; (ii) be developed with the goal of longevity and resilience of living schoolyards after the grant period under this subsection and subsection (b) has expired; and (iii) include— (I) ecological, climate, and biodiversity goals; (II) education and health goals; (III) accessibility standards; (IV) the number of students to be served at each school served under the grant, the total size of each such school property in acres, and the size of the proposed living schoolyard at each site in acres; (V) a school grounds concept plan drawing of the living schoolyard design proposed for each school served under the grant; (VI) an identification of community partners, including nonprofit organizations or design professionals, that have expertise in outdoor learning spaces or outdoor education, if applicable; and (VII) a longevity plan for how the eligible entity proposes to maintain the living schoolyards over time. (B) Components of a living schoolyard The master plan developed under subparagraph (A) may include the following living schoolyard components: (i) Growing food, planting pollinator plants, and creating habitat for wildlife. (ii) Conserving water, managing stormwater and observing things in nature. (iii) Supporting hands-on learning for prekindergarten through grade 12 activities and programs across subject areas and grade levels, such as conducting experiments regarding soil, wind, water, and other elements. (iv) Using the arts to prepare skits, plays, murals, drawings, and sculptures that celebrate nature, including its animals, plants, patterns, and behaviors. (v) Planting native shade trees, which— (I) directly protect students from the effects of extreme heat due to climate change