Section 3

Activity: The Cycle of Restoration

Overview:  Students will develop posters representing the cyclical (seasonal) nature of restoration work. The poster can be displayed to serve as a Calendar and an ongoing display of what has been achieved in the groups restoration cycle.

Grade Level: K-6
 

Focus: Life Science, Investigation, Experimentation, Ecology, Resources
 

Objectives:

• Students will be able to describe the term 'restoration cycle'.
• Students will be able to describe the cycle of plant restoration and what can be done for each season.
• Students will explain the importance of long term continuous restoration planning.

Time Format: 1 session with follow-ups

Materials:

• Glue
• Tape
• Markers
• Crayons
• Scissors
• Poster paper (At least 5 pieces)
• Previously pressed weeds & native plants
• Glitter
• Props or pictures that represent the weather, climate, restoration work, tools, and plants for each season.

Advanced Preparation:

1.  Collect the necessary supplies from the materials section.
2.  Find out what the cycle of growth for native and weedy vegetation is in your area. 

Suggested inquires include:

• What are the plant propagating times of the year? 
• When is the best time to plant certain plants?
• What is flowering/seeding at what time of the year?
• When the best time to collect native plant seeds? 
• When is the best time to remove certain 'weedy' plants?
  Note: For more information contact your local nurseries, botanists, and land managers.
  Example: Central Coast California

• Propagation: Fall
• Planting:  Winter
• Flowering:  Spring
• Seed Collecting:  Mid-Summer
• Removal of Weedy Plants: 
• Yellowstar thistle (Summer)
• Pampas Grass (Fall )
• French Broom (Spring)
• Iceplant (All Seasons)

Activity:

1.   Explain to students that we have been spending time studying weeds and the problems they pose for our native ecology.  Now we will look at how we can be 'Weed Warriors' all year long.  We will need to balance our time working between removing weeds and restoring the native plants to our community. Today we are going to represent our Cycle of Restoration.

Ask Students: What is a Cycle of Restoration?
Teacher Help: Start by dividing the term up and defining.

 
• Restoration; To return and increase the health of a habitat.
• Cycle; Events that are linked and repeat themselves so that they are never ending.

Ask Students to list the four seasons. Spring, Summer, Fall, and Winter. 
For each season have students imagine/list what happens to the weather and plants in our local ecosystems. Have students also list what types of restoration work they have done during each season.

Teacher Help: Central Coast California

Winter - Rainy, Wet, Cold

• Plant the natives-  Join groups like Return of the Natives and the Beach Garden Project.
• Pull Iceplant

• The natives are flowering. Make plant pressings of flowers.  Take pictures.
• Make room for native plants - Clear out invasive plants before they can flower and go to seed and increase the seedbank.
• Some weeds to watch out for: Hemlock, Milkthistle, French Broom

Summer - Dry, Sunny, Warm
 

• Seeds have been produced by natives. Collect native seeds
• Collect the weed seeds to prevent future weeds.

Fall - Windy, Cool
 

• Sow the native seeds in greenhouses.
• Prepare soil for planting and propagation.
• Pampas Grass is a late bloomer- 'Clip seed heads before they spread'

2.  Explain to students that we are going to construct and decorate a cyclical calendar of restoration for our local native ecology. 
 

Distribute poster making materials. 

Have students: 

• Design and decorate a central poster labeled "Cycle of Restoration".
• Label the cycle goals (i.e.. Weed removal, propagation, planting, etc.) that correspond with each season on separate sheets of poster paper.
• Feature certain species of weeds and natives that are significant to a particular season in the posters.
• Focus on the times that are best for collecting seed and propagating particular native plants. 
• Focus on the times and methods that are best for removing unwanted 'weedy' plants.

 

Note: Remind students that we will continue to add to the 'Cycle of Restoration' in the future. If students have an idea or contribution that may take more time to work on use it as a platform for returning to the cycle.
 

Wrap-Up/Evaluation

Have students describe their poster to others.  In their description ask students to explain the term "restoration cycle" and what needs to be done during their season. Have students explain why it is important to plan ahead for their season.

Going Further

Have students explain what might happen if the restoration cycle is broken. How could it be broken?  What would be lost?