Alcona first-grade students spend day learning and preparing for their part in creating library garden.
Bees and butterflies, exploring native wildflowers, planting seed balls, and a painted caterpillar art project – all this adds up to a fun-filled morning learning about pollinators and native wildflowers with Alcona Community Schools. Students were not only applying their science and math, reading and art skills but also were preparing for a pollinator garden project they are creating in spring with their local library.
The Alcona County Library recently received a grant from the Laura Jane Musser Fund to create a community reading garden and book trail at their main branch in Harrisville, Mich. The library team has been planning the design with Alcona Community School educators, Michigan State University Extension staff, and other community partners – and at the center will be local students helping to accomplish this exciting project.
Alcona students from pre-school to high school will eventually contribute to the reading garden and trail. First-graders will begin by planting a pollinator garden in the shape of a colorful caterpillar to inspire an educational connection between native wildflowers and pollinators such as bees and butterflies. This shape was strategically chosen to complement the existing pollinator garden, which is in the shape of a butterfly. The original garden also was developed by teachers and students several years ago as a schoolyard habitat demonstration project at Alcona Elementary.
While planting the library garden won’t happen until spring, there are plenty of tasks to be accomplished in preparation. Recently student exploration included five simple yet purposeful (and fun) learning stations.
- Art inspired: a painting project involved egg cartons cut into strips and turned upside down to look like caterpillars. Student art inspired their ideas about colors and creation of the soon to be caterpillar-shaped garden.
- A science lesson: students learned in a hands-on way about pollinators such as bees and butterflies, along with a variety of native wildflowers that benefit pollinators.
- Story problem solved by math: knowing six circle planters would be arranged to make their caterpillar garden, students used feed sacks filled with leaves to visually figure out how many bags of soil they would need to fill one circle. Applying their math and counting skills allowed them to figure a total amount of soil needed for their entire garden project.
- A reason for reading: students read through a handful of nature books, picking a few of their favorites. Book titles and quotes from these favorites may be highlighted in signage created as part of the library project.
- Hands-in-the-dirt learning: The class also explored a variety of native wildflowers (and colors of flowers) for their project; and got their hands dirty making ‘seed balls’ (moist soil balled up with a mix of native seeds). They planted these in their own local schoolyard habitats currently, while looking forward to planting more of seeds at the library this spring.
Part of a year-long place-based education effort, this fun-filled day represented was just one educational step toward creating their caterpillar-shaped pollinator garden. At the start of the school year, students launched their pollinator studies by raising, tagging, and releasing monarch butterflies as part of a Monarch Watch project. They also explored biodiversity of schoolyard habitats using tablets and the online iNaturalist citizen science project to document life found in their schoolyard pollinator garden and milkweed habitats. They also visited coastal Lake Huron habitats (important migratory habitats for monarchs) at DNR Harrisville State Park where they helped pick up litter and pull invasive spotted knapweed plants. Finally they made a quick visit to the library to see the site where their project would develop.
These native wildflower and pollinator habitat projects – both at the elementary school and soon to be at the library – are the result of place-based education learning effort led by Alcona educators with community partners supported through the Northeast Michigan Great Lakes Stewardship Initiative (NEMIGLSI). This project represents a fantastic school-community partnership where students and their stewardship project are relevant and valued by their community. Of equal value, lead educator Gail Gombos notes this project offers multiple learning values and hands-on experiences and gives her students an opportunity to expand learning in connection to the stewardship project throughout the entire school year.
Michigan Sea Grant and Michigan State University Extension help provide leadership for the NEMIGLSI network, which is part of the Great Lakes Stewardship Initiative (GLSI), a larger, statewide partnership. Professional development and project support for this project was also provided through the regional Sea Grant Center for Great Lakes Literacy.