Beaconsfield Middle School
Welcoming Nature Back to the School Yard

Arthur Sisk, vice-principal at Beaconsfield Middle School (grades 6 -8) in Saint John, NB, and a language-arts teacher, helped initiate a school yard naturalization project at the hilltop school that overlooks the Bay of Fundy. Its cement playground was not a friendly or interesting place when the project began in the fall of 1998. The students, on their long lunch hour had little to divert their attention or to channel their energy. Three area schools had recently been combined into one, and there were many residual antagonisms that could spark into confrontations with little provocation. Mr. Sisk is quite open about his motives. School yard naturalization could become a project that would occupy the students in constructive activity.

The entire school was involved. It began with a brainstorming session in each class for all three grades. What did the students want to see in their playground? Tether balls? a soccer field? a hockey arena? Students were encouraged to “blue sky” their dreams for the playground. Then, the evaluating and “writing up” the best among the enormous number of suggestions was “tackled” by the grade 8’s. It became a practical language arts project as well as a teamwork experience. “Once we tossed out the obviously impractical ideas – like a sports arena – it became a very useful learning experience for the senior students in proposal planning, writing and development,” says Mr. Sisk.

Then, to make a proposal happen, the students realized they had to look for community partnerships, and for people who could donate services. They learned that a technical plan for the site was necessary, and that they had to understand the science that would support their proposals.

A landscape architect with Irving Nature Park showed the students what was necessary to design a green area. She went over their proposals with them and discussed how they could “welcome nature back onto the site”. At the same time a neighbour of the school, Assumption Church, was revitalizing its cemetery grounds adjacent to the school yard using a professional architect to design their grounds. His plans were underway and needed to be integrated and blended with the school yard since students traditionally walked through the graveyard to and from the school. His more technical design was another stimulating challenge.

The senior students suddenly realized a practical use for their computer skills as they worked on different blueprints for the site. Art Sisk is very proud of the three blueprints developed by the students. A scale model was built to the finally selected site plan. They learned about grading and drainage. Earth sciences came off the pages of resource books and into their plans. Younger students learned about growing plants from seed in their classrooms. They planned a flower bed. Biology became a significant tool for understanding where and why certain trees would flourish on particular sites. They had to decide, using their science knowledge and evaluating the outdoors sites, where red maples would grow and what places on the windswept school yard would be best for softwoods.

Students also learned that their school was part of the city of Saint John, and that they – as school representatives – could interact with companies and organizations within the city if their planning was realistic and complete. Students made lists and manned telephones soliciting materials or help. The school board was involved at every level, but it was the students’ project. The students’ work didn’t stop with ideas. Every student in the school participated in some of the work. The spreading of topsoil, the seeding and rolling of grass, the planting of trees, almost all the work that didn’t require welding or heavy construction equipment, was done by the students themselves. The school’s workshop teacher had students help design and then build benches and picnic tables needed for the school yard plan.

The Port of Saint John, a local neighbourhood industry visible from the hilltop, donated poles for tether ball and some heavy equipment to install them. The Port placed a carpenter on the site for an entire day to assist with construction. Within the parents’ group students located other equipment and expertise. Construction workers contributed time. Two construction firms loaned heavy equipment for specific tasks. Topsoil, flower and grass seeds, shrubs, trees and sand were donated. In fact there were 22 corporate partners in all. The site took shape in the spring (’99) and Art Sisk says it is still evolving.

In the spring of ’99, with the heavy work completed, a group of student volunteers provided a “thank you breakfast” for the community volunteers.

What are the benefits to the school of this naturalization? The practical learning experiences for the students were innumerable. They saw the advantages of social interaction and positive results of cooperation. Regular school subjects took on real value as a knowledge base for achieving a goal. Students developed a pride in their school, confidence in their own capabilities, a sense of belonging to their neighbourhood and to the wider community in a positive way. As Art Sisk noted, once the project was underway, aggression and discipline problems dropped substantially. To the delight of everybody, Nature has been welcomed back to Beaconsfield School. For further information, contact Art Sisk at Beaconsfield School, 506-658-5333.