GAP Park Stewardship Booklet by Deirdre Walsh

A guide to the

Global Action Plan

Park

Stewardship Programme

for schools and youth groups

Global Action Plan Ireland 13 Balbutcher Lane Ballymun Dublin 11 T: 01 8625846 F: 01 8620989 E: info@globalactionplan.ie Web: www.globalactionplan.ie

Introduction The Park Stewardship Programme aims to engage young people aged 7 to 12 years old in environmental education, focusing on the importance of biodiversity and nature in the local community. The programme facilitates various different activities that highlight the need for respect for the environment and the local parks. Through the activities participants learn how to protect wildlife and natural habitats within a park. The participants gain a sense of ownership and a deeper understanding of their local park through activities such as planting, nature trails and art in the park. The Park Stewardship Programme links with important stakeholders in the community, and encourages participants to take pride in their local park. It aims to create a lasting intergenerational relationship between the participants and other community members, by carrying out environmental actions together in the parks.

Global Action Plan Ireland Global Action Plan (GAP) is an environmental organisation focusing on people and how they can take practical action in their everyday lives for a better world. We are part of an international network of organisations working for a common goal; to empower people to live and work increasingly sustainably. GAP aims to provide people with practical tools to build and strengthen sustainable communities by empowering local people to make a difference to their local areas. Through our projects GAP provides people with resources to reduce their impact on the environment by promoting simple lifestyle changes. The initiative recognises that community groups and individuals accomplish some of the most significant environmental work at local level. With this in mind, whether you live in a rural community or urban area, our projects strive to meet the diverse needs of the community. The UN Decade for Education for Sustainable Development runs from 2005 to 2014 and is coordinated by UNESCO. GAP programmes are acknowledged by UNESCO as contributing to the goals of the decade.

Content The Programme Modules The programme is divided into 10 modules, and the order of these modules can be arranged to suit the time of year (for example to work with planting seasons), the needs and interests of the group, and the location. Some modules can be done in the classroom during rainy days or as preparatory workshops. Each module contains a step-by-step guide to the activities, including preparation, delivery, materials and resources.

Page 1

Module 1: Introduction

Page 3

Module 2 : Waste, Litter & Clean-ups

Page 5

Module 3: Biodiversity & Trees

Page 7

Module 4: Tree Planting

Page 9

Module 5: Bulb & Flower Planting

Page 11

Module 6: Nature Trail

Page 13

Module 7: Art in the Park

Page 15

Module 8: Working with Natural Materials

Page 17

Module 9: Trip to a Park or Garden

Page 18

Module 10: Park Stewardship Award

Page 19

Resources

Module 1: Introduction Key Aims To explain to the participants what the Parks Stewardship programme is about and how they are going to be involved. To explain the term ‘biodiversity’ and the work that is required to maintain the parks. To create a greater understanding amongst the participants that the park is a resource that can be used by everyone and needs to be treated with respect. To create a greater feeling of ownership and love of the local parks, with the view that the participants will become long-term ‘stewards’ of the park.

Activity 1: Introduction

10 mins

Explain what the Park Stewardship Programme is and how the participants are going to be involved in the programme. Talk about the aims and what the participants will learn, and what they can look forward to. Use a poster to help explain the activities. Prior to the first workshop, draw out the main activities of the programme onto large sheets of paper, for example flipchart paper. Alternatively use the poster in the resources sections. Each module contains one main activity and numerous smaller activities. The modules are flexible to allow them to be interchanged depending on the time of the year and the weather. These workshop plans are based on 60 minute modules, but the time can be shortened or lengthened by adding or taking away smaller activities or games during each module.

Activity 2: Pledge Tree

10 mins

The idea of the pledge tree is to help the participants understand how they can take direct actions to protect and improve the local environment. Before the workshop, cut out a paper tree and leaves. The tree doesn’t need to be too big, but each leaf should be big enough for the participants to write their pledge on it. Stick the tree onto a wall at the beginning of the workshop and then hand each participant a leaf. Each participant must then make a pledge (e.g. that they won’t litter) and allow them to stick the leaf onto the Pledge Tree. Alternatively, at the end of each workshop ask the participants to make a pledge to carry out for the following week. At the beginning of the next week, ask the participants if they carried out their pledge. 1

Energizer: The Name Game This game helps the group to get to know each other’s names. Everyone stands in a circle and the facilitator explains that everyone must say their name and put an adjective beginning with the same letter as their name before it, for example Cool Catherine. When everyone in the circle has taken their turn it begins again, except this time everyone must say their own name and the names of all the people who have gone before them. The last person will have to remember everyone’s name!

Activity 3: Biodiversity and the Alphabet Race Game

15 mins

diversity

Bio What is

Biodiversity is the variety of plant and animal life in the world or in a particular habitat, a high level of which is usually considered to be important and desirable. (*www.oxforddictionaries.com) Biological diversity refers to the global variety of species and ecosystems and the ecological processes of which they are part, covering three components: genetic, species and ecosystem diversity. (*The OECD Glossary of Statistical Terms) These definitions can be worded so that they are easily understood by younger age-groups. For example biodiversity can be explained as the variety of animals, plants, insects, birds, trees, flowers, and people that exist in one area, and how they are all connected together to make systems that rely on each other.

e Word Gam y it rs e iv d Bio This game is useful to help raise awareness about biodiversity in the parks, and to get the participants excited about the parks programme and biodiversity. The game also involves teamwork. Before the workshop, write out the alphabet twice on separate sheets of flipchart paper. Leave a space beside each letter so that a word can be written in. Split the group into two teams and stick the posters onto a wall, leaving a gap between them. The object of the game is to see which team can fill in all the letters of the alphabet first while using words associated with the park and biodiversity. Make sure the participants stand in a single line behind a certain point in the room and take turns to run up to their alphabet poster to fill a word, like a relay race. Once both teams have finished filling in all the words go through the answers together as a group and give points to relevant words. Add up the points to see which team won!

Activity 4: How Long Does It Take to Breakdown?

A B C D E F G H I J K L M

pp le Tree

N O P Q R S T U V X Y Z

Materials

Poster of the programme activities - see example in the resources section. Markers Pledge Tree and Leaves 2 x Alphabets How long does it take to breakdown images.

15 mins

The idea of this game is to raise awareness about how some items are more biodegradable than others, and also to highlight the negative environmental impact of litter and the importance of recycling. A selection of 8 pictures and questions are available in the resources section. Ask the group to guess how long it takes for a certain item to breakdown. Take a few answers from the group before revealing the real answer. Example question: How long does it take a plastic bag to breakdown? Answer: 500 years. 2

Module 2: Waste, Litter & Clean-ups Key Aims To highlight the problem of litter in our parks & public spaces. To encourage participants not to litter and to show them why it is a problem. To tidy up the local park and to make the park safer and cleaner for those who use it.

Key Questions

Do you see litter in the park? What type of litter do you see? Who has to pick up the litter in the park? Do you think it takes a long time to pick up the litter? Why is it not right to litter? Where does the litter go when it is collected? Where should we put any litter we have? Can you rememeber how long it takes some materials to breakdown?

Activity 1: Safety Guidelines

10 mins

Energizer: Whoâ&#x20AC;&#x2122;s the Leader? Everybody stands in a circle and the facilitator picks one person to be the detective. They have to leave the circle and walk a little distance away with their back to the group so that they cannot see or hear the group. Then the facilitator picks a leader in the circle. The leader must choose a movement, for example running on the spot, and everyone must copy the leader. The detective is called back and must stand in the centre of the circle. The leader can change the movement at any time and everyone must copy them as they change. The detective gets three guesses to see who the leader is. Then a new leader and detective can be picked.

Going into the park to do a clean-up (also called a litterpick) presents some safety issues. Explain why it is important to follow the rules. Highlight the dangers of picking up glass and metals and explain that they should leave sharp or heavy items for the council. There is also no need to pick up sticks, leaves or organic waste that is good for the soil. Highlight what the group can pick up, such as plastic bottles, cans, paper, food packaging, and other small litter items. Split the group up into pairs and pass out gloves and a high-visibility vest to each participant. Give each pair a rubbish bag and a litterpick stick between them. They can take turns using the litterpick stick and holding the bag. It is a good idea to give a pair the task of collecting one type of rubbish, for example plastic bottles, so that the rubbish is automatically separated. Once the group is organised and aware of the rules, head to the local park to begin the litterpick. The Park Stewardship Programme is all about connecting young people and other members of the community together through positive actions in the park to create a sense of combined responsibility to keep our public areas green and clean. Why not invite parents, local residents and people from relevant organisations such as the local Tidy Towns committee to participate in your clean-up in the park! 3

Activity 2: Clean-up in the Park

45 mins

Litterpick sticks and plastic bags for collecting and separating rubbish can be ordered for free from An Taisce in the lead up to National Spring Clean month during April every year. Make sure to contact them in plenty of time. Your local Tidy Towns committee or local authority may also have litterpickers to give or lend to you.

Materials

High-vis vests Litterpick sticks (o ne betwe two) en Plastic b ags (one be Gardenin g gloves tween two) or plastic gloves

If the park or public area is not within 10 to 15 minutes walking distance think about organising transport. Itâ&#x20AC;&#x2122;s always a good idea to have as much adult supervision as possible, ideally one adult per 8 young people, plus one extra adult. Remind the groups to keep in their pairs and to separate the rubbish. Encourage and congratulate them as they go - it can be hard work but it is also very rewarding. Involve the local authority litter collection and ask them to come to the park to collect the litter from the participants and to explain what they do with the rubbish they collect. You may need to bring the recyclable rubbish you collect such as cans and plastic bottles to a recycling centre or to your own recycling bins. Remember to count how many bags you have collected, results like these are significant and are good to keep on record.

Rainy Day Activity

Juice Carton Wallets!

Recycle a milk or orange juice tetra pack into a clever wallet. The cartonâ&#x20AC;&#x2122;s cap keeps the wallet closed. 1. Wash out a 1 litre tetra pack and cut it down one side so that you can lay it out flat. Use the template at the end of this booklet to trace a design. Lean heavily on all the lines so that the impression transfers to the tetra pack. Cut out the shape from the tetra pack. 2. Cut out the lower circle with a scissors. Use a ruler and butter knife to further score the fold lines. 3. Use the fold lines to fold each side of the wallet into an accordian. 4. Squeeze the accordian folds together and pull the top flap over them. Make sure the circle for the hole in the top flap neatly fits over the plastic spout before you cut it out. Screw the top on and you have a home-made recycled wallet!

Materials

1 litre tetr a pack wit h the cap Wallet tem plate Scissors Pen or pe ncil Butter knif e Ruler

Wallet template and instructions courtesy of www.spoonful.com

Module 3: Biodiversity & Trees

Energizer: Chair Swap Game Ask the group to move their chairs into a large circle. Everyone can sit on their chair Key Aims and one person stands in the middle, so there is one chair To highlight the importance of biodiversity and native less than the number of people species. To explain the importance of trees and the function of each in the group. The aim of the game is to make a signal or part of the tree. wink at someone across the To explain elements of the nature trail and tree planting. circle and swap chairs with them without the person in the Key Questions middle intercepting and taking one of the seats. This means that there is always someone in When you are walking around the park what do you see? the middle without a chair. Do you see different birds, flowers, insects and trees? If the person in the middle Can you name some of the birds, flowers, insects and cannot intercept any swap for trees that you see? a long period of time they can Do you remember what biodiversity means? (hint: shout ‘everybody move!’ and remind the group of the word game) everyone has to swap seats. Do you know why biodiversity is important?

Materials

Activity 1: Introduction

10 mins

The participants will gain more enjoyment from the nature trail, and will be able to engage with nature in the park if you can do some preparation work with the group before they go out to do the trail. Trees can form a central element of the nature trail. Help the group to recognise and distinguish between deciduous and coniferous trees and different parts of a tree.

Leaves & newspape rs Copy of th e nature tr ail Copies of the tree template Colouring pencils or markers Quiz ques tions and quiz shee ts Images o f deciduou s& coniferou s trees

Facts about Trees Trees clean the air that we breath by removing bad chemicals that can be harmful to us and the environment. Trees provide a home for many different types of plants and animals and help to improve the biodiversity of the area. Trees in an urban area can help reduce the noise created by cars and machinery. Trees can help reduce flooding as the roots can absorb excess water. 30% of medicines are based on plant products and new ones are being discovered all the time. The oak tree is native to Ireland and supports as many as 284 insect species. The tallest tree in Ireland, a Douglas Fir, is found in Co. Wicklow and is 56 metres tall. The tallest native tree in Ireland is an Ash tree, which can be found near Clonmel in Co. Tipperary. It is 40 metres tall. Q. What is a native tree? Ans. A species native to Ireland is one which arrived here before the end of the last ice age. Q. What is a non-native tree? Ans. A non-native species is one which does not originate in Ireland. Q. What is a ‘naturalised species’? Ans. A naturalised species is a species that was introduced into Ireland many years ago and has adapted to the natural environment of Ireland.

Deciduous Trees Deciduous trees mainly lose their leaves in autumn and look very bare until spring when their leaves return. During certain periods flowers and fruits can grow on deciduous trees. Ask the participants what stage they think the trees will be at when they go on the nature trail. Trees are very important to the conservation and preservation of Irelandâ&#x20AC;&#x2122;s natural wildlife.

Coniferous (Evergreen) Trees Coniferous trees have needle-like leaves that constantly shed and re-grow. This makes it appear that the trees are never bare. They produce cones instead of fruit and flowers and are very important for the timber industry in Ireland.

Activity 2: Parts of the Tree

15 mins

Parts of a Tree

Explain each part of the tree (*see the template in the resources section): Leaves are important because they capture sunlight and help make the food the tree needs to survive. Branches allow more leaves to grow and more sunlight to be captured, therefore the tree can make more food to survive. Bark is like a layer of skin around the tree to protect it. The trunk is the strongest part of the tree. It makes sure all the leaves and branches are supported. The roots are really important for the tree even though they are mainly underground. They hold the tree in the ground like an anchor. The roots take in water to help the tree grow. The water is brought up through Leaves the trunk and the bark up to the leaves to help feed the tree.

Branches

Bark

Hand out a copy of the tree template to each participant and allow them to colour in the different parts the tree.

Activity 3: Pressing Leaves

Trunk

10 mins Roots

Bring in various examples of leaves and ask the group to guess what trees they came from. Ask each participant to pick a leaf from the selection and to think of an idea for how they would like to use the leaf (e.g. to make a birthday card, to keep a leaf diary). To dry the leaf, place it between two pieces of newspaper and place a heavy object on top of it (e.g. a book). Remind the participants that if they want their leaf to dry completely, they must change the newspaper every couple of days as it becomes damp. Once their leaf has fully dried, it will remain intact for years!

Activity 4: Preparation for the Nature Trail Create a sketch map of the area where the nature trail will be. Go through the trail with the group in the classroom, pinpointing important locations on the map where participants should look for a certain plant or tree.

Rainy

Team Name:

Round:

Q1: Q2: Q3: Q4: Q5:

Day A

tivity Biodiversity Quiz Refer to the resources section for the questions, answers and quiz sheets. Divide the group into teams of three to four and give them quiz sheets for the five rounds. Ask the groups to name themselves after a type of tree! The group with the most correct answers at the end of the fifth round wins.

Module: & Trees ModuleBiodiversity 4: Tree Planting Key Aims To highlight the importance of trees and their functions. To learn how to plant and take care of a tree. To see the work that the local council/park caretakers do. To help to create biodiversity habitats within the local park.

Key Questions

What trees are native to Ireland? - Oak, Holly, Ash and Hazel. Fact: Oak Supports 284 insect species. What is the difference between deciduous and conifers? What do trees need to grow and survive? Why are trees important? How do they help the environment? Will you look after your tree and check to see if it is OK? How long do you think your tree will live for? How fast do you think your tree will grow?

Energizer: Japanese Mind-Reading Game Ask the group to stand in a line facing you. Show them three moves with accompanying sounds. You can make up your own but we do the following: 1. Hee-ah (raise both hands and one leg.) 2. Hoh (stretch out one leg in front of you and lower both hands.) 3. Heeee (pretend you are holding a globe in front of you.) Explain that on the count of three everyone has to do one of these moves. Anyone who does the same move as the leader will be eliminated.

Activity 1: Preparation Permission to plant With this workshop it is necessary to carry out some preparatory work prior to the workshop. As the module involves planting trees, the local county council/park caretaker needs to be contacted to discuss permission and suitable sites for the trees and what tree species should be planted. If it is not possible to plant trees in the local park, discuss the matter with the principal of the school or the manager of a local youth centre to see if you have permission and to agree a suitable location on the grounds. Pre-dig holes Holes will need to be partially dug prior to the workshop to help keep it running within the allocated timeframe. Younger children may also find digging hard ground too difficult, so if the soil is pre-dug then filled in they can dig easily! By filling in the hole loosely with earth you are also ensuring that it doesn’t fill up with water if there is a heavy rainfall. Also, an open hole can be a safety hazard. Delivery The trees will need to be on site on the day of the workshop, so keep this in mind when buying/ ordering the trees, and try to have them delivered as close to the time of planting as possible. Bare-rooted trees won’t survive for long out of soil, so you will need to heel them into soil temporarily if you can’t plant them within a day or two. You can plant bare-rooted trees from November to March.

Materials

Gardening gloves - enough for everyone and a mix of sizes Tree ties (one for each tree) Trowels - one for everyone A garden shovel and fork A large bucket of water Wooden stakes (one for each tree) and a heavy hammer or mallet Trees - one for each group and one to demonstrate what to do if possible

Activity 2: Introduction

10 mins

Explain what will happen when they go to the park and split the group into smaller groups, one group for each tree. Let the group know what species of trees they will be planting, for example the name of the species and if it is native Irish, and deciduous or coniferous.

Activity 3: Planting the Trees

45 mins

When the group arrives at the park, split them into their assigned groups. Give each group a tree and guide them to the pre-dug hole for their tree. If you can get assistance from the park caretaker, parents, local tidy towns members or residents it will add a lot to the community action element of the workshop, and ask them to help you pre-dig the holes beforehand. Give each participant a trowel and gardening gloves. If possible plant one tree while the whole group watches so that they can copy the steps with their own tree. To plant a tree: 1. Dig the hole as deep as the rootball and twice as wide. 2. Have your tree roots soaking in a bucket of water. 3. Use a mallet to insert a wooden stake into the hole before you plant the tree. 4. Remove the tree from the bucket. (The roots are like the treeâ&#x20AC;&#x2122;s blood vessels and they work best if they are not all twisted and knotted up, so you might need to straighten them out if they are circling around.) 5. Place the tree in the hole beside the stake, making sure the soil is at the same level on the tree as when the tree grew in the garden center. 6. Fill in around the roots with soil and shake the tree in the soil to make sure the soil gets in around the roots. 7. Pack the soil with your hands and feet to make sure that there are no air pockets. 8. Tie the tree to the stake with a tree tie. Once each group has planted a tree, ask them to make a pledge that they will look after that tree by checking on it regularly and coming back to water it if the weather is dry.

Module 5: Bulb & Flower Planting Key Aims To highlight the importance of biodiversity and the need for different plants and flowers to help insects and birds survive. To teach the participants about different types of flowers and when they will grow. To encourage the participants to be more involved in caring for their local park.

Key Questions

What types of flowers do you know? Do you know the type we will be planting? When will the flowers appear? What do they need to grow and live? How do you plant a bulb so that it will grow? Why are flowers important? How do they help the environment? What else in nature needs flowers to survive?

Energizer: Hond-oh, Heeh-ah, Slush Ask the group to form a circle and explain that the leader has energy in their hands that they need to move around the circle by using specific words and actions. To move the energy to the person on your right move your right arm up and down at the elbow and shout ‘heee-ah’. To move the energy to the person on your left move your left arm up and down at the elbow and shout ‘hond-oh.’ To move the energy to someone across the circle call their name and stretch out your arms in their direction calling ‘slush.’ Anyone who makes a mistake gets knocked out, and people must react quickly and shout loudly to keep the energy alive and moving around the circle!

Activity 1: Preparation With this workshop it is necessary to carry out some preparatory work prior to the workshop. As the module involves planting bulbs, the local county council/park caretaker needs to be contacted to discuss suitable sites for the bulbs and what types should be planted. If it is not possible to plant bulbs in the local park, discuss the matter with the principal of the school or the manager of a local youth centre and try to find a suitable location. Once a site has been decided upon partially dig holes prior to the workshop help the participants to dig freely and to keep the workshop within the allocated time-frame.

Activity 2: Introduction

10 mins

Explain what type of bulbs the group will be planting and when they should expect to see them in flower. Give each participant gloves and a trowel. Divide the group into smaller groups, one planting bed per group.

Materials on) Trowels (per pers er Garden gloves (p person) Garden Shovel Garden Fork Bulbs Colouring sheets

Activity 3: Planting the bulbs

45 mins

What types of bulbs to plant and when The types of bulbs to be planted depends on the time of year. Choose spring blooming plants such as snowdrops, crocuses, daffodils and tulips if you are planting in the Autumn. Summer blooming plants such as Dahlia, Gladiolus, Calla and Begonia should be planted during springtime. For a group of 15-20 participants you will need approximately 100 to 150 bulbs. Digging the beds Ideally this should be done before the workshop. Dig bulb beds wide enough to plant groups of bulbs. The depth of the bed should equal three to four times the bulb height. For example, dig a 6 to 8 inch bed for a 2 inch high bulb. If planting in a grassy area the neatest way to dig and then fill back in after planting is to cleanly remove the top sod of grass and put to one side, and then let the group make the bed deeper with their trowels. After the bulbs are planted and the soil if filled back in the top sod can be neatly placed on top. Arranging and planting the bulbs Set the bulbs in the planting bed with their roots facing downwards and the pointy narrow end of the bulb standing up. Bulbs being planted in a group will need to be spaced out. In general, smaller bulbs are planted closer together, while more space is left in between larger bulbs. Once the bulbs are positioned use small trowels to replace the soil and make sure it is firm by stamping on it. Once all the soil and top sod has been filled in, water the area to encourage growth. Planting record If you are doing lots of planting and gardening activities you may forget all the work you have done and where you have planted. It is a good idea to keep a log of where you have planted, what species, and how many. Children may also forget they have done this work months later, so it is a good idea to bring them back to the site to see the flowers in bloom! Their digging and hard work will all make sense when they see the colourful flowers cheering up their park.

Rainy Day Activity Daffodil Colouring Sheets Photocopy the daffodil colouring sheet template in the resources section and give everyone a copy to colour in. You can explain the different variets of colour found in species of daffodil (also called narcissi), including white, pale yellow, golden yellow and orange. Why not make it into a competition and the winner can chose the engergizer game for the following week!

Module 6: Nature Trail Key Aims To explain about the plants and wildlife the group will see. To experience biodiversity within the park. To help the participants appreciate different aspects of nature by using all their senses. To show the group how much they can influence the environment they live in.

Key Questions

What can you see? What can you hear? What can you smell? What can you feel? Can you find everything on your nature trail? What is the most interesting question on the trail? What would you like to learn more about?

Energizer: Blindfold Tree Hunt Divide the group into pairs or groups of three and give each group a blindfold. Explain that one person must wear the blindfold and the others in the group will gently turn them around in different directions and then walk them towards a tree to touch the tree. They must then be brought back to their original spot before taking off the blindfold. The aim of the game is to guess which tree you touched.

Activity 1: Preparation You can design your very own trail to suit the time of year and the park you will be working in. An easy way to create a nature trail is to draw a map of the park with a trail marked with places to stop. It is a good idea to include questions and tasks, and this can be photocopied and handed out to the group. It will make it easier for the participants to write on their nature trail if they have a clipboard. You can make your own clipboard from a rectangle of strong card or poster-board and use a clothes-peg or clip to attach the paper to the clipboard. The following activities are suitable for any park, and can be incorporated into your own nature trail plan.

Activity 2: Tree Examination

Materials re Clipboards & natu trails Pick a tree and ask the group to draw a sketch of the tree and answer the following questions: Pencils Crayons -The bark is.................. s Magnifying glasse -The branches are.......... s Rainbow card -The leaves are.............. Measuring tape -The twigs are................ Right-angled -Itâ&#x20AC;&#x2122;s seeds are................ triangle cards -I think the tree looks........ Blindfolds Is it an evergreen or deciduous tree? White paper Is it a native Irish tree? 11

10 mins

Activity 2: Measuring the height and age of trees

15 mins

1. Stand near a tree with a right-angled triangle made of card. 2. Hold one side parallel with the ground. 3. Hold the right angle towards the tree, and the pointy end at your nose. 4. Walk towards the tree until the top of the triangle is at the top of the tree. 5. Measure the distance to the tree (A)........ 6. Measure the height from the ground to your eye (B)........ 7. Add these together and this is the height of the tree (A) + (B) =........ Ask the participants to figure out how old a tree is: Measure the girth (around the trunk) of the tree using a measuring tape =..........cm. Divide the number by 2.5 = ........... This is the approximate age of your tree. 10 mins

Activity 3: Sounds Around

One of the important aspects of nature that is forgotten about is the sounds created by all the insects, animals and trees. Ask the group to sit down in silence with their eyes closed. Let them listen to all the noises around them. After a few minutes ask everyone in the group to write down all the different sounds they heard.

Activity 4: Bark & Leaf Rubbings

10 mins

Explore the different textures of the bark and leaves from different trees by doing rubbings. Everyone will need strong white paper and wax crayons. Hold a sheet of paper up against the bark of the tree and rub the side of the crayon against the page. As the participants rub they will begin to see the pattern of the bark appearing. To get a rubbing of a leaf place a leaf on the clipboard and place white paper on top of it. Use the side of the crayon to rub on the paper over the leaf and the shape and texture of the leaf will appear.

Activity 5: Rainbow Cards Cut rectangles of card and place two strips of double-sided sticky tape in long lines on the cards. Give them out to the group and remove the plastic at the back of the tape so that there are two sticky lines on each card. Tell the group they can try to collect all the colours of the rainbow in the park by looking for different coloured grass, leaves, flower petals etc., and then stick them to their rainbow cards. This can be an ongoing activity during the nature trail.

Activity 5: Mini-Beast Hunt

15 mins

Give out childrenâ&#x20AC;&#x2122;s magnifying glasses and the mini-beast passports (from the resources section). The aim is to try to find mini-beasts (invertebrates). Have printed images of commonly found invertebrates to help the group to identify them. Ask the group to be gentle with the mini-beasts and not to harm them because they are an important part of food chains and biodiversity in the park. 12

Module 7: Art in the Park Key Aims To explore the negative impact that graffiti can have on the environment. To highlight the importance of having respect for the park and property within the park. To help to build a positive relationship between the participants and the Gardai. To explore how graffiti art can be used in a positive and creative way.

Key Questions

What methods can be used instead of spray-paints that give the same effect? Why should people have respect for the parks and not damage or destroy them? Why is it good to get to know the local Gardai? What is their job? What problems might the Gardai have to deal with in the park?

Energizer: Wink Wink Murder Explain to the group that someone will be picked to be the detective and that they must stand away from the group while you pick a â&#x20AC;&#x2DC;murderer.â&#x20AC;&#x2122; The murderer kills people by winking at them, and when the detective is called back in they must guess who the murderer is. Ask everyone to walk around and to fall to the ground when the murderer winks at them. The detective gets three guesses to figure out who the murderer is.

Materials inted Reclaimed and pa boards phs (on Printed photogra regular paper) s Printed alphabet Plastic gloves d sponges Poster paints an Information on the Activity Stenciled images Prit-sticks (glue) Scissors This activity is planned using using a sponge and water-based paint and stencils, which will give a similar effect to using spray-paints and stencils, but does not have the same negative impact on the environment. Alternatively if you have access to an outdoor wall, a power-hose can be used to clean a design made from a stencil onto a wall rather than applying paint. One of the central aims of the Park Stewardship Programme is to engage the participants with other stakeholders in the community through positive actions and discussion in the park. This is why we invite local community Gardai to attend and to chat to the participants about behavior in the park and how important it is to respect the park. Inviting local Gardai also fosters positive relationship building between the Gardai and the young participants.

Activity 1: Preparation - Poster Collage

This can be a se perate preparat ory workshop before going to the park .

Prepare the boards you will be using for the posters by cutting reclaimed cardboard or foam board into large squares and painting them with brightly coloured poster or acrylic paint. You can print photographs from the previous workshops with the group for them to cut out and collage onto the boards. Alternatively decide on a theme related to nature and the park prior to the workshop (for example different flowers and trees) and print a range of colourful images. Also print out a number of copies of the alphabet, using different colours and fonts for the letters. In the classroom or youth centre give one painted board to every two participants. Explain that they can choose from the photos to make a collage on their board using scissors and prit-stick. Ask them to create sentences or slogans on their boards about why they think parks are important and what they love most about their park. 13

Activity 2: Preparation - Stencils You can make your own stencils by cutting images out of acetate. You can use images of trees and flowers for example and print them directly onto acetate or copy them using carbon paper. Then use a blade to cut a stencil outline of the image out of the acetate. Stencils can also be bought in art supply shops and online. Have the stencils ready before going to the park.

Activity 3: Poster Art in the Park

30 mins

Divide the group into smaller groups and invite one group at a time to paint their posters. The other participants can play games while they wait their turn. Lay out plastic sheeting on the grass with the paints, sponges, stencils and collage boards. Give them a demonstration on how to use the paint with the stencils. Decide where and what you want to stencil on the poster. Dab the sponge into the paint and lightly pat the sponge onto the stencil, so that the paint goes through onto the poster. Be careful not to put too much paint on the sponge or the paint will gather and smudge the outline of the stencil. After everyone has had a chance to paint, invite the remaining groups over.

Activity 4: Chat with local Gardai

20 mins

Ask the local community Gardai to participate in the workshop. They can give a useful insight into the work they do in the community. This is an important element to teach the participants about respecting the parks. The participants can show them their posters and slogans about what they love most about their park. If the community Gardai are not available try to meet with local community groups or organisations who are active in the community, for example the local Tidy Towns committee.

Activity 5: Exhibit the Posters The finished posters can be displayed in the school or youth centre to highlight the positive work by the participants in the park. Another option is to exhibit the posters at a final awards ceremony at the end of the programme and invite parents and the local community to attend.

Module 8: Working with Natural Materials Key Aims To learn how to use organic materials in a creative way. To understand the importance of using local materials that will leave no negative environmental impact. To learn new skills in building useful structures for a garden or outdoor space.

Key Questions

What does organic mean? Do you know what a willow tree looks like? Why would we use willow or hazel to build and weave with? What can we make from willow and hazel? How long do you think leaves, twigs or branches will take to breakdown? What other materials do you think you could use in the park to create art from? What do you think the term â&#x20AC;&#x2DC;land artâ&#x20AC;&#x2122; means?

Energizer: Snatch the Tree Divide the group into two groups and ask them to stand in two lines, with about 5 metres inbetween. Give each person a number from 1 upwards that corresponds with the person across from them, so two number 1s will be standing opposite each other etc. Lay a series of photographs of trees in the middle of the two lines and explain that when you call a number and the name of a tree those two people have to run and grab the photo of that tree and bring it back to their side without the other person touching them.

Materials ds Willow or hazel ro y Working with Willow (a mixture of bend r whips and thicke Willow or hazel rods can be used to create structures such as rods) fences and plant supports for growing climbing plants. If planted in the Seceteurs winter months from November to March the willow structure may take Natural fibre string root and become a living structure. There are many suppliers that grow A mallet (if you are willow and hazel rods for the purpose of weaving and building, and they making a fence) d will give you information on how much you will need to order. Wool, feathers an r fo wooden beads dreamcatchers Land Art This is art that is created to suit the landscape and the natural materials available in the area, using organic found materials that will leave no negative environmental impact. Artists such as Richard Long, Andy Goldsworthy and Robert Smithson made the movement famous with their outdoor land art that was always specific to the location. Children have an innate sense of what this means and have more than likely created their own art using found materials by creating mud-pies and pictures with leaves and twigs on the ground. Show them images of work done by land artists to inspire their creativity. Ask them to create images using different coloured leaves, twigs, grass and stones. The group can create a large image together or divide into groups to make smaller images. You could give them a challenge, for example the art piece that uses the most colours wins a prize!

Willow Plant Supports Measure the points for the 8 stakes in a circle on the ground. You can make a circle with a pen and a piece of string, or use something round like an old dinner plate. Use the secateurs to point the end of the stakes and push them into the ground evenly around the circle at least 15cm deep. Tie the stakes together with string, and make sure it is secure. 15

Bend the thick end or â&#x20AC;&#x2DC;buttâ&#x20AC;&#x2122; of a weaver around one of the stakes near the ground. Follow the drawings A to C until the butt is nearly used up and is sticking out to the front (the outside) of the wigwam. Add a new weaver, butt first, as shown in drawing D. Continue to weave as you did with the first weaver. You will now be weaving with two whips going over and under each other as they go around the stakes. When adding new weavers you always put butt to butt and tip to tip. Continue to weave and to introduce new weavers until you are happy with the depth. You will need to finish your weave with the tips of two weavers, so that you can thread the tips through a previous row of weaving a few times to secure, as shown in drawing E.

To complete the wigwam you will need to make at least one more band of weaving. Pick the height on the wigwam you want to start your next band and then begin as you did with the first band. If it starts to slips downwards while you work you can temporarily secure the weavers with a close-peg. Keep working until you have the right depth. You may need to undo the string at the top of the stakes if they are not sitting right and re-tie them. You can also use a very bendy whip instead of string. It helps to twist the whip on the ground first to loosen the fibres and then you should be able to tie a knot with it. Cut the tops of the stakes so that they are level, and cut well above where they are tied. Trim any ends that are sticking out from the weavers on the wigwam. You can use forked twigs as shown here to hold down the wigwam if needed. If the stakes are planted deep enough this should also secure it in the ground.

You can use your wigwam to support climbing flowers and vegetables, such as runner beans, peas, sweet pea, honeysuckle and climbing nasturtium! Source courtesy of http://www.allotmentforestry.com

Willow Fences To build a fence use strong rods of willow or hazel at least an inch in diameter for the uprights. Sharpen the ends and secure them in the ground at regular intervals with a mallet, along the line where you want to build the fence. Then use slightly thinner rods to weave around the uprights. As per the plant support, weave the rods behind and infront of the uprights. Always put butt to butt and tip to tip when incorporating new rods.

Dreamcatchers Ask the group to bend the willow rods into tear-drop shapes to create the frame for their dreamcatcher. Help them to tie the ends together securely with natural fibre. Tie a length of wool to the top (wide end) of the frame and then start to thread beads before wrapping it around another part of the frame until the wool and beads are zig-zagged around the frame. Do the same with another piece of wool and more beads. Leave lengths of wool dangling to attach feathers at the bottom of the dreamcatcher. Tie wool to the top of the frame to hang the dreamcatcher.

Rainy Day Activity

Module 9: Trip to a Park or Garden Key Aims To liaise with community gardening initiatives and to promote intergenerational environmental events. To allow the participants to see how the activities they carried out in their own park/school can help biodiversity and wildlife by seeing examples in another park or garden.

Key Questions

What is a community garden or a public garden? Who runs the garden and how do they decide what to grow? How do they share out the food when it is ready to harvest? Why is a community garden a good idea? Do you think that you have carried out similar activities through the Parkâ&#x20AC;&#x2122;s programme?

Activity 1: Preparation Contact local community or public gardens in the area. If there are none in you area an open farm, Botanic Gardens, or environmental centre may be suitable. Arrange a time for the group to visit the garden and a possible site where the group can plant some bulbs or do another activity that allows them to engage with the space and with the people who work there.

Activity 2: Tour of the Garden Arrange with the people who work in the space to give the group a guided tour. They will be able to explain who uses the garden, what is growing in the garden, and what work they have done to create the garden space.

Activity 3: Garden Activity Liaise with the people who work in the space to see if your group can do any planting and what types of bulbs/plants they want to plant, and what location to plant them in. If possible ask them to pre-dig holes in the designated areas. Split the group into teams and plant bulbs or plant cuttings. Ask the participants if they remember the steps they need to take when planting bulbs and when the bulbs should start to grow. If planting isnâ&#x20AC;&#x2122;t an option a simple nature trail including a bug hunt, rainbow cards and bark and leaf rubbings can be a fun way to explore a new space!

Materials Gloves Trowels hovel Garden Fork & S Bulbs Rainbow cards, r if crayons and pape needed

Module 10: Park Stewardship Award Key Aims To highlight the activities from the different modules and what has been learnt throughout the programme. To further develop the positive relationships with members of the local community including the Tidy Towns committee, local Gardai, parents, the parks department and local community gardeners. To celebrate the hard work and participation of the young participants and to reward them with an acknowledgement of this work.

Key Questions

Who are public parks for? Why do we need parks? What activities did you do during this programme? What did you learn doing the different activities? Who did you work with from the local community? What is biodiversity? Can you remember what types of trees and flowers you planted? Will everyone in the group promise to look after all the trees and flowers that they planted? Do you remember the pledges you made at the start of the programme?

Energizer: Gifting Game Prepare some simple A5 frames by cutting a square from the centre of A5 sheets of card. Ask the group to draw or make a collage about their favourite part of the programme. Give them A5 sheets to do this and when they are finished use pritstick to glue the frame to the images. Explain that everyone will pick someone to give their image to, so that everyone will go home with a gift! Sitting in a circle start with the person on your left until everyone has given and received an image.

Materials Graffiti posters Slideshow ated Framed or lamin certificates paper A5 frames & A5 ks Snacks and drin aterials Pritsticks & art m

Activity 1: Preparation Book a room in the school or youth centre you work in. Invite the young participants and their families and teachers. It is also a good idea to invite the local people who were involved in the programme, such as the local Tidy Towns committee, the parks staff and the Gardai.

Activity 2: The Ceremony Presentation of work Create a slideshow presentation of the main activities from the programme. Alternatively, print out photos from each activity and create a collage for everyone to see. Exhibition of the Graffiti Posters Use the space to exhibit the graffiti posters about the park. Park Stewardship Award Create certificates of participation for everyone in the programme. You can use the template in the resources section. Awareness raising Approach local newsletters and newspaper for publicity. A local TD or public figure may be interested in attending and awarding the certificates!

C E R T of P A I F I C AT RTI CIP AT I E ON This ce rtifies th

PA RK

Has suc

cess

fully com ST EW pleted the AR D SH IP PR OG

RA M

DA TE

LEA DE

R SIG NA

TU RE

Resources: Introduction Module