Species planted thus far are: 
Gray-headed Conflower (Ratibida pinnata), Purple Coneflower (Echinacea purpurea), Pale Purple Conflower, Lance Leaved Coreopsis, Compass Plant (Silphium laciniatum), Beebalm (Monarda fistulosa), Sky Blue Aster (Aster oolentangiensis), New England Aster (Aster novae-angeliae), Little Bluestem (Schnizachyrium scoparium), Stiff Tickseed, Maryland Senna (Senna marilandica), Culvers Root, Lead Plant, Buttefly Milkweed (Asclepias tuberosa), Swamp Milkweed (Asclepias incarnata), Prairie Dock (Silphium terebinthinaceum), Rosinweed (Silphium integrifolium), Prairie Blazing Star (Liatris pycnostachya), Black-eyed Susan (Rudbeckia hirta) Sweet Black-eyed Susan (Rudbeckia subtomentosa)  Brown-eyed Susan (Rudbackia triloba), Yarrow (Achillea millefolium), Culver's Root (Veronicastrum virginicum), Rattlesnake Master (Eryngium yuccifolium)

Students' Ideas for the Outdoor Lab - Schoolyard Ecology

 
1. Magnifying Glasses:  A set of magnifying glasses should be reserved for the classes to use while they are in the lab.  Students may miss the tiny parts of the flowers or insects in the lab area if they are not given a tool to observe these things.
2. Rock Garden: A garden could be established to allow students to see the different type of rocks that come from the earth, emphasizing those found in Illinois.  This would allow the science department to include one more subject (Geology) in the lab.  Geology is a part of the lab environment that should not be overlooked by students.
3. Plot of Grass:  A small plot of the lab should be an area that just contains different types of grasses indigenous to Illinois.  This would allow teachers to introduce diversity with a plant that every student encounters everyday.  Additionally, this will allow students to see how many different variations of grass that can be found in Illinois.
4. Designate an area in the school yard for experiments.  Have the students pick various objectsœfor burial.  Make sure they are of different varieties, ie wood, plastic, paper, packing peanuts ,œfood, material, anything the student are interested.  You just want to make sure the samples a rerepresentative of several types of objects.  Dig a pit of good size (how large depends on objects chosen).  Cover the objects with about 1' of soil.  Place labels above the ground so the spot can be found easily later on.  Wait 3-4 weeks (or longer depending on the length of time the class runs)œand dig the objects up to see how much decomposition has taken place.  Another idea would be to run the same experiment in different seasons and see if it makes a difference in rate of decomposition.
5. Mark off an area approximately 3 meters * 3 meters (larger or smaller depending ones preference).  Remove all plants currently growing there (* important that all be removed) and turn over soil mixing it up and aerate it.  Place a blockade around the plot approximately 3' high and covered in some sort of loose screen or mesh.  This assures that no wind born seeds will get in. œ Have children predict what plants will sprout and develop there.  Make sure you introduce and explain seed banks.  For predictions, have them look at what was there and what is in the surrounding areas.
6. Buy various types of grass seed from your local retailer.  Have the children mark off a plot 2œmeters long and 1 meter wide per each seed type.  Label them A, B, C etc.  This way the children are not aware of which seed is which.  Have the children test the grasses for time it takes to sprout, percentage of weed seeds contained in mix (brings in math), whether it grows better in sun or shade, how quickly it spreads if at all, and durability durability.  Children can also propose study ideas that they are interested in.  At the end, reveal the various types and have children research the background to see if their own results match that of the manufacture claims.  4.  Teach students the art of paper making.  Once this is mastered, have them make paper from various types of plants.  The plants can be anything, as long as the students can tell you what the yœar using.  The students may even grow their own plants for this purpose if time allows.  Once the paper has been made, all under the same conditions, have the children test the paper strength by placing weights on the paper and seeing at what point it breaks.  They can do this with the paper œ wet, dry, dry, or both.  To compare, have them also make new paper from old paper.
7. In an area that has considerable drainage problems.  This would be an area where there is erosion and nothing grows.  Have the students dig out a trench along the drainage path.  Line It with heavy black plastic.  Place native rocks along the  edge  to  hold  down  the  plastic.  Fill in the bed with any rock desirable, just do not leave the black showing.  If desired and time allows, you may also create a small pond at the bottom in the same manner.  This helps to solve the drainage- problem when it rains, the land no longer erodes.  Also, it gives the animals a source of water and new living habitat.
8. An integration of previous ideas.  The students should be provided with a study area.  This study are would consist of nothing more than a shed with an observation window.  This study center would also house the weather station and could also serve as the tool shed.    Inside side the shed will be a work-station with a bench and desk setup.
9. A Creekside ‘trap’ for animal footprints.  This fixture will consist of  2 x 4 squares recessed in the ground by the creek side.  These ‘traps’ will then be filled with plaster or some other cheap casting material.  After being walked on by the animals, the footprints will solidify for ID and permanent record.  This will provide a method of tracking nighttime wildlife for determining the nature of the fauna.
10. An area devoted to teaching students how to interact and camp in the environment without destroying it.  In this area the students will setup camp and eat lunch.  After completing the task they will remove the camp (tents, fire area, etc.) in an environmentally conscience way.
11. Nut collections--Students collect a variety of nuts for discussion and planting.  Possible activities include planting in containers for later transplantation on the school site or preparing an outdoor site for immediate planting.  Students could perform a variety of germination studies-seed size, seed types, depth of planting, etc... Scatter methods of planting could also be tried as a way to simulate what happens in the wild.  Community outreach via tree sales or volunteer plantings may be a future goal.
12. These may serve several purposes including an introduction to ethology and implementation of the techniques of studying animal behavior.  A variety of comparison studies could then be designed by students.  Some ideas may include a comparison of behavior at different feeder sites, comparisons of behavior at a single feeder when different types of food are supplied or denied, mixed species interactions may be documented, etc...
13. Planned walkways/wildlife trails--Students are always walking across grassways as a shortcut to and from campus buildings.  Why not plan and provide them with walkways in the most well-worn areas and then border these walkways with a variety of wildlife specimens.  Students would be involved with the designing of the walkways as well as selection, planting and maintenance of the specimens.  This would serve to beautify the campus, attract other forms of wildlife, and provide outdoor study areas for science classes.
14. Animal Tracking Plot - Put in an area of at least 3 or 4 square feet that will be kept vegetation-free.  Clay can be put in to mark the tracks of any animals that might pass through the area.  If no clay, keep the area muddy.
15. Berry-producing shrubs - although the area is to be kept tree-free, a few small berry-producing bushes around the edges might prove beneficial as a food source and habitat area for animals (especially birds).  Some berries,such as blackberries or raspberries could also be harvested by humans.
16. Ground water monitoring hole -  a hole could be dug and PVC placed in the ground to measure the fluctuation of the water level.  This addition would be terrific to practice graphing techniques (on the computer or by hand) on seasonal or monthly water level changes.
17. Insect traps - Traps can be home-made or store-bought and then used to study insects found in the plot.  Students can make sure they understand classification of insects, review insect anatomy, or measure local insect populations, for example.
18. Herb garden - a plot of land could be used to grow herbs, such as chives, parsley, dill, etc.  Because of the diversity  more insects and animal-life are attracted and humans can make use of the products.
19. A weather station/study area.  In addition to the items  mentioned, a rain water collection station could be added to monitor the pH/contaminants present in the water.  Students would learn about the effects of "acid rain" on wildlife and plants. (mutations, smaller size and number of offspring, etc.)
20. An erosion site could be created by removing topsoil from a small plot to demonstrate erosion by wind and possibly water and/ or by constructing a sloped area with topsoil and rocks allowing water to run down it to demonstrate erosion by water.  This would be invaluable as students would be aware of the importance of erosion prevention and the upkeep of the schoolyard lab.
21. An "anthropological cultural garden"  could be created incorporating plants that were cultivated by the native people(s) in the area (for example, the Piasa Indians).   Topics such as uses, (cultural/religious, medicinal, and everyday use) as well as farming and history of the could be incorporated, as well as the "survival" of specific native species from that timeline to ours.
22. Butterfly garden - pollen studies could be incorporated into the mentioned activities.  Having prepared slides of the specific flower pollen would be helpful in identification and comparison to the pollen samples collected.
23. Appropriate barriers and markers-  Definitely after installing a land lab with the help of students I do not want to find out that the grounds crew has accidentally mowed it down!   Concern should be directed at not hindering the migration of wildlife into the lab with the barriers.
24. Winter garden watch.  A cut Christmas tree can be placed in a corner of the schoolyard lab as a temporary shelter for wildlife.  Many treats for the birds can be fashioned into natural edible ornaments, such as a string of popcorn or a suet-covered pinecone.  It is also very important to keep the feeders filled and put out some warm (not hot) water for the birds’ use.   Normally undetected comings and goings will be revealed by trails in the snow.
25. Many schoolyard laboratories would include a pond, with this pond you should have a DOCK that hangs out several feet over the pond orlake. As any fisherman knows some fisn much prefer the cover and shaded waterthat a dock could provide.  Having this addition would allow you stack alarger variety of fish in your lab pond or lake.  (Idea 1 a dock)
26. A gazing globe is a sphere most often made of glass, but can alsobe made of ceramics (these are more likely to break).  The reflectiveglobe is mounted on any type of stand, what ever looks best in your setup, that is pleasing to the eye.  the goal of a gazing globe is to addbeauty to your lab, so around it you would put colorful flowers with asent to attract desired insects.
27. A view into the soil around your schoolyard lab would be a greatway to show students the the soil is very alive.  It can show them whatis going on under the grass they walk on.  Dig a pit about five to sixfeet in depth and four or so feet wide.  On one side have a straight flat wall and on the other two side have a paved walk way up and down through your exposed earth.  The flat part of the wall could be covered with plexyglass, and would need to be in a shaded area.  3.a soil view
28. Beekeeping is and interesting hobby and a source of income, in aschoolyard lab you could use it a teaching aid.  Construct a container for a bee hive out wood and plexyglass.  This would give students the opportunity to see the make up of a bee colony and its organization.
29. You would need to keep a item like this inside due to changes in temperature. I have seen something like this and it was really neat.
30. To draw a wide variety of birds and other animals your need a water source of some type for them to drink and bath.  To add a waterfall fountain made of rock it would help you increase species around your lab. This would be man made and have to be supplied with water; but, you could  have it reuse its own water and filter it to keep it clean(if that would best serve your purpose).  This idea would work best if the bottom pool was fairly large, as not to create a constant disruption is the water, and if the pool was on ground level so it would serve the purpose of more species
31. CROPS:  I feel that a very important part of any schoolyard laboratory setting should be a variety of food crops.  I believe that students at the high school level should learn and become more informed about the food that they eat.  Students should learn to appreciate where these food stuffs come from, instead of just taking information like this for granted.  Some crops include:Corn:  Zea mays, is a tall cereal plant that is oftentimes cultivated in many different varieties.  A corn plant displays a jointed, solid stem and bears kernels on very large ears.  The kernels of this plant are used by humans for food.  Corn is a plant species that requires large amounts of nitrogen from the soil. Corn plants also have male parts (the tassles) and female parts (the ears).     Soybeans:  Glycine max, is a bushy plant of the legume family.  A legume is a special plant used for improving the soil for other crops by having root nodules that harbor nitrogen-fixing bacteria. Therefore, soybeans put nitrogen back into the soil.  The seed of this plant is used for food, as a livestock feed, and for a variety of other commercial uses.Wheat:  Triticum aestivum, the grain of any cereal grass used in the form of flour.  Wheat is a crop that grows during the winter months, which means that this would be a good crop for students to plant in the fall and harvest in the spring or early summer while they are still in school.  Wheat is a crop that requires nitrogen and removes it from the soil.
32. FERTILIZERS:  substances used to fertilize the soil (improve soil quality), such as a commercial or chemical manure.  All plants whether crops, grasses, or weeds can utilize fertilizer in order to grow and mature.  Plants compete for this resource in the soil, therefore, other plants must adapt to meet this limited resource.  Most fertilizers used, in crop production include a percentage of nitrogen, phosphates, and potassium.
33. SOIL:  portions of the earth's surface consisting of disintegrated rock and humus.  There are numerous types of soil or particular kinds of earth.  Some of these include:  sandy soil, clay soil, loam, and post oak.  Loam soil is made of the rich, black dirt which provides the conditions necessary for growing good crops.  Post oak is another name for "white dirt" which contains very few nutrients and results in poor growth conditions.  Sandy soils and clay soils also have poor growths conditions for growing good crops in our area.
34. COMPOST PILE:  another medium for crop growth unlike the soils discussed above.  Crops can be grown in this type of soil environment which includes such things as leaves, grass clippings, kitchen scraps, and other examples of organic debris that can be turned into nutrient-rich soil in a relatively short period of time.  Compost piles can be purchased from retailers or constructed individually, probably at a lower cost.
35. Greenhouse:  This installation would encompass the true definition of multi-disciplinary education. The construction of the greenhouse would involve the physics department for the design, and the industrial arts for the prefabrication of the materials.  This installation’s main purpose would be to cultivate juvenile plants and provide educational opportunities during the winter months.
36. Hummingbird friendly birdbath - Hummingbirds are designed for living in the air. A small pump may be added to a conventional birdbath to produce a fine mist above the bath. The hummingbirds can then repeatedly fly through the created mist in order to bathe. The attraction of the hummingbirds allows for excellent aviary observation.
37. Mushroom garden - The loss of fertile soil and the subsequent loss of viable cropland in the world is rapidly becoming one of the leadingm causes of starvation. While growing mushrooms their spores begin to decompose the detritus and breakdown harmful chemical compounds. While cultivating mushrooms the students can observe an alternative food source and the cycle of decomposition through on-site composting.
38. Herb garden - Herb gardens are filled with a brilliant fragrance, color, and foliage. The garden should contain a diverse population of plants, plants such as Echinacea, Fennel, Marjoram, varying mints,Oregano, Sage and Thyme. These herbs will are familiar to the students, and their uses will be understood. As well as aesthetic appeal, students learn from the planting to harvesting of the garden the amount of work farming entails.
39. Insects - The natural fauna of the schoolyard lab will offer exceptional vantages for entomology.  Insects most likely to be observed are ladybugs, grasshoppers, caterpillars arthropods, butterflies, ants, aphids, arachnids, and crickets.
40. Food Plot:  Planting a food plot would be an excellent way of encouraging and observing wildlife.  Ideally, a food plot should be planted on the outlying area of a schoolyard where cover is available for the wildlife.  A variety of grains could be planted to attract animals such as deer, rabbots squirrels, and other small mammals.  Grasses and herbs could be planted in the food plot as well.  Students could be involved in all aspects of maintaining the food plot, such as in design, planning, planting, weeding, keeping, data, observing, and learning.
41. Herb Garden Planting an herb garden would require very little aspace in a schoolyard and would be a very good option for schools that have a small amount of land area.  Herbs could be planted in a courtyard or even in window boxes.  Many herbs, such as peppermint, dill, parsley, and margoram attract butterflies, bees, and hummingbirds.  Herbs are also edible for humans and used in a large variety of dishes.  Students could help plan and design, plant,a dn maintain the herb garden.  They could observe the insects and animals the herb garden attracts and observe the diferent fragrances an dpossible taste the edible herbs.
42. Archaelolgical dig site A section of a schoolyard could be set up as an archaelolgical dig site.  The site could be pre-set with "bones, "fossils", and "artifacts" and students could learn the basic techniques of working a "dig".  They could learn about eh tools that are used, extraction techniques, how to clean , prepare, and date their "find".  An entire model - unassembled- of a dinosaur or other animal could be scattered in the dig site and students could work toward excavating all the "bones" and rebuilding the animal as a class project.
43. Labels - Placing labels that identify the trees and plants in a schoolyard would be an important part of an outdoor classroom.  Placing a label on or next to the plant or tree could provide valuable information, such as popular name, scientific name, the history of the plant/tree, wherther or not it is native to the area, the mature height/width of the plant/tree, and what place it plays in the habitat.  For instance, which animals or insects depend on it for food or shelter?  Could it be used for medicinal purposes?
44. Insect Trap An insect trap made of wire mesh could be placed in an outdoor classroom so students could observe them in their natural habitat.  Fruit could be placed in a small container attached to the insect trap to attract the insects, but keep out larger animals.  Students could observe which insects help to recycle organic waste.  Rocks could be placed nearby because many insects and earthworms live under rocks.  The students could observe and keep records of which insects prefer which foods.
45. Having native mushrooms in a schoolyard laboratory would be useful because students could identify and study a variety of species.  Also, the students could learn which mushrooms are poisonous and how the animals that feed on mushrooms will help break down dead logs and other organic material into rich and fertile soil
46. Native edible plants will add ot the diversity of a schoolyard laboratory.  Not only will the plant life be more diverse, but animals will be drawn into the lab because of a diverse food source.  The students can then get a better understanding of how every use of land effects everything else.
47. The addition of a simple turtle habitat near a pond would allow the students to receive a better understanding of how these creatures live during every season.  The habitat would include a plexiglass back part of which , would be against the pond in such a way so to allow the turtles to be observed in the water.
48. A schoolyard laboratory with a stream already in place would benefit from a series of limestone water falls and crevices to flow through.  This will give frogs, toads, and salamanders a place to live and also purify the water to some extend.
49. A series of earthworm beds made of recycled newspaper and other organice material including coffee grounds will be useful to a schoolyard laboratory.  The worms will naturally aerate the soil and provide an area for students to learn about the worms.
50. Space- A top priority should be placed on how to maximize the existing limited space for student learning.  If ten acres (the amount to reestablish a nearly complete biodiverse prairie for this area) are not available, plans should be made to utilize the existing land to the fullest extent.
51. Water-  A source of flowing water should be incorporated to attract birds, mammals, insects and other animals.  This will definitely add to the educational opportunities such as studying tracks, droppings, bedding patterns etc.
52. Dead trees- Snags in the vertical position and decaying logs in the horizontal will add to the lab.  To study decomposition, attract birds and other cavity dwellers nothing works quiet like a dead tree.
53. Rocks-  The water source should be lined with rocks to provide a spot for animals to perch and use the water.  Also this will provide an opportunity for animals to sun themselves and supply another place for invertebrates to hide.
54. Specific plants-  With these plants care was placed into their selection.  On top of being showy or an interesting botanical curiosity, the plants should also provide a sources of food and shelter. Coreopsis- Serves as a food source and one can select a long blooming variety for the lab. Black Eyed Susan-  A very familiar plant of the prairie and a very long bloomer. Big Blue Stem-  What would a prairie be without grass plants. Copious seeds are produced by this plant that can be used as food by animals. Little Blue Stem- Again what would a prairie be without grass plants.  Seeds will also serve as a food source here and in the fall the plant has a wonderful copper sheen. Sunflower-  This will serve as an excellent food sources and can also be a very valuable plant to study.  Some varieties get to be very large making them easy to point out. Notice no trees-  Traditional Illinois prairies were dominated by herbaceous plants.  Woody plants were very rare due to the frequent fires.  I feel it is necessary to specifically exclude them.  This will help students understand how man has changed the local landscape.
55. Interpretive Sign.  The importance of this item is self-explan-atory.  Visitors to the site must be informed as to what theyare actually viewing.  Information as to when the site was established and by whom it was built would be included.
56. Small Pond.  A small pond is an essential part of a schoolyard laboratory.  It would fulfill critical water needs for birds, insects, amphibians, reptiles and small mammals.  The water must be kept fresh and clean.  The water source must be reliable as well.
57. Rock Ledge.  Lining the outer edge of the pond with relatively flat rocks would serve several purposes.  First, the rocks would help to hold down the liner for the pond.  By placing them with a gradual slope, the birds could easily and safely get to the water.  The other small animals could use them to rest and bask in the sun.
58. Trellis.  A trellis would provide a place for the ever climbing trumpet creeper.  This plant attracts hummingbirds as it blooms from May throughout August and is an excellent source of nectar.
59. Open Shelf Bird Feeder.  This type of bird feeder may or may not have a roof but would have a small rim to keep the seeds from falling or blowing away.  Advantages of this type of feeder are that the birds can see danger and they are easily visible for bird watchers.
60. Compost Pile.  Composting, which returns organic matter to the soil is important for students to learn and study for several reasons.  First, students would become more aware of decomposition by using any plant material.  Second, it is an important strategy for waste reduction.  Third, composting could be incorporated into such courses as biology, ecology, and agriculture.
61. Dead Trunk Planting.  A dead trunk is an excellent habitat formany different species of organisms.  Reptiles and amphibians could live and hibernate within and underneath its domain.  Different species of birds could nest there as well.Also, various micro-organisms would be found dwelling within the decaying matter.
62. Weather Station.  The weather station should include such instruments as a thermometer, rain gauge, anemometer barometer, hygrometer or psychrometer, and wind vane.
63. Benches.  Benches need to be provided in order for students and visitors to sit still and observe the wildlife that will be attracted to the schoolyard laboratory.
64. Bat House.  A bat house would be installed on the north side of a bordering tree close to the laboratory.  Hopefully, this would attract bats to a new dwelling for the students to observe and study.
65. Feeding Posts
66. Watering Pond
67. Brush Pile
68. Buried Stump
69. Gravel Patch
70. Work shed
    
71. Standing Pool Rock ledges
72. Vine Fence
73. Benches
74. Evergreens for winter cover
75. Compost facility - At this installation students will learn about and better appreciate the role of nutrient cycling in the environment.  As the waste from the gardens and the students' lunches breaks down into fertile compost material, our position within nature will be further emphasized.  Composting material can also be used to study succession, respiration, fermentation, soil organisms and many other biological concepts.
    
76. Small water garden - Aside from providing a place for wildlife to get a drink, small wetland areas provide habitat for thousands of insect species who spend their larval stages in an aquatic environment.  View tubes will be made available for students and visitors to investigate the denizens of the deep.  A small solar powered pump will be used to aerate the water in the pond.
    
77. Butterfly garden - Butterflies are perhaps the most adored order of insect.  They cheer up areas with their bouncing flight and bright colors.  They are also important flower pollinators and indicators of habitat quality.  Students will be able to study population and diversity , host/butterfly interdependence, and animal behavior.
    
78. Raised Vegetable Beds - In these beds classes will raise vegetables and other crops using organic techniques.  Students will correlate organic gardening techniques to natural phenomena, learn how to raise food in a more sustainable way, raise plants for lab work , and develop an understanding of the factors controlling various aspects of plant growth.
    
79. Understory Woodland Garden - This section of the school yard lab will be a shade dominated community with rotting logs, humus, and a diverse vertical structure.  Students can learn about the limiting factors in a community, the affects of microclimates, competition, and adaptation.  Through the area there will be a transect of aged plywood boards lying flat on the ground to attract forest soil arthropods, molluscs, and possibly vertebrates.
80. Prairie Patch - This section of the schoolyard lab will demonstrate the variety and diversity inherent in natural systems versus the traditional anthropogenic schoolyard ecosystem.  The prairie patch will provide students a glimpse of the presettlement habitat of southwestern Illinois.  History students may reflect on the immensity and awe of the original landscape and its challenges to early settlers as well as their affect on the native landscape.  Science students might compare the vegetation with the surrounding lawn and other habitats, noting the particular adaptations of the specific species.
81. Reptile House - A sunny side alongside the prairie patch will provide habitat for reptiles, rodents, and arthropods.  This "house" made of seasoned plywood slats, bordered by stacks of flat rocks, will give exothermic animals a basking site.  Students can explore the habitat needs of these animals by measuring temperatures, humidity, and light levels.  The species living here will be able to use the prairie patch, water garden, and understory woodland for food and water.
82. Succession plots - A series of 5m x 5m plots will be set aside each year for a study in ecological succession.  Students will learn about the change in communities over time which can be correlated to the larger, more dynamic processes of larger ecosystems, populations, and the earth's evolution.
83. Wildlife Homes - Various points in the schoolyard lab will be adapted for providing suitable habitat for birds and bats.  A purple martin house and large bat house will be included and can be incorporated into many lessons about ecology.  Topics such as food webs, organic gardening, nocturnal adaptations, migration, flight mechanics, stewardship, the Civil War (gunpowder from guano), etc..  Additional homes may include a standing dead tree, nest boxes, and butterfly boxes.
84. Weather Station - A weather station will allow students to keep track of abiotic factors in their schoolyard lab, including barometric pressure, temperature, wind speed, precipitation, and relative humidity.  In addition, a sundial may be incoropated to provide astrological and seasonal observation opportunities.
85. Sundial