remain two of the most important topics for future environmental
policy and ecosystem stability (Hautier et al., 2015). An ecologically
conscious general public will play a critical role in combating these
threats, but some ecological concepts are abstract and challenging
to teach. We offer a tangible exploration of biodiversity and the
impacts of non-native species that can be implemented on many
school properties. This activity and suggested extensions address
multiple Next Generation Science Standards and can be integrated
with other disciplines. Engaging school children and the general
public in gardens, such as the KIND Garden, forms a foundation
for future scientific inquiry, promotes hypothesis-driven science
education, and reinforces an environmental ethic that may improve
efforts to preserve biodiversity and ecosystem function (McKinley
et al., 2016).
We thank Tracey Wasylik, Alex Chapman, Brittany Knowles, and
Ryann Valmonte for their assistance facilitating this activity, and
the students from Nova Blanche Forman Elementary for their participation. We also thank Michele Parsons and Joanne Korvick for
organizing the student’s field trip to the KIND Garden. We thank
Mike Orfanedes and the many USDA-ARS employees and interns
who have contributed to garden construction and maintenance,
and all who have donated plants and supplies to the garden construction and maintenance. Mention of trade names or commercial
products in this publication is solely for the purpose of providing
specific information and does not imply recommendation or
endorsement by the U.S. Department of Agriculture (USDA).
USDA is an equal opportunity employer and provider.
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