Learning Objectives

Notes

16.1
To examine the variety of water garden styles. (COM)

16.2
To examine the factors related to pond location in a landscaped area.

Have students identify a variety of water garden styles. Some to consider include:

• Tubs or half barrels (suitable for decks or balconies)
• Troughs (for a narrow space above ground)
• In ground types (where a larger space is available).

Create a list of factors to consider when selecting the style and size of a pond. These may include:

• Topography
• Existing landscaping
• Location of underground utilities
• Lot size and shape
• Intended function; aesthetics, horticulture, etc.
• Amount of sunlight required.

16.3
To design a water garden. (CCT)

Visit local park areas or backyard ponds to get ideas as to how pond size and location relate to one another.

Ponds that will contain plants and fish have different requirements of surface area and depth.

Water garden projects using portable containers are possible.

16.4
To build a portable water garden. (IL)

Have the students create a small water garden based on their plans. It may be possible to build a water garden for the community or to contract with an individual to build a pond.

It will be necessary to use a liner of some variety, preformed or made from sheet material to waterproof the container or prepared space for the water garden. Have the students collect all the material necessary before beginning their project.

If possible, have students build a small container pond in a wooden half barrel at the school or at a seniors’ facility.

16.5
To develop a plan for construction of an in-ground pond.

Have students prepare a work plan for the construction of the pond. Do not forget to include the final finishing of the pond apron and surrounding landscaping.

Prepare a list of materials that will be needed to build the pond. Calculate the cost of the selected pond design. (NUM)

Visit building centres, greenhouses and landscaping companies. As well, investigate the Internet for information on building techniques and material suppliers.

Careful calculation of the amount of liner material will be necessary to adequately cover the pond interior. The area that surrounds the pond will also be part of the overall plan, particularly if a stream or a waterfall is to be included.

If possible, have the students build a water garden at the school or perhaps for a seniors’ complex in the community.

16.6
To discuss the management and maintenance procedures needed for a water garden.

Have the students develop a seasonal plan for the maintenance of a water garden. Create a list of products required for water garden maintenance.

Have students prepare a list of the possible problems that can occur with water gardens and suggest their solutions for dealing with the problems identified. (CCT)

16.7
To select suitable plants to put in a water garden.

Discuss the three groups of water plants: bog or marshy varieties, submerged plants, and shade producing plant types.

Examples might include:

• Bog or Marginal: Cattails, water iris or marsh grasses (planted in pots with the roots submerged near the surface).
• Submerged: Water lilies, Vallisneria, Sagittaria (roots are in soil at the bottom of the pond, the latter two providing oxygen to the water).
• Shade producing: Duck weed, water hyacinths and water lettuce (the roots are not in soil but hang in the water).

Determine what plants are suitable for our climate zones.

16.8
To understand the requirements for water plants.

Identify the soil mixes for submerged water plants.

Investigate water chemistry and its importance to the health of water plants. (IL)

Have students test the pH of a variety of water bodies to evaluate the safety of the water for plants.

Determine the optimum plant population for a given pond size.

16.9
To discuss the pond and the creatures that may inhabit the pond. (COM)

Fish, amphibians and insects are popular additions to ponds. Have students identify the contributions of each one. Have students determine the number and types of fish that a given pond can support. Students should also investigate the predators that may visit the pond and suggest methods to prevent predation.

16.10
To investigate the relationships among the various natural elements in the pond.

Students can show how the pond becomes a self-sustaining environment through the symbiotic relationships of its elements. (IL)

Have the students discuss the pond and how it fits in an eco-system.