This document provides a restoration plan for a site located on the Frost Campus of Fleming College in Lindsay, Ontario. The site was previously used for agriculture but has been left fallow for over a decade. The plan aims to restore the ecosystem by removing invasive species, introducing native plants, and allowing natural succession over 15 years. Goals are to increase biodiversity, improve the site for educational purposes, and establish a reference area showing different successional stages. Challenges include addressing altered soil and hydrology from past agricultural use. The restored site will benefit the environment and support educational programs at Fleming College.

1. Smith Property Restoration Project
Restoration Ecology
ECOS 10
For
Josh Feltham
November 22, 2010
Kate Hewitt
Lyndsay Greene
Katherine Moesker
Miriam Odermatt

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Table of Contents
1.......................................................................................................................................................Site
Location...................................................................................................................................2
2.......................................................................................................................................................Site
Ownership and Auspices .........................................................................................................
3.......................................................................................................................................................Need for
Restoration...............................................................................................................................
3.1..............................................................................................................................................Status of
Site....................................................................................................................................
3.1.1......................................................................................................................................Site History
3.1.2......................................................................................................................................Current Site
Conditions..................................................................................................................
3.2..............................................................................................................................................Benefits of
Restoration........................................................................................................................
3.2.1......................................................................................................................................Ecological
3.2.2......................................................................................................................................Educational
3.2.3......................................................................................................................................Cultural
3.2.4......................................................................................................................................Aesthetic
3.2.5......................................................................................................................................Scientific
3.2.6......................................................................................................................................Economic
4.......................................................................................................................................................Type of
Ecosystem to be Restored .......................................................................................................
5.......................................................................................................................................................Restoration
Goals........................................................................................................................................
6.......................................................................................................................................................Physical Site
Conditions to be Repaired.......................................................................................................
7....................................................................................................................................................... Stressors
7.1..............................................................................................................................................Regulated
Stressors ...........................................................................................................................
7.1.1......................................................................................................................................Natural
7.1.2......................................................................................................................................Cultural

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7.2..............................................................................................................................................Re-initiated
Stressors ...........................................................................................................................
8.......................................................................................................................................................Biotic
Interventions.............................................................................................................................
9.......................................................................................................................................................Landscape
Restrictions...............................................................................................................................
10....................................................................................................................................................Project
Funding Sources.....................................................................................................................
11....................................................................................................................................................Labour
Sources and Equipment Needs ..............................................................................................
11.1 Labour Sources................................................................................................................
11.2. Equipment Needs............................................................................................................
12....................................................................................................................................................Biotic
Resources Needed and Sources..............................................................................................
13....................................................................................................................................................Permits
14....................................................................................................................................................Permit
Specifications, Deed Restrictions and Legal Constraints .......................................................
15....................................................................................................................................................Project
Duration..................................................................................................................................
15.1.... Year One..........................................................................................................................
15.2..Year Two.........................................................................................................................
15.3 Years Three through Six..................................................................................................
15.4 Year Seven.......................................................................................................................
15.5 Year Ten..........................................................................................................................
15.6 Years Eleven through Fifteen..........................................................................................
16....................................................................................................................................................Long-term
Protection and Management....................................................................................................
References.............................................................................................................................................
Appendix...............................................................................................................................................

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Table of Figures
Figure 1.1 – Regional and local map of Lindsay area
Figure 1.2 – Proposed location for restoration project on Frost Campus, Fleming College
Figure 3.1 – Close-up of site location
Figure 3.2 – Image of site showing lack of tree and shrub species
Figure 9.1 – Immature tree-line on west end of field
Figure 9.2 – Dirt berm separating the site from the heavy equipment building

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1. Site Location
The site that we are proposing to restore is located on the Frost Campus of Fleming College, in the
town of Lindsay, which is part of the Kawartha Lakes Region in Ontario (see Figure 1.1).
Figure 1.1 Local map of Lindsay, ON. Fleming College is highlighted by the arrow.
The inset shows the region of Ontario in which Lindsay is located.

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The specific site we will be looking at is part of the Smith Property and is located at the south end of Frost
campus, west of the heavy equipment field. The UTM co-ordinates of the location are as follows: northwest
corner: 17T -680188.18mE 4911803.41mN, northeast corner: 17T -680381.05mE 4911866.06mN, southeast
corner: 17T -680470.95mE 4911627.51mN and southwest corner: 17T -680286.57mE 4911539.78mN. It is
????m². The area is outlined in peach on the air photo below (see figure 1.2).
Figure 2.2 Proposed location for restoration project on Frost Campus, Fleming
College: location is outlined in peach.

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2. Site Ownership and Auspices
The current owner of the proposed restoration site is Fleming College. Since the land is owned by the
college it was not difficult to gain permission for restoration. Through e-mail communication, Linda Skilton,
the Dean of Students, gave us permission to develop a restoration plan for the property (see Appendix A). There
is no other planned development for the site although there is some discussion about using the land for the new
Sustainable Agriculture program. Our project would also provide a valuable learning experience for students
interested in the process of restoration. The auspices for any restoration would fall under Fleming College.
Since Fleming is an educational institution the process of restoration would be incorporated into the educational
program already in place within the school.
3. Need for Restoration
There is an obvious need for restoration at the site based on its history and current conditions. There is
currently low species diversity and succession is not occurring at the expected rate. According to the Ecological
Land Classification for Southern Ontario (1998), the site can currently be classified as ‘Old Field-Meadow
Type.’ The gains from any restoration efforts will be economic, environmental, social and cultural.
3.1 Status of the Site
3.1.1 Site History
Talbot Hurren, a building technician for Capital and Infrastructure and Project Coordinator for Frost
Campus indicated in an interview that Fleming College had done very little with the site. Since the Smith
Property was purchased in 1994, other than renting the field out to a farmer from 1996-2000, the site was left
fallow. There are no current plans for the development of the location. He indicated that the site was used in
the past as a potato farm (see Appendix B for the interview).

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Information gathered from the official appraisal conducted in 1992 for Mrs. Jean Robinson (a member
of the Smith family) confirmed that the area had been used for agriculture since at least 1948 when it was
purchased by the Smith family. Indications are that the owner before the Smith family also farmed the land, but
there is no listed timeline. During the 1950’s, tile drains were installed to better facilitate the use of the land for
agricultural purposes. There is no statement of whether the tiles are still in place but it seems likely as this
would have been reported. There is no history of flooding on our portion of the Smith property.
We were unable to find specific information about the natural biotic history of the site. Prior to
European settlement, most of the Kawartha Lakes area was covered in mature forests, though the type of forest
varied regionally. Since we cannot determine the previous forest type at the location, we will use a reference
site at a nearby location that is aesthetically, socially, educationally and environmentally pleasing.
3.1.2 Current Site Conditions
The site currently has an
abundance of generalists and invasive
non-natives including Milkweed,
Russian Thistles, Queen Anne ’s Lace,
Goldenrod, Spotted Knapweed and a
few seedlings of European Buckthorn
and Scots Pine. Succession seems to
have stalled in comparison to other
field systems. Although there is some
establishment of brush, (particularly
Red Osier Dogwood and New England
Figure 3.1. Close-up of site location, lack of vegetative diversity is obvious
by the homogenous nature of the image. Site is outlined in peach.

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Aster) and trees (there are a few saplings of Jack Pine and White Pine) this is quite minimal. The Google Earth
image (Figure 3.1) and pictures taken of the site (Figure 3.2) show the lack of trees and brush on the abandoned
farm field.
According to the Soil Survey of Victoria County (1957), the Lindsay area has clay loam soils that are
poorly drained. The bedrock is fairly close to the surface and the soils are quite thin and have been formed at
least partially from glacial drift. A soil pit analysis of the Smith Property confirmed the high clay content of the
soils (A horizon: sandy clay, B horizon: sandy clay loam and C horizon: clay) and gleyed colours showed the
lack of good drainage in the past. A pH of 7 was found throughout the soil profile. It is also non-calcareous
and isn’t considered stony. The field is fairly level as well, likely a result of all the years of farming.
3.2 Benefits of Restoration
In general terms, restoring the site is important because “…bad sites can act as filters for surrounding
sites often causing them to go bad as well (Cramer and Hobbs, 2007:38)”. Specifically there are ecological,
cultural, educational, social and economic benefits from bringing the site back to a state that aligns with a truly
economic state.
3.2.1 Ecological Benefits
Amplifying the biodiversity of native plant species would improve breeding ground for birds and small
mammals. A less simplified community structure with more species diversity would encourage resistance,
resilience and recovery to future stresses on that system. Additionally, better transitions/improved corridors
would allow for better heterogeneity of plant species encouraging movement and thus genetic diversity. Food
chains would be better supported if there was greater biodiversity. Finally, greater variations in microclimates
that would result from succession of plant species would support more species of all types.

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3.2.2 Educational Benefits
The site is currently used for the Wildlife Observation Skills course, so increased species biodiversity
would lead to a greater learning experience. The site is also currently being used by the Environmental
Technology program to learn how to trap and observe animals in a humane manner before setting them free.
Neither of these two current uses would be detrimentally impacted over the short-term by restoration projects.
Long term, the trapping may need to be moved if the species that the course is trying to trap are no longer
supported by the newly established ecosystem.
Just as importantly the site can be used as a learning tool for students of Fleming College and the wider
community. The site is close to the college and provides an excellent opportunity for students to gain increased
appreciation for the environment (this can also be linked to a cultural benefit and aesthetic value). Additionally,
if restoration occurred, the site would provide a valuable on-campus location to assist further Ecological
Restoration classes in understanding trajectories, the long term nature of restoration projects, how restoration
works and many other things.
3.2.3 Cultural Benefits
Fleming College is part of the community of Lindsay; this project has the potential for the community to
see a project done by the college that outlines the values and education being taught. If the project is done well
there is a very great potential to increase both the school’s reputation and through it, the overall reputation of
the community of Lindsay.
3.2.4 Aesthetic Benefits
The centre of the field is dominated by Milkweed; although this species is one we would like to keep in
the system (since Monarch butterflies rely on it and it’s native) creating more biological diversity would
increase the attractiveness of the field. It would also attract more species and thus increase our enjoyment of the
area. The introduction of New England Aster, native grasses and more shrub species will increase insect
(specifically butterflies) and bird populations.

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3.2.5 Scientific Benefits
Since this site would be used by Fleming College students to increase their understanding of the
processes of restoration, scientific knowledge would be gained. Additionally the site could then be used as a
reference site for other restoration projects.
3.2.6 Economic Benefits
This one is listed last because most of the above benefits can also have direct economic benefits either
for Fleming, the community of Lindsay or for both. The scientific and educational benefits have the unique
potential to directly impact Fleming’s income. Since the schools’ focus in Lindsay is Environmental Science,
an excellent restoration project and reference site on campus would increase the school’s attractiveness to
students and potential funding sources. It demonstrates that Fleming is willing to financially invest in its future.
If the school should ever need to relocate the aesthetic improvement would likely increase property
value. The community benefits will increase the good-will that Fleming has within the community which will
likely result in the school having an easier time gaining what it needs when working with local government.
4. Type of Ecosystem to be Restored
A snapshot reference site is the goal of the restoration project. The site would be developed to have
forest on one portion, a properly developed edge, and meadow. Although this method would not allow for a
great deal of interior space, the field as a whole is not particularly large and a solid interior space would not be
achievable regardless. By restoring the field in this manner we hope to provide an educational experience that
can be used by Fleming College to teach future natural resource graduates the importance of many of the issues
discussed in the Restoration Ecology class including edge effects, interior to edge ratio, succession, resistance
and resiliency. A field that shows various successional stages is the ultimate goal of the restoration project.
Part of the site would be left alone as a meadow/grassland; the only intervention would be the introduction of
grass species. The middle portion of the field will be planted with brush species to create an edge habitat.

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Finally, a portion of the field would be forest. Once this system has been established it will be left to succession
and it is expected that over time the meadow/grassland area will be reduced as the forest spreads outward. See
Appendix C for a rough visualization of the restored site.
According to Cramer and Hobbs (p.154), studies show that forests develop well on what was once
agricultural land, particularly if the fields are not dominated by brush. The major limiter of tree regeneration is
seed dispersion which we will address through tree planting. Each portion of the field will have specific plant
species that we will introduce or may be introduced through natural seeding. The shrubs that will be introduced
are Alternate Leaved Dogwood, High-Bush Cranberry, Red Osier Dogwood and Choke Cherry. The tree
species are Balsam Poplar, Black Oak, Eastern Hemlock, Sugar Maple, White Ash, Red Maple and Red and
White Pine. Introduced grasses will be through seed gathered at nearby reference sites.
5. Restoration Goals
In order to properly restore the site there are a number of goals that we must meet:
I.Remove invasive species through burning ideally, but otherwise through chemical control methods so
that there are no more than 10% of species remaining.
II.Make the site more accessible for education and enjoyment purposes. Put benches in nice areas for bird
viewing. Put up information plaques indicating interesting birds, animals or plants that can be found on
the site, also detailing the restoration progress that is occurring.
III.Put the site on the path toward natural succession by introducing native grasses, herbaceous plants and
bushes that will prepare the site for later successional stages. We will over-introduce a wide variety of
species which are listed in the ‘Biotic Resources Needed Section’.
IV.Ensure soil water abundance is normal for sites like this by removing tile drains.
V.Construct a system on the field that shows early, middle and later stages of succession.
VI.Increase the diversity of fauna in the area. Specifically make the area more attractive for butterflies and
birds through the introduction or encouragement of plants that they use for food or shelter.
VII.Put in place a system that can be used by the college to show healthy ecosystem succession and thus
enhance the educational opportunities of students who come after us.

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VIII.The development of a strong buffer zone between the farmer’s field and the school ground and our
restoration site through the introduction of seedlings to widen the already existing treeline.
6. Physical Site Conditions to be Repaired
The moisture regime needs to be addressed – evidence of a former drainage ditch may have impacted
the density and diversity of flora and fauna in the current site. Its absence may also be an important change to
local vegetation as there are plants along the ditch that are not found anywhere else in the field. Additionally,
existence of tile drains has altered the natural water flow in the soil and therefore must be removed.
Soil changes need to be addressed – what are the impacts from potato farming? Has soil compaction
occurred making it more difficult for nutrients and minerals to penetrate the soils? There is erosion by the
remains of the drainage ditch and some of the current surface water may be diverted into the ditch due to the
natural gravitational pull toward the former ditch. This altered soil moisture regime needs to be fixed so that
water flows more naturally on the site. There is little evidence of soil compaction.
7. Stressors
Our site has both natural and cultural stressors that need to be regulated. Additionally, one natural
stressor needs to be reinitiated.
7.1 Regulated Stressors
7.1.1 Natural
There are a number of natural stressors that might detrimentally affect our field during its restoration.
There is the potential for introduction of invasive species from other parts of the Fleming property and
surrounding farmer’s fields. There will be wind and exposure to the elements in the early stages of restoration
until buffers are established. Although there are not a larger number of large herbivores in the area it is possible

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that newly introduced or established saplings and seedlings could become burrows. This would be a particular
issue if a large number of deer come to the site.
7.1.2 Cultural
Herbicides, pesticides and fertilizers from the adjacent public school and surrounding farmer’s fields are
cultural stressors that must be controlled and limited. The creation of buffers along the edges will assist with
this. There is the chance that noise pollution from the heavy equipment site will impact the behaviour of some
species (ex. birds). However, since the location is not in operation all the time, we do not anticipate major
problems. Finally, walking groups in the area may go off trail and damage restoration; this will be mitigated by
putting up signs explaining why it is important to remain on the path.
7.2 Re-initiated Stressors
Due to the nature of the soil this field system is moist. The farmer put in tile drains to dry the soil; since
the system naturally has the stress of wetter soils we will remove the tile drains to restore drainage to the
conditions of a pre-farming field.
8. Biotic Interventions
There are a number of biotic interventions needed on the site. Afelbaum and Haney (2010) cite the need
to work with nature rather than against it (p.81). For this reason, many of the already thriving plant species will
be left alone with only intervention needed to control invasive species. The dominance of one or two species
has driven some native species to the fields’ perimeter, establishing that restoration needs to begin from the
interior and move outwards. First, invasive species (Scots Pine, Burdock, and Buckthorn) and too dominant
native species (Milkweed and thistles) need to be removed or controlled. Once those species are removed, seed
stock for a wide variety of native plants that we want to flourish in the site and also contribute to succession
stages need to be introduced. See above for list of species to be introduced.

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There are also bird interventions that are needed. There are bird boxes on the site which need to be
cleaned out. Additionally, there are starlings that are nesting in the boxes. They are nuisance species that
detrimentally affect other bird populations so nests found need to be destroyed.
The buffer zone between the field, the high school, and the farmer’s field has resulted in a great
variation of plant species including trees that are not found elsewhere on the site, particularly mature Jack Pine
and White Spruce. It is hoped that these tree species will contribute seed stock to assist in the natural
succession of the field. This barrier will also need to be strengthened in order to provide more of a buffer zone
for our site.
The simplified community structure needs to be addressed – more species may be able to thrive in the
field if there is a more complex structure, and this may also lead to changes in the microclimate.
9. Landscape Restrictions
The site is bordered on most sides by landscape restrictions. South of the field there is a farmer’s field
that is currently being farmed and to the west there is a high school with a large recreation field. Pesticides and
seeds may be transported into the restoration site, affecting the plant species present. There is already a small
buffer of an immature treeline (see Figure 9.1); this can be strengthened to reduce impact. East of our site is the
heavy equipment practice field. It is separated by a dirt berm (see Figure 9.2) and not much impact is expected
other than noise pollution. This practice field breaks the continuity of the Smith Property and thus impacts
succession and genetic diversity. There is, however, a narrow corridor of trees behind the practice field that
address some of these concerns.
The most significant landscape restriction is the lack of native seed sources nearby to contribute to
genetic diversity of the field. Seed stock will need to be brought in and ideally more restoration work in the
area would be done as part of a longer term plan. The landscape is heavily fragmented so corridors will need to

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be established in order to allow species from all trophic levels access to the site. If another restoration project
was not feasible then long term management would require the occasional introduction of new seedling to
increase genetic diversity and ensure ecosystem health.
10. Project Funding Sources
The following is a list of potential funding sources:
I. Environment Canada Eco-Action Community Funding Program
II. Wal-Mart Canada and Evergreen: Green Grants
III. Kawartha Lakes Stewardship Association
IV. Ontario’s Community Go Green Fund
V. Public Conservation Assistance Fund
VI. TD: Friends of the Environment
VII. TD: Environmental Fund
VIII. Ontario Trillium Foundation
IX. Shell Environmental Fund
X. Cottonwood Foundation
XI. Noronda Foundation
XII. Charles H. Ivey Foundation
XIII. North American Fund for Environmental Cooperation
XIV. The Donner Foundation
11. Labour Sources and Equipment Needs
We believe we can keep the cost of this project fairly small through a great deal of volunteer work and
educational programs.
11.1 Labour Sources
We hope to implement the project in conjunction with courses at Fleming College. Students would be
volunteers. Activities would take place as ‘field trips’ with the school that would ensure a larger number of
helpers. Help would also be sought from local volunteers and perhaps school groups that are interested in
learning about the natural world. This would also be good public relations for the school since there may be
students from these school groups who decide that Fleming offers the kind of education that they want.

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It is likely we would want to hire someone for the prescribed burn in order to ensure that buildings on
Fleming’s property and the surrounding community remained safe. The Fire Department will also have to be on
site to ensure that any problems could immediately be dealt with. We would also need to hire a project manager
to co-ordinate all the separate groups and the College. This individual should be a Fleming graduate since this
would provide the student with valuable career development.
11.2 Equipment Needs
In order to find the tile drains, the geotechnical department at Fleming could use sounding equipment.
Once the drains are found, heavy equipment and operators would be needed to dig up tile drains using tools
such as a backhoe or caterpillar. Again we anticipate that labour costs can remain low though the donation of
time and equipment by both of these groups.
Supplies for tree planting will need to be purchased, particularly shovels. It is anticipated that we will
need at least 15-20 shovels in order to allow a larger group of individuals to be able to plant as the same time.
Some volunteers could be asked to bring shovels but there must be a supply on hand as well.
12. Biotic Resources Needed and their Sources
Our site will need three major types of biota: trees, shrubs and grasses. The grasses are the easiest to
obtain since they will be gathered from nearby fields in the fall, dried out, and then seeded the following spring.
Sand Drop Seed (Sporobolus cryptandrus), Side Oats Granma (Bouteloua curtipendula), Big Bluestem
(Andropogon gerardii), Little Bluestem (Schizachyrium scoparum) and Kalms Brome (Bromus Kalmii) will be
collected. If insufficient quantities can be found in nearby fields we will request some seed stock from the
Alderville Tall Grass Prairie.
The shrubs we will be planting are Red Osier Dogwood, High-bush Cranberry, Choke Cherry and
Alternate Leaved Dogwood. The first three can be obtained from the Gamiing Centre for Sustainable
Lakeshore Living (see Appendix E). The centre is very cautious about using locally sourced seeds and grows

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them in a sustainable fashion. The last can be found at Garry’s Garden Gallery (see Appendix D) located in
Lindsay. He has local seed sources for these bushes so they would make good additions to our site. All four of
these bush species attract bird and insect species and will contribute to increasing biodiversity at our site.
The tree stock will need to come from a number of different sources. Garry’s Garden Gallery has some
tree saplings that we could use. They include Eastern Hemlock and Sugar Maple. Gamiing will provide the
majority of tree seedlings we will need since their supply is more diverse and locally sourced. Balsam Poplar,
Black Oak, White Ash, Red Maple and Red and White Pine will be gained from them. Clippings of Willow and
Poplars from our reference site can be gathered and planted. Since these two species do well as clippings we
should be able to establish these quite well on the site.
All tree species we are going to plant prosper in moist soil. The nature of the site is clay that holds
water so we want to make sure that tree stocks we establish will be able to thrive in the soil conditions and thus
increase the biodiversity of the site.
13. Permits Needed
The only permit needed for the site would be a burn permit. Since prescribed burns can be complicated we
would get an expert to manage the burn and ensure safety.
14. Permit Specifications, Deed Restrictions
and Other Legal Constraints
We have not found any deed restrictions or legal constraints that would not permit us to restore the
Smith Property. It is considered an industrial development land according to the land survey, but that is only
because that is the most immediate economical use of the area. The land is owned by Fleming College and
there are no issues with land usage. The only permit needed is for burns. The specification for burning is as
follows:

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I. Can’t cause an adverse effect to community,
II. Can’t impair natural environment,
III. Can’t cause injury or damage to plant or animal life,
IV. Can’t make the property unfit for use by man
V. Can’t burn closer than 5 meters to any trees, fences, buildings, brush piles
VI.
15. Project Duration
The overall time-line for the project will be 15 years. Since we are buying seedlings we are not as
dependent on natural succession, but 15 years are still needed to ensure that the forest has established itself.
15.1 Year One
This will be one of our busiest years. Tile drains will be removed during the spring or early summer
after consultation with the Heavy Equipment program for equipment and personnel. We would then burn by
mid-summer. We will burn just the central portion of the field in the spring to reduce the dominance of the
Milkweed. Since the abundance of the other invasive species is low they will be dug out by hand. Seed will be
gathered in the fall from grasses in nearby field systems; particularly we will focus on gathering Sand Drop
Seed, Side Oats Granma, Big and Little Bluestem and Kalms Brome. A sign explaining the progress of the site
and what the projected developments are would be made and posted.
Seedlings of the shade intolerant species of trees we are planting (particularly White Pine, Red Pine,
Poplar sp. and Red Maple) will be introduced on the south 1/3 of the field. Tree seedlings will also be
introduced on the west side of the field to widen the already existing treeline. Shrub seedlings (Dogwood sp.
and High-bush Cranberry) will be introduced in the middle of the field to act as a buffer zone for the developing
forest. This planting will also occur in the fall when the plants are dormant in order to ensure that they are not
stressed and so that they can begin growing quickly when spring arrives. A trail will be marked out and signs
will be placed.

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15.2 Year Two
Other than planting the grass seeds gathered the previous fall there is little active involvement needed on
the site, but efforts to improve the educational experience will be taken. Benches would be placed along the
trail. A picnic table area will be established to allow teachers to bring classes to the site and show them how it
is progressing. The benches will serve a dual purpose as a recreation site for students and members of the
community. Signs detailing the restoration process and the steps to be taken will be posted in the early spring.
It is not anticipated that fencing will be needed but the site will be monitored and fencing will be installed if
seedlings are being damaged either by people or by animals.
15.3 Years Three through Six
The site will be continually monitored and removal of invasive species will need to continue seasonally
to ensure that native grasses, herbaceous plants, shrubs and trees gain a proper foothold. Any native species that
begin to establish on their own will be left alone unless they are known to be very dominant and threaten the
system we are establishing.
15.4 Year Seven
Another batch of tree seedlings will be planted to provide different heights and ages in our developing
forest. These seedlings will be the same as above since there will likely not be enough canopy to support shade
tolerant deciduous trees. More shrub species will be introduced if necessary at this point, but it is not
anticipated that it will be. Picnic tables would be placed near the beginning of the trail to serve as a student
recreation site or as a location for teachers to bring classes for educational purposes.
15.5 Year Ten
By this point the forested section of our field will have developed enough to allow for more shade
tolerant species to grow. Sugar Maple and White Ash saplings will be introduced at this time if they have not
begun to establish on their own. If any of the areas have open sections then some more of the tree species
planted in years one and seven will be added to increase tree density.

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15.6 Years Eleven through Fifteen
From this point no intensive interaction is anticipated other than monitoring since natural succession will
allow the system to follow a trajectory into a mature deciduous forest. However, continual monitoring will be
required and if the tree stock does not establish itself in sufficient quantity it may be necessary to introduce
additional seedlings and saplings at the 15 year mark.
16. Long-Term Protection and Management
It is anticipated that this will be a site that is easy to protect and manage over the long term. The
management of the site will be incorporated into a couple of programs offered at Fleming College and students
will be responsible for observing the site in conjunction with professors taking any action needed to maintain it.
The Restoration Ecology class will monitor the site as part of the learning experience in the course. Any minor
work to be done would be accomplished by students, perhaps as a bonus assignment or as a field trip activity.
Major work would fall under the auspices of the infrastructure office of Fleming. A plan would be left
with them of the projected development of the site and what species are appropriate or inappropriate. Any
major work would need to be approved by that department. Additionally, trail repairs might be necessary and
this would be part of the regular duties of the college’s maintenance staff.
Ideally a corridor with the other portion of Smith Property would be established to allow better transit of
species, which would be a project design for another occasion. Currently the piece of Smith Property we want
to work on is much degraded and until its condition is somewhat improved it would be short-sighted to increase
connectivity since the site has the potential to degrade other sites.

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References
AF Clewell, J Aronson. 2007. Ecological restoration: principles, values, and structure of an emerging
profession. Island Press.
Experimental Farm Service and the Department of Agriculture and the Ontario Agriculture College. 1957. Soil
survey of Victoria County. Report No 25 of the Ontario Soil Survey.
Gamiing Centre for Sustainable Lakeshore Living Inc. 2009. Native plant catalogue & Naturalized garden
guide. [on-line]. < www.gamiing.org>. Accessed: Nov. 2, 2010.
Garry's Garden Gallery. 2010. 5 Commerce Rd, Lindsay, ON K9V 5Y3. (705) 324-9574
L Bakowsky, J Riley, J Bowles, M Puddister, P Uhlig, s McMurry. 1998. Ecological land classification for
southern Ontario. Ontario Ministry of Natural Resources.
LJ Murphy & Associates, Appraisers – Consultants of Real Estate on March 9, 1992. Appraisal report for Mrs.
Jean Robinson of development land located at Part Lot 17 Concession 5, Township of Ops, County of
Victoria.
SI Apfelbaum, A Haney. 2010. Restoring ecological health to your land. Island Press.
Trees and Shrubs of Ontario
VA Cramer, RJ Hobbs. 2007. Old fields: dynamics and restoration of abandoned farmland. Island Press.

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Appendix A
NetMail Modular Web Agent
Page 1 of 1
From: Linda Skilton
To: modermat@flemingc.on.ca
Date: 11/11/10 09:08 pm
Subject: Re: Permission for Restoration on the Smith Property Attachments:
Hello
Please proceed with the development of a restoration plan for this site. It is likely that we will be using
the old Smith farm property for an agricultural/farm development in support of our new Sustainable
Agriculture program which will start this January.
Linda
Linda Skilton Dean/Principal
School of Environmental and Natural Resource Sciences
Frost Campus, Fleming College
-----Original Message-----
From: "Miriam Odermatt" <modermat@flemingc.on.ca>
To: Skilton, Linda <LSKILTON@flemingc.on.ca>
Sent: 11/11/2010 11:38:34 AM Subject: Permission for Restoration on the Smith Property
Dear Linda Skilton,
I am an Ecosystem Management student and for our Restoration Ecology course we need to design a
restoration plan. My group has chosen a portion of the Smith property west of the heavy equipment field
as the site we would like to restore. We were wondering if we could receive permission from Fleming
College to develop a restoration plan for the site. We were also wondering under what auspices of
Fleming College a restoration plan would fall. Thank you for taking the time to respond to my e-mail.
Sincerely, Miriam
Miriam Odermatt
Fleming College Student
Ecosystems Management
3rd Semester
16/11/2010 https://intranet3.flemingc.on.ca/w?.BQ.E4.ZGjQdsw.EDCEg.CyNDiT.L

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Appendix B
Interview
Talbot Hurren
Building Technician, Capital and Infrastructure and Project Coordinator for Frost Campus
Interview conducted by:
Miriam Odermatt
1. How long has the college owned the Smith Property? For what reason was it purchased?
The college purchased the property in 1994. The original plan was for facilities for a fish hatchery to be
built on the property.
2. What as the college done with the property? Are there any current plans for the site?
The college rented the land out to a farmer for a few years. He farmed either corn or beans. The farmer
used the land on and off from 1996-2000 or so. I’m not sure of the exact date when the farmer stopped
renting the property.
At certain points the area has also been used as a derm for the drilling and blasting program.
Currently it is being left fallow. There has been some discussion to use the site for sustainable
agriculture or as a greenhouse site but nothing has been definitely decided.
3. How long did Smith farm the property? What was farmed on the property?
I’m not sure how long the property was farmed by the Smith family. I believe there has been a farm on
the site for the last 150 years or so. I have heard that it was a potato farm, though I don’t know for how
long.
4. Do you have any suggestions for further references for the site?
The library probably has the Smith Property Appraisal from when the college was deciding whether or
not to purchase the property.There may be more information in there about what activities have
occurred on the property.

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Appendix C

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Appendix D
Garry’s Garden Gallery
Available Saplings:
Eastern Hemlock (Tsuga canadensis) - $90
Sugar Maple (Acer saccharum) - $150
Available in 2 gallon tubs:
High Bush Cranberry (Viburnum trilobum) - $25
Alternate Leaved Dogwood (Cornus alternifolia) - $25
Red Osier Dogwood (Cornus stolonifera) - $25
Since much of the product carried is hybrids we need to be very careful to ensure that the plants we get
are native species.
Appendix E
Gamiing Centre for Sustainable Lakeshore Living
Available Seeds:
Sugar Maple (Acer saccharum) - $10-$30
New England Aster (Aster novaeangliae) - $10-$30
Balsam Poplar (Populus balsamifera) - $10-$30
High-Bush Cranberry (Biburnum trilobum) - $6-$20
Red Osier Dogwood (Cornus stolonifera) $6-$20
All of the plants available for purchase are locally grown, native species.