was not an option, so I had to figure out how to make it work. I had only moved to the area a few months prior, and I was very unfamiliar with the available resources and contacts. I began by talking about my idea to anyone I encountered who would listen — other teachers, administrators, and students. In a discussion with the principal, he mentioned the hospital garden, but his knowledge ended there. I called the hospital main number, was transferred several times, and eventually ended up leaving a message. That message resulted in an email, which led to an invitation to a meeting, and so on... All told, a few minutes of patience on the phone led to the first partnership in what would become a larger network that has made completion of the project possible. The hospital garden committee proved to be the perfect
partner for this project. They provided the space and some grant funding for the pollinator garden. The connection with the hospital then led to more connections until I had devel- oped a broad network of contacts, which not only pushed the project forward, but helped me forge professional relation- ships with others interested in conservation and education. Creating this network required me to push myself out of
my comfort zone. Presenting my ideas to new people does not come naturally to me, but I recognized that the project would be impossible without connections. I pushed myself and took the leap and got the results I wanted. It required some confi- dence and resilience, but it was well worth it in the end.
Be creative Once a location had been secured, the garden project gained some momentum, which also kept the club as a whole mov- ing forward. With a project in place, it was easier to advertise the club around school, which attracted more members. But to keep it going, we needed money and supplies. This was where the students and I had to get creative. Grant funding seemed like the obvious way to go, and there are a surpris- ingly large number of state and federal grants specifically for school environmental projects and even for pollinator gar- dens. Unfortunately, by the time the location was secured, the grant deadlines had passed. I expanded my search and came across a Walmart community grant. This grant was a great
option for my project because the grant cycle is long (Febru- ary to December) and grants are evaluated and awarded on a rolling basis. I applied in early spring and we were awarded the money in time to plant the garden at the end of May. The students were also able to get leftover materials from
the art classroom and the woodshop, which they used to make signs for the garden. They collected milk cartons from the cafeteria and used them to germinate seeds. We sought spon- sorships for plants from community members, which were marked with signs painted by the environmental club mem- bers. Some plants were provided by local nurseries. The cre- ativity and leg work in finding funding for the garden were well worth the effort. The entire process has also been instru- mental in developing leadership skills for both the students and me. Again, I pushed myself to approach new people and businesses, but I was especially proud of my club students as they nervously approached unfamiliar teachers and students. They even presented their work to the school board and were interviewed for a newspaper article!
Aislinn Benfield currently teaches eighth-grade science, Biology and Chemistry at a small rural district where she has taught for two years. Previously, she taught in small and large urban districts. She is working on a MAT in Biology through the Global Field Program of Project Dragonfly at Miami University, which provided her inspiration for pursuing an extracurricular environmental club.
Endnotes:
1. Louv, R. (2005). Where Will Future Stewards of Nature Come From? Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder (pp. 145- 158). Chapel Hill, NC: Algonquin Books of Chapel Hill.
2. Clements, R. (2004). An investigation of the status of outdoor play. Contem- porary Issues in Early Childhood, 5 (1), 68-80. DOI: 10.2304/ciec.2004.5.1.10.
3. Howell, A.J., Dopko, R.L., Passmore, H. & Buro, K. (2011). Nature connected- ness: Associations with well-being and mindfulness. Personality and Individual Difference, 51, 166-171. DOI: 10.1016/
j.paid.2011.03.037.
4. Hinds, J. & Sparks, P. (2008). Engaging with the natural environment: The role of affective connection and identity. Journal of Environmental Psychology, 28, 109-120. DOI: 10.1016/
j.jenvp.2007.11.001.
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