1. General information Location and description of the intervention City or FUA Phoenix (FUA) Region Northern America Short description of the intervention Arizona is experiencing an unprecedented drought, now nearing 15 years and surpassing the most severe drought in over 110 years of recorded history (1). For Phoenix residents, accustomed to extreme heat and minimal rainfall, rising temperatures are bringing new health risks (3). Diminished rainfall not only leads to water scarcity but also raises temperatures, as the sun’s energy, instead of being absorbed to evaporate moisture, intensifies the heat on the ground (2). In 2023 alone, extreme heat claimed at least 147 lives, with Arizona seeing the majority of these fatalities. By early August, over 100 heat-related deaths had been reported in the state (2). In response to these challenges, the Watershed Management Group (WMG) has collaborated with Arizona State University’s Sustainability Teachers’ Academies to develop a program that maximizes the desert’s limited rainfall to build community resilience (3). Their Schoolyard Water Education Program brings educational services to Phoenix schools, focusing on designing and installing rain gardens as part of outdoor learning initiatives (3). This hands-on approach transforms schoolyards into interactive laboratories where students learn the principles of sustainability through direct engagement with their surroundings (3). A project at Clarendon Elementary School in Phoenix involved constructing a rain garden with native plants and wood chip mulch to help retain moisture (3). These gardens offer students a living classroom, where they can observe seasonal changes in native plant life, distinguish beneficial species from invasive weeds, and track rainfall to measure the garden’s water intake from rooftops and direct rain (3). Beyond the academic learning, rain gardens provide cooler, safer spaces for students to gather, fostering a lasting connection with nature and a deeper understanding of sustainable water practices (3). Website of the intervention https://wateruseitwisely.com/blog/build-a-rain-garden-nature-based-solutions-fr… Principal problems Climate-Related Hazards Drought Heat stress & Extreme temperatures Environmental Degradation Physical water retention and availability Health, Well-being and Social cohesion Disconnection from nature Resource Scarcity and Competition Water stress (increased demand) Implementation area characterization Climate Arid (Desert, Steppe) Ecosystem Deserts Urban or built environment Address 1225 W Clarendon Ave Phoenix , 85013 United States Location The NBS is situated in an area, with clear delineation of boundaries and a specific shape (polygon). The NBS project can also have more than one area location (more than one polygon, situated close by). Area boundary (map-based) NBS area image Source of NBS area image Spurce: https://www.google.com/maps/place/Clarendon+Elementary+School/@33.4896846,-112.0888935,452m/data=!3m1!1e3!4m7!3m6!1s0x872b12fb9bcb668b:0xc9a9cbcc5ff0cd5c!4b1!8m2!3d33.4905951!4d-112.0884479!16s%2Fg%2F11b5yw3m9j?entry=ttu&g_ep=EgoyMDI0MTExMC4wIKXMDSoASAFQAw%3D%3D Area description Urban (main city) Type of area before implementation of the NBS Other Please specify “other type of area” before implementation of the NBS schoolground Timeline of intervention Start date of the intervention (planning process) 2020 Start date of intervention (implementation process) 2024 End date of the intervention 2024 Present stage of the intervention Completed 2. Objectives of the intervention Objectives of the intervention Goals of the intervention The goals of the Clarendon Elementary Rain Garden project as part of the larger Schoolyard Water Education Program were to: 1. Provide educational services focused on designing, constructing and monitoring rain gardens (4). 2. Teach students through hands-on activities and using outdoor learning laboratories to create and enhance outdoor classrooms on school campuses (4). 3. Select a space for the rain garden that benefits students and staff, but also considered the broader community and ecosystem (drought and climate resilience) (3). 4. Include students and teachers in the implementation, planning and monitoring of the rain garden (3). 5. Incorporate native plants into the new rain garden ecosystem to provide habitat and food for native insects and wildlife, unlike non-native species.(3). 6. Build a rain garden that utilizes rainwater effectively to harness the limited rain the desert provides to build communities resilient to these challenges (3). 7. Create safer, cooler spaces for students to gather and offer an ongoing connection to nature (3). Key Priorities Climate action (adaptation and/or mitigation) Social Justice and community Sustainability challenge(s) addressed Climate action for adaptation, resilience and mitigation (SDG 13) Climate change adaptation Green space, habitats and biodiversity (SDG 15) Green space creation and/or management Habitat and biodiversity restoration Water management (SDG 6) Stormwater and rainfall management and storage Inclusive and effective governance (SDG 16) Inclusive governance Social justice, cohesion and equity (SDG 10) Social justice and equity Environmental education Climate change adaptation: What activities are implemented to realize the conservation goals and targets? Implement sustainable urban drainage schemes to manage stormwater Other What types of restoration goals are / were defined for the NBS intervention? Species-focused What activities are implemented to realize the restoration goals and targets? Restore native species Public engagement Implementation activities and NBS focus Implementation activities Living in the desert in Phoenix, the community are no strangers to extreme heat and sparse rainfall (3). However, as temperatures rise, so do health concerns (3). To address this issue the Watershed Management Group (WMG) and ASU’s Sustainability Teachers’ Academies have engaged in a variety of activities including: 1. Founding the Schoolyard Water Education Program in 2020 to partner with schools across Phoenix to provide educational services focused on designing, constructing and monitoring rain gardens (4). 2. Selected the location of the rain garden at Clarendon Elementary to benefit the students and staff, but also considered the broader community and ecosystem (3). 3. Hosted a workshop for teachers with WMG and ASU staff that covered water harvesting principles and benefits of native plants to help develop lesson plans to educate students (3). 4. Students devised plans determining low areas for water to pool and infiltrate, placements for shade trees and shrubs, and elevated areas for walking paths (3). 5. Students identified where to avoid planting due to utility lines and selected a wide array of colorful, native plants including native edible varieties such as Milkweed, Mexican Honeysuckle, and Dalea Bicolor, to attract butterflies and hummingbirds, bringing vibrant colors to the landscape. (3). 6. Spread wood chip mulch around the plants to protect the soil from the intense sun, nourish the plants, and improve soil health (3). Type of NBS project Creation of semi-natural blue areas Implementation of green areas for water management (e.g. rain gardens) Knowledge creation and awareness raising Educational and awareness raising programs Strategy, plan or policy development Community-based programs (e.g. "Green Your Laneway Program") Monitoring and maintenance of habitats and/or biodiversity Habitat mapping, restoration and monitoring-focused management Citizen science and monitoring initiatives (e.g. species observations, habitat assessments, and data collection efforts) 3. NBS domains, ES and scale NBS domain and interventions Ecological domain(s) where the NBS intervention(s) is/are implemented Green areas for water management Rain gardens Please specify "other Climate change adaptation activity" Implement rain gardens to manage drought. Amenities offered by the NBS Unknown Design elements for well-being Visual elements (e.g., expansive views, scenic views, natural light, diverse vegetation) Olfactory elements (e.g., floral scents, earthy smells) Services Expected ecosystem services delivered Provisioning services Water (surface and ground water for drinking and non-drinking purposes) Habitat and supporting services Habitats for species Cultural services Intellectual interactions (scientific and / or educational) Physical and experiential interactions with plants and animals Scale Spatial scale Sub-microscale: Street scale (including buildings) Beneficiaries Demographics in implementation area The project is located at Clarendon Elementary in Phoenix. The average age group in the nearby area ranges between 25-34 years (5). Over 56 percent of the population identifies within a minority group, primarily hispanic (5). Over 60 percent of households are registered as non-family households with an average median income ranging between $50,000 to $74,999 USD (5). Socio-economic profile of the area Middle-income Communities vulnerable to environmental hazards or climate change impacts Yes Specification of climate or environmentally vulnerable communities Urban heat islands Non-government actors Public sector institution (e.g. school or hospital) Non-governmental organisation (NGO) / Civil society / Churches Researchers, university Citizens or community groups Primary Beneficiaries Citizens or community groups Young people and children Specify primary beneficiaries Citizens or community groups: The project aims to provide educational opportunities for students and staff at the school focused on designing and constructing rain gardens (4). The relationship between the students and their natural environment becomes mutually beneficial, enhancing both the school community and the urban ecosystem (3). Young people and children: The intention with these gardens is to create safer, cooler spaces for students to gather and offer an ongoing connection to nature (3). Marginalized groups Children, young people or youth groups Measures for inclusion of marginalised groups The project includes students in the planning, implementation and monitoring of the rain garden (3). Other beneficiaries Local wildlife (e.g., birds, pollinators) Native plant vegetation City infrastructure (e.g., reduced flooding, improved water quality) Public health (e.g. increased physical activity opportunities, reduced stress) 4. Governance and financing Governance Governance arrangements Led by non-government actors Please specify the roles of the specific government and non-government actor groups involved in the initiative -Non-governmental organisation (NGO): The watershed management group founded the Schoolyard Water Education Program which provides educational, training and assistance for covering costs of the rain garden implementation (4). -Researchers, university: ASU is a partner in the Schoolyard Water Education Program but contributes to the project by hosting workshops for teachers and being on site for educational purposes during implementation (3) -Citizens or community groups: Students and staff of Clarendon Elementary participated in the planning, implementation and monitoring of the project (3). -Public sector institution: Clarendon Elementary provided the land for the rain garden to be built and partnered with the project (3). Key actors - initiating organization Non-government organisation/civil society Key actors - Other stakeholders involved (besides initiating actors) Public sector institution Citizens or community group Researchers/university Stages of citizen and community engagement Planning and design (e.g. site selection, identification of key priorities) Decision-making among different alternative plans On-the-ground implementation Monitoring and evaluation of project outcomes Level of citizen and community engagement High Community empowerment or capacity-building initiatives Implementation of educational programs, workshops or trainings Formation of community-led groups responsible for the the implementation, maintenace or monitoring of the project Creation of collaborative decision-making processes that actively involve community members Establishment of mentorship programs or partnerships with local institutions (e.g. schools, kinder gardens, hospitals, nursing homes) Participatory methods/forms of stakeholder involvement (all stakeholders) Co-planning (e.g. stakeholder workshops, focus groups, participatory mapping) Dissemination of information and education Consultation (e.g. workshop, surveys, community meetings, town halls) Joint implementation (e.g. tree planting) Citizen monitoring and review Uncommon actors ("Missing actors") Public Services Schools Land owners Educational actor (schools or universities) Policy drivers NBS intervention implemented in response to a Regional Directive/Strategy Unknown NBS intervention implemented in response to a national regulations/strategy/plan Unknown NBS intervention implemented in response to a local regulation/strategy/plan Unknown Mandatory or voluntary intervention Voluntary (spontaneous) Enablers & Barriers Type of enablers Capacity-building projects Governance innovations (such as public private partnerships) Please provide details (e.g, name of the plan or strategy) for the selected policies or initiatives. -ASU is a partner in the Schoolyard Water Education Program but contributes to the project by hosting workshops for teachers and being on site for educational purposes during implementation (3) The project is a partnership between the NGO Watershed Management Group and Arizona State University a public institution Governace and decison-making instruments Public - community agreement (e.g. citizen science programs; citizen assemblies) Educational and knowledge sharing instruments (e.g. science/ living labs, awareness raising campaigns, specific educational programs, green hubs) Arrangements for governance cooperation Capacity-building initiatives for governance actors (e.g. training workshops for local government officials/ community leaders) Barriers Unknown. Financing Total cost Unknown Please specify total cost (EUR) The total cost of the project is not publicly disclosed. What is/was the Cost/Budget (EUR) of the NBS or green infrastructure elements? n/a Source(s) of funding Funds provided by non-governmental organization (NGO) Research organisation / University Type of fund(s) used Direct funding (grants, subsidies, or self-financed projects by private entities) Non-financial contribution Yes Who provided the non-financial contribution? Public authorities (e.g. land, utility services) Citizens (e.g. volunteering) Type of non-financial contribution Provision of land Provision of labour Provision of expertise Co-finance for NBS Yes Co-governance arrangement Unknown Entrepreneurship opportunities No Business models Business models Local stewardship model Green education model Which of the involved actors was motivated by this model? Private non-for-profit actor (e.g. NGO, foundation) 5. Evaluation and learning Impacts, benefits Environmental impacts Environmental quality Improved soil quality Achieved improved soil quality Water management and blue areas Improved stormwater management Achieved improved stormwater management Green space and habitat Increased number of species present Achieved increased number of species present Enhanced support of pollination Achieved enhanced support of pollination Description of environmental benefits 1. Improved soil quality: "Wood Chip mulch was spread around the plants to protect the soil from the intense sun and to nourish the plants. This organic material sets the stage for long-term benefits. Plants help improve soil health and microbes break down the mulch into nutrients during rain events." (3) 2. Improved stormwater management: "Students then devised plans determining low areas for water to pool and infiltrate." (3) 3. Increased number of species present: "With basins and paths shaped, the transformation had begun. Students worked with school staff and parents to plant selected native species like Milkweed, Mexican Honeysuckle, and Dalea Bicolor, to attract butterflies and hummingbirds, bringing vibrant colors to the landscape." (3) 4. Enhanced support of pollination: "With basins and paths shaped, the transformation had begun. Students worked with school staff and parents to plant selected native species like Milkweed, Mexican Honeysuckle, and Dalea Bicolor, to attract butterflies and hummingbirds, bringing vibrant colors to the landscape." (3) Environmental impact indicators Total number of vascular plant species protected or introduced 3 (3) Economic impacts Unknown Description of economic benefits No economic benefits were mentioned. Social and cultural impacts Social justice and cohesion Improved liveability Expected improved liveability Improved access to urban green space Achieved improved access to urban green space Increased involvement of locals in the management of green spaces Achieved increased involvement of locals in the management of green spaces Education Increased support for education and scientific research Achieved increased support for education and scientific research Increased knowledge of locals about local nature Achieved increased knowledge of locals about local nature Increased awareness of NBS and their benefits Achieved increased awareness of NBS and their benefits Description of social and cultural benefits 1. Improved access to urban green space: "These gardens create safer, cooler spaces for students to gather and offer an ongoing connection to nature." (3) 2. Increased involvement of locals in the management of green spaces: "students can monitor rain events and calculate how much rain the garden receives from roof areas and from direct rainfall." (3) 3. Improved liveability: "By adopting nature-based solutions, we can make our homes and desert communities more livable, sustainable, and connected to the natural world. " (3) 4. Increased support for education and scientific research: "Teachers participated in workshops with WMG and ASU staff that covered water harvesting principles and benefits of native plants. Using this knowledge, they developed lesson plans to educate students on creating sustainable landscapes using local water resources—specifically, rainwater from school roofs and grounds." (3) 5. Increased knowledge of locals about local nature: "The initial planning and planting are just the beginning. As the rain gardens grow, they provide ongoing educational opportunities for students to observe seasonal changes in plants and identify beneficial native species (versus invasive ones that pop up as weeds)." (3) 6. Increased awareness of NBS and their benefits: "By adopting nature-based solutions, we can make our homes and desert communities more livable, sustainable, and connected to the natural world. " (3) Evidence for use of assessment Presence of an assessment, evaluation and/or monitoring process Yes Actors involved in the assessment, monitoring or evaluation of NBS impacts Citizens or community group Presence of indicators used in reporting Yes Type of indicators Progress indicators Outcome indicators Presence of monitoring/evaluation reports No evidence in public records Availability of a web-based monitoring tool No evidence in public records Name of any specific impact assessment tools Unknown. Use of GIS in mapping impacts No evidence in public records Cost-benefit analysis Unknown Transparency Inclusion of diverse stakeholders in project governance processes (e.g. planning, implementation, monitoring, etc.) Justice Community satisfaction Unknown Description of locals satisfaction with the project No comments from the public on the project. Trade-offs & Negative impacts Unknown Please specify Trade-offs & Negative impacts Selected n/a Emphasis of existing social inequalities or injustices No information reported related to negative social justice-related impacts of the NBS project Measures to prevent gentrification or displacement No initiatives or policies were implemented High-quality & Transformative NBS Multiple impacts delivery (climate, biodiversity, just community) No Goal setting and impacts delivery In the planning phase, the project aimed to address issues in all 3 key priority areas, but impacts were not delivered in all three key areas. Reaching original project goals Most of the project goals were achieved Please specify the achievements of the project goals Climate action: 1. Improved soil quality: "Wood Chip mulch was spread around the plants to protect the soil from the intense sun and to nourish the plants. This organic material sets the stage for long-term benefits. Plants help improve soil health and microbes break down the mulch into nutrients during rain events." (3) 2. Improved stormwater management: "Students then devised plans determining low areas for water to pool and infiltrate." (3) 3. Increased number of species present: "With basins and paths shaped, the transformation had begun. Students worked with school staff and parents to plant selected native species like Milkweed, Mexican Honeysuckle, and Dalea Bicolor, to attract butterflies and hummingbirds, bringing vibrant colors to the landscape." (3) 4. Enhanced support of pollination: "With basins and paths shaped, the transformation had begun. Students worked with school staff and parents to plant selected native species like Milkweed, Mexican Honeysuckle, and Dalea Bicolor, to attract butterflies and hummingbirds, bringing vibrant colors to the landscape." (3) Social justice and community: 1. Improved access to urban green space: "These gardens create safer, cooler spaces for students to gather and offer an ongoing connection to nature." (3) 2. Increased involvement of locals in the management of green spaces: "students can monitor rain events and calculate how much rain the garden receives from roof areas and from direct rainfall." (3) 3. Improved liveability: "By adopting nature-based solutions, we can make our homes and desert communities more livable, sustainable, and connected to the natural world. " (3) 4. Increased support for education and scientific research: "Teachers participated in workshops with WMG and ASU staff that covered water harvesting principles and benefits of native plants. Using this knowledge, they developed lesson plans to educate students on creating sustainable landscapes using local water resources—specifically, rainwater from school roofs and grounds." (3) 5. Increased knowledge of locals about local nature: "The initial planning and planting are just the beginning. As the rain gardens grow, they provide ongoing educational opportunities for students to observe seasonal changes in plants and identify beneficial native species (versus invasive ones that pop up as weeds)." (3) 6. Increased awareness of NBS and their benefits: "By adopting nature-based solutions, we can make our homes and desert communities more livable, sustainable, and connected to the natural world. " (3) Long-term perspective Yes Cost-effective solutions Unknown Equitable impacts A. All stakeholders benefit fairly from the project Transformative capacity Social change (e.g. social relationships, networks and dynamics within them) Ecological change (e.g. ecosystem functions and their distribution) Magnitude of change Incremental: shallow; that is, mostly maintaining business-as-usual approaches to adaptation Application of lessons learned Unknown Perception of Environmental Change Unknown 6. Sources References 1. City of Phoenix (n.d.). Drought Information. [Source link] [Archive]; 2. Gilbert, M. (2023). Phoenix’s brutal, record-breaking summer just hit another terrible milestone. [Source link] [Archive]; 3. Water Use it Wisely (2024). Build a Rain Garden: Nature Based Solutions from Schools to Your Home. [Source link] [Archive]; 4. Watershed Management Group (n.d.). Services for Your School. [Source link] [Archive]; 5. Maricopa Association of Governments (n.d.). Arizona Demographics . [Source link] [Archive]; Comments and notes Comments The precise location of the rain garden is not publicly available. Public Images Image A Rain Garden at Clarendon Elementary in Phoenix shows newly planted native species and wood chip mulch. Water- Use it Wisely Image WMG can provide educational services focused on designing and constructing rain gardens. WMG
Image A Rain Garden at Clarendon Elementary in Phoenix shows newly planted native species and wood chip mulch. Water- Use it Wisely
