|4. Drain rock was added to the drainage channels, making them more attractive, and providing cover for invertebrates, lizards, etc.
5. Trees and shrubs that demonstrate unique adaptations or are attractive to birds and butterflies were planted. While native plants were given preference, some non-natives with interesting adaptations or fruits attractive to wildlife were included.
6. Bird feeders, nesting boxes, and a bird bath were set up in strategic spots for observation from windows.
7. Seeds of local wildflowers were collected or purchased. Some were planted in prepared beds, others were scattered randomly in the courtyard.
8. Collections of water and organisms were made at local permanent and temporary ponds and introduced into the appropriate nature area pond to establish natural communities.
Students always take an interest in the project. They generate nature-study money by saving recyclable materials from home and enthusiastically assume duties of keeping bird feeders supplied and protecting the area from their careless peers.
As the project developed, additional school personnel, parents and community members became involved. The janitor brought a plant from home and planted it. The cook donated some plants. University personnel donated native plants and seeds. Friends of parents collected rocks, driftwood, and wildflower seeds.
This wonderful learning environment has many natural residents now, reproducing populations of toads and treefrogs and is attracting numerous species of birds including an egret which comes to fish the pond. It has become progressively better over the years as plantings matured and opportunities for new acquisitions arose.