Making Space for Wildlife in Schoolyards

A fox similar to the one in this photo has been seen roaming the new Rocks to Roots demonstration wildlife habitat in Austin. [Photo: USFWS]

Whether you are a private landowner, a community, a business or a school, all certified habitats must incorporate the four elements of habitat: food, water, cover and places for wildlife to raise their young. In 1996, the Schoolyard Habitats® program was created to meet the growing interest and distinct needs of schools and school districts in creating and restoring wildlife habitat on school grounds.

Thanks to hard work from committed volunteers and NWF supporters, we are nearing completion of the Rocks to Roots demonstration wildlife habitat and outdoor classroom on the grounds of Austin Independent School District’s Science and Health Resource Center.

Schoolyard habitats offer benefits to wildlife as well as students. Wildlife habitats such as the one in Austin can become places where students not only learn about wildlife species and natural areas, but the habitat can also serve as a place where schoolchildren nurture their innate curiosity and creativity.

Tour the New Demonstration Wildlife Habitat in Austin!

If you live near Austin, Texas, join us Thursday, May 16 at 5:30pm for the ribbon cutting ceremony and a tour of the new wildlife habitat and outdoor classroom that will serve as a model and training center on schoolyard habitats for Central Texas schools.

Come for food, fun and wildlife sightings as you stroll the grounds of the demonstration habitat and outdoor classroom. Perhaps you will spot the elusive fox seen roaming the habitat!

RSVP for an evening at the new demonstration wildlife habitat!

Event Details

What: Ribbon Cutting Ceremony for the demonstration wildlife habitat and outdoor classroom at the Austin Independent School District

When: May 16, 2013, 5:30-7:00 p.m.

Where: Austin Independent School District’s Science and Health Resource Center, 305 North Bluff Drive, Austin, TX 78745. (map)

Please RSVP to let us know you can attend!

Yet just yesterday, the Administration’s budget proposal effectively eliminated two critical programs designed to meet both goals at once – the highly important environmental education programs of EPA and NOAA.

Let’s take a look back…

What Obama Said Then

Earlier this year during the President’s Inaugural address, he spoke to these issues:

“The path towards sustainable energy sources will be long and sometimes difficult.  But America cannot resist this transition, we must lead it.  We cannot cede to other nations the technology that will power new jobs and new industries, we must claim its promise.”

And then a few weeks later at the State of the Union:

“Now, if we want to make the best products, we also have to invest in the best ideas.  Every dollar we invested to map the human genome returned $140 to our economy — every dollar. Today, our scientists are mapping the human brain to unlock the answers to Alzheimer’s. They’re developing drugs to regenerate damaged organs; devising new material to make batteries 10 times more powerful. Now is not the time to gut these job-creating investments in science and innovation. Now is the time to reach a level of research and development not seen since the height of the Space Race.  We need to make those investments.  Today, no area holds more promise than our investments in American energy…”

For a few years now I have struggled to understand why the Administration has failed to realize that we must invest not only in clean energy technology, but also in the education of American students and workers.  There is a disconnect here.

This investment in preparing the American people for the clean energy economy has a name: environmental education. Without it, the United States will never lead the transition to a clean energy economy.

Why Environmental Ed. is Critical to our Future

Environmental education happens at institutions of higher education (including community colleges), K-12 schools, career and technical education centers, and through innovative partnerships with non-profits, apprenticeship programs, business and others that will help create and strengthen education and re-training programs, curricula, and courses.

And earlier this week, with the release of the Administration’s budget, EPA’s and NOAA’s environmental education programs have been marked for elimination, even though they have bipartisan support in Congress (technically, NOAA’s programs are expected to be “consolidated” with other science, technology, engineering and math programs and details will not be available for a few more days).

These reductions would eliminate already woefully underfunded grant programs for child-serving organizations, schools, nature centers, zoos, aquariums and teacher training programs in nearly every community.

And let’s be honest, while these programs provide critical funding for teachers and communities nationwide, $25 million is a rounding error in the $1 trillion federal budget.  If the United States is to lead the global transition to a clean energy economy, to lead the world in science and technology, to spark the next space race or human genome product, $25 million is not going to cut it! 

We need an investment of billions of dollars across all levels of education. We need leadership to educate, train and prepare all Americans for this transition to a green economy.

What Do You Think?

We at the National Wildlife Federation would like to hear from YOU about your ideas for how we get there.  How can we, together, get Congress and the Administration, Republicans and Democrats, the public at large behind an agenda to truly prepare Americans for the clean energy economy?

Please leave a comment below!

Students locking up their bikes. Image courtesy of Nike

Bike Train

Since 2009 Jeff has worked with staff at Wolftrap Elementary to establish what is called a bike train. Once a month kids meet at Jeff’s house and bike 1.8 miles to school along a predefined route. They pick up additional riders along the way and use back roads to avoid congestion. The bike train has been going strong for four years, with students biking to school on cold January days when it is 18 degrees and snowy, and on hot June days when it is 85 degrees.

Recently Jeff has started working to expand the bike train program to other schools in the district. This past May he coordinated a Bike and Walk to School Challenge (now in its fifth year), encouraging schools to compete against each other by recruiting students to bike to school every day for a week. Awards were given to students at the seven participating schools.  Support for the challenge came from school board members, as well as INOVA (a local hospital system), the local transportation department, the police and a group of local bike racers. Jeff has also joined other schools on their bike trains and regularly attends PTA meetings to answer questions for schools looking to start a walking and biking program.

Image courtesy of Nike

Benefits

Bike Safety

When students participate in one of Jeff’s bike trains, they not only learn how to be comfortable on a bike, they also learn basic bike safety which is something not currently taught in Fairfax County Public Schools. “Through this program kids ultimately get to the point where they can bike on their own,” says Jeff. “And parents get over the fear factor they have about letting their kids bike to school.” In addition, Wolftrap Elementary School held a Bike Rodeo last spring for those kids who don’t get the opportunity to bike to school.

Congestion & Pollution

The bike train program also helps to decrease the number of parents who are driving their kids to school. When parents drop their kids off at school, it contributes to congestion and carbon emissions. A large number of students are within walking distance of the school so Jeff is working to encourage those kids to get out of the car.

Physical Fitness

Image courtesy of Nike

Start a Program

Here are some tips from Jeff for starting a bike train at your school:

• Start by recruiting a small group of kids and parents that you know at the school. It will be easier for you to enforce biking rules if you already have a good relationship with members of the group.
• Get the PTA and principal on board to help support the program.
• Establish and scout out a biking route ahead of time. Avoid major roads if possible.
• Don’t let backpacks and instruments be a barrier.  Recruit parents to drive those items to school or use an old kiddie trailer to haul the stuff.
• Require that kids already know how to ride a bike without training wheels. The focus should not be on teaching kids how to ride, but on teaching them how to be safe and comfortable on a bike.
• Participate in Bike to School Day! This is a great opportunity for students to feel that they are part of something that is happening at the national level.
• Don’t take “no” for an answer, and be prepared for complications at the school and district level as you work to get your bike train rolling.
• Visit the Eco-Schools USA website and learn how our transportation pathway can help support your bike train program.

Last autumn, I had the opportunity to introduce NWF’s Cool School Challenge (CSC) to schools throughout Whatcom County, Washington as part of a partnership with the Community Energy Challenge (CEC) and the EPA’s Climate Showcase Communities Grant. The schools I worked with were able to save energy, shrink their carbon footprint, and in return, protect the planet. It was very rewarding to observe students’ excitement about taking energy-saving action into their own hands.

Photo courtesy RESources

With regard to meeting current standards, 5th grade teachers found that since their “newest science kit is all about energy, the types, forms, transfers, etc… thinking about energy in our classroom, school, and homes was a great fit” (5th grade teacher). “Real-life connections work with math and science concepts,” said a 6th grade teacher. Many teachers were able to conduct the program in conjunction with their science curriculum as well as involve their entire school.

Photo courtesy RESources

Overall, teachers were excited about and satisfied with the program. “This was a great program that my kids really enjoyed” said one teacher. “(There was) lots of valuable material covered which affect all of us every day on Earth,” said another.

RE Sources for Sustainable Communities worked on the CSC/CEC partnership for 3 years. During that time, 18 schools in six Whatcom County Districts participated, reducing carbon dioxide emissions by an estimated 245,284 pounds.

This was such a successful program, and I really believe the students gained a lot more awareness about their use of energy and electricity, and how making simple changes in their lives can make a big impact.

The Cool School Challenge was developed by the Puget Sound Clean Air Agency, and transferred over to the National Wildlife Federation so that it could be incorporated into the Eco-Schools USA program. The Eco-Schools USA program is part of the largest green school in the world, and aims at greening the school building, grounds, curriculum and student experience.

Learn more about Eco-Schools USA and how you can do the Cool School Challenge at your school!

Rainbow the calf visits PS69′s garden, 2010. Photo courtesy Jill Weingarten.

PS69′s garden produce. Photo courtesy Jill Weingarten.

PS69 student weeding in the garden. Photo courtesy Jill Weingarten.

In the summer of 2012, to diversify the garden and create habitat for wildlife, Weingarten added a pond, dogwood shrubs and perennials. Last fall, second graders planted a birch tree and a magnolia tree near the pond, and also planted ten trees around the school’s perimeter with MillionTreesNYC. As the weather warms this Spring, they will plant additional trees and shrubs.

Weingarten says that, since starting PS69’s garden and planting trees, she and her students have noticed more wild visitors including Quaker parrots, starlings, mourning doves, as well as squirrels, butterflies, and “lots of bees.”  Weingarten recently applied to have the school’s garden certified as a wildlife habitat through NWF’s Schoolyard Habitat program.  She will be working with NYC Eco-Schools and ioby to raise the funds needed to enlarge PS69’s pond, add fish, tadpoles, water striders, and dragonflies, and create a drinking source for birds and beneficial insects.

The garden is a constant source of inspiration for Weingarten, who left her career as an advertising agency art director to become a teacher. Weingarten has been able to use her experience and connections in the television industry to get her students to engage with science in new ways. “We pick topics from the science curriculum and teach the children how to write and create animations about them,” she says.  The first animation, about simple machines, stars a wheelbarrow in the leading role – inspired by the wheelbarrow that delivered compost to the garden.  The second animation about the water cycle won the 2012 ASIFA East Excellence in Education Award. For the third, The Food Chain, she enlisted the talents of animator Jose Moldinado and writer Pammy Salmon (who created an episode of PBS’s beloved Martha Speaks television program) to help the kids create story treatments, a script and finally a storyboard.  Students have learned to use animation software to reinforce science concepts.

PS69 students make musical instruments from recycled materials. Photo courtesy Suzanne Robinson.

Students at PS69 will soon be ramping up their energy conservation efforts too. Weingarten currently raises the shades in her classroom to use natural sunlight and makes sure that her students turn off the lights when they leave a room. But the school just received a $500 mini grant from NYC Eco-Schools to implement the Cool School Challenge  - a program that engages schools in practical strategies to save energy and reduce greenhouse gas emissions school-wide. As part of the program, students perform energy audits of their classrooms and then create a plan to reduce energy use and emissions. Weingarten says that NWF’s Eco-Schools’ program materials and resources have helped her understand how much her school needs to do to reduce waste and conserve resources. “It’s all about students experiencing first-hand how they can impact their environment, and having the tools to combat the serious environmental problems we all face,” she says. Weingarten credits PS69′s Principal, Sheila Durant, with having the vision to nurture and encourage the incorporation of sustainability principles into PS69′s curriculum.  “We’re very appreciative of Principal Durant’s support,” says Weingarten.

Please be sure to tell us about what you’re doing at your school to save energy, recycle, and help wildlife!  Register to become an Eco-School and take advantage of NWF Eco-Schools’ free online resources to green your school!

Gifford Photographic Collection (Courtesy of Oregon State University Archives)

Recess is Time to Decompress

I have distinct memories of two recess activities in particular, tether ball and playing/trading marbles. I was the tallest girl in my class, taller even than most of the boys, so I had a distinct advantage at tether ball and was proclaimed class champ. While marbles was traditionally a “boy thing” I collected with gusto, and could hardly wait to win more cat’s eyes in our raucous recess matches. My lucky steely shooter was a force to be reckoned with.

During those times on the playground, my mind was cleared of all academic thoughts and focused solely on the escape of free play. This meant when I returned to the classroom, hopefully with some new aggies in my pocket, I was ready to jump back into my lessons. I was mentally refreshed with a renewed perspective on the subject at hand. I was also physically rejuvenated, my body exercised and ready to sit quietly to learn.

Pediatricians Know Best

The AAP statement concluded that “recess is a crucial and necessary component of a child’s development.” This is consistent with research by neuroscientists who recommend “brain breaks” every 90 minutes in order to increase productivity. And yet almost 30 percent of elementary age children across the county are denied recess and forced to endure long stretches of academic drills without much-needed breaks.

Since the passage of the No Child Left Behind Act of 2001, more focus has been placed on test results and less on the well-being of students. Schools have adopted the concept of ‘drill and repeat” instead of recognizing that free time and recharging can enhance cognition and memory.

The assumption is that more time focused on test prep will help performance, but in fact, the opposite may be true. Today’s children are less physically fit, less able to concentrate, and less able to relate to others than previous generations. The effects are seen in the rise of childhood obesity, poor test scores, and negative classroom behavior.

Recess More Than Just Play

Recess provides children with free unstructured time to engage in physical activity that helps them develop healthy bodies and the enjoyment of movement. It also provides children the opportunity to practice life skills such as cooperation, taking turns, being a good sport, following rules, sharing, communications, negotiation, problem solving and conflict resolution. And along the way, they might win a few marbles.

Parents Can Help Bring Back Recess

Parents can play a particularly important role in helping their children to have more productive school time by allocating home time for outdoor activities in natural settings and by being strong advocates for schools to offer more safe outdoor time and experiences for their children, including recess time.

How You Can Help

• Do the Homework. Join NWF’s Eco-Schools USA program and use our recess policy audit tool to evaluate your school’s current policy.
• Talk in School. Bring together parents, teachers, and administrators to restore recess at your school and school district.
• Build on Models. Work with the school, district or state to adopt a model recess policy.
• Share with Others. Connect with other campaign leaders to exchange learning and tips.

“Trash” has a new meaning at Churchill Road Elementary School in Fairfax County, Virginia. Some of it means money. Some of it means food for the hungry. And some of it means a bumper crop of vegetables this spring.

Churchill Road produces 300 pounds of waste in the cafeteria every day, but throws out only 30 pounds of trash—a reduction of 90%. Where did the waste go? We have redistributed 270 pounds through food donation, recycling, composting and upcycling (see Churchill Road’s waste reduction program in action on WUSA9 News).

Students have learned that nothing is disposable: everything has a value and you just don’t throw it away because you think its trash. After they finish eating, students walk through the “Waste Reduction Line,” separating their unopened foods, recycled items, and compostable fruits and vegetables. Through our program, we redistribute 270 pounds of cafeteria waste each day. These figures add up over the school year, when 51,300 lbs of waste is redistributed by:

• Rescuing 15,200 lbs of unopened food for local food banks
• Composting 15,200 lbs to supply soil for classroom gardens and
• Raised vegetable beds
• Recycling 13,300 lbs in accordance with FCPS requirements to reduce landfills
• Upcycling 7,600 lbs of foil-lined bags through TerraCycle, raising over $2,000

Churchill Road is proud of its Environment-Based Education Program and the connections we make with our students. More than 50 public and private schools have visited Churchill Road to learn from us, hoping to incorporate their own version of a waste reduction program at their schools. We advise these schools to start small and build a strong foundation. The easiest place to start is with food rescue. Food rescue consists of collecting unopened dairy and other food products and then refrigerating or storing the items for weekly deliveries to local food banks. The food rescue aspect of our program strengthens Churchill Road’s strong belief in service learning, which is practiced every school day. It helps to make our students aware that we are an important part of a larger community. This in turn promotes parents’ and community leaders’ involvement in our program.

We have incorporated Environment-Based Education into the curriculum to expand and enhance the students’ ownership of learning with academic, hands-on involvement in the great outdoors. Always mindful of the educational components (including math, science, social studies, language arts, technology, art, etc.), this program helps our students become actively engaged in learning by allowing them to participate in real life situations. It helps students develop a passion and desire to learn. As Principal Don Hutzel states, “Using our environment as a tool for achieving a broader educational goal increases critical thinking skills and enhances leadership roles for our students. Our hope is to encourage lifelong learners and leaders.”

To learn more about environment-based education and how waste-reduction programs can help your school and students, visit the Eco-Schools site today. >>

Debra Maes is an Environmental Studies Educator at Churchill Road ES in McLean, Virginia. Also a parent, Debra saw a need to reduce the amount of waste produced every day in the school. Through Debra’s vision and guidance, the “Waste Reduction Line” was born. Debra’s ultimate goal? Zero waste. Can it be done? She thinks so!

Oceanway Middle School on Earth Day with new outdoor classroom. Flickr photo by JAXPORT.

Over the past four years environmental education has found both a friend and foe in the Obama Administration, but at least we knew it was on their minds. Romney had been all but silent with regard to STEM, environmental education, childhood obesity and the overall health and wellness of America’s future workforce.

With the election finally behind us we can now look forward.  And as we do look forward, there are some familiar challenges ahead.  The Great Recession is still looming over us and because of this many agencies and programs are facing significant cuts in funding.   The Obama Administration essentially eliminated all environmental education funding in their FY 2013 budget request – including beloved programs at the Environmental Protection Agency and the National Oceanic and Atmospheric Administration.

This spring, outgoing Congressman Chip Cravaack of Minnesota amended a spending bill to prohibit the National Science Foundation from supporting Climate Change Education. While Rep. Cravaack will not be returning to Washington next year, the U.S. House of Representatives will very likely remain unfriendly to conservation and environmental education issues.

In the meantime however, thanks to the inability of Congress to come to an agreement on FY 2013 federal spending, environmental education has so far survived to fight another day when earlier this fall Congress issued yet another Continuing Resolution to keep the government funded at FY 12 levels. What does that mean for environmental education? Well, our programs will remain funded at last year’s levels until the 6 month CR runs out in March 2013 (or such time that Congress decides to take action).

While education as a whole was seldom addressed during the campaign, the Elementary and Secondary Education Act (where we hope to attach No Child Left Inside) is long overdue for reauthorization.  The House and the Senate are far from being on the same page on the role of environmental education in ESEA, with elements of the NCLIA Act being included within the Senate bill last year but not in the House version.

We can expect that ESEA which is long overdue for reauthorization will be on the agenda for the 113th Congress.  The President expressed during his acceptance speech how important education is to America’s global competitiveness.  Although Democrats gained seats in the House this election, Republicans will remain in control with the Democrats remaining in control of the Senate.  Essentially we will be contending with the same divide.

So while there is hope for forward progress in the 113th Congress on environmental education funding and the No Child Left Inside Act, it will not happen without your help.  We must continue to hold the Obama Administration accountable for eliminating environmental and climate change education programs and urge them to support them next year.  We must ask Congress to continue funding these programs.  We must continue forward momentum with the No Child Left Inside Act in anticipation of the reauthorization of ESEA.  We hope you will join us by singing up for regular updates about the latest state and federal policy developments around environmental education as we work together on this critical issue in the coming year.

Take Action:  Click here to voice your support and help get America’s kids back outside!

Bison Grazing Under Prairie Sky

Many of the foods we eat and the medicines and remedies we use were introduced by Indians and more than one highway follows an Indian trail.  Indians make contributions in every area of endeavor and American life, and our literature and all our arts draw upon Indian themes and wisdom.  Countless American Indians have served in our Armed Forces and have fought valiantly for our country. President Ronald Reagan, Proclamation of American Indian Week, 1986.

There are over 5.2 million American Indians and Alaska Natives in the U.S. The 566 federally-recognized, sovereign tribal nations own and manage over 95 million acres of land – 11 million acres more than the National Park Service (to read more notable statistics for American Indians and Alaska Natives, visit the U.S. Census Bureau).

This month, NWF’s Tribal Partnerships Program is highlighting the important contributions Native peoples have made to conservation. Native Americans are our nation’s original environmental stewards. Tribes have been caring for and nurturing Mother Earth for thousands of years. Because Tribes have the longest continual experience with the land, climate, wildlife and other natural resources, they have significant expertise and play an important role in helping us solve today’s conservation challenges.

Since the mid-1980s, NWF has partnered with tribes because we share a common value – to protect wildlife and habitat. This year, the theme of Native American Heritage Month is “Serving Our People, Serving our Nations: Native Visions for Future Generations.” In keeping with this theme – as well as NWF’s mission to “inspire Americans to protect wildlife for our children’s future” – we thank our tribal partners for major conservation successes in 2012. Each story is a win not only for tribes, but for all Americans, and is guaranteed to benefit generations to come.

Photo by Ted Wood/The Story Group

Stopping the Keystone XL oil pipeline. In December 2011, Tribal leaders met with federal agencies and members of Congress to voice their opposition to the Keystone XL oil pipeline, a massive project intended to carry oil sands from Alberta to Texas. Tribes object to the massive destruction and pollution caused by oil sands development, fear that a pipeline spill will harm tribal health, safety, and environment, and criticize the State Department’s failure to engage tribes in the permitting process.  In large part due to the efforts of tribes, President Obama put the project on hold in February 2012, citing inadequate environmental review.

Tribal Schools Receive Awards from NWF’s Eco-Schools USA Program. This year, the STAR School in Leupp, AZ – on the Navajo Reservation – received an Eco-Schools Bronze Award from NWF as well as a Green Ribbon School award from the U.S. Department of Education. Several Navajo elementary schools – Mesa Elementary in Shiprock, Chee Dodge in Yatahey and Navajo Elementary in Navajo –are in various stages of completing the Eco-Schools Bronze award. In addition, Tohatchi High School in Tohatchi, NM became an officially registered Eco-School.

Fighting Reckless Energy Development in the Powder River Basin. The Powder River Basin is the most active area in the country for coal mining and coal bed methane development. NWF works with Tribal members from across the Northern Plains who have long-standing historical and cultural ties to the Powder River Basin landscape. We are working to create a Carbon Trust, which would provide economic incentives for the Northern Cheyenne Tribe to keep its coal in the ground and preserve its pristine habitat of grass-covered plains and rolling hills. Currently, we are rallying with Tribal members and local landowners to fight the proposed Tongue River Railroad. Stopping this new spur line will inhibit the development of new coal mines in southern Montana and the export of U.S. coal to Asian markets, which will in turn protect wildlife habitat, historic and cultural resources, and clean air and water.

The National Wildlife Federation is honored to partner with tribes on wildlife conservation. Please join us in thanking them for inspiring us “to protect wildlife for our children’s future.”

Please visit our Tribal Partnerships Program, learn more about what we do, and join us in protecting wildlife and habitat on tribal lands.

Ella Power and Sun Puppies, from The Power Family series of books.

Mount Energy Elementary, Creedmoor, NC: “We plan to conserve energy by turning off lights every time we leave a room, and by turning off hall lights during days that are well lit by natural sunlight.”

Neillsville Elementary, Neillsville, WI: “We plan to use powerstrips to turn off daily used items (Smartboards, lamps, etc), and motion detectors in our big areas to control lights and ventilation.”

Mary Rieke Elementary, Portland, OR: “We plan to create signs to encourage people to turn off lights and computers and to help us create a school culture to save energy. We also plan to take light level readings in each classroom and then remove excess light bulbs.”

Olathe Public Schools, Olathe, KS: ”We have begun upgrading lighting fixtures at two schools.  We are replacing metal halide lights in gyms with T5 florscents and replaced light fixtures with electronic ballasts and T8 bulbs.  We just installed LED light fixtures as part of some pilot projects and if the small pilot goes well the next step will be to do a whole school in LEDs so we can get an accurate reading of the energy savings.”

Coral Grove Elementary, Marimar, FL: ”We plan on conserving energy by shutting lights off when not in use, closing doors,turning regrigerator thermometers down, and practicing reduce, reuse and recycle.”

Nova Eisenhower Elementary, Davie, FL: ”We have teachers assign students jobs such as turning off the lights when they exit the classroom and making sure water sources are turned off completely when not in use. We also try to conserve water on our campus by landscaping with native plants that use less water.”

“During our STEM (Science, Technology, Engineering and Math) class, students are studying various forms of energy and how they affect individuals and the environment. We are working on a project with the town water department to teacher water uses and conservation and another project with an engineer focusing on submersibles using buoyancy instead of fossil fuels to conduct research.”

Want to learn more about the Power Families series? Visit  author Susan Seville’s website!