In Atlantic Canada, there is a particular focus on North Atlantic Right Whales — a critically endangered species with a population of approximately 384 individuals. North Atlantic Right Whales are a migratory species found primarily along the Northeastern coast of Canada and the United States.

Entanglement in the vertical ropes, called buoylines, used in fixed-gear fisheries such as crab and lobster have been identified as the main cause of death and injury to North Atlantic Right Whales. One of the measures implemented by Fisheries and Oceans Canada to mitigate entanglement in these fisheries are time-area fishery closures. Time-area closures are activated when a North Atlantic Right Whale is detected, and no fishing gear is allowed in a defined area around the detected whale.

Although time-area closures are an effective way of preventing entanglement, fishing area closures can have serious financial implications for fish harvesters and coastal communities. On-demand fishing gear provides harvesters with the opportunity to continue fishing operations in the presence of North Atlantic Right Whales.

How On-demand Fishing Gear Helps Marine Wildlife

Also referred to as ‘ropeless’ or ‘pop-up gear’, on-demand fishing gear is an innovative technology that removes the persistent buoyline from the water column by keeping the buoyline at the seafloor. When a harvester is ready to haul their gear and collect their catch, an acoustic signal triggers the on-demand fishing gear system to release the buoyline, where the harvester can retrieve their gear as normal. As there aren’t persistent buoylines, on-demand fishing gear allows harvesters to fish in areas closed to traditional gear with buoylines to protect North Atlantic Right Whales.

Based in Halifax, N.S., the CanFISH Gear Lending Program is the first and largest lending program for adaptive fishing gear in Canada. CanFISH is equipped with over 175 on-demand fishing gear systems and a team of trained and skilled technicians that provide on-demand fishing gear and training for crab and lobster harvesters throughout the Maritimes. The program aims to support harvesters experiencing fisheries closures and reduce barriers to accessing On-demand fishing gear.

There are two types of on-demand fishing gear systems available through CanFISH:

1. A lift-bag system, where compressed air inflates a bag, bringing the buoyline to the surface.
2. A rope containment system, where the buoyline is held at depth in a bag, cage, or on a spool. When the system is released, the rope uncoils and is brought to the surface by attached buoys.

The continuous efforts of the CanFISH Gear Lending Program demonstrate both the need and interest for on-demand fishing technology as an available and affordable tool when faced with North Atlantic Right Whale closures. Through years of engagement, the Canadian Wildlife Federation team has established strong collaboration with harvester partners and fishing associations that continue to inform and guide our program and exposing the commercial fishing industry to alternatives to traditional gear.

Earlier this year, Fisheries and Oceans Canada released Canada’s Whale Safe Fishing Gear Strategy, which details how on-demand fishing gear will be used as a tool to support sustainable fishing practices. Gear lending programs such as CanFISH are important in this development, as they alleviate the barriers of access to on-demand fishing gear by providing the gear, training and knowledge to use it effectively during a closure, all across the Maritimes.

As long as large whales such as North Atlantic Right Whales frequent Atlantic Canadian waters and fishery closures continue to occur, harvesters should have the opportunity to utilize on-demand fishing gear to co-exist with whales.

Learn more about how the Canadian Wildlife Federation is helping marine species and wildlife.

One of the perks of my work is that I get to help choose the wild species we are talking about! We try to show a wide variety of living things from all over Canada. So when my team and I decided we hadn’t been to film in British Columbia’s coastal rainforest is such a long time, I was stoked! One thing about me is I tend to like the weirdest creatures, including the ones most find “unappealing”, let’s say. And given that we had never talked about a gastropod at HWW, this was my chance! You see, gastropods are among the few groups of animals to have become successful in all three major habitats: the ocean, freshwater systems, and land. They’re all really neat!

This year, we will get to meet the Banana Slug! We launched our latest video and fact sheet on this slimy critter on June 6, 2026. But why the Banana Slug? For one, I’m always a fan of animals who look like fruit. Who wouldn’t be?!? But seriously, gastropods are fascinating! They are part of the phylum (or group) Molluska, like octopus and oysters. These guys are boneless animals which often have a hard shell they produce to protect themselves. Slugs and snails make up the class Gastropoda, a group of mollusks, which means “foot stomach”. It’s a fact that they only have one massive foot on their bodies, that are mainly comprised of a stomach. While snails have this cool shell to hide in, slugs do not, which means they need to find some other means of protection. And if you are a soft, slow, almost toothless creature, that’s not easy! Many slugs rely on their mucus, the slimy stuff they produce to help them move around, give them a foul taste or become so sticky that they’re not easily swallowed. Some are even toxic!

The Banana Slug, our yellowish, gastropod, is no different. It produces a mucus that numbs the mouth of birds or mammals that try to eat it! Some reptilian predators even get their mouths stuck shut because of the thick slime! Still, if you end up in a predator’s mouth, it’s not ideal, so the Banana Slug is good at hiding on the dense rainforest’s floor to prevent this. Even if it’s Canada’s longest slug, and some of the largest terrestrial slugs on Earth, it’s definitely hard to find in the shady, humid areas below the massive trees of that habitat.

This summer, HWW will be talking about some of the rainforest’s most charismatic species, including the Banana Slug. Want to find out more about it? If you’re visiting the rainforest this summer, get out, watch where you lay your feet as you walk (you wouldn’t want to step on one) and look around on the forest floor! You might find one of these important creatures sliding around! And don’t forget to check out the HWW social media and website, at www.hww.ca, to get more information about the Banana Slug!

This school year, WILD Education newsletters supported learning across the seasons:

Fall: Trees and Seeds, Nocturnal Wildlife and Migration
Winter: Adaptation and Hibernation and Brumation
Spring: Thaw and Pollinators and Plants

Each theme encouraged outdoor learning, inquiry and stewardship — helping students understand that nature is not something “out there,” but something we are part of.

Celebrating Educators & Students

“What if I told you that by being in the outdoors, we can not only change landscapes, but people too? That’s my mission, because through getting people involved in the outdoors, I believe we can change the world.” – Nate Wilbourne, 14 years old.

Whether you transformed a schoolyard, planted pollinator gardens, used Project WILD activities or simply took learning outdoors more often — your efforts matter. Research continues to show that time in nature supports student well-being, engagement and learning, and this year clearly demonstrated what’s possible when educators make space for nature.

We celebrate you for:

• fostering curiosity and care
• supporting student voice and action
• bringing learning to life beyond classroom walls

WILD Education Workshops

There’s still time to continue your WILD learning journey! Join us for a WILD Education Workshop on June 27 in Mississauga, where educators will explore Project WILD activities and practical ways to bring nature-based learning into all seasons.

1. Mississauga in-person workshop: June 27. Learn More
2. Can’t attend? Join the workshop waitlist to be notified when future opportunities are available. Sign up for the waitlist.

Summer Ideas for Students

This summer is a great time to discover CWF’s non-formal and informal education programs, designed for youth, families and lifelong learners:

Non-Formal Education Programs

• WILD Outside — This program shows young people (ages 13 to 18) the joys of environmental stewardship, community service and connecting with nature.
• Canadian Conservation Corps (CCC) — This program (for youth aged 18 to 30), inspires participants to develop their passion for conservation, awareness of their natural environment and a deeper appreciation for service to their community.
• Love Your Lake — In partnership with Watersheds Canada, the Canadian Wildlife Federation and landowners protect shoreline ecosystems and water health. Nominate a lake near you to be part of the program.
• WILD Generations — This program encourages intergenerational knowledge sharing, social inclusion, civic engagement and service-learning through outdoor activities and conservation actions.

Informal Education Programs

• Gardening for Wildlife — Every wildlife-friendly garden is a haven that can act as a stepping stone between other gardens, parks and larger areas of natural habitat. Start your garden today!
• WILD Family Nature Club — Become a club member for free and gain access to a variety of outdoor resources. Earn badges by taking part in self-directed activities. Join a local club to take part in community events!
• Nature Sketch — Learn how to sketch nature in a workshop. Email cwfeducation@cwf-fcf.org for more information.
• Hinterland Who’s Who — Continue learning about wildlife and habitats at your own speed at Hinterland Who’s Who. Download the WILD Gang app for even more fun.

These programs help nurture curiosity, stewardship and connection — at any age. Learn more on the Canadian Wildlife Federation Education website.

Wishing You a WILD Summer!

As the school year wraps up, we wish you time to rest, recharge and reconnect with nature. Whether that happens in a forest, garden, backyard or lakeshore, we hope summer brings moments of wonder and reflection.

Thank you for being part of the WILD Education community. We look forward to learning with you again in the fall!

Happy summer!

For more educational resources, sign up for our WILD Spaces newsletter, where you learn how to plant a pollinator garden in your schoolyard.

It’s Time to Plant!

Spring has arrived, the soil is warming up, May long weekend has passed and it’s time to get planting in your WILD Space!

Whether you received native plants through the WILD Spaces program or sourced them locally, or grew them from seed, May is all about turning plans into action and watching your garden come to life.

This month, we’re focusing on planting with care, curiosity, and connection — and letting students get their hands dirty.

Planting with Students: Learning in Action

Planting day is more than a gardening task — it’s a powerful learning moment. Consider inviting students to:

• Take turns planting and watering
• Label plants with markers
• Predict which plants pollinators might visit first
• Sketch or photograph the garden before and after planting
• Reflect on how the space feels now that plants are in the ground

Planting Day — Tips for Success

Before you dig in, here are a few quick reminders to help your planting day go smoothly:

• Choose the right day: Aim for a cool, overcast day or plant in the morning to reduce stress on young plants.
•  Water before and after planting: Well‑hydrated plants adjust more easily to their new home.
•  Give plants space to grow:  Follow spacing guidelines on your plant chart — crowding can make it harder for plants to thrive.
•  Mulch lightly: A thin layer of mulch helps retain moisture and protects soil.
• Be gentle with roots: Students should loosen roots carefully and plant at the same depth the plant was growing in its pot.

Host a pollinator-themed lunch to enjoy by your new garden. Don’t forget to bring your garden exploration kit.

Teachers, you’re doing a great job!

You probably already believe in what you’re doing, but here’s some more evidence that proves what you’re doing is impactful.

• The Effect of School Gardens on Children’s Interpersonal Relationships and Attitudes Toward School
• School gardens lead to more positive attitudes about the environment, study finds
• Student drawings reflect greater plant and insect diversity after schools install monarch butterfly gardens
• Growing minds by growing school garden

Thanks For Growing with Us!

Thank you for creating space for wildlife and giving students the chance to learn, grow, and connect with nature. Every plant you add makes a difference — and we’re so excited to see what you plant next!

If you discovered this blog on our website, be sure to sign up for the WILD Spaces e‑blast.

Wildfires can cause significant damage to communities and ecosystems. Yet, fire itself is not always bad. In fact, when used intentionally and carefully, fire can be a powerful tool for maintaining healthy landscapes. This is sometimes referred to as “good fire,” or more formally, prescribed fire.

In ecology, fire is termed a disturbance. This recognizes that fire alters the environment by removing vegetation and changing soil or habitat conditions. Disturbances are not inherently negative — many ecosystems across Canada have evolved with fire as a natural and necessary process. Fire is expected in most terrestrial Canadian ecosystems at some point — with the exception of aquatic systems. How often fire occurs depends on several factors:

• The amount of flammable fuel present
• Weather conditions (including temperature and humidity)
• Ignition sources like lightning or human activity

Reintroducing Fire When Needed

In cases where natural fire no longer occurs at appropriate intervals, prescribed fire can be used to safely reintroduce this process. Prescribed fires are carefully planned and carried out under a specific set of conditions that allow fire to burn in a controlled and beneficial way. These conditions include suitable weather, appropriate topography, trained staff and the proper equipment.

Consider a grassland where grazing is limited and dried grasses accumulate over time. Without disturbance, these fuels build up, increasing wildfire risk and reducing habitat quality. A prescribed fire can safely remove this excess fuel, restoring balance to the system and reducing the likelihood of more intense, uncontrolled fires in the future. A good example of this is the Prescribed Fire in Waterton National Park.

The results of a prescribed fire are often described using words like regeneration or restoration. Dead plant material is removed and the remaining plants gain improved access to sunlight, nutrients and space. Seeds stored in the soil— sometimes for many years — can be stimulated to germinate. Once vegetation starts to grow, wildlife are naturally attracted to this new, nutritious growth.

Prescribed fire also helps reduce invasive species and limits the spread of unwanted woody plants, such as shrubs and trees, that are not suited to grassland ecosystems. Species at risk that rely on open habitats may gain more space to grow and a competitive advantage under these renewed conditions.

Other Benefits of Prescribed Fire

Reduced risk

Prescribed fire is also used to reduce wildfire risk, particularly in areas close to homes or infrastructure. By lowering fuel loads in a controlled manner, prescribed fire can limit the intensity and spread of future wildfires. In forested areas with heavy ground vegetation, fire can move from the forest floor into tree canopies, creating dangerous, high‑intensity fires that pose significant risks to firefighters and the public.

Restoration and land management

Prescribed fire is an effective tool for site preparation and habitat maintenance. It can remove unwanted vegetation to improve seed‑to‑soil contact before planting. In meadows dominated by tall, aggressive grasses, a fall or spring burn can set back dominant growth and allow shorter, less competitive species to grow well again. Prescribed fire is also used by seed producers to stimulate seed production in certain species, such as big bluestem, which responds positively to burning.

Cultural fire

For many Indigenous Nations, fire has long been used as a cultural and land stewardship practice, supporting food systems, biodiversity, and community well‑being. These practices were disrupted and prohibited through colonial policies, leading to profound impacts on Indigenous communities and the land itself. Today, the renewed use of cultural and prescribed fire—when led by Indigenous knowledge holders or carried out in respectful partnership—can support both ecological restoration and the revitalization of cultural practices.

To learn more about prescribed fire visit the website rxfire.cae.

Prescribed Fire Training

The successful use of prescribed fire depends on having properly trained and equipped crews on site. Each individual involved has a defined role and works within a clear chain of command, with strong communication maintained throughout the burn.

One way this training is achieved is through Prescribed Fire Training Exchanges (TREX). These events provide opportunities for fire practitioners from a range of backgrounds to gain hands‑on experience under the guidance of experienced fire managers. This is a great way to undertake “good prescribed fire” in a number of regional area to meet land management goals.

My colleague, Vicky Papuga, participated in a TREX event where she gained practical experience supporting prescribed fire operations while working alongside fire professionals from across the region.

Stay tuned for a blog on her experience with a TREX.

Not all fire is bad, some can be “good fire” for ecosystems, wildlife and people.

Plenty!

The first thing is that many amphibians and reptiles cross roads and perish on those roads every year.

How did we collect 20,000 observations of amphibians and reptiles on roads? A few years ago, I created a project on iNaturalist called Canadian Amphibian and Reptiles on Roads. And observations from people across Canada have poured in of amphibians and reptiles – alive or dead – on roads. A big thank you to almost 3,000 people who contributed observations!

Recently, Reta Meng, a PhD candidate at McMaster University, and I analyzed these data. We found that reptiles greatly outnumbered amphibians, with just over 80 per cent of the observations being reptiles on roads. Such a strong bias towards reptiles was surprising and could be because a turtle or snake on a road is easier to spot than a small frog or salamander.

Why Do They Cross the Road?

The results are clear that many species of amphibians and reptiles cross roads for many reasons such as to get to breeding ponds, foraging areas or hibernation sites. There were observations of 68 different species of amphibians and reptiles:

• 23 species of snakes
• 20 species of frogs and toads
• 13 species of salamanders
• 8 species of turtles
• 4 species of lizards

While a large number of species were found on roads, the top 10 species accounted for three-quarters of all the observations.

We also found that the observations were strongly biased towards Ontario. Although Ontario represents less than 40 per cent of the Canadian population, 80 per cent of observation were made in the province. Clearly, iNaturalist is popular with people in Ontario. Despite these biases, there are observations from every province as well as the Northwest Territories, which had a few observations of Common Garter snakes on roads in the extreme south of NWT.

The Top Hitters

The most commonly reported species on roads was the Painted Turtle, making up almost one in four observations. It is not surprising that the Painted Turtle would be the top species found on roads, as it is the most widespread turtle in Canada, ranging from British Columbia to Nova Scotia.

Here were the top five species on roads:

1. Painted Turtle
2. Snapping Turtle
3. Common Garter Snake
4. Blanding’s Turtle
5. Northern Leopard Frog (the only amphibian in the top five)

Both the Garter Snake and the Leopard Frog are abundant and widespread so it is not surprising they would be among the species mostly commonly found on roads.

Overall, turtles as a group made up more than 40 per cent of the observations, demonstrating just how much a risk roads pose to turtles. In contrast, lizards made up less than one per cent of the observations. This result is likely not because lizards wisely avoid roads, but because lizards are rare or absent in most parts of Canada and these small reptiles are likely harder to see on roads compared with snakes and turtles.

Provincial Breakdown

Looking at the data by province, most provinces had a snake or turtle as the top species observed on roads. One surprising exception was British Columbia. This province had the second most observations of amphibians and reptiles on roads. In BC, the top species was the Rough-skinned Newt — a salamander — which made up almost a quarter of the observations from that province.

Despite being the top species in Canada, the Painted Turtle was the most commonly reported species only in Ontario, although it was in the top three species in Quebec, New Brunswick and Nova Scotia.

Tracking Wildlife Road Fatalities

The number of observations has been growing each year as more people start using iNaturalist. In 2024, there were more than 4,700 observations of amphibians and reptiles on roads in Canada. Considering that fewer people are using iNaturalist in provinces outside of Ontario, and that the data are biased against small frogs and salamanders, the true number of amphibians and reptiles found on roads each year could easily be double that number. That is a lot of potential roadkill.

If you would like to find out more about our results, you can read the complete scientific paper >

It is never too late to join iNaturalist.ca and contribute your own observations of amphibians and reptiles on the roads — or off.

Learn more about our work with freshwater turtles.

It’s important to note that not all overwinter as eggs, some species overwinter as caterpillars and others as pupae. Caterpillars are extraordinary insects from their unique colouring, to their spotted and sometimes striped patterns. Caterpillars can be smooth or fuzzy and have six legs. A fun fact about caterpillars is that they do not breathe through their mouth but through tiny openings known as spiracles along the sides of their body. Every year caterpillars undergo transformation also known as metamorphosis. The four stages of development for butterflies and moths include egg, larva (caterpillar), pupa (butterfly chrysalis/moth cocoon) and emerging as an adult.

What role do butterflies, moths and flies play in nature?

A variety of these insects feed on the nectar of flowers. By collecting pollen with their bodies and carrying pollen to other native plants, they help in seed production. In turn, pollination helps fruits, vegetables and flowers produce new seeds.

Get to know your caterpillars

Can you guess what this peculiar caterpillar transforms into? If you guessed the native Canadian Tiger Swallowtail (Papilio canadensis), you’d be correct! When newly hatched, the tiger swallowtail caterpillar is brown and white and resembles bird droppings. However, it soon develops into a smooth green caterpillar with an enlarged area behind the head that sports two eyespots. Tiger swallowtail caterpillars like to feed on the treetops of tulip trees, cherry, willow and ash, among other species.

Once transformed, this caterpillar changes its bright green appearance to a pastel yellow with black tiger-like stripes.

Not everything you see is actually a caterpillar!

Next up we have a yellowish-white larva with a black stripe running down its back. This is known as a sawfly larva and turns into an Elm Sawfly (Cimbex americanus). Although they look very similar to caterpillars and are often mistaken for one another, this larva transforms into a wasp and is not a caterpillar!

Caterpillars in all shapes and sizes

This next caterpillar species is a vibrant green with a wavy shape. As larvae develop they go through different stages known as “instars”. They are typically green in the first instar and may change into a variety of colours in later instars like a brownish-red or they can stay green. Any guesses as to what this particular caterpillar turns into? If you guessed a moth, then you are correct! This is the Blinded Sphinx Moth (Paonias excaecata) of the Sphingidae family and can be found in most of Canada except for Yukon, Northwest Territories and Nunavut.

 Caterpillars are fascinating insects and often go unnoticed! This summer we encourage you to look around your neighbourhoods to see what types of caterpillars are milling about! Snap a photo and upload it to iNaturalist Canada to help you identify what species of caterpillar you are seeing! Happy observing!

Pollinators make it possible for many plants to reproduce by transferring pollen from one flower to another. In doing so, they support food webs, wildlife habitat, and the production of fruits and seeds that both people and animals rely on. Insects such as bees, butterflies, moths, beetles, and flies play especially important roles, along with birds and other pollinating animals.

Yet pollinators are increasingly at risk. Habitat loss, shrinking green spaces, pesticide use, and reduced plant diversity all threaten pollinator populations. Helping students understand these challenges builds awareness — and creates opportunities to take meaningful action.

Teaching Resources

• Pollination Lesson Plan — A clear, student‑friendly overview of how pollination works and why pollinators are essential to plant reproduction
• Pollinator Problems — A resource that lists and describes the main challenges pollinators face today, including habitat loss, reduced plant diversity, and human impacts.
• Wild About Pollinators poster — A colourful visual reference to help students identify common pollinators and their roles within ecosystems
• Pollinator Puzzles — A resource where students can decipher clues to match flower cards with pollinator agents.
• Plant a Pollinator Garden — A guide to a hands-on project that empowers students to create habitat by planting pollinator‑friendly native plants
• The Extraordinary Caterpillar — A really cool movie that highlights insect life cycles and the importance of host plants, helping students understand how plants support pollinators at every stage of life.
• Monarch Butterfly – Hinterland Who’s Who – A fact sheet and videos where students can learn more about Monarch Butterflies with the iconic Hinterland Who’s Who program

WILD Education Workshops

Wish you had a Project WILD activity guide or want to tell a friend to sign up for a WILD Education workshop? Check out our upcoming workshops:

1. Mississauga in-person workshop: June 27th. LEARN MORE
2. Not in Mississauga area? Sign up for the waitlist and we’ll work towards offering a workshop near you.

Now let’s review some relevant activities in the Project WILD activity guide.

• Busy Bees, Busy Blooms (p. 194) — Students model the process of insect pollination in an active simulation.
• Shrinking Habitat (p. 527) — This lesson helps students understand how development and land use reduce available habitat and affect food chains and biodiversity.
• Food Footprint (p. 590) — This activity traces food back to its original source: plants and pollinators.
• Habitat Heroes (p. 595) and Improving Wildlife Habitat in the Community (p.598) — These two activities engage students in creating plans to improve wildlife habitat.

Student Action Projects

“Nature reduces stress and anxiety, enhances physical health, and even inspires awe. […] Researchers found that nature connections drive better learning, support well-being, and inspire care for the planet. [The study] concluded, ‘It is time to bring nature into formal education — to expand existing isolated efforts into increasingly mainstream practices.’ Nowhere is the gap between what we know and what we do more offensive than in schools. Where 1.5 billion children and 81 million teachers spend their days indoors and disconnected from nature.” – Becca Katz

Here are some ways that you and your students can act to support nature.

Stewardship Actions:

• Plant milkweed or larval host plants for butterflies — Support monarch butterflies and other species at risk by planting native milkweed aligns with national recovery efforts.

Lifestyle Action:

• Avoid pesticides and choose natural garden care — Learn alternatives to synthetic pesticides.

Social Actions:

• Launch a student-led “Native Plant Swap” — Use local resources such as the horticultural society, share extra seedlings or native seeds with classmates and families.
• Create a school pollinator newsletter or social media campaign — Share photos, ID tips, “pollinator of the week,” or seasonal stewardship reminders. Don’t forget about iNaturalist.

Citizenship Actions

• Participate in citizen science programs — Collect and submit real data about pollinators or native plants using national platforms:
  • iNaturalist Canada
  • Bumble Bee Watch

Pollinators remind us that nature thrives through connection. By exploring plants and pollinators this spring, students develop curiosity, empathy, and stewardship for the living world around them.

For more educational resources, sign up for our WILD Spaces newsletter, which provides content and resources to help you and your students plant a pollinator garden in your schoolyard.

Do you have a teacher you want to reward? Nominate them for The Susan Langley Earth Steward Teaching Award – LSF-LST

Adding a pond to your backyard can be a stunning addition. It can even add property value to your home! But did you know that it can add value to wildlife too? It’s true! From frogs to birds, turtles to insects, a pond can offer a happy home or even a spot to stop and have a drink of water. But there are some things you should and shouldn’t do when it comes to building a pond with wildlife in mind.

For the Frogs

Do winterize your pond. Frogs hibernate in the winter, with some species hibernating on land under leaf litter, tree bark or in the ground. Others hibernate under water and need a depth approximately two metres in order to make it through the cold months. Young frogs (tadpoles) will use this deep water to grow into adulthood – a feat that can take over three years!

Do add an aerator. Aerators will keep the water moving and will stop your pond from freezing over in the winter.

Don’t leave your liner bare. When you’re building your pond, add soil to the top of your liner so frogs can use it to hide from predators.

Do grow native plants likes grasses and sedges around your pond as shelter for frogs as well as to encourage insects to visit. Insects are important snacks for frogs!

For the Birds

Do add levels to your pond. When you add a shallow spot, even seven centimetres in depth, you’ll offer an area for birds to drink and bathe.

Don’t mow near the pond. Have a wide strip of native vegetation surrounding your pond for birds and other wildlife to hide from predators. Even having some trees and/or shrubs nearby is very important to help birds feel safe as they approach and leave the water.

Do add a waterfall. Birds love moving water; if you add a waterfall or other form of recirculating water to your pond, they’ll come in droves. It’ll even help them find your pond easier because they’ll hear the moving water!

For the Insects

Do add blooms! It’s no surprise that pollinating insects love flowers. By adding native plants by your pond, you’ll attract more insects to it. Larger insects like damselflies and dragonflies love to snack on small pollinators, so don’t be surprised if you see them zipping from your pond to your garden! (And when in their immature aquatic form, they are voracious predators of mosquito larvae)

Do add some rocks! Adding a small pile of rocks to your pond will give flying insects like dragonflies a spot to rest. You might even notice a happy frog soaking up some sun on the rocks too!

For the Turtles

Do add a piece of driftwood. We can’t promise that you’ll see a freshwater turtle in your pond any time soon, but you’ll have a better chance of attracting turtles to your pond if you have a spot for them to bask. Plus! Adding a log to the pond can help to protect them from predators. How long should it be? About 60 centimetres is perfect.

Don’t forget plants! Turtles need to chow down too, you know. They love to eat cattails, lily pads, sedges and other aquatic plants.

For the Unexpected Visitor

Not every animal that lands in your pond wants to be there. Some fall in by accident! Keep these critters in mind when you’re building your pond.

Do add a gradual slope to all sides of your pond so animals can climb out.

Do add a log or rocks to the deep end. If your pond has a deep end (which is truthfully really great for frogs), be sure to add a log or a pile of rocks to the area so that animals that have mistakenly fallen into the pond can climb out on their own.

On April 26, 2026,  a Monarch was sighted feeding on nectar in Toronto, ON. This year, we expect the Monarchs to return in larger numbers than we’ve seen since the 2018-2019 overwintering season.

Counting individual Monarchs as they cluster together in the Oyamel Fir forests of central Mexico would be an impossible task. Millions of butterflies gather on trees, often layering branch upon branch.

To more accurately estimate Monarch population sizes, scientists measure the total area of forest occupied by overwintering butterflies – the larger the area, the larger the population. During the 2025-2026 overwintering season, Monarchs were estimated to occupy 2.95 hectares of Oyamel Fir forest, an increase of 64 per cent from last year’s estimate of 1.79 hectares! While this increase is worth celebrating, it’s important to keep perspective. Scientists estimate that Monarchs need at least six hectares of occupied forest to sustain a stable population, a number that has only been reached two times in the last 20 years. Our work to support Monarch recovery is not done yet!

One of the most critical needs for Monarch survival in their breeding range is milkweed. Monarchs rely exclusively on milkweed plants for breeding. In fact, a single Monarch caterpillar can consume up to 30 common milkweed leaves in its 10 to 14-day development! Last year, scientists estimated that Canada has about 484 million common milkweed plants and to support healthy Monarch populations, we need to increase that number by 61 per cent, or an additional 295 million more stems!

The Canadian Wildlife Federation is working towards this goal by restoring native meadow habitat rich in milkweed and nectar plants. These restored landscapes help support Monarch Butterflies and a wide variety of other insects and pollinators.

The Canadian Wildlife Federation is grateful for the support of the 407 ETR, whose partnership has helped restore critical pollinator habitat in communities surrounding the 407 ETR highway corridor. Thanks to their support, more than 14 hectares of habitat have been restored across the Greater Toronto and Hamilton Area over the last three years, bringing CWFs total restored area to 1,828 hectares since 2019.

How You Can Help Monarchs

Helping Monarchs doesn’t end with large restoration projects. Individual actions make a meaningful difference too! You can help by:

• Planting native milkweed and nectar-rich flowers like Wild Bergamot (Monarda fistulosa), New England Aster (Symphyotrichum novae-angliae), and Black-eyed Susans (Rudbeckia hirta)
• Leaving milkweed where it grows in gardens, yards, or marginal croplands
• Participating in community science by tracking Monarch sightings on iNaturalist
• Avoiding the use of pesticides and herbicides wherever possible

Together, these actions help create a landscape where Monarchs and other insects and pollinators can thrive.