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Outdoor Education - A Guide to Site Plannlng andImplementation of Programs.Texas Education Agency, Austin. Div. of CurricullmDevelopment.TEA-BULL-7637672p.Texas Education Agency/ Division of CurriculumDevelopment, 2 1 East Eleventh Street, Austin, I AS78701 ($2.00)

MS PRICE MF-E0.83 lic-$3.50 Plus Postage.DESCUPTORS *Elementary Secondary Education *Environmental

Education; *Facilities; Instruction; *Objectives;*outdoor Education; *Program Development

AESTMACTThis bookl t presents guidelines for initiating

outdoor instructional programs. Initially, the guide lists theobjectives of outdoor education: survival, recreation, development ofpersonal health and well-being, career opportunities, and socialadjustment. A discussion follows on the three phases of siteplanning. The first phase is site analysis which involves research intopography, ecologyr and land uses and control. The second phaseencompasses program development which includes the statement ofpurpose and objectives, the role of the school site, and analysis ofthese roles for program development. The final phase concerns sitedesign or a graphic representation combining site analysis andprogram development. The booklet also contains examples of schoolsites, a checklist for developing a program, guidelines for planningactivities in all curricular areas, suggested learning experiences ineach discipline, and resource and reference lists. (MR)

*****_ *******- **** *****_*********** *********** *********** * * *

Docaments acquired by ERIC include many informal pnpublishedmaterialsnot available from other sources. ESIC makes every effort *

* to obtain the best copy available. Nevertheless, items of marginal *

* reproducibility are often encountered and this affects the quality *

* of the microfiche and hardcopy reproductions ElIC makes available *

* via the_EEIC Document Eeproduction Service (BOIS). EDES iS not* responsible for the ,quality of the original document, Reproductions * -

supplied by URS are the best that cap be made from the original: *

************ **********************************************************

S DEPARTMENT OF I4sALTII,IDUCATIoN &WELFARENATIONAL INsTIUTIO.

EDUCATION

THIS DOCUMENT NA5 BEEN REPRO.DucED EXACTLY AS. EcEivF:o ROMTHE PERSON ON ONGANI TATIoNoolroATINo IT POINTS oF VIEW toR (OPINIONSSTATED DO NOT NEOES.SAIR IL Y TEPEE,SENT OFFICIAL NATIONAL INST I niTE OFEDUCATION POSITION OE POLICY

Outdoor Education-Guide to Site

anningand Implementationof Programs

After the original free distribution, additional copiesrnay be purchased for $2.00; however, with theincreasing demand for educational material, the

suppl y at times rnay be exhausted.

Since Texas Education Agency publications are notcopyrighted, any or all sections of this bulletinrnay be duplicated.

Official distribution of Agency bulletins to theoffices of school district and county superintendentsis rnade as property of those offices and is not to beconsidered as personal property of the individualwho receives therm

Division of Curriculum Development

Texas Education Agency

201 East Eleventh Street

Austin, Texas 78701

COMPLIANCE WITH TITLE VI, CM L RIGHTS ACT OF1964 AND THE MODIFIED COURT ORDER, CIVIL ACTION5281. FEDERAL DISTRICT COURT, EASTERN DISTRICTOF TEXAS, TYLER DIVISION

Reviews of local education agencies pertaining to compliance with TitleVI Chill Rights Act of 1964 and with specific requirements of theModified Court Order, Civil Action No, 6281, Federal District Court,Eastern District of Texas, Tyler Division are conducted periodically bystaff representatives of the Texas Education Agency. These reviewsover at least the following policies and practices:

acceptance policies On student transfers from other schooldistricts;

(2) operation of school bus rou es or runs on a nonbasis;

(3) non-discrimination in extracurricular activities and the useof school facilities;

(4) non-discriminatory practices in the hiring, assigning, pro-moting, paying, demoting. reassigning or dismissing of facultyand staff members who work with children;

enrollment and assignment of students without discrimina-tion on the ground of race, color or national origin;

(6) non-discriminatory practices relating to the use of a student'sfirst language; and

(7) evidence of published procedures for hearing complaints andievances.

In addition to conducting reviews, the Texas EducatIon Agency staffrepresentatives check complaints of discrimination made by a citizen orcitizens residing in a school district where it is alleged discriminatorypractices have ot- are occurring.

Where a violation of Title VI of the Civil R ights Act is found, thefindings are reported to the Office for Civil Rights, Department ofFtealth. Education and Welfare.

If there be a direct violation of the Court Order in Civil Action No.V5281 that cannot be cleared through negotiation, the sanctions requiredby the Court Order are applied.

Every dzild should have mud pies, grasshoppers, water-bugs, tadpoles& frogs, mud turtles, elderberries& wil.dstrawberriee, acorns, chestnuts, trees to climb, brooks

to wade in, tatter lilies, woodchucks, bats, bees, butter-flies, various animals to pet, hay fielda, pine cones,rocks to ron, sand, snakes, huckleberries, and hornets,and any childwho has been deprived of these has beendepriVed of the beat part of his education.

Luther Burbank

TEXAS EDUCATION AGENCY

STATE BOARD OF EDUCATION(State Board for Vocational Education)

WM. L. BAG BY, Arlington

VERNON BAIRD, Fort Worth

WOODROW W. BEAN, El Paso

JAMES M. BIN ION, Abilene

MRS. CHAR ISIE BOLTON, Kirbyville

JOE KELLY BUTLER, Houston

W. W. CARTER, Amarillo

DON H. COOK, D.D.S., Mesquite

JIMMY L. ELROD, San Antonio

W. H. FETTER, La Marque

JOSEPH G. GATHE. M.D., Houston

E. R. GREGG, Jr.,.1a0-1:4)nville

GEORGE C. GUTHRIE, San Antonio

JESSE HERRERA, San Antonio

RUBEN E. HINOJOSA, Mercedes

E. M. HUGGINS, Jr., Fulshear

DR. WILLIAM N. KEMP, Houston

MRS. MARY ANN LEVER IDGE, East Bernard

PAUL MATHEWS, Greenville

DR. STANLEY B. McCALEB, Richardson

1LEN L. SMITH, Waco

MRS. RONALD SMITH, Fort Worth

MRS. JANE H. WELLS, Austin

JAMES H. WHITESIDE, Lubbock

N. L. BROU;ETTE, Commissioner of Education(Executive Officer of the State Board of Education)

L. HARLAN FORD, Deputy Commissioner ALTON 0. BOWEN, Deputy Commissioner

for Programs and Personnel Development for Administrative Services

Dorothy Davidson, Associate Commissioner For General Education

Leroy F. PSencik, Director, Division of Cur iculum Development

C. S. (Bill) Story, Program Directorfor Science

Joseph J. Huckestein, Conservation& Environmental Education Consulitant

B. T. Slater, Consu_tantin Science

i v

6

FOREWORD

Outdoor Educat on: A Guide to Site Planni-ng andImplementation of Programs is designed to assistadministrators, teachers, and communities ininitiating outdoor instructional programs. Public

school, education servicc: center, college/univer-city, and public and private agency representativescooperated in the production of this guide.

We hope the suggestions in the guide will encourageschools and communities to provide opportunitiesfor student v:o learn from the world'beyond the

classroom.

M. L. BrocketteCommissioner of Education

ACKNOWLEDGEMENTS

Audean AllmanSchool of EducationTexas Southern University, Houston

Jim ConnallyTyler Independent School DistrictCamp Tyler,Jyler,

Delmar JankeCollege of EducationDepartment of Educational Curriculumand InstructionTexa: A&M University, College Station

Ray'Qu,inn

Department of Wildlife & Fisheries ScienceTexas A&M University, College Stat on

James MilsonDepartment of Curriculum and InstructionSchool of Education'The University of Texas at El Paso

Joseph StrehleDivfsion of Planning and Program DevelopmentRegion IV Education Service Center, Houston

Appreciation is extended toMaine Environmental Education Projectfor permission to incorporate portionsof the guide The Community EnvironmentalInventory.

8

vi

Andy AndersonInformation & Education DiTexas Forest ServiceCollege Station

Reviewers and Edito

Johnny Griffighector, Retired Teacher Counselor

Tyler Independent School District

Jerry AndersonTeacher CounselorTyler Independent School District

John W. ArnnState Resource ConservationisU. S. Department of AgricultureTemple

Randy BeaversAssistant to the Direc -r ofScience Center

Spring Branch Independent SchoolDistrict

Edith F. BondiPrivate Educat onal ConsultantHouSton

Barbara CrissTeacher-CounselorTyler independent School District

Jim DudleyDirector of Outdoor EducationTyler Independent School District

John HaisletInformation & Education DirecOrTexas Forest ServiceCollege Station

Ruth D. HartProfessor, College of EducationHouston Baptist College

Marcile HollingsworthScience ConsultantHouston Independent School DWrict

Ann-ReedTeacher CounselorTyler Independent School District

Glenn Shackelford, Jr.Teacher CounselorTyler Independent School Dist ict

William C. lch

Landscape HbrticulTexas AO UniversityCollege Station

The following schools reviewed the guide and/orusing the tentative draft:

Edgewood Independent School DistrictMemoriell High SchoolGene Troy, Principal

establ shed school

Judson Independent School DistrictCoronado Village Elementary SchoolGeorge Ammerman, Principal

Schertz-Cibolo-Universal City Independent --:chool Dist ictScherei Elementary SchoolBilly Patterson, Principal

Floresville Independent School DistrictFloresville Junior High:SchoolMaurice Westmoreland, Superintendent

vii

CONTENTS

I. Rationale .

II. Objectives of Outdoor Education . . . 2

III. Program Model . 444 4 6 444444 OOOO 4 @ 3

IV. Sit- Planning . . . . . . . . 4

Site Analysis . . . . . . 5Program Development . . . .. . . . . . . . . . 8

Site Design . . . . ....... . . . . . . 11

V. Examples of School Sites in Texas . . 12

VI. Checklist for Developing an OutdoorSchool Site Program . . . . . . 20

. 24

VIII. Outdoor Education .Experiences 31

VII. Developing Activities for Education .

IX. Resources . 6 4 4 4 4 . . 4 4 4 4 4 4 53

X. School Districts Offering OutdoorEducation . . . . .. . . .. 57

Xl. Agencies Represented on Texas AdvisoryCommittee on Conservation and EnvironmentalEducation . . . . . . .

viii

. 60

I. RATIONALE

Teachers and administrators of Texaspublic schools have expressed a needfor a rosource guide that would aidin developing sehool sites Intooutdoor learning laboratories pro-viding effective learning experienceswhich could develop within eachstudent an "environmental awarenesand a sense ot -esponsibility forthe stewardship of the environment."

Within the past two generations,Texas' population has more thandoubled and hasP dramatically changedfrom rural to urban. As a result ofthis change, citizens have greatlylatered their surroundings thuscreating many environmental problemswithin the biosphere. Pollution ofthe environment, poor land develop-ment, and the near extinctions ofsome plants and animals are but someof the pressing problems people havecreated. These problems relate verydirectly to the quality of life thatexists and, therefore, must beaddressed in the education programof Texas schools,

Each individual"s att tude toward theproductive use of the earth's re-sources will determine the qualityof life a citizen can expect to havein the future. There is a pressingneed for students to have direct ex-

perience with the array of resourceswhich they will manage in the future.This experience must begin at an,early age and is absolutely essen-tial to shaping constructive atti-tudes toward the wise use of naturalresources which they will best de-velop through direct involvementwith management practices. Strat-

egies must be developed which pro-vide learning experiences for schoolchildren in a real life setting.

What better way to learn about theresources of the field, forest, andseacoast than to have an outdoorclassroom in these natural settings?Learning activities should be struc-tured around real objects and eventswhich youngsters encounter in every-day life. Conservation can then be-come a part of life rather thanonly preparation for the "good life."

This guide offers,suggestions forproviding learning experiences inall curriculum areas in whatevernatural settings are available toa school district. Such outdoorschool sites should be laboratoriesforstudies in ecology, environmentalmanagement, and natural historyinterpretation, as well as multi-purpose recreational areas for the,sehool and community.

ii

II. OBJECTIVES OF OLITOCI011 EDUCATION

I. Surviva4--Effective utilizationof the natural products of ahealthy environment (food;clothing, shelter, recreation)

2. Re eation--Creative utilizationof supportive living resources

Development of personal healthand well-being

Healthful exerciseNutritionMental health

4. Career opportunities. Emphasis in element.ary school

Awareness of wildlife andforest management occupa-tionsAwareness of aestheticenvironmental occupationssuch as those in horti-culture and floriculture

Middle school emphasis.. Exploration of wildlife,

forestry, and resourcemanagement occupations

Exploration of aestheticoccupations (horticultu eand floriculture)

High school emphasisSkill development in wild-life, forestry, and re-source management OccIA-

pations.. Skill development in

aesthetic environmentaloccupations (horticulture,floriculture, and land-scaping)

Social Adjustment. Services to fellow humans In

an environmental context. Development of wholesome

values is' an environmental

contextExperience in making wisechoices and decisionsregarding environmentalquestionsFostering constructive atti-tudes toward "couperativeactivity" through games,simulations, role playing

III.. PROGRAM MODEL

A general model for outdoor educati onshould meet the fol 1 wi rig spec( fcat ons

I The prog ram des i gn should ircludelearner act lv ti es des igned to

address each of the obJectles.

Act iv ti es shou 1 d u*iI zeanpl regiona 1 resources and hoe

13

reeried for relevancy and prac-t cal' app 1 [cat ion in each geo-g raphic area of the -state,

Adequate support lye instruct lon-a 1 resources shod] d be avai I -able,

4. Act ivitiesenjoyable

uld be

IV. SITE PL MING

Planning is the key to effectIve out-door classroom design, development,and utilization, whether land is to beselected for new construction orwhether facilities already exist.The professional whose training ismost appropriate for this work isthe landscape architect. Likeother architects, professional land-scape architects do design work onlyand are not invorVed in the nurseryor planting business. They areWD5t effective when engaged duringthe early stages of overall planningso that they can collaborate witharchitects and engineers in the totaldesign effort. The finished plansand specifications make it possibleto involve students, garden clubs,retired citizens, PTAs, and othercivic groups in the construction ofan outdoor learning area-

Whether new facilities are planned orold ones are to be improved, siteplanning involves three basic phases:(1) site analysis, (2) program development, and (3) site design.

Site Analysis

Site analysis involves an in-depthstudy of the site's character, anInventory of slte factors, elements

components which may influenceor be influenced by the developmentof the site. The inventory processhelps to minimize expenditures anddevelopmental problems during theinitial construction period and tomaximize physical design capabilities,educationi and aesthetic benefitsafter construction. The Inventorydata collected and evaluated during

this phase should be compiled inthe form of a schematic plan whichis called the site analysis.

Program Development

How the site will be used shouldbe determined before the site isdeveloped. ,The demands and needsof the program should influencedevelopment of the site. Perhapsa particular activity may requirecertain physical componentswater,rocks, or vegetation, for example7-_should be left; or perhaps certainones should be removed. Often

there are important site amenitieson which the activities shouldfocus, thus increasing the site'seducational value and significance.Program development and site analy-sis, therefore, should proceedsimultaneously, for one influencesthe other. Forcing an inflexibleor predetermined pf-ogran onto asite may produce less than satis-factory results. Thus, programdevelopment reveals site designconsiderations and implicationswhich help to determine how the

- site should be altered to fit thepurposes and how the roles shouldbe modified to receive full ad-vantage from the site.

4

14

Site DesIgn

The third phase of planning, siteclesignr, Is concerned with develop-ing a schernatic plan. It combines

the site analysis phase and theprogram development phase into abroad conceptual framework. It is

not, at this poin , a detailed blue-print.

The outdoor school site offers an.opportunity for students, teachers,and parents to learn and to work inthe areas of school site planning,development, and implementation inthe ongoing process of environmentalmanagement. Such understandings canhelp each individual to appreciatethe need for better environmentaldesign in community development pro-jects--design which will be moresensitive to people's physical, psycho-logical, and social needs and whichwill, at the same tine, reflect agreater conpatability with the landand natural ecological processes.

Site Anal sis Overview

Securing_base s- Topographic mapsand aerial photographs are helpfulin giving an overall picture of theregional and community characteristics.U.S. Geological Survey maps are notgenerally satisfactory for gatheringor locating details on an area thesize of-a-schoolsite-because of-therelatively small scale of the maps.It is possible to obtain large-scaleaerial ph)tographs which do providesome detail. These are available fromthe local soil conservation fieldoffice.

A school blueprint showing the proposedsite, building shapes, and otherfeatures is often included with thecontractor's original set Of printsused during the time the school wasconstructed. Site information may

also be obtained from property napsor tax maps at the community officebuildings or city hall.

The tIrre invested in securing goodbase maps is well spent, for they helpprovide valuable information such asSit4 boundaries', topography, buildingshapes and locations, wales and

drainages, natural vegeta ion. andother important features. Thiskind of information makes the finalanalysis accurate and preventswasting tine on the site dupli-cating the efforts of others.

Topography and drainage. Land

form and surface movement of waterupon the land affect a wide varietyof planning donsiderations and de-cisions. Circulation linkages androutes of travel can be constructedto take advantage of the shape ofthe land and thus provide greatercomfort and value to the user.Analysis of the site's topography--its ridges and drainage pattern,flat areas, easy grades, and steepslopes--can help in the organizationand physical arrangement of thesite for development purposes.Consequently, the planner shouldkeep in mind many site characteris-tics and features which are directlyor indirectly related to topographyand thus influence various siteuses and activities Among theseare soil types, percent of slope,

-orientavion-to-the suft,-wind movment, cold air and frost pockets,temperature, susceptibility toerosion, pedestrian and vehicularcirculation and separation, naturalentrances and exits, acousticalproperties, overall scale of thelandscape, types and density ofwater runoff rate, water quantityand quality, aesthetic view, surfacewater habitats and system of link-age, aouifers, aquifer-rechargeareas, landscape texture, lightand shade values and oatterns, land-use limitations, and other amenitiesor limitations imposed.by topographyand drainage.

Ecology of the site. During site' analysis it is important to identifyecological characteristics. Ecologyis the science which studies theinterrelationships and interactionsbetween organisms and their environ-

15

ment. In the natural environment,living organisms and nonlivingcomponents are constantly interact-ing upon each other. Eechanges ofmaterials which take place betweenthe living and nonliving par.-,follow complex circular pathways orcycles. It is important for peopleto recognize that these interactionsare extremely vulnerable to outsidedisturbance and that, wherever orwhenever these relationships aredestroyed or altered, the level ofquality of the environment may bedecreased.

Generally speaking, the mast stableand productive environments arethose which have the greatest diver-sity of organisms, of habitats, andof successional stands. Duringschool site analysis, it is impor-tant In assessing environmentalquality to make comparisons betweenthe population of anylgiven speciesand the total number of speciespresent. High quality is indicatednot by the greatest number of aparticular !tided" (of organism,habitat, or successional stage ) but

by the most "kinds'of:

Plants and animalSGrasses,shrubs, trees, insects, fiSh,birds, And other wOdlife

Habitats--Forest, shrublands,grasslands/fields, dunes,wetlands

Sticeessiona StagesPrim ry,secondary, climax stages

in addition, significant or uniecologleal factors should be no

for exampl :

ueed,

Local climatic conditions

Unique orsuperlative speci-mens of interest

1

Evidences of natural orpeople-made environmentalInfluences (ecological pro-blem areas)

Other omportent or uniquefactors:related to land,air, water, plant, animal,and energy interrelationship

eoe the site

Obviously, field observations suchas these are only rough indicatorsof site quality. For use as anecologrlaboratory, a site shouldreceiee much more intensive analy-sis. 5uch an analysis would norm-ally be pursued in connection withthe program of study and, in fact,

would consist of a more or lesscontinuous inventery.

Vegetation. An lysis of vegetati n

on the school site should be con-sidered not only in relation to i s

ecological value but also in termsof its architectural, engineering,climatic control, and educatienaland aesthetic values.

Architectural value of vegetationincludes its-wie in defining ex-terior space by forming walls,canopies, and floors; in screeningout objectionable viewse.and inprivacy control.

Engineering uses of vegetationinclude siltation and erosioncontrole'acoustical controls, at-mospheric controls, and reductionof glare and reflection. Vegeta-tion can reduce objectionable noise

by absorbing, deflecting, or de-fracting sound; it can help cont olatmospheric pollution by screeningout atmospheric particulates andby absorbing carbon dioxide. More-

over, in urban areas especially,

vegetation is being utilized effec-tively as barriers against exces-

sive glare and reflection from

surfaces such as concrete and gla _

Vegetation also helps to modify and

control climate. By acting as wind-

breaks, vegetation can effectivelyreduce wind velocity by 50 percentfor 10 to 20 times the height of aplanting.* it can control themicro-climate by intercepting pre-cipitation, by holding soil mois-ture, and by providing coolingshade in the summer.

Natural and introduced vegetationcan increase the aesthetie'value of

the site in many, ways, including itsveriety,color, form, teXture,fragrance, and contrast.

During a general site analysis,vegPtation may be categorized inbroad terms such as types or asso-ciations. Specific site purposeseventually require that a fairlycomplete vegetation inventory becompiled. An inventory whichconsiders the ecological, eco-nomic, _architectural, enRineering,climate control, and aestheticvalues of vegetation ,can helpin effective development andutilization of the site. Devel-

opmental considerations might,for example, include leavingareas of a site in natural vege a-

,

tive cover for ecological andfunctional reasons or intro-ducing vegetation for any of theabove named reasons.

*Kevin Lynch, .site PlanniNv(Cambridge, Massachusetts: The

Press, Massachusetts Insti-tute of Technology, 1962).

177

Mhysical geology, soils, hydrology.These areas are directly influencedby the historical geology of theregion as described in regional andcommunity influences. Ope impor-tant aspect of school site analysisis, therefore, to gather physicalevidence which will help to relatethe geological, hydrological, andsoil characteristics of the siteto this regional influence.

Information about the soil can beobtained from the U.S. AgriculturalConserVation Service. Rough field

identification of soils can be madeof the following major classes:

clean sands and gravelssillty and clayey sands andgravelssandy and gravelly claysinorganic silts and fine clays

Organic siltsorganic clays

A hydrology study would inc.ludeidentifying precipitation clata andinformation about any.surface waterthat affects the-lite.

Landscape character. In additionto the factors already discussed,site analysis should also addressitself to evaluation of the sitefrom a visual or aesthetic view-point. Often the most successfulsite development is that which re-sults in the least disruption ofthe site.

:Existing and yroposed land_uses_andcontrols. An anaiySis of land usesas human activity areas should beconcerned with the ek,tent to whichexisting or proposed uses are af-fecting or mayeffect the site andthe resulting influence on ecoogJ-cd:al arid sociarconditions in that

area. It is important, therefore,

that such effects be identified andevaluated oo determine where suchactivities hay be incompatible withnatural conditions or where pre-cautionary measures (policies orcontrols) could be created to mini-mize environmental problems.

Off-site characteristics andinfluences. Ihe final area of con-sideration in site analysis con-cerns the examination of off-sitecharacteristics which influence thesite or which may be influenced bysite development. Such considera-tions could include any of thepreviously discussed site analysisfactors.

Summary. It is obvious that siteanalysis is concerned with allaspects of the site's surface andsubsurface physical conditions.These include both natural andpeople-made environmental influencesrelating to ecological, economic,political, social, technological,and aesthetic point of view. It

' is important to recognize thatanalysis,-Me-community

inventory, is Perforrled at various

levels of complextity and may, infact, be a continuous process inview of the constant changes whichoccur within the natural and people-made environment

Program Development Overview

Once tAe need'for a particular kindof'development or purpose has beenrecognized and broad objectiveshave been established, the'particu-lar purpose or use for thatsite can be determined. Develop-ing a program to fit the site helpsto create the greatest degree ofcompatibility between site andpurpose. Oompatability is re-flected by functionai; design whichresults in the least destructivedisturbance to the site.

-ihe program, combined:with siteanalysis, helps to answer four basic

question-s1

I. What uniq e qualities, does thesite have to Offer td the de-velopment-of the'progran and-its specific roles7 I

2. What components need to becreated (or modified) on thesite?

3. What components need to beleft on the site?

4. What components need to be removed from the site?

The answers to Iese questions a,re

expressed graphically' in si_te de-sign, where Ihe sitejand prograMare fitted together into aoompati-ble working relationShip.

The model on page 8 Illustra es, inpart, the process.of programdevelopment.

Based on the model, program development might follow these steps:,

Sqp I: Statement_of Rurpose and_objectives. School sites can andshould be planned and developed toprovide greater benefits to theschool and community. In additionto providing space for the physicalplant, school sites should be selec-ted, designed, and utilized in amanner which will

serve to exemplify and promotea land use ethic to all citi-zens of the community;encourage community use of acommunity-owned resource;include brOad instructional pro-grams releVant to present andfuture social and environmentalproblems and needs;provide efficient and economicoperation and maintenance of thephysicallplant through bettercontrol and management of envi-ronmental factors, such as modi-fication of the climate through

8

18

plantings or orienting ac ivitiesto take best advantage of climaticconditions.

Step 2: The role of the school sitein outdoor education. The variousroles of a school site in an out-door education program can help toachieve the above objectives. Theseroles include serving as an ecologylaboratory, an environmental manage-ment laboratory, a natural historyinterpretive area, and a multi-purpose school-community recreationarea.

Step 1

Step 2

Step 3

Step 4

Step 5

Step 3: Analys_is of these, roles

for program development. Five re-

search areas are suggested toserve as criteria for analyzingeach role. The information whichresults from this analysis shouldlead to specific site design consid-erations and implications. These

in turn affect what will be createdor modified on site, removed fromthe site, and left on the site.

Site Program Development Process Model

Se purpose

recognizing the needfor school sites toserve broad objec-ti yes.

Identify the components of the purpose1,e., the brood rolesof the sChool site inenvironmental educa-tion:

I. Ecology laboratoryII. Environmental management111. Natural history interpre-

tationIv. Multipurpose school-

community recreation area

role acCordien_to_the fol lowing cri eria:

1 -1I Regulations I unique'4 and .! 'character- :

=Standards 1 istics I

w...4 U. -A

howthe

order to fi nd out

4he role influence*s

I te---

and

how the role is influencedby the site.

r -71i Educational;

sPecifi-1lotions 1

I User ,

i charac- !

.teristics1

S te I

,character-!istics '

What needs to be created or modif ed

{

on the site?

What needs to be removed from the\ si te?

What needs te be left on_the site?

iWhat unique qualities does ttie sitehave to offer in planning activitieswithin a Certain role?

ROLE '141"' ROLE ROLE I I II_ lyV=1

Make compFisons among the roles to see hew they re atel ,

Can they share sone of the same facilities?Should they be linked together? Mow closely? Where?

What Is thei r best spatial relationship to each other?

4COnelu n$: Surrnarlze these findings by desoribing haw the

'purpose (al l the roles eel 1 ectively)' affects, and

is af fected by, the site.

eps 4 5 . THE PROGRAM

9

19

_Evaluationi

The School Site DevelopmentCommittee.. One way to initiatethe planning, development, andutilization of an outdoor educationschool site is the formation of aschool site development committee,which might include students,teacheri, a school administrator,a member of the school board, in-terested citizens, and local re-source people.

ObViously, a committee which rep-resents many s'ectors of the

Step I

Step 2

Step 3

Step 4

Step 5'

Step 6

Step 7

community will generate more ideasfor the design and utilization ofthe site. An additional benefitwill result when the site is readyfor use, because it is more likelyto be supported and used by morecitizens in the neighborhood ifthey are represented in its plan-ning and development.

A model of the function of thiscommittee is shown below.

MODEL ILLUSTRATING THE FUNCTIONS

OF THE SCHOOL SITE'DEVELOPMENT COMMITTEE

COmmittee Organization--carry out preliminary functions

General site survey by thewhole grOup,plus a resource persen

ajnae 4_5pe_cifie site-analysisb. make a specific role analysis

Regroup to discuss individualgroup findings and analysis and

Develop the Prog am

Work with landscape architect orother resource person in order to

Develop the Site Plan(dasign concept)

Draw up a summary explaininghow the plan is to be implemented

Develep the Master Plan(Guidelines for anyone who will

be developing and using the site)with Suggestions for student ac-tivities in environmental education

Investigation

10

2 0

Problem Solving

Site Desi n Overview. The finalphase in development of an out-door site, site design, is thegraphic interpretation of howthe site and program should be

blended. All data collected on thesite analysis and program develop-ment should be reflected In thegraphic site design.

SITE DESIGN

NATURETRAILS

ANAGEDCHOOL FOREST

MARSHHAMTAT

11

V. EXAMPLES OF SCHOOL SITES IN TEXAS

A few examples of school sites inuse in Texas schools are describedand illustrated on the followingpages. The intention is to givea sampling of schools in all partsof the state which give a crosssection of the type of sites thatcan be developed.

In som cases only one teacherand a few students are involved.In others the school administra-tion, parent-teacher groups, theU. S. Agricultural Soil Conserva-tion Service district representa-tive, other agencies of stateand federal government, and thewhole school district have= beeninvolved.

Some school sites are developedWith no special funds; thousandsof dollars araspent on others.Several acres are available forsome; a few square feet for others.Pre-schoolers to retired peopleare involved in the developmentof some sites; small studentclubs in one grade may developin others.

Many exemplary outdoor schoolsites are in use in Texas; however,those described here were selectedfrom responses to a statewidequestionnaire for variety of size,cooperating elements, and resources.

12

22

LUBBOCK INDEPENDENT SCHOOL BISTRICT

Maedgen Elementary School

The Maedgen outdoor learning centerAs just a littlelarger than abasketball court, enclosed on threesides by Maedgen Elementary School.

The'butdoor learning tenter consistsof a waterfall, seeding beds, shadetrees, amphitheater for 70 students,a small stage, cages for animals,and topographical sand pit.'

Each class is responsible for plant-ing a tree or shrub. Through sub-sequent seasons, the same groupswill prune and care for their ownplants. A wide variety of specieswill increase learning experiences.Cages will house those small animalswho make chance appearances on show-and-tell days. Other shelteredcages will provide temporary homesfor larger animals like calves andlambs.

The sand pit, like a giant salt map,may be designed and redesigned bystudents to resemble any region.Using their skills with crafts, stu-dents may construct appropriatearchitecture for that region. Or

they may wish to cultivate it as afarm for one growing season..

The Maedgen outdoor learning centerwill change its appearance as oftenas the seasons.

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23

MAED =EN ELEMENIARY: SCHOOL Nortt

TYUR INDEPEN ENT SCHOOL DISTRICT

Camp Tyler

Since 1945.tne_ Tyler Publicschools have carried on one ofthe nation's more comprehensiveouX400r education programs. A,schoePcommunityf facility, Tyler's300-acre camp hes served as acenter for this,program-

Outdoor education is available toevery fifth and sixth grade boyand girl in the elementary schoolsof Tyler. The fifth gradersi are

in camp two days and one\night.Sixth graders are in camp threedays and two nights. The educa-tion actually begins a few weeksbefore the outdoor experience asteacher-pupil and camp staff plan-ning takes shape, and continuesafter the actual camptime as thechildren and their teacher evaluathe experiences they had whileat camp.

Camp Tyler has seven main objec-tives for youngsters in its pro-gram:

1. Developing elf-reliance.2, Developing the ability to get

along with schoolmates.3. Developing healthful living

habits.4. Increasing appreciation of

nature and farming.

5. Developing awareness of.theiMportance=of conservingour natu,ral resources, whichprovide food; cicithing, and

shelter.Redognizing the importanceteamworkHaving'a wholesome good timethat will be lOng remembered.

Along with Camp Tyler is a schoolfarm. Children learn about andcare for farm-animals, observe,good practices in land management,and develop appreciationlor ruralliving. They feed the animals,gather eggs, and harvest vegetables-'and other field crops.

- ALICE INDEPENDENT SCHOOL DISTRICT

Leo McIntosh Farm

This 20-acre tract of land is onthe.south banks of San'DiegoCreek. Mr. Leo McIntosh hasoffered the use of the propertyfor the Alice Independent SchoolDistrict for ,fiel.d studies of

the environment and ecology.

The community has' become involvedin the project through the interestof civic clubs, whose members haveenlarged the trail and providedsmall tables, a stile,'and a rest-room.

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ALICE INDEPENDENT SCHOOL DISTRICT

ALDINE INDEPENDENT SCHOOL DISTRICT

Aldine Junior High Outdoor Classroom

The outdoor classroom at AldineJunior High was developed from anunused courtyard surrounded byclassroom wings.

The primary features of the outdoorclassroom are a tropical bed, anEast Texas bed, a desert bed, anexperimental bed, a cutting bed,a compost pile, a weather station,a pond, and a patio with worktables.

Construct on of the outdoor class-room was relatively inexpensivesince bed borders were donatedrailroad ties, compost and mulch-ing materials were donated bylocal paper and power companies,and many plant specimens were pro-vided by members of the community.

Varied activities are provided forthe students. An interdisciplinary .approach allows students in socialstudies, mathematics, and sciencedepartments to work cooperativelyon a gardening unit.

Some of the concepts developedthrough outdoor classroom activi-ties are these:

Organisms are interdependentWith one another and theirenvironment.

Living things are adapted bystructure and function totheir environment.

Living things are products oftheir heredity and environment.

Because it is an integral part ofthe school'campus, the site pro-vides a readily accessible resourcefor short field trips, supervisedstudy projects, and long-term open-ended investigations.

HURST-EULESS-BEDFORD

INDEPENDENT SCHOOL DISTRICT

Trinity High School

Trinity High School developed-anoutdoor study area on land thatwas a natural drainage area.The fenced area is approximately60 by 100 feet Containing a small.pond in the center with a walkwayaround it. Bleachers in_the en-closure will accommodate 30students.

The area between the pond andfence has as large a variety ofnative trees and shrubs as naturalcompetition will 'allow. The pondprovides a ready source of livespecimens including minnows, micro-scopic organisms, crayfish, frogs,and aquatic insects and plants.

The outdoor learning area is uti-lized by the biology diaes forplant identification, studies ofecological succession inHand aroundthe pond, insedt collecting andstudy, and other such activities.Other classes utilizing the learn-ing area include art and English.

This area also is available toschools surrounding the Hurst-Euless-Bedford independent SchoolDistrict.

17

2 9

BOTMICAL, GARDENALDINE JUNIOR HIGH SCHOOL

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HURST EULESS-BEDFORD INDEPENDENT SCHOOL DISTRICT19

31

VI. CHECKLIST FOR DFVELOPING AN OUTDOOR SCHOOL SITE PROGRAM

The following checklist should beuseful to those with responsibilityfor developing an outdoor school site.All considerations indicated may notbe appropriate fo. all sites (espe-cially small ones). Select thosesteps which are appropriate for yoursite.

PRELIMINARY FUNCTIONS

A. Organize a school sitedevelopment commrttee withbroadly based membershipand interests.

B. Acquire and review litera-ture on outdoor classroom.

C. Review and select thosesite uses (roles) which,should be a part of theschool site plan and whiChbest fit the educationaland neighborhood/communityneeds.

If a new facility isplanned, work closely withthe school site selectioncommittee and contractorto see that the site chosenmeets these needs and thatimportant site features andcharacter,istics contributingto their fUlfillment willnot be altered or destroyedduring construction.

Establish a broad statementOf purpose or some basicgoals to be included in themaster plan.

Prepare or secure a sitebase map for each member ofthe committee.

II . DEVELOPMENT OF THE MASTER PLAN(guidelines for those who willdevelop and use the site)

A. Introductory information

1. Objectives and purposeof the site

2. Photos if available

3. School-site map withkey showing present andprojectedjacilities,features,'characteristics,etc.

Description of each roleserved by the site-and sug-gestions for development,-use,, o;-1,:i management of each

role.

Ecology role

Description

b. Suggested ac ies

Examples:

Inventory plants andwildlife diversity

Monitor weatherpatterns, erosion,water quality, etc.

. Map wildlife habitat

Env' onmental managementrole

a. Description

b. List of suggestedactivities that willinvolve many areas ofthe curriculum.

Examples:

. Establish a schoolforest.

. Construct a pond.

. Develop a/plantingand beautificationprogram.

c. Important human his-torical and culturalinfluences or theregion.

1. Evidence of pre-historic andearly cultures

2 Pioneer history,old burial sites,relics

Influ nce uponthe a ea by humanresour-:e\develop-ment, se, andmanagement, suchas loggi\ng, mining,agriculture,shipbuildlng.

21

residential de-velopment, rec-reation,, or high-

way development

Capitalize onimportant sitefeatures and char-acteristics whichcan help to developthis interpretiveportion and,again, key impor-tant features onthe map that re-late to theseinfluences.

d. Suggested educationalactivities whichcould center on thissite role.

Examples:

DeSigh and constructan interpretivenatute trail system.

. Design and develop atrail for recreationalvehicles.

. Construct a bridgeover a brook or draage way.

10prove a w ldlifehabitat.

Design and create,new play equipmentor areas.

Natural history interpre-tive role

Des6r.iption

Important natural his-totical influences onthe, reg On

Example:

Geological history--

. Processes contri-buting to formationof region

Strata and age

Evidence of lifesuch as fossilsand bones

Important mineraldeposits

Unique -featuressuch ascaves andoutcrops

Capitalize on important- site features and char-acteristics in develop-ing this ,part. Be sureto key important fea-tures on_the map thatrelate to fheseinfluences.!

Design and set uptrail signs.

Identify and placemarkers on trees(plants, m nerals,etc.).

Construct-replicasof, or restore,early cultural arti-facts.

. Plan and develop avisitor center.

_5 Multipurpose, schoolneighborhood/community/recreation role

a. , Descript ion

Currently availableuses of the siteand their regula-tions and schedulefor use

Proposed uses (Con-sider planning aneighborhood orcommunity survey todctermine needs andwants such as moreathletic facilities,parking areas, swim-ming areas, picnicareas, or hikingtrails

d. Present methods ofmanagement, mainten-ance, and fundingof this function

III. IMPLEMENTATION OF THE PLAN

A. Specif[c site developmentconsiderations -include thefollowing:

What developmental func-tions should be carriedout by the contractor(for a new facility)

Costs plus contingencies

Time schedule (if aOpli-cable)

4. Guarantees.(if work iscontracted out)

What development-

management activitieswill be performed by:

a. The committeeb. The'contractor

.

c. The school administra-.tive staff

d. Pupils as part of theeducational program

What volunteer servicesand equipment are avail-able for use

How cost and performanceof site maintenance willbe handled (could be partof a pupil activity)

8. Other con6iderations

IV. SCHOOL SITE PLANNING FUNCTIONS

A. The development committeeshould make a preliminarysurvey of the total sitewith a resource person tobecome familiar with thearea.

1. Make no es and sketch indetails on a site map.

After the survey, sharefindings and Comment5.

B. Organize the committee intosmaller school site studygroups according to the indi-vidual roles selected In I-C

above.

Each group should workwith a resource person o:

Make a site anaUysisspecifically in rela-tion to its role. ,

(Several trips to thesite may_ be necessaryto get the'deSireddata. Slides canhelp to record muchinformation and canbe useful later on).

b. Make an analysis ofthe site's role todiscover:

5

'How the roleinfluences the'site;' for example,

the need to alterdrainage to providea.trail.

How the site in-fluences the role;for ex.mple, in-fluences of site,topography on place-ment:of a trail.

2. One study group couldfocus on the regional andcommunity influenceswhich have helped to in-fluence the site. This

could be an independentgroup or the study groupworking on the naturalhistory interpretationrole.

Reassemble in full committeeto discuss, compare, andassess the individual studygroups' findings and todetermine how the roleswill collectively influenceand be influenced by thesite and their relat on-ships to each other.

Develop the site planwhich graphically'illus-trates:the physical solution;Le., how the physical as-pects of the- roles will(or may) become a reality.Work closely With a pro.:fessipnal land planner,such'es a landscape archi-tect.or other resourceperson.

VII. DEVELOPING ACTIVITIES FOR EDUCATION IN THE OUT-OF-DOORS

The first part 0; this guide out-lines the selection and use of oudoor sites. Activity planningand implementation are the thrustsof the second part, where a dis-cussion of general guidelines forplanning activities and a disci-plinary examination of outdooreducation values are presented.

Outdoor education involves thelearner, emphasizes the exploratoryapproach, and utilizes multisen-sory experiences. The key tosuccessful learning in the out-odoors lies in maximum studentinvolvement. It is, after all

everyone's world. To restrict astudent's intake to any narrowportion of it is to deny learning.The approach used should be oneof guiding investigations tofocus on a subject in ways whichsatisfy the student's needs aswell as those of the teacher.Open-ended, sensory, student-centered interaction with theout-of-doors can be a rewardingexperience for all.

From the standpoint of the school,outdoor education is a means ofcurriculum fulfillment. The'

outdoor setting inCreases thepower of observation, sOmulatesinterest, extends the classroombeyond,the four walls, helps ex-tend the teacher, ahd increasesthe opportunities' for concrete'-learning by changing many abstrac-tions into meaningful life situa-

tions. Exploration, research, andadventure in a natural setting areto be found in this always completelaboratory.

Using the outdoors as a learningenvironment changes people, causingthem to gain new perceptions of them-selves and of others. It also bringsabout change in the methods teachersuse to help youngsters learn. Fi-

nally, it helps teachers and studentslook at subject matter in new ways.

Curriculum Areas

Outdoor education i$ interdiscipli-nary, cutting across many curricularareas. It possesses no subjectmatter of its own; yet its emphasison ways of learning can be approachedfrom disciplinary perspectives. Out-door experiences listed in this sec-tion correlate with six major disci-plinary areas: language arts, socialstudies, science, health, mathemat-ics, art and music.

Language arts and second languaelearnine. These areas include read-ing, writing, listening, and speak-ing. All are based on experiencing,which is the heart of outdoor educa-tion. The out-of-doors is a class-room which provides a wealth ofopportunities for exploration and in-vestigation in the world in whichchildren live, stimulating them inoral and written expression. In ad-dition, many organic and geological

24

3 6

objects in nature have Latin namesused in identification. This is a

little explored area of lan-

guage arts. As seen in thefollowing list of suggested out-door activities, students candraw much language arts enrich-ment from nature:

Writing letters to congcess inand conservation groups

Keeping a diary or 1 g ofactivities

Noting obserVations into anotebook or tape recorder

Reading and reviewing naturebooks

Writing or tel ing storiesabout nature

Writing articles for theschool newspaper

Discussing inAroups possiblecourses of action

Labeling and classifyingspecimens

Reading or w ting poetry

Writing or enactingdramatizat ons

Explaining orally to 0 herstudents-Or to the teacher

Making signs for actiyities

Relating perSonal experiences

Keeping a vocabulary notebook

Compiling field notes

Listening toand interpretingsounds in natOre

Researching careersoutdoori

the

The use of imagery in observingliving organisms often leads todelightfully creative poems anddialogues.

Social studies. Social studies isanother discipline which can bepursued readily in the outdoors.Many natural activities and experi-ences can be used to foster demo-cratic living. Students workingalone or in groups can be led by anunderstanding, patient teacher andthe lure of a natural envircinmentgradually to reduce their depend-ence on adult guidance. Later, the

teacher will guide them into long-term assignments requiring greater

skill in working together and insharing and accepting responsibility.

Sociological experiences 'in the ut-

of-doors can deal broadly with%history, geography, economics,democratic institutions, andcommunity culture. A democraticspirit and the close ties thatbind human beings can hardly befound in a more appropriatelynatural setting than in a group ofpeople dependent on each other andtheir out-of-doors environment foranswers to significant questions.

.Among tbe experiences and opportu--nities which outdoor edikation pro-vides the social studies studentsare:

3 7

Identifying with others

Sharing ideas, materials, andresponsibility

Resp9ting group decisions and therights'of others

Developing initiative in makingchorces'

Solving problems cooperatively

Accepting success, failure,limited capabilities, andleadership

Working with others

Gaining self-reliance, self-confidence, self-control, andself-respect

Learning about the depletion,restoration, control, and pro-tection of natural resources

Understanding the effect ofnatural resources on popula-tion distribution

Learning about native cultures

Visiting historical sites

Interviewing old settlers, forestrangers, gaMe wardens, indiVidu-als in outdoor-related occupa-tions

A search for deeper understandingof the relationships of people toeach other, to a place, and tonature becomes a meaningful dimen-sion for students in an outdoorclass room.

Science. A third discipline easilyadapted to an outdoor laboratoryis science. Gurios.ity and enthusi-

asm should lead students to unin-hibited exploration of the world'sfeatures and residents using theirbroad spectrum of senses andfeelings. Biological, chemical,and physical processes in naturecan be studied endlessly. The only

limit is the teachers' and students'

imagination. Gradually, the multi-sensory approach to teachingscience begins giving way to theintellectual approach so tha

Iskills and science concepts will;take form. Emphasis then shifts toproblem-solving; generalizing, and

326

the development of a scientiapproach to problems.

The falowing are some out-of-do-rsactivities and projects involvingscience:

Observing wildlife, sky, and stars

Pro pecting for minerals, fossils,and shells

Identifying trees, birds, andplants

, Collecting rock, mineral, seed,wood, and insect specimens

Recording bird calls and nativesounds_

Tracking animals in mud and snow .

Testing soil and water

Studying stream, soil, and a r-

pollutiOn

Observing weather

Studying _-d controlling er sion

Caring for insect, animal, andplant specimens

Growing plants f om seed

Inviting soil conservation,weather, and other specialistswith outdoor-related careers

Gathering-materials for laboratorystudies

Observing living things, geologi-cal formations, weather, andcelestial bodie

Examining life along a stream orroad

Exploring animarhomes

Mapping

Studying Management and conserva-tion of natural resources

Identifying animals, plants,rocks, and weather

Studying the interrelation ofpeople and their environment

Science instruction in the out-of-doors will bring new insights intopeople's relation to nature and willdevelop a reverence for the orderli-ness of nature and for those thingsbeyond human power to control.

Health. Another disciplinary areawhich lends itself to the outdoorclassroom is health. The teacherof health is concerned with thedevelopment of positive habits andattitudes related to the personalhealth and well-being of individualchildren. Explorations and observa-tions in the out-of-doors can bescheduled in cold or hot weather, inwindy or rainy seasons, or on snowyor muddy days. During these times,as well as under normal conditions,each student can be guided inunderstanding perSonal hygiene,selection of proper clothing, sani-tation, and food preparation.

Good health is generally dependentupon proper physical activities.Physical education is the oldestform of education. From the Greekscame the foundation for moderngymnastics, calisthenics, mili-tary drill, corrective work,strict discipline, and feats ofondurance. Natural outdoor phys-ical activities such as running,jumping, swinging, and swimmingshould be an integral part of out-door education. Athletic prowessis essential for swimming acrossa stream or pond, climbing a tree,or digging up a weed. These phpisical

27

activities should be carefullyplanned to avoid overexertion orinjury.

A health teacher is also concernedwith safety education,\ which callsfor helping children make intelli-gent choices when they are con-fronted with hazardous conditions.The outdoors provides children withample experiences with potentiallyhazardous situations. An observantand perceptive teacher can turn po-tentially dangerous encounters intolearning experiences which elimi-nate much trial-and-error frustra-tion later in a child's life.

Safe and careful habits, alertnessand the rewards of health, physicalexercise and safety can be stressedthrough the following activities:

Cutting and gathering firewood

Chasing butterflies with a net

Jumping across a stream

Lifting another person to reacha tree limb

Hiking

Digging for erosion practices

Canoeing

Cleaning up a work area

Gathering specimens for naturestudy

Ang 1 ing

Running along a stream in fol ow-ing a piece of floating wood ora fish

Hygjene, safety and phys cal exer-cise can become important naturalingredients in outdoor education.

9

Mathematics. Mathematics learningcan also take place in a field, '

marsh, or school ground. Exacting

relationships exist everywhere innature. Measurements and calcula-tions of length, area, volume,distance, and time pertain to allof life. Where there is motion astudent must be concerned withspeed, distance, time, rate oftravel, height, and acc'eleration.

Mathematics in the outdoors has theone great advantage of connectingcalculation with application.Meaningful learning uses practicalexamples and applications. Theneeds imposed by nature and so-ciety often call for mathematicalsolutions. The natural sequenceof learning is to develop mathe-matics to fill specific needs.

Beginning at the first g ade withplace value and counting, throughthe arithmetic skills and into ge-ometry and trigonometry, mathe-matical concepts abound in nature.The following suggested activitiesbear this out:

Plotting Weather-, water velocity,and growth graphs

Using a stump to do e mine atree's 'age

Making scale maps and drawin s

Finding direction by compas_s,sun, and stars

Determining speed with a stopwatch

Counting speci ens

Planning amount and cost ofequipment needed for activities

Constructing a tent, bridge,shelter, or bird feeder

28

4 0

Pacing, estimating, andmeasuring distances

Measuring the height, circum-ference, and diame.er of a tree

Estimating the percentage ofslope

Measuring tree height by shadows

Determini g the distance te alightn: j bolt

Measuring the depth and moisturecontent of snow

Estimating or measuring the widthand depth of a stream or pond

Averaging the number of pi nts,rocks insects, or animals in aspecified area

Averaging the height of trees orgrasses

Art.. Art qualities are all aroundus and the teacher who helps chil-dren find these helps them-build afoundation for art and for greaterenjoyment of life.

Outdoor education provides Ironyopportunities for the development ofawareness of design in nature. To

develop this awareness is One ofthe objectives for art education.As a part'of the art experiences,teachers are encouraged to takechildren outdoors'on looking walkstolind texture'; -line, 'color, shape,form, and:pattern in natural ote:jects,. 'This will help children tobe more perceptive and also help.

to make life more enjOyable.

Sensory experiences--sight, touchsmell, taste, sound--aid childrenin gaining a better concept ofthat which is to be expressedthrough art. Using these sensory

experiences help children expresstheir ideas with greater. sensitivity.Outdoor education can provide for

such experiences. Moreover, throughstudying and observing the outdoors,children gain ideas and inspirationfor art work.

he following art experiences can/be emphasized in outdoor education=

Observing desjgn in nature

Sketching

Model ng with-clay

Weaving wlth grasses

Sandcasting

Sculpting with found objects

Making ru6bings from leaves or:various textures

Photographin6 design

interpreting sounds intovisual'form

Music. Many of the great musical .

compositions were'inspired. in theoutdoors. The appreciation and in-.spiration of muSic-rsinging, listen-ing, and rhythmic activities--supplements all other disciplinaryexperiences in nature and.brings-greater satisfaction-to the needsand interests of children. The

day and night sounds'of birds,crickets, frogs, streams, andtrees bring peace and joy toperceptive ears. A natural ap-proach to rhythmic .responseethanateS from.the movement'andgrace' of swaying trees, ripplingbrooks end grasses, and _body' move-

ments of birds and worms.

29

41

Music in .nature can be emphasized

throUgh.the fol owing suggeSted

actiVities:

Discove ing the various soundsmade- by striking differenttYpes Of wood

Listening to records or tapesefnature' Sounds as -portrayed ih

Music

Marching_ skippingi. Clapping; and1(0eping rhythm to- 'music

'Composing music based on soundsof nature._ Composing so ndsabout nature.

Imitating'bird cells

Distinguishing ariimals'by their .

ounds or characteristic moveMent

Si/nging Swiss and other. European

hiking songs

/Listening to nature's- Music

Making arid' playingpiimitive/ musical instruments, such aspipes from different lengths of

reeds

Career Education, Since many de-fine career education as thetotality of educational experi-ences through which ope learnsabout work, outdoor,education isa natural for instilling amongstUdents a desire to.work; ac-quiring skills necesSary for work;and actually pngaging. in workthat is satisfying to individualsand groups.

The following activities aresuggested:

Studying woods .that are usedfor commercial purposes,perhaps analyZing the amount

of labor required for.lumbering'a:,tree until it has become a partof a structure

Designjng plawfor loqating andconstructing park sites for-leisuretime use

Describing the characteristicsof outdoor workers and their rolesin the,benefit of society

Vocational-_educat_ibri. The outdoors'is a 6ealistie enVironment in which-many vocational .students can.practice

'skills they have learned in crass.Since vocational.students spend muchof their class time in shops andlaboratories, the outdoor educationsite could provide a ,good chance:ofsetting for'class activities. Thenumber of activities which could-be doneoutdoors would depend on.the nature of the vocational class.

Vocational students could play onimportant role-in designing andconstructing the outdoor site7 Thiscould be done during class time, oras service projects by the vocationalyouth groups.

The outdoor laboratory could be usedfor the following vocational educa-

tion activities:

Identifying spec es of grasses

Innoculating-small domesticanimals which live on the site

,Landscaping an area

Photographing animals and plants

Building benches

Surveying the area

Holding a child,care nurseryoutdoors

Preparing food'on outdoor grills

Simulating an accident in which astudent breaks an arm, and admin-istering the proper first aid

Looking for edible plants

Designing p public service news--paper ad which explains outdooreducation in the-school

The activities that folloW aresuitable' for a,number of subjectareas. Adaptations for each cur-riculum arep,are, suggested.

4 2

30

VIII. OUTDOOR EDUCATION EXPERIENCES

OUTDOOR EDUCATION EXPERIENCE NUMBER I

Con truct a homemade weather vane and use it to find changing directions in

the wind.

--SUBJECT CORRELATING ACTIVITIES

Lompage Am &Language Learning

On a windy day, write a paper on how it feels to stand

in the wind.

Social Studift

__LhajedaslCassicultures

Sdence

---------

Discuss the effect of wind in history (sea and'air battles)

Discuss how agricultural endeavors have been influenced by

view the wind.-Discuss the effect of wind on the evironment. Measure

the wind direction in several areas.,

,

Health Discuss how wind changes might affect the sinuses of

class members.

Mathematics Find the changing direction of the wind across a given

area and plot the data.

An Decorate the wind vanes.

Mimic Construct wind whistles for the vane.

reer Education List the skills necessary in becoming a television

weather forecaster.

43

31

'OUtpOOR EDUC4TION EXPERIENCE NUMBER 2

Lie on your back and watch tbe sky on a cloudy day.

SUBJECT CORRELATING ACTIVITIES

Lamplas Arts &Language Lemninia

-----r---,

Read the daily weather report in the newspaper fiver aperiod of time and 'keep a record of the accuracy of theprediction for cloud,conditions.

Social StudiesDiscuss the effects of clouds on various geographicareas and,on the people living in these areas.

eTry to find and identlfy different kinds of clouds.Discuss how clouds affect the weather. Predict weatherchanges from clouds.

HealthDiscuss effects of cloudy vs. sunshiny days or mood.Is it possible to sunburn on a cloudy day? Discuss why.

MathematicsEstimate the size and speed of clouds by comparison withstationary objects on earth.

Find meaningful or a ractive shapes and sketch them.

MimicCreate a short melody suggested by an approaching star.

QM EdmationIdentify cloud shapes as they pertain to specific toolsfor working. ,

32

4 4

OUTDOOR EDUCATiON- EXPERIENCE NUMBER 3

On a sunhy day trace shadows of different objects at 9 a.m., noon, and

3.p.m.


Language Arts &Language Learning

Write a fable about shadows.

'

Social StudiesDiscuss sundials and calendars as used in ear y

civilization.I

Scie eExamine how sizes of the shadows change as the time of

day changes.

HealthExamine changes of the pupil of the eye in shade andsunlight.

MathematicsCalculate the height of a t lephone pole or tree by

measuring its shadow. ,

,

I /

Make profi e drawings from shadows of fellow students'heads; cut and mint decorative] Construct a sundial.

.Music Do interpretive dances as objects and shadows.

Career Educ ticmDiscuss how dlfferent tImes ofthe day affect work i

performance.

4 5

-OUTDOOR EDUCATION EXPERIENCE NUMBER 4

, Big holes in the ground to depths of 15, 30, 45, and 60 tm. Insert a ther--mometer in the dirt atthe bottom .of each hole. Be suf-e to shield the ther-mometer from the breezes.


Lan age Arts &

Language Learnmg

Be a plant and write on how the roots feel as theygo further down.

Smial Studies Discuss how ground temperature affects farming..,,

_

Science Take the readings in each hole, average them, andconstruct a chart. Account for any .differences.

Health Discuss the effects of vb canoes and hot springs onhuman health.

Matheniatic s Read a thermometer ap average the readin s.

Ait Draw different soils. Try to make pottery with di ferentsoils.

NWsic Write a song about the weather.

Ca reer Education Report the number of occupa ions that may in some wayutilize the thermometer.

4 6

34

OUTDOOR EDUCATION tXPER ENCE NUMBtR 5

Take-a tour of a pond. Browse and explore..


'Anwar Arts &laumualta I-awning

Select several synonyms for erosion and examine their

meanings..

Social Studies Discuss dif erent soils and the effect of erosion'on

these soils.

Science

Examine the deposited materials at the bottom of an eroded

site. Account for the larger and heavier materials build-

ing up where they do.

Health Describe how continual sail erosion can affect humanhealth in an agrarian culture.

Mathematics Measure the width and depth of an eroded area; then,

determine the volume.

Collect different items or pieces from the soil and make

a "creatiorr." Photograph interesting patterns and designs

found in the area.

Nrcsic

Gather reeds growing near the water surface. Carve fromthe reeds small openings for use as small wooden flutes.Some of the reeds can be used as rhythm instruments rather

. II m

reer Educat n Describe the procedures employed in producing a people-madt

pond.

4 7

35

.OUTDOOR EDUCATION EXPERIENCE NU BER,6

Tie some cheesecloth between twobroomstocks andweight the bottom. RUn up-

stream for a few meters .and see the type of water aniMalt-trapped_. tle sure.9-,(

to hold the ngt at a 45-degree.angle to the Water surface.

SUBJECT CORRELATING ACTIVITIES,

Language Ahts &

language Learning

Read to discover the types of life in streams and othergeographic locations.

Social StudiesDescribe how the use of.nets in bodies of water hasshaped the lives of people in various societies.

Sc ienceCatch tadpoles. Bring them t the classroom and feed them

commercial fish food. Record their physical activity and

changes.

Health'Describe any identifiable trapped organisms that may behazardous to human heal th.

Mathe icsEstablish the flow rate of the stream in cubic centi-

meters per second.

Use the debris caught by the net to make a collage.

MusicListen closely to the sound of the movfng water.Determine if it seems to be moving in 2/4 or 3/4 meter.

Queer EducationList the skills necessary for becoming a park and

wildlife worker.

48

36

OUTDOOR EDUCATIOR EXPERIENCE NUMBER 7

Locate and Count the number of species of small animal life .along the banks

of a Weimi in, the mud, and in fhe water.

SUBJECT.

CORRELATING ACTIVITIES

/

Longings Ants &

Language Learning

Use the names of the various animals for vocabularydevelopment

Social StudiAmDiscuss the various laws that protect animals. Discusshow these animals affect us.

ScIenceCatch animals in kitchen strainers or in old ny on hose

sewn to coat hangers. Transport the catch in baby food

jars. Classify the animals.

.

HealthDescribe the health effects of the various species. Ex-

amine the stream water for mosquitos. Discuss what couldbe done to lessen the breeding of mosquitos.

Mathematics Determine ratios of different species found.

Draw different typ s of species. Sketch area where speci-

mens are found.

Mimic

__-Listen to recordings of The Carnival of the Animals todiscover how composers use music to describe all types ofanimal life.

U reer Edu ionHave students collect items that could be classi iedas "marketable."

49

37

OUTDOOR EDUCATION EXPERIENCE NUMBER IL

c

Walk along a stream untirthe stream be. ns to slow; then stop and b

SUSUECT CORRELATING ACTIVITIES

Longings Am &

Language Learning

Write a summary about what was seen during the.walk.

Social StudiesDiscuss the effect of rivers and streams on the develop-

ment of civilization. Observe the evidence of pollution.r

Saie rirm

-I

Determine the-effects of the slowing of stream water onsedimentation rate and size. Rlace a handful of soil in

a container of water. Shake 7and let settle. Observe.

HealthDiscuss the health aspects of the .stream. ,How can the

stream water be purified for drinking?

Mathematics Count the different materials found measure,- and desc ibe.

Art Draw the different materials found floating..

NWsicListen closely to die sound of the moving water. Deter-

mine if it seems to be moving in 2/4 or 3 4 meter.

career EducationCompare by writing a paragraph the.slowing stream toretirement from a job.

50

OUTDOOR EDUCATION EXPERIENCE NUMBER 9

Test the "hardness" of pond or stream water. In a container, see how many

drops of detergent_are needed to get tather of a certain ,height; The harder

the water, the greater the number of drops of detergent required.

SUBJECT COR R E LAT I NG ACTIVITIES

Langump AM3 &

Langua Learningge

Read various deter ent packages to see if they can be

used in hard water. Report to the rest of the group..

wim StudiSes Describe some detri ental e e o hard ater i home

and indu try.

S: ie eList the chemical content hard water and what chemicals

are needed to soften it. .

HealthBisCuss the hea

.

effec s of cooking, drinkin bathing,

and laundering with hard water.

MathematicsMeasure the number of drops of detergent needed to obtain

a specified height of lather in containers of pond, stream

faucet, and rain water.

Draw a cartoon of a molecule of water surrounded by

molecules of Potassium, calcium, sodium, etc., which

add hardness to water.

MusicDrop pebbles into the water at different depths. Determin,

the reason for the differences in pitch at different depth

ComPare to the different string sounds made on a violin.

Ca reer EducmicmHave a company representative describe the duties of a

"soft ater" sales and/or service representative.

s.

'OUTDOOR EDUCATION EXPERIENCE NUMBER 10

Feel and observe the bark of four different kinds of trees.


Language Artwmpage Learning

Social Studies

Science

Health

Mathematics

Write a des ript on of how each type of bark feels.

Describe how bark is used by d'fferent culturet.

Classify the observed bark according to roughness, color,

thickness shape, tree name, and tree type.

Describe medicines obtained from tree berk.

Measure the circumference of the tree trunk at 50, 100,and 150 cm. above the ground for each tree. Calculate

the avera e circumference and diameter.

Using colored construction paper, create an outdoorpicture which includes one of the four types of trees.

Music

Career Education

Discover the various sounds,made by striking differentkinds of woods with a hard mallet.

Describe the different fencing materials in the residen--ial neighborhood and list the kinds of wood used.

)3UTDOOR EDUCATION EIXPERIENCE NUMBER 11

Pick five leaves from different trees and arrange them according to the

shade.pf green they contain,

SUBJECT CORR,ELATING ACTIVITIES

Langump Aru &

langump Leaning

Discuss the need for beautifying your communi y orTpartsof it with trees. As a group, develop a plan for-aocom-plishing the goal over a period of time.

So cial StudkxDescribe how tree leave affect the lives of people.

Sc ienceExplain the causes of varia ions in the color of leaves.Identify the tree each leaf was taken from.

HealthName examples of chlorophyll in medicine.

cTrace the outline of each leaf on a piece of paper anddraw all the lines of symmetry.

Make cha coal rubbings of all five leaves.

MusicUsing body sounds, try to reproduce the sound of leavesrustling in the wind.rr---Education Count and list the types of advert semenls that havetree leaves as a part of the pictorial display.

53


Select one tree and make a detailed study of it.

. SUBJECT CORRELATING ACTIVITIES

Language rtsA &Language Learning

Social Studjes

Tell what things u like about the ree which made youchoose it.

Describe the history, uses, and dlstribution of this tree

Sdence Compi e a compl te identification chart for the tree._-

Health Describe the diseases which this type of tree might have.

MathematicsMeasure the diameter of the tree at a distance of 150 cm.

above the ground. Determine the height of usable timber.Calculate the number of board feet of lumber in the tree.

Make a crayon drawing of the tree.

NWsic

Use tne body to show flow trees whip back and forth inthe wind. Start with a little wind. Then as the windincreases, the branches whip and bend to the ground then

CgActlagt--bj-atlLW-t-Urbr-yb-CCAL-------------------

List the ways in which one might earn money from theproducts of a tree.

Qom Education

5442


Select a flowering plant and count the number of insect visitors it _has in a

flve-mlnute period.


Lingpme Ans &Longings LearMng

Write a story descr ib ing what k ind of pl ant you woul d

choose and why if you were a hungry insect.

Social Studies Describe how insects affect various ways of life.

Scieme Classify the insect visitors according to their nases.

Health Discover if any of the lnsectsobserved can irjurepeople in any way.

Mathematics Compute how many insects of each type were observed.Estimate how many could be observed in one hour.

Ait Draw or paint pictu es of an insect.

Music Create a sound composi 1 n imitating as many insect

sounds as you can.

Career EducattonView a film on honey-producing bees and compare theirsurvival and productivity with individuals employed at

an industrial site.

5 5

43


Collect a variety of in-sectssnails, worms, and other animals.

SUEUECT CORRELATING ACTIVITIES

-Linguine Arts &

Language LearningAs a literary spider, write a plan for catching a fly.

--

Social StudiesSelect one insect or animal and describe how largenumbers of this form of llfe in a specified area ofthe world affect the lives of people.

ScienceList the external characteristics which could be usedto c assifythe collected specimens.

He 1thIdentify the specimens which could be classified as dangeous to human health- Explain how they might be dangerous

Mathernatcs

. ,

Weigh each specimen collected and count the number oflegs. Calculate which specinen carries the greatestamount'of weight per leg.

AMTalk about the colors, lines, shapes, textu-e, and designseen in the insects, worms, snails, and other animalscollected. Use as ideas for drawing and painting.

MusicCreate a sound compo ition imitating as many insectsounds as you c

C3 reer Educa ionInterview workers who earn a livellh od based on theirknowledge of insects and/or animals.

56


Observe the movements of bIrds for 10 minutes.


language Ark &Langumo Leardng

------

Use library resources to discover which birds in yourarea migrate- Where do they go? How long does It takethem?

Social Studies

-

Describe some characteristic activities of birds thatare similar to human activities.

Scpcnce Identify and classify the birds observed.

HltheaExplain how birds or parts of birds are used in folkmedicine.

MathematicsCount the number of birds of each species observed.Estimate the total population of the area observed foreach species.

After studying the movement of a variety of birds, inter-pret these through body movement, then through brush lineon paper.

NW sic

--- -Pretend you are a bird in flight. What music could be

used to acc mpany your movement?

Car r Education Compare the flight of birds and their characteristicsto the flight and design of aircraft.

57

OUTDOOR EDUCATION EXPERIENCE NUMBER if,

Select a quiet spot and li- en t- bird sounds.


Language Arts Bi

Language Learning

Write a poem about the songs of birds.

Swial MtudiesDescribe observed similarities between social conversa-tion in people and bird sounds.

ScienceRecord some common bird calls, memorize them, and try toimitate them where a bird can be observed reacting to thesounds.

HeihDescribe possible effects of bird sounds on the mentalstate of a person recovering from an illness.

MathematicsNote and record the frequency and length of calls from

a single bird. Calculate the average frequency and

length of the calls.

Make a drawing of a bird defending its territory.-MWsic Use the imitation of a bird's call to attract other birds.

---Ca reer Education Make a list of procedures for collecting bird sounds

and note how they could be used commercially.

116


On the map of the outdoor area (dra n by students) mark the bird population

and observe distribution.


Language ALanguage Learning

Assume you are a specific species of bird, describe yourphysical characteristics and habi s, and have othersguess your name.

Smial Studies

Determine if a selected bird has a territory which itclaims and defends. If so, draw its territorial boundari(on the map. H Are territorial boundaries of birds similar

tliVthnce. nf ReclIlle

Sciemm

,

After careful observation, mark the principal location of

each bird in the area on the map. Note the distribution.

HOMO'Discuss the effects of population overcrowding on thehealth of birds or people.

NiadienmtcsCount the total number of birds observed, calculate thearea of the map, and compute the amount of land area perbird or the bird density per square meter.

Make a d a ing a bird defending if ts territory.

MusicImita e bird calls.

CWemr EduaitioriDiscuss how birds influence life balance, especiallyas related to work enviralment.

5

147

OUTDOOR EDUCATION EXPERIEN E 1UMBER 18

Observe birds in an attempt to find ot what'alarms them, how they communicatealarm to each other, and how d fferent individuals react to alarm.

SUBJECT coRRELATING ACTIVITIES

Language Arts &Luiguage Learnimg

Shout va ious calls of alarm to unsuspecting birds.Observe their react ons and write them in a notebook.

Social Studies Desc ibe the purposes and reactions of birds that cryout In alarm.

ScienceKe p a record showing the cause for the alarm, descriptionof the alarm, method of spreading it, and reactions. Reco

alarms on a tape and play them back to note reaction

Health Discuss the need for alarms for mutual protection.

MathematicsCount the number of alarms communicated in each episode, .and compare this to the number of birds that fly away orreact in oher ways.

Art Oterve the colors, lines, shapes, and forms of the birdsbeing studied.'

Whisicisten to the recording of "The Aviary! from The Carniva

of the Arzmals How are sounds used to describe birdsounds?

career EducationCompare through role-playing how a group of workers whoare alarmed or have fears may increase or reduce theirproductivity.

6 0

48


Observe birds to test the validity of using them to foreca t weather,


Lang uage Ants &

Language Learning

Using an appropriate picture as a stimulus, pretend youare a bir&flying into a rainstorm. Describe your feelin

Soescial StudiMake a list of the bserved behavior of birds when they

are alone and when they are in groups. Compare.

Sc ienceList various ways in which the behavior of bi ds is relat

to changes in weather. ,

HealthDescribe ways in which prImitive peoples depended on birc

for their safety.

WhammiesEstimate the average speed of birds and compare it totemperature, relative humidity, and barometric pressure.

Draw a group of birds as they would appear during an

approaching thunderstorm.

MWsic

er orm creative ance movemen s imi a ive

ments observed from the birds, trying to accura e yeffect the same changes which birds make relati e tothe changes in the wind

C r r EducationDescribe how weather changes affect certain ypes of

employment.

6 1

49

OUTEMOR'tDUCATION EXPERIENCE NUMBER 20

Observe and examine fresh snow 1 kes.

SUBJECT----

CORRELAJING ACTIVITIES

.b angumge Arh &

Lueguage LeuMng

Af having observed falling snow, write a poem aboutsnowf akes.

Social Studi esDescribe dif nces in the type o ork done in cold

,

and warm climates.

ScienceCollect snowflakes and preserve them, noting the time,temperature, and humidity. Relate these three variables.

HealthDescribe types of clothing worn for protection againstsnow.

MathematicsMeasure the size of various snowflakes and determine theillines of symmetry. Compare these to temperature.

AnMake paper cutouts of snowflakes.

musicLearn the song "Let It Sno ."

reer EducationName the leisure time indus ries that capitalize on

snowfall.

6 2

50


Collect a varIety of wildflower5 and observe them.

SUBJECT

----CORRELATING ACTIVITIES

immune Aru &Language Learning

While viewing wi df,owers growing in their naturalsurroundings, wr te a haiku poem about wildflowers.

cial Studies Describe the use of wildflowers for decoration .

ScienceClassify each flower according to color, smell, type of

plant, and attractiveness to bee

HealthDetermine the pollen count and al ergenic cbaracterlstics

of each flower.

NW ernaticsMeasure the average diameter of the flower and count its

petals. Compare these to the height of the plant.

Design a large (18" x 24") flower seed packet. These

could be imaginary flowers.

WmiicSelect a quiet spot near a stream or patch of wi d-

flowers, observe the beauty, and compose a short metody

that captures the mood.

reer EdugatiopDiscuss the virtues of the ecology movement on industrial

product on.

63

51

OUTDOOR EDUCATION EXPERIEN E NU BER 22

Carefully remove one plant every 60 centin'ieterS for 6 meters in a field andobserve its characteristics


Language Arts &

Langump LearMng

After having dug up several plants, write a story abouta small plant that is suddenly dug up and examined bya stranger.

Social Studi es,Determine which of es plan may be used as a naturalfood.

SaenceClassify the root and leaves of each plant according totype. Observe and record on which side of each plantthere is more root and leaf growth. Explain.

HealthDetermine which of these plants are beneficial in

health care.

MathematicsMeasure the leng h of the longest root of each plantand the distance from that plant to its nearestneighbor. Compare.

Au Sketch one of the Oa

Music Compose and sing a song about grass or weeds.

Career Eduunkm List the qualifications of a horticulturist.

52

6 1

IX. RESOURCES

SOURCES OF FREE AND INEXPENSIVEMATERIALS

When ordering materials from theseresources, please state specificareas of interest and types ofmaterials which will be effective.

Air Pollution Association440 Fifth AvenuePittsburgh, PA 15213

American Forest Institute1619 Massachusetts Avenue, N.W.Washington, DC 20036

Posters, units, and gamesavailable for forest-relatedtopics.

American Forestry Associa ion1319 Eighteenth Street, N.W.Washington, DC 20036

Conservation & EnvironmentalStudies Center

Box 2230, RD 2, WhitesbogBrown Mills, NJ 08015

ECO America -

Room 220099 Park AvenueNew York, NY 10016

Environmental Protectoon AgencyWashington, DC 20460

The Garden Club of A _rica598 Madison AvenueNew York, NY 10022

Distributes a free con-servation packet, The WorldAround You.

53,

6 5

National Audubon Society1130 Fifth AvenueNew York, NY. 10028

ProVides a wide variety f

teaching aids to introduceschool children to nature study.

co

National Forest ProductsAssociatiOn:1619 Massachusetts Ave., N.W.Washington, DC- 20036

National Parks 6:ConservationFederation

1701 Eighteenth Street, N W,

Washington, DC 20036

National Wildli e Federation1412 16th Street, N.W.Washington, DC 20036

Seeks to encourage cit en

and governmental action for theconservation of natural re-sources. Publishes Ranger Rick

and many outdoor educationactivity guides.

Natural Science for YouthFoundation

763 Silvermine RoadNew Canaan, CT 06840

Helps communities set upnatural science centers.

Rodale Press Inc.Organic ParkEmmaus, PA 18049

A wealth of in ormationabout gardening on school sltes.

Soil Conservat on Society ofAmerica

7515 N. E. Ankeny RoadAnkeny, IA 50021

Superintendent. of DocumentsU.S. Government Printing OfficeWashington, DC 20402

Source for many documents re-lated to outdoor education. Askfor their catalog.

L., Department of AgricultuForest ,Service

Washington, DC 20250

U.S. Department of theInterior

National Park ServiCeWashington, DC 20240

Boo

U.S. Depar maint of AgricultureSoil Conservation ServiceWashington, DC 20240

U.S. Geological Survey306 East Eighth StreetAustin, TX 78701

The Wilderneas Society729 Fifteenth Street, N.W.Washington, QC 20005

Worthington Outdoor EducationProgram600 West Dublin-Granville RoadWorthington, OH 43085

SUGGESTED REFERENCES

Ashbaugh, B. L. and Kordish, R. J.Nanning and Layout.

New York: National AudubonSociety, 1965.

Fundamentals for setting,up a nature traii. Many pictiiresand drawings. Includes planning,construction, specifications,design, and education aids.

Benton-Werner. Manual of'FieldBiology and Ecology.Minneapolis: Burgess PublishingCompany, 1972.

Brown, Vinson. Amateur NaturalistsHandbook. Boston: Little,Brown & Company, 1948.

Complete training bookfor beginning naturalists.Covers rocks, minerals, plants,animals, etc. Three divisionsfor different stages of train-ing. 475 pages. 204 illustra-tions. 66

54

Chu -h Thomas D. Gardens Arefor PeoSe. New York:Reinhold Publishing Corpora-tion, 1955.

mstock, Anna B. Handbook ofNature Study, Ithaca, N.Y.

Comstock Publishing Av,o-ciates, 1955.

Twenty-fourth edition ofa classic work on naturestudy. Approximately 700separate subjects in natureare discussed.

Garrison, C. Outdoor Education:Principles and Practice.Springfiald, Ill.: CharlesC. Thomas, 1966.

Tips of teaching tech-niques. Practical sugges-tions for involving stu-dents in outdoor activities.

Charles. The NaturalHistory Guide. 2nd ed.

Alton, Ill.: Alsace Books& Films, 1967.

A study, reference, andactivity guide. One of the

best in the field for equip-ment construction, wildanimal care and feeding,nature photography, charts,additional reference booksand much more.

Robinette Gary O. FZ.ants People,

and Environmental Qua 'ty.Washington, D.C.: U.S. Govern-ment Printing Office.

Rosengrel, John H. Outdoor Science

for the Elementary Grades.Englewood Cliffs, N.J.: ParkerPublishing Company, Inc 1972.

Simonds, John O. Landscape Archi-tecture: The Shaping of Man'sEnvironment. New York:

McGraw-Hill, 1961.

Smith, J. W.; Carlson, R. E.;

Donaldson, G. W.,and Masters,H. B. Outdoor Education.Englewood Cliffs, N.J.:Prentice-Hall, Inc., 1972.

A classic in the fieldof outdoor education.

Van Metre, Steve. Acclunatizing.Martinsville, Ind.: AmericanCamping Association, 1974.

Follow-up workbook approach

to Acclimatization. Detailedinformatinn on group dynamics.Many short awareness exercisesthat can be used just outsidethe school door.

Vinal, W. G. Nature Recreation:Group Guidance for the Out-0

Doors. New York: McGraw-Hill,

1940.An old one, but a good one.

Contains many ideas on how toinvolve people in nature study.

6 7

55

Activity Guides

Cooper, E. K. Science in YourOwn Backyard. New York:Harcourt, Brace & Company,1960.

Many simple fascinatingexperiments requiring onlyeasily available materials.Ideal for school sites.

Goering, Os ald H. and VanderSmissen, Margaret. ALeader's Guide to NatureOriented Activities. 2nded. Ames: Iowa State Uni-versity Press, 1968.

Detailed informationabout nature programs,crafts, games,and outdoorliving skills;

Gross, P., and Railton, E. P.Teaching Science in an Out-door Environment. Berkeley,Calif.: University of Cali-fornia Press, 1972.

Hammerman, D. R. and W. M.Teaching in the Outdoors.Minneapolis: Burgess, 1964.

Ideas for integratingand enriching all subjectmatter areas through outdooreducation. Philosophy plustechniques.

Hillcourt, W. Field Book ofNature Activities. NewYork: G. P. Putnam's Sons,1950.

Hundreds of ideas Forfield work in one handybook.

Hug, John W., and Wilson,Phyllis J. CUrriculumEnrichment Outdoors.Evanston, Ill.: Harperand Row, 1965.

Sample outdoor activitiescan be used in language arts,social studies, mathematics,

art, music, and science.Listing of activities aCcord-ing to grade level,appended.

Lawrence Hall of Science. OBIS(Outdoor Biology InstructionalStrategies). Trial ed., set 1.Berkeley, Calif.: Universityof California Press, 1974.

A series of 24 individualworksheets on a wide varietyof outdoor biology exercises.A new produtt that showspromise.

Milliken, M.; Hamer, A. F.; andMcDonald, E. C. Field StudyManual for Outdoor Learning.Minneapolis: Burgess, 1968.

Specific directions forcarryingoput several outdoorlabs on water, soilg, habitat,plants, mapping a site, andweather. Worksheets includedin the manual.

Russell, H. R. Ten-Minute FieldTrips: Using the School Groundsfor Environmental Studies.Chicago: J. G. Ferguson, 1973.

Specifically designed for,hort trips to the schoolsite. Divided, i.to guidelinesfor related classroom activi-ties, teacher preparation,

56

,6 8

and "field trip possibilities°'for each major topic. Excel-lent drawings.

Samples, R., et al. ES.SENSE I.Olympia, Wash.: Essentia,Evergreen State College,

1973.A series of 75 activity

cards requiring common senseand sometimes tape recordersand/or cameras. Expensive,but a source of many imagi-native ideas.

Schatz, A., and Schatz, V.Teaching Science withGarbage. Emmaus, Pa.:Rodale Press, Inc., 1971.

Thi,rty ft ,erdiscipjinary

activities based on wastedisposed of by students'families.

Schwartz, Alvin. How to Ely aKite, Catch a Fish, GI,ow aFlower, and Other Act-ivitiesfor You and Your nild.New York: The Macmillan Co.,19680

Swan, G. D. Tips and Tricks ii

Outdoor Education. Danvil1e,111.: Interscate Printers 6Publishers, Inc., 1970.

; .

X. SCHOOL Dimas OFFERING OUTDO

Abilene Independent SchOol DistrictScience, grades 3-12Elementary--Nature trailsSecondary--Naiure study

Aldine independent School District:Multidisciplinaryflvironmental Studies

Anahuac Independent School Di trictMultidisciplinaryNatural trails and classroom sitesObservations in outdoor settingStudy of plant and animal life

Aransas Pass Independent SchoolDistri,ct

Field trips to marine environments,salt Marshes, jetties, open beach-es, and related areas.

Austin Independent School Dis OctResource specialist available toall subject areas .

Field trips to observe naturalienvironment of the city

Brownwood State Home and Schoolfor Girls

NongradedCamping skills, canoeong, hiking

B ian Independent School DistrictLe StienceOutdodr classroom

BUckholts Rural indepen ent SchoolDistrict

BiologyFarM tank--collecting speciMens

57

EDUCATION AS OF NOVEMEER 1973*

City View IndepAKlent SchoolDistrict

Science, gradesRailroad track ecology, a eryollution, ',and life

Cleburne independent SchoolDistrict

Ail gradesNature trails, wooded site

Coldspring-Oakhurst I dependentSchool District

Science 7-12Vocational Ag 'cultureNature study, forestry

Cross Roads Independent SchoolDistrict

Grades 5-8Boy Scout camp u ed for campingand nature .study

Dickinson Independent SchoolDistrict

Field biologyOceanography60 acres of 'unused school site

Flour Bluff Independent SchoolDistricf

Travel tour, carnvses.sions, fieldtripu multidisdipl Inery approach

*Identified.in a Texas EducationAgency survey of all schooldistricts, November 1973:

Fort Davis Independent SchoolDistriCt

Science 1(12Study local fauna and:flora, ecology,conservation

Fort Worth Independent SchoolDistrict

Outdoor studies, grade 5Outdoor learning centerPioneer life, nature crafts, garden-

ing, conservation

Graham Independent SchoolDistrict

['Science 1-6/ About four acres, trils developed' Study plants, wildlife, rocks, and

:history

Hale Center Independent SchoolDistrict

Science K-12Plant and animal study

Hamil on Independent School DistrictUndisturbed lake areaPlant and animal life,, ecology

Houston Independent School Dist ictBerry Elementary School, K-6

Houston Independent School DisiLantrip Elementary School, 4-6Outdoor and gardening projects

Hurst-Euless-Bedford IndependentSchool District

ElementaryBIology-pcology

Immanuel Lutheran SchoolHouston, TexasSeventh grade subject areas

i ct

Jacksboro Independent School District_Conservation and ecology K-127aAonomy, plant and animal management

5-12Ft: Richardson State Park

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58

Jim Hogg County Independen SchonlDistrict

Science, languagearts mathematics,spetial education

250-foot site adjoining campus0

The Kinkaid School, HoustonScience-ecology, grades 6-740 actes'wooded site 1,ifith bayou

Nature study

Lamar Consolidated IndependentSchool DistriCt

Fifth grade-$cience classes,

Lasara Independent Schoo DistrictGrades 5-8Padre Islijnd rJ campus site

Lefors Indepcce.it rlchool DistrictAll subjects K-6

30-40 acres p vate ranch land

Lubbock Independent Scho& Dis rictAll subject areas K-6Outdoor classroom

McAdoo Independent School DistrictAll science coursesExploring fauna acid flora, studying

rocks of local region

McAllen Independent School DigtrictPre-vocational trainingScience of horticulture25 acres in Rio Grande Valley

McKinney Independent School DistrictMuseum tours, nature trails,wildlife, natural history

Moody State SchoolHorticulturePre-vocational technologyLearn various skills in planting,growing household plants andvegetables

Pampp Independent School DistrictScience .47,6 and 8-9

PlanoindependenGrades 5, 6, 8

Gaddard Youth Cam

School District

St. Mark's School, DallasEnvironmental studiesUseHof both public and private sites

San Antonio Independent SchoolDistrict

Varies with-grade levelUse of parks, YMCAs and scouting

facilities

San Jacinto Elementary SchoolGalveston Independent School DistrictGrades K75Outdoor education studies

_St. Mary's Hall, San AntonioStudy nature area of campusSurvey, camping, hiking, survival

study

Sinton Independent School DistrictScience 7-8

Somerville Independent Scho 1

DistrictScience and social studies _=4

School campus sitePlant and animal study

Spring Branch Independent SchoolDistrict

Grades 3, 4, 5, 8Ecology, environmental studies

Texas Department of Mental Health

and Mental RetardationAil levelsCamping

-Texline Independent School Districtscionceand_history

Site located at creekNature 'trails

Tyler Independent School DistrictGrades 5-6, all subject areas800 acreson camp site and farm

Vega Independent-School DistrictAll areas K-I2Planting trees communitywideorganization-

WeatherfordIndependent SchoolDistrict

Elementary, all subjectsMiddle school., social studies and.sciemce.

High school, scienceNature trails

Wichita F.alls Independent SchoolDistrict

Wooded area near Red RiverConservation, ecology

Wildorado Independent SchoolDistrict

Social Studies, scienceUse of state parks and private landNature studies

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Xl. AGENCIES REPRESENTED ON TEXAS ADVISORY COMMITTEEON CONSERVATION AND ENVIRONMENTAL EDUCATION

Alice I dependent Schoril )ist ict

Education Service ,Center, Region IV

Education Service Center, Region V

overnor's Office

Harris County DepartmPrit of Eclu,.;ation

So,ithwest Texas State University

State Soil Conservation Board

Texas A&I University

Texas A&M University

Texas Air Control Board

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Texas

Texas

Texas

Texas

Bureau of Economic Geology

Education Agency

Forest Service

Mid-Continent Oil & Gas,,ssaciatinn

:'(2;a7ls Parks Wild ife Department

Texas State Health Department

Texas Water Development Board

Texas Water quality Board

United States Department ofAgriculture

United States Geological Survey

IESTITUTION RUM 10

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