Step 2: Site analysis Taking into account all environmental conditions opens


the door for having a great discussion about climate change and changing geographic distributions of plants. By having students on hand to conduct a site analysis, they will have opportunities to bring up valid concerns as they walk the site in multiple directions at various times. This is an ideal time to begin assigning student jobs such


as photographer and notetaker. Students can also practice sketching and/or do some basic math. By simply demon- strating pacing and then equating it to footage, a student can roughly estimate the area’s square footage. The site analysis sounds technical, but all it entails is walking the site in all directions and taking note of the environmental conditions. Important considerations include the following: • sun/shade conditions – northernly direction, movement, length of full sun, and types of shade


• microclimates and wind patterns • hardscapes – walls and sidewalks that could use softening


• low spots, water flow, and roof drainage areas • existing plants that will stay – consider competition and debris


• diseased or declining plants that need removal • dead zones around large trees that make planting challenging


• type of soil • above- and below-ground utilities • traffic flow Yes, the last consideration relates to the fact that no mat-


ter how nice your garden is, students love taking the shortest path, even if a sidewalk is nearby. By looking at these pat- terns, you can plan accordingly for them with appropriate stepping stones, pavers, or possibly a large thorny plant to thwart attempts at cutting a corner. Thorny plants should never be planted near a sidewalk; however, placing a Pon- cirus trifolia in the middle of a bed is fine. One was used effectively in an art garden my students planted to keep the flow of traffic in the proper areas.


Step 3: Plants Choosing the right plants for the conditions and theme helps


avoid wasting time and money. Researching your plants allows your students to begin learning plants. This can even go way beyond the basics. For example, your students may want to plant beans. Well, how many beans are there? Navy, red, black, pinto, kidney, green, Lima, etc. — you get the point. The lesson here is that researching the plants and finding images of what they look like during various seasons could well lead to growing some very cool plant combinations. There are two potential ways this can be accomplished.


Students can do the research with no parameters except mak- ing sure that they fit the theme; alternatively, you can provide a list for them to explore. Then, create a slideshow of plants, possibly by assigning students a plant to provide a picture for, and then have them vote on the plants. There are, how- ever, a number of factors to consider when choosing plants: • hardiness – cold & heat • sun/shade • soil and moisture


Other considerations (often ignored): • mature size and shape • rate of growth • foliage and bark texture • debris – falling fruit and old spent flowers • fragrance – flowers and foliage • root growth – horizontal or vertical • dangers – thorns, toxins, and bees (If it flowers, it will attract bees. This is very important and is a crucial edu- cational lesson as we continue to lose bee species. Wel- come the bees and other animals that visit the garden.)


Step 4: Bubble design Now begins the artistic expression of putting design ideas,


plant placement, and combinations on paper. Think of this as a rough draft of an essay or a drawing with stick figures. The bubble design is simply a concept map or sketch. There are two approaches I have used equally successfully. In areas with defined spaces such as those around buildings and sidewalks or in enclosed parking lot islands, I have pro- vided the shape of the garden, or had students draw them. For those designs that will become middle-of-the-lawn island beds or borders around clusters of trees, the freeness of design is open to imagination. The sketch will not be to scale; however, doing it will begin to formalize the whole process, while defining the space. This stage is quick and easy and really begins to catch the attention of students. Use coins as indicators for shrubs and trees and eraser tops for smaller plants. There are a couple of things that students should try to


work out on paper. For ‘island’ beds, encourage interest- ing shapes but with smooth lines. Smooth curves are easier for maintenance staff to mow along. Secondly, for islands, the tallest plants should be positioned in the middle; from there, you can work down in tiers. In gardens against build- ings, the smallest plants go in front; with island beds, how- ever, since you can walk around them, you can break plants up into pocket clusters with the exception of the smallest needing to go directly on the edges. Students should also remember rules of three for massed plantings of perennials and shrubs. Also, have them fill in for hardscape elements like pavers, statues, water features, etc. Don’t forget to have them reference their research on plants sizes and growth habits; otherwise you will have designs that are way out of proportion or lack winter bones because students forgot to add shrubs or trees. Students can work independently or collaboratively on


this. Once they are finished, have them present all the con- cepts. Again, you can vote on different elements and plant combinations. Once you have a couple of concepts that are appropriate, you can move on to Step 5.


Step 5: Formal design It should be noted that a final design can be completed after


planting, as adjustments sometimes occur between planning and garden realization. Digital technology can be used for this step; however, it needs to be used wisely as a tool and not as a replacement for thinking. This is a key consider- ation for attracting young, energetic, new minds into a field that continues to advance technologically.


Green Teacher 131 Page 35


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