Preliminary Functional Program

Entry (s):  There should be an entry at either end of the site.  One entry should be located at the northeastern corner of the property, placing it nearest Ingraham Boulevard from where most persons will access The Learning Garden.  This location is not ideal for parking because parked cars would obscure an important water vista.  Parking would better be located at the northwestern edge of the site to preserve as much of the water vista as possible.  The second entry to the site should be located leading from the parking area into the garden.  Placing entries at either end of the site will make for an orderly circulation pattern through the garden.  An events board should be included in the signage at entries.
 

Educational Areas:  There should be one primary educational area where master gardeners and others can conduct programs.  This area should be located away from residential structures to reduce noise transference.  Secondary educational areas to include signs, mailboxes containing educational materials and other illustrative devices  should be distributed throughout the garden to create a self-guided learning experience for visitors.
 

Seating Areas: The primary educational area will require seating.  There should also be multiple seating areas that will allow visitors to:  (1) appreciate water and garden vistas; (2) rest; and (3) be thoughtful.
 

Parking:  Due to the site's size, the least amount of onsite parking allowable is all that should be considered.  If it is the desire of the County to make The Learning Garden more accessible by providing additional parking spaces, the County may wish to purchase nearby property to accomplish this goal.
 

Demonstration Areas:
 

• Shoreline/Coastal/Aquatic Plants  In addition to showing the variety of plants that can be located on the shoreline, this area should identify plants that are salt-tolerant, ones that are able to thrive in an environment where the water level will fluctuate, plants that are good filters for runoff, shrubs and trees that shade the water, and a garden area that is attractive to wildlife including birds and marine life

• Turf Areas  We wish to have small turf areas to show the types of turf found in Florida and the pros and cons and the best ways to care for each.

• Ground Cover Ground covers will be distributed throughout the garden to expose homeowners to the variety of plants that can be used to minimize large turf areas requiring abundant water and to create interesting textures and colors in the landscape, as well as to hold soil and filter runoff.

• Wildlife Habitats  Demonstrate the types and variety of plants that will attract butterflies, birds, beneficial insects, frogs and other animals.  Also need to show ways to provide for other wildlife needs including water and cover.

• Trees Want to include point trees other than Live Oaks.  Builders are encouraging the planting of Live Oaks to satisfy tree point requirements.  However, Oaks grow quite large and may not be the best trees to plant on our small lots.  Homeowners and builders will have an opportunity to become more familiar with a variety of trees satisfying the native tree requirements but which may be more suitable for our lot sizes, more attractive and that will add greater visual variety to our neighborhoods.

• Edible Plants  Demonstrate edible plants that can be grown in southwest Florida; native, subtropical, common and herb.

• Service Areas  To include a composting demonstration, storage shed with rain barrel, and micro-irrigation information.

• Sculptured Walls  To demonstrate foundation planting, the effect of walls on sun exposure, air circulation, and air temperature.  Sculptured walls may also create seating areas and serve as cover for wildlife.
   

Other Important Garden Components:
 

• Plant Tags Including scientific and common name to be  color coded to denote whether native or non-native and to include information on care, size, sunlight and water requirements, pruning needs, bloom time, and disease- and pest-resistance.  Poisonous plants should be identified as well as any unique characteristics.

• Trash Receptacles  At entries, in primary educational area and along paths.

• Drinking Fountain

• Porous Concrete Path   At least one.

• Dock