Invasive Species Council of British Columbia

For Educators

Unit: Student Land Stewards – Activity 5: Native Plant Garden Planning

Grade: 7 to 9

Duration: 2 or more hours

Setting: Indoor/outdoor

Subjects: Math, Science, Social Studies

Physical Activity: No

Students create a plan to transform an area of the schoolyard or nearby greenspace into a vibrant native plant garden that supports biodiversity.

This is the fifth activity in the Grade 7-9 Learning Resource, Student Land Stewards in Action. Please see the Overview for this resource for more information, including the lesson sequence.

This resource was created through the financial support of the Provincial Intermediate and Middle Years Teachers’ Association (myPITA).

Learning Objectives

By participating in this activity, students will:

  • Create a realistic design for a native plant garden.
  • Discover Indigenous connections to native plants and learn how native plants support native pollinators and other wildlife.
  • Name common invasive garden plants and native or non-invasive alternatives to plant in a garden.
  • Understand that they can help support native biodiversity on a local scale by making a native plant garden.
Inquiry Questions
  • How can a native plant garden enhance biodiversity on the school grounds?
  • What can I learn about native plants from local Indigenous knowledge?
BC Curriculum Links

Core Competency

  • Personal and Social- Contributing to Community and Caring for the Environment

Science Big Ideas and Content

  • Evolution by natural selection provides an explanation for the diversity and survival of living things (Grade 7)
  • The Earth and its climate have changed over geological time (Grade 7)
  • Local First Peoples knowledge of changes in biodiversity over time (Content, Grade 7)
  • Cells are a basic unit of life (Grade 8; Content: Characteristics of life)
  • The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them. (Grade 9)
  • First Peoples knowledge of interconnectedness and sustainability (Content, Grade 9)
  • Sustainability of systems (Content, Grade 9)

Science Curricular Competencies

  • Apply First Peoples perspectives and knowledge, other ways of knowing, and local knowledge as sources of information (Curricular Competency, Grades 7-9)
  • Experience and interpret the local environment (Grades 7-9)
  • Consider social, ethical, and environmental implications of the findings from their own and others’ investigations (Grades 7-9)
  • Express and reflect on a variety of experiences and perspectives (and worldviews) of place (Grades 7-8; 9)

Social Studies

  • Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions. (Curricular Competencies, Grades 7-9)

Math

If students measure a potential garden space and map its area, this lesson could address the following Grade 7 Big Ideas:

  • Decimals, fractions, and percents are used to represent and describe parts and wholes of numbers.
  • Computational fluency and flexibility with numbers extend to operations with integers and decimals.
  • Linear relations can be represented in many connected ways to identify regularities and make generalizations.
Materials

Documents to Download

Background Information

Indigenous people have an intimate connection to the land; they traditionally relied upon- and managed with knowledge and respect- native plants as sources of food and medicine, as materials, as part of a trading economy, and with great cultural and spiritual significance.

A native plant naturally occurs in a region, unlike the many plants that settlers, farmers, and gardeners have introduced. Native plants have adapted to growing in our soils and climate and, as a result, tend to do well in local conditions if planted in an appropriate location. Once established, native plants require minimal care and maintenance.

In addition, native plants provide food, shelter, nesting sites for native wildlife and essential food and habitat for pollinators, including native bees, butterflies, and hummingbirds. Native plants support wildlife by being the base of the food chain—by attracting insects that feed on the plants, they also attract birds and other wildlife that feed on the insects. Native plants are particularly valuable for native animals because they help wildlife survive in areas of urbanization or habitat fragmentation.

Making a native plant garden increases wildlife habitat and can also conserve water. Xeriscaping is the term for gardening with minimal water (from the Greek, xeros, meaning dry). Native plants can be great options for xeriscaping as they are adapted to seasonal temperatures and rainfall.

Since coloniziation, native habitats and biodiversity have experienced significant losses. By learning about native plants and taking steps towards bringing them back onto the land, students can support local biodiversity and reconciliation efforts.

Terms and Definitions

  • Native species are living organisms that have reached their location without assistance from people. They are well-adapted to the local environment, including climate and soil conditions, and they are interconnected – with predators, prey, diseases, or form part of the habitat- with other species in their ecosystem.  In North America, native species are those that already existed here at the time of European colonization. Native species have an important role in traditional Indigenous communities. Native species are “From Here”.  BC Examples: Pacific salmon, black bear, Western red cedar, saskatoon.
  • Invasive species are non-native organisms that have been introduced, either intentionally or accidentally, into the environment from other areas. Without their natural pathogens and predators, they are able to spread and take over. Invasive species threaten natural ecosystem functions, species biodiversity, food security, human health and safety, and economic development. Invasive species are “From Away” and “Cause Harm”. BC Examples: English ivy, orange hawkweed, Japanese knotweed, American bullfrog, feral pig.
  • Non-native species, sometimes called exotic or alien species, are those that have been introduced to a new location, intentionally or unintentionally, to which they did not evolve and are not typically found.  Some non-native species may be invasive, spreading and causing harm to the environment or economy. But not all non-native species are invasive. Some, like many of our domestic animals or food plants, would not survive without being cared for by people. Non-native species are “From Away”. They may or may not “Cause Harm”. If they do cause harm they are likely to be invasive species. BC Examples: tulips, tomatoes, wheat, sheep, grapes, European honeybee.
  • A weed is any plant whose presence is undesirable to people in a particular time and place, such as in a garden or lawn. A weed could be either native or non-native. For example, a native willow seedling growing in your garden is a weed if you don’t want it there. A weed is not the same as an invasive plant. An invasive plant is a plant that when transplanted from its native habitat, grows aggressively, outcompeting and displacing desired vegetation. A weed is a plant we don’t like in a certain place. It may or may not be an invasive species. BC Examples: dandelion, mint, common plantain, wall lettuce.
  • A Noxious Weed is an invasive plant that is regulated by the BC Weed Control Act. This Act imposes a duty upon land occupiers to control these provincially designated, aggressive and destructive species.  A Noxious Weed is an invasive plant that is regulated by BC law. BC Examples: cordgrass, knapweed, knotweed, garlic mustard, gorse, giant hogweed, purple loosestrife, yellow flag iris.
  • A Pest is an animal that causes harm to the environment or human health and society. A pest may or may not be an invasive species. A pest can also be a native species whose population has increased in an area or simply isn’t wanted by people. A pest is an animal that we don’t want in a certain place. It may or may not be an invasive species. BC Examples: mountain pine beetle (native), Norway rat (invasive), Canadian beaver (native), carpenter ant (native), Japanese beetle (invasive), a Pileated woodpecker banging on your house (native), a grey squirrel in your attic (invasive), a Columbia black-tailed deer eating your tulips (native).

Did you know? Watch out for Wildflower “Weed” Mixes!

Most wildflower seed mixes contain invasive species, even if they are advertised as “native” wildflower seeds! (Native to where is the question! What is native in Ontario could be invasive in BC!) Check the ingredients list – and if one isn’t available, skip the mixes and make your own using seeds from plants native to your region. Learn more about the problems of wildflower seed mixes by reading What’s in Your Seed Mix?

Preparation
  • Prepare resources for student research on native plant landscaping and regional native and invasive plants. See the Additional Resources section.
  • Print copies of the Native Plant Garden Planning Worksheet. One copy for each student or group.
Procedure
  1. Class discussion. Introduce the topic by sharing some information from the Background section with students. Make three columns on the board with the headings of native, non-native, and invasive. Depending on your group you could also include some of the other terms provided in the Background section such as weed, pest, Noxious Weed, etc. Discuss and write down the definitions and some examples of each term. Other discussion questions could include:
    • How are native plants important to wildlife and people? Consider the roles of food and shelter in the habitat. See if students can connect to prior learning and give an example of a native plant (such as cedar or huckleberry) and how it is important to local Indigenous traditions.
    • Why would people want to garden with native plants? Discuss the benefits of making a native plant garden (e.g. to support local wildlife and biodiversity, to reduce water use and fertilizers, to support reconciliation with Indigenous people, to prevent the spread of invasive species, etc).
  2. Divide students into native plant Garden Design Teams. Explain that this is the chance to create a ‘dream native plant garden’ and that they can let their imagination and research guide them in how they would create the ideal, and realistic garden for a space.
  3. Students research sample native plant garden designs for their region. They can also look at photos online to get inspired. Remind them that the plants need to be native to their region of BC; some plants native to southern BC will not survive further North or on the Coast! Students may consider adopting a theme for their garden, such as Indigenous food or medicine gardens, natural dye plants, sensory garden (colours, smells, textures), or pollinator gardens.
  4. If possible, visit a potential site for the garden. Note that this is a visualization and design exercise, so the site does not have to be ready to be planted. The site could be a space in the schoolyard that students might only imagine altering and naturalizing. A map or drawing of the site helps design the garden’s features and consider dimensions.
  5. Record the following on the Native Plant Garden Planning Worksheet
    • Choose a garden name.
    • List a minimum of four native plants. For each plant, include a description such as its height or growth form, what it looks like, best growing conditions, Indigenous uses, and/or why they chose this plant.
    • List at least three invasive plants from the region they’ll need to watch out for and control. Include a description and information such as hazards (toxic, thorns, etc.) or how to prevent its spread (e.g. ensure your clothing and boots are brushed off as its velcro-like seeds can hitch a ride on our clothing).
    • Identify how biodiversity can benefit from your garden design, such as which pollinators may be attracted to the plants, which native insects may feed off the plant leaves, which insect-eating birds would be supported, and so on. In the garden design, students may include bird nest boxes, bat boxes, or other wildlife habitats.
    • Include a sketch of the garden layout, including its dimensions, location, and cardinal directions (which may determine sunny and shady areas). Identify any special or existing physical features that will be incorporated into the garden, like raised beds or earth mounds, fences or natural borders, rocks, trees, snags/wildlife trees, artwork, or signs.
  6. Students present their garden designs, describing why they chose their features and plants. They should also list any key references they consulted that helped them with their research.
Sample native plant garden layout. (Credit: Stephanie Weinstein)
Reflections and Assessment
  • What native plant was the most interesting to you and why?
  • How can a native plant garden support biodiversity and water conservation?
  • How does native plant gardening contribute to reconciliation with Indigenous people?
  • Student assessment could include design elements; information on plants, biodiversity, and Indigenous uses; and communication of the garden design.
Accessibility and Adaptations
  • Offer different options for students to share their garden designs, such as in an oral presentation, a poster, a slideshow, or a small-scale model.
  • If possible, visit a native plant garden or nursery to inspire garden planning (see the Additional Resources section). Experiential learning engages learners differently than reading about native plant gardens. You may find native plant gardens at local nature centres, parks, botanical gardens, or First Nations schools or communities.
Extensions
  • Get outdoors! Find a few native and invasive plants studied to observe their growth habits, site conditions, and interactions with other living and non-living organisms.
  • Take steps to “break ground” and make a dream garden come to life. Start to move forward with activities like soil explorations of the site, investigating areas of sun and shade, or growing native plants in containers.
  • Apply for a grant to help make your dream native plant garden a reality!  See Funding Sources to Support School Stewardship Projects for a list of some funding agencies and opportunities for BC school garden grants.
Connections to First Peoples’ Perspectives

The Hiýáḿ Project is a collaboration between Satinflower Nurseries in Victoria and Sḵwálwen Botanicals that brings native seeds to Indigenous communities. The word Hiýáḿ, chosen by Leigh Joseph of Sḵwálwen Botanicals, is a Squamish term meaning “return home.” It signifies the importance of welcoming Indigenous plants onto the land, reflecting how Leigh describes that “plants can lead us home, to ourselves, to the land, and our families.” 

The seed packets shown are of fireweed, named X̱ach’t in the Squamish language. W̱SÁNEĆ Nation artist Sarah Jim designed the artwork on the seed packet. Read more about Fireweed-X̱ach’t.

Additional Resources

See Regional Native Plant Resources for BC for resources specific to different regions of British Columbia.  Province-wide resources are listed below.