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II. Principles and Curriculum Materials Informing the Design <br />of the Discover}, Garden '~ <br /> <br />Environmental Learning Area (ELA) at Ramsey Elementary School <br /> <br />Nearby Ramsey Elementary School has an ELA that includes an oak savarma, hardwood forest, <br />and extensive wetland, as well as a mature restored prairie. ~rhen addition to the school was <br />recently constructed, a pond to treat run of~ water from the roof and paved par'~mg area was <br />built to filter and treat the water using ecolo~cai principles. <br /> <br />The following core ~'alues are inte~ated into the study of the ELA beginning in 2"~ ~ade: <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 ammals. <br />The following focus organisms are studied in Grades K-5 and will be inco~orated m the <br />imageu, and content of the design for the Discover- Garden. They are the organisms most 1/ke!v <br />to be presem in the wetland an&'or the oak savanna/prairie habitats in the park. <br /> <br />Bircls: Mallards; E~ets; Red-winged Black Bird; Blue Jay; Woodpecker: Cardinal: Red-tailed <br />Hawk; Bluebird: and Ring-tailed Pheasant <br /> <br />Mammals: Cottontail Rabbit; Ckipmunk; ~naite-tailed Deer; Gray Squirrel; Pocket Gopher; <br />and Red Fox <br /> <br />Trees: Aspen: Red Cedar; Bur Oak; V~qste Oak; Red Oak and Wkfite Pind. <br /> <br />Forbs: Duckweed: Goldenrod: Milkweed; Cattaiis; Mosses and Lichens <br />Insects: Butterflies: ~4_ats; Dragonflies and Wasps. <br /> <br />Amphibians: ,~nencan Toad; Turtles: Bull Snake and Garter Snake <br /> <br />Ctfildren 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 ieaf to the <br />veins of their hands and listen to the sound of the wind in a ~ove of qua ~king aspen. The <br />children produce soft pencil rubbings of a tree's bark pat-terns, examine the buds, and create <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 Discover), Garden Concept Phase, Regina Flanagan. April 22, 2003 <br /> <br />-243- <br /> <br /> <br />