Maintaining the physical site
For most schools responsibility for maintaining the naturalization project lies with them; the area will not be maintained by school board staff.  If you are unsure of your board’s policy, look for details using our  Map  Whether your board will help or not there is value in involving students and stakeholders in the care of the site.  Not only do they learn what it takes to care for nature in an urban setting but their sense of pride and ownership is enhanced.

Maintenance for new projects
For the first few growing seasons water is essential.  Some schools have installed irrigation systems, while others rely on hand watering and hoses (for discussion on irrigation see the FAQ’s).  Regardless of the method, plants should be watered infrequently but deeply.  This encourages deep root systems making the plants better equipped to handle drought conditions. 

The amount of water needed will depend on the plant species, size of plant stock, whether it was container grown or bare-root, and where they were raised.  Smaller, locally grown species will typically need less water.

You must also pay attention to weed growth.  In the early stages of the project the open ground makes it easier for weeds to get established.  Weeding frequently will also help avoid an infestation.  Have your students identify the weeds so you can determine their life cycle.  The lifecycle determines the method of control. Most schools add mulch to the planting beds to keep moisture in the soil and reduce weed growth.  See the FAQ and Resources sections for more information. 

Maintenance for established projects
In comparison to typical garden maintenance, naturalized areas need a hands-off approach.  The goal is to keep the site healthy and tidy without looking over-manicured.  During the growing season some activities should be done weekly, including weeding, cleaning bird baths, filling bird feeders, pests and disease control, deadheading and garbage pick-up.  Other activities can be done as needed like adding mulch, fixing any damage to structural elements and pruning.

In a naturalized setting, pruning should only be done to remove dead, damaged or diseased branches.  Pest and disease control should be kept to a minimum.  Identification will allow you to choose an appropriate course of action.

Strategies
Ideally weekly maintenance should be done by students when school is in session.  Some schools identify one day a week when the lunch hour is devoted to weeding.  Others have divided the garden up so each class has a section they are responsible for maintaining.  During the summer the maintenance typically falls to families or neighbours that adopt the garden for a week or two at a time.  You may be able to connect with a local volunteer or garden group, or a Scouts or Guide group could help.  Larger spring and fall clean-ups should be organized to involve the whole community.  These generally involve weeding, cutting back of dead perennial plant material, and other seasonal activities.

Supporting the People
Although the committee involved in planning and installing the project may have disbanded, it is recommended that schools create a committee to sustain the project. This may consist of a parent, teacher and community member (at minimum).  The Calgary Board of Education requires the Parent Council dedicates a person to oversee the project – this person would also make a logical committee chair.  These people are not responsible for physically maintaining the site but rather to organize people and make sure events happen.

Training for parent volunteers
The ideal person has an interest or experience in gardening or nature studies even though this is mainly an administrative role.  It would be wise to plan for the person leaving the role to act as mentor for a new volunteer.  The Calgary Board of Education has a Parent Volunteer Guidebook that may be helpful.  As well The Zoo offers Workshops, and has co-ordinated ‘Think Tank’ events for the parent representatives from all schools.

Training for teachers
Not all teachers will be comfortable using an outdoor space for class activities and may need specialized training.  Keep in mind that teacher populations change frequently, and, even schools with mature naturalization projects find teachers need new ideas.  The school may purchase additional resources or bring in a professional. 

The Resource page lists sources for curriculum activities, background information and professional development possibilities. 

See How we help for the Zoo’s professional development offerings.  In Calgary, Teacher Think Tank events are often planned for teachers to get together to share ideas.  Contact Us to find out more.

Monitoring the impact
Revisit the original goals of the project on a regular basis to determine if goals have been met.  If you intended the site to attract local wildlife, what evidence suggests this is happening?  Have you changed the practise of teachers, or have the play patterns of students changed?  Do more community members use the site?  This type of question and answering gathers information needed to justify the ongoing care and maintenance of the site, validates the worth of the project and creates discussion on future plans.