Employee Interpretive Handbook - Bear Creek Outdoor Centre

Bear Creek Outdoors Centre Interpretive Handbook

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Employee

Interpretive Handbook

Designed by

Shannon Graham &

Danica Sommer


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This interpretive guide was put together in order to assist new and existing employees of Bear Creek

Outdoor Centre with the implementation of heritage interpretation into new and/or existing programs. We

hope you and your guests find the following information interesting and enlightening.

Its completion was a result of a partnership between

Bear Creek Outdoors Centre and students at Algonquin College in the Ottawa Valley.


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Table of Contents Why interpretation? 4 Becoming a heritage interpreter 5 Learning styles 7 Successful interpretation 9 Programs for Bear Creek Outdoors Centre 10 Hike trail teaching points 16 Games! 20 References 31


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Why Interpretation?

The goal of interpretation is to inspire people to care. Interpretation allows a group or

individual the opportunity to share the story behind special resources. Its aim is to reach

peopleʼs minds with accurate, interesting information as well as help them develop

feelings about the resource. Interpretation can help people relate to their world in a

more environmentally sustainable or culturally sensitive way. Good interpretation is

essential. It encourages visitors to return to your site by providing them with a

memorable experience and it makes your program sustainable.

Two Types of Interpretation:

Personal - involves direct interaction between the interpreter and the participants. It

includes guided tours, talk, presentations, living history, and partner interpretation.

Nonpersonal - does not involve direct contact with a person. It includes panels, art,

audio-visual, multimedia, publications, displays and exhibitions.


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Becoming an Interpreter

Step 1: Knowing your topic makes you credible and brings value to your interpretation.

This, combined with accurate presentation of information, you will make your

interpretation a dynamic, evolving experience.

Step 2: Direct relationships with your subject can enrich interpretation immensely. It can

be helpful in developing accurate, credible interpretation. T allows you to personalize

your program, adding your own perceptions and anecdotes, creating richer material and

adding impact.

Step 3: Knowing your sources and being able to explain in detail where you acquired

your knowledge. I.e.: book source, Internet source, personal experience etc…

Incorporating tools into interpretation such as visuals, artifacts, print media (can be

taken away with the participant), outdoor signage, living history examples (artefacts and

replicas of period tools and weapons).


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IMPORTANT REMINDERS!

In order to encourage the creation of products that are relevant to all participants,

to maximize the impact of your message and to focus your efforts, these factors

are important to remember:

- Identify target audience

- Select subject

- Select theme

- Select goals and objectives

- Research content

- Interpret according to learned

mythology

- Develop your interpretive product

- Reduce product risk

- Responding to feedback

Becoming a certified heritage interpreter has become a general requirement for lots of interpretive jobs throughout the country. More information on the Heritage Interpreter Workbook used to create this Handbook and how to become certified is available at:

http://emerit.ca/category/heritage-interpreter


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Learning Styles

One of the first things to consider is that everyone has a different way of learning, and

that learning styles can change over time.

There are many learning theories to explain how people learn and the factors that

influence learning. Models can be based on personality characteristics, how the senses

are used to channel learning, how the brain functions physiologically or how people

think. The VAK model proposes that we use three sensory modalities (visual, auditory,

kinaesthetic) to receive and retain information. Everyone uses all three learning

modalities, but usually one is dominant.


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VISUAL LEARNERS - Learn by seeing, reading, watching or demonstration

- Are usually quiet and do not talk at length - Become impatient when extensive listening is required

- Are generally unaware of sounds and are distracted

LEARNING STRATEGIES - Guided imagery, video,

Demonstrations, highlighting In text, “cue” words, colour codes, drawings, diagrams,

charts, graphics, maps, photos

LEARNING TOOLS - PowerPoint presentations, images,

timelines, diagrams, DVDʼs, video casts, charts, graphics, mind maps,

and dramatic productions

AUDITORY LEARNERS - Learn by hearing and listening

- Process their experience through words and sounds - Enjoy listening but cannot wait to talk

- Are easily distracted by sound

LEARNING STRATEGIES - Audio, storytelling, theatre,

presentations, reading aloud, oral instructions, soundscapes, rhythmic

sounds, poems, rhymes, word associations, group discussions,

music, lyrics

LEARNING TOOLS - Recorded sound, MP3, podcasts, lectures, presentations, music, and

storytelling

KINAESTHETIC/ TACTILE LEARNERS - Learn by doing, touching, and motivating; gesture when speaking

- Do not listen well and quickly lose interest - Are not attentive to visual or auditory presentations and may seem distracted

- Associate emotions with concepts

LEARNING STRATEGIES

- Performing experiments/labs, taking part in plays, acting, role play,

dancing, exercising, playing games, problem solving, field trips, writing

notes, handling props, artefacts

LEARNING TOOLS

- Games, sports, hands-on activities, and role play


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Successful Interpretation

Program evaluations are an important process to determine how to participants felt

about the presentation, what the interpreter did well, and what could be changed to

improve the overall experience. Some methods of evaluation include: a) Formative

Evaluation: provides information for improving the program or project that is in

development.

b) Remedial Evaluation: provides information for revising an existing program or project

c) Summative Evaluation: provides information to measure the affect of a program or

project.

What Makes a Successful Interpretation Experience? Were the participants…

a) Were they comfortable? b) Could they hear? c) Did they understand what you were saying/doing? d) Did they enjoy the program?

From the Interpreters view, were the participants…

a) Were most or all participants engaged? b) Were the participants provoked? c) Did all participants have a chance to ask questions, make comments, and/or,

show their skills/knowledge?


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Programs for Bear Creek Outdoors Centre

PREDATOR & PREY Program Summary

Location: Bear Creek Outdoors Centre Date Started: November 28, 2013 Program Type: Personal Interpretive Program Date Completed: November 29, 2013

Prepared by: Danica Sommer & Shannon Graham

Audience Analysis Demographics: Attitude Towards Topic and Agency: Ages -‐ 4 to 10

Group size – 30 to 45 members Special Needs:

Children may have disabilities ranging from being immobile to learning disabilities

Male / female -‐ Both Cultural background – Canadian

Urban / Rural – Both

Interests: Children are active and eager to learn and play; have lots of experience with outdoors because parents are

usually outdoorsy Local / Non-‐local – Both

Return Visitor – Sometimes

Expectations: Children will be engaged, excited, and eager to learn how to play the game. Game will last a few hours.

Agency Topics

Topics Selected Why Selected? Food chain For children to get to know their environment and

about the complexity of living in the wild Ecology Can be a teaching point at the beginning or end of the

game to ask what kinds of animals would be found around the camp.

Environmental Hazards To familiarize children with the fact that they are not the only ones affected by environmental hazards


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Program Themes

The wilderness is an ever changing, complex web of relationships.

It is not always easy for wild animals to find food, shelter, and safety from their predators.

Carnivores, omnivores, herbivores, and plants are all apart of the food chain of Canadian wilderness.

Program Objectives Knowledge:

After the program, children will be able to tell what an omnivore, herbivore, and carnivore is, and where they fit in on the food chain. Children will be able to tell of environmental hazards that animals may face in the wilderness. They will know what fauna they should expect to

find at Bear Creek Outdoors.

Behavioural:

Children will be less likely to meddle with wild animals because they know how hard they work to survive.

Emotional:

Children will be able to relate to the struggles wild animals go through in the wilderness. Some children will feel discouraged because they were not as fast as other “animals”. Some

children will feel triumphant for successfully surviving the simulation. Relation to site objectives:

The site will be more respected by campers after they familiarize themselves with the native flora and fauna. Once learning how complex an ecosystem is, it’s natural to be more inclined

to want to keep it just the way it is with no human influence.

Relation to agency objectives: This program has active components where kids will be running around and getting exercise. It also promotes environmental awareness, creating a holistic experience that encompasses

personal and environmental well-‐being. Program Type and Why Selected

Personal. Programs as complex as this need someone to be there to take questions, explain in further detail about key points, and to supervise and direct the final activity.

Key Points (and locations, as applicable)

Key Point Location Interpretive Activity Planned


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Ecological diversity on the grounds; expand on other

ecosystems in different parts of the world if children are engaged

Hiking loop, pt 3 on map

Talk about the different ecosystems on the lake and what fauna would typically

be found there

Food Chain; all animals are a part of the “circle of life” or the food chain. This includes omnivores, herbivores, and carnivores.

Fork in the road @

Chemin Burke and Chemin Barette

Interpretive talk explaining further on this key point. Prerequisite for next activity.

Surviving in the wilderness is a constant struggle and takes a lot

of effort to get a sufficient amount of food, water, shelter,

and safety.

Forest east of the fork in the road. Section will be blocked off, using the roads as guardrails

Interactive game – instructions of how to play follows the evaluation portion on the

next page

Research and Materials Acquisition

Research Materials Needed (50 Participants)

Source

Fauna of the area Bristol Board – 3 colours Staples Ecosystems/Biome type s 50 Pipe cleaners | Levels of the food chain 10 small light, foldable tables |

45 file cards V Whistle, a water gun, brown,

green and red face paint Wal Mart, misc store

Risk to Audience

Risk How to avoid / reduce risk Can this be done? Danger of falling, twisting ankles,

etc in a forest environment Look at the site before hand and remove or mark potential

hazards

Yes, if not, a different, safer portion of the property can be used

Ticks Have kids choose a buddy to check each other for ticks

As long as every child is comfortable with it.

Instructor can help show the child how to check

themselves if uncomfortable.


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Risk to Site / Resources

Risk How to avoid / reduce risk Can this be done? Damage to environment Teach kids the do’s and don’t

of being in the forest. Make sure they have a respectful attitude towards the forest and all those that live there.

Yes, although it may be challenging to keep an eye on certain troublemakers.

Kids will leave garbage in the forest, including supplies used to

play the game

Have a sweep of the forest afterwards. Children who

bring back the most garbage will win a prize

Yes

Children getting lost in the forest Boundaries will be marked clearly with tape. Counsellors will constantly be surveying the area, at least one at each handrail. Young children could also double up with an older child to signify “mother and baby” or something of the

sort.

Yes, but immense care must be taken and rules should be firmly set.

Future Comments

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Evaluation

How will this program be evaluated (circle all applicable)? Self – Yes Peer – Yes Supervisor –

Yes

Other (describe): Children will be asked as well as their teachers and parents if they had a good time and

learned a lot. Future Evaluation

Date Staff Member Verdict Incidents


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Activity – Living the Food Chain

Materials:

30 “Herbivore” Life-Rings

10 “Omnivore” Life Rings

5 “Carnivore” Life Rings

5 water stations (Bristol Board saying “water”)

5 food stations (Bristol Board saying “food”)

45 File Cards

A Whistle

A Water Gun

Brown, Green, and Red Face Paint

Set Up: The life rings show how many lives each player has left. Herbivores get 10 lives

each, omnivores 5 lives each, and carnivores 2. This is what the Bristol board is for. Cut board into equal pieces, punch a hole in them, and put them on a pipe cleaner. Herbivores get 10 green cards, omnivores 5 brown, and carnivores 2 red. Colours can be altered if necessary.

Food and water stations should be distributed evenly over the area of recreation. Some should be slightly hidden to make it more challenging. A crayon is to be attached to the Bristol board on a string. Every station should have a different colour attached to it.

Each player will be assigned a role. These instructions are for 50 players, but as long as the ratios are the same, it will still run smoothly.


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Rules:

This is a survival game. “Winners” are those who survive until the end. Each child will be assigned a role.

30 Herbivores

10 Omnivores

5 Carnivores

4 Environmental Hazards (Fire, Flood, Famine, Cold) These children can rag any animal and take one life-card and a time. Their goal is to kill as many animals as possible.

1 human (Bearer of the water gun) The Human can hunt any animal and doesnʼt have to tag them to catch them. As long as she hits them with her water gun, they will give her a life

Each animal has different needs that must be met to survive

Herbivores must find all of the food and water stations to survive (10 minutes head start from omnivores)

Omnivores must find all the water stations and at least two food stations. They also must catch at least 4 herbivores to survive. (10 minute head start from carnivores)

Carnivores must find all the water stations and catch at least 10 other animals

Next goes the 4 hazardous elements and man.

If a player loses all of their Life Rings, they are to return to the start and wait until the end of the game.

The game should run for at least an hour. This combined with a short hike and 2 interpretive talks should make this

into at least a half-day event, if not a full day. Blow the whistle when the children are to come back in. Debrief on who survived, who didnʼt, and why they think it ended up

that way.


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Hike Trail Teaching Points

Main Hike Trail for Bear Creek Outdoors Centre

. The section of the property that is marked in green outlines the major trail that goes around the private lake. The cabins, kitchen area and Jillʼs cabin/ main office are marked in purple and the red outlines the major field where most activities occur. Around the property, there are many different possible teaching points that would be of interest to the majority of the demographic visiting Bear Creek Outdoor Centre. Outlined below are 2 of the teaching opportunities on the walking trail around the lake.

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2

3


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Teaching Points!

1. Lake Ecosystems

On the property, there 2 lakes, 1 of which is private to Bear Creek Outdoor

Centre. This is the lake we will focus on while talking about the different

ecosystems.

The ecosystem in a lake includes living plants, animals, and microorganisms, as

well as non-living physical and chemical interactions. Important abiotic factors

include:

a) Light: it provides the solar energy required to drive the process of

photosynthesis, the major energy source of lakes.

b) Temperature: most of the organisms have internal body temperatures that are

defined by the surrounding system. Water can be heated or cooled through

radiation at the surface and conduction to or from the air and surrounding area.

c) Wind: in exposed systems, wind can create turbulent, spiral-formed surface

currents. The effects of wind of the water can cause effects such as: surface

foam lines that run parallel to the wind direction.

There are four different zones within the lake, and each zone offers something

different for the ecosystem. They provide living accommodations for specific

organisms, plants, and water temperature.


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2. Frogs

The frogs on the property migrate from one lake to another in the early summer

months. This means that in July there are hundreds of tadpoles in the major lake

camperʼs use. It would be beneficial for the visitors to know some key points

about frogs so they are aware of the frogsʼ purpose, how to treat them with care

etc.

Main food source: they are carnivores, so they will eat anything; their main food

source is insects, small fish, and other small aquatic and terrestrial animals.

How they use their tongue: when a fly or bug flies by, the frog whips out its sticky

tongue, captures the prey, and curs the tongue back into the mouth. FUN FACT- a flies tongue is attached at the front of the mouth instead of the back.

Why/How frogs migrate: frogs migrate when they go between their shallow

summer breeding ponds to deeper lakes where they hibernate during the winter.

This process usually involves crossing roads, which results in many deaths and

injuries. To ensure that there is deaths and injuries on the property, it is important

for visitors to be cautious while biking, driving, and walking on the road!

Frogs role in the ecosystem: they play a central role in many ecosystems. They

control insect population, and they are a major food source for other larger

animals. As a defence mechanism, some frogs secrete substances through their

skin. Some of the secretions have been deemed beneficial in the medical world;

however, other secretions are so toxic that just touching that frog may be fatal.


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3. Beavers

Beavers are known for their buck teeth and large, flat tail. These well-known

features are what help the beaver live life from day to day. This animal, from the

rodent family, has a thick brown fur coat and a soft grey undercoat that protects it

from all climates.

The beaver's tail is large and shaped like a paddle. It functions like a boat rudder,

helping steer the beaver as it moves logs to its dam. The black scaly tail is also

used for balance on land when carrying heavy tree branches.

Beavers are excellent swimmers and are built for underwater work. They have

valves in their ears and nose that close when they swim underwater. They also

have a clear layer that covers their eyes when swimming, in order to protect them

from anything floating in the water. Their front teeth stick out in front of their lips,

so that they may cut and chew wood that is submerged underwater without

getting water in their mouth. A beaver's teeth never stop growing and chewing on

tree trunks and branches helps to keep the teeth from getting too long. They are

strengthened with iron compounds. FUN FACT - The beaver is Canadaʼs

national symbol, representing our country for over 300 years Beavers spend

most of their time building dams and lodges — large cone-shaped pile of

branches in the middle of a lake. They enter the lodge through an underwater

entrance, which leads into a dry living area. As the colder months approach, they

spread a thick layer of mud on top of the lodge to keep out any predators, such

as the lynx and wolf. If a beaver feels threatened, it will slap its tail on the surface

of the water to warn other beavers in the area of danger, then it will dive deep

underwater to stay safe.

Beavers are vegetarians and feed on non-woody-type plants — such as cattail

shoots — during the spring and summer and then switch to eating shrubs and

trees in the autumn and winter. They build canals along the ground to float sticks

and twigs to their lodges for winter storage.


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Games!

Enjoy playing the following games with your campers. This may include games

that could be icebreakers, time fillers, or provide lessons. Some have adaptations

in case of disabilities or difficulties within your group. Games are appropriate for

all ages unless otherwise specified. “IT” describes the child or children chosen to

be in charge of responsibilities for any particular length of time in a game. A

prime example is the game of “Tag” where one child is IT.


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ICE BREAKERS

GESTURE NAME GAME OBJECTIVE To repeat playerʼs names and gestures SKILLS Various movements AREA Any EQUIPMENT None FORMATION Circle PROCEDURE

1. One player performs a gesture while saying each syllable in his or her name 2. Together the class says, “Hello,” repeating the name and gestures twice 3. Each player takes a turn

ADAPTATIONS Children may be sitting or standing ALTERATIONS

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MONSTER OBJECTIVE To move as a group as a single unit SKILLS Crouching, kneeling, various supportive movements AREA Field or open area EQUIPMENT None FORMATION Groups of 7-8 players. PROCEDURE

Players will try to make a single-unit “monster” with their group member. Every player must be touching another person in the group. The monster must have a decided number of feet on the ground (represented by group membersʼ feet), certain number of heads, and tails. Usually it is about 4-5 feet on the ground, 1-2 heads, and 1-3 tails. It is up to the group how it moves/stands, but it must move 5-10 steps!

ADAPTATIONS More able group members may support less physically stable individuals. Players may crawl or kneel, or the leader may decide to give different monsters different characteristics (i.e. One monster will have 4 feet on the ground, one will have 7 and one will have 10)

ALTERATIONS

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SHORTEST TO TALLEST OBJECTIVE Line up players according to height while blind folded SKILLS Walking, measuring AREA Open area EQUIPMENT None FORMATION Class in scattered formation, all blindfolded PROCEDURE

The group must form a long line from the shortest to the tallest, according to each playerʼs height. This is done with the players blind folded, and no talking is allowed.

ALTERATIONS

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KNOTS OBJECTIVE To unwind the knot without breaking hands SKILLS Walking, grasping AREA Open area EQUIPMENT None FORMATION

Groups of 8-12 players in circle formation, standing close together so that all hands can touch

PROCEDURE 1. Players place their crossed arms in the middle and start shuffling hands. 2. At a given signal each player grabs 2 hands; they cannot be a neighbourʼs hands and they cannot both belong to the same person. 3. Each group unwinds the knot without breaking hands. Players should end up in a circle, although they may not all be facing the same direction.

ADAPTATIONS Occasionally, the knot will be impossible to unwind. The leader will decide whether a group is allowed to break and then weld back together. This may be turned into a competition between groups. In this case, it should be a rule that only one move is to be made at a time for fear of someone getting their arm twister the wrong way.

ALTERATIONS

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PTERODACTYL OBJECTIVE Make the person beside you laugh SKILLS Standing or sitting down AREA Any area big enough for group to sit/stand in a circle EQUIPMENT None FORMATION Group sits or stands in a circle PROCEDURE

Players will say “Pterodactyl” in such a way to make the person beside them laugh. There may be actions involved, funny voices, or it may be in total seriousness. It is up to the player how to go about this! If a player laughs while a pterodactyl speaks to them, they are out and will either sit down or, if already sitting down, scoot back out of the circle.

ADAPTATIONS This may be an indoor, outdoors, sitting down, or standing up game.

ALTERATIONS

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DARLING, I LOVE YOU OBJECTIVE Make a group member of your choice laugh SKILLS Standing AREA Any area big enough for group to stand in a circle EQUIPMENT None FORMATION

Group stands in a circle; one person is IT in the middle PROCEDURE

Person who is IT will stand in the middle of the circle. IT then will choose a group member, go over to them and say “Darling if you love me will you please, please smile?” and in response, the chosen group member will say, “Darling, I love you, but I just canʼt smile.” If the chosen group member says their reply with a straight face, no smiling or laughing, then IT remains IT and moves onto a different group member. If the chosen member smiles or laughs in response, they are now IT.

ALTERATIONS

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PHYSICAL ACTIVITY/TIME FILLERS

WIZARDS AND GIANTS OBJECTIVE To get people onto your team by tagging them or to keep people on

your team by successfully evading attack! The succession goes Wizards get Giants, Giants get Elves, and Elves get Wizards. In turn, Giants run from Wizards, Wizards run from Elves, and Elves run from Giants.

SKILLS Running, reflex, agility AREA Open field, approximately half a football field EQUIPMENT Place markers to define where the boundaries are (i.e. Border of

playing field, end zone, and middle divider) FORMATION Players will be split into two teams on either side of the middle line. PROCEDURE 1. The two teams will make a primary and secondary choice of what

they would like to be out of the 3 options (wizards, giants, or elves). 2. Once both teams have decided, they meet at the middle (close or far based on the strategy the team has decided). 3. One the count of 3, both teams scream and act out the option they have decided. 4. Based on what the choices were, the dominant team will try to tag the other team. Tagged team members of the losing side must join the opposing team. If both groups call the same thing, on another count of 3, both teams will call out their secondary options and act out accordingly.

ALTERATIONS

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CAPTURE THE FLAG OBJECTIVE To steal the other teamʼs flag. SKILLS Running, strategy, agility AREA Large field, approximately half a football field or more EQUIPMENT Two objects of relatively equal size to be the “flags” FORMATION Each team will be on one side of the field PROCEDURE 1. Each team will “hide” their flag at the back of the field, just before

the boundary line. 2. When the leader says “go”, each team will attempt to get across to the other side and capture the other teamʼs flag. 3. When encountering an opposing team member on your side, touch them and they are frozen in place. They remain frozen until a team member comes and tags them. They then need to go back to their side before attempting to cross over again.

ALTERATIONS

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PROM DATE OBJECTIVE To either escape from your prom date or keep your prom date from

leaving you to be with someone else SKILLS Sitting, wrestling, grasping AREA Small area in the open EQUIPMENT None FORMATION

Each player chooses a partner. Sitting in a circle, partners sit one in front of another to essentially make two circles, one inside of another. One person is IT and does not have a prom date.

PROCEDURE 1. IT is sitting in the circle formation with everyone else. IT has to try to find a new prom date. 2. The partner that is sitting in the back has to look at the back of their partnerʼs head. 3. The partner in the front is looking at the person who is IT. 4. IT will wink at one potential prom date. 5. That prom date will then try to get away from their existing partner/date in order to join IT. 6. If the partner does not get away from their prom date, they stay in place and IT is IT again. 7. If the partner gets away, their prom date is now IT and tries to find a different date since they were so unwillingly let go.

ALTERATIONS

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Other Game Options Soccer Softy-Hockey Tug-O-War Relay Races

Ultimate Frisbee Variations of Tag British Bulldog __________________

__________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________

__________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________


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References

Staples inc., 2013. Desktop stationary. Retrieved from http://www.staples.ca.

JL darling llc. 2013. Shop by product type. Retrieved from

http://www.riteintherain.com.

Maslow, A. H. (1943). A Theory of Human Motivation. Psychological Review,

50(4), 370-96.

McLeod, S. (2007). Maslowʼs hierarchy of needs. Retrieved from

http://www.simplypsychology.org/maslow.html Journey north, (2013). Ecology. Retrieved from

http://www.learner.org/jnorth/search/FrogNotes3.html

Emerit, (2011). Heritage interpreter. Copyright 2011, Canadian tourism human

resource council.

Employee Interpretive Handbook - Bear Creek Outdoor Centre

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