Pollinators Habitat Kit - Arizona-Sonora Desert Museum

Pollinators Habitat Kit 

for the 

Sonoran Desert Region

Acknowledgments 

This project is the result of the collaboration of a very dedicated 

interdisciplinary team from the Arizona Sonora Desert Museum, who worked 

enthusiastically on the design, content, drawings, materials research and 

development of this kit. We would like to acknowledge especially the 

contributions made by April Baisan, Doug Larson, Kim Duffek, Jaquie 

Kahn, Kathy Moore, Axhel Muñoz, Carol Madeheim, Jesús García, and 

Robin Kropp. 

Our special thanks to Pat and Dale Young, our invaluable volunteers for 

their hard work in the creation of this kit and their contribution of 

purchasing materials. Teresa Garcia Ruy collaborated with the translation 

of some materials, for all of them our deep appreciation. 

This project was funded in part for the Arizona Sonora Desert Museum, 

Arizona Game and Fish Department though the Heritage Funds and the 

Asociación de Re-vegetación de Ambos Nogales -ARAN. 

To all our collaborators… 

Thanks! 

Yajaira F. Gray 

Project Coordinator 

Arizona-Sonora Desert Museum 

Copyright © 2006 Arizona Sonora Desert Museum - 2 -

DISCLAIMER 

The findings, opinions, and recommendations in this report are those of the 

investigators who have received partial or full funding from the Arizona Game 

and Fish Department Heritage Fund. The findings, opinions, and 

recommendations do not necessarily reflect those of the Arizona Game and Fish 

Commission or the Department, or necessarily represent official Department 

policy or management practice. For further information, please contact the 

Arizona Game and Fish Department. 



Sonoran Desert Region 

How to plan, plant, maintain and study in your 

Schoolyard Pollinator Garden 

How to Use This Kit 

The Teacher’s Manual with the enclosed corresponding resources will provide you and 

your students with all the information (and more!) you need to successfully plan, plant, 

and maintain a desert pollinator garden at your school. The Manual is intended to be a 

step by step guide on how to develop a successful schoolyard pollinator garden, complete 

with background information, resources, and student activities. 

The Teacher’s Manual is divided into the following sections: 

• Chapter 1. Introduction and Background Information 

• Chapter 2. Guide to Developing the Garden 

Planning the Garden Project 

Step 1: Developing a Proposal 

Step 2: Planning the Garden 

Step 3: Designing the Garden 

Breaking Ground 

Step 4: Preparing the Site 

Step 5: Planting the Garden 

Maintaining the Garden 

Step 6: Ongoing Garden Maintenance and Care 

Step 7: Using the Garden as A Study Site 

• Chapter 3. Resources 

• Appendices 

- Garden Designs 

- Plants Lists and information 

Each section in the Guide to Developing the Garden chapter begins with a checklist of 

suggested steps to follow. More detailed information describing each step is found on the 

pages following the checklist. There are numerous publications on “how to develop a 

schoolyard garden” and we’ve included some of the best in this kit. Specific pages in 

these reference materials are correlated to each section in our Teacher’s Manual. As you 

follow the steps in each chapter, please read the corresponding information in these 

reference materials, as there are important helpful details in these books and pamphlets. 


Chapter 1 

Introduction and Background 

Information 



How to plan, plant, maintain and study in your Schoolyard Pollinator Garden 

Introduction 

Children are natural-born scientists innately curious about the world around them. 

Creating a schoolyard garden offers children the opportunity to learn and discover so 

much about their environment and themselves as well as gives them a chance to work as 

part of a team within their school community. The garden can become a powerful 

teaching tool for creative academic and social lessons. 

Your students should be involved in the entire process of developing the garden; from 

planning, designing and planting the garden, to keeping up with ongoing garden 

maintenance. The more ownership children have in the garden, the more likely it will be 

maintained and cherished over the years. 

Many of the Arizona and National Academic Standards in all subject areas can be 

applied in the garden. Gardens inspire students to write and indeed give them something 

to write about “School gardens challenge students to learn the principles of ecology – the 

language of nature.” (Getting Started 1997) In the garden, students keep records on the 

development of the project; take measurements and graph plant growth; observe plant 

and animal interactions; carry out inquiry-based scientific investigations, communicate 

their findings both orally and in writing; make public presentations, and more!...The 

opportunities for exciting discovery and meaningful learning are endless. 


Pollination: Plant and Animal Interactions 

Background Information 

Pollination 

In every garden, the life cycle of a plant can be observed, from seed, to seedling, to 

mature plant, to flower, to fruit, and to a new seed again. Flowers are the primary sites of 

reproduction in most plants (see figure 1). As in animal reproduction, sperm and egg 

must join in order fertilization to occur. In flowering plants, pollen bears the sperm and 

the eggs are found deep inside the female tissue (ovaries) of the flower in the form of 

undeveloped seeds. The male and female organs that produce sperm and egg are most 

often (but not always) found within the same flower. 

Let’s look more closely at the parts of a flower (see figure1). The stamen is the male 

part of a flower consisting of the anthers suspended on the filaments. The anthers bear 

the pollen. The pistil is the female part of the flower comprised of the stigma, the style, 

and the ovary. 

Here’s how fertilization occurs. (Refer to figures 1 and 2 as you read on.) When a pollen 

grain from one flower lands of the stigma of another flower of the same species, a pollen 

tube grows down through the style to the eggs (ovules) within the ovary. Where the tube 

enters the ovules sperm is deposited and fertilization occurs. (Note: This process is 

clearly illustrated in the video, The Magic School Bus Goes to Seed.) 

Once fertilized, the ovules develop into seeds and the ovary forms a fruit surrounding the 

seeds. Thus an apple is a swollen ovary surrounding fertilized seeds. 

Pollination is vital to plant reproduction. Some flowering plants are wind-pollinated, 

others are self-pollinated, but most (80%) require insects or other animals to pollinate 

their flowers. A fertilized flower is more likely to produce full-bodied fruit with viable 

seeds, while unfertilized flowers may wither away without producing seeds. Thus, plants 

invest a great deal of energy to attract animal pollinators. 

Flowers exhibit a wide variety of shapes, colors, sizes, and fragrances depending on the 

types of pollinator they attract. For example, hummingbirds are attracted to red, orange, 

and yellow tubular shaped flowers with lots of sweet nectar. Butterflies prefer bright 

yellow flowers with flat landing areas such as daisies and desert marigolds. 

The relationship between pollinators and plants are an example of mutualism in which 

both the plant and animal benefit from the arrangement. Plants receive pollination 

services to ensure the production of their fruit and seeds. Pollinators receive rewards 

such as nectar, pollen, and fragrant oils. The most common reward given by the plant in 


this exchange is nectar. Nectar provides a high-energy food source for pollinators. It is 

the fuel that feeds their flight. 

Parts of A Flower 

Petals – Surround and protect inner parts of a flower. This flower part (often brightly colored, 

sometimes scented) plays an important role in pollination as the attractant for pollinators. 

Sepals – similar to leaves, which cover and protect the growing flower when it is a bud. 

1. Stigma: sticky part on top of the style that catches the pollen grains. 


2. Style: stalk that comes out of the ovary; pollen tube grows down the style & sperm 

travels down tube and fertilizes egg cells in the ovary. 

3. Ovary: where the egg cells grow; ovary swells to form fruit around the seeds. 

Stationary and Migratory Pollinators 

The food provided by flowers is utilized by a variety of pollinators. Some pollinators are 

year-round residents of the area and spend their entire lives near the place where they 

were born. These resident pollinators include Anna’s hummingbird, queen butterfly, 

cactus bees, and carpenter bees among others. 

Other pollinators are migratory and travel seasonally from one place or habitat to another 

to avoid unfavorable climatic conditions and/or to seek more favorable food conditions. 

They migrate great distances to obtain the nectar fuel the flowers provide. Among those 

migratory pollinators are rufous hummingbirds, monarch butterflies, lesser long-nose 

bats. 

Pollinators and People 

The pollinators are very important to our existence as well. Aside from the pleasure we 

derive from seeing flowering plants, more than three-quarters of the crop plants that feed 

the world, as well as many of the plants from which we derive medicines for our 

pharmacies, rely on pollination by insects or other animals to produce healthy fruits and 

seeds. Pollination is critical to commercial orchard and field-crop production, endangered 

species protection, urban gardening, ecological restoration and forage production for the 

diary and beef industry. 

Pollinators in Trouble 

Current evidence suggests that populations of some pollinators are declining because of 

habitat loss and fragmentation, pesticide use, and the effects of invasive species. As 

towns and cities expand into the desert, native plants are destroyed reducing food 

supplies and nesting sites for pollinators. Even when a small parcel of desert land is set 

aside for wildlife, these “islands” are often so far apart that migratory pollinators can’t 

find enough food to move from place to place. This is called habitat fragmentation. 

Invasive, non-native plants, such as buffel grass, grow so fast that they out-compete 

native plants, reducing food supplies for pollinators. Pesticides, used to kill weeds and 

undesirable insects often kill native plants and pollinators as well. 

Arizona Sonora Desert Museum Migratory Pollinator Program 

Among these native pollinators in trouble are four migratory pollinators: lesser long-nose 

bat, rufous hummingbird, white-winged dove, and monarch butterfly. All four travel 

between Mexico and the USA each year. Three of these species were the focus of study 

of the Migratory Pollinator Program of the Arizona-Sonora Desert Museum, from 1999 

through 2002. This bi-national collaborative research and education program included 

participation from local communities, teachers, organizations, researchers, and citizens 

concerned about the conservation of migratory pollinators across borders. To find out 

more about the results from this program, visit our website at 

http://www.desertmuseum.org/pollination/index.html 


Importance of Pollinator Gardens 

You and your students can be part of the solution! Establish a desert pollinator garden at 

your school and provide a safe and friendly environment for our resident and migratory 

pollinators. Although humans have displaced native habitats by building our homes, 

schools, businesses, and farms, we can restore some of them by providing plants that 

offer food and shelter for pollinators. Your garden can include species that are attractive 

to a range of pollinators including butterflies, moths, bees, hummingbirds and bats. You 

can also provide supplemental food such as hummingbird feeders, or shelter such as bat 

houses or native bee shelters. 

Follow the instructions in this kit to get started. Remember, start small and keep your 

project manageable. Even small gardens can help our pollinators! 


Involving Students: Corresponding Student Activities 

and Information 

ASDM Activities: 

• Forgotten Pollinator’s Slide Show: CD and script with Discussion Questions 

• Flower Dissection 

• Bats, Bees, Birds, and Blossoms. 

• Bats: Need Nectar, Will Travel 

The slide show and corresponding activities will help children develop an 

understanding of the link between plants and their pollinators, and some of the 

problems pollinators currently face. Students will learn that they can be part of the 

solution by planting a garden to attract and provide food for native pollinators. 

Activity Books: 

Desert Birding in Arizona With a Focus on Urban Birds: Lesson Ten: Incredible 

Journeys How and Why Birds Migrate; Troubles Along the Way; Some Tucson 

Migrants pp. 79-90. 

Children’s Books: 

Flute’s Journey 

Cactus Café 

Magic School Bus Goes to Seed 

Flowers for Lucia 

Video 

Magic School Bus Plants Seeds 


CHAPTER 2 

THE PROCESS OF DEVELOPING 

A SCHOOLYARD POLLINATOR 

GARDEN

Chapter 2: The Process of Developing a 


CHECKLIST 

Below is a checklist of reminders and suggested tasks to complete as you develop 

your garden. More information explaining each item, along with resources and 

suggested student activities, is included on the pages following this list. 

PLANNING THE GARDEN PROJECT 

STEP 1: DEVELOPING A PROPOSAL 

_____ Start a Garden Record Book 

_____ Gather Resource Information 

_____ Subscribe to the National Gardening Association’s Free, Biweekly, 

Electronic Regional Report (http://www.nationalgardening.com) 

_____ Determine the Purpose for the Garden 

_____ Identify Potential Sites 

_____ Identify and Meet with Potential Project Co-leaders 

_____ Outline Project Requirements 

_____ Prepare a Preliminary Budget 

_____ Start a Garden Advisory Committee 

_____ Identify Potential Funding Sources and Donors of Materials 

_____ Keep Your School Community Informed 

Pollinators Habitat Kit © Arizona-Sonora Desert Museum, 2007. 

14

STEP 2: PLANNING THE GARDEN 

_____ Begin a Classroom Garden Journal 

_____ Determine A Garden Theme 

_____ Select a Site 

_____ Site Analysis: Map and Inventory the Site; Identify Site Needs 

_____ Discuss Plans For Ongoing Garden Maintenance 

_____ Develop a Timeline for the Project 

_____ Revisit and Update the Budget 

_____ Write Grants and Conduct Fund Raising Activities 


STEP 3: DESIGNING THE GARDEN 

_____ Create a Preliminary Design 

_____ Select Appropriate Plants 

_____ Design the Water System 

_____ Finalize the Garden Design 

_____ Make a Shopping List 

_____ Complete Any School District Paperwork 

_____ Finalize the Budget 



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STEP 4: PREPARING THE SITE 

COORDINATING THE PROJECT 

____ Purchase Gardening Equipment 

____ 

____ 

____ 

Establish Guidelines with Students and Community Members for Working in the 

Garden 

Coordinate Volunteer and Student Teams 

Schedule and Organize Work Days 

SITE PREPARATION 

____ Remove Surface Debris 

____ 

____ 

____ 

____ 

____ 

____ 

Remove “Weed” Species and Destroy Bermuda grass 

Test and Prepare the Soil 

Install the Drip Irrigation System 

Add Other Required Structures 

Construct Paths and Delineate Planting Areas 

Keep Your School Community Informed 

STEP 5: PLANTING THE GARDEN 


____ 

____ 

____ 

Determine the Appropriate Planting Times for Plants and Seeds 

Planting Trees 

Planting Herbaceous Plants 

____ Sowing Seed 

____ 

____ 

____ 

____ 

____ 

____ 

Purchase Plants and Seeds 

Establish Guidelines with Students and Community Members for Working in 

the Garden 


Schedule and Organize Planting Days 

Provide Recognition for Garden Volunteers and Funding Sources 

Organize a Garden Ribbon-Cutting Celebration 


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STEP 6: ONGOING GARDEN MAINTENANCE 

AND CARE 

____ Develop and Write Plan for Ongoing Maintenance 

____ Preventing Vandalism 

____ 

____ Water 

Periodically Check Plant Health 

____ Weed removal 

____ Pruning 

____ Fertilizer 

____ Garden Pests 

____ Seasonal Care 

____ Repairs 

STEP 7: USING THE GARDEN AS AN OUTDOOR 

CLASSROOM AND GATHERING AREA 

____ Establish Garden Rules 

____ Special Events 

____ 

Study Methods and Themes 


17

Chapter 2: The Process of Developing a 


PLANNING THE GARDEN PROJECT 



18


Start a Garden Record Book: Keep records of all meetings, people involved, and 

thoughts as you proceed. 

Gather Resource Information: Review the reference material in this kit. 

Subscribe to the National Gardening Association’s Free, Biweekly, Electronic 

Regional Report (http://www.nationalgardening.com): 

These biweekly Regional Gardening Reports are full of excellent, timely, local 

gardening information written by regional experts, and include a short feature, 

garden reminders, favorite plants, local events and more. To receive your free 

newsletters, go to the website and complete the form. 

Determine the Purpose for the Garden: 

Do you want to provide habitat for specific pollinators and/or many species of 

desert wildlife Will this be an outdoor student learning area for science, and/or a 

quiet area for journaling and reading Will school and/or community gatherings 

occur here The purpose for the garden will evolve as the project proceeds. 

Identify Potential Sites 

Be prepared to present these at initial meetings. 

Identify and Meet with Potential Project Co-leaders 

Find out if other teachers and staffs are interested in becoming actively involved 

as leaders in this project. Meet with this core group and discuss the purpose for 

the garden, project requirements, and how they can contribute. 

Outline Project Requirements 

Include initial and ongoing needs for materials, participants, space, and funding. 

Some materials to consider include tools, fencing, additional soil, fertilizer, 

compost, block, site preparation equipment (tillers, etc.), irrigation materials, and 

plants. 

Prepare a Preliminary Budget 

The budget will vary depending upon the site size and project requirements 

outlined above. In addition, be sure to consider curriculum materials and science 

field equipment. 

Start a Garden Advisory Committee 

Once you have met with your school administrators and core group, it is 

important to build a larger team of support for the garden project. You might 

invite school board members, teachers, administrators, PTA members, parent 

liaisons, community members, and of course students to serve on the committee. 


19

Be sure to include school maintenance staff. The scope of your project will 

determine committee make-up and size. Once the group is established, you might 

want to select committee leaders. Begin to consider the rolls of various 

participants. 

Identify Potential Funding Sources and Donors of Materials 

It is important to think about sources for project funds early. First, meet with 

your principal to determine if any district funding might be available. Then begin 

looking for potential donors of materials or funds including local businesses and 

private donors. Consider applying for grants. For funding tips and grant sources 

refer to Chapter 3 Resources Funding Sources in this manual, and Appendix 2. 


Throughout the project be sure to keep your school community (administrators, 

staff, parents, students, local businesses, etc.) informed of garden activities. 

Flyers, emails, articles in your school’s newsletters are some ways to do this. 

This will encourage community involvement and help with fundraising efforts. 

For more detailed information on developing a proposal, refer to 

appendix 1 and the following materials in this kit: 

• Getting Started, A Guide for Creating School Gardens as Outdoor Classrooms 

pp.9-13, Raising Funds and More 30-35. 

• Success with School Gardens - Cultivating Support and Sprouting Volunteers: pp 

13-18; 23-28; and Appendix E, Funding Sources and Grants: pp.113-115. 

• Wild School Sites, A Guide to Preparing for Habitat Improvement Projects on 

School Grounds - Team Building pp. 20-28, Sample Parent Letter p. 50. 

Involving Students- Corresponding Student Activities: 

The students could do research on plants (light and soil requirements, pollinators, 

water needs, frost tolerance, availability, prices, etc.), irrigation systems (types, 

prices), gardens tools (list of tools needed, prices comparison), etc. They can create a 

report to present to others members of the proposal committee. These activities could 

have math, reading, and writing components. 


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STEP 2: PLANNING THE GARDEN 

Begin a Classroom Garden Journal 

Now that your project is public and has tentatively been approved, it’s a perfect 

time to teach students to keep good records as the garden plan evolves. 

Determine A Garden Theme 

Will this be a garden to attract specific pollinators such as butterflies, bees, birds, 

and/or mammals for students to study Do you want only native vegetation or 

will other desert-adapted plants be acceptable Refer to the purpose of the garden 

as you consider themes. 

Select a Site 

This is a very important step and a lot of thought should go into this decision. 

Consider sunlight, shade, water, drainage, faucet locations, slope, accessibility, 

security, visibility, soil type, pedestrian traffic, and potential for expansion. 

Site Analysis 

Map and Inventory the Site 

Measure and draw the garden area to scale. Label existing plants and 

structures that will remain. Distinguish these on your map from the plants and 

structures that will be removed. 

Identify Site Needs 

What is needed to attract the wildlife you desire and enable students to 

comfortably work and make observations in the garden What structures are 

needed to support the plants (watering system, etc.) 

Discuss Plans For Ongoing Garden Maintenance 

This is an important early step in ensuring the garden will be cared for over the 

years. Identify people that can take care of the garden during school breaks and in 

the future. 

Develop a Timeline for the Project 

Remember, every step may take longer than you plan! 

Revisit and Update the Budget 

At this point you can review the estimates costs and adjust the budget with the 

funds available. 

Write Grants and Conduct Fund Raising Activities 

Students, parents, and teachers can work together on different activities such us: 

plant sales (students can germinate seeds and sale the seedlings), holding special 


21

events (raffles, food and garage sales), selling investments for the garden (tiles/stones 

with donor’s name) 





Encourage community involvement! 

For more detailed information on planning the garden, refer to 


• Wild School Sites: Creating the Plan, pp: 28-39 (Includes detailed information on 

the site inventory and mapping) 

• Getting Started: Selecting The Site, pp: 15-22. 

• Success with School Gardens: Chapter 5 - Finding a Row to Hoe: pp: 37-42; 94- 

95. 

• Getting Started: Meeting the Challenge, pp: 27-40 

• Success with School Gardens: Chapter 3 –Leave no Stone Unturned 

The following books and magazine are included with the kit: 

• Schoolyard Mosaics, designing gardens and habitats. National Gardening 

Association. 

• Basics for creating a schoolyard habitat. Southwest Center for Education and the 

Natural Environment: pp 8-9. 

• Sonorensis Gardening The Desert Museum Way: ASDM Design Process, pp. 5-9 


Creating A Garden Journal – ASDM journal activity can be modified so students can 

log the process beginning with why students want a garden…inventory of site… 

Site Mapping Activity included in Wild School sites (project WILD) 

Field Trips 

For inspiration and ideas, visit Tucson Botanical Gardens, Tohono Chul Park, or 

the gardens at the Desert Museum (see Chapter 3 Resources list). You might be 

able to arrange for a guided garden tour geared towards designing a garden. 


22

STEP 3: DESIGNING THE GARDEN 

Create a Preliminary Design 

Make a copy of your map of the garden site. Be sure existing structures and 

plants that will remain in the space are drawn and labeled. Draw and label plans 

for the garden. Include planting areas and structures in this plan. Consider 

meeting areas, benches, an experimental area, a perimeter fence - to keep 

unwanted animals out such as hungry rabbits, tool shed, and water spigots. 

Remember this is a working sketch and plans will change. Keep the initial garden 

size and design manageable – you can always expand! 

Select Appropriate Plants 

Begin by reviewing the plethora of plant information, including the plant cards, 

contained in this kit. Make a list of the plant species the garden might support. 

Review your site map and existing plant inventory along with the list of plants 

needed to support wildlife (from your needs list). 

Design the Water System 

Easy access to water is a critical element to consider when you are designing your 

garden. There are various systems that you can consider. Drip irrigation systems 

are an efficient and water saving alternative, especially in desert areas. Overhead 

watering or watering cans or buckets can be also an alternative, especially is your 

garden isn’t too large, (for more details see chapter 5 and 11 of Success with 

School Gardens). 

Finalize the Garden Design 

At this point you should have a design with all the details to establish the 

pollinators habitat. The drawings should include labels for plants, structures, 

walking areas, etc. The accuracy of the measurements is essential for the success 

of the project. 

Make a Shopping List 

This shopping list should include garden tools (shovels, digging bars, hoses, etc.), 

plants (use common and scientific names), irrigation system, and other materials 

to install and maintain the habitat (chicken wire, rocks, table, benches, etc). You 

can include a wish list for special items or professional services that could be 

donated. 

Complete any School District Paperwork 

Each school district has its own set of paperwork that needs to be completed 

before a project can be implemented. Meet with your principal and maintenance 

department to be sure all paperwork is completed properly and your project is in 

compliance with district rules. 


23

Finalize the Budget 

Now that the design has been finalized adjust your budget to cover the costs. 

Make lists of materials and contact various suppliers to find the best prices. Some 

retailers will give discounts to schools. 






For more detailed information on designing the garden, refer to the 

following materials in this kit: 

ASDM Desert Garden Pollinators/Plant Cards 

ASDM Sample designs 

Books and Pamphlets 

• Arizona Native Plant Society Pamphlets: Desert Trees, Desert Ground Covers 

and Vines, Desert Accent Plants, Desert Wildflowers, Desert Grasses, Desert Bird 

Gardening 

• Sonorensis: Gardening the Desert Museum Way: ASDM Design Process, pp. 5-9; 

Plant Selection Guidelines pp.10-15; Pollinator Gardening p. 20. 

• Success with School Gardens pp. 41-42, 58, 60 

• Schoolyard Mosaics, designing gardens and habitats. National Gardening 

Association. 

• Basics for creating a schoolyard habitat. Southwest Center for Education and the 

Natural Environment: pp 8-9. 

• Native Plants for Southwestern Landscapes 


• Designing the Habitat- ASDM Desert Garden Pollinators/Plants Cards included 

in this Kit can be used to select the pollinators that you would like to attract and 

the plants that are most appropriate for their needs. The plant’s growth and 

nourishment requirement information (soil, water, temperature, etc) provided in 

the cards allow you to decide which plants are appropriate for your schoolyard 

habitat. 

• Sand Pit Design Activity – Children design garden in a sand pit and teacher 

transfers’ 3-D design onto paper. 


24

• Felt Board Design Activity, using different symbols to represent plants, and 

elements of the gardens (paths, water futures, beds, containers, etc) to create a 

preliminary garden design. 

Field Trips 

• Botanical Gardens: For inspiration and ideas, visit Tucson Botanical Gardens, 

Tohono Chul Park, or the gardens at the Desert Museum (see resource list). You 

might be able to arrange for a guided garden tour geared towards designing a 

garden. 

• Schoolyard Gardens/Habitats: You also might want to stop by other schoolyard 

gardens. Model projects can be seen at Kalsa Montesori Elementary School, 

Thornydale Elementary School Drachman Elementary Montessori Magnet 

School, Miles Exploratory Learning Center. 


25

BREAKING GROUND 

STEP 4: PREPARING THE SITE 


Purchase Gardening Equipment 

Check list of donated tools and compare with list of needed items. Larger tools 

may be rented or loaned from local distributors. 


the Garden 

Establish garden rules and schedules and demonstrate to students the proper and 

improper use of tools. 


Set up your garden orientation meeting for students and volunteers. 

Schedule and Organize Work Days 

Set up initial workday around a calendar event like Earth Day, Arbor Day, or 

Sustainability week. 

SITE PREPARATION 

Remove Surface Debris 

Clear space for the garden and make sure there are no obstacles in the designated 

area that will interfere with the garden design like stumps, fence posts, and large 

boulders. 

Remove “Weed” Species and Destroy Bermuda grass 

Undesirable plants need to be properly removed from the garden to ensure they 

will not re-invade once the garden is planted. Bermuda grass is aggressively 

invasive and difficult to remove. Any part of this plant’s root will re-grow. 

Test and Prepare the Soil 

Test major soil nutrients (Nitrogen, Phosporus, Postassium), rototill soil, amend 

soil If necessary, add topsoil, organic matter and other soil amendments. Double 

dig the soil to loosen soil to a depth of 24 inches. Build raised or traditional 

sunken beds garden site. 

Install the Drip Irrigation System 

This is an activity that can be done by a professional company or students, parents 

and teachers can have a special event to make this happen. 

Add Other Required Structures 

Add any other structures, such as a perimeter fence, tool shed/storage area, the 

compost area, and outdoor staging area that need to be in place prior to planting. 


26

Construct Paths and Delineate Planting Areas 

The path should be wide enough to allow wheel chairs, strollers to move easily. 

The planting areas can be delineate using different colors of can sprays. 






For more detailed information on preparing the site, refer to 


• Getting Started, A Guide for Creating School Gardens as Outdoor Classrooms 

Preparing the Garden Site. pp. 23-29 

• Success with School Gardens - Chapter 7, Battling Bermuda: pp.55-57 


From creating invitations and planning for refreshments to assisting with 

scheduling, students can easily be involved in coordinating the work project. 

After all the garden planning and anticipation, students will be so excited to 

finally get into the garden and get their hands dirty! As soil is turned, be prepared 

to share in the excitement of student discoveries. Be sure students document their 

discoveries, progress, and interpretations in their journal. There are lots of 

opportunities for creative writing and artwork. 


27

STEP 5: PLANTING THE GARDEN 


Organize a Garden Ribbon-Cutting Celebration 

A good publicity committee composed of students is important to get the word 

out to the school and local community. Make a call to action! Students can video 

tape their peers in action—planting trees, constructing compost boxes and give 

the tape to local television stations. 

Determine the Appropriate Planting Times for Plants and Seeds 

Distribute planting calendars to your students and volunteers. These are 

suggested guidelines based on local climate that should provide the highest 

probability of success. 

Planting Trees 

Planting Herbaceous Plants 

Sowing Seed 

Purchase Plants and Seeds 


the Garden 


Schedule and Organize Planting Days 

Provide Recognition for Garden Volunteers and Funding Sources 

For more detailed information on planting the garden, refer to 


• Success with School Gardens – Appendix F- Planting calendars 115-125 

• Wild School Sites, A Guide to Preparing for Habitat Improvement Projects on 

School Grounds – Doing It: Putting The Plan into Action: pp. 40-45. 


28

STEP 6: ONGOING GARDEN MAINTENANCE 

AND CARE 

Develop and Write Plan for Ongoing a Maintenance 

List specific tasks and identify volunteers to take care of each. 

Summer and School Breaks 

Summer maintenance is an important consideration. Plan and schedule needed 

community caretakers in the summer. 

Preventing Vandalism 

The more people who are involved in creating the project and share ownership for 

its success, the less likely there will be vandalism. Make off hours campus 

security aware of the site. 

Periodically Check Plant Health 

Have students keep track of plant health and growth in their journals. Contact 

local plant nurseries, botanical gardens, or the Desert Museum for questions 

concerning problems with plants. 

Water 

Monitor plants to be sure each is getting the required amount of water. 

The drip system should be checked periodically to make sure it is functioning 

properly. 

Weed removal 

This is a constant battle, especially during rainy seasons. It’s important to keep 

ahead of the weeds so they don’t get established and take over the garden. 

Remember, any section of the root can grow a new plant, to it’s important to 

remove all roots. 

Pruning 

Cut back any dead growth of herbaceous plants with sharp clippers. You might 

want to do this job yourself so the children don’t harm their fingers. 

After flowers bloom seedpods will develop. You may want to have students 

collect seeds and try to grow them, or leave the seeds in the garden to attract birds 

and other seed-eaters. After the seeds have dispersed, cut off pods and any dead 

stems associated with seed and flower production. Depending on the plant 

species, pruning will encourage more foliage growth and/or new flower 

production. If more flower production is your goal, you can cut off dead flowers 

before they go to seed, which often stimulates more flower production. 

Fertilizer 

Use organic garden fertilizers to amend the soil as needed. Rotate in composted 

soil from the garden site. 


29

Garden Pests 

Integrated Pest Management system could be the best way to deal with bugs and 

weeds in the garden. Students can learn the different methods and their consequences 

for the environment 

Seasonal Care 

Success with School Gardens: Chapter 6, It’s not just dirt 

Local plant nursery 

Repairs: 

Check the fence, drip irrigation system and other structures to see if repairs are 

needed. More detailed information in Gardening The Desert Museum Way: Making 

the rounds: Tending Our Gardens at ASDM: pp. 22-24 


30

STEP 7: USING THE GARDEN AS AN OUTDOOR 

CLASSROOM AND GATHERING AREA 

Establish Garden Rules 

Special Events 

Study Methods and Themes 

For more detailed information on using the garden as an outdoor 

classroom, refer to appendix 5 and the following materials in this kit: 

Appendix 5 

Smithsonian in your classroom Plants and Animals Partners in Pollination 

1997: 

Lesson Plan Step 1 How Does Pollination Work 

Lesson Plan Step 2 Understanding How Pollination Affects the World’s Food 

Supply 

Lesson Plan Step 3 How a Plant Attracts The Right Pollinator 

Botany Beginnings: Hands-on Science Through the Exploration of Flowers. 

Nichole Trushell –Highlands Center for natural History, Prescott, AZ 

Getting Started. Understanding Natures’ Cycles-pp: 45-51 

Desert Birding in Arizona With a Focus on Urban Birds: 

Lesson Eight – Hummingbirds: Observing hummingbirds; Hummingbird 

flight 

Lesson Ten – Incredible Journeys 

ADSM Activities: 

Creating A Garden Journal 

Flower Dissection 

Pollination Strategies 

Plant Adaptations For Seed Dispersal (add collect seeds in your garden) 

What’s the Buzz On Native Bees 

Websites: 

PBS-American Field Guide http://www.pbs.org/americanfieldguide/topics/plants/ 

Plant Reproduction video Desert Speaks Series 

American Horticultural Society –Youth Gardening –The Growing Connection 

http://www.ahs.org/youth_gardening/growing_connection.htm 

National Gardening Association-Kidsgardening 

http://www.kidsgardening.com/pollinator/curriculum/index.php 


31

Involving Students: Corresponding Student Activities: 

There are many activities that can be conducted in the gardens. Included in the kit are 

ASDM materials that have integrated curricular activities including writing, math, 

biology, geography, etc. 

The kit also includes books that can be use for research activities in the garden. 

Good luck with the garden! 


32

CHAPTER 3 

RESOURCES LIST 


33

There are many resources available today in the market, here is a list with some of 

them and we tried to present in this manual the resources more appropriated and easy 

to used. 

Funding sources 

• National Gardening Association Grant Programs 

http://www.nationalgardening.com 

• National Gardening Association Kids Gardening Program: 

http://www.kidsgardening.com Information on youth and school gardening 

grants. 

• Arizona Advisory Council on Environmental Education (AACEE) (602)542- 

2854: http://www.land.state.az.us/programs/natural/plates.htm 

Funds from the sales of the state special environmental (license) plates are 

administered by the Arizona Advisory Council on Environmental Education. 

Seventeen dollars from each plate sold is reserved for grants promoting balanced 

environmental education. Four types of grants are available (2002) Regular 

Grants, Site Grants, Class Research Project Grant, and Fast Track Grants. 

• Arizona Game and Fish (602)-789-3520):website Various environmental 

education grants, including schoolyard habitat project funding, are available 

through the Heritage Fund program. Free workshops on their grant application 

process are available. 

• Books: 

Getting Started: pp.30-35. 

Success with School Gardens: pp. 23-28 and Appendix E, Funding Sources and 

Grants: pp.113-115. 

LOCAL ORGANIZATIONS 

Arizona Native Plant Society: www.axstarnet.com/~anps/* 

PO Box 41206 

Tucson, AZ 85717 

Boyce Thompson Arboretum 

Superior, AZ 

(520) 689-2723 

[potential field trip destination] 

Native Seed/SEARCH: www.nativeseeds.org 

526 N. 4 th Ave. 


(520) 622-5591 

NS/S is a non-profit conservation organization working to preserve traditional crop 

varieties of people of the American Southwest and northwest Mexico. The 

organization operates a seedbank, conservation farm (Pategoina), demonstration 


34

gardens at Tucson Botanical Gardens, a retail store, website, and catalog. Corn, bean, 

and other desert adapted vegetable seeds, grown by Indigenous people for centuries, 

are available, along with wildflower seed and books. Education kits include a 

diabetes prevention curriculum. Contact NS/S to schedule a seed bank tour or farm 

tour. 


Tucson Audubon Society: www.audubon.org/chapter/az/tucson 

300 E. University Blvd. Suite #120 


(520) 629-0757 

Resources include teacher kits, teacher workshops, video collection, pamphlets on 

hummingbird/butterfly gardens, native plants. 

TAS Mason Center: 

Small demonstration garden at the Mason Center 


Tucson Botanical Gardens: 

2150 North Alvernon Way 

Tucson, Arizona 85712 

Phone: (520) 326-9686 

www.tucsonbotanical.org 

Tucked within the heart of the city, Tucson Botanical Gardens (TBG) is a five-acre 

collection of 15 specialty gardens including a historical garden, an herb garden, a 

butterfly garden, a cactus and succulent garden, and much more. This is a wonderful 

field trip destination to help plan your garden. Outreach and onsite programs are 

available for classes as well as teacher workshops. TBG has a Butterfly Pollination 

kit, Desert Harvest kit, and others to loan for a nominal fee. 


Tohono Chul Park: www.tohonochulpark.org 

While most of Tohono Chul Park remains natural desert, a variety of specialty 

gardens, including a hummingbird garden, can be found near the original buildings. 

New gardens and trails are planned for installation within the new two years. Tohono 

Chul Park also offers a variety of other educational opportunities for adults and 

families, as well as students and teachers. Staff is available to assist with planning 

school outdoor learning centers and wildlife habitats. For further information call the 

Education Office at 742-6455 


Trees for Tucson/Global Releaf: www.ci.tucson.az.us/tcb 

PO Box 27210 


(520) 250-8220 


35

May provide speakers (slide presentations), planting demonstrations on school 

grounds, and have a large supply of native and desert-adapted trees (May be willing 

to donate some to your school.) Brochures available. 

University of Arizona Cooperative Extension: http://ag.arizon.edu/pima/gardening 

Pima County 

4210 N. Campbell Ave. 


(520) 626-5161 

Resources include gardening brochures, fact sheets, booklets, speakers, and assistance 

with school gardens. An in-depth, Master Gardener course is offered. 

Refer to the phone book yellow pages for the following information: 

Cactus Nurseries 

Irrigation Systems installation 

Landscape Contractors 

Nurseries 

Trees 

Samples of Local Model Schoolyard Garden and Habitat Projects 

Tucson Area: 

Kalsa Montesori Elementary School 

Thornydale Elementary School 

Drachman Elementary Montessori Magnet School 

Miles Exploratory Learning Center 

ADDITIONAL WEBSITES 

* Also See LOCAL ORGANIZATIONS AND RESOURCES section 

University of Arizona Urban Integrated Pest Management: 

http://ag.arizona.edu/urbanipm/firstaid/venomous.html 

This site contains interesting information and excellent photographs on venomous 

creatures that may be found in the low desert, including ants, caterpillars, scorpions, 

spiders, wasps, centipedes, bees, and snakes. 

National Gardening Association: http://www.nationalgardening.com 

Regional Gardening Reports Register to receive free, email, biweekly reports from 

our regional experts, including a short feature, garden reminders, favorite plants, local 

events and more. 


36

National Gardening Association Kids Gardening Program: 

http://www.kidsgardening.com 

This site contains a plethora of gardening information, resources, and activites for 

students, parents and teachers, including the Kidsgarden E-mail News. This 

newsletter is for educators, parents, and others who garden with kids featuring 

thematic articles and activities, information on grants and conferences, and links to 

educational resources. 

PBS-American Field Guide http://www.pbs.org/americanfieldguide/topics/plants/ 

Plant Reproduction video Desert Speaks Series 

American Horticultural Society –Youth Gardening –The Growing Connection 

http://www.ahs.org/youth_gardening/growing_connection.htm 

Sunset Magazine and publications: www.sunsetmag.com 

REFERENCE MATERIALS ACTIVITY BOOKS AND KITS 

Science Activity Booklets Related to Plants and Gardening 

AIMS Educational Foundation (Activities Integrating Math and Science) 

www.aimsedu.org 

1213 The Budding Botanist: invites students to look at the world around them. It 

contains hands-on activities that investigate the world of plants. Particular attention is 

given to (1) seeds: their structure, how they grow, their properties, and how they are 

dispersed; (2) plants: their structure, how plant parts work, photosynthesis, and 

development of seeds and fruit. The last section is a short look at the structure of 

plant cells. Sample investigations include: Seed Search, Cones and Needles, 

Exploring Germination, Twig Study, History of a Tree, Seeds from Fruits and 

Vegetables, Down Under, Leafing Out, Enviroscape, and A Flower Study. 

1105 Primarily Plants: contains 22 investigations that cover such concepts as: most 

plants grow in soil; all plants need water, and are affected by temperature; green 

plants need light; flowers produce seeds that grow into new plants; ferns and mosses 

are simple green plants; and many kinds of plants have roots, stems, leaves, and 

flowers. The book also has four science information sections: Plant Growth; Seeds, 

Spores, and More; Plants Needs; and Plant Parts. Price: $18.95 

Science Kits Related to Plants and Gardening 

Delta Science Modules II: www.delta-education.com/teachers/science 

From Seed to Plant (k-1) 

Butterflies and Moths (2-3) 

Classroom Plants (2-3) 

Plant and Animal Populations (2-3) 


37

Insect Life (3-5) 

Plant and Animal Life Cycles (3-5) 

Plants in our World (6-8) 

Tucson Botanical Gardens Kits: www.tucsonbotanical.org 

Butterfly Pollination Kit 

Desert Harvest Kit 

FOSS Kits 

New Plants (1-2): The New Plants Module (4 activities) helps students appreciate the 

diversity of life in the plant kingdom. They become familiar with the structures of 

flowering plants and discover ways to propagate new plants from mature plants. 

Students grow plants from seed using rapid-cycling brassica (Wisconsin Fast 

Plants[tm]) and observe its life cycle in a month. They plant monocots (rye grass) and 

dicots (alfalfa) together in a "lawn" and compare the results of mowing. They grow 

new plants from cuttings, bulbs, and roots, and monitor growth. 

• Also Refer to LOCAL ORGANIZATIONS AND RESOURCES section 

OTHER KIT COMPONENTS: 

Pollinators Habitat Kit Inventory List 

Item 

Children Books: 

Flowers for Lucia, the Bat 

Don Sabino, the City Bat 

Seeds from Little Barbara, the bat 

An Unexpected Treasure 

Cactus Café 

Flute's jouney The Life of A Wood Thrush 

The Magic School Bus 

In The Peace Garden 

Pamphlets and Brochures 

ASDM- Healthy Crops & Better Yields 

ASDM- Humminbirds in Your Garden 

ASDM- The Secret Lives of Hummingbirds 

ASDM- Top 20 Butterflies 

ASDM- Xeriscape Pollination Garden 

ASDM-Migratory Pollinators and their Corridors 

ASDM-Sonorensis-Gardening the Museum Way 

AZNPS- Grasses 

AZNPS/SASI -Butterfly Gardening 

AZNPS/TAB- Bird Gardening 

AZNPS-Desert Shrubs 

AZNPS-Groound Covers and Vines 

AZNPS-Grow Native! 

AZNPS-Wildflowers 

Books and Booklets 

Code 

Ch 

Ch 

Ch 

Ch 

Ch 

Ch 

Ch 

Ch 

PG 

PG 

R 

R 

PG 

R 

PG 

PG 

PG 

PG 

PG 

PG 

R 

PG 


38

50 Common Birds of the Southwest R 

50 Common Reptiles & Amphibians of the Southwest R 

Birds Nest & Eggs 

R 

Desert Holes 

R 

ASDM-Desert Gardeners, Teacher Idea Packet A 

Monarch Butterfly, manual for the environmental educator A 

Native Plants for the Southwestern Landscapes PG 

Pollinators of the Sonoran Desert a field guide 

PG 

Schoolyard Mosaics Designing Gardens and Habitats PG 

Steps to a Bountiful Kid's Garden 

PG 

Wild School Sites 

PG 

Wildlife Gardener a Junior Master Gardener 

PG 

Basics for Creating a Schoolyard Wildlife Habitat PG 

Others materials 

ASDM- Pollination a PowerPoint (CD+script) 

ASDM- Garden DesingsPlants/Pollinators Cards 

AV 

Codes: 

PG =planning the garden 

R=reference material 

A=activities materials 

Ch=children Book 

AV=Audiovisual materials 


39

Glossary 

Adapt - To grow and change in response to environmental conditions. 

Adaptation - Special body features or behaviors that help a creature 

survive in its environment (i.e. an eagle has sharp talons that help it grab 

and hold its prey). 

Adjective - A word that describes a noun or pronoun. 

Anther - The pollen-producing part of the flower. 

Arid – excessively dry; land having such limited rainfall that it can 

support only the toughest, drought-resistant plants. 

Bark – the tough exterior covering of a woody stem. 

Bract – a reduced or modifies leaf associated with a flower but not part 

of the flower itself. 

Clone – an individual plant or animal that is a genetically identical copy of 

its parent. 

Crown – all the branches and leaves together of a tree or shrub; the point 

where root and stem meet. 

Deciduous – falling leaves from a plant at the end of a season. 

Describe - To express characteristics. To tell what something is like. 

Disperse – to cause to scatter or spread wildly; to distribute from a 

fixed or constant source. 

Disperse - To spread. 

Diurnal – referring to flowers opening during the day, as contrasted with 

nocturnal (night blooming). 

Dormant – a temporary suspension of activity; not actively growing. 

Drainage – the process of causing surface or surplus water to gradually 

be absorbed into the soil. 

Drought – a period of dryness, especially when prolonged and 

causing extensive plant damage. 

Elevation – the height above the level of the sea; usually expressed in 

feet or meters. 

Espalier – a tree or shrub with its branches trained to grow in a flat 

pattern, as on a fence or trellis. 

Establish – to cause the root system of a plant to stabilize after planting 

and begin to grow new root hairs. 

Fertilizer – a substance, such as manure or a chemical mixture, used to 

give soil the nutrients that plants need. 


40

Filament - The stalk upon which the anther is suspended in a flower. 

Foliage – the leafy covering of a tree or shrub. 

Germination – to cause a seed to sprout or develop; to begin to grow. 

Habitat - A place an animal or plant lives which provides food, water, 

shelter, and space for its survival. 

Habitat – a place where a plant or animal naturally or normally lives and 

grows. 

Herbaceous – a plant having soft stem tissues, as opposed to a woody 

plant (like most shrubs and trees). 

Herbivore – a plant-eating animal. 

Irrigation – to supply landscape or garden plants with water by artificial 

means. 

Journal - A diary; a written record of events. 

Larva – the immature, wingless, worm-like stage of many insects, after 

hatching from an egg and before maturing into the adult form. 

Loam – a type of soil that crumbles easily and is a mixture of varying 

proportions of clay, silt, and sand. 

Metamorphosis - The process of change from young to adult in which the 

young is very different from the adult (examples: a caterpillar changes 

into a butterfly; a tadpole matures into a frog.) 

Microclimate – the local weather conditions of a small site or habitat. 

Migration - The seasonal, usually two-way and goal-oriented movement 

from one place or habitat to another to avoid unfavorable climatic 

conditions and/or to seek more favorable energetic conditions. 

Migration corridor - The route along which animals migrate between 

seasonal feeding and breeding grounds. Migration corridors are typically 

linear habitats surrounded by a wider matrix of less intact habitat. 

Mildew – a usually whitish discoloration or growth produced on living 

plants by a fungus. 

Moisture – slightly or moderately wet; liquid condensed in a small 

quantity. 

Monsoon – in the southwest, a summer season characterized by heavy 

winds and rainfall. 

Mulch – a protective covering, such as straw or leaves, spread on the 

ground to reduce evaporation and maintain more even soil temperatures. 

Native - Indigenous to and dwelling within a specific area for an entire 

lifespan. 


41

Naturalize – to bring into conformity with nature; to cause a plant to 

become established in an area as if native. 

Nectar - A sugary fluid produced by flowers to attract animal 

pollinators. 

Nocturnal – flowering at night; in animals, active at night. 

Node – the place on a stem where a leaf may start to grow. It is often 

somewhat swollen or enlarged. 

Observe - To look at, watch carefully. 

Ovary - Female floral tissue that contains undeveloped egg cells. When 

mature, an ovary becomes a fruit. 

Ovule - An unfertilized egg cell contained within the floral ovary. When 

mature, an ovule becomes a seed. 

Perennial – a plant that lives usually more than two years. 

Petals - Usually colorful flower parts that surround the floral 

reproductive structures. 

Pistil - The name for the collective female floral reproductive parts 

including the stigma, style, and ovary. 

Pollen - A collective name for pollen grains. Pollen bears sperm for seed 

plant reproduction, and appearing as a fine dust. 

Pollen tube - Tube formed after germination of the pollen grain. It 

carries the male reproductive information to the ovule. 

Pollinated - The condition of a flower in which the female flower (or 

female parts of one flower) have received pollen transferred from the 

male parts of the same or another flower of the same species. 

Pollination - The spreading of pollen from the male parts (anther) to the 

female parts (stigma) of a flower, either between flowers of the same 

kind or within the same flower, resulting in the production of seeds and 

fruits. 

Pollination strategies - General trends among groups of pollinators and 

the flowers they pollinate. (Example: hummingbird flowers are generally 

red and tube-shaped.) 

Pollinator - An animal that carries pollen from anther to stigma, 

fertilizing plant “eggs” with plant “sperm.” 

Potting soil – a mixture of materials, such as peat moss, pumice, sand, 

compost that is used to grow plants in containers. 

Prickle – a sharp outgrowth of the skin, or bark, of a plant 

(compare spine, thorn). 


42

Range – the region throughout which a kind of plant, animal, or ecological 

community naturally lives or occurs. 

Record - To write down to preserve evidence, information, and memory. 

Reproductive organ - A part of a living organism that enables the 

organism to have offspring. 

Rhizome – a creeping underground stem, which may be long and slender, 

like lawn grasses, or thick and fleshy like iris. 

Sap – the fluid within a plant that carries food and water to various parts 

of the plant, as needed. 

Seed - The part of the fruit of a plant that is capable of growing 

(germinating) and producing a new plant. 

Sepals – A whorl of leaf-like structures outside of or below the petals 

that serve to attract pollinators, and support and protect the flower. 

Sepals usually form the protective covering over an unopened bud. Many 

flowers have sepals that are the same color as the petals. 

Sketch - An outline or simple, rough drawing of an object. 

Solitary - Living alone instead of in groups or colonies. 

Species – a group of individuals having common characteristics and called 

by the same name. 

Specimen – an individual that is typical of a group or belonging to a 

particular category. 

Spine – a firm, slender, sharp-pointed structure, formed from a modified 

leaf (compare thorn, prickle). 

Stamen - The name for the collective male floral reproductive parts 

including the anthers and filaments. 

Stigma - The female reproductive tissue that provides a surface for 

pollen grains to land upon and germinate. 

Style - The slender structure connecting the stigma to the ovary 

through which a pollen tube must grow to reach and fertilize an egg cell. 

Sub-tropics – relating to the regions that border on the tropical zone. 

Swarm - A group of honeybee worker bees and queen traveling together 

to find a new location for a nest. 

Thorn – a stiff, woody, modified stem with a sharp point (compare spine, 

prickle). 

Tropics – warm, wet regions of the earth that are near and on either side 

of the equator. 

Trunk – the main stem of a tree, apart from the branches and roots. 


43

Tuber – a fat, underground stem, similar to a rhizome but usually shorter 

and thicker, such as a potato. 

Understory – an underlying layer of low vegetation, usually beneath a 

canopy of trees. 

Volunteer – a plant that grows by chance from seed, rhizome, or offset 

and without direct human contact. 


44

REFERENCES CITED 

Turner, Bowers, Burgess, 1995. Sonoran Desert Plants – An 

Ecological Atlas. University of Arizona Press. Tucson, Arizona. 

Martin, Yetman, Fishbein, Jenkins, Van Devender, Wilson, 1998. Gentry’s 

Rio Mayo Plants. University of Arizona Press. Tucson, Arizona. 

Perry, Bob, 1992. Landscape Plants for Western Regions. Land 

Design Publishing. Claremont, California. 

Hogan, Elizabeth (editor), 1988. Sunset Western Garden Book. Lane 

Publishing Co. Menlo Park, California. 

Dinchak, R. R., 1980. An Illustrated Guide to Landscape Plants of 

Southern Arizona. Organpipe Publishers. Mesa, Arizona. 

Yoder, Sylvia, 1999. Desert Hummingbird Gardens. Real Estate Consulting 

& Education, Inc. Paradise Valley, Arizona. 

Schmutz, E. M. & Hamilton, L.B., 1979. Plants That Poison. Northland 

Press. Flagstaff, Arizona. 

Kearney, Peebles, 1960. Arizona Flora. University of California Press. 

Berkeley & Los Angeles, California. 

Urban Landscape Committee, 1997. Desert Bird Gardening. Published by 

Arizona Native Plant Society, Tucson, Arizona. 


45

Pollinators Habitat Kit - Arizona-Sonora Desert Museum

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