History

Project History

May 1998

• AP Environmental Science students are directed to conduct a basic environmental analysis of each plot

• Tree/shrub/herb identification on both plots

• site maps created for each plot

• Excavation holes dug to study soils and to estimate depth of overburden debris on the plots

• Students develop land use proposals for each site and submit them to the administration

November 1998

• the administration shows interest in the student land use proposals

• administration requests an official land use proposal from Mr. Smith, which is completed and submitted

May 1999

• AP Environmental Science students conduct further site analysis on plots

• identification and labeling of trees and shrubs

• staking and outlining of prairie site structures: pond/wetland, horticulture plot, parking lot, etc.

• land use proposals updated and resubmitted

• at the request of Dr. Alson, Mr. Smith takes administrators on a tour of the project site

July 1999

• the administration hires environmental consultants to do a preliminary cost study for the proposal.

• soil analysis conducted

• site topography and drainage analysis

• initial cost analysis for excavation, debris removal, site contouring, and prairie installation

January 2000

• meeting with consultants regarding the summer environmental cost analysis and project proposal details

• project modifications were requested with respect to the consultants site plan proposal

• funding issues discussed (district, grants, etc.)

• administration announces intention of bringing the project in front of the school board finance committee

March 2000

• presentation of the project proposal to the board finance committee with an implementation phase structure

April 2000

• The school board approves the proposal, agreeing to fund Phase I this year and Phase II next year.

May 2000

• meetings with consultants to finalize the project proposal design details

• Phase I project components put out to bid (excavation, debris removal, initial prairie and wetland installation)

• AP environmental Science students construct 3-D model of Prairie/Wetland site, modify the proposal

• students begin design and construction of forest access trails and plant taxonomy project

Summer 2000

• proposed: major site excavation work, contouring, debris removal, and wetland installation

Fall 2000

• proposed: initial prairie site preparation, planting and seeding efforts

Phase Structure

Phase I: will be accomplished in the short term (first year) and encompass: initial site preparation; work requiring specialized heavy equipment; work requiring specialized professional skills (contractors); work required to prevent site degradation (erosion, etc.), initial prairie and wetland installations.

• overburden/fill removal and disposal

• hauling & grading new topsoil

• topographic contouring, drainage patterns

• initial prairie seeding & groundcover installation

• pond excavation & installation: lining layer, soil bed, piezometers, aeration system, small dock construction, initial bank stabilization pond plantings (emergent macrophytes, etc.)

• large tree & shrub plantings

• fencing installation

• irrigation stand pipe(s) installation

• footings (foundation) installed for class platform and storage shed

• initial perimeter buffer plantings

• basic trail loops created w/ wood chips

• parking lot grading & gravel installation

Phase II: would follow phase I and be completed over an extended time period.  It would encompass: work that can reasonably be completed by staff and students with available equipment; work that will supplement curriculum objectives in some courses; work that can take advantage of community donations, specialized plantings for both the prairie and wetland communities, maintenance etc.)

• design & construct trail signs for: ecological information, specific research area design, ecosystem and plant identification

• specialized small tree/shrub/herb plantings

• specialized pond macrophyte plantings: emergents, submergents, floating

• animal life stockings

• delineate and develop specialized study plots, i.e. successional changes, soil studies, dispersion patterns, competition studies, etc.

• create/construct pathways to special study areas

• horticultural plot use & development

Phase lll: Solar Power

Phase lV: Wind Power

Phase V: REEL Lab