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II. Principles and Curriculum Materials Informing the Design <br />of the Discovery Garden ~ <br /> <br />Environmental Learning Area (ELA) at Ramsey Elementary School <br /> <br />Nearby Ramsey Elementary School has an ELA that includes an oak savanna, hardwood forest, <br />and extensive wetland, as well as a mature restOred prairie. When addition to the school was. <br />recently constructed, a pond to treat run off water from the roof and paved parlong 'area was <br />built to filter and treat the water using ecological principles.. <br /> <br />The following core values are integrated into the study of the ELA beginning in 2nd grade: <br /> <br />· Respect; care of the landscape <br /> <br />· Compassion/Empathy; sharing <br /> <br />· Responsibility; recycling <br /> <br />· Integrity; impact of decisions <br /> <br />· Appreciation of Diversity; interdependence <br /> <br />The curriculum guide written for the ELA emphasizes the identification of plants and animals. <br />The following focus organisms are studied in Grades K-5 and will be incorporated in the <br />imagery and content of the design for the Discovery Garden. They are the organisms mos~ likely <br />to be present in the wetland and/or the oak savanna/prairie habitats in the park. <br /> <br />Birds: Mallards; Egrets; Red-winged Black Bird; Blue Jay; Woodpecker; Cardinal; Red-tailed <br />Hawk; Bluebird; and Ring-tailed Pheasant <br /> <br />Mammals: Cottontail Rabbit; Chipmunk; White-tailed Deer; Gray Squirrel; Pocket Gopher; <br />and Red. Fox <br /> <br />Trees: Aspen; Red Cedar; Bur Oak; White Oak; Red Oak and White Pine . <br />Forbs: Duckweed; Goldenrod; Milkweed; Cattails; Mosses and Lichens <br /> <br />Insects: Butterflies; Ants; Dragonflies and Wasps. <br /> <br />Amphibians: American Toad; Turtles; Bull Snake and Garter Snake <br /> <br />Children are encouraged to learn about these organisms by using their senses including smell, <br />sound, touch and sight, to perceive color. For example, they compare the shape of a leaf to the <br />veins of their hands and listen to the sound of the wind in a grove of quaking aspen. The <br />children produce soft pencil rubbings of a tree's' bark patterns, examine the buds, and c~eate <br />contour drawings of a tree's shape in order to distinguish different species. In winter, they <br />search out animal tracks in the snow. <br /> <br />DRAFT Discovery Garden Concept Phase, Regina Flanagan, April 22, 2003 <br /> ,5;, <br /> <br />2 <br /> -529- <br /> <br /> <br />