While native plants may be found in most of the same places you buy non-native plants, it is important to verify that the species you select actually is native to our region as mislabeling is all too common. Plants with names that mention geographic areas are obvious: Japanese anemone, Korean dogwood, English ivy, and Pampas grass all clearly are not native here. The full scientific (Latin) name is also informative: Spirea japonica, for example, is from Asia. Latin names with words like canadense, virginiana, pensylvanica, or caroliniana are more likely native to our area. If you’re not sure, put the label name of the plant into Google or other search engine along with the word “native.” You will quickly find information about the native habitat of the plant. Numerous resources called “plant finders” can help.
Native substitutes
Because non-native plants are not palatable to our native insects, they can spread uncontrollably, out-competing native plants and becoming “invasive.” Many popular garden plants are now invasive. Try planting native plant substitutes instead.
Title: Invasive Plant Brochure
Author/Source: New England Wildflower Society
Description: Introduction to invasive plants with suggested native alternatives.
Title: Native Alternatives to 12 Common Invasive Plants
Author/Source: Native Plant Center at Westchester Community College
Description: PDF list of native plant substitutes for commonly used invasive garden plants
Cultivars are variations of plants selected for desirable features like flower or leaf color, size, and bloom time. While the original species is preferable for genetic diversity, many cultivars of native plants or “nativars” are good choices and always better than non-native plants.
Title: Nativars
Author/Source: Doug Tallamy
Description: Audio conversation about native cultivars on a podcast.
Title: Nativars: What We Know and Recommend
Author/Source: Cornell Habitat Network
Description: Practical guidance on the use of native cultivars (nativars) for wildlife gardening, including discussion of how cultivars may or may not support insect populations.
Climate change is impacting the natural range of many native plants, making some plants originally found in regions just south and west of us well-suited now for gardening in Westchester. Because native plants are well-adapted for our area, they tend to require less irrigation and less fertilizer than non-native plants, and they are more tolerant of our weather extremes. Our native meadow plants also have much deeper root systems than lawns and non-native garden plants and sequester more carbon in the soil as a result.
Title: Save plants, save the planet, save ourselves - Native plants and nature based solutions to climate change and other threats to humanity
Author/Source: Emily B. Roberson and Doug Tallamy, Virginia Native Plant Society
Description: Introduction to how plants function in climate change mitigation.
Title: Classroom Investigation Series: Native Plants
Author/Source: US Bureau of Land Management
Description: A set of lesson plans for activities suited to grades 7 -12 on the importance of native plants, ecological roles, and threats to native species.
Level: Life Science teachers grades 7-12
Title: Invasive Species: K-12 Educator Resources
Author/Source: NYS Department of Environmental Conservation
Description: Full K-12 Curriculum and links to the US Forest Service Curriculum contrasting native with non-native species and helping students to understand why we must preserve native landscapes.
Level: All teachers K-12
Title: A Year Round Native Plant Garden
Author/Source: California Native Plant Society
Description: Provides ideas and outline of how California Native Plant Society's Santa Clara Valley Chapter is providing classes within schools for students to learn about native plants.
Level: School curriculum heads, municipalities, elementary educators
Title: Schoolyard Habitat How to Guides
Author/Source: National Wildlife Foundation
Description: A series of guides to help provide guidance for schools to create native plantings as habitat on school property.
Level: Parents & educators, school administrators