Water Wisdom – Teacher’s Guide

xeriscape escapade!

Objective

Students will learn how to design, plant and tend a small garden or window box using native or drought tolerant plants and the principals of xeriscaping or “dry landscaping”.

Subjects

Ecology

Critical Thinking

Overview

Students create a landscape that best fits the rainfall in their own region. (Best when used after the “Magic Carpet Ride” lesson plan.)

Materials

Xeriscape Escapade! student handout

Pencil and paper

Window box, larger planter, or small area on school

grounds that can be planted.

Planting soil (if using a window box or planter)

Compost or manure if native soil needs amending

Mulch

Garden tools like hoe and hand held shovel

Native plants (ask a local nursery or landscape

company to donate. If native plants are not

available, use drought tolerant plants like salvia,

sage, lavender, statice, and rosemary.)

Presentation

1. Ask students:

· What is one meaning for “landscape”?

(The way we design our yards and gardens using plants and trees, including grass.)

· Describe what a typical American home landscape looks like? (it has a lawn, trees, flowers, shrubs, etc.)

2. Write the word “Xeriscape” on the board.

Ask students:

· To pronounce the word. (ZIH-rih-skape)

· Have they ever heard this word? If so, what does it mean?

(It means “dry landscaping” and it comes from the Greek word “xeros” meaning “dry.” Xeriscapes are landscapes that require less water to grow than typical American landscapes, and are used in areas that don’t get a lot of rain.)

1. Ask students if they know what the term “native species” means. (It’s the naturally occurring plant or animal species that live in a particular bioregion and create an interdependent web of life. The Mission Blue butterfly for example, is a native butterfly in the San Francisco Bay Area that relies on the native Lupine flower for food and for laying its eggs. The Mission Blue is an endangered species, which means it could disappear forever if its habitat and food supply are destroyed or diminished. By planting and protecting native species like the Lupine, food and habitat are provided for native wildlife)

2. Ask students if they know what “drought tolerant” means as in: “a drought tolerant plant.” (It means that the plant can survive periods of dryness when there is no water available.) Where might nature place drought tolerant plants? (in the desert and in semi-dry places where rainfall isn’t always plentiful or regular. Many areas of California are semi-dry or “semi-arid” )

3. Given that the annual rainfall in the San Francisco Bay Area is 17 inches (this is little compared to other places in the U.S. that receive at least double the amount of annual rainfall), explain that drought tolerant plants do very well in this area and that they help conserve water during the dry season by requiring less frequent watering.

4. Tell the class they are going to design and plant a Xeriscape for your window box, planter or schoolyard but that first they must learn the principles of Xeriscape. Pass out the Xeriscape Escapade! student handout and go over the seven principles. Call on students to read aloud each principle and explain as necessary, making sure students understand each principle before moving on to the next.

5. Show students the drought tolerant plants and/or native species plants that will be used for the Xeriscape. Go over the following:

· Is it a native plant or a non-native drought tolerant plant?

· Does native wildlife depend on this plant or will they be able to benefit from it? (butterflies? hummingbirds?)

· What kind of sun or shade does it require?

· How often does it need to be watered?

· Does it flower? Is it a grass? A shrub?

· Does it have fragrant leaves or flowers?

6. Take students outside and begin to plant the Xeriscape using whatever space you have secured. (Note: If using a window box or large container, adjust the following instructions accordingly.)

7. Explain the Ground Rules before planting:

· Students must work together responsibly and quietly.

· Students may not play with any of the supplies, especially the shovels or other garden tools, as they can be dangerous if used improperly.

· Students must listen to all instructions before taking action.

8. Decide where the plants will go:

· How do students want to group plants?

· Are the plants being planted in full sun, partial sun or shade?

· Do all the plants require the same amount of water or do some require higher water use than others? If so, where should these higher water use plants be placed? (In partial shade or in a low-lying area so that they receives run-off.)

· Are there certain plants that should be placed together or are there plants that look and work better apart?

9. Prepare the soil. Ask students to feel the earth. Is it like sand? Like clay? Somewhere in between? Remembering the principles in the student handout, ask students if they think this soil needs to have compost or manure added to “amend” or improve the soil. (This will depend on how natural the soil is and if you are using native plants or not since native plants do well with native soil.) If so, sprinkle the compost or manure on top of the soil. The earth will need to be loosened with a hoe to make it easy for planting and to mix in any soil amendment that is added.

10. Dig holes deep enough and wide enough for each plant. Have students take turns digging holes using shovels. If the soil is dry and compacted, it may be necessary to soak the soil the day before to make digging easier. When holes are dug, place the plant still in the container inside hole to ensure it’s not too shallow, or too deep. If so, adjust accordingly.

11. When holes are dug, place plants in the soil. Gently remove plants from containers by turning upside down and securing the plant with a free hand. Tapping along the outside of the container may be necessary to loosen the plant from the container. If plants are large or difficult to remove, students should help one another or leave the work to the instructor. When plants are removed from container, gently place into the soil ensuring the plant is upright and in the right position.

12. Cover base of plants with soil. Make sure to fill in areas surrounding plant. Gently and firmly pat down soil making certain the plant is secure in the earth.

13. Cover with mulch. Spread mulch evenly over the ground including around the base of the plants. Mulch will protect the soil and help prevent water evaporation.

14. Water plants with a hand held watering can or hose. Keep the water pressure is gentle if using a hose so that the strength of the stream doesn’t disrupt the newly planted plants.

15. Follow up with weekly upkeep. This may include watering, pulling weeds and checking for insect damage and health of plants.

Extensions

· Discuss non-native species and their impact on natural bioregions. How do they get here? What do they look like? Can they be controlled? Some local non-native species are fennel, mustard, pampas grass and scotch broom. In the southern U.S., kudzu is a non-native vine that is growing out of control.

· Have students create a Xeriscape plan for their houses and ask their parents if they can adopt a small part of the yard for a Xeriscape.