Outdoor Classrooms

8/2/2019 Outdoor Classrooms

1/24

ExtensiW

Outdoor ClassroomDeveloping an

to Provide Education Naturally


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Introduction

Therearesomanydistractionsintodays

worldthatsomeyouthmightneverseethesun

comeupexceptbywatchingit ontelevision

Nationalsurveyssaymostchildrenspendvery

littleornotimeobservingorinteractingintheir

naturalenvironmentandsurroundings.Youthneedassistancetounderstandtheecologyofour

naturalresources.Thisunderstandingisavita

par tofenv iro nmentaleduca ti on.

Onewaytoachievethis isthrough

anoutdoorclassroomoroutdoor

learningfacil ity.

A

n outdoor classroom is anoutdoor educational acil itythat can be developed into a

natural study grounds or educa-tors, students and anyone interested in the natura l environ-ment. All subjects or curr iculum can be presented in anoutdoor classroom. Outdoor classrooms also provide a lter-natives or all to gain a better knowledge o what naturalresources are and to understand the interconnectedness othese resources. Opportunities are ava ilable in an outdoorclassroom to educate youth on the importance o takingcare o the environment.

An outdoor classroom provides an opportunity to exper i-ence natural and human-created characteristics o theenvironment in a natural setti ng. It is a tool that allows

educators to take a hands-on approach and move their edu-cational curricu lum outdoors. Outside every school build-ing exists a blossoming world o natural studies with al ltypes o structures that can do a better job o teaching than

video tapes and computers, as children oten lea rn best bydoing. An e xciting way to teach youth how plants growand animals sur vive is to let them mill in the soil and catchgrasshoppers in the grass. Al l ages can take advantage oteaching opportunities provided in the great outdoors, andan outdoor classroom can acilitate the learning process.

Developing an

Outdoor Classroomto Provide Education Natural ly

C r e i g C . K i m b r o

UT Exten sion Agen t

Contents

Introduction 1

WhyHaveanOutdoorClassroom? 2

GettingStarted 3

SiteSelection 3

ObtainingFunds 4

MaintainingtheOutdoorClassroom 4

FeaturesandProjectIdeas 5

OutdoorClassroomResources 6

SiteEnhancements 6

Cross-CurriculumIntegration 11

GeneralResources 12

WebsitesorTeachingPlans(AllGrades) 15

FundingSourcesandFund-raisingIdeas 16

AddressesandWebSitesor

OutdoorClassroomGrants 16

OtherGrant-relatedWebSites 17

Supplements 18

AppendixA.GoalsandObjectives 18

AppendixB.SchoolSiteEvaluation 19

AppendixC.NeedsAssessment 21

AppendixD.TaskSheet 22

Reerences 23

Acknowledgements 23

PhotoCredits 23


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O utdoorclassroomsprovide

opportun it ies for studen ts to

gain kn owledgean dobtain

ski l ls in a n atural en viron men t.

I n structors can al lowstuden ts

to learn bytakin ga h an ds-

on approach to almost an y

subject in an outdoorsett in g.

Why Have an

Outdoor Classroom?An outdoor classroom should enhance opportun ities orteachers to urther develop teaching skills, concepts, objec-tives and outcomes introduced in textbooks. he outdoorclassroom can ampliy this learn ing environment and makelearning un. he surrounding environment is a source oknowledge that is oten ignored in the indoor classroom.

he outdoor classroom can a lso prov ide a place or long-term observation as students learn howtheir activities aect the environment.As they gain skills and knowledgeabout the environment, students learnto make decisions that aect the useand management o natura l resources.

An outdoor classroom is not only ap-plicable when teaching environmentaleducation, it a lso can be integrated intoart, English, math, physical educationand science teaching plans. Students may want to draw the

landscape in its natural setting or make lea prints. heycan write a journa l or article on the progress o the outdoorclassroom or an essay on the environment and surround-ings. An outdoor classroom is the perect place to studyslope and elevation or how to take measurements. heoutdoor classroom can provide a place or physical edu-cation where students may hike, run cross country, playoutside games, or study saety and irst aid. Students canstudy natura l cycles, collect soil or water samples, observe

weather pat terns, explore rock and land ormations, andthese are just a ew o the educational activities possible inan outdoor setting.

he outdoor classroom al so becomes a prime area to en-hance social and technical ski lls. It can provide hands-on

opportunities, such as building tra ils and picnic tables,constructing nesting/roostingboxes and designing trail ma rk-ers. Students can study cultureso yesteryear and how their ances-tors used natural resources. In anoutdoor classroom, students noticeinsects, weather, plants and otherdetails o nature more acutely than

when indoors .

An outdoor classroom can becomea very valuable resource or 4-H and FFA judging teams.

Almost all orms o judging activities can take place inthe outdoor classroom, including soils, orestry, wildlie,and plant and seed identiication. An a rea in the outdoorclassroom can also be modiied to include animal judgingpractices, such as cattle, horse and sheep.

Pristine woodlands or wetlands are not necessar y when se-lecting a site or an outdoor classroom. Degraded sites thatare not aesthetically pleasing make great areas or outdoorclassrooms. hese areas are oten easy to gain access to andare perect or improvement projects.

Creating an outdoor classroom can be un. However,

developing and keeping the cla ssroom properly main-tained requires team eort. his can be an opportunit y orschools, volunteers, agencies, organizations and businessesto work together on projects that bene it the community.Knowledge, time and labor are oten requ ired to develop aquality outdoor classroom. Once the classroom is open anda good management plan is implemented, those involved

wi ll be grati ied in knowing students have a natural placeto learn, walk , play and study.

A n ou tdo or c l ass ro om

can offer man yh an ds-

on opportun it ies to

en h an cedif feren t

ski l ls . T h eoutdoor

classroomalsocan

becomean in stan t

train in gfaci l i ty for

4-H/FFA judgin gteams.


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Getting Startedhe proposed audience can be anyone work ingwith youth and/or adults , which may includeelementary, junior high or high school teach-ers, Extension agents, youth group leaders orother educators. he outdoor classroom should

be developed to beneit any number o people odiverse age ranges.

he organization o an adv isory committee wi llassist in the plann ing, development and mainte-nance o the outdoor classroom. he committeemight include teachers, administr ators, agricul-ture and natura l resource agency personnel, stu-dents, 4-H or FFA members, community g roups,master gardeners, road commissioners, countyoicials, ma intenance sta, PA members oranyone else who is interested.

he advisory committee should develop a planthat includes the goals and objectives or theproposed outdoor classroom. Goals should bea summary o statements that describe desiredoutcomes. Objectives should be a precise andmeasurable sequence o steps structured to ac-complish the goals. An outline or determininggoals and objectives is in Appendix A . he planshould be developed in phases. Oten, once theirs t phase is completed and its success celebrat-ed, there is motivation to start on the next phaseo the plan.

Finally, county oicia ls, including school boardmembers, the county mayor(s)/executive andcommissioners, and any city o icials should becontacted. It is important or county or city o-icials to support and understand the beneits oan outdoor classroom. In act, county or city o-icials should be selected as committee members.

Site Selectionhe a rea selected or an outdoor c lassroom might be in the geographiccenter o the county or town, in the school courtyard or near the

playgrounds, or in the county or city park. Regardless, the site shouldbe conveniently located with an easy entrance, plenty o park ing anda clear exit in a sae area. Outdoor classrooms must be based on theavailable resources, landscape and special needs.

An outdoor classroom can be as small as a courtyard or several acres insize. he best place to beg in the search or an outdoor classroom siteis at or near a county or city school. Check with principals to see whatarea or areas could be designated as a proposed outdoor classroom site.

he entire school ground should be taken into considerat ion as the siteA school site evaluation plan is in Appendix B. Ask the local Extensionagent or natural resource conservationist to assist with assessment othe school site.

I it is not possible to establish the outdoor classroom at a school site,try a local park. Most parks are owned and managed by the city orcounty. Ask city or county o icials i a designated area in the parkcould be used or an outdoor classroom. Begin small and use the exist-ing landscape as a classroom activity. For example, i trees are growingin the park, ask a orester to assist identiying them with both scienti icand common names. A botanist can help identiy herbaceous plants. Inaddition, a vegetable garden could be set aside in an a rea that receiveslittle traic.

Check with county or city o icials to see i there is a site or an out-door classroom. Many counties own land or uture development. A

small area o the property could be used to establish the classroom.Even the most rural cities have community centers that would be anexcellent place or an outdoor classroom. Civic centers in u rban areascould also make an excellent site.

Ater a site has been chosen, develop a needs assessment to determinethe requirements or urther planning and development. Inventory whatis already present on the proposed site. An example o a needs assess-ment outline is in Appendix C. A task sheet table that might be helpul

while planning ur ther development is in Appendix D.

A n org an i z ed a dv i sor y

committeesh ouldbe

formedto ass ist in

pl an n i n g, ma n agi n g,

an dmain tain in gth eoutdoorclassroom.

T h eareaselectedfor th es ite

of th eoutdoorclassroom

migh t be in th egeograph ic

cen ter of th ecoun ty, n eara

sch ool, or in a city/coun ty

par k . T h e s iz e of th e ou tdo or

classroomcan be less th an

an acreto several acres .


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Main tain in gth eoutdoorclassroom

migh t beth emost importan t goal to

in surea safean dpleasin gfaci l i ty. I t is very importan t th at at least a mon th ly

main ten an ceplan beestablish ed.

Obtaining FundsFunding is oten a limiting actor in the suc-

cess o an outdoor classroom. Make a l ist othe items needed. he items should be es-sential to the outdoor classroom and based onthe overall development plan. Ater the l istis completed, check with area businesses andorganizations or materials they might want

to donate. It is helpul to write a proposaloutlining the budget, project schedule andina l vision so the donor can visual ize the endproduct.

Once the proposal is developed, begin search-ing or unds. It is important when asking orunds or materials to ask or exactly what isneeded and clearly explain how it will bene itthe community. ry not to ask one personor entity or all materials or u nds. Instead,contact as many sources as possible. Make apersonal visit to the person or business as a

possible unding source and invite a youngperson involved in the project to assist. Iapplicable, you might also mention unds areneeded as a match or certain grants or otherunding. Sometimes businesses will donatematerials and loan equipment beore they willprovide unds. Consider local clubs, such asgarden clubs, 4-H or FFA to donate memberstime. For a list o possible unding sources, seeAppendix E. Donors and sponsors should berecognized with a sign in the outdoor class-room, a letter o appreciation, a newspaper

article and personal contact.Many grants are avai lable or environmentaleducation and outdoor educational acil ities.Corporations, ederal and state agencies, andorganizations oer a variety o grants thatmight it the needs o the proposed outdoorclassroom curriculum. Appendix F providesaddresses or granting agencies that deal withoutdoor acilities and environmental educa-tion. he Internet also can be used to indpotential grant sources. Appendix G lists Websites or outdoor classroom grants. Local or

state libraries also provide inormation ongrant sources.

When al l e lse ai ls , dont ru le out planned,organized und-raiser activities. Many op-portunities, like running a concession stand atthe air, or ball games, bake sales, plant sales,ruit sales or a ish ry on Saturday night, willhelp. here are many other possibilities. Amotivator is needed to get these und drivesorganized and accomplished. A subcommitteemay be identiied to ocus strictly on acquiringresources and unding.

Maintaining the

Outdoor Classroomhe irst and oremost goal shou ld be keeping the outdoor c lass-room sae and maintained. Make sure when constructing eacheature that consideration is given to all sa ety actors. Keepingthe outdoor classroom simple and constructing al l eatures with

durable materials will help keep maintenance at a minimum.Many times a properly maintained outdoor classroom acility wi llinspire more visitors. he area doesnt have to be spotless. In act,to perpetuate a natural setting, it may be necessary to let the grassgrow (so to speak). It is usually a good idea to solicit at least threecommittee members to be in c harge o maintenance. A monthlymaintenance schedule should be generated so everything getsproper attention, including eeding and cleaning bird eeders andbaths, cleaning bird houses and checking their condition, prun-ing trees and planting lowers and ood plots. rees, lowers andgarden plots may need watering in dry weather. All tr ails wil l needto be maintained by adding new chips or gravel and weeding or

spraying weeds. Signs and/or identiication markers may need to bereplaced or redone. During heavy usage periods, trash w ill need tobe picked up weekly at a min imum. he maintenance practices may

vary, depending on the size and t ype o outdoor c lassroom acil ity.Remember, there is always something to do when maintaining anoutdoor classroom.


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Features & Project Ideas

Agricultural crops

Amphitheater

Animal tracks plots

Arboretum

Archaeological area

Berry-producing shrubs

Bird blind

Bird feeder and baths

Bulbs, corms and tubers

Butterfly garden

Compost pile

Creek or stream

Elevated walkway or bridge

Erosion control demonstration area

Existing timber stand

Garden plot

Geological site or rock pile

Groundwater monitoring hole

Historical area

Horticultural demonstration area

Insect traps

Marsh or wetland

Native grasses and wildflowers

Nesting/roosting boxes

Orchard/vineyard

Outdoor seating area

Permanent water source

Pioneer garden

Pond

Restroom facilities

Shelter

Soil profile area

Storage buildings

Sundial

Time capsule

Trails

Trees and woodlands

Water resources

Wildlife brush piles

Wildlife food plots

Features and

Project IdeasAs mentioned previously, the outdoorclassroom may vary in size, dependingon the area available or development.

he project sites and eatures shouldbe allocated in coordination with theschool grounds and the area set aside or the classroom.All eatures should be developed in consideration with theavailable landscape. ry to design each eature to accom-plish identiied learning objectives and goals. ake advan-tage o eatures a lready available in the proposed outdoorclassroom site. Ask the county Extension agent or conserva-tionist or assistance on planning eatured sites.

Developing outdoor classrooms does not happen over-night. Begin with the eatures needed most, and then worktowards other planned sites as the outdoor classroom grows.Planning or each eatured site and project idea will taketime, but the result can be extraordinar y. As the outdoorclassroom enters another season, nature will take its courseand changes wi ll occur. he committee may decide to adaptto the changes or include new eatures and ideas. Whateverchanges occur, all eatures o the outdoor classroom canprovide continued opportunities or the whole community.Listed below are some examples o eatures that might beincluded.

An ou tdo or cl as sro om i s

an on -goin gproject . Al l

features an dproject ideas

in th eoutdoorclassroomsh ouldbedevelopedwith

th e lan dscapean d learn in g

object ive in min d.


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An im al Track s Plot An area o sand or mud can bedesignated or an animal tracking plot. he plot can be assmall as 4 eet by 4 eet and marked or animal tracks. Ar-eas along pond banks and stream edges can be used to viewanimal tr acks. able scraps, cracked corn and other baitscould be placed in the tracking plot to entice animals tostep in. Remember that protein oods w ill attract rodents.

Ar bo re tu m An arboretum is an area o woods wheredierent trees are established or planted. he a rea canbe mowed with maintained walking trails throughout the

arboretum or al lowed to grow up into various successionalstages. Each tree in the area should be marked with itscommon and scientiic name, uses and characteristics.

Ar ch ae ol og ical Ar ea An a rea set aside or studentsto learn about archaeological digging, tools and techniquesis un and exciting. Inside the archaeological digging area,students may search and uncover historical artiacts orsubstitutions or real ones made. he artiacts can bepurchased. he site also could be used as an area to studysoils and history.

Berry-Producing Shrubs Berry-producing shrubsprovide a wonderu l display o color through oliage, low-ers and ru it. Producers such asblueberry, lowering dogwoodand crabapple help attract manydierent types o wildl ie intothe outdoor acility. Normallythey grow quickly and can helpslow soil erosion.

Outdoor Classroom

Resources

Site EnhancementsAg ricu lt ur al Cr op s Pl ot A crops plot can be asmall ield or plot o corn, soybeans, tobacco, wheat or haycrops. In this plot, various arm practices cou ld be demon-strated, such as contour arming, conservation til lage versusconventional til lage, and crop rotation. An area armermight assist with planting seed and harvest. he plot willallow students to look at the importance o conservationarming and understand the dynamics o their ood supply.

A s mal l a re a in t h e ou tdo or cl as sro om

can bedesign atedas an agricultural crops plot . Youth can assist in

p la n ti n g cor n , toba cco, o r ot h er row

crops an dgain morekn owledgeof

agriculture.

Am ph it heate r An amphitheater is basically anoutdoor theater, usually oval or circu lar, set aside in theoutdoor classroom with seats acing an outdoor stage orraised area. he area can be used as the gathering place orteaching area.


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Elevated Walkway or Bridge Elevated walkwaysand bridges allow a person to get above nature and lookinto ecosystems, such as streams and grasslands, w ithoutdisturbing the habitat. Bridges over streams are very useu lor getting water samples and exploring aquatic organisms.

he walkway or bridge can be constructed very easily w ithdriven poles and boards.

Erosion Control Demonstration Area Selecta site in the outdoor classroom to set up an erosion controlarea and demonstrate how erosion aects the soil. Selectan area w ith approximately 5 percent slope and about 15eet wide. Scrape out or rip all existing g rass and vegetationin this area until bare ground is exposed. Next, split thesection o ground into three equal parts. he irst sectionshould be let alone, the second section should be covered

with large stone or r ip rap and the last sect ion should besewn in rye g rass or a similar plant. A collection containershould then be placed at the downhil l section o the dem-onstration and used to collect and measure the amounto sediment rom each section ater a rain all or planned

lood.

Existing Timber Stand A pre-existing woodlotinside the outdoor classroom can be used or st udying mod-ern orestry practices, tree identiication, species diversity,

wi ldli e and watershed management. Most exist ing t imberstands may need to be thinned out or improved. alk to thelocal or a rea orester about timber stand improvements.

Garden Plot Everyone should experience plantingand managing a garden at some point in his or her lie. he

garden plot can be as small or as la rge as desired. Remem-ber that many young people are not in school during criticalgrowing seasons and even harvest time. When plantinga garden, consider planting ru its and vegetables that donot require constant care and that can be harvested andenjoyed during the school year, such as cool-season ru its

and vegetables.

A ga rde n pl ot can

assist youth gain man y

ski l ls such as decis ion

makin g, respon sibi l ity,

an dmakin gh ealth y

l i festyle ch oices . A garden plot

can beverysmall to large in s iz e

depen din gon availablespace in th e

outdoorclassroom.

Bird Blind A bird blind is simply a boxed rame madeo wood or metal with w ire woven around it. Branches withleaves and other natural vegetation are then laced across the

wi re to provide a sense o camou lage. he blind is placednear eeders or at the edge o brushy ar-eas with a hole or viewing area let clear.Bird noises can be mimicked throughhuman calls or audiotapes.

Bird Feeders and Baths Birdeeders and baths provide excellent oodand water sources or many dierent species o birds. Pro-

viding the proper t ype o eeder with the r ight t ype o oodcan attract mourning doves, woodpeckers, chickadees, blue

jays, inc hes , sparrows and cardinal s. O course, during thesummer months it is important that at least one birdbathbe available in an outdoor acility. Under dry conditions,birdbaths can attract more birds than any eeder.

Bulbs, Corms, and Tubers Fall is the time to plant

bulbs, corms and tubers. he result wil l be a well-devel-oped display o colorul lowers. he bulbs and tubers canbe planted in a lowerbed or along trails, walkways, signsand entrances. Students may also use bulbs, corms and tu-

bers to gain exper ience and knowledge aboutlandscape maintenance.

Butterfly Garden o have aproductive butterly garden, attract thesepeaceul vibrant insects with colorul,

attractive lowers. Plant species like but-ter ly weed, daylilies, goldenrod, lilac and

purple conelower in the garden.Another option might be to purchase orbuild a butter ly house. he enhancement

wi ll be a great place or students to col-lect and study butterl ies and moths.

Compost Pile Al l outdoor classroomswith a vegetable garden or horticultural plotshould consider adding a compost pile. A compost bin canbe constructed or purchased relatively inexpensively. Grassclippings, leaves, table scraps and other debris placed in thebins can tur n into some very rich topsoil in a short period

o time. Once again, remember that protein oods attractrodents.

Creek or Stream Streams and creeks provide anexcellent place or students to observe aquatic plants andanimals. hey also provide a great opportunity to perormdissolved oxygen, pH, temperature and types o water qual-ity tests. Streams a lso add a water source and possible oodsource or wildlie.


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Geological Site or Rock Pile Cementing a vari-ety o dierent rocks together can orm a rock wall. Rockscan also be piled up in an area o the outdoor classroom toprovide a great place to study geology.

Groundwater Monitoring Hole I constructed properly, this eature can be an ex-

cellent way or students to observe how the wa-ter table luctuates. Students may also be able tolook at the di erence in the movement o ground

water in di erent soi l t ypes that might be avai lablein the outdoor acility. o construct a monitoring hole,irs t dig a hole 4 to 5 eet deep with an auger or post holedigger. hen cut a piece o PVC pipe 1 oot longer thanthe hole and dril l several holes throughout the entire pipe.Place the pipe in the hole and pack dirt around it to secureit in place. he pipe should be covered when not in use.

Historical Area he historical area could pertain to

anything related to history. One area in the outdoor class-room might display historical relics rom the Civi l War, oldarming equipment or state themes. Another section couldrecognize ormer presidents with a marker or avorite tree.An area outlined li ke the state with state plants and geo-graphic markers is especially impressive.

Horticultural Demonstration Area Tis areacan be a squared plot with many types o grasses, tur , groundcover, herbs, nursery plants and ornamentals, or owers. Tehorticultural a rea could also be used to show the diferencesin pesticide use or weeds, insects or diseases.

Insect Traps Students could have an educational expe-rience in entomology through the study o dierent ty pes oinsect traps. he traps may be constructed by the students

or purchased. Each trap may vary in design, size,whether i t uses an att ractant or not, and depending

on the type o insects sought.

Ma rs h or Wetla nd A marsh or wetlandarea can easily be developed in a manner simila r

to digging a pond. A marshy area should not bedeeper than 3 eet throughout the surace area o the

pond, thus helping to promote aquatic plants and manyamphibians and insects. he potential outdoor classroomsite may already contain a marsh or wetland area. In thiscase, aquatic lie is more than likely present. Its importantto protect edge habitat in these a reas through constructiono a dock or observation and sampling site.

Native Grasses and Wildflower Plot(s) he

addition o native grasses and wild lowers may add to theeects o the outdoor classroom area. Research the loca larea to see what grasses and wild lowers are native and howthe plants or seeds can be obtained. Many seed companies

wi ll donate seeds at the end o the season. he seeds canbe kept and planted the next season, e ven though theymight have a decreased germination rate. Native grasses areotentimes readily available in the seed bank and may onlyrequire a controlled burn or til lage o the soil to get themstarted. Native grasses and wild lowers are attractive at theentrance o the classroom, near signs or along trails and

walk ways. hese native grasses and wi ld lowers are a lsover y beneicial to wi ldli e.

Nativegrasses an dwildf lowerplots

are just a fewof man yfeatures/

p roj ec t id e as th a t ca n b e a dd ed to

th eoutdoorclassroom.T h esen ative

p la n ts n ot on l y b e come a g re at p roj ec t

for youth , th eyalsoadd lots of color

to th eoutdoorclassrooman dareben ef icial to wildl i fe .

A tu r f g ra ss pl ot in t h e ou tdo or

classroomallowsstuden ts

to exploreh ort iculture. T h e

h ort icultural plots can beverysmall

or upto an acreor moredepen din g

on h owmuch spacean dt imefor

main ten an ce is available.


10/24

Nesting/Roosting Boxes Properly designed andplaced nesting boxes can be added to the outdoor acil-ity to attract dierent types o wildl ie. he boxes can bedesigned or songbirds, wood ducks, bats, owls, squirrelsand other small mammals. he boxes can be easily designed

with standard woodworking tool s or purchased at retai lstores. A technology/vocational class could a lso constructthem as a class assignment.

Orchard/Vineyard I the climate allows, ind anopen area in the aci lity to develop an orchard. Youngpeople can learn how armers raise apples, peaches, pears,grapes, brambles and other small ru its. Let students par-ticipate in the design o the orchard/vineyard. Allow theman active part in the planting, maintenance and harvest othe ruit to get the ull beneit o the growing and harvest-ing cycle.

Outdoor Seating Area Ample seating areas in theoutdoor classroom are very important. he seats can be assimple as a 5-oot 2 x 6 on two 4 x 4 treated posts at

various locations a long the trai l. Ar ranging some picnictables under a shelter so that students can have a place tomeet, write or observe would be a positive addition.

Permanent Water Source A permanent wa-ter source will be an important necessity or the outdoorclassroom. With the vast amount o plant lie, keepingthem watered during the dry months will be cr ucial to theirsurv ival. A pond or a water hose rom the local school orcommunity building is a possible water source.

Pioneer Garden Plantinggourds, corn, squash, herbs andgrain will take the students backto the time o early settlers. heplants can be used to make tools

and utensils that Native Americansand early settlers used.

Pond Constructing a pond will be a great opportun ityto teach water quality and pond volume as well as studyisheries management and aquatic plants. he pond shouldbe constructed deep enough to manage a small ishery. Ona smaller scale, a great option would be to construct a minipond approximately 4 eet deep and 5 to 6 eet across thesurace. he mini pond can be used or similar purposesand educational opportunities. he mini pond will a lsoattract many amphibians and aquatic plants that createextraordinary learning ex periences. I the pond is locatedon a school or community site, it is important to check onliability issues.

Restroom Facilities Probably one o the moreexpensive eatures that might be added to the outdoor class-room, but a great investment, is a restroom acility. heacility might dictate the amount o visitation the outdoorclassroom receives. Check with the local health depart-ment to see i a dr y pit latrine is acceptable. Remember thatthe acility needs to be as maintenance ree as possible andsomething that could sustain winter weather conditions.

Shel te rhe shelter should be large enough to accommo-date at least 25-35 students and strong enough to withstandbad weather. A shelter may not be necessary i the outdoorclassroom is near the school or other indoor acility. Ipossible, to minimize the cost, try to take advantage o anystanding structure available.

A cove re d p av i l i on or sh e l te r sh o ul d b e

con sideredfor an outdoorclassroomth at is

n ot n eara sch ool. T h esh elter can providea

p l ace f or s tu de n ts to e scap e we at h er as we ll as

an areato s it an dstudyor eat .

A sma ll p on d con s tr uc ted i n th e ou tdo or

classroomcan assist youth in gain in gmore

kn owledgean dski l ls in aquaculture. T h e

p on d al so p rovi d es a wate ri n g h ol e for wi l dl i fe

as well as h abitat for repti les an damph ibian s.


11/24

Soil Pr of il e Ar ea An area set aside to study soils isver y important . A soi l pit l abe led with the d i erent soi l

proiles does the best job o explaining the dierent soiltypes , textures and proiles, but it might also hold waterand be a haza rd i not covered properly. A stream bank orbank cross-section can be used to accomplish the same goal.A core sample, i done properly, is also useul.

St or ag e Bu il di ng s o keep the outdoor acilityproperly maintained, it may be convenient to have toolson-site. Although a storage bui lding may not be a necessity,it is better than letting the tools be stolen or rust, and mayalso save time.

Time Capsule A time capsule can be a grand op-portunit y to record history and might be a un ventureor students. Current environmental and natural resourceissues, news art icles or photographs could be buried in adesignated area in the outdoor classroom using a water- orrust-proo container placed in a secure area.

Trails rails may be the most important eature o theoutdoor acility. Consider establishing the t rails and thenplanning the rest o the eatures around them. Spend timeon the layout and design so the trail remains sae, easy tomaintain and compatible with important eatures o theoutdoor classroom. When establishing the tra il, land ter-rain may al so be an important actor. Give considerationto the prevention o erosion, the placement o culverts andthe type o top soil layer to provide or walking. Consultthe local Extension agent or soil conservationist or urtherassistance.

Trees and Woodlands Establishing a t ree or wood-land plot is a perect opportunity or orestry managementeducation. I possible, use an existing woodlot and makeadditions to it. I the woodlot is not available, get the stu-

dents involved in measuring, mark ing and identiying thetree plot. Site selection is very important. Planting a black

wi llow in upland terra in or a lowering dogwood in shal-low soils would not be a good choice. Ask a state or localorester to assist with the project.

Weather Station A weather station can be as large oras small as unds allow. he same concepts can be viewedregardless o the size. Weather patterns and t rends, temper-ature, precipitation and wind speeds can be observed overtime and recorded on a computer. All weather-observingequipment must be stored in a secure area to prevent thetor vandalism..

Wildlife Brushpiles Brushpiles can be establishedver y easily at the beginning o any outdoor project. Ideveloping the outdoor classroom rom scratch, simply askthe dozer operator to place allen trees i n areas compatible

with the development plan. hese brushpiles al so can beestablished with old Christmas trees or dead, allen trees.Brushpiles help attract many dierent types o wildlie andprovide hiding, nesting and resting cover or many birds,reptiles and small mammals.

Wildlife Food Plots Food plots can provide an extraood and cover source or wildlie. A wide variety o plants

can be used in ood plots including millet, corn, wheat,sorghum, milo, sunlowers, r ye, clovers, oats and soybeans.Most ood plots are two acres or less. Plots are oten ar-ranged in a long, narrow ashion. Plotsmay be placed close to edges, encerowsor near water. Proper ertilization andliming are required or wildli e oodplots to be successul. Contact the lo-cal Extension agent or assistance withsoil samples and other wildl ie ood plotestablishment recommendations.

T rails areon eof th emost

importan t features in

an outdoorclassroom.

T rai ls createestablish ed,

design atedareas for safe

walkin gas well as main tain

th efocal poin t for al l features an dprojects of th e

outdoorclassroom. Much

t imean dcon sideration

sh ouldbetaken wh en

establish in gtrai ls .

0


12/24

Ar t: Students could make pencil sketches onatural landscapes or animals, design markersand signs, and c reate promotional material.Other possibilities include using leaves, low-ers or bark as textu ral eatures or or decora-tions along with other natural indings.

English: he outdoor acility can provide agreat opportunity or st udents to keep a journal on thedevelopmental progress o the outdoor clas sroom. Studentsmay also want to sit in the natural area and write poemsor essays about their surroundings. Writing news articleson the outdoor classrooms success would be an excellentopportunity to practice journa lism. A monthly newslettermight also be developed.

History: he outdoor classroom can be used to studymethods o how early settlers and Native Americans usednatural resources to make arti acts, grow ood, make

clothes and live o the land. Students may also look atthe history o the outdoor classroom site to see how it haschanged over time. Students may document the outdoorclassrooms appearance at present or other students to ob-

serve changes at a later date. he outdoor acilitycould also be used to study other cultures.

Family and Consumer Sciences:Students could learn how to grow a veg-etable or lower ga rden and the economic

beneits o doing so. Outdoor cookery or oodpreservation could be practiced, as well as the

study o edible natural plants. he students may

even want to help plant some o the shrubs and trees. Natu-ral items could be used as decorative eatures o the home orclassroom.

Health/Safety: Students could locate poisonousplants in the outdoor classroom, identiy them andstudy potential human health eects. Studentscould practice irst a id by simulating outdoorscenarios. Students may also want to searchthe outdoor classroom or potentially unsaeareas and describe what should be done tocorrect the problem. Natural remedies mightalso be planted and discussed.

Life Skills: As young students ace the challengeso becoming teenagers and young adults, they need certainskills to prepare them or uture situations. he outdoorclassroom is il led with opportunities that can help youngpeople gain skills and knowledge in citizenship, ethicaldecision-making, leadership, teamwork, responsibility,achieving goals, building relationships, communicationand sel-esteem. Knowledge and skills in these areas maybe attained through hands-on projects, learning by doing,making positive contributions to society and by participat-ing or leading organ ized outdoor activities in the outdoor

classroom.

Cross-Curriculum Integration

Ma the ma ti cs: he outdoor classroom is a primearea to study mathematics, especially in the de-velopmenta l s tages. Math s tudents may assis t incalculating eatured plots, determining the size othe developed area or measuring slope and eleva-tion. Students could also measure t ree heights and

diameters, weigh large outdoor objects and tabulatevolumes. hey can a lso learn to use a map and a com-pass. Measuring, cutting and constructing habitat boxesand eeders are also direct applications o math concepts.

Mu sic: Music students could study how dierent culturesuse nature a s a par t o their music. Students may considermaking instr uments rom items they i nd in the outdoorclassroom. Students could study other musicians who usenature as their inspiration, and possibly use the outdoorclassroom in preparing their own music.

Physical Education: Outdoor classrooms provide

prime opportunities or PE students. Activities such as hik-ing, running cross country, exercising and playing outdoorgames can be included in the class curriculum. Studentsmay also create games rom objects they ind in the outdooracility and many o the activities can be combined withother subjects. Measure the walk ing trails and post distanc-es so that walkers can set and achieve goals or regularexercise.

Sc ie nc e: he outdoor classroom is anatural s cience lab. Science stu-dents can conduct experiments thatshould only be attempted outside.

Students could study aquatics, soils,animals, ai r, weather and plants andhow living organisms interact with eachother, as well as biology, chemistry, ecol-ogy or geology. Natura l communities and ecosystems ound

in the outdoor acility can al so be observed.

Technology: An outdoor classroom is an excel-lent acility or students to learn more about theuse o dierent technologies. Students can takedigital cameras into the outdoor classroom andcapture images o insects, lowers, snakes, animals

and other natural scenes. he images can be used todesign Web pages or presentations about the outdoor

classroom. Students may learn new concepts o Global Po-sitioning Systems and Geographical In ormation Systems.

Vocational Agriculture: Vocational agricultura lstudents will have plenty o objectives in their curriculumthat will include and involve the outdoor classroom acili-ties. For instance, students can study pond management,orestry management or participate in land judg ing. Otherareas to consider include designing trai ls; participating inbuilding shelters, bird eeders and picnic tables; or growingthe lowers and plants needed or the acility.


13/24

National Arbor Day Foundation

100ArborAve.

NebraskaCity,NE68410

Phone:(402)474-5655

www.arborday.org/

TheNational ArborDayFoundationhasmany resources

suchastreeplantinginormation,treeidentiication

guides,educationallessons,contestsoryouthand

muchmore.Toaccessthisinormation,logontotheir

WebsiteorcalltheNationalArborDayFoundationat

thephonenumberlistedabove.

National Audubon Society

700Broadway

NewYork,NY10003

Phone:(212)979-3000

Fax:(212)979-3188

www.audubon.org/

TheNational AudubonSocietystr ives toconserveand

restorenaturalecosystems,withaocusonbirdsand

otherwildlie.TheNationalAudubonSocietyhasre-

sourcesavailabletothegeneralpublicthatincludeenvi-

ronmentaleducationcurriculum,workshops,gamesand

materialsorbothyouthandadultsthatcouldbevery

valuableoruseinanoutdoorclassroom.

National Wildlife Federation

11100WildlieCenterDrive

Reston,VA20190-5362

Phone:(800)822-9919

www.nw.org/

TheNational Wildli eFederationprov idesinormationon

howtocertiyyourschoolyardhabitatsite.Theedera-

tionalsooerseducationalresourcesandworkshops.

Mostotheinormationcanbeaccessedonlineatthe

Websitelistedabove.Youcanalsocallthetoll-reenum-

berlistedormoreinormation.

General Resources

Alabama Wildlife Federation

3050LanarkRoad

Millbrook,AL36054

(Phone:(800)822-9453

www.alabamawildlie.org/

TheAlabamaWildl ieFederation (AWF)oersanOutdoor

Classroom/SchoolyardHabitatPlanningGuidethatis

illedwithinormationonhowtocreateandsustainan

outdoorclassroomorschoolyardhabitat.GototheAWF

WebsiteandclickonConservationEducationorcall

thetoll-reenumberabovetoobtainacopy.

Georgia Wildlife Federation

11600HazelbrandRoad

Covington,GA30014

Phone:(770)787-7887

www.gw.org/schools.htm

TheGeorgiaWildl ieFederation (GWF)oers inorma-

tiononhowtodesignanaccessiblewildlieschoolyard

habitat.TheGWFWebsiteisilledwithinormationon

howtostartawildlieschoolyardhabitatwhilemakingit

accessibletoallpeopleandwildlie.Youcanalsocallthe

phonenumberlistedabovetoobtainmoreinormation.

National American Association for Environmental

Education

2000PSt.NW,Suite540

Washington,DC20036

Phone:(202)419-0412

http://eelink.umich.edu/plt.html

TheNational AmericanAssociationorEnv ironmental

Education(NAAEE)isanetworkoproessionals,stu-

dentsandvolunteersthatpromotesenvironmentaledu-

cationthroughoutNorthAmericaandothercountries.

TheNAAEEprovidesEE-l ink, Envi ronmentalEducationon

theInternet.EE-linkisaWeb-basedresourceoreduca-

torstoassistwithprovidinginormationonenvironmen-tal-basedschoolprojects,activitiesandlessonplans,

acts,data,highereducationlinksandmuchmore.The

inormationcanbeviewedattheWeblinklistedabove.

FormoreinormationaboutEE-link,calltheNAAEEat

thephonenumberlistedabove.


14/24

Project Learning Tree

111119thStreetNW,Suite780

Washington,DC20036

Phone:(202)463-2462

www.plt.org/

http://eelink.umich.edu/plt.html

ProjectLearningTree (PLT)isanaward-winning,multi-dis-

ciplinaryenvironmentaleducationprogramoreducators

andstudentsinpre-Kthroughgrade12.PLT,aprogramo

theAmericanForestFoundation,isoneothemostwidely

usedenvironmentaleducationprogramsintheUnited

Statesandabroad.Theeducationalinormationcanbe

obtainedbytheWebsiteorphonenumberlistedabove.

South Carolina Wildlife Federation

2711MiddleburgDrive,Suite104

Columbia,SC29204

Phone:(803)256-0670

www.scw.org/

The SouthCarol inaWi ldl ie Federation (SCWF)provides

onlineresourcesassistingschools,teachers,students

andcommunitymembersintheuseoschoolgroundsas

learningsitesorwildlieconservationandcross-curricular

learning.TheWebsitealsoincludesakidspage,aswellas

valuablelinksoroutdooreducationalprogramsandhabi-

tats.TheWebaddressislistedabove,orormoreinorma-tion,calltheSCWFinColumbiadirectly.

Tennessee Department of Environment and Conserva-

tion

401ChurchStreet

Nashville,TN37243

Phone:(888)891-8332

www.state.tn.us/environment/

The TennesseeDepar tmentoEnvi ronmentandConser-

vation(TDEC)providesgrantopportunitiesorestab-

lishmentotrailsandmaintenancecostsinanoutdoor

classroomacility.TDECalsohasmanysourcesthatcould

bebeneicialorthoseinterestedindevelopinganout-

doorclassroom.Formoreinormation,checktheWebsite

orcallthetoll-reenumberlistedabove.

Tennessee Division of Forestry

EllingtonAgriculturalCenter

P.O.Box40627

Nashville,TN37204

Phone:(615)837-5520

www.state.tn.us/agriculture/orestry/

The TennesseeDivisionoForestry( TDF)str ivestoprotect

naturalresourcesandpromotethesustainableuseoor-

estresourcesthroughscience-basedorestmanagement.

The TennesseeDivis ion oForestryoerseducational

publications,programsandassistanceaswellasresources

ortreeseedlings.ContactyourareaTennesseeorester,

logontotheTDFWebsiteorcallthephonenumberlisted

aboveormoreinormationonhowTDFcanassistwith

youroutdoorclassroomneeds.

Tennessee Wildlife Federation

300OrlandoAvenue,Suite200

Nashville,Tennessee37209

Phone:(615)353-1133

www.conservetn.com/

TheTennesseeWildl ie Federation (T WF)is astatewide

organizationdedicatedtotheconservationowildlieand

naturalresourcesthroughstewardship,advocacyandedu-

cation.TheTWFprovidesmanyyouthprogramsandother

educationalopportunitiesthatarebeneicialtoeducators.CalltheTWFormoreinormationatthenumberlisted

above.

Tennessee Wildlife Resources Agency

EllingtonAgriculturalCenter

P.O.Box40747

Nashville,TN37204

Phone:(615)781-6691

www.tnwildlie.org

TheTennesseeWildl ieResourcesAgency ( TWRA)has

severalresourcesavailablesuchasteachersguides,

ilmsandpublicationsonsubjectssuchaswildlie,

aquaticsandnaturalresources.TWRAalsohaseduca-

tionaldirectorsthroughoutthestatethatcanassistyou

withotheroutdooreducationalprojectsandprograms.

LogontotheTWRAWebsitelistedaboveorcontact

thembyphoneinNashville.


15/24

University of Tennessee Extension

2621MorganCircle

119MorganHall

Knoxville,TN37996

Phone:(865)974-7114

www.utextension.utk.edu/

TheUniversi ty oTen nessee(UT )Extensionoer sedu-

cationalpublicationsonspecializedgardens,plantingtrees,attractingwildlie,nativegrasses,soilpreparation

andmanymoretopicstomeetyourneedsoconstruct-

ingandmaintaininganoutdoorclassroom.UTExtension

alsohasanExtensionagentineverycountyinTennes-

seeaswellasstateandareaspecialistswhocanassist

withimplementingeducationalprogramsinanoutdoor

classroom.

USDA Natural Resources Conservation Services

675U.S.Courthouse

801Broadway

Nashville,TN37203

Phone:(615)277-2531

www.tn.nrcs.usda.gov/

TheUSDANatural ResourcesConservationService

(NRCS)hasliterature;conservationeducationalmaterials

orstudentsandteachers;andtipsheetsondeveloping

backyardponds,wetlandsandwildliehabitat.TheNRCS

alsohasvaluableinormationoncontrollingsoilerosion,

improvingwaterqualityandbeautiyingthelandscape.

TheNRCSis representedin mostcounties across the

UnitedStates.LogontotheWebsitelistedaboveorcalltheTennesseeUSDAOiceinNashvilletoindwaysthe

NRCScanassistwithyourschoolorcommunityoutdoor

educationalacilityneeds.

U.S. Environmental Protection Agency

Region4,SamNunnAtlantaFederalCenter

61ForsythStreet,SW

Atlanta,GA30303-3104

Phone:(800)241-1754

www.epa.gov/epahome/resource.htm

Environmentaleducationcreatesawarenessandsensi-

tivityandallowsotherstogainknowledgeandunder-standingotheenvironmentandenvironmentalchal-

lenges.TheUSEnvironmentalProtectionAgency(EPA)is

just onegovernment agencythatstr ives tobeact ive in

environmentaleducationorbothyouthandadults.The

EPAhostmanyresourcessuchaseducationalcurricu-

lum,awards,grants,workshops,studentinormationand

communityserviceprojectideas.Takeacloselookatthe

Websitelistedaboveoranoverwhelmingamounto

inormationthatcanbeusedincoordinationwiththe

outdoorclassroom.Forotherinormation,callthetoll-

reenumberorthenationaloiceinAtlanta.

U.S. Fish and Wildlife Service

300WestgateCenterDrive

Hadley,MA01035-9589

Phone:(413)253-8200

Fax:(413)253-8308

www.ws.gov/

TheU.S .FishandWi ldli eSer viceprovideseducation

resourcesthatincludeaconservationlibrary,pictures,

videos,trainingcoursesandcurriculumoreducators.

TheUSFWFWebsi teabovealsoprovidesmanyl inksorschoolyardhabitats,invasiveplants,endangeredspe-

cies,youthprogramsandgrants.Formoreinormation,

checkouttheWebsiteorcalltheUSFWFatthenumber

listed.


16/24

A to Z Teacher Stuff

Title: Hands-onOutdoorABC s

Gradelevel:pre-school

Subject:LanguageArts

Objectives:Childrenwalkonanaturetrailandgather

itemstolearnaboutABCsandnature.

Website:www.atozteacherstuf.com/pages/376.shtml

Canadian Parks & Wilderness Society

This non-proitorganizationoersmanyreeeducation-

allessonplansonmanysubjectsorallgrades.

Gradelevel:pre-Kthrough12

Subject(s):All

Website:www.cpawscalgary.org/education/ree_resources/

lessons.html

Emergent Literacy

Thewebsite is avaluable resourceoranoutd oorar t les-

sonusinglowers.

Title: Art withFlowers


Subject(s):Art&Science

Objective:Studentscreateartwithlowers.

Website:web2.airmail.net/kboyle/Flower.htm

Emergent Literacy

TheWebsiteprov ides alessonplanthatcombinesart ,

Englishandsciencebycollectingleavesintheoutdoor

classroom.

Title: LeaRubbings

Gradelevel:Kthrough2

Subject(s):English,ScienceandArt

Objective:Studentswillcompare,contrast,describeand

writeoallthedierentleaves.

Website:web2.airmail.net/kboyle/Learub.htm

Emergent Literacy

This Webs itecontainsa lessonplaninvo lvingoutside

waterthatcombinesEnglish,mathandscience.

Title: Puddles thatEvaporate


Subject(s):English,ScienceandMath

Objective:Studentswillpredict,write,measureandde-

scribeevidenceandacts.

Website:web2.airmail.net/kboyle/Puddle.htm

Kidsgardening.com

This Webs iteprovidesoutdoorclassroomactivitiesrom

lowerstowildlie.Thesitealsohasinormationonhow

todesignandplantoutdoorgardens.

Gradelevel:All

Subjects(s):All

Website:www.kidsgardening.com/

Lesson PlanZ.com

This s ite is il ledwithotherl inksor phys ical education

lessonplansthatcanbeusedintheoutdoorclassroom.


Subject(s):PhysicalEducation

Website:lessonplanz.com/Lesson_Plans/Physical_Education/

Project WET

ProjectWET(WaterEducationorTeachers)isanonproit

water-educationprogramthatacilitatesandpromotes

awareness,knowledge,appreciationandstewardship

owaterresources.Thesiteisavailableoreducatorsto

ordermaterials,conductaProjectWETworkshop,obtain

educationguidesandlessonplans,andorderaProject

WETcurriculumandactivityguide.


Subject(s):All(withaocusonwater)

Website:www.projectwet.org/

Project WILD

Thesi teisdesignedtoassist educators inconductinga

ProjectWILDworkshop.Theworkshopisusedtodis-

tributematerialsthatocusonallsubjectscenteredon

wildlieandecology.


Subject(s):All

Website:www.projectwild.org

Websites for Teaching Plans (All Grades)


17/24

The SolutionSite.com

Thesi teis i lledwithteachingplans andunits ora ll

subjects.Thesiteisveryeasytonavigateandhas

hundredsounitstodownloadonanysubject.


Subject(s):All

Website:www.thesolutionsite.com

U.S. Environmental Protection AgencyTheEnvironmentalProtect ionAgency ss ite is

loadedwitheducationaltoolsorallgradesthat

ocusonconservingtheenvironment.Thesite

includesgames,activities,curriculumandteaching

resources.


Subject(s):Allsubjects,withmostlessonsocusing

aroundtheenvironment.

Website:www.epa.gov/epahome/educational.htm

Addresses & Websites for

Outdoor Classroom Grants

American Greenways Program

1800N.KentSt.,Suite1120

Arlington,VA22207

(703)525-6300

Coca-Cola Foundation

P.O.Drawer1734

Atlanta,GA30301

(404)676-2568

Possible Funding SourcesCounty/City Budget

County Farm Bureau

Electric Cooperatives

Endowment Programs

Farm Service Agency

Farmers Co-op

Federal, State and Local Grants

Garden Clubs

Local Businesses and Corporations

Local Service Clubs and Organizations

Natural Resources Conservation Service

School Board

School PTA/PTO

Soil Conservation Board

Tennessee Wildlife Resources Agency

Tennessee Division of Forestry

and Fund Raising IdeasBake Sales

Candy Sale

Christmas Tree or Wreath Sale

Concession Stand

Donations

Fish Fry

Fruit Sale

Park Cars at a Ball Game

Plant Sale

Plate Lunches During Holidays

Road Block

Telephone and Television Drives

Work at the County Fair

Yard Sales and Auctions


18/24

Do Something, Attn: Grants

423West55St.,8thFloor

NewYork,NY10019

(212)523-1175

FAX:(212)523-1175

http://www.dosomething.org

Frost Foundation

Suite205,CherryCreekPlazaII

650SouthCherryStreet

Denver,CO80222

L. J. and Mary C. Skaggs Foundation

Attn:PhilipJelley

1221Broadway,21stFloor

Oakland,CA94612-1837

National Environmental Education & Training

Foundation

915FiteenthSt,NW,Suite200

Washington,D.C.20005

(202)857-0162

National Gardening Association

Tat: YouthGardenGrants180FlynnAve.

Burlington,VT05401

(800)538-7476

www2.garden.org/nga/EDU/Home.html

PhillipsPetroleumFoundation

PhillipsBuilding,16thFloorBartlesville,OK74004

(918)661-9072

Tennessee Department of Economic

and Community Development

446MetroplexDrive,Suite128

Nashville,TN37211-3139

(615)741-1534

Fax:(615)532-1896

www.state.tn.us/ecd/

Tennessee Foundation for

Agriculture in the Classroom

P.O.Box313

Columbia,TN38401-0313

www.tnb.com/specialprograms/ocggrant.htm

Tennessee Resource Conservation

and Development Council1081DeerRunSt.

Culleoka,TN38451

(615)359-2211

Other Grant-Related

Websites

www.epa.gov/enviroed/grantsols.html

www.levistrauss.com/responsibility/oundation/grants/

uslocal01.htm

grants.ws.gov/

www.grants.gov/

www.or_wild.org/seedmony.htm

www.sewanee.edu/biology/mountainhome/

www.seaworld.org/

www.lib.msu.edu/harris23/grants/2educat.htm

www.agclassroom.org/

www.ageducate.org/activities/

www.hort.vt.edu/human/CGgrants.html

www.kidsgardening.com/grants.asp

www.nw.org/programs/programs.htm

http://eelink.net/grants_eespeciicresources.html

www.tnarmbureau.org/

www.benjerry.com/oundation/guidelines.html

www.captainplanetdn.org/

www.eealliance.org/occ%20symposium/grant_resources.

htm


19/24

APPENDIX A. Goals and Objectives

Whatarethegoalsotheproject?(aclear,concisestatementthatdeines

thedesiredresultsoroutcomes)

Whataretheobjectivesotheproject?(measurable,trackable,sequential

progressionostepstoachievetheprojectgoal)

1.

2.

Supplements


20/24

APPENDIX B. School Site Evaluation

Class :___________________ School: ______________________________

Grade:___________________ Address :_____________________________

Yes No Site Characteristics

SchoolBuilding

____ ____ WoodFrame

____ ____ Stucco

____ ____ Brick

____ ____ Other

Trees

____ ____ ShadeTrees(mature)

____ ____ YoungDeciduous____ ____ None

Shrubs

____ ____ FoundationPlantings

____ ____ Hedges(windbreaks,dustilters,erosionchecks,etc.)

GrassAreas

____ ____ Lawn

____ ____ PlayingFields

____ ____ WildGrasses

FloweringAreas

____ ____ NativePlants

____ ____ AnnualPlants

____ ____ PerennialPlants

BarrenAreas

____ ____ PavedAreas(playgrounds,streets,parkinglots,sidewalks)

____ ____ ErodedAreas(drainageditches,drainpipes,exposedhills,etc.)

WaterAreas

____ ____ Stream

____ ____ Ponds

____ ____ Puddles-consistentlyilledwithwateraterrainalls

____ ____ Ditches(waterruno )

____ ____ StormSewers,Gutters,Drainpipes


21/24

Elevations

____ ____ Flat

____ ____ HillSlope(gradualorsteep)

____ ____ Hilltop

____ ____ Mountain

AnimalSigns

____ ____ Homes(intrees,underroots,inholesintheground,ontreebranches,etc.

____ ____ Droppings(onstumps,sidewalks,grass,sideobuilding,ences,etc.)

____ ____ Tracks(inmud,dust,etc.)

WetlandAreas

____ ____ Swamps(orestedorinshrubsandbushes)

____ ____ Bog

____ ____ Marsh(cattails,grasses,reeds,etc.)

____ ____ FloodArea(sedimentation,debris,etc.)

RockandMineralAreas

____ ____ StoneWalls

____ ____ Sidewalks

____ ____ DrivewaysandParkingLots(graveled)

____ ____ Curbstones

____ ____ ErodedAreas(exposedrocks)

OutlyingAreas(nearschoolgrounds)

____ ____ OpenFields

____ ____ CropLand

____ ____ Orchards

____ ____ DesertedFarms

____ ____ OldGraveyards

____ ____ OldBuildingFoundations

____ ____ TreeStumps

____ ____ FenceRows

____ ____ Trees,Shrubs,Etc.

____ ____ VacantLots

Yes No Site Characteristics

0


22/24

APPENDIX C. Needs Assessment

Whateaturesdoesthesitepossessthatcouldbeusedinthedesignotheproject?Includegeographical

eatures,sourcesowater,vegetation,wildlie,etc.

Whatareascouldbeenhancedtoimprovethesite?

Whatcouldbeaddedthatisnotpresentlyavailableonthesite?

Arethereanyrestrictionstoconsiderwhenmakingplansorsiteenhancement?Considerutilitylines,

neighbors,saetyprecautions,summermaintenance,etc.

Whichresourcesareavailablewithinthecommunitytoaidinthedesignandcompletionotheproject?

Whowillberesponsibleortheimplementationoyourprojectplan?Includeschoolandcommunitymembers.

1.

2.

3.

4.

5.

6.


23/24

APPENDIX D. Task Sheet

GroupName:_____________________________________Partner(s):______________________________________

ProjectTitle:__________________________________________________________

Tasks

W HO ? W HAT ? To D o TAS KS W HE N? H OW ? RE SO U R CE S

SafetyS a f e t y P l a n

Time Line

__________________________________________________________________________________________________

S ta r t Fi ni sh


24/24

References

Harper, C. A. 2004. A Landowners Guide to Native Warm Season Grasses in the Mid-South. PB 1746. U Extension,University o ennessee.

Harper, C. A. 1999. Improving Your Backyard Wildlie Habitat. PB 1633. Agricu ltural Extension Service, University oennessee.

Harper, C. A. 20 04. Growing and Managing Successul Food Plots or Wildlie in the Mid-South. PB 1743. U Ex ten-sion, University o ennessee.

Hill, . K. Management o Farm Ponds in ennessee. PB 1234. Agricultu ral Ex tension Service, University o ennessee.

Martz, J. . 2000. School Nature Centers/Outdoor Classrooms Environmental Education Program. Agricultu ral Exten-sion Service, University o ennessee.

Natural Resource Conser vation Service, Kansa s Conservation Distr icts, and State Conservation Commission, 1995. Get-ting into Outdoor Classrooms, Salina, Kansas.

Studer, M. L. Developing an Outdoor Classroom: Blending Classroom Cur riculum and Outdoor Play Space. 1999. exasChild Care. Austin, exas.

Acknowledgements:

he author wou ld li ke to thank Brenda L. Andy (Univer sit y o ennessee Extension), Wanda Bel l ( High School Biologyeacher, Grundy Cou nty), Golda Colquette (High School Vocational Direc tor, Grundy County), Cra ig Harper (Univer-sity o ennessee Extension), Jill Martz ( University o ennessee Extension), Wanda Russell (Senior Publication Editor,U Institute o Ag riculture) and Randol Waters (University o ennessee Extension) or reviewing a previous manuscr iptand providing constructive comments or improvement.

Photo Credits:

Wanda Bel l, Creig C. Kimbro, Derek Norman, imothy Roberts, Phi lip Shelby and Chr istie Sweeton.

Programs in agriculture and natural resources 4-H youth development amily and consumer sciences and resource development

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