HABITAT GARDENING:
MAKING OUR YARDS MORE ALIVE

I in a Series of IV
Mary Stauble

 Gardening for wildlife, sometimes called habitat gardening, is gaining widespread appeal.  Even within traditional landscapes, a back corner of the yard might contain a bird feeder or butterfly garden.  People are learning not to cut back dead flowers of plants like Black-eyed Susan and Purple Coneflowers, but let them remain to provide seeds and hiding places for birds and insects. 

 Elizabeth Clarkson, who developed the garden at Wing Haven, in Charlotte,  for birds, would take comfort in this new awareness.  She was ahead of her time in her interest and love of the natural world and all its creatures.  In the 1930's when she started little was known about gardening for wildlife.  Elizabeth was breaking new ground and did the best she could with the information available.  She collected field guides and found out much through patient, first-hand observation. 

 Nowadays, many groups exist to help people develop wildlife friendly yards.  In our area, the North Carolina Wildlife Federation (NCWF) is available to help people get started.  They are our local affiliation of the National Wildlife Federation, which started the Backyard Wildlife Habitat program in 1973.  The National Wildlife Federation is the nation's leading conservation organization protecting wildlife and their habitats and produce the well-known Ranger Rick magazine for kids. 

The Backyard Wildlife Habitat program stresses four things needed to create habitat:

 1.       Food.  Food is needed to attract local wildlife use regionally native plant species, including trees, shrubs, perennials and annuals.  Native plants may support 10 to 50 times as many species of wildlife as non-native plants.  Feeders can also be added as a supplement.

 2.       Water.  Water is needed by wildlife for drinking and bathing.  The location and depth will attract different visitors.  A reliable source of water is a key part of a habitat. 

 3.       Cover.  Wildlife needs cover for protection against the elements and predators.  Include a variety of plant life ranging in size, height and density. 

 4.       Places to Raise Young.  Safe places for reproduction and nurturing of young animals make a habitat complete.  In the wild, dead trees or snags with a hollow cavity are wonderful homes for a variety of animals.  In a backyard dense shrubbery or birdhouses can provide safe areas for birds to nest.  Different animals have different needs.  Salamanders, frogs, toads and dragonflies require water to raise their young. 

It sounds simple, and indeed it is, to begin the process. 

 I started my own habitat garden unintentionally by a combination of events.  When I moved to NC over 20 years ago from California I was struck by the wealth of wonderful native plants in the Southeast.  I started including them in my yard.  When I moved into my current home 12 years ago, a neighbor gave me a blue bird box as a house-warming present.  Soon after, a friend gave me birdfeeder as a gift.  Seeing the birds feeding drew me out of my world and into theirs. 

Several years later my husband put in a pond and then the magic started.  Within a few days of the pond being filled with water, dragonflies arrived, then frogs.  Soon birds of all kinds were coming to bathe and drink.  It is a meeting spot.  Our garden is filled with activity.  It is dynamic and delightful. 

 It was some years later that I finally heard of the NCWF's Backyard Wildlife Habitat Program and sent in the paperwork and small fee to become a certified Backyard Wildlife Habitat.  I even bought a sign to put up.  In doing so I am an advocate for wildlife.  If others are interested, I can help them get started.  Advocacy raises awareness that habitat loss caused by development is adversely affecting wildlife and helps others learn what they can do to benefit our local environment. 

Habitat gardens are best maintained in natural ways, using compost to enrich the soil and mulches to prevent weeds.  Harsh chemicals are avoided.  Many pesticides are toxic to birds, the insects they eat and pollinators.  Even biological pesticides like Bacillus thuringiensis (BT) will kill the caterpillars preventing the occurrence of butterflies. 

In the 1940's and 50's, the general public celebrated the use of pesticides such as DDT to kill lice, flies and mosquitoes.  Elizabeth Clarkson however, realized early that DDT was killing her beloved birds.  She did her best to stop it in her neighborhood.  As the fogger truck came down her street on Ridgewood Avenue she would protest vigorously saying, "You'll spray my garden over my dead body."  It wasn't until 1962 when Rachel Carson's book Silent Spring was published, documenting the residual effects of spraying DDT, that the public learned of the dangers.  Finally in 1972 after much damage had been done, the use of DDT was restricted. 

Though Elizabeth did foresee the danger certain chemicals posed to wildlife, another danger was waiting in her garden unknown at that time.  It has taken many years to see the destructive effect of some exotic plants on wildlife.  Ecologists now see plants like Japanese Honeysuckle and Elaeagnus, both once widely recommended for wildlife, as harmful.  These invasive, exotic plants are the second biggest threat to native species of plants and animals after habitat destruction. Three forms of Eleagnus are listed as invasive: E. angustifolia, E. pungens, and E. umbellata.  Elizabeth Clarkson planted Elaeagnus pungens. 

"Ironically, exotic plants that are attractive to birds and other wildlife often are the most invasive because animals serve as great dispersers of their fruits and seeds," according to a 2002 pamphlet on landscaping for wildlife by the NC Cooperative Extension Service.  The seeds pass through the animals' digestive tracts unharmed.  When the seeds are defecated the plant spreads often far away from where they were eaten.  These invasive exotics can out-compete native plants and in time will reduce the biodiversity of landscapes.  Habitat gardeners should avoid planting known invasive plants and if they seed into the garden remove them when still small.

A goal of many gardeners is to have a picture perfect yard achieved through any means necessary.  Habitat gardeners have different priorities.  They work with nature and have a respect for life, all life not just their own.  They accept a less than perfect landscape.  As the song goes "Give me spots on my apples, but leave me the birds and the bees."   

I am now hooked on habitat gardening.  It has given me a new appreciation for natural landscapes.  All the plants and animals within these areas have evolved together over thousands of years, representing an amazing array of biodiversity.  Even a not-so-showy weed may provide important seed for the birds I enjoy.  Natural landscapes provide food sources for wildlife year round with no feeders.  It is a complex community of living things—a web of life, which makes our own lives richer. 

Places like Wing Haven and backyard habitat gardens help people make connections with other creatures.  One recognizes we are but a small part of the wonderful diversity of life on earth. ______________

Sources:  A Bird in the House the story of Wing Haven Garden by Mary Norton Kratt;  Landscaping for Wildlife with Native Plants by North Carolina Cooperative Extension Service;  Nonnative Invasive Plants of Southern Forests by James H. Miller; Schoolyard Habitats Site Planning Guide by the National Wildlife Federation; http://www.nwf.org/habitats, Big Yellow Taxi, a song by Joni Mitchell.  MS 

HABITAT GARDENING:
CREATING A SCHOOLYARD HABITAT TO PROMOTE LEARNING

II in a Series of IV
Mary Stauble

"Please sign up to be on our Schoolyard Habitat team," proclaimed a memo in the spring of 2003 from my daughter's science teacher at Smith Language Academy.  Finally, here was a project I could be enthusiastic about!  Let someone else tackle the school fundraisers.  I love gardening and am a knowledgeable habitat gardener.  I wanted to see this project succeed and knew I could make a difference.

Smith Language Academy is currently the only K-8 graded school in Charlotte Mecklenburg Schools (CMS).  Ms. Owens the science teacher was full of energy and passionate about teaching.  Though not a gardener, she was an avid birder and member of the Charlotte Audubon Club.  She appreciated beautiful gardens and the summer before was married at the Daniel Stowe Botanical Garden.  For a wedding gift, she asked her brother, a landscape architect, to design a habitat garden for Smith. 

Much preliminary work had already been done.  Students had been doing soil testing and learning about habitat gardens.  Ms. Owens had started an after-school Environmental Club for interested students.  She had also contacted the North Carolina Wildlife Federation, which supplied information on starting a schoolyard habitat.  Some of the Federation's Habitat Stewards, volunteers who have undergone a 24-hour training to assist others, came out to the school.  They helped with a site assessment and determined a good location for the garden.

A key element of schoolyard habitats is forming a strong, diverse habitat team, including teachers of various grade levels, parents, Parent Teacher Student Association (PTSA) members, administrators and students.  At our first habitat team meeting we met each other, defined our goals and divided the work.  Though not present, the grounds maintenance staff was informed as to what was going on.  Communication is essential to the success of the project.

We were fortunate in many ways.  Our principal, though extremely busy, was very supportive of the project.  The PTSA board had been introduced to the habitat idea and had already set aside money for its development.  The science teacher wanted to do things right and listened and followed through on knowledgeable gardening advice that I could provide.  She did not omit the important, time consuming first step of soil preparation.

The habitat plan looked beautiful with a large pond off to one side and seating for an outdoor classroom, but would cost thousands of dollars to implement.  The idea of schoolyard garden projects is not to have a professional landscape, but to allow kids, parents, teachers and the community to garden and learn through the process.  It does not have to be a huge area and it is often better to start small and learn as you go.  (Unfortunately, this advice was not followed.  Non-gardeners often underestimate the amount of work involved in a project.) 

The professional plan we had, though not essential, was helpful to get our own ideas flowing.  Within our habitat team, the plan was quickly modified to suit our needs.  The elementary teachers wanted an area for a vegetable garden where they could take students.  The pond was omitted as CMS worried about liability issues and maintenance.  We modified the plan to include water dishes or birdbaths for our water source. 

We were off to a very good start.  A site was chosen in a large central courtyard accessible to a water hose.  Duke Power marked the underground utility lines.  The planting beds were defined.  The teacher borrowed the equipment used to mark the white lines for the ball fields.  The beds, full of Bermuda grass and weeds, were sprayed with the herbicide Roundup when the kids were not in school.  The soil was tested and the pH was adjusted with lime. 

Next came the hard physical work.  Call out the troops!  We needed to dig a V-trench around all the planting beds to prevent grass from growing in and we wanted to improve the soil with 2 to 3 inches of compost over the entire surface.  Schools do have lots of potential workers, but the key is learning to mobilize them effectively.  Our teacher was able to do this by having students in the Environmental Club and in some of her classes help. 

The habitat team planned several Saturday family workdays.  They were carefully organized and publicized.  For the first workday in November we lucked out with beautiful weather.  Over 50 people—kids, parents, grandparents and teachers—came out.  We had a variety of jobs to be done and experienced gardeners were paired with novices.  That day trees and shrubs were added to the garden and watered in.  Finally, the garden was taking shape.  It was wonderful to see all the enthusiasm.  People were learning, working and accomplishing something worthwhile together. 

Due to the large size of our project, we did not till the compost into the soil, but merely placed it on top of the dead Bermuda grass.  Only in the vegetable garden area did we till the soil.  However, when we planted care was taken to dig a hole no deeper than the original container and 3 to 5 times the width.  The old adage " take a ten dollar plant and put it in a fifty dollar hole" was shared.  This made a big difference. 

Later, hardwood mulch was ordered and a two-inch layer was spread over the top of all the natural areas.  This was done to prevent weed growth and to keep in soil moisture, an important step, which saves work in the long run and helps the plants.  It takes a lot of time to accomplish this step.  Some areas didn't get covered for eight months and weeds grew vigorously in the rich compost layer.  In these areas, kids put down several layers of newspaper on top of the weeds before covering it with an extra thick layer of mulch.  This really helped kill the weeds. 

The first phase of creating a schoolyard habitat garden involves a tremendous amount of work planning and preparing the soil.  Future garden projects should be much easier, building on what has already been done.  Native plants can be added to the habitat gradually as money, energy and time permit.  We are learning as we go along.  A watering plan was developed so new plants would be watered regularly for the first year.  Some students living nearby were recruited for watering over the summer with assistance from school staff. 

The first spring teachers and students planted a wonderful vegetable garden.  When we came back to school in August it was brimming with color.  Orange and yellow of Marigolds, Squash, red Tomatoes, Peppers, Beans, bright green herbs and large Sunflowers presented a cheery sight. 

For many students, this was their first time working in a garden.  I'll never forget hearing squeals of delight one day when a student discovered the first ripe Strawberry.  For some it was startling to realize food comes from the dirt.  Connections are being made.  There are many important lessons to be learned from gardening. 

The Schoolyard Habitat program expands on the Backyard Wildlife Habitats program.  The steps include:

1.       Creating a Schoolyard Habitat Team

2.       Providing the four components of wildlife habitat

3.       Using the Schoolyard Habitat site as a teaching tool

4.       Developing a maintenance plan

For more information, visit the National Wildlife Federation Web site at www.nwf.org/schoolyardhabitats. 

 HABITAT GARDENING: TURNING HEADACHES INTO LEARNING OPPORTUNITIES

III in a Series of IV
Mary Stauble

Gardening in schools allows people to make connections—connections like recognizing our dependence on the natural environment for food, water, and shelter.  Gardening in schools is not merely to landscape the school, making it more attractive, but to use a portion of the grounds as an outdoor classroom.  Habitat gardening fits right into this goal.  In the process of creating a wildlife habitat, teachers can incorporate interdisciplinary learning and conservation education. 

As a former science teacher, I view gardening as a tool to foster science education, but I also appreciate the hands-on learning opportunities it offers to the greater curriculum beyond science.  Most elementary schools offer very little in the way of science education.  In signing up to help with the garden project at Smith Language Academy, I made it clear my intention was to help with a teaching garden, not just landscape beautification. 

Our habitat team had a number of people on it.  One was a member of the Parent Teacher Student Association whose focus was campus beautification.  She wanted to plant shade trees in the sports field and playground areas, add shrubs, benches and trashcans—all worthwhile and needed projects, but very different from mine.  Still, many people don't see the distinction between habitat gardening and landscaping as both involve planting things.  For me the difference is significant.  One focuses on the product, the other in the process.  One provides aesthetic benefits while the other is used to teach about the world we live in. 

At times, it was frustrating to have this landscaping project with no educational component lumped together with the habitat garden.  I was frequently consulted about siting trees, plant selection and purchasing plant material.  It takes a lot of time and became a balancing act to be helpful, yet not loose focus. 

One headache was a frantic call from the campus beautification leader.  A parent wanted to donate 80 trees to be planted on the school grounds during our school workday.  The company he worked for was donating $1,000 worth of trees.  He had contacted a low budget landscape nursery and got an end-of-season deal.  We just needed to pick up the trees in the next few days and plant them.  Imagine picking up 80 trees and planting them! 

People who are not gardeners often don't understand or appreciate the work involved in planting and watering.  This offer of 80 trees was too much of a good thing.  I advised her to turn it down.  Gifts can be a burden if you are not ready for them.  We were able to renegotiate and get a $1,000 store credit, which we could use over the year toward both of our projects, a happy outcome.

When starting a project often people appear offering help.  Some know what they are doing and others don't.  The ones to worry about are those who have lots of confidence, but little knowledge.  It can be hard to slow them down.  Our lead teacher admitted she was not experienced.  Lots of people have gardening advice to share.  It can be tricky for the novice to sort through this.  The teacher often came to me with instructions she had received. 

The Charlotte Mecklenburg grounds staff supervisor wanted black plastic used under all the natural areas, saying it would reduce maintenance, keeping down weeds.  This is not a good idea, but it explains why black plastic is often used on Charlotte Mecklenburg School grounds.  Plastic doesn't allow air and water movement and can be detrimental to plants.  Mulch put on top of the plastic eventually rots and weeds will still grow.  Knowledgeable advice saves time and improves results. 

The challenge is to use frustrating experiences as opportunities for learning.  I began to realize how much knowledge I assume, as I am used to talking with gardeners.  Many of the people at the school, teachers and kids alike, literally had no experience growing things.  Confusing things more, gardening has its own language.  There are numerous terms and phases gardeners take for granted. 

"All new plants should receive an inch of water a week for the first year," I explained to the science teacher.  She carefully put a plan into place, assigning classrooms different areas of the garden to water.  A few days later my daughter, who attends the school said, "Mom, the kids don't know how to water."  They were pointing a gushing hose on the leaves for a few minutes and then moving on to the next plant under the guidance of a teacher.  Experienced gardeners know slow, deep, watering is best so the water gets to the roots and does not run off.  This was not part of their experience.  They thought more was better, an opportunity for learning. 

Things gardeners can see are often invisible to lay people.  Weeds are a prime example.  A novice can't tell a weed from a plant.  Many kids had a hard time with the idea of killing plants by weeding.  They thought the weeds were beautiful, an interesting insight.  I have heard some people say, "A weed is a plant without a press agent."  Basically though, a weed is any plant growing where it is not wanted.  Thus, comes the lesson of being selective.  Knowing what to keep and what to remove takes experience. 

On a Saturday workday, I had a family of five remove a three-inch depth of old soil out of a large planter along a walkway and replace it with compost to enrich the existing soil.  They set to work enthusiastically.  When I came back to check on them their young son was running in the planter to pack down the soil.  They didn't realize plants need air.  What they were doing was counter-productive to plant growth, another opportunity for learning. 

Teachers in our school system have limited time during the school day to garden.  With volunteer help, this limited time can be used efficiently and effectively.  Linda McCaw, a Master Gardener and grandparent of two Smith students, volunteered a few hours each week in the garden.  It helped tremendously having another knowledgeable gardener onboard.  Linda is also a former teacher and is comfortable working in a school environment.  Teachers can often use extra supervision when working outside with a group of students and Linda was able to provide this. 

For me, the joys of this project were seeing the light go on in people's brains.  Kids, teachers, parents, and support staff became interested and motivated, asking gardening questions and learning.  Sometimes the excitement was electric, especially with the younger students.  They loved being outside.  It is gratifying to share something you love and see it enrich the lives of others.   

When gardening in schools, accept that the process and product will not be perfect.  Many gardeners have control issues and are frustrated by this.  Mistakes will happen and it is okay.  Guide gently.  Ultimately, it is not your garden.  Instead, it is for the kids and school community.  Perfection is not the goal, involvement and learning are. 

People have different opinions on the amount of leadership kids should have in the garden project.  Some want students to do everything and have teachers act as facilitators.  At the elementary level, I prefer the model of apprenticeship, where kids work together and learn from knowledgeable gardeners in creating the garden or habitat.  Master Gardeners who like working with kids would be ideal as mentors.  Gradually students can take on more responsibility as their skills develop.  Mentors help set realistic goals, let the school staff know when to do what, and answer gardening questions. 

Many elementary teachers are not trained to use the outdoors as a teaching tool and may need guidance to use it effectively.  The environmental education staff of Mecklenburg County Park and Recreation is happy to do on-site workshops for teachers, showing them how to teach outside.  It was a wonderful surprise in our Language Immersion Program to see that this is not the same in all cultures.  Our Japanese teachers were quite at home in the garden.  Teaching children to care for living things is an important part of their teacher training. 

In Charlotte, a number of schools have or want gardens on their school grounds.  Currently six Charlotte schools have National Wildlife Federation certified Schoolyard Habitats.  If someone is interested in learning more or becoming a school volunteer, they can contact Tim Gestwicki (704-377-4696), Regional Manager of the North Carolina Wildlife Federation.  

HABITAT GARDENING:
OUR FIRST YEAR IN THE HABITAT GARDEN—
ACCOMPLISHMENTS AND OBSTACLES TO LONG-TERM SUCCESS

IV in a Series of IV
Mary Stauble

 I hear and I forget.  I see and I remember.  I do and I understand."
 Confucius

The first year of Habitat Gardening at Smith was a distinct success.  Teachers, parents and kids have been positive about the changes happening on the school grounds.  A stark courtyard with some weedy Bermuda grass and a lone Crabapple tree has been slowly changing before our eyes.  The transformation is striking.  River Birch trees, Sweet Pepper Bush and Virginia Sweetspire have leafed out over the year.  Last fall Winterberry Hollies were covered with bright red berries.  Things are starting to grow and flourish, both in the garden and in the school.  Gardens are a catalyst for creativity and growth.  They spark our imagination and in the process of discovery we get hooked on learning. 

Teachers are taking students outside to garden.  Kids are seeing things grow, finding it exciting.  They are learning to be observers.  The shop teacher, along with students, made a table, benches and a butterfly box for the habitat garden.  The science teacher ordered bird feeders and bluebird boxes with money from the Parent Teacher Student Association.  The Environmental Club put these together and set them up in the garden.  The art teacher and students made decorative tiles and colorful ceramic water dishes for the garden.  Some teachers are eating their lunch outside.  Students, teachers and parents are asking questions about gardening. 

The incredible momentum suffered a blow when our gung-ho science teacher, who initiated the school garden, was offered a position at NASA.  In May we discovered she would be leaving at the end of the school year.  This could have been the death knell for our garden project if it were not for our strong Habitat Team.  A garden project needs to be more than just a one-person show: it needs a strong school commitment.  Other school gardens have quickly fallen into disrepair when the lead teacher left. 

Gardens can be wonderful hands-on learning tools for a variety of subjects, but many things can cause them to fail. 

Gardens are process oriented.  A first obstacle to successful school gardens is a fundamental misunderstanding of what gardening involves.  Most people in our society are product-oriented.  They are busy checking things off their lists.  When asked to make a habitat garden they view it like decorating a living room, but instead of furniture, plants are used.  Once plants are set in place, in their minds the mission is accomplished.  First mistake.  Gardens are process-oriented. 

Gardens take time, are constantly evolving and need care to continue.  As the old saying goes, "When the gardener goes, so does the garden."  Unfortunately, we live in a culture that wants everything now.  People are not patient.  A garden project needs a minimum of a three- to five-year commitment to see its potential.  Gardeners know a garden is never done.  We enjoy the process.  Each day in the garden brings discoveries and surprises.  To the careful observer, a garden is never the same and that is part of its charm.  

Gardens need continuity.  A second obstacle to gardens in the Charlotte Mecklenburg System is that our schools are under constant change.  Our school system is operating under tremendous growth.  Each year schools have more trailers or mobile classrooms to accommodate this growth.  Teachers, staff and students frequently move around while gardens need continuity.  At Smith Language Academy, many of the teachers come from different countries and are here on a three-year visa.  School gardens will likely have many leaders over the years.  

School gardens are often lead by a habitat team, which can help buffer staff transitions.  However, habitat teams create new challenges.  Continuity is harder to come by when a garden is lead by a group of people.  Imagine designing a garden by committee.  It can lead to a lack of cohesion and a hodge-podge of elements.  Communication can be difficult and egos can be wounded.  Clear direction and leadership is needed. 

Gardens need care year round.  There may be seasons of greater activity, but something needs to be done each month.  This is also difficult with the school calendar where over two months during the summer everyone is gone.  Newly planted material needs to be watered regularly for the first year.  Who will do this over the holidays and summer break?  Systematic care needs to be planned for before spending lots of money on plants.  

Grounds staff need clear guidance on their role in the habitat project.  Most are not gardeners.  They see "natural areas" as weed patches and strive to tidy them up, pruning shrubs into neat balls and cutting back dead flowers, which are the seed sources for birds.  In a short amount of time a great deal of harm can be done with the best intentions.  Sometimes signage can help people see things differently.  Communication must be an on-going process as ground staff may also come and go.  

Gardens need to be valued and supported.  A third obstacle to school gardens is that they are not valued by the CMS administration, are not encouraged, and there is no infrastructure to support it.  Currently schools are under strong pressure to show accountability, which is done primarily through testing.  Tested subjects like reading, writing and math are given more emphasis, as scores will determine a school's ranking.  Teachers are under pressure to meet goals and many teach to the tests.  Even a high-performing school will have goals raised each year.  In light of these pressures, gardens are viewed as a distraction to the "real work" schools must accomplish.  Teachers have very little discretionary time to use the garden effectively.  This is a sad commentary on education, as there is much a garden can teach us.  Our school principal was supportive of the project, which encouraged teachers to get involved.  This support was very important to our success. 

The CMS administration does have safety concerns that garden planners need to take into account.  School grounds need to have a clear field of vision.  They don't want hidden areas where kids might be bullied.  There is also concern about attracting animals like bees and snakes, which might harm students.  Gardens present some dangers, and teachers and students need to learn how to deal with them.  Within six months of breaking ground on our habitat garden, Poison Ivy had seeded in probably spread by a bird.  Fortunately, this was noticed and used as a teaching tool before removing it from the garden.  

There are also concerns from staff about vandalism of the garden site.  Some schools are in marginal neighborhoods.  Our garden was in a central courtyard, which was not very visible from the street.  We had very few problems the first year—a plant pulled out, which we replanted.  The second year a chain link fence was installed, which can be locked when staff is not present.  

I am still a fan of school gardens although I recognize the difficulties.  They will not likely last for years and years.  Yet long after the garden is gone, the experiences are not forgotten.  Seeds have been planted in the soil and in minds.  These hands-on learning experiences are powerful.  As Confucius wisely said, "I hear and I forget.  I see and I remember.  I do and I understand."  

As our society moves away from contact with the earth, there will be fewer opportunities for children to have garden experiences at home or with extended family.  School gardens have the potential to reach a huge segment of the population.  Gardens are successful in many school districts around the United States and often operate in conjunction with Master Gardener programs.  Wonderful curriculum materials are available using the garden for cross-discipline learning.  For more information on gardening with children, the American Horticulture Society, the National Gardening Association, as well as the National Wildlife Federation have lots of information.  

Check out the following Web sites: www.ahs.org (youth gardening); www.kidsgardening.com; www.nwf.org/schoolyardhabitats/; www.ecoliteracey.org.