Do I need a permit for that?

By guest writer, Melissa Moser, Permit Coordinator, Ohio Division of Wildlife

Inspiring a child to enjoy and respect wildlife is an important endeavor. Wildlife education continues throughout our lives as we build upon our childhood experiences. Many of us have good intentions when we decide to use a wild animal, either alive or dead, to teach another person an important lesson. What you may not have considered, is how that animal is protected in the state of Ohio.

box turtle

The Ohio Division of Wildlife’s mission is to conserve and improve fish and wildlife resources and their habitats for sustainable use and appreciation by all. We are tasked with holding in trust the wild animals of the state for the benefit of all Ohioans. Wild animals, as defined by ORC 1531.01, include mollusks, crustaceans, aquatic insects, fish, reptiles, amphibians, wild birds, wild quadrupeds and all other wild mammals except domestic deer. This means that these animals may not be taken, collected, or possessed unless you have specific permission to do so. Further restrictions apply to certain species of reptiles and amphibians and to those species considered endangered. 

Because wildlife education is so important, the Division has developed a permit that allows qualified people to possess and use wild animals for educational purposes.  A qualified person must represent an educational institution, public agency (SWCD, Metro Parks, etc.), educational or conservation organization, or licensed rehabilitator. The permit is a mechanism to allow educators to possess Ohio native wild animals, conduct monitoring projects, and may be used for both live and dead specimens. Possession of migratory birds or their parts requires both an Ohio Division of Wildlife permit and a U.S. Fish and Wildlife Service Migratory Bird Permit.

Keep in mind, you may use animals that are legally acquired without an education permit. These include fish, minnows, crawfish, and hellgrammites obtained using legal methods (rod,

Crayfish

minnow traps or small seine) with a fishing license. Legally acquired hides, skulls and bones of game species and legally acquired feathers and parts of game birds may also be used without an additional permit. 

To obtain an Education Permit, you must fill out an application (DNR 8953) and submit a payment of $25/year. The permit cycle runs through March 15th annually. All Education Permit holders are required to submit an annual report of their activities. This includes an inventory of the animals they have in their possession as well as a summary of what activities they have used their permit for over the course of the past year. To get a copy of the application or if you have questions, feel free to contact the Permit Coordinator, Melissa Moser at melissa.moser@dnr.state.oh.us or 1-800-WILDLIFE.

Winter Wildlife Adaptations

by John Windau, Wildlife Communications Specialist, District Two, Findlay, Ohio

Red fox with mouse

This year, winter in Ohio has been a bit extreme, at least when compared to the last couple of years. Talk of the record high snowfalls and record low temperatures have been at the forefront of many conversations for nearly one and a half months now. We at the Division of Wildlife are no exception, and we have been receiving quite a few calls from concerned people about the fate of their favorite wildlife species. So, what about our native wildlife that have been exposed to this weather? Surprisingly, for the most part, they are just fine. It is easy to personify, or bestow human traits, onto wildlife, particularly species we are fond of. However, it is important to remember that native species of wildlife are well adapted to deal with winter conditions.  And, although this year has been extreme when compared to the last several years, these adaptations have developed over thousands of years and thousands of winters, many more harsh than this year. These adaptations can be classified into two groups: structural or behavioral.


Structural adaptations are physical traits, handed down through genetics that help an animal better survive in its environment. In the case of winter conditions, an obvious example for most mammal species is the pelage, or their covering of hair or fur. In fall, most mammals in Ohio replace their thinner summer coats with a dense winter coat, which is why fur bearer trapping seasons are scheduled for late fall and into winter. These thick coats are comprised of two layers, an inner dense undercoat which traps air and provides warmth, and an outer layer of guard hairs to repel water, protect the undercoat, and provide camouflage.

Have you ever noticed that the northern members of a species seem to be a bit larger than their southern counterparts, even though they are the same species? It has to do with how their bodies deal with heat. In the south, where summers are very hot, bodies need to remove heat in order to protect vital organs. In the north, the opposite is required; heat needs to be retained during the cold months. So how does size help? Think of a cube. For every one additional increase of surface, the volume increases three fold. So the larger and stouter northern animals have more mass relative to surface area to protect internal organs. Likewise, the thinner and lanky southern versions have a larger surface area in relation to their volumes to help dissipate heat.

Striped Skunk

Behavioral adaptations are ways an animal acts and reacts to changes in its environment that help it better survive. Some of these behaviors are ingrained while others are learned. Hibernation is behavioral adaptation that is ingrained in some species. These species have no choice whether or not they hibernate. Hibernation is a state of inactivity with low body temperature, slow breath and heart rate, and very low metabolic rate. In Ohio, groundhogs are one of the few mammals that enter into a true state of hibernation. Other species, like skunks and raccoons enter a lesser form of hibernation called torpor. Animals in a state of torpor do not enter into as “deep” of a sleep, therefore their breath and heart rate, and metabolisms are reduced much less than in hibernation. Often, these animals will “sleep” during periods of severe weather and emerge once the weather breaks.

Other behavioral adaptations are learned. Humans, for example, have learned to build shelters which have enabled them to live in climates in which they would otherwise not be physically adapted to survive. Just like Eskimos, many species of wildlife, particularly game birds like ruffed grouse and pheasants, rely on snow for insulation and to protect them from the harsh winds. When woodlots and fence rows are removed, the wind driven snow moves on rather than forming snowdrifts along the fences, leaving these species susceptible to the elements.

Some species have adapted other ways to cope with unfavorable weather. Many species of birds choose to avoid the cold altogether and fly to areas where food is abundant. Migration is an adaptation to capitalize on the seasonally abundant food sources as they occur in different regions of the world.

Bobwhite quail

Still, there are some native species, which are not very tolerant of Ohio’s weather patterns. Often, these species are better adapted to other regions of the country and the edges of their home ranges spill into Ohio. These are called edge species.  The Northern bobwhite quail is one example of an edge species in Ohio. The numbers of Northern bobwhites in Ohio are subject to dramatic fluctuations due to winter weather conditions. Their populations often increase during mild winters, while prolonged snow cover and below normal temperatures may decimate quail populations in other years. On the other hand, Ohio is at the southern edge of the snowshoe hare’s range. Ohio’s relatively “mild” winters mean that the species was probably never abundant here and historically snowshoe hares were likely confined to the “Snow Belt” region in the extreme northeast corner of Ohio.

In the end, every species has adapted unique ways to help them survive in their environment. For Ohio’s wildlife, that includes winters just like the one we are experiencing this year. Although, to some these conditions may seem unbearable, most all of the native wildlife species are well adapted to these conditions. For more information about a particular species that interests you, visit the Species Guide Index at wildohio.com.

Take Them Outside! In Winter?

by John Windau, Wildlife Communications Specialist, District Two


Tired of winter already? Short days and long nights combined with children who have been cooped up inside too long can tax even the most patient person. Looking for a way to reduce the stress? Send them outside!

OK, that should have read, “TAKE them outside.” Cold weather is no reason to put your outdoor experiences and education on hold. You cannot catch a cold simply by being outside. That is an old myth. Colds are brought on by viruses, not temperature.  

Going for an afternoon walk is very relaxing, not to mention healthy. Even a 15 minute walk can do wonders for the mind and body. When there is snow cover, spend some time solving a “snow mystery.” Look for wildlife tracks and spend a few moments following them, trying to figure who made them and what they were doing. You might be surprised at what you find. Many species of wildlife live secretly among us. Some are nocturnal while others operate covertly when we aren’t looking.

What about doing something for the birds? Here is how to make some snow art that will benefit birds too. How about making a snowman that wildlife will enjoy too? Use nuts, raisins, vegetables and fruit, in addition to bird seed, to decorate your snow friend.

Many nature centers hold programs throughout the winter months. Check out their websites for details. These are great ways to get out of the house and reconnect with nature.

Perhaps the most important element in creating an enjoyable winter outdoor experience is proper attire. Unless it is bitterly cold, most winter days can easily be enjoyed if you are properly dressed. Be sure everyone has warm boots, hats, gloves and scarves to protect faces, in addition to winter coats. By dressing in layers you will be better able to adjust your temperature. Also, remember to stay hydrated. Occasionally take breaks to warm up and there is no reason why you have to remain cooped up inside this winter.

 

Activities that fit into Ohio’s New Life Sciences Standards

This month we continue our look into how the Division of Wildlife can help educators transition into the new standards and Model Curriculum. Our last two articles focused on how WILD School Sites fit into the new standards and Project Based Learning (PBL), and gave educators a few ideas on how to incorporate some projects into their lessons. This month, we thought we would include a few activities from the Project WILD program to show teachers how it can help them with their new curriculum.

First, if you are not familiar with it, the article The Case for Wildlife Education in Ohio's New Science Standards, does an excellent job covering what the Division of Wildlife has to offer educators for the new standards and is well worth reading. As the article mentions, Project WILD/ Aquatic WILD are supplemental curriculums which are mentioned throughout the Model Curriculum as a great resource for developing project-based learning experiences in the new curriculum.

So how about a couple of examples?

The Aquatic WILD guide has an activity titled Fashion a Fish, which is perfect for anyone interested in teaching about adaptations and how, over time, changes to an animal’s habitat influence its ability to survive. These concepts are included in the Model Curriculum in grades 3-4. Not all fish look alike. As obvious as that statement is, have you ever asked yourself why some fish are long and skinny, while other fish are round? Why are some fish striped horizontally while others striped vertically? Fashion a Fish asks students to describe and interpret how features of different species of fish have helped them survive in their habitats over other species.

In today’s busy society, children’s lives are often crammed full of activities, so most have never taken the moment to ask why a particular animal lives where it does. The Model Curriculum for Grade 2 addresses this concept and so does the Water Safari activity. Water Safari walks the students through a field investigation. Field investigations bring scientific studies outside of the laboratory and into nature, teaching students how to conduct scientific inquiries in uncontrolled environments and giving them real world experiences. Water Safari asks students to observe, identify and describe potential sources of water for wildlife on a study area. This investigation can be done on a variety of sites, including the school grounds. After the data has been collected, students are asked to organize the data and draw conclusions about what kind of wildlife could survive in the area, and asking what type of relationship exists between the presence, or absence, of water and wildlife.

These are just a couple of the activities within the Project WILD and Aquatic WILD curriculum that can help you with the new Science Standards and Model Curriculum. If you are interested in obtaining both guides for FREE, you will need to attend a FREE workshop. Workshops can be found online at ohioprojectwild.org. Did I mention they are FREE? We can also come to you if you have enough interest in your school district (minimum of 12 participants), give us a call at 1-800-WILDLIFE and we'll work with you to set a date for an in-service training.

PBL- Butterfly Gardens and How They Fit Into the New Standards

As a teacher you will soon be faced with figuring out how to implement the new Ohio education standards into your curriculum. The new standards call for teachers to use Project Based Learning (PBL) in which students undertake projects from the beginning design stages, through construction and, finally, to completion. PBL also calls for multidisciplinary learning, where students integrate multiple subjects into the project. WILD School Sites and their associated projects can help you meet these new standards. WILD School Sites or outdoor classrooms are locations that can be used by students, teachers and the school community as places to learn about wildlife and the environment.

So, how can a simple butterfly garden help with PBL?

First, let’s look at PBL. One essential element of PBL encourages students to develop the 21st century skills of critical thinking, collaboration and presentation skills. It also encourages students to collect data, research a project and work together to design a project. Then PBL has students incorporate feedback and revisions into their work to create a high quality product, and concludes with a public presentation to share with their community.

WILD School Sites consist of projects, like butterfly gardens, in which students, teachers and the community work together toward designing, building and implementing an outdoor learning area (Collaboration). To be effective, there must be a plan. Also, the site needs to be evaluated and inventoried for flora and fauna (Collect Data). Then research is needed and a plan designed for the site, including a budget and a timeline (Research and Critical Thinking). Next the plan should be presented to the school community (Presentation). After the plan has been reviewed, and possibly adjusted (Feedback), it can be then be implemented.



Do butterfly gardens fit into other areas of the new standards?

www.northcharleston.org

Sure! Obviously, the model curriculum is too long to reference each standard here; however, Project WILD and WILD School Sites are directly referenced in the Model Curriculum for the Science Standards. Teachers from other disciplines can also utilize the area. WILD School Sites are perfect for math (measurements and data analysis), language arts (research, presentation development), social studies (spatial awareness, mapping, community impacts), art and music (presentation development) as well.

For butterfly gardens, an obvious connection is the Grade 3 Life Science (LS) content statement referencing plant and animal life cycles that are part of their adaptations for survival. The life cycle of butterflies is well-known, but less often observed in its entirety. In addition, butterflies are species specialists, meaning each species of butterfly requires a unique and specific host, both as an adult and as a caterpillar and without those types of plants, butterflies cannot survive (Grade 1 LS: Basic Needs of Living Things and Grade 2 LS: Interactions within Habitats.) As habitat improvements are made to a site, butterflies are better able to survive (Grade 4 LS: Changes to an organism’s environment can be beneficial.)

What about Field Investigations?

Of course WILD School Sites, and butterfly gardens, are also great locations to conduct field investigations. Where better to conduct animal observations, habitat inventories or other investigations, than at an outdoor lab? These sites are perfect for conducting comparative field investigations (i.e., How many insect species can be found inside the butterfly garden vs. in the school yard? or How many butterflies are found in the garden at different times of the year? or Are more butterflies found in the garden in the morning or at noon?) Even complex correlative questions can be investigated in the sites (What happens to the number of insect species at the site as more plant species are introduced? or What happens to the number of butterfly species as different native plants are introduced to the site?)

A Final Thought

WILD School Sites provide opportunities, in their design and construction, as well as in their use, for students to apply learned concepts and to demonstrate what they have learned. This is also the premise for Project Based Learning. In addition, field investigations require students to observe and collect data and organize the results for analysis. WILD School Sites provide a perfect setting to develop these real world problem-solving skills. For more information about these projects or other WILD School Site projects, contact your district’s Wildlife Communications Specialist, or visit wildohio.com.

Project Based Learning and WILD School Sites

This is the second in a series about using the outdoors to help meet new education standards.  This entry is provided by John Windau, Wildlife Communications Specialist in the Wildlife District Two office in Findlay, Ohio.

 

Excellent PBL Blog

Schools are back in session and many teachers are faced with figuring out how to implement the new education standards into their curriculum. The new standards call for teachers to use Project Based Learning (PBL) in which students undertake projects from the beginning design stages, through construction and, finally, to completion. PBL also calls for multidiscipline learning, where students integrate multiple subjects into the project. This new PBL thing sounds a lot like a WILD School Site to me. So what are WILD School Sites? WILD School Sites, or outdoor classrooms, are locations that can be used by students, teachers and the school community as places to learn about wildlife and the environment.

 So what type of projects make up a WILD School Site?

www.districtadministration.com

No two school sites are the same, so each site will consist of different projects. Available resources, such as time, money, space and labor, will also play a role in what projects are 
chosen. The sites function within the premise that every school, regardless of size and location, can provide outdoor educational opportunities that can and should be part of any integrated education program. The first thing to do when developing a site is to formulate a plan. You can contact your district Wildlife Communication Specialist, who can walk you through the process to help ensure success.
Projects can be as simple as adding perching posts or feeding stations for birds, or more involved like butterfly and rain gardens. Even extremely large projects like ponds and wetlands have been installed by some schools. Size, whether large or small, has no bearing on how useful or beneficial a project is. Even simple projects can have an enormous impact on students when incorporated into lessons.

So, how do WILD School Sites fit into PBL?

WILD School Sites are projects in which students, teachers and the community work together toward designing, building and implementing an outdoor learning area. To be effective, there must be a plan. Teachers can have professionals, like your local Wildlife Communication Specialist, Soil and Water Conservation District specialists, natural resources managers from local nonprofits such as Pheasants Forever or the Nature Conservancy, come in and talk with the students about designing outdoor learning areas.

www.bishopoconnell.org

Next, the site should be evaluated and inventoried for flora and fauna. Suggestions for conducting habitat evaluations can be obtained from your local Wildlife Communication Specialist. Students can then research various projects and design an overall plan for the site, including a budget and a timeline. This plan should then be presented to the school administration, other students and faculty as well as the community.

After the plan has been reviewed, and possibly adjusted, it can be implemented. It is important that students play a role in the site construction. Try to incorporate as many students, grades and faculty as possible to help ensure a long-lasting project. The more people you involve, the more ownership they will take of the project.

Do WILD School Sites fit into other areas of the new standards?

Absolutely! Although Project WILD and WILD School Sites are directly referenced in the Model Curriculum for Science, teachers from other disciplines can also utilize the area. WILD School Sites also fit well into math, language arts and social studies. Art and music 

Journalling and Art Outdoors

teachers can also help inspire students by immersing them in the natural world that exists around them.Obviously, the model curriculum is too long to reference each standard here; however, much of the science curriculum references Project WILD, from which WILD School Sites evolved. Where better to conduct observations, habitat inventories or other investigations, than at an outdoor lab?

A Final Thought

WILD School Sites provide opportunities, in their design and construction, as well as in their use, for students to apply learned concepts and to demonstrate what they have learned. This is also the premise for Project Based Learning. For more information about these projects or other WILD School Site projects, contact your district’s Wildlife Communication Specialist or the state office at 1-800-WILDLIFE or outdoor.education@dnr.state.oh.us

What Lies Ahead for the Future of the Wildlife Professional?

An interesting article on the future of the wildlife management profession.

What Lies Ahead for the Future of the Wildlife Professional?

The Case for Wildlife Education in Ohio's New Science Standards

Are you freaking out yet about the new Science standards! It's getting close to the beginning of the school year and our phones are beginning to ring. Teachers are starting to shake off the summer haze and beginning to look at what they're going to have to teach this coming school year.  While some districts have already begun to implement the new standards, some are beginning this year and it's creating a bit of a panic for many.  Soils in 6th grade?!!!  I've never taught this concept in 4th grade before!
Uh Oh!

We're here to help! We have a lot of great resources to share, most are free, and all are engaging and hands-on.  We'll focus mostly on Life Science, so here are just a few ideas to share:

Project WILD/Aquatic WILD--This supplemental curriculum is mentioned throughout the Model Curriculum as a great resource for helping to develop those project-based learning experiences that you'll be seeing more of in the new curriculum.  These K-12 activities can serve as a basis for helping students understand a concept before embarking on the development of their project.   A couple of examples include:

• 3rd Grade Life Science Content Statement: Offspring resemble their parents and each other.
• Aquatic Project WILD has an activity called Are You Me? that has the students try to determine which young/immature animal should be paired with which adult animal of the same species.  (this activity can also be used to discuss metamorphosis and life cycles, also in 3rd grade)  Once the students understand that young and adult animals have similar characteristics, a project can be conducted to help observe this in real life. Some examples include:
• The installation of a frog pond on the school property to observe the life cycle and stages of frogs.
• The installation of a butterfly garden on the school property to observe the life cycle of butterflies.
• Starting an aquarium in your classroom to observe fish, amphibians and other aquatic wildlife.
• Logging on to a website for observing wildlife such as Ohio's Falcon Cam project to observe the growth and development of wildlife and making predictions about what adaptations the young will develop that will help them survive.
• 7th Grade Life Science Content Statement: In any particular biome, the number, growth and survival of organisms and populations depend on biotic and abiotic factors.
• Project WILD has an activity called Oh Deer!  that has students simulate the increases and decreases in the population of a deer herd. The effects of such factors as hunting, disease, loss or gain of habitat, and weather can be simulated during the activity to help students understand how and why populations of animals fluctuate within a given time frame.  Once this concept is understood, students can then go on to project such as:
• Researching Ohio endangered species and their management and what factors play or have played a role in their population status. 
• Researching and designing a management plan for a local deer population.
• Participating in a citizen science project such as Project Feeder Watch to help contribute data to determine fluctuations in bird populations.
• High School Biology---Ecosystems and Carrying Capacity
• Project WILD has an activity called Carrying Capacity where students simulate a herd of animals in search of food.  As the students move through the time period, they must acquire enough food for their herd to survive.  The introduction of predators, habitat and seasonal changes, and other limiting factors can be simulated as well.  Follow up projects can include:

• Conducting an experiment on the school grounds to determine what kinds of animals are found there and what makes the habitat ideal.  Then, hypothesize what changes could be made to the habitat that might increase the carrying capacity for a particular species.  Make those changes and determine the results.
• Researching an Ohio animal species by looking at historical population data and determining the causes for a population change, if any.

So how do you get your hands on the Project WILD curriculum? You'll need to attend a workshop to get the materials.  Workshops are found online and most are free!  We can also come to you! If you have enough interest in your school district (minimum of 12 participants), give us a call at 1-800-WILDLIFE and we'll work with you to set a date for an in-service training.

WILD School Sites--This program helps schools create wildlife habitat on their school grounds, and then use those habitat improvement projects in their curriculum.  I've already shared a couple of examples of how the school grounds could be used in the examples above.  We have several ways that we can help your school:

• Consultations: Our staff can pay a visit to your site, walk the property with you, and help you determine good locations for projects such as prairies, butterfly gardens, bird feeding station, ponds, rain gardens, and more.  We'll bring a wealth of resources to share with your staff, including sources of funding, resource materials, and more.
• Professional Development Workshops: We can provide training to the entire staff or a select group of teachers, your choice.  The workshop can be as long as you'd like it to be, although we recommend a full day.  Workshop content includes activities to help you plan your site, how to utilize what you already have, design elements and suggestions for new features, grant information, and resources for your lesson planning.
• Grants: We distribute 40 grants each school year for $500 each to schools that have gone through Project WILD, Aquatic WILD, Science and Civics, or Growing Up WILD.  Other requirements include the inclusion of students in the development process as much as possible, at least 50% of funds must go to "on-the-ground" habitat improvement, and you must demonstrate how the habitat improvement projects will be incorporated into the school curriculum.  Grant applications are accepted between September 1st and May 31st each year.
• Certification: Once your school property is in a state of active use, you can fill out the Application for Certification to become one of over 130 Certified WILD School Sites across the state.  Just submit an application, we'll come out and inspect the site, and then return at a convenient date to conduct a formal dedication of your site.  This dedication can be as large of a ceremony as you'd like.  It's a wonderful PR opportunity for your district and to help showcase all the hard work and outstanding things you're doing at your school.

Field Guides and Other Resources--If you don't know a frog from a toad, or a warbler from a sparrow, we have the materials for you! You can check out our field guides online, then feel free to order classroom sets for you to use year after year with your students.

We are always adding materials to this website, but if there is something that we have that's not online, you can order hard copies as well through our Education Materials brochure.  Just download the brochure, fill it out and email a copy to outdoor.education@dnr.state.oh.us  and we'll send your materials as soon as possible.  Please allow at least three weeks for delivery.

You can also check out our web-based resources on our PearlTree at http://www.pearltrees.com/ohwildeducation  There are lots of links to our materials as well as other resource agencies and programs.

We hope this has given you some exciting and fresh ideas for your lessons as you move into your new school year.  And, as always, if you're stumped or if you want to brainstorm ideas with us, feel free to give us a call!  You can contact your regional education specialist in your appropriate Wildlife District, or you can call the main office and ask for the Wildlife Education Coordinator.

Enjoy the last weeks of summer and have an even better school year! And, get your kids outside and enjoy the outdoors! You'll all appreciate it!

Butterfly Gardens and Summer Maintenance

This is the sixth article in a series on WILD School Sites, or outdoor classrooms. WILD School Sites are locations that can be used by students, teachers, and the school community as places to learn about wildlife and the environment. The first thing to do when developing a site is to formulate a plan. You can contact your district Wildlife Communication Specialist, who can walk you through the process to help ensure success.

So what type of project should you do?

Remember, no two sites are the same, so each site will consist of different projects. Available resources, such as time, money, space, and labor, will also play a role in what projects are chosen. Last month’s article focused on ground preparation and planting warm season grasses. This month we will look at a few more projects for this time of year.

Oooh, look at all those pretty butterflies!

Butterfly gardens are a favorite for educators and students alike. However, planning a successful butterfly garden is more involved than simply picking a

Red-spotted purples like black cherry
and cottonwood trees and serviceberry shrubs.

 few plants with “butterfly” in the name. In order to ensure that butterflies are attracted to and stay at your garden, you need to provide the proper habitat for butterflies, just as you would any other animal. In addition, when planning your butterfly garden, use native flowering plants. These plants have co-evolved with butterflies and provide the food and foliage butterflies need. Native plants are also better adapted to local soils, pests, and weather conditions and require less maintenance and upkeep.

Tiger Swallowtails prefer a variety of trees
and will also lay on lilac bushes.

So what is butterfly habitat? Well, each species of butterfly has different requirements; however, all butterflies do need both host plants and the nectar producing plants which are more often promoted. The host plants serve as larval food for the caterpillars and are species specific. Information on host plant requirements can be found in most butterfly books, including the Butterfly and Skipper Field Guide provided by the Ohio Division of Wildlife. Nectar producing plants provide food and attract butterflies. When choosing nectar plants try to select plants that bloom throughout the season.

Is this a monarch? Go to the field guide
 link above to find out for sure!

In addition to host and nectar plants, butterflies need shelter, just as any other animal does. A row of shrubs or trees can protect butterflies from strong winds. Many species of trees and bushes are host plants, and can serve a dual purpose.
 

School is out for the summer…now what?

As the last school bell rings each year, both students and teachers can be seen scrambling for the doors. But what about the WILD School sites? Many of the newly planted shrubs, trees, and flowers need extra attention during their first year, particularly during the hot and dry summer. What about weeds. You don’t want to return in September needing a machete to find your way through the garden.

Proper planning really can go a long way toward minimizing maintenance requirements. Using native plants, which are better adapted to local environments and conditions, goes a long way. In addition, using weed barriers and mulches also help significantly. In the end, though, someone will need to occasionally visit the site in the summer to perform some routine maintenance and watering.

To begin, this doesn’t have to fall upon one person. Some schools find it beneficial to split the duty up with schedules. Classrooms or families can sign up to be responsible for watering and weeding for a few days or a week. A bike ride to visit the site is a great way for families to spend a summer evening. Soaker hoses not only minimize water usage, but are relatively cheap and make watering simple.

A Final Thought

Although most WILD School Sites contain multiple projects that can take years to develop from start to finish, now is the time to get some plantings in. As the weather begins to turn from warm to hot, don’t let everyone’s hard work wither away. A summer schedule gets students off the couch and back outside. For more information about these projects or other WILD School Site projects, contact your district’s Wildlife Communications Specialist.

Ground Preparation and Warm Season Grasses

This is the fifth article in a series on WILD School Sites, or outdoor classrooms. WILD School Sites are locations that can be used by students, teachers, and the school community as places to learn about wildlife and the environment. The first thing to do when developing a site is to formulate a plan. You can contact your district Wildlife Communication Specialist, who can walk you through the process to help ensure success.

So what type of project should you do?

Remember, no two sites are the same, so each site will consist of different projects. Available resources, such as time, money, space, and labor, will also play a role in what projects are chosen. Last month’s article focused on stepping stones, animal track plots, and yearly maintenance. This month we will look at a few more projects which can be started this time of year.

Proper Preparation Prevents Poor Performance

As springtime arrives, our thoughts begin to wander toward working in the soil. After developing a working plan for your WILD School site, now is finally the time to dig in, literally, right? Well, almost. Preparing the soil before planting can alleviate a lot of problems later on and reduce maintenance requirements.

The type of preparation really depends on what status the ground is currently in. If you are going to be building a raised bed (which can even be constructed on blacktop), you will have less soil preparation and more construction involved. Have your students calculate the amount of soil needed. Calculate the length, width, and soil depth (remember to account for settling) to determine how much cubic material you will need.

If you are planting into a yard or field, some extra work may be needed, depending on conditions. If you are planting into existing vegetation (grass or weeds), you will want to eliminate the old vegetation so it doesn’t compete with your new plants. This can be achieved mechanically, chemically, or both. Remember; never work the ground when it is wet. Contact your district communications specialist for more guidance on soil preparation. Either way, a soil sample is highly recommended to optimize soil conditions for plant growth.

A Planting We Will Go…

Although it is still a bit early to plant some species, now through the beginning of June is the perfect time to plant prairie grasses, also known as warm season grasses. Warm season grasses are native grasses which were once found throughout the prairie regions of the country, including portions of Ohio. These native species of grasses are more beneficial to wildlife than the non-native cool season grasses commonly found in lawns and along roadsides.

When planting warm season grasses, shallow depth is critical. For most soils, try to plant the seeds to a depth of 1/4” or less. The seeds should barely be covered, and up to 1/3 of the seeds may not even get covered at all. Another mistake beginners often make is planting into soil that is wet. As wet soil dries, it contracts and leaves the seeds exposed to dry out.

Indian grass is a warm season grass

After planting, reducing competition is a critical step. Warm season grasses, as the name implies prefer warmer weather than their cool season counterparts. Because of this, warm season fields can easily become choked by cool season vegetation during the first two years. Depending on species, there are several options for chemical and mechanical control. If weed competition becomes a problem in your field, be sure to contact your district communications specialist for guidance.


A Final Thought

Although most WILD School Sites contain multiple projects that can take years to develop from start to finish, now is the time to begin breaking ground and getting some plantings in. As the weather begins to warm, this is the time of year to take students outside and get started on your site. For more information about these projects or other WILD School Site projects, contact your district’s Wildlife Communications Specialist.