Post on 05-Apr-2018
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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.
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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.
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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
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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.
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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.
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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.
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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.
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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
Gradelevel:pre-Kthrough2
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
Gradelevel:Kthrough2
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.
Gradelevel:pre-Kthrough12
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.
Gradelevel:Kthrough12
Subject(s):All(withaocusonwater)
Website:www.projectwet.org/
Project WILD
Thesi teisdesignedtoassist educators inconductinga
ProjectWILDworkshop.Theworkshopisusedtodis-
tributematerialsthatocusonallsubjectscenteredon
wildlieandecology.
Gradelevel:Kthrough12
Subject(s):All
Website:www.projectwild.org
Websites for Teaching Plans (All Grades)
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The SolutionSite.com
Thesi teis i lledwithteachingplans andunits ora ll
subjects.Thesiteisveryeasytonavigateandhas
hundredsounitstodownloadonanysubject.
Gradelevel:Kthrough12
Subject(s):All
Website:www.thesolutionsite.com
U.S. Environmental Protection AgencyTheEnvironmentalProtect ionAgency ss ite is
loadedwitheducationaltoolsorallgradesthat
ocusonconservingtheenvironment.Thesite
includesgames,activities,curriculumandteaching
resources.
Gradelevel:pre-Kthrough12
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
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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
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APPENDIX A. Goals and Objectives
Whatarethegoalsotheproject?(aclear,concisestatementthatdeines
thedesiredresultsoroutcomes)
Whataretheobjectivesotheproject?(measurable,trackable,sequential
progressionostepstoachievetheprojectgoal)
1.
2.
Supplements
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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
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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
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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.
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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
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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.
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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.
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