and parents: The more people who take ownership of the project, the more 

successful it will be in the long term. Students, teachers and parents are all stakeholders with an 

interest in the appearance and use of the schoolyard.

Community partners: Community members, neighborhood associations and environmental 

organizations can offer technical expertise, assistance or donations for site prep, planting day 

supervision, ongoing maintenance and support for future projects. 

Natural resource professionals: Contact your local county, state or federal natural resource office 

to find personnel who can help with the technical aspects of your project.

•Allow for varying levels of participation. 

•Assign roles to help ensure that no one person is overburdened with all aspects of 

the project. 

•Work within any existing formal committee structure of the school. Some very 

successful Schoolyard Habitat teams have been subcommittees of an overarching 

School Improvement Team or Parent Teacher Association.

•Identify achievable short-term goals. A simple, successful first project can create 

enthusiasm for future more complex projects.

•Have a flexible team roster so more people can join as they become interested. 

•Designate a central location for your project files, so they can be located by current 

and future team members.

Tips for Your Team

STEP ONE: Form a Team

14 Schoolyard Habitat Project Guide
Sample Schoolyard Habitat Team Roster

As your project evolves and the tasks become more defined, each of the team members 

may take on different or additional roles.

Cityport Elementary School 

Name Role on Team Role in 

School Email & Phone Description of Role

Core Team – Processes information from student groups and administration into a cohesive plan.

Asha Soni Project Chairperson Parent Organizes the project decision making, 

timeline and materials.

Tasha Hubbard Communications 

Chairperson

5th Grade 

Teacher

Communicates the project steps. 

Involves all of her classes.

Ima Bank Treasurer 2nd Grade 

Teacher

Creates and maintains the budget. 

Involves all of her classes.

Supportive Team Members – Involved and consulted on all major decisions.

Catherine 

Thompson Administrator Wants to be involved in all decision making.

Russell Sargent Student Voice Student Will write columns for the student 

newspaper and make posters.

M. Pat Moffett Technical Assistance Biologist Forester willing to assist with project 

design.

Logan Kelly 5th Grade 

Teacher

Interested in helping, wants to know 

more. Used to work as a naturalist at a 

local park.

Ellen Brown Maintenance 

Person

Has knowledge of the school’s underground utilities. Coordinates the use of 

equipment. Wants to be involved in all 

decision making.

Margaret 

Silversmith Art Teacher Interested in helping, avid gardener and cross country coach.

Ron Fiorey

Hardware 

Store 

Manager

Graduated from the school. Interested 

in supporting the project.

U.S. Fish and Wildlife Service 15
Brainstorm Your Schoolyard Ideas

It is important to brainstorm why you want a Schoolyard Habitat before deciding what projects you 

want to create. Consider ways you will use your schoolyard in your curriculum. Refer to resources in 

the back of the guide for more ideas. For a project to be successful, you need to know how you want 

to use the project. Do not be concerned about limitations or barriers right now. The more students 

and adults you involve in this process, the richer the list of possibilities will be. You will refine these 

ideas to become the foundation of your school’s master plan. 

Have the team consider what they want to be able to do and see while outside. Then talk about other 

Schoolyard Habitat projects they have seen and what they liked about them. Consider the wildlife 

issues you want to address. It can be helpful to organize your thoughts into “Ideas for Wildlife” and 

“Ideas for People.”

Sample of Brainstormed Schoolyard Habitat Ideas from Cityport Elementary School 

Ideas for Wildlife

• Reduce storm-water runoff from rooftops.

• Create places for birds to nest.

• Enhance the grounds with trees and flowers.

• Support the entire life cycle of butterflies.

Ideas for People

• Create a quiet space for students to read and 

do schoolwork outside.

• Provide opportunities for students to observe 

native birds and butterflies.

• Block some of the noise and sounds from the 

street. 

• Develop shady areas near the playground.

• Create a trail to make younger students feel 

like they are exploring.

STEP ONE: Form a Team

16 Schoolyard Habitat Project Guide
Sample Schoolyard Habitat Community Survey

Good Morning Countryside High School!

The Schoolyard Habitat Team wants to improve the wildlife habitat value of our schoolyard. 

We are beginning our planning and would like to know your thoughts and ideas. Also, we are 

interested in knowing if you would like to join the team or have any skills that would be helpful. 

Please take a few moments to let us know the following: 

How do you currently use the schoolyard? ______________________________________________

How would you like to use your schoolyard differently than you do now? ____________________

What types of structures would be needed to help you use the schoolyard more often?_________

What types of wildlife would you like to see in the schoolyard? _____________________________

What groups or individuals do you know of who use the schoolyard? ________________________

What parts of our schoolyard do you not want to see change? ______________________________

What, if any, are your concerns about a Schoolyard Habitat project? ________________________

Are you interested in helping with our project? __________________________________________

Do you have any skills (such as carpentry, landscape design, gardening) that you would like to 

contribute to the project?_____________________________________________________________

___________________________________________________________________________________

Name:_____________________________________________________________________________

Email:_________________________________________ Phone: _____________________________

Survey the School Community

The entire school community shares the same schoolyard, so it is important to understand the 

interests and concerns of the larger community. Find out what other members are thinking about; 

determine what others may or may not want changed. This is also a great way to bring more people 

and ideas into your plan so that the project will continue to be developed and used far into the future. 

Here are a few ideas for surveying the school community:

• Post a schoolyard map with comment areas on a community bulletin board. 

• Present and lead a faculty meeting discussion.

• Distribute an email or paper survey to staff, parents and students. 

• Facilitate web-based discussions.

• Start and encourage informal office “water cooler” chats. 

• Use school newsletters or message boards as a way to inform the school community.

U.S. Fish and Wildlife Service 17
Brainstorm Potential Schoolyard Possibilities

You have already begun to establish why you want a Schoolyard Habitat and who will be using it. Now 

is the time to start thinking about what features you want in your schoolyard. Web searches, fieldtrips 

to local habitat areas and discussions with other educators and natural resource professionals will 

provide many ideas. Networking with other teachers who have created a Schoolyard Habitat project 

is a great way to explore the possibilities for your own schoolyard.

Take the opportunity to immerse yourself and your team in examples of the habitat type you are 

attempting to restore on your school grounds. Bringing students on field trips to the natural settings 

is a powerful way to appreciate the significance of what you are trying to create on the school grounds. 

To find these examples and project support, contact U.S. Fish & Wildlife Service (USFWS) refuges 

and offices (http://www.fws.gov/) as well as other local environmental organizations. 

Your schoolyard is 

the geographic point 

where the needs of 

wildlife and people 

meet. Listed above 

are examples of ways 

to meet those needs.

STEP ONE: Form a Team

18 Schoolyard Habitat Project Guide
Listed below are common types of Schoolyard Habitat projects and specific features. These ideas 

can be expanded upon or combined with others. Use these ideas and create your own list of what you 

would want in your schoolyard. There should be no limit to your team’s imagination. With help and 

assistance, all projects are possible. To begin, brainstorm the types of habitat you would like to create, 

and then list the features you will incorporate. Large projects can be broken down into phases.

Types of Habitat Projects

The most commonly replicated habitat types for your schoolyard are listed below. More details on 

each of these are found in the appendices. 

Woodland 

Woodlands are areas dominated by large trees but also include many other 

plants, such as shrubs, small trees and herbaceous plants. Woodlands or forests 

have a canopy, midlayer, understory and floor. Each layer provides a wide 

range of food, shelter and space for many animals. A mature woodland floor is 

covered with decomposing leaves and trees. Please refer to Appendix A for more 

information.

Meadow 

Meadows are areas with tall grasses and wildflowers. In the central United 

States, meadows are referred to as prairies. In much of the rest of the United 

States meadows are transitional zones and if left alone would eventually evolve 

into a scrub-shrub habitat and then woodland. Meadows are known for their 

striking colors and textures. They provide dense cover for ground-nesting 

birds and burrowing animals and space for many insects including important 

pollinators. Please refer to Appendix B for more information.

Wetland 

All wetlands have three characteristics: water, saturated soil and plants adapted 

to wet conditions. Different types of wetlands are found in different regions of 

the United States including marshes, swamps, prairie potholes, and vernal pools. 

A marsh is the wettest type of wetland and is dominated by herbaceous plants 

such as cattails. A swamp is a wetland dominated by trees. Wetlands provide 

important habitat to many species as well as important water quality benefits. 

Please refer to Appendix C for more information.

U.S. Fish and Wildlife Service 19
Wildlife have naturally evolved to depend on certain habitats and the transition zones between them.

Meadow Wetland Shrubs

Young Woodland Mature Woodland

Deer Mouse

RedTailed Hawk

Woodchuck Ruffed Grouse

Snowshoe Hare

Gray Squirrel

Eastern Meadowlark Fish - 

Amphibians - Reptile Species

STEP ONE: Form a Team

20 Schoolyard Habitat Project Guide
Additional Habitat Projects 

Many land use innovations have incorporated native habitat restoration into creating gardens and 

water quality improvement projects. Depending on your region, you can also incorporate any of the 

following projects: raingardens, xeriscaping, bioswales, storm-water retention basins, hedgerows and 

windbreaks. 

Gardens can be opportunities to explore specific curricular themes. Some of the many garden 

possibilities include berry patches, arboreta and gardens that focus on pollinators, hummingbirds 

or butterflies. Gardens can also have non-wildlife themes such as vegetable, storybook, sensory or 

herb gardens.

Wildlife Features

Logs: Rotting logs provide habitat for many insects, amphibians and small mammals. Logs are 

good tools for learning the process of decay and the life associated with this process. Partially 

submerged logs in wetlands or ponds provide a place for turtles and frogs to bask.

Snags: Standing dead trees or snags provide nesting cavities for some birds like woodpeckers and 

chickadees, while insects living within the snags provide food for a variety of birds. Predatory birds, 

such as hawks, perch on snags for a better view of their prey.

Brush Piles: Brush piles in woodlands and along wooded edges provide excellent cover for rabbits, 

chipmunks, skunks, small birds and insects. Downed wood or discarded Christmas trees can be 

used to create brush piles.

Nesting Boxes: Nesting boxes for birds, bees, butterflies and bats are artificial structures that 

attract a greater variety of wildlife for students to observe.

Accessibility

The structural integrity of any path, bridge or study area 

must be sound and in compliance with local codes and 

regulations, the Americans with Disabilities Act (ADA) 

and school district guidelines. Even when the parts and 

labor are donated, you are still creating infrastructure 

for the school, and it must be in compliance and 

inclusive of the entire community. Common materials 

for schoolyard nature trails are sod, decomposed 

granite or mulch and can easily meet the width, slope 

and firmness requirements for ADA. For more detailed 

information see http://www.ada.gov/publicat.htm. 

USFWS

U.S. Fish and Wildlife Service 21
School Community Features

These important elements invite people to use and 

interact with the natural world. See Appendix D 

for sample designs of some of these features.

Trails: Trails can be an excellent way for students 

to explore a habitat. They can be as simple as a 

mowed grass trail or more complex in design using 

decomposed granite or pavers. 

Seating and Study Platforms: Create an outdoor 

work area for classes of students; it can be as 

simple as upside-down buckets, tree stumps or 

benches. A study platform or deck extending 

over a wetland edge will allow for student access, 

protect vegetation and limit wildlife disturbance.

Signs: Signs encourage ownership, pride and 

understanding of the project. Signs can also help people understand the appearance of 

natural habitats.

Fences: Fences establish borders and are occasionally required by school systems depending on the 

project. If required to use a fence, use natural materials to improve its appearance.

Shade Structure: These features are great for providing a shady place to gather. Schools may have 

additional requirements if these structures are used for formal teaching. 

Wildlife Observation Blind: A simple structure with a solid wooden wall with slats cut out at eye 

level will allow students to view wildlife on the other side. It should be placed in front of bird feeders, 

near wetlands or in meadows to observe secretive wildlife.

Other Elements: Wildlife tracking boxes, geology study areas, rain barrels, shade trees, natural 

playgrounds, weather stations, composting stations, greenhouses, sculptures, murals and other art 

projects are all worth considering.

Having a formal entry way distinguishes your 

project as a place to go for inquiry and exploration.

STEP ONE: Form a Team

USFWS

22 Schoolyard Habitat Project Guide
STEP TWO: 

Develop a 

Master Plan

In this step, you will walk the 

schoolyard and envision the 

placement of the projects and 

features that will transform your 

schoolyard. You will consider 

how water moves through the 

schoolyard, how wildlife and 

people use it and what parts of 

the schoolyard you have never 

considered before but hold great 

possibility. This will be your 

master plan. You will decide on 

a first project and establish an 

associated timeline. 

Accomplishments

®

®

Tasks

®

®

®

®

®

Committed to Starting

 a Project

Formed a Team

Complete a Master Plan

 Assessment

Draw Your Master Plan

Refine Brainstormed 

 Ideas into Goals

Decide on a First Project

Develop Your Timeline
Complete a Master Plan Assessment

The master plan assessment is an important tool to help your team understand the entire schoolyard 

and its potential importance as both an education and wildlife resource. 

To complete your master plan assessment, you and your students need to complete a schoolyard site 

survey as well as a schoolyard wildlife and habitat survey. A complete assessment includes looking at 

maps and walking the schoolyard a few times to form a broad perspective and collect details. 

The schoolyard site survey will identify the following:

• Areas used by the students, both formally and informally

• Physical features that might influence the site of your project

• Areas that are off limits due to property lines or future expansions

The schoolyard wildlife and habitat survey will identify the following:

• Existing areas of habitat

• Evidence of wildlife use

Complete a schoolyard site survey after, 

or better yet, during a rain event. You will 

immediately see which way the water flows. 

Look for important details: 

• Where has sediment collected? 

• Where is water standing?

You can use this natural flow of water in 

your Schoolyard Habitat project. 

Wandering Water

STEP Two: Develop a master plan

USFWS

24 Schoolyard Habitat Project Guide
Example of a Master Plan Assessment: Cityport Elementary School

These master plan assessments form the basis for the master plans and help identify initial schoolyard projects. 

U.S. Fish and Wildlife Service 25
Example of a Master Plan Assessment: Countryside High School

STEP Two: Develop a master plan

26 Schoolyard Habitat Project Guide
Schoolyard Site Survey

Tools for Schoolyard Site Survey:

• Copies of Field Notes for Completing a Schoolyard Site Survey

• All available maps and images of the school 

• Your team, including your maintenance and natural resource professionals 

• Camera, measuring tape, field guide and binoculars

Types of Maps and Images:

• An aerial photo will help identify important features such as existing wildlife corridors and nearby 

rivers and streams.

• Soil surveys indicate the types of soil found on a site and will help you identify which plant species 

and habitat projects would be appropriate on the school grounds.

• Topographical maps identify the steep slopes and flat areas on your campus which will help in the 

placement of projects.

• Building plans indicate important information such as property lines, plans for future expansion and 

school maintained utilities. 

Where to Find Maps

Many of these maps and images can be found 

using online search engines or by visiting school 

district and county planning offices. 

The U.S. Department of Agriculture Farm Service 

Agency http://www.fsa.usda.gov and the 

Natural Resources Conservation Service 

http://www.nrcs.usda.gov/ may be able to supply 

additional information. 

Cindy Landers

U.S. Fish and Wildlife Service 27
Schoolyard Wildlife and Habitat Survey

A schoolyard wildlife and habitat survey is an evaluation of what wildlife uses your schoolyard. This 

survey will establish the baseline data for your team to track changes over time. 

Repeat this same data collection method over the course of several years as the project is planned, 

installed and maintained. Consider where and how the information will be stored and preserved, 

as well as ways to share the data online or in another public forum. Be aware that collecting data at 

varying times of the year can result in different data. 

Your wildlife and habitat survey data will influence the selection and placement of a project. For 

example, at Cityport Elementary School, their team was considering creating a native plant garden 

at the front of the school. After completing their habitat survey, they discovered that no birds or 

butterflies seemed to visit the front of the school. However, they did observe three different species of 

butterflies and moths in the back of the school. They decided to help support these visitors by making 

sure their first project included additional native nectar plants for pollinators as well as a woodland to 

attract birds.

Methods for Data Collection

Photo points

Establish a photo point by hammering a wooden post into the corner of a plot on your site. Mark each 

site with an identifying name to help catalogue photos. Make notes and keep them with the photos. 

Consider recording an audio clip to attach to the photo.

Single spot observations

Similar to a photo point, students identify and return regularly to their own individual spots on the 

schoolyard to record their observations. Student “single-spots” should be at least 10 feet apart from 

each other. The more often they do this exercise the richer their observations become. 

Transects

Use hula-hoops or other fixed shapes as a technique to survey and record plant and insect data across 

the project site.

Frank Marsden

Noticing the diversity of insects, birds 

and plants is more important than 

knowing the names of each one. Do not 

be intimidated by any lack of experience 

or knowledge. Learning and discovering 

alongside your students is very powerful 

for both you and your students. 

Discovering Diversity

STEP Two: Develop a master plan

28 Schoolyard Habitat Project Guide
Adapted from University of Wisconsin Madison Arboretum Earth Partnership for Schools

Topography: 

•	Identify high and low spots.

•	Locate steep slopes.

Prevailing wind: 

•	Indicate prevailing wind direction.

Sunny and shady areas:

•	Distinguish between areas that receive full

sun, partial shade and full shade.

Water:

•	Designate any areas that are obvious

drainage or waterways.

•	Indicate direction of water runoff.

•	Locate any areas where erosion is occurring.

•	Locate spots that seem especially wet or dry.

Structures: 

•	Identify structures where students play or

gather such as playground equipment, bike

racks, signs, benches, picnic tables and

fences.

Fields:

•	Identify the athletic fields and areas that are

used for informal play either by the school or

other members of the community.

•	Identify where students gather for fire drills.

Accessibility:

•	Identify areas that are accessible during a

class period.

•	Indicate formal and informal pathways.

•	Identify spaces used by the public.

Utility features: 

•	Locate obvious utility lines above or below

ground.

•	Locate existing water or irrigation lines and

accessible spigots.

Plants: 

•	Locate and identify trees, shrubs and plants

that provide food and cover for wildlife, both

on and adjacent to the school grounds.

Wildlife: 

•	Locate and identify signs of wildlife on the

school grounds.

Groundcover: 

•	Indicate different groundcovers such as

turf grass, bare spots, pavement, woodland

groundcovers, native plantings or garden

areas.

Field Notes for Completing a Schoolyard Site Survey

Procedure:

1. Draw an outline of the school property, school buildings and parking lots. This is your base map.

2. Break into groups and walk the entire schoolyard.

3. Sketch on your base map all of the important physical, human-related and biological characteristics

listed below. Create a legend and designate symbols to mark important characteristics.

4. Share your observations as a class.

5. Create a collective schoolyard site survey.

Physical Characteristics 

Human-Related Characteristics

Biological Characteristics

U.S. Fish and Wildlife Service 29
“There is a way that nature speaks, that land speaks. 

Most of the time we are simply not patient enough, 

quiet enough, to pay attention to the story.”

— Linda Hogan

30 Schoolyard Habitat Project Guide
When searching for schoolyard wildlife, 

be quiet and respectful and you will find even more! 

Wildlife Survey

•	Listen and look for signs of wildlife.

•	Identify and describe an animal you see or one of its signs.

•	Draw a picture of it.

•	Describe how it changes throughout the day.

Habitat Survey

•	List wildlife food you find.

•	List water sources for wildlife you see.

•	List the hiding places for insects, birds and mammals you find.

•	List other evidence of wildlife you discover such as tracks, feathers, nests or droppings.

Field Notes for Completing a Schoolyard 

Wildlife and Habitat Survey

Procedure:

1. Record the date and time.

2. Sit at least a full arms length away from anyone else.

3. Silently observe for 10 minutes.

4. Record observation on the wildlife survey.

5. Share observations.

6. Complete habitat survey with your class.

U.S. Fish and Wildlife Service 31
“Nature will bear the closest inspection. She invites us to lay our eye 

level with her smallest leaf, and take an insect view of its plain.” 

— Henry David Thoreau

32 Schoolyard Habitat Project Guide
Example of a Master Plan: Cityport Elementary School

Draw Your Master Plan 

Your drawing can be very informal and should be done with your students. A master plan can continue 

to evolve and change as the projects are implemented. It allows for large projects to be broken down 

into phases, and each phase can be celebrated as a success story. This phased approach can allow for 

future students to be involved with project site assessment, design and creation. 

Method for Drawing a Master Plan

• Consider all the brainstormed schoolyard features and ideas for use from Step 1. 

• Review your master plan assessment and indicate the best possible location for features. 

• Review the drawing and consider the location of your projects and their accessibility to student use 

and watering.

• Use a collaborative process to create your master plan, incorporating the ideas of both team 

members and students.

Below are two master plans based on their schoolyard site surveys. Countryside’s master plan was created 

by their landscape architect class, while Cityport’s master plan was drawn by the lead teachers.

U.S. Fish and Wildlife Service 33
STEP Two: Develop a master plan Example of a Master Plan: Countryside High School

34 Schoolyard Habitat Project Guide
Refine Brainstormed Ideas into Goals

The goals should be clearly written so that future team members will understand the purpose of the 

master plan. Well defined goals help keep the project focused and decision making easier throughout 

the design, implementation and use. 

Brainstormed Ideas for Wildlife

• Reduce storm-water runoff from

the rooftops.

• Create places for birds to nest.

• Enhance the grounds with trees

and flowers.

• Support the entire life cycle

of butterflies.

Refined Goals for Wildlife

• Establish a schoolyard woodland by

planting 5,000 sq ft of locally native

trees over the course of two years.

• Create a native plant pollinator garden,

that will double the observed species

of pollinators within two years.

• Establish and maintain a bluebird

box trail.

• Reduce the volume of storm-water

runoff from rooftops by 20%.

Brainstormed Ideas for People

• Create a quiet space for students to

read and do schoolwork outside.

• Provide opportunity for students to

observe native birds and butterflies.

• Block some of the noise and sounds

from the street.

• Develop shady areas near the

playground.

• Create a trail to make younger

students feel like they are exploring.

Refined Goals for People

• All grade level teachers will

be trained in the uses of the

Schoolyard Habitat.

• Compile student observations into

an annual schoolyard species count

of bird and insect populations.

• Provide a private oasis in our

schoolyard for students to read,

write and reflect.

The process of refining ideas into goals for Cityport Elementary School.

U.S. Fish and Wildlife Service 35
Decide on a First Project

Look at your entire master plan and list of goals. Decide what you want to do first. Break down 

your goals and projects into phases. By the time you complete the phases of your master plan, all 

of your goals should be accomplished. Be sure that all of your team members agree, especially the 

administration and maintenance personnel. This will help ensure project success. 

Cityport Elementary School’s project master plan broken down into phases.

STEP Two: Develop a master plan

Goals Projects

Phase One

Establish schoolyard woodland by planting 

5,000 sq ft of locally native trees over 

the course of two years.

Woodland

Phase Two

Establish and maintain a bluebird box trail.

Bluebird box trail, 

Native pollinator 

garden

Create a native pollinator garden that 

will double the observed species 

of pollinators within two years.

Compile student observations into 

an annual schoolyard species count of bird 

and insect populations.

Phase Three

Provide a private oasis in our schoolyard 

for students to read, write and reflect. 

Trail, Reading circle, 

Teacher training All grade level teachers will be trained 

in the uses of the Schoolyard Habitat.

Phase Four

Reduce storm-water runoff pollution 

from rooftops by 20%.

Raingarden and 

Rain barrels

Sample Phases for Goals and Projects

36 Schoolyard Habitat Project Guide
Develop Your Timeline 

Now that you know what project you will be working on, you need to develop a timeline. This will help 

organize the many tasks associated with your project. It will also help you communicate to others 

what needs to be accomplished and when. Your timeline should include all the steps in this guide. 

These steps will overlap. For example, you might be working on assessing your project site (Step 3) 

while still recruiting new team members (Step 1).

Most projects take 18 months to progress from the first idea to planting day. Begin by choosing a 

proposed planting date that falls immediately before or during seasonal rains. 

U.S. Fish and Wildlife Service 37
Revise Your Timeline 

Your planting day should be non-intrusive to the school schedule, so the majority of students can be 

involved. Have a few possible planting dates to allow for inclement weather or unexpected school 

events. As you move through the project site assessment and design, you may need to revisit and 

revise your timeline. Consider how Cityport Elementary School created and revised their timeline.

Make timeline: Cityport Elementary School’s habitat team decided they wanted to create a 

woodland for Arbor Day this year. They identified Arbor Day as a good time to plant trees and could 

involve the whole student community. The team worked backward from this day to determine when 

they needed to talk with a forester and gather supplies. They also worked forward from this day to 

establish how they would use and maintain the site.

Move forward: The team discovered after working with a forester that their woodland was a great 

project for the school site; however, it would take an additional year to do proper ground preparation.

Revise the plan: The team decided that some members would continue working on the woodland to 

be the following year’s project. The rest of the team would begin the native pollinator garden from 

their project master plan for this year’s project. The native pollinator garden would still be planted on 

Arbor Day. Having a project master plan, team and timeline allowed the projects to move forward and 

the team to stay focused, motivated and accomplished.

• Allow adequate time to achieve each step, 

particularly time for unexpected delays in the 

project approval or implementation.

• Schoolyard Habitat teams naturally lag during 

summer months and around the holidays. 

Keep your timeline realistic and adjust for 

your availability throughout the year. 

• Be flexible. Sometimes entire timelines and 

plans need to be reworked and revised as 

your team learns more about the project. 

Tips for Your Timeline

STEP Two: Develop a master plan

38 Schoolyard Habitat Project Guide
STEP THREE: 

Assess 

Project Site

The information you gather 

here is for your first project 

site and will provide the 

information you need to 

complete a successful project 

design. This is another great 

opportunity to get your 

students outside. The two 

main parts of the project site 

assessment is measuring the 

project area and assessing 

growing conditions. 

Accomplishments

®

®

®

Tasks

®

®

Committed to Starting

 a Project

Formed a Team

Developed a Master Plan

Measure Project Area

Assess Growing Conditions
“No shade tree? Blame not the sun but yourself.”

— Chinese Proverb

40 Schoolyard Habitat Project Guide
Measure Project Area

To determine the amount of materials you need for your project site, you will first determine the size 

of the project area in square feet. Although your project is probably not rectangular or square in shape 

you can still use the following calculation to get an estimate, or have the students take a more accurate 

measurement as a math activity. To do this, place stakes or pin flags around the perimeter of the project 

area; then have students estimate and measure the area. You will be using this number throughout the 

rest of the project design and installation. 

Area in ft2

 (A) = Length in ft x Width in ft 

Assess Growing Conditions

There are four essential elements to your project site’s growing conditions: sunlight, existing 

vegetation, water and soil. Observing your site at different times of the day and year allows you to 

collect data that will support a stronger project design. 

Sunlight

The duration of sunlight throughout the day determines the species of plants that can thrive on the 

site. The length and intensity of sunlight will allow you to decide whether a shade structure or tall 

trees are needed. 

Existing Vegetation

Assess what is currently growing on and adjacent to your project site. This will impact the type 

of ground preparation and maintenance required. For example, if the area adjacent to your site is 

dominated by an invasive non-native vine, then you will need to develop a plan to manage that vine as 

part of your project. 

Water

Average annual rainwater and storm-water flow on your site will determine the plants that will thrive 

there as well as any watering needs. 

Soil

Soil texture and infiltration will help you determine what type of soil occurs at your site. Texture and 

infiltration indicate the type of plants that would naturally grow there as well as if soil amendments 

are needed to support your project. For example, if your site is dominated by clay soils and you are 

planning a wetland, you may not have to add soil amendments. 

Auger photo 

from Carolyn and 

Karleen

Infiltration will indicate how hard your soil is. Soil 

can be quite hard due to compaction or heavy clay 

content. If so, you may want to use an auger or 

other machinery to help get the holes started before 

planting day. 

Soil Infiltration

EPS

U.S. Fish and Wildlife Service 41
STEP Three: ASSESS PROJECT SITE

Below are the student generated project site assessments for Cityport Elementary School and 

Countryside High School.

Example of a Project Site Assessment: Cityport Elementary School

42 Schoolyard Habitat Project Guide
Example of a Project Site Assessment: Countryside High School

U.S. Fish and Wildlife Service 43
“I believe a leaf of grass is no less than 

the journey-work of the stars.”

— Walt Whitman

44 Schoolyard Habitat Project Guide
Field Notes for Soil Assessment

Soil Texture Procedure:

1. Gather materials: soil auger, small cup

of water.

2. Use a soil auger to access soil at least

12 inches below the surface.

3. Follow the directions on the chart below to

determine soil texture.

4. Repeat at several locations within your project

site and record any differences observed.

Soil Infiltration Procedure:

1. Gather materials: shovel, cups of water, stop

watch, clipboard, paper, pencil.

2. Dig a hole 6 inches deep.

3. Pour one cup of water into the hole.

4. Record how long it takes for the water

to infiltrate.

5. Repeat at several locations within your project

site and record any differences observed.

U.S. Fish and Wildlife Service 45
46 Schoolyard Habitat Project Guide
You are now about to transform the appearance of your school grounds. 

The following steps are the heart of your Schoolyard Habitat project. 

This is where hands get dirty and the land is transformed. You will be 

considering all the practical aspects which include the design, cost and 

tools for the project. 

This is the most technically complex section and therefore the longest 

part of the guide. It may take longer than one academic year to complete 

all three steps. This is also the part where student involvement can 

sometimes become overshadowed by the enthusiasm of the adults 

involved. It is important to keep the students engaged on every level as 

you move through these steps. Stay focused on why you want this project, 

how your school will use this project and how it will benefit the students 

for years to come.

You and your team are now throwing the stone into the water. The longterm ripple effects are dependent on all of the thoughtful ground work you 

have completed as well as the details that you will be deciding.

Steps 4 – 6

CREATE
“When one tugs at a single thing in nature, 

he finds it attached to the rest of the world.” 

— John Muir

48 Schoolyard Habitat Project Guide
STEP FOUR: 

Design Project

Your team is now ready to design 

the project. This design will focus 

your project, set the stage for 

successful installation and is the 

tool that helps garner support. You 

need to understand the principles of 

Schoolyard Habitat design to be able 

to draw your project plan and then 

calculate project specifics. Regardless 

of formality, all projects should 

include the following principles: 

native plants, ecological impact, longterm use, achievable maintenance 

and attractive appearance. 

Accomplishments

®

®

®

®

Tasks

®

®

®

®

Committed to Starting

 a Project

Formed a Team

Developed a Master Plan

Assessed Project Site

Understand Principles of

 Schoolyard Habitat Design

Draw Your Project Plan

Create Your Planting Map

List Additional Materials 

 for Design Implementation 
STEP FOUR: DESIGN PROJECT

Native Plants 

• What are native plants?

Native plants are those that evolved naturally in your region. They 

are adapted to local soils and climate conditions and generally 

require less watering and fertilizing than non-natives. Natives are 

often more resistant to insects and disease as well and, therefore, 

are less likely to need pesticides. Additionally, local and migratory 

wildlife have adapted to and are dependent upon native species for 

food, cover and rearing young. Using locally native plants helps 

preserve the balance and beauty of natural ecosystems.

• What are non-native plants?

Organisms are considered non-native (sometimes referred to as 

alien, exotic, foreign, introduced, non-indigenous) when they occur 

artificially in locations beyond their historical ranges. Non-native 

includes any species moved from one locality to another outside of 

the species’ natural range. 

• What are invasive plants?

Invasive plants reproduce rapidly and establish themselves over a large area. This growth 

overwhelms and displaces existing native vegetation and forms dense single species stands. 

• Why do we care?

As non-native and invasive plants replace existing native ones, there is a lower diversity of native 

plants available to provide the necessary habitat needs for wildlife. While some animals have a 

varied diet and can feed on a wide number of plant species, many are highly specialized and are 

restricted to feeding on a select plant species. Using native plants helps keep the focus of your 

project on local wildlife and habitat issues. 

Understand Principles of Schoolyard Habitat Design

Ecological Impact

An ecologically sound project focuses on local watershed, habitat and wildlife issues. Therefore, your 

site should replicate historic or pre-settlement habitat to the extent possible and should be significant 

in size and scope. 

Long-Term Use

Your design should reflect the way that your school community intends to use the project. It should 

reflect how you imagine your students interacting with and learning from the habitat you create. A 

larger habitat supports a greater number of students who can immerse themselves within it. You 

should also consider the accessibility for disabled students and the length of time it will take for 

classes to walk to the habitat site.

To find out what plants are 

native to your area, contact 

your state native plant society, 

county extension office or 

talk with the natural resource 

professional on your team. 

EPS

50 Schoolyard Habitat Project Guide
Achievable Maintenance

Your design should realistically reflect your teams’ availability to take care of the habitat. 

More formal projects need greater maintenance. More naturalized projects need less maintenance.

Attractive Appearance

Understanding some of these basic landscape design concepts 

can help improve the appearance of any habitat, even a 

naturalized one.

Balance: Balance can be symmetrical creating a more 

formal landscape in which one side of an area mirrors the 

other. An informal or natural look is achieved through an 

asymmetrical balance such as placing a group of shrubs on 

one side of an area with a single tree on the other side. 

Repetition: Arrange similar elements throughout a space 

by repeating forms, textures or curves. Repetition unifies 

your design. One way this can be achieved is by interspersing 

clumps of the same flowers throughout the habitat.

Contrast: Contrast creates variety in the landscape. To 

create contrasts, place plants with big leaves next to fine 

textures or one bright color next to another. 

Color: Planting masses of color within the project can create a 

strong visual impact and help attract pollinator species.

Shapes: Curves replicate nature better than straight lines. Curved lines fool your eyes to make 

spaces seem larger or more distinct. This is especially important when dealing with a small site. A 

small space looks more confined when its edges are obvious. Use shrubs or tall grasses to soften the 

straight lines of a fence or wall. Or use open fencing materials such as coyote fencing, split rail or 

lattice, to gently define a boundary.

Mowed edges along natural areas create 

a clean border that make a space look 

orderly and purposeful. Designating 

the area with a sign also helps people 

understand that this natural area was 

by design. 

Julie Dieguez

U.S. Fish and Wildlife Service 51
Draw Your Project Plan 

You will use this drawing to calculate the quantity of plants and materials needed and provide 

to volunteers or paid contractors working on the project. This drawing will also be the basis for 

describing your project to others in the community. This plan in combination with your planting map 

will become your project design.

Have fun and be creative. You and your team have the knowledge, confidence and desire to create 

a truly fun and valuable Schoolyard Habitat. Use the information you have collected as well as the 

principles of design to create your drawing. 

Refer to the appendices for specific design considerations for your habitat project. The information 

contained there is very important for completing your project design. In addition, contact 

888-258-0808 for your local area’s utility referral service to have someone come and mark the 

location of underground utilities! When drawing your design, account for any utilities that fall 

within your project site. 

Most projects can use a student or teacher drawn design. In some cases, a professional design is required. 

Example of a Project Plan: Cityport Elementary School

STEP FOUR: DESIGN PROJECT

52 Schoolyard Habitat Project Guide
Example of a Project Plan: Countryside High School

A project such as this encompasses all of the design features and materials listed in this step.

U.S. Fish and Wildlife Service 53
Example of a Project Plan Continued: Countryside High School

STEP FOUR: DESIGN PROJECT

54 Schoolyard Habitat Project Guide
Field Notes for Drawing Your Project Plan

Procedure:

1. Before leaving the classroom, review the project site assessment data and

goals from Step 3 Assess Project Site.

2. Go to the area designated for the project.

3. Divide into teams of two or three. Draw a design for the site that includes all of

the elements of your chosen project.

4. Measure size of specific features. For example, length and width of path or

area designated for seating.

5. Write a phrase or two about each element of the design to support your ideas.

6. Have each group present its plan to the class.

7. As a group, decide what element of each plan you like.

8. Take these ideas and create a collaborative project plan.

U.S. Fish and Wildlife Service 55
“Those who contemplate the beauty of the earth find reserves of 

strength that will endure as long as life lasts. There is symbolic as 

well as actual beauty in the migration of birds, the ebb and flow of 

the tides, the folded bud ready for the spring. There is something 

infinitely healing in the repeated refrains of nature- the assurance 

that dawn comes after night, and spring after the winter.”

— Rachel Carson

56 Schoolyard Habitat Project Guide
Create Your Planting Map

First, research and create a list of native plants you will use in your habitat. Then, calculate the 

number of plants needed to cover your desired planting area. Finally, place your plants on a map.

Considerations for choosing and mapping plant species

Height: Consider the mature size of the plant relative to the project and its position in the site.

Sunlight: Note shade tolerance when choosing plants and placement within the project. 

Color: Choose plants that bloom when students are in session. Look for color combinations and 

contrasts to aesthetically accent your project throughout the seasons, particularly leaves during fall, 

bark in winter and flowers in spring.

Wildlife value: Choose plants to maintain a seasonal balance of habitat and attract a diversity of 

wildlife to your project.

Rate of spread: Place faster spreading plants further apart, slow spreading plants can be placed 

closer together to achieve desired cover.

Education: Choosing trees with different leaf shapes can help teach taxonomy. You may want to select 

plants Native Americans used for food and medicinal uses. Also, consider species that have a variety 

of seed types to study dispersal mechanisms or test germination methods.

Biodiversity: Develop a plant list that mimics a natural level of biodiversity and pattern. It is not 

possible to include every species in a guide and not every species is available at a local nursery. 

Have the planting map reviewed by the natural resource professional on your team, by someone at 

your local university extension office or by the nursery where you purchase your plants.

Calculate number of plants needed

Use the square footage of your habitat area and the formula below to calculate the number 

of plants needed. Generally, for naturalized plantings, calculate one flower or grass for every 

2 sq ft and one tree or shrub for every 8 sq ft. The following formula can help determine the 

number of plants needed. 

 Area to be planted in ft2

____________________ = ___ = A A ÷ D2 = Number of plants

 (Distance apart in ft)2

 D2

D = 1.5 for slow spreading plants, 2 for medium spreading plants, 3 for fast spreaders and 8 for trees or shrubs.

U.S. Fish and Wildlife Service 57
“Birth, life, and death — each took place on the 

hidden side of a leaf.”

— Toni Morrison

58 Schoolyard Habitat Project Guide
Field Notes for Choosing Your Plants

Procedure:

1. Gather native plant nursery catalogs, native plant books, field guides and regional website plant

resources to provide a list of appropriate plants.

2. Split into small groups.

3. Choose plants using your resources as a guide.

4. Fill in the plant chart below. Use the notes column to describe why you have chosen each plant.

5. Have teams share their ideas with the whole class.

6. As a class, create a collaborative plant list.

Scientific name Common name Notes

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

U.S. Fish and Wildlife Service 59
“To exist as a nation, to prosper as a state, and to live as 

a people, we must have trees.”

— Theodore Roosevelt

60 Schoolyard Habitat Project Guide
Examples of planting maps for Cityport Elementary School and Countryside High School.

Example of a Planting Map: Cityport Elementary School

U.S. Fish and Wildlife Service 61
Example of a Planting Map: Countryside High School

Transition Zone: Approx. 8,000 sq. ft. – 38 trees and shrubs and 15 lbs. of seeds of the following

species: swamp white oak, river birch, monkey flower, cardinal flower, marsh hibiscus, sweetspire,

green bulrush, switchgrass

0 to 1 foot deep: Approx. 4,000 sq. ft. – 2,000 plants total of the following species: soft rush,

pickerelweed, three-square

1 to 2 foot deep: Approx. 4,000 sq. ft. – 2,000 plants total of the following species: arrow arum,

spatterdock

3 foot deep pool: Approx. 1,200 sq. ft. – open water, no plants

STEP FOUR: DESIGN PROJECT

62 Schoolyard Habitat Project Guide
Field Notes for Creating Planting Map

Procedure:

1. Use the drawing of your project plan, plant list and the plant quantities

calculated to illustrate where the plants will be planted. If possible,

draw your planting map directly onto a copy of your project plan.

2. Set up a mock planting at the project site. Use various materials or

containers to represent the plants. Is your team satisfied with your

map?

If not, update your map to reflect your desired result.

3. Combine or overlay your planting map with your project plan to create

a complete project design.

U.S. Fish and Wildlife Service 63
“Eventually we’ll realize that if we destroy the ecosystem, 

we destroy ourselves.” — Jonas Salk 

64 Schoolyard Habitat Project Guide
Countryside High School checklist for planting day includes materials and supplies needed for their 

project installation and use. 

In Step 5, you will be creating your budget. In order to do this, you need to list all of the materials 

and supplies called for in your project design. Below is a list of common materials needed. It is 

preferable to have a few too many materials than not enough.

Tools and Supplies

Consider all the materials you need for project installation as well as the continued use of the 

habitat. This includes shovels and tools, materials for benches and paths, as well as clipboards and 

materials for educational use. 

List Additional Materials for Design Implementation

® Project design

® Permanent markers, 

cards and tape to label 

plants

® Work gloves

® Buckets

® Stakes and flags

® Shovels and trowels

® Garden sheers or clippers

® Rakes

® Pick axes

® Wheelbarrows

® Mechanical tiller

® Hoses and water key

® Timer for watering system

® Mulch

® Clipboards

® Drinking water 

and snacks

® Trash bags

® First aid kits

® Cameras and binoculars

Countryside High School supply list: 

Soil amendments

Some sites have been altered to the point that they no longer support the diversity of native plants 

you would like to have. With the help of the natural resource professional on the team, use the soil 

information from the project site assessment in Step 3 to determine if any soil amendments are 

needed. Common amendments include compost and fish emulsion.

Excavation

If your project design calls for any earth moving, you will need to acquire necessary permits. Know 

the type of equipment you are going to use as well as where the soil will go. Small projects may be 

able to use the soil in another location on site, while larger projects may need to pay for removal. 

In either case, you will need to use special equipment. Refer to Appendix E for more details on 

commonly used equipment. The maintenance personnel or natural resource professional on your team 

will help guide you through this more technical aspect of your project design. 

U.S. Fish and Wildlife Service 65
Mulch

Uses: Mulch has many beneficial uses. It reduces weeds, prevents 

water loss, regulates soil temperature and provides a distinct border. 

To have these benefits, mulch should be applied 2 to 4 inches thick. 

Types: Types of mulch include, wood chips, bark, fallen leaves, rocks 

and 1⁄2 inch or smaller gravel. 

Sources: Many city and county facilities as well as public utilities offer 

free mulch. However, make sure any mulch you are getting is free from 

trash and harmful plants and has been composted to eliminate any 

weed seeds. Generally, rock materials need to be purchased and should 

be included in your budget.

Nine 

3-cubic-foot bags

Fourteen Pickup truck full of 1-cubic-yard

2-cubic-foot bags

- or - - or -

Formula: 

First: calculate depth in feet, then calculate quantities of mulch or soil. 

(planting area in ft2

 x depth of mulch in feet*) ÷ 27 ft3/yd3 = yd3

*

Be sure to convert inches to feet for all of your calculations where the number of inches divided by 12 equals the number of feet.

Examples: 

A layer of mulch 3 inches deep over a project area of 1,000 ft2

 would require 250 ft3 or 9.25 yd3 of mulch.

3 inches deep = 3 in ÷ 12 in per ft = 0.25 ft

(1,000 ft2

 x 0.25 ft) ÷ 27 ft3/yd3 = 9.25 yd3 of mulch

A hole 18 inches deep with an area of 2,400 ft2

 would require 133 yd3 of soil removed 

18 inches deep = 18 in ÷ 12 in per ft = 1.5 ft

(2,400 ft2

 x 1.5 ft) ÷ 27 ft3/yd3 = 133 yd3 of soil removed

3 ways to order 1 yd3 of mulch

Calculating quantities of soil and mulch

Soil and mulch volumes are referred to in cubic yards (yd3), where 1 yd3 = 27 cubic feet (ft3). They can 

be ordered in bulk by the cubic yard or in bags containing 2 or 3 cubic feet. Be aware of these units as 

you measure and complete your order.

You will need to store soil and mulch if delivered prior to project installation. Find an approved and 

protected place to store these materials before use.

Keep in mind that many 

native pollinator bees nest 

underground. Leave an 

unmulched area to provide 

adequate habitat for these 

native pollinators. 

Frank Marsden

STEP FOUR: DESIGN PROJECT

66 Schoolyard Habitat Project Guide
STEP FIVE: 

Decide Money 

Matters

You and your team must 

create a detailed budget. The 

budget identifies both the 

amount of funding necessary 

to complete the project and 

resources already available. 

To develop a budget, you 

need to have a list of needs 

and resources. Determine 

what resources you already 

have and decide how you will 

acquire the remaining, cash, 

materials and labor. 

Accomplishments

®

®

®

®

®

Tasks

®

®

®

Committed to Starting

 a Project

Formed a Team

Developed a Master Plan

Assessed Project Site

Designed Project

Develop a List of Needs

 and Resources

Craft a Budget

Acquire Resources
“True wisdom consists in not departing from nature and 

in molding our conduct according to her laws and model.”

— Seneca

68 Schoolyard Habitat Project Guide
Develop a List of Needs and Resources

Needs

Build on your existing lists and create a comprehensive one of everything your project requires. 

Attach an estimated cost to each item on the list. To get an accurate account of how much some 

services and materials will cost, call and get estimates, go to stores, or do online searches. Decide if 

you will be creating a budget for your entire master plan or for individual phases. Look ahead to the 

steps that follow the budget. It is critical to consider the entire cost of installing, maintaining and 

using the project now. Putting this information into a simple chart will give you an at-a-glance budget 

and help organize a strategy for funding the project.

Resources 

Now that you have accounted for all your needs, determine the value of the resources you already 

have. For example, the school may have tools and materials leftover from past projects or parents may 

have already volunteered to help. Remember, time is money, so time should be accounted for. 

The value associated with items that are free or discounted will be needed when acquiring funding. 

Use the budget examples provided here to help you with this process.

This table lists project needs and matches 

them to existing resources. This can help 

determine what your remaining needs are 

and how to move forward to fill those gaps.

U.S. Fish and Wildlife Service 69
Craft a Budget

Creating a simple budget, even if not seeking outside support, will allow you to show administrators 

and other project supporters that you have carefully thought through this process and reassure them 

that building the project is feasible. When your needs exceed your resources, your budget is a tool to 

help you fill those needs.

As your budget becomes more detailed and funds are realized, you will make more complex decisions 

about project implementation. For example, if you have ample funding for plants you may choose 

larger plants to start, or if your cash flow is small you may choose plug sized plants instead of quarts. 

Item Unit Cost # of units Shipping In-kind Total

Trees $10 22 $30.00 $250 

Wildflower quarts $2 40 10% $72 

Benches $50 8 $400 

Stepping stones $8 20 10% $144 

Asphalt removal $5,000 1 $5,000 $5,000 

Soil addition $40 5 yards $200 

Mulch $30 10 yards $300 $300 

Hoses $50 2 $100 

Soil removal $500 1 $500 

Habitat plant books $5 4 $20 

Habitat sign $15 1 $15 

Total $7,001 

Existing Funds $7,001 

Item Total Cost Grant Award Cash Match In-kind Match Source of Match

Native Plants $778.50 $700.65 --- $77.85 Nursery discount

Excavation $500.00 $500.00 PTA

Soil amendments $158.34 $158.34 --- --- ---

Hoses, nozzles, etc. $60.86 $60.86 --- --- ---

Plant tags $18.45 $18.45 --- --- ---

Mileage – 90 miles x 

$.505 per mile x 6 trips

$272.70 $272.70 --- --- ---

Total $1788.85 $1211.00 $500.00 $77.85 ---

Simple budget where no outside funds are needed.

A more detailed budget showing outside funds received.

These budgets show examples of projects and costs with increasing complexity.

STEP FIVE: Decide money matters

70 Schoolyard Habitat Project Guide
Complex budget including materials for multiple phases.

Budget for Countryside High School Habitat Restoration

Phase 1: Wetland Phase 2: Seating Revenue Sources

Item/Service Cost/Unit Unit Quantity Total Cost Grant Donations Existing and 

In-kind Resources

Site Preparation

Excavation $1900.00 1 1 $1,900.00 $1,900.00 

Herbicide $986.00 2.5gal 1 $986.00 $ 986.00 

Installation Materials 

Plants

Native plants – trees and shrubs $15.00 ea 38 $570 .00 $570.00 

Native plants – 

herbaceous wetland quarts $2.00 ea 90 $270.00 $270.00 

Native plants – 

herbaceous wetland plugs $0.75 ea 1,000 $750.00 $750.00

Native grass seed $15.00 lb 30 $450.00 $450.00 

Native plant delivery $140.00 1 1 $140.00 $140.00 

Irrigation

Irrigation line 3/4” 1000 ft roll $90.00 roll 2 $180.00 $180.00 

Irrigation line 500 ft roll $50.00 roll 1 $50.00 $50.00 

Emitters 1 gal/hour $0.55 ea 200 $110.00 $110.00 

Irrigation stakes $14.00 100pk 2 $28.00 $28.00 

Pokers $0.49 ea 10 $4.90 $4.90 

Cutters $8.75 ea 5 $43.75 $43.75 

Connectors - in line, T’s, figure 8 $30.00 lump 1 $30.00 $30.00 

Timer $40.00 ea 1 $40.00 $40.00 

Features

Materials for benches $100.00 ea 6 $600.00 $600.00

Mulch $25.00 yard 15 $375.00 $375.00 

Owl box - box, post, hardware $125.00 ea 1 $125.00 $125.00 

Tools

Shovels $25.00 ea 15 $375.00 $375.00

Gloves $6.00 ea pair 30 $180.00 $180.00 

Hoes $20.00 ea 10 $200.00 $200.00 

Field flags $12.00 100pk 2 $24.00 $24.00 

Installation Labor

Student workers $8.00 hour 150 $1,200.00 $1,200.00

Volunteer workers $15.00 hour 100 $1,500.00 $1,500.00

Educational materials

Native plant field guides $15.00 ea 10 $150.00 $150.00

Binoculars $20.00 ea 15 $300.00 $300.00 

TOTAL PROJECT COSTS $10581.65 $6841.65 $665.00 $ 3075.00

U.S. Fish and Wildlife Service 71
Acquire Resources 

Your detailed budget is the tool to help you secure your unmet needs. There are three levels of 

community that can help you achieve your financial goals. It is best to start locally and move beyond 

each level as necessary. 

• School community: fundraising and donations

• Local community: donations and grants

• Outside local community: grants

There are many types of items you can ask for and many ways of raising funds. The more personal and 

local you can make the effort, the higher the likelihood your project will receive the resources it needs.

STEP FIVE: Decide money matters

72 Schoolyard Habitat Project Guide
Fundraising 

Fundraising activities provide a way to generate local cash contributions. Think creatively and outside 

of the usual schools fundraisers, and the possibilities are endless.

Pros: Allows for control over who, what, when, where and how much

Cons: Requires a lot of effort and many small steps to achieve larger goal

Fundraising is a great way to support your project, involve many students, partner with your school 

community and create small successes. If fundraising is a significant activity required to support the 

project, a phased approach to implementation is best. A sequence of successes often sparks more 

interest and therefore more partners to support the project through donations of money, equipment, 

supplies or time. Fundraisers can include bake sales, car washes, recycling collection, dinners, ice 

cream socials, service projects and raffles. You should start with these smaller, more local efforts as 

early as possible to demonstrate to grantors and local businesses that there is a lot of school support 

for your project. Fundraising can also be done on a larger scale by asking local businesses to become 

a sponsor, perhaps by placing a fundraising jar at their business or through donation of goods or 

services to an auction.

Before you begin accepting donations or receiving monetary 

contributions, be sure you have a place to store any materials 

and a designated account and treasurer to keep track of 

funds. It is important to keep track of the monetary value of 

donations in addition to the actual amount of cash received.

Finding a contractor for excavation or construction can be as easy as soliciting parents 

through a school-wide newsletter. If this is not successful, contact the Natural Resources 

Conservation Service http://www.nrcs.usda.gov/. NRCS commonly has lists of contractors 

familiar with restoration work. Many contractors will offer reduced fees to schools; just ask.

Tips for Acquiring Resources

Do not forget to include how much it will cost to complete your 

ground preparation, at least one year’s maintenance and materials 

needed to meet curricular goals. If using loaned tools, budget for a 

few replacements should they break or get buried along with a tree.

Consider This

USFWS Bill Arthur

U.S. Fish and Wildlife Service 73
• Local businesses and corporations

• Local natural resource or parks offices

• Local construction or landscaping companies

• Garden clubs

• Native plant societies

• Scout groups

• Local universities

• State and county extension offices

• High school and college service groups

• Local media

• Parent teacher organizations

• Environmental and civic organizations

Potential places to look for funding or donations:

Donations 

Donations are gifts received in the form of cash, 

materials or labor. Be specific about your needs. Do not 

take items that are not wanted or stray from project 

goals based on the donations.

Pros: Costly labor or expensive materials can be 

discounted or free

Cons: May not be exactly what you are expecting or 

need, donations of labor are often over-promised and 

under-delivered

Donations are sometimes referred to as in-kind donations which means, donated goods or services. 

Soliciting for donations provides an excellent opportunity for students to write formal letters to 

people, businesses and organizations in their local community. Not only will people in the community 

learn about your students, they will learn about the project at the school. 

Donation requests can be formal or informal. Researching the businesses and organizations you are 

soliciting will help you or your students find a donor with a mission that closely matches your need. Let a 

potential donor know upfront the kind of publicity that you can provide in return for his or her support. 

STEP FIVE: Decide money matters

USFWS

74 Schoolyard Habitat Project Guide
December 22, 2010

Mr. Jeffrey Johnson

149 Maple Lane

Countryside, MD 11111

Dear Mr. Johnson,

I am writing to you on behalf of the Countryside High School Schoolyard Habitat Team. The 

Countryside High School Schoolyard Habitat Team is an afterschool club dedicated to creating 

a habitat for wildlife and an outdoor classroom for our whole school to enjoy. Our objective is to 

raise awareness about our local watershed, while protecting wildlife, and raise funds to build 

an extraordinary place on our campus. We are currently requesting donations of cash, materials and labor to help us with our project. The first phase of our habitat will include 36 native 

trees, a 4,800 sq ft wetland and an open space for quiet study that will include several benches 

our shop class is building.

Donations we have received Donations still needed

$500 – Schools Credit Union Sod cutter rental

20 trowels – Ron’s Hardware 3 cubic yards organic mulch

3 volunteer hours from 3 PTA members 20 volunteer hours

As students, we are dedicating our time, energy and enthusiasm to work for this cause. Given 

that most of us live in the community, we request your support by considering a donation. It 

could be in the form of gift certificates for products or services available at your facility.

We are preparing a groundbreaking celebration on September 9, 2011 and would like to invite 

everyone who has helped us achieve our goal. In return for your generosity, the name of your 

company will appear on our posters, banners, advertisements and brochure.

Thank you for considering our request. If you have any questions or need further information, 

please feel free to contact one of our team members. I will follow up with a phone call in the 

next couple of days.

If you decide to contribute, please send your donation to:

Countryside High School Schoolyard Habitat Team

149 Maple Lane

Countryside, MD 11111

Sincerely,

Julie Denny

123-123-5555

Sample Donation Letter 

U.S. Fish and Wildlife Service 75
Grants

Grants are formal request for funding from agencies, organizations and businesses with giving 

programs. Before your team applies for a grant be sure to inform your administrators.

Pros: Grants are usually large cash amounts, very specific in what they will fund and have clear 

guidelines for their applications

Cons: They are not guaranteed and decisions for funding may not be in sync with your project timeline

Many organizations offer grant funding for Schoolyard Habitat projects. There is increasing 

competition for these grants. Identify potential grantors by searching online, or by contacting 

the foundation center and your state environmental education association. Call the office of the 

granting organization you are applying to before writing and submitting your grant. Talk to the 

grant manager to assess if your project matches their priorities. Include student work in your grant 

application to show grant reviewers how involved the students are and add a personal touch to your 

application. If possible, invite the grantor to the project site to get feedback and show off your well 

designed plan. If it does not fit their criteria, they may know of a grant that does.

Fundraising, grant writing and donations all cumulatively build on your existing resources to 

create the long term implementation of your schoolyard habitat master plan.

STEP FIVE: Decide money matters

Year One Year Two Year Three Ongoing

Plants Weather Station Habitat

Mulch Bird and Bat Boxes Weather Station

Field Guides Habitat Bird and Bat Boxes

Plants Benches Benches Benches

Mulch Habitat Field Guides Field Guides

Tools Tools Tools Tools

Curricular Resources Curricular Resources Curricular Resources Curricular Resources

Master Plan Master Plan Master Plan Master Plan

 Existing Resources  Fundraising  Donations  Grants

76 Schoolyard Habitat Project Guide
STEP SIX: 

Install Project

You have finally reached the 

step you have been working 

so hard to get to. Proper 

preparation of the ground, 

people and plants is essential. 

While there are many things 

to get accomplished in this 

section, don’t get bogged down 

by the details and remember to 

involve the students as much as 

possible and have fun.

Accomplishments

®

®

®

®

®

®

Tasks

®

®

®

®

®

Committed to Starting

 a Project

Formed a Team

Developed a Master Plan

Assessed Project Site

Designed Project

Decided Money Matters

Prepare the Site

Prepare the People

Create a Work Plan

Gather Materials and 

 Supplies

Plant Your Project
Timing is Everything 

It is helpful to create a timeline specific to project implementation such as the one below. Many of 

the tasks associated with project installation are unique to your specific project, use this sample as a 

guideline to create your own.

STEP Six: install project

78 Schoolyard Habitat Project Guide
Prepare the Site 

Undoubtedly, there is something in the space where you would like to install your project, anything 

from sod to hard compacted soil, or even a structure or asphalt. Good ground preparation reduces 

future maintenance concerns. Presented here are the most common approaches to preparing your 

site. Your natural resource professional and maintenance team members will help you decide your 

approach.

The three stages of site preparation are as follows: remove unwanted plants, complete excavation and 

add soil amendments.

A. Remove unwanted plants. 

Unwanted plants include sod, non-native invasives and other plants that will inhibit the success of 

your project. Without complete removal, they will become a routine maintenance problem. Invasive 

plants can take over a project site before your native plants become established. You will find more 

information on managing invasive species in Step 7. Most commonly, you will need to remove sod from 

your project site. 

B. Complete any needed excavation or feature installation.

This can include, delineating a trail or path, removing asphalt, compacting an area for a pavilion or 

gazebo or digging a depression for a wetland. Complete this work at least a few days in advance of 

the planting. Alteration of existing irrigation lines should be done during the site preparation and 

excavation phase under the supervision of maintenance personnel from the school. It is required by 

law to call 888-258-0808 for your local area’s utility referral service to come have utilities marked! 

Many project features could potentially damage newly installed plants. It is important to install 

features in the correct order. For example, gazebos, trails, fences, signs, platforms, wildlife blinds, 

benches and large natural features like snags, brush piles and rocks should be placed before planting.

C. Add soil amendments if needed.

Generally, for restoration projects using seedling and seed amendments are not needed. However, 

when working with containerized plants, it can help to mix some compost into the soil. Consult with 

your natural resource professional to determine any soil amendment needs for your specific site. Be 

sure to have soil amendments delivered before planting day and placed in a location that is easily 

accessible but does not interfere with project planting.

Keep it Clean

When doing any type of soil disturbance it is necessary to protect local waterways from soil 

erosion by putting protection in place. This can come in the form of sediment erosion control 

fabric, straw bales or leaving strips of grass to collect sediment. 

U.S. Fish and Wildlife Service 79
Techniques for Sod Removal

There are a number of different ways to remove sod. The techniques that yield quick results can 

require considerable effort, while less labor intensive techniques may take at least a season to produce 

results. Listed below are four techniques for turning well established turf into an area ready for 

planting. Be sure to protect any nearby drains from sediment run-off in the event that there is rain 

between ground preparation and planting.

Dig: This technique should be done the same week as planting.

Digging is preparing the site by physically removing the layer of sod with a spade, shovel or sod 

cutter. This technique allows you to plant your site immediately. 

Pros: Allows for immediate planting, avoids use of chemicals 

Cons: Is labor intensive, exposes subsoil to weed seeds, removes organic matter, produces a lot of 

cumbersome waste sod material

• To dig up the sod, water the area a few days ahead 

of time to make the soil easier to work. The soil 

should be moist but not soggy. Saturated soil is 

not only heavy but also susceptible to compaction, 

which leads to poor plant growth.

• Cut the sod into parallel strips 1 foot wide using 

an edger or sharp spade. These strips can then 

be cut into 1 to 2 foot lengths, depending on the 

density of the turf and the thickness of the pieces. 

Next, pry up one end of a piece of sod and slide 

the spade or fork under it. Cut through any deep 

taproots, and lift out the precut piece, making sure 

to include the grass’s fibrous roots. 

• If you are installing a large project, consider renting a sod cutter. These steel-bladed, plow-like tools 

are more efficient than spades for large jobs, and they come in human- and gas-powered models.

• If the sod is in good condition, parents or volunteers may be willing to remove it from the site for 

reuse elsewhere. Otherwise, you will have to find other ways to dispose of it. Once the sod is gone, 

remove any rocks, remaining clumps of grass and sizable roots to make planting easier.

STEP Six: install project

USFWS

80 Schoolyard Habitat Project Guide
Solarize: This technique should be started one growing season prior to planting.

Solarizing uses plastic, newspaper or cardboard to 

kill the sod. This technique increases the temperature 

and blocks the light which eventually kills the sod. 

Students can be involved by bringing in materials 

from home and laying them down on the site. 

Regardless of what material you use to smother your 

site, water it prior to covering to ensure the process of 

decomposition takes place.

Pros: Retains and builds organic matter, does not 

disrupt soil structure, does not require the physical 

effort of removing or turning under sod

Cons: Delays planting up to several months, may kill 

beneficial organisms if using plastic

• If using plastic to solarize, it can be covered for 

aesthetic purposes, but it isn’t biodegradable and 

should eventually be removed.

• Cardboard and newspaper are great biodegradable alternatives. Lay down a thickness of six to 

eight sheets of newspaper at a minimum. Cover these biodegradable materials with grass clippings, 

leaves, mulch, or compost to hold the layers in place, keep in moisture, and add organic matter. 

Newspaper and cardboard do not increase temperature as much as plastic, but they eliminate light, 

causing chlorophyll to break down.

Till: This technique should be started two months before planting.

Tilling turns and mixes well established plants and roots until they are no longer living. This is not an 

appropriate technique for steep, erosion prone sites. 

Pros: Retains and builds organic matter, machines do most of the work

Cons: Is difficult on rocky sites and in wet or clay soils, exposes and encourages certain weed seeds, 

repeated tilling may be detrimental to the soil structure

• Using a machine, till the top 2 inches of the soil. After tilling, allow any exposed seeds a few weeks 

to germinate, then either till again or spray with herbicide.

• Small tillers can usually handle previously worked soil, but breaking up well established sod or 

heavily compacted soil requires a heavier, rear tine unit and may require more than one pass. If 

your site is over 3,000 sq ft a larger machine should be used.

• After tilling the planting area, when feasible, rake and shape the soil to enhance the visual appeal of 

the site.

USFWS

U.S. Fish and Wildlife Service 81
Apply herbicides: This technique should be started two or more months prior to planting.

Herbicides are chemicals that are sprayed onto plants to chemically stop the photosynthesis process. 

Check with your maintenance personnel, may or may not be an acceptable practice at your school 

and a licensed applicator may be required. Sometimes a letter home to parents and an amendment to 

the school’s integrated pest management plan is all you need to move forward. 

Pros: Is relatively simple and quick for those experienced in herbicide use, makes it easier to remove 

or turn grass, proven to be very effective for large areas 

Cons: Risks injuring or killing nearby plants, can result in environmental contamination, personal 

injury or harm to beneficial organisms when used improperly.

• Choose an appropriate product. Be sure to buy a product designed to kill the dominant plant type 

covering your site.

• Follow label directions carefully. Use only products specifically formulated for the types of plants 

you want to kill. Glyphosate is a commonly used chemical for this practice. It is commonly sold in 

farm and garden stores.

• Don’t apply herbicides when rain is expected, or the herbicide may wash off plants and into the 

soil and nearby waterways. Also, avoid applying on windy days to prevent drift onto nearby 

plantings. Wear protective clothing, such as gloves, long sleeves, long pants and a mask, when 

applying herbicides.

• Well established turf will require more than one application. It takes several days for effective 

absorption of herbicides. Grass and weed seeds in the soil will not be affected and may germinate 

later. After the first application, allow time for a second growth spurt to occur and complete the 

second application.

STEP Six: install project

82 Schoolyard Habitat Project Guide
Prepare the People 

The better organized and trained the teams of students, teachers 

and volunteers are ahead of time the more smoothly the planting 

days will go. Installing the project requires the hard work of many 

helpers that could include multiple classes, the entire school or even 

multiple schools and the larger community.

Volunteers

Not all volunteers are accustomed to planting or are even 

comfortable working in the outdoors. Some are there simply to 

support their child’s project. Alternately, some volunteers have 

a great deal of enthusiasm and love for planting and have a hard 

time letting the students do the work. It may be necessary to 

have a pre-planting day workshop to provide clear guidance to 

teachers, students and volunteers on how to properly plant plants and to go over the how-to and 

logistics of the day, so you can be confident things will go smoothly. It is important that all volunteers 

and team leaders become familiar with the planting plan before planting day.

Students

All students, not only those that were involved in the design but also the entire student body are 

excited to be involved in the planting. Set expectations for spending time working on the project 

outside. Be sure they are prepared for the weather, wear appropriate shoes and clothes and 

understand why they are there. The value of the project will greatly increase if they know the benefits 

for both themselves and wildlife.

Create a Work Plan

The work plan will guide activities on planting day. The exact amount of time that it takes to plant 

your project depends entirely on the size and scope of the project. Your work plan should include a 

schedule of activities for the day with assigned task lists for all involved, including students, teachers 

and volunteers. 

• Review your project design and decide how many students your core team wants to participate and 

from which classes they will come.

Planting day is an excellent time to generate positive press for the school and the project. Students 

can prepare press releases and distribute them to newspapers as well as local radio and television 

stations. Be sure to check students’ photo release eligibility and alert all photographers of any 

restrictions. A sample press release and photo release are found in Step 9.

Alert the Media

Julie Dieguez

U.S. Fish and Wildlife Service 83
Time Teacher Grade Number of 

Students Volunteers

7:30 – 8:30

• Bring plants to project site. 

• Stage plants and tools. 

• Set up refreshment and first aid station.

Mr. Moffett (biologist)

Mrs. Soni (parent)

Mr. Sargent (parent II)

8:45 – 9:30 Mrs. Phillips 2 20

Mr. Moffett (biologist)

Mrs. Thompson (principal)

Mrs. Soni (parent)

9:45 – 10:30 Mr. Fiorey 4 22

Mr. Moffett (biologist)

Mrs. Thompson (principal)

Mrs. Soni (parent)

10:45 – 11:30 Ms. Strano 5 23

Mr. Moffett (biologist)

Mrs. Thompson (principal)

Mr. Sargent (parent II)

(Mrs. Soni lunch break)

11:45 – 12:30 Mrs. Li 5 25

Mr. Moffett (biologist)

Mrs. Silversmith (parent III)

Mrs. Soni (parent)

(Mrs. Thompson lunch break)

12:45 – 1:30 Ms. Bahner 2 20

Mrs. Silversmith (parent III)

Mrs. Thompson (principal)

Mrs. Soni (parent)

(Mr. Sargent lunch break)

1:45 – 2:30 Mr. Harper 4 22

Mr. Moffett (biologist)

Mrs. Thompson (principal)

Mrs. Soni (parent)

2:45 – 3:30 Mrs. Dieguez 5 26

Mr. Moffett (biologist)

Mrs. Thompson (principal)

Mrs. Soni (parent)

3:30 – 4:30 • Clean up tools and first aid station. 

• Water plants.

Mr. Moffett (biologist)

Mrs. Soni (parent)

Mr. Sargent (parent II)

Cityport Elementary School’s work plan includes important details for a successful work day.

Cityport Elementary 

School Work Plan

One week before:

• Prepare and distribute a 

planting day schedule.

• Gather all needed materials.

• Contact the media.

On planting day:

Mr. Moffett will greet each 

class, explain their tasks for 

the day, give a demonstration 

on how to properly plant and 

use tools safely, divide the class 

into small teams and distribute 

tools.

Mrs. Thompson will take 

photos of the planting 

throughout the day.

• Divide the number of plants you have in your project design by the number of students.

• Students can plant an average of 10 quart sized plants an hour: less if the soil is hard, students are 

very young or the plants are larger. This includes the time it takes to dig the holes, and plant, water 

and mulch each plant. Even early elementary students are capable of planting multiple plants.

• Determine how many volunteers are necessary to assist students with the work. Younger students 

require the supervision of one adult for every five students, while older students may need one 

adult for every ten students. The greater the number of students participating at one time, the 

greater the number of overall volunteers you will need. 

• Sometimes there is more interest among classes to participate than there is work to be done. In this 

case, plan an activity for some students to do while others have a chance to plant. 

• Review all the tasks of planting day; be sure work is spread evenly throughout. Mulching and 

cleaning up will take time.

STEP Six: install project

84 Schoolyard Habitat Project Guide
Gather Materials and Supplies

A formal order must be placed several weeks in 

advance to ensure that you have all the plants you 

need for planting day. Having a list of acceptable 

substitutions on hand will make finalizing the 

order go smoothly if the nursery does not have 

all the plants you anticipated being in stock. The 

day before your planting day, have your plants 

delivered. Make sure there are enough hands to do 

all the unloading. Keep the plants watered and in 

a safe, shady area where they will be stored until 

planting day. Have your plant list ready, and check 

your order either when it is picked up or delivered. If you are unsure of what your plants will look like, 

ask the nursery to label them. On occasion, a nursery may substitute a different plant than what you 

ordered if it unexpectedly ran out of stock. Double check with the nursery that any substitute plants are 

native and suited for your site conditions. 

Tips for a fun and successful planting day:

• Schedule breaks for your volunteers, especially if they are with you all day.

• Have students work in teams and take turns using the tools when working with larger 

sized plants.

• Students are always excited to try the tools that come with the job. Make sure you have 

enough tools for all of the students. Be sure to clearly mark any loaned equipment, so it 

can be returned when you are finished. 

• Students are most excited about planting the plants, not mulching, watering or cleaning 

up. Make sure you have divided the plants so all students involved have the opportunity to 

put a plant in the ground.

• Keep safety first, have students and volunteers wear closed toed shoes, have adults use 

any motorized equipment and have a designated staffed area for questions, concerns, 

and first aid kits.

• Plan a back up volunteer day to finish up any leftover work.

Frank Marsden

U.S. Fish and Wildlife Service 85
STEP Six: install project

On occasion parents and volunteers will show up to planting days with plants from their 

homes as a gift to the school. Kindly place these plants aside until you can verify they would 

be appropriate choices for your project site. This website http://www.aphis.usda.gov provides 

a list of federally prohibited plants. You can cross reference the donation with this list and 

other local native plant guides.

Donation Dangers

Plant Your Project

It’s the moment we’ve all been waiting for. It’s time to get dirty!

Staging Plants

Staging is the term for laying out or 

spacing your plants throughout the 

project area prior to planting. This 

is done so that plants most closely 

match the project design. Both formal 

and informal project plans should be 

staged to ensure plants are put in their 

appropriate planting zones so they can 

thrive.

Plants can be staged in a number 

of different ways depending on the 

number and age of the students and 

the nature of your design. With older 

students, you may simply be able to 

use colored flags or marked stakes to 

delineate planting areas. If planting a wetland, raingarden or bioswale, plants should be grouped based 

on water tolerance. If planting a woodland or meadow, you may want to group plants based on the height 

they will attain when mature. For younger students, lay out individual plants. Allow older students to 

space out plants themselves. 

Tips for staging

Before staging plants, water them one more time if possible. 

To avoid plant damage from students’ feet during planting, stage plants for each group only after 

the previous group has left. If you will be planting an area backed by a wall or fence start planting 

along the barrier and work your way out. If you are planting an area that is open on all sides, start 

planting in the middle and work your way out.

Frank Marsden

86 Schoolyard Habitat Project Guide
Planting Plants

Plants are purchased in containers, as seeds or as bare root 

seedlings. Appendix B has specific information on working with 

seeds. The most common technique for planting containerized 

plants and bare root trees will be described here. 

Plants and trees in containers

The smallest size is referred to as a plug and generally 

comes in trays of 50-75 plants from a wholesale nursery and 

a 4-6 pack from a retail nursery. Trays can be cut during the 

staging process, but plants should remain in their plastic 

sleeves until holes have been dug to prevent them from 

drying out. Larger plants that come in quart and gallon sized 

pots are typically one individual plant and should be planted 

whole. 

When ready to plant, simply dig a hole deep enough so that 

the level of the existing soil is even with the level of soil the 

plant is in – not too deep, not too shallow. Remove the plant 

by gently squeezing the sides of the container and pushing 

up from the bottom. Then pull at the base of the stem until 

the plant comes loose. Place the plant in the hole and use the 

excess soil and any amendments to fill it back in. Gently pack 

or tamp the soil around the entire plant to fill in any existing 

air pockets. Assign a volunteer to check each plant to make 

sure this step has been completed correctly.

Some plants that are left in a container too long begin to grow 

their roots in a circular pattern around the inside edges of 

the container. This condition is known as root bound. Before 

planting a root bound plant, loosen the outside layer of roots 

until they are completely free of circling roots. For trees, 

the roots may be larger and require cutting with sheers or 

clippers.

Bare root 

Many trees are sold as bare root specimens and are planted 

with a dibble bar, as shown in the photo to the right. When 

planting bare root seedlings be sure they don’t dry out while 

waiting by the planting hole. Take care to cover the roots with 

damp newspaper or straw or place them in a bucket of water.

If many of your purchased plants 

are root bound, put them aside 

and return them to the nursery for 

replacements. If plants have been root 

bound in containers for an extended 

period of time, their success in the 

ground is limited.

Britt Eckhardt Slattery USFWS

Container grown trees can be 

successfully planted for much of the 

year, while bare root trees must be 

planted during dormancy.

U.S. Fish and Wildlife Service 87
STEP Six: install project

Commonly used by foresters, dibble bars 

can also be used by students to plant bare 

root seedlings.

Tips for planting

• It is best for a trained volunteer to do a sample planting 

demonstration for each new group of students; this will 

help ensure plant survival. With younger students, it 

can be helpful to do one demonstration in the classroom 

and a second demonstration outside at the planting site. 

The most important part of planting is to make sure all 

participating students feel that they have contributed 

to their Schoolyard Habitat. 

• Inexperienced students may need to be reminded 

to remove the plant from its pot. Provide any special 

instructions for items such as soil amendments and 

mulch. If you plan to mulch immediately following the 

planting, it can be helpful to place the plant containers 

upside down over the plants to protect them from 

getting buried or trampled. You can print and laminate 

the instruction card Field Notes for Planting a Plant

supplied at the end of this step for team leaders and 

volunteers.

• During the planting day, step back and decide if things 

are taking the right shape. It is okay to make changes 

to your planting plan once you have begun as 

long as the plants stay within their planting 

zone requirements.

• Remove all stakes, strings and ribbons from 

the planting area except those depicting plant 

identification or being used as a temporary 

border from mowers.

• Water the plants as soon as they are planted. 

Then water them every day for at least one 

week unless there is rainfall. 

The plant on the left is planted correctly. The plant 

on the right is too shallow.

USFWS USFWS

88 Schoolyard Habitat Project Guide
Field Notes for Planting a Plant

Procedure:

1. Dig a hole 2 to 3 times wider than

the container and slightly deeper.

Reserve removed soil next to the

hole for use when backfilling.

2. Remove the plant from its

container by lightly pressing

against the sides of the container.

If necessary, cut the container

vertically to dislodge the root ball.

Avoid breaking the root ball.

3. Lifting by the root ball, never by

the stem or trunk, set the plant

into the hole. Plants should be

centered and level. Add compost

or loosened soil back into the hole

to allow the plant to be placed

even with the original soil level.

4. Hold plant in place while

backfilling around the root ball

using reserved soil and compost.

Press soil lightly to eliminate air

pockets. Large dirt clods should

be broken apart before backfilling.

5. Create a slightly indented

watering saucer similar in size to

the original hole. Add mulch as

instructed. Do not mulch directly

against the tree trunk or stem of

the plant, doing so will cause the

plant to rot.

6. Adequate water is essential at

planting time. If told to do so,

water at the base of the plant until

the soil is saturated.

7. Clean and return all tools to the

staging area.

Tip: Do not remove tree from container until you are

ready to place into planting hole. Fine roots dry out rapidly

when exposed to air and can cause the plant to die.

U.S. Fish and Wildlife Service 89
“Keep a green tree in your heart and perhaps a 

songbird will come.”

— Chinese proverb

90 Schoolyard Habitat Project Guide
A Schoolyard Habitat project is much more than the planting day. Your project is the 

representation of the relationship between your school community and its environment. 

This is the shortest section of the guide but the longest commitment for your team. 

The completion of these steps is unique and personal to your school and your project. 

Maintaining, using and sharing are the universal steps that help sustain every project 

because they provide opportunities each year for new students to become stewards 

of the schoolyard. How these steps are developed will depend entirely on the specific 

elements that make your project and school community unique. 

The incorporation of the project ensures that all your hard work will pay off. This is 

critically important because it is the legacy of your project. You used the schoolyard as 

a teaching tool throughout the assessment of your school grounds and implementation 

of your project. Now is the time to fully integrate the project into the culture of the 

school, so that generations of students will continue to immerse themselves in the living 

resources of the Schoolyard Habitat. The viability of this project as a teaching tool and 

wildlife habitat will continue if you take the steps to incorporate the project into the 

school community now. 

Steps 7 – 9

Incorporate
“To forget how to dig the earth and tend the soil 

is to forget ourselves.”

— Mahatma Gandhi

92 Schoolyard Habitat Project Guide
STEP SEVEN: 

Create a 

Maintenance Plan

Schoolyard Habitat projects are generally 

lower maintenance landscapes if ecologically 

sound. Most maintenance involves controlling 

unwanted plants, maintaining structures, 

removing trash and preserving aesthetics. 

Choose how much you want to maintain based 

on the availability of your team members’ 

time and the maintenance requirements of the 

different features. For example, if you have a 

two acre woodland restoration with a trail, you 

might have a more intensive maintenance plan 

for the entrance to the trail than you do for the 

majority of the forest. 

There are essentially two levels of care that 

every project needs. Short-term maintenance 

includes watering, mulching, borders, weeding 

and replanting. Long-term maintenance 

includes invasive non-native species removal, 

care of structures and other project features. All 

maintenance provides an opportunity to engage 

students in learning more about their natural 

environment. 

Accomplishments

®

®

®

®

®

®

®

Tasks

®

®

Committed to Starting

 a Project

Formed a Team

Developed a Master Plan

Assessed Project Site

Designed Project

Decided Money Matters

Installed Project

Consider short-term

 maintenance 

Consider long-term

 maintenance
Watering

Watering is the most important short-term maintenance task. Plan 

to monitor the rainfall and augment with watering or irrigation 

when needed for at least the first two years of your project. This is 

especially important during hot, dry summer months when staff and 

students are not at school. Water sufficiently and deeply but not too 

often. Thorough watering promotes stronger root systems, enabling 

plants to find water on their own once established. 

Your watering plan could involve as much as installing drip irrigation 

or a sprinkler system, or as little as laying a soaker hose or using 

a hose with a sprinkler attachment. Establish a watering schedule 

with advice from the nursery from which you acquired the plants. On 

average, a newly planted habitat needs one inch of water per week 

for the first one to two years.

Your school’s maintenance staff should be part of the team to ensure 

there is access to water especially for the summer. Many schools 

require a special water key to operate outdoor spigots; these can 

be found in the plumbing section of your local hardware store. You 

may want to install a simple rain gauge at your project site to help 

monitor watering needs. Trees and shrubs need to be watered 

through the first two years. Many home and garden stores sell 

irrigation bags, often called tree gators, specifically for trees and 

shrubs. They can be filled with a hose once a week and provide a slow 

drip irrigation to the plant. 

Mulching

Once plants are established the need for mulch becomes obsolete. 

In many naturalized areas the annual deadfall will act as natural 

mulch. If you choose to add mulch for aesthetic reasons, refer to 

the calculations in Step 4 to find out how much you will need. Keep 

in mind that too thick a layer of mulch will prevent moisture from 

reaching the ground. 

Consider Short-term Maintenance

The first two years after installation are the most critical and labor intensive time for maintenance. 

A maintenance plan for the first two years should include specific tasks and indicate who will be 

responsible for them. This is a good time to recruit new members to your team. Below are aspects to 

consider when creating your plan.

STEP seven: create a maintenance plan

EPS EPS AE

94 Schoolyard Habitat Project Guide
Borders

One of the most common frustrations for a Schoolyard 

Habitat project occurs when it is accidently mowed. It 

is helpful to mark off the area of your project to let the 

maintenance team and visitors know the boundaries. 

To indicate the boundaries of your project, you can use 

fencing, edging or natural materials. Find out if the 

maintenance personnel changes in the summer so that all 

staff are aware of the project.

Weeding 

To improve the wildlife habitat of your school grounds, it is 

imperative that you eliminate invasive non-native plants. 

Weeding your project can sometimes seem daunting, 

especially when native species are young and hard to 

recognize. Keep in mind that not every species that springs 

up into your project is unwanted. Some plants that are native 

to the area could colonize the project site. As long as the colonizing plants are not invasive, it is fine to 

leave them alone.

The problem occurs when invasive non-native species are found in your habitat. These species will 

take over and must be removed as quickly as possible. This website http://www.aphis.usda.gov provides 

a list of federally prohibited plants. You can cross reference any new plants you find with this list and 

other local native plant guides. It can also be helpful to have your planting map accessible during 

weeding. 

Replanting

The survival rate of your plants will need to be evaluated in the first few months. Some plant loss 

can be expected. Replanting makes sense if the plant loss was caused by something unlikely to occur 

again such as an extreme weather event. If plant loss is more than 50%, evaluate the reason for the 

loss before replanting to maximize future success. The natural resource professional on your team can 

evaluate your site and offer suggestions for successful future plantings.

Summer weeding and watering are common 

challenges of Schoolyard Habitat projects. 

Be sure you have a plan in place to address 

this challenge.

For more information about invasive species refer to the 

Invasive Plant Atlas of the United States http://www.invasiveplantatlas.org 

or the National Park Service www.nps.gov/plants/alien/factmain.htm

AE

U.S. Fish and Wildlife Service 95
STEP seven: create a maintenance plan

Consider Long-term Maintenance

For as long as the property remains a Schoolyard Habitat, some level of maintenance must be done. 

Invasive Non-Native Species Removal

The best method for keeping invasive plants out of your project area is early detection and 

immediate removal. Common control methods include hand pulling, mowing, chemical spraying or 

solarizing. Your invasive non-native species maintenance plan will depend on the specific invasive 

plant, the size of the patch and the amount of surrounding native vegetation. Contact your local 

master gardeners’ group or county extension office to find a weed control specialist to help with 

assessment and treatment options.

Maintenance tips for invasive non-natives:

• Create a “Most Unwanted” species lists with 

identification features of the plants to help know which 

plants to remove. 

• For most weeds, hand pulling is enough. Be sure to 

remove the entire plant both above and below the 

ground prior to the plant going to seed. 

• Chemical methods for removing invasive non-native 

plants include a broadcast spray which will kill all plants 

in a large area or spot treatment which is applied to a 

specific problem plant only. Most school systems have 

protocols and licensed personnel for herbicide applications. 

• If your project site has become overgrown with unwanted plants, you may want to tag species 

worth saving and have volunteers weed around the base of these plants to allow room for growth.

Structures and other features 

Check feeders, birdbaths, water pumps, artificial structures, benches and signs to make sure 

mechanisms are functioning properly and vandalism has not compromised the integrity of the feature. 

With vandalism, trash and other issues, constant vigilance keeps an area looking good. The best way 

to decrease the likelihood that the site will be vandalized is to increase the support and participation 

of the students and community. Creating a sense of shared ownership and responsibility will provide 

multiple benefits for the project.

Frank Marsden

96 Schoolyard Habitat Project Guide
First Two Years

Category Tasks Responsible Assist Consult 

 Water Monitor weekly rainfall Mrs. Jones’s 6th grade 

class and Mrs. Hogan’s 

Summer Habitat Scouts

PTA members Maintenance supervisor and 

Assistant Principal

Monthly check on irrigation 

equipment including timers 

and hoses

Maintenance supervisor Assistant 

Principal

Schoolyard Habitat Team

Plants Monthly monitoring 

and removal of invasive 

non-natives

Mrs. Jones’s 6th grade 

class and Mrs. Hogan’s 

Summer Habitat Scouts

Schoolyard 

Habitat Team

Maintenance supervisor and 

Assistant Principal

Every spring new trees 

are planted to replace any 

mortality from previous year

Mr. Casey’s 8th grade 

class

Schoolyard 

Habitat Team

Maintenance supervisor and 

Assistant Principal

Structure Monthly monitoring and 

reporting of any vandalism 

issues

Schoolyard Habitat 

Team

PTA members Assistant Principal

Ongoing

Category Tasks Responsible Assist Consult

Plants Monthly monitoring 

and removal of invasive 

non-natives

Mrs. Jones’s 6th grade 

class and Mrs. Hogan’s 

Summer Habitat Scouts

Schoolyard 

Habitat Team

Maintenance supervisor and 

Assistant Principal

Structure Benches, sign and fence 

are repaired as needed

Maintenance supervisor Assistant 

Principal

Schoolyard Habitat Team

Trail head is mulched and 

trail maps are in stock

Mrs. Hogan’s Summer 

Habitat Scouts

Schoolyard 

Habitat Team

Assistant Principal

In this sample, the responsible party is ensuring that the task will be completed, the assisting party will help 

complete the task and the consulting party would be part of any decision making regarding that task.

Sample Maintenance Plans

Exact timing and specific tasks will be determined by your project type and location. Below you 

will find some sample maintenance plans to help figure out your annual maintenance needs and 

help delineate the roles of each member of the Schoolyard Habitat team once the project is in 

the ground.

U.S. Fish and Wildlife Service 97
STEP seven: create a maintenance plan

In this sample, maintenance needs are laid out by time of year. Short-term needs should be completed for the 

first two years, and long-term needs extend through the life of the project.

Short-term Month Long-term

Water as necessary. January Clean out nest boxes.

Water as necessary. February

Weed, remove invasive species. Water as 

necessary.

March Monitor and remove invasive species.

Monitor species survival rates. Water as 

necessary.

April

Weed and add mulch if needed. Water as 

necessary. May

Water as necessary. June

Water as necessary. July Monitor for drought.

Water as necessary. August

Weed and remove invasive species. 

Water as necessary. September Monitor and remove invasive species.

Monitor species survival rates and prepare for 

additional planting if necessary. Water as 

necessary.

October

Water as necessary. November Mow half of meadow.

Water as necessary. December

98 Schoolyard Habitat Project Guide
STEP EIGHT: 

Use the Project

Now that the project is installed and being 

maintained, there are likely to be even more 

opportunities for using the project than you 

had first imagined. Revisit your goals and 

consider all of the ways you can use the 

project in your school’s curriculum. Consider 

other groups within your school community 

who may be interested in using the project. 

Revisit your master plan and think about 

what project should be next. 

Accomplishments

®

®

®

®

®

®

®

®

Tasks

®

®

®

Committed to Starting

 a Project

Formed a Team

Developed a Master Plan

Assessed Project Site

Designed Project

Decided Money Matters

Installed Project

Created a Maintenance Plan

Brainstorm Ways for Using

 the Schoolyard Habitat

Provide Teacher

 Professional Development

Monitor for Change
Brainstorm Ways 

for Using the 

Schoolyard Habitat

Look at entire outcomes of the grade level or subject matter, 

not just the environmental ones. Identify outcomes that can be 

brought alive in an outdoor setting. For example read a book 

in your habitat whose story takes place outside such as The 

Hungry Caterpillar or Lord of the Flies. Identify abstract 

concepts that could be enhanced with a concrete context such 

as measuring angles, estimating distance, sorting and listing, 

creating a still-life, writing a persuasive essay and identifying 

changes over time. 

Network with other schools that have created and use their 

Schoolyard Habitats. Find out how and when they are able to 

integrate the habitat into their curriculum.

The Schoolyard Habitat project can be integrated into 

extracurricular or afterschool activities; the trails can be a part 

of the cross country trail, or an art or photography club could 

use the project as a setting. As the users of the project grow, 

then the project itself becomes more integrated into the school 

community. 

Provide Teacher 

Professional Development

Training the school staff on the use of the schoolyard will 

help ensure that the money and time your school has invested 

in the project will be put to good use. Talk to your school 

administrators about sponsoring regular teacher trainings on 

how to use the project to meet curricular standards. Consider 

the following options: 

• Use a half day training session to review activities for each 

grade level that can be used in conjunction with the project. 

• Contact your local environmental education center to arrange 

for a demonstration of how teachers can use the habitat with 

their students. 

STEP eight: use the project

USFWS USFWS USFWS

100 Schoolyard Habitat Project Guide
Monitor for Change

Develop a monitoring plan to assess the change 

of wildlife use and habitat. Monitoring plans 

should include ways to track and record changes 

over time. Monitoring plans will evolve as the 

years progress. Older students can create and 

investigate their own interests based on previous 

years’ data and with help, even very young 

students can investigate the habitat.

Some of the monitoring possibilities

• Seasons

• Weather

• Phenology

• Temperature 

• Migration 

• Phases of the moon

• Abundance and diversity of plants, insects, 

birds and mammals

• Different life stages of plants and animals

• Succession

• Signs of wildlife (nests, tracks, or scat)

• Surface and ground water quality

To explore some of the possibilities for your 

next project look at what the monitoring data 

is telling you are the needs of the ecological 

community. Revisit your goals and master plan 

and consider what may need to be changed or 

what phase should be implemented next. 

Collect and Share

Share your data using online networks such as the National Phenology Network, GLOBE, 

Migration Watch, Earth Partnership for Schools and others.

Cindy Landers USFWS

U.S. Fish and Wildlife Service 101
“A nation that destroys its soils destroys itself. Forests 

are the lungs of our land, purifying the air and giving 

fresh strength to our people.”

— Franklin Delano Roosevelt 

102 Schoolyard Habitat Project Guide
STEP NINE: 

Share Your Story

Telling your story gives you the opportunity 

to take a step back and celebrate the good 

work you have done. Take this opportunity 

to share the project you have completed, 

its benefits and the positive impact it has 

had on the students and the surrounding 

ecological community. 

The stories you share will inspire similar 

stories in the larger community. The entire 

habitat team should feel proud of what 

they have done to help improve the local 

ecosystem. The way you tell your story will 

be inspired by your journey. There are many 

ways to share your story. Listed here are just 

a few of the many possibilities. 

Accomplishments

®

®

®

®

®

®

®

®

®

Tasks

®

®

®

®

Committed to Starting

 a Project

Formed a Team

Developed a Master Plan

Assessed Project Site

Designed Project

Decided Money Matters

Installed Project

Created a Maintenance Plan

Use the Project

Make a Sign

Have a Celebration

Alert the Media

Tell Us Your Story
STEP nine: share your story

Signs are an excellent opportunity to 

recognize the partners who supported 

the project.

Make a Sign

Signs should reach out to your entire community and be 

easy to read, sturdy and weatherproof. Consider using 

the sign to share general information on the benefits of 

the project as well as specific information such as species 

names. It may be required to post rules for access and 

appropriate use. Signs can be student or professionally 

made. The cost of a professionally made sign is high but 

often lasts much longer than handmade ones. 

Allow students to celebrate their 

journey by sending habitat stories and 

thank you letters.

Have a Celebration

Celebrating is a great way to recognize the effort 

everyone has contributed to the project. Ideas for 

celebrations include ribbon cutting ceremonies, tours 

of the habitat and appreciation certificates. Remember 

to include all project supporters. Linking celebrations 

with clean up days is a great way to encourage continued 

support for your project. 

USFWS USFWS USFWS

104 Schoolyard Habitat Project Guide
Alert the Media

Writing a Press Release

A press release is a way for you to inform television and radio stations, websites and newspapers 

about your project. A press release should contain enough information so that it can be used without 

the newsperson calling back for more facts. Before writing the press release, decide the purpose of 

the release and the most interesting aspects of the story. The first paragraph should answer the basic 

questions - who, what, where, when and why (and sometimes how). Additional paragraphs can provide 

more detailed information. When writing a press release, keep the following in mind:

• The press release should capture the attention of a reporter or editor;

• Tell the most important part of the story in the lead (first paragraph);

• After the lead, elaborate on details;

• Keep press releases short (40 or fewer sentences);

• Follow the basic style below.

Release time: Flush left and underlined, type “For release on” and add the date you want the news 

media to publish the release or type “For immediate release” if you want it published as soon as the 

news media receive it.

Contact: Flush right, type name and phone 

number of a person the press can contact 

for more information. Make sure the contact 

person will be available and responsive to calls.

Title: Centered, bold face type identifies 

content of the release; use an action verb like 

“plant.”

Body: Double spaced. First sentence of each 

paragraph should be indented. Do not break 

sentences or paragraphs between pages. 

For releases longer than one page, the word 

“more” should be centered at bottom of first 

page. End releases with 3 Xs (with spaces between) or the word “END” centered at the bottom.

CCPD

U.S. Fish and Wildlife Service 105
Sample Media Release

FOR IMMEDIATE RELEASE: For Information Contact:

December 22, 2010 Dawson McCabe (123) 333-1234

 

Students Going Wild At School

Fifth graders at Cityport Elementary School in Birdstown, CA, are doing more than 

reading about wildlife; they are creating homes for wildlife right on the schoolyard. On 

April 20, from 9 a.m. to noon, students, teachers and local citizens will plant more than 

50 trees and shrubs in their schoolyard to create a woodland to allow wildlife to thrive 

in an area once covered by asphalt.

Once established, the woodland will provide food, water, cover and nesting area to a 

variety of birds, amphibians, small mammals and other wildlife. Besides providing homes 

for wildlife, the woodland can be used by students and teachers as an outdoor classroom. 

Students will have the opportunity to learn about wildlife and the environment and to 

conduct scientific experiments without even leaving the school grounds.

“These students are really excited about actually creating habitat for wildlife,” said Logan 

Kelly, the fifth grade teacher. “We’re thankful for the support of the entire community.”

Directions: From Sacramento take Route 50 east to Exit 42. At first stoplight, turn 

right onto Cool School Lane. Follow to school. 

x x x

Cityport Elementary School • 783 Cool School Lane • Birdstown, CA 99999

STEP nine: share your story

106 Schoolyard Habitat Project Guide
Tell us where you are and what you did:

1. School Name & Website if applicable _________________________________________________________

Address: _________________________________________________________________________________

Phone #: _________________________________________________________________________________

Contact: _________________________________________________________________________________

2. Date Project Started ________________________ Date Completed ______________________________

3. What grade level students were involved? How many? __________________________________________

4. Describe the type of project(s) you completed and the size of each project in square feet.

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

5. List any other habitat features added to the project including the following: nesting boxes, brush piles, 

trails, outdoor seating area etc. _____________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

The U.S. Fish and Wildlife Service is providing signs 

to schools to identify Schoolyard Habitat projects 

throughout the nation. The information you submit 

will be entered into a database and used to promote 

Schoolyard Habitat efforts. Any woodland, meadow 

or wetland project qualifies for a sign.

Please fill out the following questions with brief 

responses and return to: Schoolyard Habitat 

Program, U.S. Fish and Wildlife Service, 2800 

Cottage Way Suite 1916, Sacramento, CA 95825 or 

R8SchoolYardHabitat@fws.gov

Tell Us Your Story

Tell Us Your Story and Receive a 

Schoolyard Habitat Project Sign

continued on other side...

U.S. Fish and Wildlife Service 107
Tell us a little more about your schoolyard work:

6. What is most successful about your project?___________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

7. What is the most challenging aspect of your project? ___________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

8. How were students involved in planning and installing the project? _______________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

9. Do you have plans for future projects? If so, describe. __________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

10. How do you use the habitat for instruction? ___________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

11. How did you receive this guide? _____________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

12. What part of this guide was the most use to you?_______________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

13. Please include any photos with proper photo releases you would like us to consider using.

108 Schoolyard Habitat Project Guide
U.S. Fish and Wildlife Service 109
 “The unutterable beauty of a blossom. The grace of a 

high-flying bird. The roar of wind in the trees; At one 

time or another in our lives nature touches you...and 

me...and all of us in some personal, special way.”

— Joseph Cornell

110 Schoolyard Habitat Project Guide
Congratulations

Consider the effects of the habitat 

project on your students and school 

community. Collect and catalogue 

information using surveys, test scores 

and attendance, as well as student’s own 

reflections to assess these impacts. 

With your team, review the project 

master plan and goals and decide what 

project will be next!

Accomplishments

®

®

®

®

®

®

®

®

®

®

Tasks

®

Committed to Starting 

 a Project

Formed a Team

Developed a Master Plan

Assessed Project Site

Designed Project

Decided Money Matters

Installed Project

Created a Maintenance Plan

Using the Project

Shared Your Story

Commit to Start Your

 Next Project
Appendix A: Woodland

Woodland

Woodlands are areas dominated by large trees but also include 

many other plants such as shrubs, small trees and herbaceous 

plants. Woodlands or forests, have a canopy, mid-layer, 

understory and floor. Each layer provides a wide range of food, 

shelter and space for many animals. A mature woodland floor 

is covered with decomposing leaves and trees. Logs and brush 

piles are also a part of a healthy woodland habitat. When you 

walk into a woodland, you’ll see that the layers blend together. 

Not all woodlands have every layer. Climate, soil and other 

factors determine which layers develop in a woodland. All of the 

different parts of a woodland are important. Together they will 

form a woodland ecosystem. 

Habitat Value

A mature woodlands’ many layers provide unique habitat for a wide variety of insects, birds, 

amphibians and mammals. Certain plants provide specific habitat niches for many of these critters. 

When considering the ecological impact of a plant species in your woodland, remember not all plants 

are created equal. Contact your local forester for more information on your area. For most of the 

woodlands in the United States, locally native oaks, willows and pines provide high value habitat for 

native wildlife. 

Step 4: Design Considerations

When selecting plants for your woodland, be sure to include evergreens, shrubs and groundcover. 

In a natural woodland, you will notice trees are not spaced evenly or found in straight lines. Your 

restoration site should follow this rule as well. Resist the temptation to space trees in rows. However, 

if your school requires the understory to be mowed, be sure to space the trees wider than the width of 

the school’s mower.

Weed matting can be installed to protect the base of the trees from weed encroachment. Sometimes 

tree stakes can be used to support young trees, and protective tubes can provide support and deter 

damage from browsing wildlife such as deer and rodents. These additions should only be considered if 

recommended by the natural resource professional on your team.

Follow the directions in “Calculating number of plants needed” to determine how many trees and 

shrubs you need. The NRCS recommends planting about 374 trees per acre.

Frank Marsden

ii Schoolyard Habitat Project Guide
High school students are empowered 

through participation in large scale 

restoration projects. 

Step 7: Maintenance Considerations

Watering

There are two techniques specific to watering woodland 

plantings: drip irrigation and water gel packs. Use these 

methods to apply the recommended watering rates for 

newly established plantings. Consult your natural resource 

professional to determine what type of watering regime, if any, 

is needed.

Mulching

Mulch is not necessary for a woodland planting; however, if 

you want to delineate seedling locations, spread 2 to 3 inches of 

leaves or woodchips around each seedling.

Mowing and Pruning

Woodlands do not require mowing or pruning. For appearance, 

some schools choose to mow between trees until they are 

established. 

Weeding

Other plants will colonize the site. This is a natural process 

that will add to the diversity of your woodland. If the colonizing 

plants are not invasive, it is best to leave them alone.

Invasive Species Removal

For woodland plantings, invasive vines can become problematic. 

Monitor the woodland and remove any invasive vine that starts 

growing up the seedlings. Once trees are established, they will 

shade out many undesirable species decreasing the need to 

remove them.

USFWS USFWS USFWS

U.S. Fish and Wildlife Service iii
Appendix B: Meadow

Meadow

Meadows are comprised of flowers, grasses, roots and decaying 

vegetation from previous years’ growth. In the central United 

States, they are referred to as prairies. In much of the rest of the 

United States, meadows are transitional and if left alone would 

eventually evolve into a scrub-shrub habitat and then a woodland. 

Meadows are known for their striking colors and textures. 

Meadows provide dense cover for ground-nesting birds and 

burrowing animals and provide space for many insects including 

important pollinators. The rule of thumb for restoring meadows 

is sleep, creep and leap. During the first year after planting a 

meadow, weeds often dominate the site with the meadow plants 

hiding underneath (sleep). Seeds germinate but put most of their 

growth into their root systems. In fact, 60% to 90% of a plant’s 

biomass is formed underground during the first year (creep). It isn’t until year three or four when 

you’ll notice the plants thriving above ground (leap).

Habitat Value

The grasses of a meadow provide structural support with their dense, thick stems and fibrous root 

systems that can extend beyond 10 feet underground. Flowers provide important food sources with 

their blooms, leaves and seeds. Grazing insects such as grasshoppers, leafhoppers and butterfly larvae 

feed on meadow grasses and flowers. Some plant species provide for a larger variety of insects than 

others. Check with local experts such as your county extension office or university entomologist to find 

out more about what native species are most important in your area. Birds feed on these insects as 

well as highly nutritious seeds produced by meadow plants. Meadow plants provide cover and places 

to nest, as well as wind protection for many smaller species.

Step 4: Design Considerations

Selecting a variety of flowers and grasses will provide visual interest, food for wildlife and enhanced 

diversity. When determining a ratio of grasses to flowers, consider cost, ecology and aesthetics of the 

site. Natural resource professionals tend to design meadow mixes with 30% to 60% grasses. A low 

proportion of grasses (30% or less of total plants) increases the intensity of the floral display, though 

this will often increase the cost. 

A “no mow zone” or an area that is simply unmaintained allows any exisiting vegetation to grow tall. 

A meadow is the purposeful establishment of native plants that have a high habitat value. 

Meadows are Much More Than a “No-Mow Zone” 

Frank Marsden

iv Schoolyard Habitat Project Guide
One of the most dramatic phenological sequences in a meadow is the blooming of plants from midApril through October. In historic native prairies, a new flower comes into bloom about every week 

during the growing season. To mimic this sequence, you must plant 30 or more different flower 

species. However, if your space is limited, you could plant a minimum of 15 flowers and 3 grasses and 

still have an ecologically functioning meadow. 

Finding Seeds

Use perennial species and purchase seeds from a reputable source that allows you to choose specific 

species or has a choice of locally native seed mixes. Do not use prepared seed mixes sold at lawn and 

garden stores as they tend to have a high percentage of annual, and sometimes invasive non-native species. 

Also, avoid purchasing seed mixes or “seed mats” that don’t list the flower species on their package. 

You can choose to collect seeds from the wild, but make sure you obtain permission from the 

landowner first. Never collect more than 25% of the seed available in any one wild spot. This will leave 

enough seeds to germinate in the next year. Collecting plant seeds from an area that is planned for 

development would be the exception to the 25% collection rule.

Seeding Rates

The seeding rate is the amount of seed applied to a given area, usually shown as lbs/acre or oz/sq 

ft. The seeding rate is based on the pure live seed (PLS) content of your mixture. Seed purchased 

from a reputable dealer will have the PLS content on the packaging, as well as the recommended 

seeding rate. For wild collected seed, use the rates recommended by seed dealers and then err to the 

excessive. It will not hurt your project to have too much seed.

Step 6: Meadow Installation

Site Preparation

Existing weeds and sod are the biggest barriers to successful meadow establishment. It is 

recommended to use herbicide to prepare your site as it is the most effective way to eliminate 

exisiting vegetation without disturbing the soil or weed seeds. If herbicide is not possible, determine 

which of the sod removal techniques from Step 6 you will use. 

For small sites, establishing your meadow with plants rather than seed will give you quicker 

results. However, this costs more and fewer species are available in containers. An alternative 

would be to have students raise the plants from seeds and transplant them to the habitat.

Plant Economics

U.S. Fish and Wildlife Service v
Seeding Technique

1. Prepare the seeds.

Many of the seeds you will be working with are 

very small. Several thousand seeds per ounce is 

not uncommon. To evenly distribute such tiny 

seeds, it is necessary to dilute them by mixing 

them with a suitable material, such as dampened 

sand or sawdust. Use a volume of sand or sawdust 

equal to or greater than the volume of your seeds. 

The more you dilute your seed mixture, the more 

students you can involve in the planting activity. 

2. Distribute the seeds.

Divide the mixture in half. Distribute half of the mixture to the students and have them broadcast the 

seeds gradually while walking across the site. Use the second half of the mixture and broadcast the 

seeds while walking perpendicular to the first path. This process will allow for an even distribution of 

the seed mixture. 

3. Tamp the seeds.

Good soil contact is important for germination success. Have the students walk, stomp or dance back 

and forth across the site, or rent a lawn roller to gently push the seed mixture into the soil surface. 

Burying the seed is not your goal. Many of these seeds require light to germinate. 

4. Protect the seeds.

Seed germination is increased if straw is lightly spread across the site and kept moist.

For sites of an acre or more, consider using a tractor 

with a seed drill and also have students broadcast seeds 

as described above. Contact your local NRCS office for 

availability. An operator will come with the tractor and 

will know how to calibrate the machine. This will ensure 

the entire site is planted and the students are involved.

Seed Dispersal

USFWS USFWS

Step 7: Maintenance Considerations

The first two years of establishing a meadow is the most intensive time for maintenance. During this 

time, you are tying to eliminate the growth of woody species and annual weeds. 

vi Schoolyard Habitat Project Guide
Watering

Meadows only need to be watered during the first two years of 

establishment, if at all. They are most commonly watered using 

a sprinkler system. Make sure that the water soaks deeply into 

the ground. Intermittent deep watering is more beneficial to the 

plants than many short, shallow waterings. 

Mowing and Pruning

Mowing eliminates annual weeds before they go to seed and will 

not harm new wildflower seedlings and native grasses. If weeds 

are not evident, mowing is not necessary. Where a lot of weeds 

are growing, mow to a height of 6 to 8 inches every six weeks 

during the growing season. This will encourage the growth of 

the native perennials and discourage the growth of annuals 

that were not seeded. After mowing, remove cut material and 

thatch. This practice opens the soil to light, promoting the 

growth of new meadow plants. On small sites, removing thatch 

can be done by hand using a rake or on large sites by using a 

mechanical rake pulled behind a tractor. 

Beyond the first year, annual mowing on a rotating schedule is 

needed if weeds are present. Be sure to schedule mowing prior 

to nesting season. Mowing should be done in small sections at a 

time, or in a mosaic of strips with unmowed sections in between. 

Mowing one-third of the site each year assures that some year 

round cover remains available for wildlife.

Pruning dead flower heads is optional. It may improve 

appearance, but it removes seeds that would germinate or 

provide food and cover in your habitat. 

Burning 

Controlled burns are used to mimic the natural patterns that 

meadows have evolved to withstand. This technique has been 

used on school grounds to remove thatch and control woody 

species and promote new growth. Burning should be done on a 

rotation similar to the recommended mowing schedule. Strict 

precautions are necessary, contact your local fire department or 

natural resource agency; they will help you through preparation, 

required permitting and oversight of a controlled burn.

Controlled burning is an achievable 

option for meadow maintenance.

USFWS USFWS USFWS USFWS

U.S. Fish and Wildlife Service vii
Appendix C: Wetland

Wetland

All wetlands have three characteristics: water, saturated 

soil and plants adapted to wet conditions. Depending 

on the region of the United States, different types of 

wetlands are found including marshes, swamps, prairie 

potholes and vernal pools. A marsh is the wettest type 

of wetland and is dominated by herbaceous plants such 

as cattails. A swamp is a wetland dominated by trees. 

Wetlands provide important habitat to many species 

as well as important water quality benefits. Because 

of the complex nature of wetlands, a natural resource 

professional will be required to help design, acquire permits and install your project.

Habitat Value

Wetlands prevent floods by slowing down rainwater running off the land. They also filter pollutants 

including toxins, excess nutrients and sediment. Wetlands have varying levels of water, types of 

vegetation and decomposing plant material that provide essential habitat to many different wildlife 

species to hide, nest, eat and bask. Creating a wetland provides one of the most immediate habitat 

transformations. Dragonflies, frogs and birds will move into the habitat shortly after creation. 

Step 4: Design Considerations

Water Tolerance

A wetland will have varying water depth zones including upland, transition and standing water. Each 

depth zone will require specific plants with the proper water tolerance. It is important to know the 

water tolerance of each species and the anticipated water levels within the project site. Too little or 

too much water and improperly placed species will greatly affect the survival rate. Your local native 

wetland plant nursery will be able to help you choose species for specific water depths. 

Shape and Topography

If existing soils are suitable for a natural wetland, your shape can be as freeform as you would like. 

Curves, dips, points, coves and islands provide more shoreline and better hiding places for animals. 

Keep in mind the necessary excavation methods, the cost of excavation and the amount of detail 

that will be feasible with large equipment. You may want to ask an excavation contractor to create 

contours, dips and islands in the middle of the wetland. If your soils are not suitable for a natural 

wetland and a lining material is necessary, then you may be limited to circular or rectangular shapes.

Planting a wetland is fun and sometimes very 

messy. Be sure your students and volunteers are 

prepared with extra clothes and a relaxed attitude.

USFWS

viii Schoolyard Habitat Project Guide
Size and Depth

Wetland size and depth is determined by your goals, space, hydrology and budget. Most wetlands 

created on schoolyards are 1 to 3 feet in depth. Check with your local natural resource professional 

to determine the size and depth your wetland should be to match your goals and site conditions. 

Consider creating a seasonal wetland if you live in an area where rainfall or snow melt is not 

adequate to keep water in your wetland year round. Some counties or school districts may have 

concerns or regulations about the depth of your wetland. Keep in mind public and private schools 

from across the country have been able to construct wetlands on their schoolyard.

Profile

Wetlands with gradual slopes allow for the establishment of a diverse plant community and easy 

access for wildlife and students. A ratio of 4 feet horizontal run for every 1 foot of vertical depth is 

sufficient. Some sides of your wetland may be steeper and some flatter if needed. Shelves can be 

created in wetlands with deeper areas to help with safety concerns.

Wetland Liners

If you discover your soil will not hold water, you must then modify the excavation with a lining 

material. This method should only be used if recommended by a natural resource professional and 

the benefits of curricular outcomes and habitat value outweigh the cost of project. When designing 

a wetland with a liner, remember to over-excavate to allow for returning at least 8 inches of top soil 

back into the hole. This will provide a good substrate for the roots of the wetland plants. There are 

three main types of liners to choose from: clay, synthetic and preform. Liners can be quite heavy and 

require special techniques to handle and install. 

Wetlands are one way to address storm-water management on your schoolyard. You may also consider 

creating improvements through green infrastructure. Though they can be considered a schoolyard 

habitat project, these types of projects may be much more complex in design. These programs are often 

intended to improve water quality through more extensive management of storm-water runoff. Some 

examples of green infrastructure include:

• permeable pavements in parks, basketball courts and parking lots 

• raingardens and bioretention systems 

• constructed wetlands for storm-water management or wastewater treatment

• green roofs and vertical or living walls

Stormwater Management

U.S. Fish and Wildlife Service ix
Clay Liners: Clay is the best material for installing a liner, is typically used to increase the amount of 

water an area can hold, and can be used on any size site. Natural clay is applied in a uniform layer 6 to 

12 inches thick throughout the wetland area, then compacted to form a sealed layer. You will need to 

excavate a minimum of 16 inches to allow space for the layers of clay and top soil needed to bring your 

wetland back to its designed depth and contour. For a 2 foot wetland, excavate at least 40 inches deep 

and use the excess soil as a planting layer inside the liner. Remember to maintain a gradual 4:1 slope 

along the wetland edge.

Bentonite, a processed clay product, can be mixed with existing soil to form a waterproof lining. 

However, the product can be expensive and application may be difficult. Check with the natural 

resource professional on your team to see if this option is appropriate to your location. 

Synthetic Liners: Synthetic liners are commonly used to create a wetland in smaller more confined 

schoolyards where there are space limitations or hydrology issues. These wetlands are generally not 

larger than 2,000 square feet. Materials made of vinyl, polyethylene and butyl rubber are available 

from various sources such as home improvement stores, water garden suppliers, plumbing supply 

companies and on the Internet. These materials vary in cost, thickness and width. The most common 

thickness used on schoolyard habitat projects is 20 or 40 milimeter; the thicker the liner, the heavier 

and more expensive it will be. Butyl rubber is typically the most expensive, but it is the easiest to 

handle. Liner materials are manufactured in standard widths; check on the availability of these 

widths, and size your wetland accordingly. If you need a liner larger than the standard width, you 

will need to custom order it, adding to the cost. It is important to understand that a liner has to be in 

one piece, an overlapping seam will not hold water. Also check on the liner’s temperature tolerance to 

make sure it can withstand freezing winters or very hot summers. 

Preform Liners: Preformed ponds, molded plastic or fiberglass units are commonly used for small 

water features. This type of liner is not suitable for wildlife use since they have steep slopes and flat 

bottoms. However, projects using these types of liners can still have curricular benefits.

It is important to note that in some cases special permission or permits will be needed to complete a 

project such as wetland restoration, completing earthwork or building structures. 

Be sure to contact your state and county government office to find out if any permits are needed.

Stamp of Approval

x Schoolyard Habitat Project Guide
Consider All the Measurements

Example:

L = Length, W = Width, D = Maximum Depth

L = 20 ft, W = 15 ft, D = 2 ft

Liner size = (L + 2D + 3) by (W + 2D + 3)

Liner size = (20+4+3) by (15 +4+3)

Liner size = 27 feet by 22 feet

Determining Liner Size 

Measure the longest and widest points of your wetland. Take the length and add two times the 

maximum depth, plus three. Do the same thing for the width, and you will have the total length and 

width you will need for the liner. See the example equation below. 

Step 6: Implementation Considerations

A. Lay Out 

Lay out the perimeter of your wetland using something flexible 

like a garden hose or rope. You may also use spray paint, lime, 

gypsum, flagging or stakes. Be sure to remind the contractor 

of any special features of your design, such as an island or the 

inclusion of existing plants.

B. Excavate

A professional contractor or experienced volunteer should 

complete all required excavation. Most projects are completed 

within one to two days. Before excavation begins, show the 

contractor where excess soil will be placed. During the excavation phase, make sure all of the 

edges of the wetland are at the same level and the natural spillway or overflow runs in a desirable 

direction, away from buildings or other high use areas. If one edge of the wetland is lower, the water 

Watching excavation is an exciting 

experience for students and teachers 

to see their project being built.

USFWS

U.S. Fish and Wildlife Service xi
will overflow on that side. When excavation is complete, return topsoil and sod to the bottom of the 

wetland to provide roughness and an organic planting medium. Add any planned brush, stumps or 

other woody debris.

C. Optional: Install liner. 

It is best to install your liner as part of excavation. A delay could result in unfavorable conditions 

for installation. If using a clay liner, the clay should be applied as uniformly as possible and then 

compacted. If using a synthetic or preformed liner, secure it in place. If you have rocks or jagged tree 

roots in the hole, you may need to cushion the liner with materials such as thick layers of newspapers, 

old carpet or thick layers of sand. Once the liner is in place, return topsoil and sod to the bottom of 

the wetland to provide roughness and an organic planting medium. Add any planned brush, stumps or 

other woody debris. Clay liners need to be filled with water 

soon after completion. If allowed to dry out, the clay may 

shrink or crack, and fail to hold water. Keep this in mind 

when creating your installation timeline.

D. Optional: Build study platform or deck.

Construct a study platform or deck prior to adding water to 

your wetland. If your deck design requires support posts, 

install them as soon as possible after excavation is complete. 

Natural bottom wetlands can have these posts installed 

directly into the ground. Wetlands with liners will require 

a concrete stepping stone or deck foundation block, cushioned by the soil, and placed above the liner. 

Care should be taken to ensure that structures located inside the wetland adhere to safety and ADA 

regulations. 

E. Plant

Install plants as indicated on your design, adhering to the correct zones and water depths for each 

plant species. In the event your site receives rainfall to an extent that your planting zones are 

covered, be prepared to pump out water from your project site, so students do not have to enter the 

water to install the plants in their proper zones. A gas powered pump is ideal for small sites, while 

a commercial sized pump may be needed for moving a high volume of water. The contractor who 

excavates your project may have this equipment. Getting plants to stay in the soil that is under water 

is difficult, leaving new plants floating.

F. Fill

Once your plants are planted, start filling your wetland with water, either with forecasted rainfall 

or municipal water if reasonable. Swimming pool contractors or fire trucks can bring large volumes 

of water to a site. Water flow from runoff or a hose may cause erosion in fresh soils. Lay a piece of 

burlap, erosion control fabric or other biodegradable material at the site to alleviate this problem. 

CCPD

xii Schoolyard Habitat Project Guide
If planting an existing bioretention area, pond or other water catchment basin that has a 

“cut side” and “fill side,” remember that woody plants can only be installed on the “cut side.” 

Roots can cause damage to the “fill side” by growing downward and weakening the berm.

Place Plants with Care

U.S. Fish and Wildlife Service xiii
Step 7: Maintenance Considerations

Watering

Many wetland plants are adapted to natural fluctuations in water levels. However, if the water floods 

too deep or too often, or dries out too much, then certain plants may not survive. Therefore, it is 

important to keep track of water levels and species survival. You should not continually add water 

to maintain a desired water level. If your wetland does not hold as much water as you planned, you 

may need to replant different species. Upland plants surrounding your wetland need to be watered as 

recommended until they become established. 

Adding Wildlife

Being able to observe wildlife is one of the most exciting things about creating wetlands. Be patient. 

There is no need to add wildlife. Many schoolyard projects become a home to wildlife within the first 

year. Sometimes it just takes a few weeks or even days. 

Unless your wetland is connected to, or close to, a water way, it is unlikely that fish will colonize the 

space, so adding fish may be reasonable. Consider what types of wildlife you would like to attract 

before adding fish. Many species of fish will limit the amphibians and aquatic insects that can survive 

in the wetland. If you do choose to add fish, make sure the species are native to your area. Non-native 

wildlife species are as harmful to an ecosystem as non-native plants. 

Mosquito Concerns

Mosquitoes are part of the natural environment and, as such, 

can be associated with your habitat. Properly constructed 

and maintained, your wetland will not be a source of 

mosquitoes, but will actually help control them. For example, 

dragonflies and craneflies are frequent early inhabitants 

of wetlands and their larvae are predators of mosquito 

larvae. This interaction not only controls your mosquito 

population, but also provides a great opportunity for student 

investigations. 

There are a few other steps you can take to alleviate 

common concerns about mosquitoes. If your wetland will hold water year round, you can add native 

fish. Contact a local fish hatchery to learn which species you should add. Another method to control 

mosquitoes is the use of a “BTI dunk.” Mosquito dunks use the bacterium Bacilllus thuringiensis var. 

israelensis that specifically attacks mosquito larvae when applied to standing water. The bacterium 

will not harm fish or other animals. You can also add an aerator or fountain to your wetland. Mosquitos 

thrive in standing water. Keeping movement in the water will help deter them. However, these devices 

usually add additional maintenance concerns.

Frank Marsden

xiv Schoolyard Habitat Project Guide
Appendix D: Other Project Features

Your project design may call for other human use features. Below are a few sample designs. Talk with 

your community members to seek out other designs and ideas. 

Typical outdoor bench design. Note that all lumber is pressure treated yellow pine. Nails are 16 penny 

galvanized screw or ring shank. Landscape timbers may be substituted for the 4 x 4 material. Nails are 

spaced 12 inches apart off center. Design by Ronald K. Jones, U.S. Fish and Wildlife Service.

Sample Bench Design

U.S. Fish and Wildlife Service xv
Style and dimensions of the platform may vary with need, construction techniques, site modifications, etc. 

Note that all wood is pressure treated. All fasteners are galvanized. Design by Ronald K. Jones, U.S. Fish and 

Wildlife Service.

Sample Study Platform/Deck Design

xvi Schoolyard Habitat Project Guide
Sod cutter: A sod cutter is used to remove sod. It is gas powered 

and operated like a heavy push behind mower. It creates strips of 

sod that can be rolled up and removed.

Skid steer loader: A skid steer loader is commonly referred to 

as a Bobcat. They are used with a front end bucket in small and 

hard to reach locations such as between buildings or courtyards. 

Generally, they are limited to excavation projects that are less 

than 10,000 square feet. This type of machinery also can be used 

to remove sod. When doing so, maintain a very shallow cut to 

reduce soil disturbance.

Backhoe: Tractors with a back hoe and front end bucket are 

suitable for wetland projects that are less than 10,000 square feet.

Excavator: Excavators usually have tracks for mobility and 

come in various sizes and are used on projects larger than 10,000 

square feet. They are designed for digging only and not for 

relocating soil beyond the project boundary. They can be very 

effective on sites that are too wet for bulldozers. 

Bulldozer: Bulldozers are the most accessible and provide the 

best utility and cost effectiveness for this type of work. There 

are small dozers such as the D-3 and medium size such as the 

D-4 which are sufficient for wetland projects smaller than 1 

acre. When developing an acre or larger wetland, a D-5 or D-6 

bulldozer would be the best selection for the project. Bulldozers 

can construct the wetland and handle the leveling and grooming. 

Brush-hog: Brush-hogs are not excavation equipment, but are 

large mowers used for projects that need to clear overgrowth 

or tall vegetation to create a path or clear a project site for 

excavation.

Sod cutter

Skid steer loader

Backhoe

Excavator

Bulldozer

Brush-hog

Appendix E: Commonly Used Equipment

Listed below are common types of equipment used during project installation. Smaller equipment 

such as a sod cutter or tiller can be rented and used by an adult volunteer, while the larger equipment 

needs to be operated by a licensed contractor. Work with your local natural resource professional and 

the contractor to determine the equipment needed.

USFWS USFWS USFWS USFWS USFWS USFWS

U.S. Fish and Wildlife Service xvii
Appendix F: Additional Resources

Resources for Why to Create a Schoolyard Habitat Project

Civic Results. (2008). Community Action Guide: Building the Children & Nature Movement From the 

Ground Up. Denver, Colorado: Children & Nature Network. 

Coffey, Ann. (2004). Asking Children Listening to Children: School Grounds Transformation. Ottawa, Ontario, 

Canada: Canadian Biodiversity Institute. 

Louv, Richard. (2006). Last Child in the Woods. Chapel Hill, North Carolina: Algonquin Books. 

Nabhan, Gary Paul, and Stephen A. Trimble. (1994). The Geography of Childhood: Why Children Need Wild 

Places. Boston, Massachusetts: Beacon Press.

Sobel, David. (1996). Beyond Ecophobia: Reclaiming the Heart in Nature Education. Great Barrington, 

Massachusetts: The Orion Society and the Myrin Institute.

Sobel, David. (2004). Place-Based Education: Connecting Classrooms and Communities. Great Barrington, 

Massachusetts: The Orion Society and the Myrin Institute.

Resources for How to Create a Schoolyard Habitat Project

Arbor Day Foundation. (2007). Learning with Nature Idea Book: Creating Nurturing Outdoor Spaces for 

Children. Lincoln, Nebraska: The Arbor Day Foundation and Dimensions Educational Research 

Foundation.

Bucklin-Sporer, Arden, and Rachel Kathleen Pringle. (2010). How to Grow a School Garden: A Complete Guide 

for Parents and Teachers. Portland, Oregon: Timber Press. 

Coffey, Ann. (2006). A Guide to Transforming School Grounds. Ottawa, Canada: Canadian Biodiversity 

Institute.

Finstad, Kristina, Christiane Parry, and Eben Schwartz. (2008). Digging In: A Guide to Community-Based 

Habitat Restoration. San Francisco, California: California Coastal Commission.

Grant, Tim, and Gail Littlejohn, editors. (2001). Greening School Grounds: Creating Habitats for Learning.

Gabriola Island, British Columbia, Canada: New Society Publishers.

Karen L. Ripple, and Edgar W. Garbisch. (2000). POW! The Planning of Wetlands: An Educator’s Guide. St. 

Michael’s Maryland: Environmental Concern, Inc. http://www.wetland.org

Kays, Jonathan, Joy Drohan, Adam Downing, and Jim Finley. (2006). Woods in Your Backyard: Learning 

to Create and Enhance Natural Areas around Your Home. College Park, Maryland: University of 

Maryland, Maryland Cooperative Extension.

Moore, Robin C. (1993). Plants for Play: A Plant Selection Guide for Children’s Outdoor Environments. 

Berkley, California: Mig Communications.

Tallamy, Douglas W. (2007). Bringing Nature Home: How You Can Sustain Wildlife with Native Plants.

Portland, Oregon: Timber Press.

xviii Schoolyard Habitat Project Guide
Resources for Use of your Schoolyard Habitat Project 

American Forest Foundation. (2010). Project Learning Tree. http://www.plt.org/

Broda, Herbert W. (2007). Schoolyard Enhanced Learning, Using the Outdoors as an Instructional Tool, K-8. 

Portland, Maine: Stenhouse Publishers. 

Carlson, LaVonne, editor. (2004). Flying Wild: An Educator’s Guide to Celebrating Birds. Houston, Texas: 

Council for Environmental Education. http://www.flyingwild.org/

Coffey, Ann. (2004). School Grounds in a Box: A Guide to Building a Model for Redesigning Your School 

Grounds. Ottawa, Ontario, Canada: Canadian Biodiversity Institute.

Cornell, Joseph. (1979). Sharing Nature with Children. Nevada City, California: Dawn Publications.

Council for Environmental Education. (2010). Project WILD. http://www.projectwild.org/

Earth Partnership for Schools. (2010). Earth Partnership for Schools Curriculum Guide. University of 

Wisconsin, Madison Arboretum. http://uwarboretum.org/eps/

Jaffe, Roberta, and Gary Appel. (1990). The Growing Classroom: Garden-Based Science. Reading, 

Massachusetts: Addison-Wesley Publishers. 

Kesselheim, Alan S., Britt E. Slattery, Susan Higgins, and Mark R. Schilling. (2003). Wow! The Wonders of 

Wetlands: An Educator’s Guide. St. Michael’s Maryland: The Watercourse and Environmental Concern, 

Inc. http://www.wetland.org

Project Wet Foundation. (2010). Project Wet: Worldwide Water Education. http://projectwet.org/

USFWS

U.S. Fish and Wildlife Service xix
Bioswale: Landscape elements designed to 

remove silt and pollution from surface runoff water, similar to a raingarden the main 

difference being its linear swale shape.

Canopy: The top layer in the forest and is made of 

the tallest trees.

Decomposed granite: Also called DG or crushed 

gravel, small pieces of weathered rock approved 

for building ADA accessible trails and pathways.

Erosion: Describes the transport of solids in the 

environment by wind or water; it is a natural 

process but has been increased dramatically by 

human land-use.

Growing season: The period of each year when 

native plants grow determined by climate and 

elevation, other environmental factors that 

affect the growing season include location, 

temperature, daylight hours and rainfall.

Hedgerow: A line of closely spaced shrubs and 

trees, planted to form a barrier or mark the 

boundary of an area.

Herbaceous: Plants with soft or fleshy stems. 

Infiltration: The migration of water through soil. 

Integrated Pest Management Plan: Coordinates 

economically and environmentally acceptable 

methods of pest control with the careful and 

minimal use of toxic pesticides.

Phenology: The scientific study of periodic 

biological phenomena, such as flowering, 

breeding, and migration, in relation to climatic 

conditions.

Raingarden: A shallow planted depression 

designed to collect, absorb and clean rainwater 

run-off from impervious surfaces. A typical 

raingarden consists of native plants, loose soil, 

mulch and sometimes gravel.

Restoration: The process of bringing back 

to existence, or reestablishing, the original 

condition of a degraded environment.

Runoff: An overflow of rainfall that cannot be 

absorbed by soil and vegetation.

Storm-water retention basin: Sometimes called a 

wet pond it collects storm-water runoff through 

a system of street and parking lot drains to 

prevent flooding and downstream erosion, and 

improve water quality within the watershed. 

Topography: Lay of the land, including surface 

configuration, contours, slopes and drainage 

patterns.

Watershed: The entire land area that contributes 

surface runoff to a given drainage system.

Windbreak: One or more rows of trees or shrubs 

planted to provide shelter from wind and 

protect soil from erosion. If designed properly, 

windbreaks around a building can reduce the cost 

of heating and cooling and save energy.

Xeriscaping: Landscaping and gardening in 

ways that reduce or eliminate the need for 

supplemental water from irrigation.

Glossary

Frank Marsden

xx Schoolyard Habitat Project Guide