Pittsburgh Public School Grounds Greening Charettes Participants: Donald Berg, Director of Plant Operations, Pittsburgh Public Schools Maria Moio, District Operations Supervisor, Pittsburgh Public Schools Mark Boyd, District Operations Supervisor, Pittsburgh Public Schools Carla Berdnik, Principal, Linden School K-5 Edward Littlehale, Principal, Pittsburgh Mifflin School Pre K-8 Nancy Lonnett Roman, Pashek Associates Maria Riley, Klavon Designs Alan Rader, Terra Design Studios Christine Lauble, Designscape Judy Wagner, Senior Director, Community Gardens and Greenspace Program, WPC David Wilson, School Grounds Greening Project Coordinator, WPC Jessica McPherson, Ecologist, WPC Cara Armstrong, Fallingwater Curator of Education, WPC Lee Pouliot, Fallingwater Landscape Intern, WPC Lixia Xiao, Fallingwater Landscape Intern, WPC
July 7, 2008 Day One: Landscape upgrade/greening external features Develop a “kit of parts” that can be used on multiple sites. The kit includes: • Elements from 3 different “palettes” o Sustainability o Hardscape o Native Plant • Solutions for : o Different common problem areas o Replacing and rehabilitating existing landscape features o Greening existing features with unattractive and problematic characteristics (i.e. fences, walls, parking lots, and slopes), etc. • Design parameters o Natural building materials only – avoid tires, pressure-treated wood, toxic building materials, etc.; must be durable as well o Non-invasive plants and trees
o o o o o o o o o
Native plants only Must be low-maintenance Plants must be durable Sustainable model is critical Manual on how to maintain space; must be comprehensive and volunteer-friendly Must provide slope and storm water management, habitat enhancement, and energy efficient solutions Consider designs which will engage and involve children from ages 7 – 18 Consider lighting to create dramatic effects Solutions must be simple
Sustainability Palette—How to Keep Successful Sustainable Models •
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Train maintenance staff and get their buy-in o Include sessions for different types of maintenance—installation, long term pruning, mowing, etc. o Create a visual guide of materials o Short term and long term care o Provide, along with the plant list, general maintenance instructions. o Advise that the staff do NO pruning on any new plant material. o Provide mature plant size information, height and spread, for the entire plant list to help the user understand the ultimate growth potential and the actual amount of size each plant will take up to prevent continued overplanting. o Provide a photograph of each mature plant so that maintenance will not prune it into a misshapen wreck and continue overpruning and overmaintaining, losing money and time. Create and enforce clause in specs to replant any damaged or killed plants Create signage for community and student education Develop and meet quantifiable goals, i.e. 30% less mowing, 40% decrease in use of fossil fuels Develop opportunities for community groups to use outdoor spaces, i.e. Scouts use outdoor classroom space Communicate direct benefits of greening; i.e. shade trees modulate classroom temperature, sun protection Create and implement cyclical maintenance plan Plant in spring and fall so students see plantings; classes visit during installation Trade hardscape for permeable paving
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Design charette with kids input o For their own school o Answer to one question, such as how should art be integrated in greenspace Create school garden or environmental club to maintain plantings Create plant palette with aggressive plants to cover Keep all plant palettes, designs, simple and easy to plant and maintain High school paints murals at elementary schools Use drought tolerant plants Create events with special plants such as “pumpkin painting festival”, “leaves arrangement competition”, etc. to activate spaces
Hardscaping Palette— Fencing • Repair/replace fencing as needed for security, to define areas, etc. Consider: o Scale Can fence heights be reduced? o Traffic Control—Perimeter space/definition o Hierarchy • Fencing can serve multiple purposes, can also act as: o Landscape/green Using greenscreen or trellises, grow vines to cover sections of the fence. http://www.greenscreen.com/home.h tml o Art Modular Art Pieces--Use a simply designed anchor to hang art on fencing. Use chainlink fence as the base of a weaving. Use either appropriate fabrics (synthetic), metal, fiberoptic light. Welded found objects/metal. Fence panels become art panels o Scrims Translucent Scrim (a la Ken Smith and PS 19 in NYC) allows for the transformation of the chain link fence with photographs, color, etc. into art space. Creates visual interest.
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Choose fencing that is consistent from school to school or situation to situation. This will help in visual impact and cohesion as well as pricing. o Type Omega Fencing http://www.omegafence.com/ Legi http://www.fences.com/ o Replacement • Replace fences that can’t be repaired, or as the opportunity arises, with Omega Fencing or Legi. • Replace fencing with other types of barrier: o Shrubs and cables o Cable alone o Configuration Ensure that the toe to fence placement is appropriate. Maintain a reasonable relationship between the plantings and the fence. o Visual interest Vary the heights of the panels – the fences do not have to run straight across the top.
Cut windows and doors (facades) into the fencing. Create a “streetscape” out of fencing.
The fence does not have to run a straight line – it can meander, creating interesting areas for plantings and art. o Fencing as Ceiling
Inexpensive fencing can be used as an overhead trellis to create shade in places where trees are unable to be used (or whether the design calls for it). o Use screening, fabric, and other materials to create water collecting “flowers”. The canopies created can provide shade below, while collecting water into storage tanks for use on sites that do not have access to water for plantings.
Walls: • Use walls as a design element. • Types o Seat Walls: Consider economies in standardizing • Prefabricated module • Classic garden models o Stone o Concrete In community supported conditions, a seat wall could be treated as an art project • Grant’s Tomb • Gaudi tile • Community built • Mural/Art Piece • Community participation/Buy in • Bench additional piece or attachment (metal or wood) o Building Walls Can serve multiple purposes, can also act as: • Place for sports—handball, etc. • Projection (electronic changeable): o Art o Daily Announcements/menu/student art • Gallery o Projection o Fixed traditional slide projection o Hanging hardware for art panels o Mural
o Kinetic art (Children’s Museum) Green screen – Plant material could be edible (squash/sunflowers/tomatoes) • Weather Station o Rain catchers o Whirly gigs, wind gages, etc. o Snow/Ice catchers o Retaining Walls Find a best solution product (recommend a quality concrete unit) • Artistic Gabion • Planted Gabion • Concrete o Veneered o Form Liner • Mural/Tiles • Amphitheater seating (low maintenance slope solution) •
Hardscape Mitigation • Trade hardscape for permeable paving, when possible and as appropriate • Repair/replace for safety • Treatment/application • Drainage • Cover • Abandoned tree wells • Paths • Site • Construction correction • Storm water management/erosion • Tree sustainability Furnishings • Find a best solution product for: o Benches o Lighting o Trash/recycling containers o Classroom accessories
Native Plant Palette •
Use a simple plant palette—see Appendix A, Native and Perennial Plant Lists
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Selected best use plants by situation o Slope o Dry o Shade o Wet o Beds o Containers, etc. Use native plants to create high/low visual impact areas on-site o Consolidate/focus existing plants o Use plants in masses to reduce maintenance o No pruning—reduce weeds o Eliminate stray plants on-site Plant trees to create shade Use native plants to create habitat Maximize educational value through plantings o Classroom evaluation of plots o Change over time (documentation) Plant pits/tree pits Follow Treevitalize concepts Identify difficult to maintain areas o Suggest alternatives—example, discontinue slope mowing, add wildflowers o Salt areas o Perennials only in areas that will have constant maintenance Plant for sensory experience—fragrance, texture, sound, etc. Plant mature size with maintenance guidelines o Photos Volunteers/community service for plant care o School programs (grad requirements/NHS)
Solutions for Sloped Areas: Low maintenance plan (for large sloped areas): • • • • •
Stop mowing and see what develops Interplant desired species. o If there is a concern with visibility, use herbaceous species only. o Otherwise, include shrubs and/or trees if desired. Focus attention on removing highly invasive non-natives Determine a desired mowing schedule (every 2-3 years) Educational component crucial! o Educate Maintenance staff! o Do outreach to parents, school staff, community about the project and its goals.
o Place signage on-site about habitat value, conservation goals, etc.
Habitat areas (moderate slopes, smaller size) •
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Remove undesirable plants. If cool season grasses are established, native warm season grasses and perennial wildflowers often cannot compete. In these cases, or in other cases where persistent, highly competitive undesirable species are present, it will probably be necessary to mow, scrape, or spray, completely eliminating vegetation, before establishing natives. Seed with native field and wildflower mix. Smaller areas add planted shrubs/trees. Larger areas, shrub seeds.
Steep slopes with shade • • •
Maintain tree cover to discourage weed growth If herbaceous additions are desired, utilize small plugs and plant away from tree root systems. Shrubs are difficult to establish where trees are already established.
Solutions for Dry Areas: • •
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Add organic material to soil to improve moisture retention. If soils are also compacted: o Scarify soil surface to loosen soil o Incorporate organic matter at the same time o Incorporate further topsoil if needed Plant drought tolerant species.
Solutions for Wet Areas: • •
Areas which are used or trafficked heavily – remediate drainage issues. Unused areas – establish wetland plant beds for educational, ornamental purposes.
Solutions for Parking Lots and Asphalt Areas: •
Install trees o Trees require a minimum of 30 SF trenches; as deep as possible, 23” minimum (refer to City of Pittsburgh planting specifications and recommendations). o Add trees within parking lots only if they are not in small individual islands.
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o Place height restrictions and recommendations for installing new trees. Advise user that where overhead wires exist, choose a tree from the list of species recommended for overhead wire areas. Continue to make user aware of common overplanting mistakes. Eliminate grass from parking lot islands. o Replace with salt tolerant groundcover and/or o Replace with shrub massings. Create consistent parking lot entrance enhancements and buffering.
Install vines for fences, where appropriate o Considering security, site lines, etc. Include annual plantings only where it may be supported by the students, teachers or PTO (“special case” scenario). Paint murals on large areas of asphalt: the state tree, bird, flower, animal, etc., art murals, maps, sun dial, etc. Install outdoor seating areas with shade trees and benches or 18” ht. shrub planters to accommodate seating.
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Reduce overall asphalt square footage by replacing with permeable pavers. If budget allows, soften outdoor classroom with shrub “walls”. Create sculpture courtyards. o Students create sculpture and learn about the sustainability of different materials o Some percentage of the ultimate goal each year is to create permanent sculpture that will last for many years and permanently beautify the paved area. Install trellis structure on buildings to help prevent people from parking immediately adjacent to building.
Solutions for Reducing Site Landscape Maintenance • • • • • •
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Eliminate scattered planting beds or individual plants in lawn areas, especially in less visible locations. Create consolidated planting beds in most highly visible locations (building entrances, outdoor learning spaces, etc.). Limit shrub beds, and utilize lawn and trees for scale and interest. Develop planting plans using masses of only a few plants (select plants that fit the site, will develop full shapes, and will grow together). Allow massed plantings to grow together (reduces future weed growth, and need for mulch). Avoid pruning of shrubs and trees! o When the correct plant is selected, severe pruning and shaping is not necessary, and actually creates future maintenance. o Eliminating pruning allows plants to develop into their natural shape, have more leaf mass, flower (some pruning eliminates flowering), and contribute more to the environment. Limit pruning only to removal of deadwood, crossing branches, or diseased wood. o Develop maintenance guidelines (with pictures) o Conduct educational sessions for maintenance crews Use herbicides in limited amounts, especially during early establishment of planting beds. This is a good way to control weed growth, and reduce need for future weeding (herbicides kill weeds down to the roots, discouraging regrowth; pulling weeds usually results in the need for future pulling). Discontinue mowing on slopes exceeding 3:1. o Implement a “Let it go and see what grows” approach (discontinue mowing; allow what is there to grow). Usually, wildflower species will establish. o Supplement the non-mowed areas with planted wildflower and field grasses.
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o Then mow every two to three years (timed to avoid disruption of bird and animal nesting) to reduce woody growth; or allow woody growth to establish, eventually reverting the area back to forest. Optional approach for areas where creation of a specific habitat is desired (i.e., butterfly habitat, etc.): o Cut and remove existing vegetation o Spray herbicide to eliminate existing vegetation, and plant a native wildflower / field grass mixture o Weed for first year or two to eliminate undesirable species. o Then mow every two to three years (timed to avoid disruption of bird and animal nesting).
July 9, 2008 Day Two: New Green Spaces and Eco-Prototypes Create workable and replicable “Eco-prototype” designs for new green space types
Eco-Prototype 1A Quiet reading/thinking spaces Use features to define small areas where a few students can comfortably sit/read/think/work quietly For schools with little existing greenspace • Create shade and private space by installing tree grates and shade trees on grid system • Install pavers on top of tree grates so space underneath can be used
Eco-Prototype 1B Quiet reading/thinking spaces Use features to define small areas where a few students can comfortably sit/read/think/work quietly For schools with little existing greenspace • Trellis system provides shade/shelter and visually softens space • Shrubs define edges • Color coat paving to reduce heat and provide visual interest
Eco-Prototype 1C Quiet reading/thinking spaces Use features to define small areas where a few students can comfortably sit/read/think/work quietly For schools with little existing greenspace • Raised unit walls with plantings define edges of space • Overhead canopy creates shade and shelter • Color coat paving to reduce heat and provide visual interest
Eco-Prototype 1D Quiet reading/thinking spaces Use features to define small areas where a few students can comfortably sit/read/think/work quietly For schools with existing greenspace • Use trees to define space • Mound earth and plant to create enclosure • Smaller trees create shade and more intimate scale • Use stump seating to keep natural feel to the area
Eco-Prototype 1E Quiet reading/thinking spaces Use features to define small areas where a few students can comfortably sit/read/think/work quietly For schools with existing greenspace • Use trees to define space • Shrubs create enclosure • Benches provide seating • Umbrellas can be used to create shade o Prior to trees maturing o Permanent solution in lieu of trees
Eco-Prototype 1F Quiet reading/thinking spaces Use features to define small areas where a few students can comfortably sit/read/think/work quietly For schools with unused entrance/doorway • Define entry with new use—reading space • Use existing stairs as seating • Overhead canopy can be added to create shade • Color coat paving to reduce heat and provide visual interest
Eco-Prototype 2A Classroom Learning Spaces Use features to support small groups for outside learning For schools with existing greenspace or courtyard: • Define edges with fence and shade trees • Create “windows” (missing section of the fence) to allow access to areas outside the classroom • Use moveable benches so teachers and students can decide what configuration is best for the day’s activities • Evergreen groundcover softens area • Paver area acts as a focal point for speaker and platform for blackboard, lectern, etc.
Eco-Prototype 2B Classroom Learning Spaces Use features to support small groups for outside learning For schools with existing open space (green or paved): • Define edges with shade trees and ground cover • Create interior boundary with hard surface that kids can personalize with mosaics, paint. Etc. • Use moveable block seating so use can be flexible, fun • Work tables at perimeter edge allow for smaller breakout learning/play sessions
Eco-Prototype 2C Classroom Learning Spaces Use features to support small groups for outside learning For schools with existing open space (green or paved): • Install anchor posts (posts could be wheeled for greatest flexibility) • Use hinged screens to define space o Screens could be chalkboards, greenscreens, etc. depending on use.
Eco-Prototype 3A Natural Play Spaces Use features to encourage children to safely and comfortably play tag, jump rope, and other moderately active play For schools with existing landscaped slope • Use natural materials, such as plants, stone, sand, wood • Use combination of native plants and beautiful ornamental plants (not invasive plants) to attract butterflies, insects, etc. • Use stones to make steps and sitting areas • Plant trees to provide shade
Eco-Prototype 3B Natural Play Spaces Use features to encourage children to safely and comfortably play tag, jump rope, and other moderately active play For schools with existing moderately sloped to flat green space • Use large canopy trees on the edge of natural play ground, providing shade, but allowing people to look through and keep an eye on kids. • Use small shrubs and herbaceous plants to provide “hiding” space for kids that still enables adults to see kids • Use soft ground covers, such as grass or sand
Eco-Prototype 3C Natural Play Spaces Use features to encourage children to safely and comfortably play tag, jump rope, and other moderately active or quiet play The Reading Tree For schools with existing shade tree • Shade tree drip line defines area • Visual screen planting defines smaller quiet areas for reading, etc. • Benches provide seating • Wind chimes activate area • Ornamental fence around tree provides protection and visual interest
Eco-Prototype 3D Natural Play Spaces Use features to encourage children to safely and comfortably play tag, jump rope, and other moderately active or quiet play Made Shade For schools without existing shade tree in asphalt jungle • Saw-cut asphalt edge and create tree pits • Install shade trees • Define edge of tree pits with seat wall o protection for tree o Place for reading and other quiet activities • Paint asphalt o Visual interest o Play/learning opportunities
Eco-Prototype 3E Natural Play Spaces Use features to encourage children to safely and comfortably play tag, jump rope, and other moderately active or quiet play For schools without existing shade tree in asphalt jungle • Soften tall chain link fences o Scrim or art work o Groupings of bird houses • Create “walls” with loose borders of large shrubs o Select plant material to encourage touch, smell, sound, and sight
Eco-Prototype 3F Natural Play Spaces Use features to encourage children to safely and comfortably play tag, jump rope, and other moderately active or quiet play For schools with large sloping areas • Exploit slope to use for unstructured play—kite flying, running, rolling, ball kicking, etc. • Use or create rock outcropping for seating, climbing, jumping • Group shrubs to create time-out and other contemplative spaces • Put peep holes in walls • Create bird watching blind with varied height viewing areas
Eco-Prototype 4A Creative Play Space Use features to spark creative play Clothesline Maze or Stage For schools with existing open space (green or paved): o Posts o Clothesline connecting posts o Weather proof fabric Use horizontally for shade Use vertically for walls—door and windows can be cut out
Eco-Prototype 4B Creative Play Space Use features to spark creative play Disco Room For schools with small pocket space • Reflective materials • Fencing • Mounded earth with ground cover • Plastic balls
Eco-Prototype 4C Creative Play Space Use features to spark creative play Music Garden For schools with green space • Screen plantings • Musical installations from found objects o Door chimes o Mufflers o Hubcap gongs, etc. • Water table ripple pool • Shade trees • Themed plantings related to music o Trumpet vine o Grass for whistles o Blue bells, etc.
Eco-Prototype 5A Rain Garden Raindrop For schools with green space • Raindrop shaped bed filters and disperses water runoff • Use sensory plants that are also habitat attracting • Can be incorporated into lesson plans--water testing, rain cycle, insects, etc.
Eco-Prototype 5B Rain Garden For schools with sloped shady conditions • Depression at bottom of hill contains water—water is filtered and dispersed as it moves downhill • On slope, implement a “let it go and see what grows” approach (discontinue mowing; allow what is there to grow). Usually, wildflower species will establish. • Supplement the non-mowed areas with planted wildflower and field grasses.
Eco-Prototype 5C Rain Garden Outdoor Classroom Rain Garden For schools with open space (paved or green) • Plantings define edges of outdoor classroom space • Combination of foundation plantings, rain garden plants, drought tolerant plantings add visual interest and could be used as teaching tool • Incorporating rain barrel creates water source
Eco-Prototype 6A Raised Beds Retrofitting For schools with existing under-utilized raised beds • Beds are reconfigured for other uses that create habitat, reduce maintenance, provide natural play areas, and foster community-school connections i. The Habitat Attractor • Use stone pavers to create a pathway experience through habitat plantings • Allows students to interact with plant materials as well as forms of wildlife—butterflies, insects, etc.
ii. The Canopy • Plant covered canopy formed by vines growing on installed arches • Design allows for the interaction with sun and light patterns and with plant material • Vines with interesting flowers and/or fruits recommended iii. The Art Platform • Form art display area by intermixing habitat plantings with pavers, poles, or other needed surfaces for the display of community and student artwork • Allows for community interaction and the creation of art events for both community and school
iv. Living Theater • Living theater space created by low growing plants that can handle foot traffic; i.e. Steppables • Moveable backdrops can be added to create a stage for a variety of performance art possibilities
Eco-Prototype 6B Raised Beds For schools with asphalt areas • Create new raised beds at edge of ugly asphalt spaces • Use combination of shade trees, shrubs, and ground cover • Use curved walls to create interest, making new outdoor study areas, or play spaces for kids
Eco-Prototype 6C Raised Beds For schools with large asphalt areas • Create new raised beds in 4 corners of paved space • Make new sitting space with beautiful focal points, butterflies and encouraging students to go out
attracting
Eco-Prototype 6D Raised Beds The Sensory Garden For schools with flat open space (paved or green) • Create planting beds at a height that creates seating walls at “transfer height” • Configure to encourage students to interact with natural building materials and plants materials • Building materials should be regionally specific (i.e. stone) • Plants should be selected for scents, interesting bark, leaf color, flower and fruit production, and evergreen qualities. In doing so, the space becomes valuable as teaching and calming space in all seasons • Center of the garden becomes an area for a sundial or other sculptural elements that allows for student interaction
Appendix A Native and Perennial Plant Lists
Latin Name
Common Name
Cultivars
Sun/Shade
Dry/Moist Size (height x width)
Comments
* Bold plants are Allegheny County Natives
Trees Large Acer x freemanii
Freeman Maple
Autumn Blaze, Autumn Fantasy, Celebration, Marmo
Full sun
Moist only
45'- 70' x 25'- 40'
Raingardens
Betula nigra
River Birch
Heritage®, Dura-Heat™
Full sun/Part Shade
Moist only
40'- 50' x 30'- 40'
Raingardens
Full sun
Dry/Moist
50'- 60' x 20'- 40'
Raingardens
Full sun/Part Shade
Dry/Moist
40'- 60' x 40'
Wildlife/Habitat value, Raingardens
Full sun
Moist only
30'- 50' x 40'- 55'
Catalpa speciosa
Northern Catalpa
Celtis occidentalis
Common Hackberry
Cladrastis kentukea
Yellowwood
Ginkgo biloba
Maidenhair Tree
Autumn Gold, Magyar, Princeton Sentry
Full sun
Dry
50'- 80' x 30'- 40'
Use male cultivars only
Gleditsia triacanthos var. inermis
Common Honeylocust
Fairview, Greeen Glory, Halka™, Shademaster™
Full sun
Dry
40'- 80' x 30'- 70'
Use in extreme conditions only
Gymnocladus dioicus
Kentucky Coffeetree
Expresso (non-fruiting, male form)
Full sun
Dry/Moist
50'- 70' x 40'- 50'
Liquidambar styraciflua
American Sweetgum
Grandmaster™, Moraine
Liriodendron tulipifera
Tulip Poplar
Prairie Pride
Full sun
Moist only
50'- 75' x 40'- 65'
Full sun
Moist only
70'- 90' x 35'- 50'
Raingardens
Quercus acutissima
Sawtooth Oak
Full sun
Dry/Moist
40'- 50' x 35'- 55'
Quercus macrocarpa
Bur Oak
Full sun
Moist only
60'- 80' x 60'- 90'
Habitat value
Quercus palustris
Pin Oak
Full sun
Moist only
50'- 70' x 40'- 50'
Habitat value, Raingardens
Quercus rubra
Red Oak
Ulmus americana
American Elm
Habitat value
Full sun
Dry/Moist
60'- 80' x 50'- 70'
Habitat value
Valley Forge
Full sun
Dry/Moist
60'- 80' x 40'- 80'
Cultivar needed for Dutch Elm's disease resistance
Small Acer ginnala
Flame Maple
Compacta, Flame
Full sun/Part shade
Moist only
10'-20' x 10'-20'
Non-native, but worthy substitute for Sumac
Amelanchier arborea/laevis
Serviceberry
Autumn Brilliance, Cole's Select, Refzam, Tradition, Trazam
Full sun/Part shade
Moist only
20'- 30' x 15'- 25'
Wildlife value
Carpinus caroliniana
Musclewood
Full sun/Part shade
Moist only
30' x 25'
Cercis canadensis
Eastern Redbud
Chionanthus virginicus
Fringetree
Cornus mas Liquidambar styraciflua
Forest Pansy
Full sun/Part shade
Moist only
20'- 30' x 25'- 35'
Prone to disease when under stress
Full sun/Part shade
Moist only
12'- 20' x 12'- 20'
Wildlife value, Need male for fruit production on females
Corneliancherry Dogwood Golden Glory
Full sun/Part shade
Dry/Moist
20'-25' x 10'-15'
Non-native
American Sweetgum
Clydesform
Full sun
Moist only
30' x 10'- 15'
Raingardens
Prunus virginiana
Chokecherry
Canada Red Select, Schubert
Full sun
Moist only
25' x 20'
Wildlife value
Quercus ilicifolia
Bear Oak
Full sun
Dry/Moist
12'- 20' x 12'- 20'
Robinia pseudoacacia
Black Locust
Globe, Inermis, Bessoniana
Full sun/Full shade
Dry
30' x 20'
Aronia arbutfolia
Red Chokeberry
Brilliantissima
Full sun/Part shade
Dry/Moist
6'- 8' x 6'
Wildlife value
Aronia melanocarpa
Black Chokeberry
Autumn Magic, Elata
Full sun/Part shade
Dry/Moist
4'- 8' x 4'- 6'
Wildlife value
Ceanothus americanus
New Jersey Tea
Full sun/Full shade
Dry/Moist
3'- 4' x 3'-5'
Clethra alnifolia
Summersweet Clethra
Hummingbird, Sixteen Candles
Full sun/Full shade
Moist
4'- 8' x 4'- 6'
Raingardens
Cornus foemina (racemosa)
Grey Dogwood
Geauga
Full sun/Part shade
Dry/Moist
10'-15' x 10'-15'
Wildlife value, Raingardens
Cornus sericea (stolonifera)
Tatarian Dogwood
Cardinal
Full sun/Part shade
Moist
6'-8' x 5'-8'
Raingardens
Fothergilla major/gardenii
Fothergilla
Blue Mist, Blue Shadow, Mt. Airy
Full sun/Part shade Part shade/Full shade Moist
15'-20' x 8'-12'
Habitat value
Densa
Full sun/Full shade
Moist
6'-10' x 6'-12'
Wildlife value
Shrubs
Hamamelis virginiana
Common Witchhazel
Ilex glabra
Inkberry
Ilex verticillata
Winterberry Holly
Jim Dandy (male), Southern Gentleman (male), Red Sprite (female), Sparkleberry (femaleFull sun/Part shade
Moist
6'-10' x 6'-10'
One male plant needed for every ten female, Wildlife value, Raingardens
Itea virginica
Virginia Sweetspire
Henry's garnet, Little henry
Full sun/Part shade
Dry/Moist
3'-6' x 4'-6'
Raingardens
Lindera benzoin
Spicebush
Full sun/Full shade
Moist
6'-10' x 6'-12'
Morella (Myrica) pensylvanica
Bayberry
Full sun/Part shade
Dry/Moist
5'-12' x 5'-12'
Physocarpus opulifolius
Eastern Ninebark
Full sun/Part shade
Dry/Moist
6'-8' x 6'-8'
Rhododendron maximum
Rosebay Rhododendron
Rhus aromatica
Fragrant Sumac
Sambucus canadensis
Black Elderberry
Virburnum dentatum
Arrowwood Viburnum
Xanthorhiza simplicissima
Yellowroot
Summerwine, Coppertina, Diabolo Gro-low Autumn Jazz, Blue Muffin, Chicago Lustre
Part shade/Full shade Moist
20' x 20'
Full sun
Dry/Moist
2'-12' x 10'-20'
Full sun/Full shade
Moist
5'-12' x 5'-12'
Full sun/Part shade
Dry/Moist
8'-12' x 8'-10'
Full sun/Full shade
Dry/Moist
2'-3' x variable
Habitat value
Concern with Viburnum Leaf Beatle, Wildlife/Habitat value, Raingardens
Vines Aristolochia macrophylla
Dutchman's Pipe
Campsis radicans
Trumpetcreeper
Clematis virginiana
Virgin's Bower
Flamenco, Flava, Judy
Full sun/Part shade
Moist
20'-30'
Slightly aggressive native
Full sun/Part shade
Dry/Moist
30'-40'
Aggressive native, Wildlife value
Full sun/Part shade
Moist
12'-20'
Hydrangea anomala ssp. petiolaris
Climbing Hydrangea
Part shade/Full shade Dry/Moist
Varying
Lonicera sempervirens
Trumpet Honeysuckle
Full sun/Part shade
10'-20'
Moist
Non-native
Parthenocissus quinquefolia
Virginia Creeper
Full sun/Full shade
Dry/Moist
30'-50'
Aggressive native
Vitis labrusca
Fox Grape
Full sun/Full shade
Dry/Moist
30'
Aggressive native, Possibly difficult to find under cultivation
Wisteria frutescens
American Wisteria
Full sun/Part shade
Moist
30'
Amethyst Falls, Longwood Purple
Grasses Andropogon gerardii
Big Bluestem
Full sun/Part shade
Dry/Moist
4'-8'
Habitat value
Chasmanthium latifolium
Northern Sea Oats
Part Shade
Dry/Moist
2'-3'
Aggressive native
Panicum virgatum
Switch Grass
Cloud Nine, Dallas Blues, Heavy Metal, Prairie Sky, Shenandoah
Full sun/Part shade
Dry/Moist
4'-6'
Habitat value
Schizachyrium scoparium
Little Bluestem
The Blues
Full sun/Part shade
Dry/Moist
4'-5'
Habitat value
Sorghastrum nutans
Indian Grass
Full sun
Dry/Moist
5'-7'
Habitat value
Sporobolus heterolepsis
Prairie Dropseed
Full sun
Dry/Moist
2'-3'
Habitat value
Perennials *See Seed Mix/Source List
*Perennial Seed Mixes & Sources The following plant list reflects seed mixtures that could be utilized under the most common conditions existing at many of Pittsburgh’s public schools. The seed mixes listed are taken from the Prairie Moon Nursery catalog and represent plants that would perform best under the circumstances presented. Following the lists, the contact information for multiple seed sources is included. Please note that this is not a complete list of all possible seed mixtures. Further mixes for consideration can be found at any of these seed sources’ websites. G Shady Woodland Mix o Wild Leek, Columbine, Jack-in-the-Pulpit, Poke Milkweed, Drummond’s Aster, Arrow-leaved Aster, Short’s Aster, Hairy Wood Mint, Tall Bellflower, Honewort, Wild Geranium, Great Waterleaf, Sweet Sicely, Jacob’s Ladder, Woodland Knotweed, Lion’s Foot, Hairy Mountain Mint, Solomon’s Plume, Zig Zag Goldenrod, Elm-leaved Goldenrod, Early Meadow Rue, Meadow Parsnip G Tall Sedge Meadow for Wet Soils o Forbs: Sweet Flag, Mud Plantain, Swamp Milkweed, New England Aster, Flattopped Aster, Tall Swamp Marigold, Decurrent False Aster, Turtlehead, Joe Pye Weed, Boneset, Sneezeweed, Hairy Rose Mallow, Southern Blue Flag, Prairie Blazing Star, Cardinal Flower, Great Blue Lobelia, Monkey Flower, Marsh Betony, Obedient Plant, Mountain Mint, Common Arrowhead, Riddell’s Goldenrod, Great Bur Reed, Blue Vervain, Common Ironweed o Grasses: Fringed Brome, Mix of five sedges, Reed Manna Grass, Mix of three bulrushes, Cord Grass G Short Grass Prairie for Dry Mesic Soils o Forbs: Columbine, Butterfly Weed, Sky Blue Aster, White Wild Indigo, Prairie Coreopsis, Pale Purple Coneflower, Rattlesnake Master, Flowering Spurge, Stiff Gentian, Button Blazing Star, Wild Quinine, Wood Betony, Foxglove Beardtongue, White Prairie Clover, Purple Prairie Clover, Black-eyed Susan, Old Field Goldenrod, Ohio Spiderwort, Prairie Violet, Heartleaf Golden Alexanders, Lead Plant, New Jersey Tea o Grasses: Little Bluestem, Side-Oats Grama, Prairie Brome, Plains Oval Sedge, June Grass G Mixed Height Prairie for Dry Mesic Soils o Forbs: Prairie Sage, Butterfly Weed, Sky Blue Aster, White Wild Indigo, Prairie Coreopsis, Pale Purple Coneflower, Rattlesnake Master, Stiff Gentian, Early Sunflower, Round-headed Bush Clover, Button Blazing Star, Wild Bergamot, Wild Quinine, Foxglove Beardtongue, Purple Prairie Clover, Yellow Coneflower, Blackeyed Susan, Sweet Black-eyed Susan, Brown-eyed Susan, Wild Petunia, Compass Plant, Stiff Goldenrod, Showy Goldenrod, Ohio Spiderwort, Hoary Vervain o Grasses: Big Bluestem, Little Bluestem, Side-oats Grama, Prairie Brome, Plains Oval Sedge, Canada Wild Rye, Indian Grass
G Seed Sources o Audubon Center for Native Plants at Beechwood Farms 614 Dorseyville Rd. Pittsburgh, PA 15238 Phone: 412-963-6100 Fax: 412-963-6761 www.aswp.org/acnp.html o Ernst Conservation Seeds 9006 Mercer Pike Meadville, PA 16335 Phone: 800-873-3321 Fax: 814-336-5191 www.ernstseed.com o J.F. New 128 Sunset Dr. Walkerton, IN 46574 Phone: 574-586-2412 Fax: 574-586-2718 www.jfnew.com/nativeplant-nursery.asp o Prairie Moon Nursery 32115 Prairie Lane Winona, MN 55987 Phone: 866-417-8156 Fax: 507-454-5238 www.prairiemoon.com o Spence Restoration Nursery 2220 East Fuson Rd. Muncie, IN 47302 Phone: 765-286-7154 Fax: 765-286-0264 www.spencenursery.com