"You and I are nature's best hope. Our actions count, and they add up to counteract a fragmented landscape and other challenges to the survival of so many critically important native creatures." -Doug Tallamy

Contact Kari Wilcher, Outdoor Educator, Carver Elementary: kwilcher@bryan.k12.ga.us

Seeds of Stewardship is supported by the Georgia Department of Natural Resources Conservation Teacher of the Year Grant, TERN - Friends of Georgia's Nongame Wildlife, the Georgia GOLD Grant, the Garden Club of Richmond Hill with in kind donations from the Xerces Society, All The Buzz Nursery, Coastal Wildscapes,Dr. Robert "Bobby" Hattaway, Georgia Southern, the University of Georgia, Richmond Hill High School, and the Georgia Native Plant Society. This project is also supported by a scholarship from the Georgia Native Plant Society for our Outdoor Educator, Kari Wilcher, to earn the State Botanical Garden of Georgia at UGA’s Certificate in Native Plants. She is also attending the Georgia Native Plant Society Educational Pathway and  The Center for Plant Conservation's Applied Plant Conservation Course. This project supports Ms. Wilcher's work in the Georgia Environmental Education Alliance CREST Cohort and Advancing Environmental Education Practice at the Cornell University Civic Ecology Lab. 

Youth-Driven Initiative: How Seeds of Stewardship Began

Seeds of Stewardship began with curiosity. During our EcoSchools Green Flag work last year, students stepped outside with field journals and iPads and began documenting the life they noticed around them. What started as simple observations quickly turned into excitement and awe as students realized just how alive their schoolyard was. In a single year, they documented more than 200 species living on campus. Many students had never explored beyond the playground or looked closely at the wetlands, forest edges, and swales that surround their school. As they slowed down, asked questions, and followed their wonder, they discovered that Carver is not just a school campus but a thriving, biodiverse ecosystem. That moment of discovery, the joy of finding something real and meaningful in their own backyard, sparked Seeds of Stewardship and a lasting connection between students and the place they call home. They wanted more species to live at Carver. 

As part of their investigations, students examined the Georgia State Wildlife Action Plan (SWAP). They noticed that one of the most frequently listed conservation needs across habitats are native plants. Students connected this information to what they were seeing on their own campus and concluded that if they wanted to increase biodiversity, they needed to focus on planting and protecting native plants.

"If we want more species to live at Carver, we have to plant more native plants."

Students decided to make plants the focus of their work this year. They wanted to:

• Increase biodiversity across the school campus

• Make the ditch more biodiverse because it is a place they investigate daily

• Continue creating new habitat rather than abandoning past efforts

• Transform the wetland by increasing the pond square footage, reducing scrub and cattail, and making the area more accessible.

From these conversations and observations, Seeds of Stewardship was born. Students recognized an environmental problem, identified plants as a key solution, and committed to taking action themselves. Their goal was simple but powerful: plant more native plants to support more life, starting in the places they know best.

Seeds of Stewardship emerged from student observations, discovery, and guiding questions. While exploring their schoolyard during Outdoor Education, students repeatedly noticed:

• The soil in the wetland and forest is richer than the soil in the yard

• The wetland and swamp have more species because it has more plants

• When the ditch has periods of low oxygen and lots of muddy water and sediment, there are more leeches and backswimmers

Students asked questions such as:

• “Why are there so many of the same plants here?”

• “Where do butterflies and frogs live on our campus?”

• "Why do we find more crayfish in the morning than in the afternoon?"

• “Why do some areas flood and others don’t?”

• "Why are the amphiuma skinny and malnourished?" 

From these observations, students identified a need to restore native habitat and protect local biodiversity. The idea to collect native seed, remove invasive species, and replant the schoolyard came directly from student discussions, mapping activities, and field investigations.

As part of Seeds of Stewardship, Carver students are learning to identify and prioritize keystone native plants, species that play a critical role in supporting insects, wildlife, and healthy ecosystems. We have 11 keystone plants in our schoolyard! Using the Homegrown National Park keystone plant framework developed from the research of Doug Tallamy, students examine which plants on our campus support the greatest biodiversity. Our schoolyard already includes several keystone genera native to the Coastal Plain, especially in wetland and edge habitats, and students are using this knowledge to guide seed collection, propagation, and habitat restoration decisions. By focusing on keystone species, students move beyond planting “any native” to making informed choices that strengthen food webs, support pollinators, and increase biodiversity where they live and learn.

Wetland and Hydrology Indicators

These species indicate intact wetland hydrology, seasonal flooding, and low disturbance.

An ecological niche encompasses all the ways an organism utilizes the resources of its environment, as well as how it interacts with other species and the surrounding environment. 

A large laminated map marks the location of Tallowtree (pink) and Climbing Fern (orange). The EDDMapS identification number is added to the markers on the map. A QR code is added to the map that is directed to the EDDMapS listing. We carry this map into the field with us to confirm locations of specimen and to add any that we may have missed.
We call this our "Master Map." 

Working with GADNR, students will identify and flag Tallow Tree and Climbing Fern on our school campus. Both species are a Category 1 invasive species. Under GADNR and UGA guidance, students will remove invasive species using prescribed techniques. Our long term goal is for GADNR, the Georgia Invasive Species Council, and Coastal Georgia Cooperative Invasive Species Management Area Team to provide consultation and removal of large Chinese Tallow and other species.

Students document invasive species at Invasive Species of Carver on iNaturalist
and EDDMapS (Early Detection and Distribution Mapping System). 

Carver on EDDMapS: https://www.eddmaps.org/user/profile.cfm?user=305719 

★This phase of our project is part of our NWF EcoSchools Action: Restoring Biodiversity Balance in the Schoolyard. 

Tree data is submitted to The Trees Around the GLOBE Student Research Campaign Intense Observation Period. We will also collect additional GLOBE data on Chinese Tallow on campus such as tree height and land cover. 

Students learn about invasive species with DNR Invasive Plants, Project Learning Tree, Project WILD, the National Park Service, Weeds Gone Wild, What Are Invasive Species? (NPS), and The Threat of Invasive Species (TED Ed).

In late fall, we made the intentional decision to "reset" our constructed wetland after careful discussion with school administration, stormwater specialists, and grounds staff. Vegetation had reached 10 to 12 feet in height, cattails were aggressively dominating the system, pine and sweetgum saplings signaled a shift toward swamp habitat, and the pond itself was shrinking in square footage. Critically, both culverts were almost fully obstructed, limiting water flow and reducing the wetland’s function as a bioswale and stormwater retention pond. Because the pond supports a diverse aquatic community including 16 two-toed amphiuma, 2 greater sirens, 8 fish species, 3 turtle species, and crayfish, restoring open water and hydrologic function was essential. These species rely on migration to Sterling Creek and the Oconee River and must be able to travel through the culverts. By "starting over", we are able to increase pond surface area, protect keystone species, and plan for a fully wheelchair-accessible boardwalk and viewing platform that will allow all students to engage with the habitat. Before the reset, students collected and preserved seed from the wetland to ensure native plants will return and we intentionally protected 12 mature Wax Myrtle and two mature Willows as anchors for future restoration. Keeping the Saltbush and Willow also helped retain their root structures, which provide a foundation for the bioswale's structure. Students will document and reflect on their initial reactions to seeing the landscape cleared, using this moment to learn that stewardship sometimes means making difficult, thoughtful decisions in order to create healthier, more resilient native habitat over time.

"Our amphiuma are very skinny and I think that's a warning sign. We need to help them." -Addie

"The pond in the wetland is getting too crowded for everything that lives there. Let's make it bigger." -Grant

Conducting Habitat Tests

Carver's Schoolyard Ecology

Most learning will take place outdoors across the diverse habitats on our 50+ acre campus at G.W. Carver Upper Elementary, located in the Ogeechee River Basin in Richmond Hill, Georgia. Students gather in our indoor ecology lab to use our tv-connected microscope, have large group discussions, conduct independent investigations during poor weather, and store our collection of equipment, specimens, and materials. Our property is nicknamed “The Triangle” and includes multiple outdoor learning habitats: The Wetland, The Ditch, The Swamp, The Forest, The Yard, and The Ponds. Each habitat supports field-based investigations that connect directly to Georgia’s ecosystems and science standards. Our school system is building us a pole barn to provide shade for investigations. 

These habitats connect to our schoolyard stormwater system, which drains into Sterling Creek and ultimately the Ogeechee River (which is 2 miles away). This gives students a tangible, place-based understanding of how water, soil, and biodiversity are connected within a living watershed and is in the community where they live. Carver earned the 2024–2025 National Wildlife Federation EcoSchools Green Flag Award and the 2025 Georgia Council for Outdoor Learning Schoolyard Challenge and has been nominated for Center For Green Schools Best of Green Schools Award, recognizing our commitment to field-based, conservation-focused education. All investigations take place outdoors, grounded in the real ecology of our campus habitats, connecting students to the Ogeechee River Basin through inquiry, stewardship, and authentic science. Carver’s Outdoor Education program is built on the North American Conservation Education Strategy (AFWA, 2022), North American Association for Environmental Education's (NAAEE) "Guidelines for Excellence, and the NGSS K–12 Framework for Science Education, which emphasize learning through authentic, field-based inquiry. These frameworks guide our approach to helping students think and work like scientists through real-world, data-driven investigations. 

These soil texture test jars are a year old and microbes are growing where the jar is exposed to sunlight. We are conducting soil test jars from other soil samples throughout our campus. 

Students conduct a soil texture jar test to measure the percentage of sand, silt, and clay in different soil samples. After shaking a jar filled with soil, water, and a dispersing agent, the particles settle into layers based on size and weight. The heaviest sand particles settle first, followed by silt, and finally the finest clay particles. Once the layers have settled, students use rulers to measure the thickness of each layer and calculate the relative percentages of sand, silt, and clay. This investigation helps students classify the soil type and understand how particle size affects permeability, water retention, and the types of plants that can grow successfully in each habitat. Students create Winogradsky Columns to investigate soil microbes.
View Our Soil Lab Curriculum.

Students collected three samples: from the yard, from the forest floor with organic matter, and from the wetland. We brought the samples back to our indoor lab and conducted various investigations. Students share observations such as "full of life," "smells like earth," and "gritty, moist, dark/light, sticky." We also make a Berlese Funnel and look for invertebrates. Students discovered a lot of millipedes in the wetland soil. 

Students conduct soil texture field tests from various locations on campus. We learn to use the Soil Texture Triangle to determine the soil texture based on precent sand, silt, and clay. Students learn to make a ball, make a ribbon, and squeeze water/moisture and use the Soil Texture Key to determine soil texture. 

Moist Ball Test – Compress moist* soil by squeezing it in your hand. If the soil holds together (i.e. forms a ball) when your hand is opened, then test the strength of the ball by tossing it from hand to hand. The more durable the ball, the more clay is in the soil.

Shine Test – Roll moist* soil into a ball and rub once or twice against a hard, smooth object such as a knife blade or a thumb nail. A shine on the rubbed surface indicates clay in the soil. The more it shines, the more clay is in the soil.

Ribbon Test – Roll moist* soil into a long thin shape and then squeeze out between the thumb and forefinger to form the longest and thinnest ribbon possible. The longer the ribbon, the more clay is in the soil. Soils with high silt content will tend to flake rather than ribbon.

Feel Test – Rub moist to wet soil between the thumb and fingers to assess the percentage of sand (sand feels gritty). Silt feels smooth and silky like talcum powder but is not sticky.

Sticky Test – Compress moist to wet soil between the thumb and forefinger. Note how strongly it adheres to the thumb and forefinger upon release of pressure and how much it stretches. Alternatively, throw it at your partner’s forehead or the truck window. The more it sticks the more clay is in the soil.

*Moist soil feels damp but no visible water is present. A small amount of moisture can be observed on the palm of the hand when a sample is very tightly squeezed and then released. Moist soils can be molded into shapes like potting clay.

Adapted From: Field Manual for Describing Soils 3rd edition Ontario Institute of Pedology, 1985

Students develop soil sifting methods by using a variety of equipment to remove organic matter from soil. 

You can hear a student say, "I figured out by doing this, it's more efficient."

It's important for young scientists to develop their own methodologies because it is a foundation of the development of scientific habits of mind. Students share their methods with each other, "give advice" and "offer training" and we also discuss "what's not working for you" or "ineffective methods." 

Our mini field kits allow students to use tools that make working with small seeds and delicate plants easier and more accessible. It also allows us to carry our tweezers, small collection jars, and mini sorting trays into the field and easily organize and distribute materials to a class of students. 

S4L2, S5L1, S5L3
To allow the seeds to fully dry before storage, we use a repurposed rolling storage cart with trays to dry the seeds. This allows students to forage independently and contribute their specimen to a collection. Students are learning to identify the plants in our collection by seed and leaves instead of flowers because they are collecting in the fall and winter. Students use descriptive words when scouting for seeds such as "look for the ones that look like pom pom fire crackers" or "a pinecone on a stick." They also describe where to look such as "look low to the ground, amongst the grasses" or "look high, like at your shoulder height." 

S4L1, S5L1, S5L4, S4S1, S5S1, S4CS1, S4CS2, S5CS1, S5CS2
Students use recycled pickle jars (from last year's Field Day) to create terrariums. Students harvest moss, design the soil layers with different types of soil, and choose plants and seeds to place in their terrarium. Many students decide to plant White Oak tree acorns in their jars. Some students use found and recycled materials to create mini terrariums or mini greenhouses. Students investigate and experiement with creating indoor gardens that can help them start growing the seeds they have collected. The jars sit by a window that gets afternoon sun. Students document their jar over time with independent notes. This investigation aligns with Georgia Standards of Excellence by engaging students in hands-on study of plant structures and functions (S4L1, S5L1), ecosystem interactions and environmental conditions (S5L4), and scientific inquiry practices (S4S1, S5S1). Students used tools, designed their own investigations, made predictions, and recorded evidence, meeting characteristics-of-science standards S4CS1, S4CS2, S5CS1, and S5CS2. Through this creative, student-led project, learners modeled real ecosystems, deepened their understanding of plant survival, and developed the observation and documentation skills essential for Georgia Milestones success.

Fourth and fifth grade students began mapping and planning the plots for our new native habitats by investigating what different plants need in order to survive. Students discussed which species “want their feet wet all of the time,” which prefer only occasional saturation, and which grow best in drier upland soil. They also noted that every plant in our collection currently grows in full sun, which helped them determine appropriate placement within the plots. Using measuring tapes, students evaluated the size and shape of each plot and shared observations such as “it’s not big enough” or “we need to move closer to the water.” By sorting wetland plants into zones such as in-water, water’s edge, and out-of-water, students engaged in Georgia Standards of Excellence for life science and scientific inquiry, including S4L1, S5L1, S4S1, and S5S1. They applied structure–function reasoning, classification skills, environmental observation, and thoughtful measurement to design habitat zones that support plant survival. This activity reflects Georgia’s instructional shift toward student-collected data, direct observation, field-based measurement, and evidence-based explanations, all of which prepare students for Milestones expectations in classification, structure–function, and real-world ecosystem problem solving.

S4L1, S5L4, S5E1
When discussing where to create the new habitat plots in the bioswale and wetland, students were asked, "What information about the plants do you not have?" The students replied, "we don't know if they like their feet wet or not." Students have self-defined three different types of plants in our native seed library and are using these definitions in planning the habitat plots: 

When we conduct habitat assessments and surveys, or when we collect seed, we document where the plant lives and its habitat preference. We add our observation to a chart in the classroom. This will give students important plant information when designing habitats. 

This activity meets S4L1, S4E3, S5L1, S5L3, S5L4, and S5E1, and engages students in Science and Engineering Practices 1, 2, 3, 4, and 7. It is directly aligned to the highest-impact Georgia Milestones content areas by strengthening student understanding of organism classification, plant structures and adaptations, interactions between organisms and their environment, and the relationship between landforms, water, and habitat suitability. Through student-driven questioning, data collection, and application of evidence to real stewardship decisions, the activity supports the analytical and reasoning skills emphasized on the Georgia Milestones Assessment.

S4L1, S4L2, S5L3, S5L4
Students ask, "What species of native plants can we bring to Carver that doesn't live here now?" And, "What types of milkweed can we plant at our school that are native?" Students want to add more plants to our habitats for pollinators, especially bumblebees. Students research native coastal Georgia species and record their research through drawing and writing. 

Students track germination rates and seed viability by collecting data, recording daily observations, and comparing the success of different seed-starting methods. By keeping detailed logs of moisture, light, soil conditions, and outcomes, students build a dataset they can use to identify patterns and determine which methods work best. This investigation aligns with NGSS Science and Engineering Practices by engaging students in planning and carrying out investigations, analyzing data, and constructing explanations based on evidence. It also supports Georgia Standards of Excellence, including S4S1 and S5S1 for scientific inquiry, S4CS1 and S5CS1 for evidence-based reasoning and habits of mind, and S4CS2 and S5CS2 for the use of scientific tools and accurate measurement. When students classify seeds by viability and interpret patterns in germination, they apply key life science standards such as S4L1 and S5L1 related to plant structures, reproduction, and traits. Through this work, students develop the data-collection and analytical skills emphasized in Georgia’s instructional shifts and expected on the Georgia Milestones, strengthening their ability to interpret real-world biological data and communicate scientific findings.

In the fall and winter, students use envelopes to collect seeds from our schoolyard habitats, learning to identify when seeds are mature by observing color, texture, and plant condition. As they compare seeds that are brown and dry with those still attached to fresh flowers, students begin asking their own investigative questions, such as whether an unready seed will continue to mature on a drying rack. These student-generated inquiries allow learners to explore plant life cycles and seed production through hands-on experimentation and guided curiosity. This work aligns with NGSS Science and Engineering Practices as students plan and carry out investigations, make predictions, and use evidence to construct explanations. It also supports Georgia Standards of Excellence, including S4L1 and S5L1 for understanding plant structures and reproduction, and S4S1 and S5S1 for student-led inquiry and data collection. By testing ideas, observing outcomes, and discussing evidence, students strengthen their scientific habits of mind and develop Claim, Evidence, Reasoning skills.

Students use envelopes to collect seeds. Students are learning when to collect the seeds and use words like "wait until it's brown, you know it's ready" or "that one still has fresh flowers, it's not ready." Students experiment with collecting seeds that are "not ready" and ask, "if I collect it now, will it go to seed on the drying rack?" These questions guide their independent investigations while students create their own guiding questions. This allows students to investigate the life cycle of plants and seed production through independent investigation and experimentation. 

This inquiry-based, experiential, constructivist learning within a place-based framework supports AFWA’s Field Investigations Guide and NGSS three-dimensional science practices while aligning to the Georgia Standards of Excellence.

Inquiry-Based Learning – Students construct knowledge by asking their own questions, gathering evidence, and drawing conclusions rather than following step-by-step directions. Their curiosity drives the investigation.

Experiential Learning – Students learn through direct experience in the environment. They are physically engaged in observing, collecting, experimenting, and reflecting and are learning by doing.

Constructivist Teaching – The teacher acts as a facilitator rather than a lecturer. Students build understanding through authentic exploration, trial and error, and peer dialogue, rather than being told what to think or how to do it.

Place-Based Education – Learning happens in and about the local environment, connecting students’ experiences to their community and local ecosystems.

Student-Led or Discovery Learning – Students make choices, test ideas, and develop independent thinking. Their questions (“If I collect it now, will it go to seed on the drying rack?”) guide the direction of their own experiments.

Students document the species in our seed library in the Carver Seed Library in iNaturalist. Students chose these seeds because of their abundance on campus, their appearance ("that one is pretty"), seed shape/ease of collection (easy to identify in the field during fall/winter), habitat preference (lives in the wetland already), and if they are a keystone species. 

S4L2, S5L1, S5L3, S5L4, S4S1, S5S1, S4CS1, S5CS1
At Carver, students use careful, hands-on methods to gather native seeds during fall and winter when seed pods have turned brown and dry. They employ kid-friendly tools such as small scissors, tweezers, and hand-stripping to detach seeds or seed heads, sometimes gently tapping seed heads (even with a badminton racket and butterfly net) to dislodge seeds. Once collected, seeds are cleaned by shaking or sieving to remove chaff and then allowed to air-dry on trays in a repurposed rolling cart before being stored in labeled envelopes as part of our student-managed Seed Library. Each seed packet includes documentation (plant name, collection date, and location) and have QR codes linking to the Carver iNaturalist inventory. The process is intentionally student-driven and inquiry-based: learners observe when seeds look “ready” (brown and dry), observe and identify seeds in-situ, reflect on whether premature collection affects viability, and record their observations. This is developing their scientific habits of mind, building scientific tool use skills, and strengthening both ecological literacy and scientific reasoning skills while connecting students to nature. 

The staff of the Department of Natural Resources Native Seed Nursery have trained our students on two seed collection techniques and also taught us how to clean Swamp Sunflower seeds. 

Students use trays and scissors to collect a variety of seed heads, flowers, fruit, and plants. Students return to our indoor lab and sort their specimen by their own rules. Students work together to determine what the plants have in common and students self-sort based on things like "these are all yellow" or "these seeds fly in the wind." Students investigate and explore the parts of plants and begin to identify species. 

The DNR Native Seed Nursery visited Carver and taught us how to clean Swamp Sunflower seeds by shaking the seed heads, sifting the chaff from the seed, and using a folder to pour the seeds into the envelope. 

A student demonstrates how to use a zip lock bag to clean seeds. 

Students demonstrate crushing Rhexia nashii seed heads to remove the seed. They also "pour out" the seeds.

Students collect Groundsel Tree (Baccharis halimifolia) seeds by "plucking" them with their fingers.
You can hear a student say, "this is fun."

The mission of Carver Elementary’s Biological Survey is to document the richness and distribution of biodiversity across our 50-acre campus—including the forest, swamp, bioswale, wetland, and gardens. By building this living inventory, our students establish baseline levels of biodiversity that can be tracked and compared over time. Already, Carver students have documented hundreds of species across major groups such as plants, insects, birds, amphibians, reptiles, and mammals. Monitoring the biodiversity of our schoolyard helps us better understand and care for our habitats, guides stewardship decisions, and ensures that future campus activities or development minimize impacts to the wildlife and ecosystems that call Carver home.

“I didn’t know this many things lived at our school.” -Brayden

At the heart of Carver’s Outdoor Education Program is a deep commitment to biodiversity documentation and species literacy. Our students don’t just learn about ecosystems, they engage in the real work of field ecology: observing, identifying, and documenting the rich diversity of life on our campus.

Using the iNaturalist app, Carver students contribute authentic species observations to global research platforms. Over the course of a school year, students participate in BioBlitzes, conduct seasonal surveys, and submit field data on all living things—building a living biodiversity baseline for our region. These observations not only support our own learning, but are shared with partners including Georgia Southern University’s Freshwater Ecology Lab, Georgia Adopt-A-Stream, Project Noah, and the Global Biodiversity Information Facility (GBIF).

This focus reflects the call of E.O. Wilson, who argued that:

“Biodiversity is our most valuable but least appreciated resource.” – E.O. Wilson

By fostering careful observation, reverence for life, and real-world scientific contributions, Carver aligns with the Georgia State Wildlife Action Plan (SWAP), which emphasizes the importance of:

• Monitoring high-priority species and habitats

• Engaging the public in citizen science and conservation

• Protecting Georgia’s unique coastal plain biodiversity through education and habitat restoration

Our documentation efforts support these goals by providing locally specific, student-collected data on key species like the amphiuma, crayfish, and southeastern pollinators.

We document pollinators with, and contribute data to, the Great Southeast Pollinator Census and the Southeast Bumblee Atlas. 

Avery Young, Endangered Species Conservation Biologist from the Xerces Society and the Southeast Bumblee Atlas, and Georgia DNR Anna Yellin, visited Carver and trained us on bumblebee identification and survey methods. By learning about our native bumblebees, Carver students can design stronger habitats that support these important pollinators. The goal of Seeds of Stewardship is to increase biodiversity on our school grounds. 

Rhexia nashii herbarium samples from USF Plant Atlas

Every act of stewardship tells a story. In this space, Carver students will reflect on their work caring for the living systems on our campus and share what their actions have changed, both in the land and in themselves. Through photos, writing, video, and student voice, these reflections will document how students grow as scientists, stewards, and community members while increasing biodiversity at Carver.

Student stories that answer one powerful question: What did my actions change, and what does that say about who I am?

Coming soon:

A 60-second video explaining Seeds of Stewardship

A before/after photo with student narration

A short written reflection paired with a data point

A child explaining why an amphiuma matters

A group explaining how they fixed something

A student reflects on being connected to nature through artwork and writing

Teacher sources for background research:

Darke, R., & Tallamy, D. W. (2014). The living landscape: Designing for beauty and biodiversity in the home garden

Druse, K. (1994). The natural habitat garden.

Harris and Harris (1954). Plant Identification Terminology.

Hattaway, R (2025): Trees, Shrubs, and Vines of Southwest Florida An illustrated guide to Trees, Shrubs, Palms & Woody Vines of the region featuring Collier-Seminole State Park

Mellichamp, L. (2014). Native plants of the Southeast: A comprehensive guide to the best 460 species for the garden

Tallamy, D. W. (2009). Bringing nature home: how you can sustain wildlife with native plants

Tallamy, D. W. (2020). Nature's best hope: A new approach to conservation that starts in your yard

Tallamy, D. W. (2021). The Nature of Oaks: The Rich Ecology of Our Most Essential Native Trees. 

USDA Plant Identification Presentation

Wasowski, S. (2020). Gardening with native plants of the South

Invasive Plant Ecology and Management: Linking Processes to Practice," edited by Julie A. Lockwood, Martha F. Hoopes, and Michael P. Marchetti

Classroom Videos to share with students: 

Growing a Greener World Episode 1008: Bringing Nature Home

Let Your Garden Grow Wild | Rebecca McMackin | TED

The Beauty of Native Plants I Drew Lathin I TEDX

Why Native Plants: Catherine Zimmerman (The Meadow Project)

Gardener to Guardian, Rewilding the Nature Around You I WILD HOPE: Nature on PBS