If you have school-age children, you may have noticed that something new is infusing science education in California classrooms. Curricula that explores environmental literacy is being introduced– an explicit acknowledgement of the deep bond between humans and our natural environment.

Strengthening this relationship and fortifying awareness of its importance to our current (and future) health and well-being are goals of the Next Generation Science Standards, California's Environmental Principles and Concepts, and the California Environmental Literacy Initiative. All of these new directives are intended to be fundamental components of K-12 science education. The UC Master Gardeners of Butte County share these goals. To encourage you to go out and explore nature with your children, we will occasionally be proposing activities and projects focusing on our local natural environment, beginning today with an activity for this time of year as the seasons change.

First, here is some brief background information. I spoke with Master Gardener Joyce Hill, a professional educator involved in local efforts to bring environmental curricula to regional classrooms. Our conversation centered on the critical need to know and experience the natural world, and how one can only do that by actually spending meaningful time outdoors. Our natural environment is a wonderland lying just beyond wooden doors and electronic screens, ripe for exploration and appreciation. The importance of interacting with nature was the subject of Richard Louv's The Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder (2006) which concludes that direct exposure to nature is essential for healthy childhood development and for the physical and emotional health of children and adults.

The Next Generation Science Standards (NGSS) advocate that American science education explore and reveal the interconnected nature of science, technology, and engineering, and encourage kids to experience those connections in the real world. These standards promote learning about and interacting with nature so that students can be prepared “to address major world challenges such as generating sufficient clean energy, preventing and treating diseases, maintaining supplies of food and clean water, and solving the problems of global environmental change that confront society today.”

The five basic tenets of California's Environmental Principles and Concepts highlight the profound relationship between humans and the natural world. These tenets are the following (the full text can be found at www.californiaeei.org/abouteei/epc):

1. People Depend on Natural Systems: The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services.

2. People Influence Natural Systems: The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies.

3. Natural Systems Change in Ways that People Benefit From and Can Influence: Natural systems proceed through cycles that humans depend upon, benefit from, and can alter.

4. There are no Permanent or Impermeable Boundaries that Prevent Matter from Flowing Between Systems: The exchange of matter between natural systems and human societies affects the long-term functioning of both.

5. Decisions Affecting Resources and Natural Systems are Complex and Involve Many Factors: Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes.

The goal of the California Environmental Literacy Initiative is to educate every California student in, about, and for the environment. Hand in hand with the tenets of NGSS, the Initiative states that “it is our responsibility to empower our students with the knowledge, support, and skills they need now to face their future. As educators, we must work alongside students to ensure access to clean air and water, healthy food, and safe schools in every community.”

It's no secret that people learn best when the subject is one that is relevant to their lives, so it is critical that the connection between individuals, their communities, and the natural world be made clear. As Stanford professor Dr. Nicole Ardoin writes, “Environmental education imparts more than knowledge,” it has “helped produce effective problem solvers, lifelong learners, and thoughtful community leaders and participants.”

And here is where our own local challenge comes into play. Families (whatever form they take and however you define them) can be vital partners in helping our Next Generation build a deep connection to, and appreciation of, the natural environment. Over the following year, the UC Master Gardeners of Butte County will offer periodic suggestions, exercises, and activities to help you and your young ones engage with what's outside, beyond the doors and screens.

Here's your first one: What happens to trees in the fall? Take your child, grandchild, friend's child, niece or nephew outside to observe, predict, and explain what is happening to our local trees as we head in to the latter part of autumn. Which trees have lost their leaves? Which trees have not? Which trees are experiencing changes in leaf color? What might cause that to happen? What happens to the leaves once they fall? Why do some trees lose their leaves and others do not? Collect examples of leaves – different shapes, sizes, colors, and textures. Look at what else grows on trees besides leaves: cones, berries, seed pods or balls. What can this tell us about the role these trees might play in the environment? For example, are they providing food for squirrels or other creatures? Do they create habitat for insects or animals? See what you and your families can find and discover in this big, beautiful world of ours!

Here are some helpful websites on nature exploration:        

Children & Nature Network

The Beetles Project (Better Environmental Education, Teaching, Learning & Expertise Sharing)

Natural Start Alliance (A project of the North American Association for Environmental Education)

To learn more about the UC Master Gardeners of Butte County, and for help with gardening in our area, visit our website. The Master Gardeners have produced a Garden Guide and Three-Year Garden Journal full of useful information specific to Butte County. It is currently available in Chico at Magnolia Gift & Garden, the Patrick Ranch gift shop, the UC Cooperative Extension office in Oroville and all Master Gardener workshops.

If you have a gardening question or problem, call our Hotline at (530) 538-7201 or email mgbutte@ucanr.edu.

An alley of sage plants; an area devoted to California natives; a courtyard plaza for reflection and relaxation; raised beds for vegetables; arbors and trellises covered with berry and grape vines.

All of these are included in the plans for the Edible Garden in the Master Gardeners Demonstration Garden on the grounds of the Patrick Ranch Museum. The design for the Edible Garden has been completed, and planting should begin in the near future. Meanwhile, the plans themselves provide plenty of inspiration for those looking to add more edible components to their own home gardens.

Over thirty types of plants will be featured, from trees and shrubs to herbs and grasses. At least one part of each of these plants is directly or indirectly edible, in the form of fruits, flowers, leaves, roots, seeds, or stems. While this garden will include obvious choices like fruits and berries, it will also feature less apparent species such as redbud, which has edible flowers and seed pods; and purple coneflower, which has leaves and roots that can be used to brew medicinal teas.

The Edible Garden is designed to demonstrate what an average homeowner can accomplish in a backyard setting. Hardscape components will be easy to make or purchase. The arbors will showcase different styles and materials. The trellis supports for grapes and berries will illustrate the main trellis types used by home gardeners.

This garden comprises a variety of areas separated (or joined) by paths, fences, focal points, and structures. The hardscape elements and focus plants will draw the eye and the visitor into and through the garden. For readers familiar with the layout of the Demonstration Garden, the planned Edible Garden flows northeastward from the existing classroom area, and includes additional teaching space.

A large amount of hardscape has been built into this garden to demonstrate sustainable design strategies that can be employed by the home gardener. For example, paved and graveled paths reduce water use and facilitate the maintenance and harvesting of edibles.

The mastermind behind the garden plan is local landscape architect Eve Werner. Her design for the triangular space allotted to this garden incorporates concepts of balance, contrast, and harmony, while taking into account the angle and intensity of the sun; the plants growing in the surrounding gardens; and maintenance and irrigation requirements.

Let's take a brief tour of the proposed Edible Garden. We begin by standing at the northeast end of the existing classroom space, facing northeast. The Master Gardeners' office is to the right, and the maturing Espalier Garden is to the left. Behind us is Glenwood Farmhouse and, in the front distance, the Midway running north to south beyond the wheat and pumpkin fields planted each year by the Patrick Ranch Museum.

Edible Annuals: Directly in front of us, beyond the crusher dust paving used to extend the teaching area, are the graceful curving arches of the edible annual garden. Separated by a pathway, these arches mirror each other, and contain an assortment of colors, textures, and heights for seasonal interest and staggered bloom times. The plant list includes: agastache, daylily, common and lemon varieties of thyme, hummingbird sage, bee balm, lemongrass, dwarf rosemary, and tarragon.

Grapevines and Arbor: two grapevine trellises echo the curves of the edible annuals, and are separated by an arbor, which will be planted in annual vines. Grape varieties include Champanel, Niabell, Red Flame Seedless, Glenora, Golden Muscat, and Cabernet Sauvignon. Because grapes require a fair amount of maintenance, and the Master Gardeners are a volunteer organization, varieties that mature at different times have been chosen so that pruning and harvesting can be accomplished in bits and pieces.  

Mediterranean Plaza: The focal point of this relaxation garden is a fruitless olive tree, surrounded by a wide circle of either crusher dust or historic Patrick Ranch adobe bricks. A bench will be located near the tree. The southwestern border, and narrowest angle of the garden triangle, will be populated with plantings of Santolina (green lavender cotton) and more dwarf rosemary. The northeastern border of the plaza, abutting the edible annuals, is formed by moonshine yarrow and a larger rosemary variety.

Sage Alley and beyond: The long leg of the obtuse triangle forming the garden area runs northeast from the plaza. At its southern end lies Sage Alley, featuring shrub sages from California, Arizona, and New Mexico, sprinkled with blue grama grasses. Dr. Hurd manzanita forms the northeastern flank of Sage Alley, and stands at the southwestern side of the second arbor. The arbor itself will support another grape vine. A western redbud stands to the other side of the arbor, amidst plantings of purple coneflower, buckwheat, mahonia, coyote mint, more blue grama grass, and a salvia or two. The third arbor, which will be planted in an annual vine, begins here, and is flanked on the opposite side by a Fuyu persimmon.

Berry Vines: Along the top border of the triangle, trellises will support berries (varieties to be determined). The trellises will be bounded on each side by sages (“Black and Blue” and “Indigo Spires”). A pomegranate tree will mark the end of this edge of the garden.

Raised Vegetable Beds: Heading southwest, back toward the Espalier Garden and the classroom: an arc of five raised beds will demonstrate different building materials and styles. The three inner beds will contain vegetables, and the two outer beds will be planted in blueberries. The center of the arc formed by the beds will contain a flowering quince surrounded by daylilies, coneflower, and chard.

Asparagus and more: The final element of the Edible Garden plan is an asparagus bed situated between the raised beds and the grapevines. Marjoram, oregano, sunflowers, an artichoke in a pot, and delicately-scented German chamomile complete the plantings.

The garden is designed to have plenty of room for visitors to move between and among the different “rooms.” Although it's not yet planted, the designs and garden teams are in place, and when we are done, we will be happy to invite you in to our Edible Garden. In the meantime, there is already plenty to see at the Demonstration Garden, including the Butte County All Stars Garden, Mediterranean Garden, Berm Garden, Herb Garden, California Native Plant Garden, Backyard Orchard, Espaliered fruit trees, and examples of wildlife habitat plantings and groundcover alternatives to turf grass.

To learn more about UC Butte County Master Gardeners and their upcoming events, and for help with gardening in our area, visit our website. If you have a gardening question or problem, call our Hotline at (530) 538-7201 or email mgbutte@ucanr.edu.

Educating the public about the best gardening practices for our region is the primary mission of the UC Master Gardeners of Butte County. A terrific example of our educational outreach was on tap at the first offering of our Fall 2019 Public Workshop series. This 90-minute workshop focused on getting the most out of our Gardening Guide and Three-Year Garden Journal, a publication full of useful information, seasonal tips, and regional plant wisdom specific to Butte County.

Joyce Hill, a Master Gardener and lifelong educator who teaches teachers how to teach, led the workshop. Before delving into her carefully devised learning activities, Hill gave a quick outline of the Guide which was first published in 2014 and is currently being revised. Articles on climate, soil, compost, fertilizer, native plants, sustainable gardening, managing pests, and attracting pollinators comprise the first portion of the spiral-bound book. The following sections combine the format of a journal with pertinent information for every month within each season, starting with spring and ending with winter. Each seasonal segment begins with an overview of what to expect from climate and plants, gardening tasks for that time of year, and ripening fruits and vegetables to be harvested.

Designed with journaling and record keeping in mind, the interactive part of the Guide follows the seasonal introductions. Each of the thirteen weeks of the season is given a two-page layout which features three lined columns, each to be headed by the month and year of use, and filled in by the user as they wish. On the left side of each two-page layout is a short, pertinent article. Helpful tips and items of interest appear on the lower right.

An appendix at the end of the Guide contains pruning and planting guides for the Valley and the foothills, detailed information on caring for fruit trees, and photos and descriptions of common garden pests and beneficial insects.

All-in-all this Gardening Guide is a handy resource for gardeners of all abilities and preferences. But lecturing about what's in the Guide is one thing – getting us into it hands-on is another, and as a good teacher, Hill knew how important it was to engage us in this educational material. To that end, she had prepared a series of garden-, plant-, and climate-related questions, each of which was printed out and pasted onto colored construction paper. Colors were coded by season, and workshop participants were grouped by season/color to locate the answer to each question within the Guide.

About two-thirds of the workshop participants had brought their own dog-eared (or hardly used) Garden Guides with them – the others were able to purchase them on site before we began. Within our groups, we began to leaf through our Guides – the cleverly formulated questions directed us variously to the table of contents, planting guides, pest tables, and task lists.

A former community college instructor myself, I valued group work as an educational tool, and learned to gauge the success of an exercise by the level of noisy interaction occurring in each group. Judging by that criterion, Hill's color-coded questions were a success – we were discovering, learning, and helping each other. Better yet, we were using the Guide as it was intended.

A second benefit of group work is when each team shares the outcome of its investigation. And here is where even more learning occurs – individuals share experiences and knowledge – all of us tapping into expertise that would not have been available in a traditional lecture-oriented class.

The Master Gardeners are working on a revised edition of the Guide, and in wrapping up the workshop, Hill asked participants to critique the existing Guide and offer suggestions for improving the second edition. Changes already in the works include firewise planting and yard maintenance, new and updated sidebar articles, and a section on the basics of garden design (the Guide includes several pages of grid paper for planning to scale). Of course, everyone wanted color photos. So did and do the Master Gardeners. But the prohibitive cost of color images would make the Guide far less affordable for many of its potential users, and getting the information contained in the Guide to as many people as possible is the goal. Other items on the wish list included index tabs (some workshop participants had already added their own), website addresses added to resource lists, an area dedicated to recording climate conditions, and a list of invasive plants.

The Garden Guide and Journaling Workshop showcased and encouraged some highly effective teaching methods, including interaction, self-discovery, and individual and group contributions. A good teacher helps students find the “answer” on their own. The best teachers do this subtly – all of a sudden you have that “aha” moment of discovery without knowing that the exercises crafted, and the information presented, have guided you there. I had just experienced proof of this at our Master Gardener Workshop.

The Garden Guide and Three-Year Garden Journal is currently available in Chico at Magnolia Gift and Garden, the Patrick Ranch Gift Store, the Butte County Cooperative Extension Office in Oroville and all Master Gardener workshops.

To learn more about UC Butte County Master Gardeners and our upcoming workshops and events, and for help with gardening in our area, visit our website. If you have a gardening question or problem, call our Hotline at (530) 538-7201 or email mgbutte@ucanr.edu.

A short drive around Chico's various neighborhoods will convince you that people love their front lawns. They must, because the lawn is the most prominent landscape feature for the vast majority of homes. And yet, we seldom see people outside actually using their front lawn spaces. Maintaining a lawn just to view through your front picture window wastes time, energy, water and money. According to a 2011 study sponsored by the California Department of Water Resources (the “California Single Family Water Use Efficiency Study”), the average household in the state uses 360 gallons of water per day, around 50% of which is used outdoors. Replacing the lawn with waterwise landscaping can reduce outdoor water use by 30-70%. In addition, lawns need to be frequently mowed, fertilized and weeded, thus racking up additional costs. So replacing or significantly reducing lawn can result in considerable savings.

Most people enjoy watching birds and pollinators in their yards, but a lawn doesn't have much to offer critters in terms of food, shelter or a place to raise their young. Frankly, a lush green lawn may be soothing on the eyes, but it's boring. A well-designed garden of trees, shrubs and herbaceous plants in a variety of colors, textures and elevations will welcome wildlife, provide visual interest, and distinguish your yard from those of your neighbors.

Start your design with hardscaping. Hardscaping can include walkways, gravel paths, small patios or decks, dry creek beds and retaining walls. These provide visual interest and also reduce the area that needs to be irrigated. Plan a pleasing and obvious way to get to your front door. You can edge the walkway with plantings in the ground or in urns at intervals along the way. Meandering gravel paths provide a functional and low cost way to move about the garden to observe plantings more closely. A small patio allows you to relax and enjoy a cup of tea in the yard. Dry creek beds and small retaining walls are features that separate planting areas and provide elevation changes in the yard. You can also use an edging of stone or brick to separate planting areas.

Evergreen shrubs and trees can provide the backbone and structure of your planting areas as well as provide the soothing color that we enjoy in a lawn. Add trees, shrubs, herbaceous perennials and groundcovers that vary in size, color and seasonal interest. You can mass several of the same plant together or repeat it throughout the yard to create a sense of cohesion. Mix textures and foliage to provide contrast. Balance colorful focal points with plants that are mostly gray or green. Place some elements so that they lead the eye from focal point to focal point; situate other features where they will provide a visual resting spot.

An important consideration is to plan for the size of the plants at maturity, so be careful not to plant them too close together. You don't want plants to crowd each other in a few years, and you want to avoid having to remove plants that outgrow their spaces. Too many large shrubs can impair your view of the yard from inside the house and also make it hard to see your house from the street. At the same time, areas of larger shapes or masses of plants will be attractive even from a distance.

The New Sunset Western Garden Book and Calscape (the California Native Plant Society's online database of native plants) are good sources of horticultural information about waterwise plants. If your yard will be irrigated with an automatic system, it makes sense to group together plants with similar water needs. The UC Cooperative Extension WUCOLS database allows you to estimate the water needs of thousands of garden plants grown in the Chico area. This database is a valuable tool for grouping plants into zones based on their water needs.

You may want to add some special features as focal points. A water feature will attract birds to the garden. It can be as elaborate as a fountain or as simple as a ceramic dish used as a bird bath. Large boulders also provide visual interest. A bench with large pots of colorful flowering plants at either end invites you to sit and enjoy your garden.

Mulching the bare spots will help to conserve moisture by reducing evaporation and controlling weeds. You can use organic mulch (like shredded bark) or inorganic mulch (like gravel or small rocks). Keep organic mulch a few inches away from the trunks of trees and plants. Excessive moisture that is trapped by mulch too close to the trunk can lead to fungal diseases in the plant. Inorganic mulch can itself become a design element, for example by using different sizes or colors of rocks in different areas.

Visit the Master Gardener Demonstration Garden at Patrick Ranch to see a variety of themed gardens that are waterwise, interesting and beautiful without the use of turfgrass. The Demonstration Garden is located in the area in front of and to the east of the Patrick Ranch Museum Visitor's Center at 10381 Midway, Durham. The gardens are free to visit and are open whenever Patrick Ranch is open to the public.

To learn more about UC Butte County Master Gardeners and their upcoming events, and for help with gardening in our area, visit our website. If you have a gardening question or problem, call our Hotline at (530) 538-7201 or email mgbutte@ucanr.edu.