Organizing Youth Planting Projects

Project Planning Considerations:

• Partners:  Contact possible partners to help identify a project, who will coordinate it, and who will handle what assignments.  Establish a core group who in turn can seek additional assistance and partners if needed.

• The Site:  You’ll need a site with a willing landowner.  Then define what the site needs are; what preparatory work will be needed before you can plant, and the number and types of new plants that will be appropriate.  Having a planting plan is a good idea.  If you don’t have one, see the resource list for help.  When analyzing the site, also consider where vehicles will be able to park, plants can be unloaded, tables set up.

• Plants:  You’ll need to determine where you will get plants, and what sizes will work best. (Plugs to 1 gal. size are easier for young children, but larger plants can often survive more abuse.)  Some plants may be available at no cost.  If not, check with partners for possible funding sources.  If plants will need to be harvested first, decide when and by whom.  Also consider whether plants will need to be stored some place in advance of planting, and how they will be transported to the site.  Finally, recognize that for plants to survive, plans will often have to include provisions for watering and site maintenance for a few years after planting.  

• Scheduling:  From a plant survival standpoint, the best time for planting is typically in the fall; early spring is next best.  Also consider whether there are any permits needed or regulations that might limit project work times.  (For example, work within streams is limited to certain times of the year pursuant to Oregon Dept.of Fish and Wildlife guidelines.)  Also seek teacher input as to what days would work best, and how long students can be available.

• Students:  Consider what age(s) of students would be appropriate to involve, and how many the project can handle.  Some projects work well having older kids “mentor” younger ones.

• Teachers:  Connect with teachers or other youth project leaders who may be interested in having their students participate.  See the resource list for some suggestions for making contacts.

• Adult Assistants:  You will probably need other adults on-site to help with some tasks, including some who have expertise with similar projects and others just to guide students.  Parents can be helpful.

• Transportation for Kids:  Buses may be needed.  If so, is $$ needed to pay for them?  BCWEP and/or BCWC may be able to help in this regard.  The teacher will need to schedule buses as well as find out the cost.

• Equipment:  Assume that you will need enough boots, gloves and planting tools for each participant.  While participants may be able to bring some of their own, you probably can’t count on this as the sole means of meeting equipment needs.  The resource list includes entities with equipment available to loan.  Recognize that some tools may get broken; have an understanding relative to replacement requirements.  

• Restrooms:  If there are not restroom facilities nearby, you will probably need to arrange for a porta-potty or two, and determine where there is an accessible, level spot to place them.  Again, check with partners for the possibility of $$ to pay for these.

• Food and Beverages:  While you may be able to ask participants to provide their own sack lunches, etc., it is probably best to provide at least some food and something to drink (water and a “finger food” snack break at a minimum).  Food and drink needs will depend on how long work will go on at the site.  You may also need plates, napkins, cups, possibly utensils and tables to set these items on.  Remember trash bags regardless.  Check to see if any partners might have funding available for food and associated supplies.  See Tips section below for additional ideas.

• Cleanup:  Evaluate cleanup needs.  Some projects can be very muddy; others less so.  Again, the Tips section offers suggestions.  

• Monitoring:  Many projects will have monitoring components, particularly if grant funding is involved.  This may include monitoring both before and after completion of the project, so plan accordingly.  You may want to incorporate monitoring into your project even if it isn’t required.

• Other:  Additional tasks to consider will vary.  Have someone bring a first aid kit.  You will also need someone to provide planting instructions on the day of the planting, and maybe to visit the classroom beforehand.  You may also wish to prepare an announcement for the media (see samples attached), and have someone send out “thank yous” afterward.  You may also wish to assign someone to take pictures.

Tips and Tricks:

• It is beneficial to provide students with information ahead of time relative to what they will be doing and why.   Integrate this into curriculum, and maybe have an “expert” visit classrooms in advance.

• Including the media (and relevant public employees/officials) will help you share your good work.  In addition to sending an announcement, you may have better participation if you call them.  (Laura Hodnett [774-2436] -Medford Water Commission- may be able to provide media contact information.)  If inviting media, decide who your spokesperson(s) will be and be prepared for questions the media might ask.

• Remember to give all participants good directions to the site.  Directions will also be needed for the media announcement.

• If you will need to harvest plants from one location prior to planting them in another, recognize that it will probably take more time / workers to harvest than to re-plant.  

• If equipment comes from multiple sources, make sure that all items are clearly labeled as to who they need to be returned to.

• A color coded system is a good way to help kids know what plants go where.  Colored plastic ties can be attached to plants, and colored flags can be placed in planting locations.

• You may want to have a signed release form for all participants.  If so, include it with the information you send home ahead of time.  Also, have a sign-in sheet on site for documentation of participants.

• Planting can be hard work, and participants will be hungry and thirsty.  Consider the following tips:

• Depending on conditions at the planting site, clothing, boots, tools (and kids) can get wet or muddy.   It’s OK as kids (old and young) usually enjoy getting dirty, but plan for it.

• If porta potties are needed, allow one for each 300 person hours ±.  Hand sanitizer should be included.  

• For more information on streamside projects, check out Rogue Valley COG’s “Bear Creek Water Riparian Planting Plan” in the Natural Resources section on their web site at www.rvcog.org .

Potential Resources / Partners:

• Bear Creek Watershed Education Partners (BCWEP) and/or Bear Creek Watershed Council BCWC):  See www.bcwep.org  and www.bearcreek-watershed.org  for contact information.  These entities may be able to assist with coordination, connecting projects with teachers/students and funding for buses, food, plants, etc.  BCWEP also has boots and monitoring equipment.  

• OSU Extension Service, attn. Megan Kleibacker [776-7371]:  Has various equipment, including boots, gloves, coolers for food & beverages, clipboards, easels for signs, monitoring equipment.  The Master Gardeners are also organized under OSU Extension Service, and might lend support.

• Rogue Valley Council of Governments, Natural Resources section [664-6674]:  Has lots of experience with planting projects; expertise in project planning, appropriate plants to utilize, preparation of planting plans and project monitoring.  They may also be aware of sites to suggest, and can inform you about possible regulations and/or permits that you may need to be aware of.

• U.S. Forest Service:  They may be able to provide some plants and tools from the J. Herbert Stone Nursery [858-6100].  Their district offices may also have planting tools to loan.  

• Robert Coffan, Cascade Earth Science [779-2280]:  A hydrologist with lots of expertise to share, and loves working with kids.

• Paul Kay, Science Works:  Also an enthusiastic source of information/assistance on planting techniques, etc.

• The Job Council, (Crater Connections & other programs) [776-5100]:  Has small crews of students & young adults to participate in projects.

• Susan Cross / Jefferson Nature Center / Oregon Trout [773-1039]:  Has contacts with a lot of teachers, so may be able to assist in connecting projects with teachers.

• North Mountain Park [488-6606]:  Can offer tips on plants and planting projects.  Also work with lots of teachers, and could provide a link to connect projects with teachers for projects in or near Ashland.

• Bureau of Land Management, Leah Schrodt:  Also has contacts with many teachers.  May also have ideas for ways in which BLM might participate.

• Lomakatsi Restoration [488-0208]:  May have plants that can be used, as well as expertise on site preparation and planting.  Some projects may also qualify for their Full Circle Schools program.

• Jackson County Roads, Leonard Duncan [774-6274]:  Has planting & project coordination experience, knowledge of some regulations to consider, and may know of potential needy planting sites.

• Rogue Flyfishers:  May have some members interested in assisting on stream restoration projects.

• SOU Environmental Education program:  May have college students interested in participating.

• Plant Oregon / Dan Bish [535-3531]:  Grows some native plants at their nursery, which are available for sale.  They may provide a reduced price for volunteer projects.

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