Los Osos Garden Science Program


Los Osos teachers and partner volunteers took a good look at their surrounding environment, and decided to work with the native habitat surrounding their school rather than create a garden that didn’t fit with what grows in the region naturally. For their program, the school works closely with the California Native Plant Society volunteers, Susie Bernstein and John Chesnut. The Moro Bay Estuary and Moro Bay State Park have also been close partners with the school, especially the science classes. Both the principal, Mrs. Brock, and the Assistant Principal, Dr. Elfink, are very supportive of the California Native Habitat Garden project.

Annie Stoneman, the 7th grade Life Science teacher, focuses on field science with students by conducting dune restoration through propagation of dune native habitat.  Native plants are more difficult to propagate than many of the more familiar plants, and they take a lot of care and soaking of the seeds.  The greenhouse is used by the 7th grade life science classes for propagating native plants and restoring the dunes’ habitat that the school is located on.  In the greenhouse are a dozen native plants with both their common name and Latin name identifying them.

Los Osos also has a native plant trail, which is the outdoor laboratory for student exploration.

Prior to going out to the native habitat garden, Ms. Stoneman spends about 5 minutes reviewing the goals of the lesson, the expectations and specific directions for getting to the garden tasks for each student group.  As Ms. Stoneman states, “One of the greatest fears teachers have in teaching in the garden is that the students will run wild and be out of control.”  She continues, “As long students know what they are doing, they are on task.”

She also coordinates volunteers, introduces the volunteers to the students, and clarifies what the volunteers’ roles are for the lesson.  Volunteers provide special lessons and care for the native plants. Before visiting the habitat area, they teach propagation, and  help out by setting up examples with the names of the native plants, along with the seeds that the students will be planting.  The greenhouse is the laboratory where the planting takes place.  Approximately 10 native plants are on display with their common and Latin names identifying them. 

Life Science

Typical Life Science topics include

  • Cycles of seeds to plants; propagation
  • Seed dispersal
  • Characteristics and needs of living organisms
  • Biodiversity
  • Needs of habitats and ecosystems
  • Relationship of propagators to ecosystem (butterflies, native bees)
  • Need for buffers to protect the watershed
  • Native and non-native plant identification

Rotating Ranger

The outdoor activity is the true highlight for this class. They use a structure called Rotating Ranger.  The class is divided into groups of four.  Each group stands next to different native plants growing in the garden.  Ms. Stoneman names the plant and explains to the first group that even though the plant is growing low, the stems that hold the plants are high so that the seeds that can disperse. One student serves as the Ranger and stays behind to meet the next group of four folks who come along. The Ranger explains to the next group of students all the information from the previous round, including the description of the plant and its seeds.  After the ranger explains to group number 2, he/she moves and another “Ranger” stays behind.

Some natives planted by students include the Coyote Bush.. Nine different species of Coyote Bush were planted on the day of the visit. The Ranger describes a male and female bush, shows the seeds and demonstrates how they fly away

Buckwheat is another plant that they plant and kids see growing. This is a great plant for science class because most natives are slow growing, but buckwheat will germinate within about two weeks. Natural selection is discussed regarding germination. 

7th Grade Controlled study

Last year the 7th grade class conducted a controlled study on the germination of native plants. They compared soaking the nine species of seeds verses not soaking, and collected the data to see what species had grown.  After analyzing the data they discovered that germination occurred faster if they soaked the seeds first.  This year’s class reviewed the study and analyzed the data.  They determined that they should soak the seeds first and planted seeds based on data collected in the previous year’s experiment.

Qualitative and Quantitative Observation

Investigation using scientific methods is part of the laboratory and links to Science Investigation and Exploration, a state standard.

“The habitat survey focused on how to conduct qualitative and quantitative observations.  This is what field biologists do.  The lesson centered on soil texture.”

Ms. Stoneman uses the U.S. Fish and Wildlife Service curriculum Schoolyard Habitat Project Guide.  They first look at biotic and abiotic factors, living and nonliving.  Using the U.S. Fish and Wildlife soil texture chart, they summarize the growing conditions and how these plants are able to grow in a coastal desert.  Next they look at how living and nonliving factors interact.   Then they discuss seeds and seed dispersal, and look at factors and characteristics of seeds for dispersing.  Seeds are the way plants move….so how does that happen? They look at native seeds in different jars and identify their method of seed dispersal based on their characteristics.