Sandy Creek Nature Center Volunteer Trail Guide Training Manual
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Transcript of Sandy Creek Nature Center Volunteer Trail Guide Training Manual
VolunteerTrailGuideManual
LeisureServicesDepartment,DivisionofNaturalResources
SCNCVolunteerTrailGuideManual 1
Ifyouarerunninglate,orcannotmakeasessionyouhavesignedupfor…
PLEASECALLASAP!
SandyCreekNatureCenter
(706)613‐3615
JaniceDenney:x227
or
FrontDesk:x0
VolunteerTrailGuidesareaveryspecialgroupofpeople.Eachyear,newguidesjointheranksofexperiencedguidestoprovidetheprogramwithindividualsfromdiversebackgroundsandpossessinguniquetalents.Thestaffishonoredtoworksidebysidewithsuchtalentedvolunteers.OverviewofFieldStudies ............................................................................................................................................... 2
GettingStarted ................................................................................................................................................................... 2
WorkingwithChildren .................................................................................................................................................... 3
WorkingwithAnimals ..................................................................................................................................................... 9
SCNCEmergency/HazardousWeatherProcedures.............................................................................................11
LoopTrailsfromENSAT ................................................................................................................................................13
LoopTrailsfromWalkerHall......................................................................................................................................13
SandyCreekNatureCenterMap.................................................................................................................................14
Topic:TheAnimalKingdom ........................................................................................................................................15
Topic:Lifecycles...............................................................................................................................................................16
Topic:Reptiles..................................................................................................................................................................17
Topic:RocksandFossils ...............................................................................................................................................18
Topic:Weather.................................................................................................................................................................19
Topic:Habitats .................................................................................................................................................................20
Topic:Classification........................................................................................................................................................21
Topic:Microorganisms..................................................................................................................................................22
CharacteristicsofDifferentAgeGroups ..................................................................................................................23
InterpretationforGradeSchoolChildren...............................................................................................................24
SuggestedReadingList ..................................................................................................................................................25
AHistoricalAccountoftheBrickFactory ...............................................................................................................26
TheLouieR.BridgesLogHouseatSandyCreekNatureCenter ......................................................................27
TheVertebrates ...............................................................................................................................................................28
TheAnimalKingdom......................................................................................................................................................29
AnimalTracks...................................................................................................................................................................30
PartsofaFlower ..............................................................................................................................................................31
TheWaterCycle ...............................................................................................................................................................32
TheCarbonCycle .............................................................................................................................................................33
2 SCNCVolunteerTrailGuideManual
OverviewofFieldStudies
OurPhilosophyThenaturalenvironmentisastorehouseofopportunitiesforfascinating,personallearningexperiences,childrenwhohavepositiveexperiencesintheoutdoorsaremorelikelytodevelopattitudesofcaring,andrespectfortheworldaroundthem.Suchattitudesprovideastrongbasisforfuturedecisionsthatwilldeterminethequalityofourenvironment.
GoalandConceptsThegoalofSandyCreekNatureCenter'sfieldstudiesprogramistoprovidechildrenwithopportunitiesforavarietyofpositiveoutdoorlearningexperiences,inapersonal,supportiveatmosphere.Whiletrailguiding,keepyoureyesopenforexamplesofecologicalprocessesinaction.Whenachildleavesthenaturecenterheorshemayquicklyforgetthenameofatree.However,afterholdingandsmellingahandfulofdecomposingwood,itismorelikelythatheorshewillrememberthatthelifeanddeathofatreeisaremarkableevent.Thefollowingconceptsarepartoftheecologicalprocessesthat,whenstudiedtogether,provideatotalpictureofhowthenaturalworldfunctions:
• EnergyFlow:energyfromthesunistransferredfromplantstoanimalsalongpathscalledfoodchainsorfoodwebs.
• Cycles:asplantsandanimalsliveanddie,theenergyandessentialchemicalsmoveinandoutofthereservoirintheearth'sair,soil,andwaters.
• Diversity:thequantityofsolarenergyandessentialchemicalsvariesfromplacetoplaceresultinginagreatvarietyofplantsandanimals.
• Community:groupsofplantsandanimalsarefoundinareasthatbestmeettheirindividualneeds(ex.thepondcommunity).
• Interrelationships:plantsandanimalsareconstantlyinteractingwithoneanotherandtheirsurroundingenvironment(ex.foodgathering).
• Change:becauseplantsandanimalsareintheprocessofbothactingupontheirsurroundingsandbeingactedupon,allplants,animals,andenvironmentsareintheprocessofbecomingsomethingelse.
• Adaptation:plantsandanimalshavespecialfeaturesthatenablethemtosurviveintheplacewheretheylive.
ProgramObjectives
1. Offeravarietyoffieldstudytopicstoteachers.2. Offertrailwalksinsmallgroups,ledbytrainedguides,inordertoprovidepersonalexperiencesinnature.3. Emphasize"hands‐on"experienceandpromotepersonalinvolvementwithnature.4. Involvechildren'simaginationandcreativethinkingthroughaninquiryapproachtofieldstudytopics.An
inquiryapproachfocuslesson"whatweknow"andratherputstheemphasison"howwecometoknow."5. Encourageaperceptionofpeopleas"apartof'not"apartfrom"nature.
GettingStarted
VolunteerTrailGuidingProgramThenaturecenteroffersfieldtripopportunitiesduringthefallandspringofeachschoolyearforbothin‐andout‐of‐countyschools.AtthenaturecenterfieldtripsarereferredtoasfieldstudiesandgenerallyoccurTuesdaythroughFridayfrom9:30to11:30am..Teachersmakereservationsonafirst‐come,first‐servedbasis.Othergroupsandorganizationscanalsoschedulefieldstudiesthroughouttheyear.
SCNCVolunteerTrailGuideManual 3
RoleoftheNaturalistNaturecenternaturalistsandinternsareavailabletoanswerquestionsaboutfieldstudytopicsandtohelpvolunteerslocatespecialequipmentfortrailwalks.Theyshouldorganizeshortmorningmeetingswithguidestogivefinalinstructionswithspecialnotesonanychangesinthefieldstudyandsetthetimeforthe"switch."Thenaturalistwillmeettheteachersandstudentsatthebuswhentheyarrivegiveinitialinstructionstoteachersbeforetheprogram.Theywillalsogivealargegroupintroductionandhelpdividethegroupinhalf.Onegroupwillgoinsidewiththenaturalistwhiletheothergroupwillsubdivideandwalkwiththetrailguides.
ResponsibilitiesofTrailGuidesTrailguidesareresponsibleforleadingsmallgroupsofchildrenontrailwalks,whilefocusingonactivitiesanddiscussionsaroundpre‐selectedfieldstudytopics.Trailguidesmustbefamiliarwithtrailsandareastobevisited,aswellasinformationandconceptsrelatedtofieldstudytopics.Allvolunteersshouldbecommittedtoprovidingchildrenwithenjoyableexperiencesoutdoorsandsettingexamplesofrespectforthelivesofplants,animals,andallotheraspectsofnatureatSandyCreek.
LeadingaWalk
• Afterarrivingatthenaturecenter,signinandcheckwiththenaturalist.Puttheitemsyouneedforyourtrailwalkinadenimbagorbackpack.Takearadiofromthecharger.Makesurethatitisturnedonandsettochannel1.Alsomakesureyouhaveaminifirstaidkit.
• Trailwalksgenerallylastbetween30and50minutesdependingonthegroup.Makesureyouplantogetbackontimesothateachgroupgetsequaltimeforallactivities.
• Whenyoureturnwiththefirstgroup,thereareusuallyfiveminutesorsobeforeswitchingwiththenextgroup.Theexhibithallisperfectforpostwalk"wrap‐ups"andexploration.Pleaseinteractandmonitorstudentswhileintheexhibithall.
• Whenallthetrailwalkgroupshavereturned,thenaturalistwillgatherallofthestudentstogetherandtakethemintotheclassroom.Trailguideswillmeettheirsecondgrouponthefrontporch.
WorkingwithChildren
PreparationStartsatHomeWatchthelocalweatherandknowwhattoexpectweather‐wiseduringyourmorningtrailhike.Fieldstudiestakeplacerainorshineunlessnotifiedbystaff.Examinethefieldstudytopicpagescarefullyandplanactivitiesaccordingly,basedontheweather,topic,andagelevelofthestudents.Thereareplentyofbooks,magazines,andvideostohelpyoulearnaboutnaturalhistoryorworkingwithchildren.AlsobesuretoreadtheCharacteristicsofDifferentAgeGroupssectionofthisguide.
TrainingattheNatureCenter• Trailguidetrainingsessionsareofferedtwiceayearfornewtrailguides.
Experiencedtrailguidesarewelcometoreturnfora"refreshercourse"atthebeginningofeachnewtrail‐guidingseason.
• Hikethedifferenttrailsofthecenter.Makenotesaboutthespecialhighlightsofeachtrailinordertomaximizediscussionopportunitiesoverspecifictopics.Forexample,youmightfindalargenumberofbirdnestsalongacertaintrail,whichwouldbetheperfecttrailforan"AnimalKingdom"walk.MakesurethatyouarefamiliarwiththetoTrailMap.
TypicalFieldStudy
9:00‐9:20 Volunteersarrive&gathermaterials9:20‐9:30 Shortorganizationalmtgw/naturalist9:30 Busarrives&isgreetedbynaturalist9:35‐10:20 1stgrouptrailwalk10:20‐10:30 1stgroupwrap‐up&switchw/2ndgroup10:30‐11:15 2ndgroupwalk11:15‐11:30 2ndgroupwrap‐up
SafetyFirst!
Alwaystakearadiowithyouonthetrails.
PlaceaFirstAidpouchinyourbag.
Countthenumberofkidsbefore,during,andafteryourhikes.
Contactsomeoneimmediatelyintheeventofalostchildorinjury.
4 SCNCVolunteerTrailGuideManual
• Checktheprogramscheduleandsignuptoobserveanexperiencedguidewithagroup.Takenotesonhowtheprogramcomestogether.Observingexperiencedguidesinactionisanexcellentwaytolearnaboutactivitiesandtechniquesforuseonfuturehikes.
• Askquestions.Thenaturecenterstaffisalwayswillingtodiscussandsharenaturalhistoryinformationortechniquesforworkingwithchildren.Thevolunteersandstaffareateam.Asateam,weareexcitedabouttheopportunitytolearnfromeachother.
OnThe‐TrailStartoffwithapersonaltouch;introduceyourselftothechildrenandgreeteachone.Tellthembrieflyandsimplywhatyouplantodoandwhattoexpect.Forexample,"We'regoingdownthistrail,whichleadstothepondtolookforanimalsandtheirhomes."Letthemknowthe“rules”forthewalk.Forinstance,“Let'sstaytogetherasagroup,andsinceIknowwherewe'regoing,letmeleadtheway.”Trailguidesshouldconveyanyrulesforthewalkinapositivemannerwithhis/herownstyle,orletthechildrencomeupwiththeirownlistofrules.Helpfocusthegroup'sattentionbyaskingquestionsthatdrawontheirknowledge.Youmighttry,"Tellmewhatyouknowabout….”or“Whatdoyouthinkwemightseetoday?”Letthechildrendiscoverthingsforthemselvesasmuchaspossible.“Let'salllookforanimalsigns(orseeds,mushrooms,evidenceoferosion,etc.)”and“Showmewhatyoufind”aregreatwaystodothis.Encouragetheuseofallsensesandhands‐onexploration.Childrenarenaturallycurious.Encouragequestions.Don'tfeelcompelledtolabeleverything.Afrequentquestionis,"Whatisthis?"Somepossibleresponsesare:
• “Whatdoesitremindyouof?”• “Whatdoesitlookliketoyou?”
• ”Whatdoesitfeelorsmelllike?"• "Whatisitdoing?”
Encouragethechildrentoanswerquestionswiththeirownobservations.Stopoccasionallyalongthetrailforactivitiesortoexaminesomethinginteresting.Havethegroupformacircletofocusattention.Askquestionsthatcompareandcontrastobservationsofotheroutdoorareassuchastheschoolyardoraneighborhood.Whenyouaskaquestion,leaveitopen‐ended.Don'tfishforasingleanswer.Youmightalsoask,“Whocantellmesomethingaboutthiscaterpillar?"or"Whataresomethingsthistreeneedstolive?"Afteraskingaquestion,allowtimeforallchildrentorespond.Typicallyteachersaretrainedtowait3‐5secondsforaresponse.Givepositivefeedbackforanyresponse.Evenoff·‐he‐wallanswerscanbeimaginative!Spreadyourattentionandresponsesaround.Don'tallowthemostoutspokenchildrentodominatethegroup.Drawthequietchildrenoutwithsimplequestionsdirectedtothem.Manychildrenhavefears.It'sOKtobeafraid.Alwaysrespectachild'shonestexpressionoffear.Praiseanyeffortonthechild'sparttofacethefear.Neverbelittleanyoneforbeingafraid.Likewise,behonestaboutyourownfears.Theonly“realdangers”atSandyCreekarebee‐stings,poisonivy,andtheseldomseencopperhead.Learntorecognizeandrespondcorrectlytotheselasttwo.Rememberyouaretheleader.Ateacherorotheradultmayaccompanyyourgroup.However,itisthechildren'sfieldstudyprogramandyourresponsibilityistothem.Youmaywanttoaskanaccompanyingadulttohelpyoubybringinguptherearonthewalk.Ifanydifficultiesarise,donothesitatetodiscussyoursituationwithoneofthestaff.
DisruptiveBehaviorMostchildrenareenthusiasticandexcitedaboutfieldstudiesatSandyCreek!Don'texpectsedate,passivebehavior.However,ifachildisconsistentlydisruptive,herearesomepossibleresponses:
• Ignorethebehaviorandmovethegroupaheadtosomethingmoreinteresting• Diverthis/herattentionwithsomethingtodo,“John,wouldyouholdthisnetforme?”• Askaquestion,“Whatdoyouthinkthismossfeelslike,Julie?”Usingthechild'snamehelps.• Ifachildispersistent,dealmoredirectly,“John,itmakesitdifficultfortheotherstudentstohearwhenyou
dothat.I'dappreciateitifyou'dstop.”Thetoneofthevoiceconveysyourseriousness.• Asternlookmayalsosuffice
SCNCVolunteerTrailGuideManual 5Mostchildrenarewellbehavedandinterestedinthetrip.Expectthebestandyouwillrarelybedisappointed.Ifachildthreatensyouoranyoneinthegroup(physicallyorverbally),takeaction.Haveanotheradultreturnthechildtothebusoraskforhelp.BehaviorModificationTechniques
Astrailguides,youarenotexpectedtofixeachandeverybehavioralissuethatoccursonthetrail.However,therearesomesimpletechniquesthatcanbeusedwhendealingwiththegeneralpopulationofschool‐agedchildren.Patience:Thefirststeptodealeffectivelywithinappropriatebehavioristoshowpatience.Thisoftenmeansyou'llneedtotakeacoolingperiodbeforeyousayordosomethingyoujustmightregret.Thismayinvolvehavingthechild/studentseparatingfromyouphysicallyuntilyou'rereadytodealeffectivelywiththeinappropriatebehavior.Ifachaperoneispresent,sendthechildtothem,cooldown,thenspeaktotheincidentwhenemotionsarenolongeratahigh.BeDemocratic:Childrenneedchoice.Whenyou'rereadytogiveaconsequence,allowforsomechoice.Thechoicecouldhavetodowiththeactualconsequence,thetimewhentheconsequencewilloccurorinputastowhatfollowupshouldandwilloccur.Whenyouallowforchoice,theoutcomesareusuallyfavorable‐thechildbecomesmoreresponsible.(Example:“Billy,itseemsthatyoumaynotbeabletocontinuethetourwithus.WouldyouliketoreturntotheStarRoomwithMr.So‐and‐Soorsitwithanadultuntilwereturn?”)UnderstandthePurpose:Whyisthechild/studentmisbehaving?Thereisalwaysapurpose.Doyouknowwhatthepurposeis?Gettingattention?Power?Revenge?Feelingsoffrustration?Sleepiness?It'simportanttounderstandthepurposetoreadilysupportit.Forinstance,knowingachildisfrustratedwillrequireachangeofprogrammingtoensurethathe/sheissetuptoexperiencesuccess.Thoseseekingattentionneedtoreceiveattention‐catchthemdoingsomethinggood!Recognizeit!AvoidPowerStruggles:Inapowerstruggle,nobodywins.Evenifyoudofeellikeyou'vewon,youhaven'tbecausethechanceofreoccurrenceisgreat.Avoidingpowerstrugglesreallycomesdowntoexertingpatience.Whenyoushowpatience,you'remodelinggoodbehavior,youALWAYSwanttomodelgoodbehaviorevenwhenyouaredealingwithinappropriatestudentbehaviors.Doyoudothis?Achild'sbehaviorismostofteninfluencebyyourbehavior,rememberthis.Ifyouarehostelormadwhendealing‐theytoowillbe.DotheOppositeofWhatTheyExpect:Whenachild/studentmisbehaves,theyoftenanticipateyourresponse.Dotheunexpected.Forinstance,whenyouseechildrenplayingwithbranchesorplayinginanareathatisoutsideoftheboundaries,theyexpectyoutosay"Stop",or"Getbackinlinenow!"However,trysayingsomethinglike"Youkidslooktoosmarttobeplayingthere"(orplayingwithbranches).You'llquitesurprisethem.Thisisalittletrickthatworkswellmostofthetime.Saysomethingpositivefirst.FindSomethingPositive:Forstudentsorchildrenwhoregularlymisbehave,itcanbeverydifficulttofindsomethingpositivetosay.Workatthis,themoretheyreceiveattentionforthepositivethings,thelessapttheyaretolookforattentioninanegativeway.Gooutofyourwaytofindsomethingpositivetosaytoyourchronicmisbehavingstudents.Remember,thesechildrenoftenlackbeliefintheirownability.Youneedtohelpthemseethattheyarecapable.Don'tBeBossy‐ThisTooisBadModeling:Bossinessusuallyendsupwithstudentsseekingrevenge.Askyourself,doyoulikebeingbossedaround?Chancesarethatyoudon't.Neitherdochildren.Alwaysexpressastrongdesireandstronginteresttohaveagoodrelationshipwiththestudent/childwhilefacilitatingthetour.SenseofBelonging:Whenstudentsorchildrendon'tfeelthattheybelong,theresultisusuallythedisplayofunacceptablebehavior.Makesurethestudenthasastrongsenseofbelonging.Praisethechild'seffortstogetalongorworkwithothers.Praiseattemptstofollowrulesandadheretoroutines.Up,DownThenUpAgain:Thiscanbepairedwith“DoTheOppositeofWhatTheyExpect.”Whenyou'reabouttoreprimandorpunishachild.Bringthemupfirst"Latelyyou'vedonesowell,I'vebeensoimpressedwithyourbehavior'."Whydidyoufeeltheneedtodestroythatinsectshome?"(Dealwiththeissue).Thenendon"Iknowitwon'thappenagainbecauseyou'vebeensogoodupuntilthismoment.Ihavegreatfaithinyou."Youmayusedifferentapproachesbutalwaysremember:Buildthemup,takethemdowntothelevelofdisappointment,thenbuildthemupagain!
6 SCNCVolunteerTrailGuideManual
TipstoRemember
Strivetocreateapositivetone.Researchshowsthatthemostimportantfactorinstudentbehaviorandperformanceistheteacher/studentrelationship.Inyourcase,youaretheteacherfor20–50minutes.Thisrelationshipcouldlastalifetimeintheirminds!Youcouldbethereasonthattheychooseafieldinnaturalsciences!Studentswantteachersthat:
• Respectthem• Careaboutthem• Listentothem• Don'tyellorshout• Haveasenseofhumor• Areinagoodmoods• Letstudentsgivetheiropinionsandtheirside/opinion
Don'tbeafraidtobeimaginativeandspontaneous(evensilly).Takeadvantageoftheunexpected.Serendipityisallaround.Aboveall,haveFUN!Hopethishelpsyouinyourquestforgivingstudentsthebestpositiveoutdoorexperience!
StudentBehaviorInfractionListing
MinorBehavioralInfractions
(HandledbyTourStaff)MajorBehavioralInfractions
(HandledbySchoolPersonnel)• Inappropriatelanguage(insensitiveremarks,
teasing)• Inappropriatephysicalcontact(minor
horseplay)• Disrespectornon‐compliance• Disruptive/rudebehavior(talkingwhiletour
guideistalking,jumpingtotheheadoftheline,etc)
• Misuseoftrailmanipulatives• Minortrailvandalism(stompingonbugs,tearing
offleaves/branches,throwingrocks,etc)• Wanderingduetocuriosity
• AbusiveLanguage(Highlyinappropriatelanguage,profanity)
• Illegalsubstances• Defiance/ExtremeDisrespect• Rough‐housing,harassment,orbullying• Fightingorphysicallyabusingothers• Majortrailvandalism(pollutingcreeksand
trails,tearingdownanimalhabitats,startingfires,etc)
• Theft• Useofweapons• Purposelyleavingthetourgroup,wanderingoff
beyondtourboundaries
SCNCVolunteerTrailGuideManual 7
BehaviorProfiles
Theseprofilesmayhelpidentifypotentialproblembehaviorsandhowtointervene.Description Reasons Interventions
Bully
Thischildbulliesothersandcanbequiteamanipulator.He/sheisfrequentlyinvolvedinname‐callingandlikestomakefunofothers.He/shewillantagonizeothers,involveshim/herselfinfightingorinstigatingfightsorargumentsandbelittlingothers.Thebullyisdescribedasbeing'insensitive'toothers.He/shelikestosolveproblemsbywinningfightsandarguments.Thebullytendstobelackinginempathyandcompassion.
Thebullyisusuallysomebodywhohasalsobeenbullied.Theremaybeanissueathomeorschool(verypoorrolemodeling).Remember,thebullydoesn'tusuallysufferfromself‐esteem.
Teachcooperativeskills,teachangermanagement,andteachempathy.Usedrama(roleplaying)whenyoucan,focusingonthewilderness–NOTTHECHILD.Showstudentswhatexpectedbehavior.
Youneeda'NoTolerance'policyandthebullyhastobeapartoftheimplementationofthepolicy.Thebullyneedstofullyunderstandthenotolerancepolicy.
Rewardpositivebehaviorbyverbalpraiseandincludingstudentintourscript.
Teaser
Thischildconstantlyteasesandpokesfunatothersandisoftenseenaspickingonthem.Teasingisactuallyanotherformofcriticizingandharassment;thechildwhoteasesisusually“puttingothersdown.”
Atsomepointmostchildrenhavetakenpartinteasing.Someteasebecausetheonebeingteasedisjustdifferentandtheteaserdoesn'tunderstandthosedifferences.Othersteasebecausetheytakepleasureinpokingfunandit'saquickwaytogetattention.Sometimesthechildwhoteasesjustlikestohurtothersandiftheygettheresponsethey'relookingfor,they'llcontinuetoteasethatmuchmore.
Theteaserneedstobetaughtthatheishurtingothers.Thiscanbeaccomplishedthroughsomerole‐playing.
Theteaserneedstobetaughtaboutdifferenceamongchildren.Youcanteachthisthroughdrawingacorrelationbetweendifferencesinanimals/insects.Askstudents“Howwouldthebugfeelif…,”insteadofputtingthefocusonthechild.
Praisetheteaserforpositiveinteractions,thiswillhelphis/herself‐esteemandhopefullyreducetheamountofteasinghe/sheembarkson.
Avoidlecturesandquickirrationaldecisions.
8 SCNCVolunteerTrailGuideManualDescription Reasons Interventions
AttentionSeeker
Thischildconstantlydoesthingstogetyourattentionanditcanbecomequiteannoying.Theywillblurtoutandtellyouwhattheydidorevenmimicastourguidesthemselves.Theirdesireforattentionisalmostinsatiable.Muchofwhattheydoisdonetogetattention.Itdoesn'tseemtomatterthatyouprovidelotsofattentionastheycontinuallyseekmore.
TheAttentionSeekingchildisinneedofmoreattentionthanmost.Theyseemtohavesomethingtoproveanddon'ttakeasmuchprideintrinsicallyastheydoextrinsically.Thischildmaynothaveasenseofbelonging.Tryandunderstandtheneed,mayneedsomeconfidencebuilding.Sometimestheattentionseekerissimplyjustimmatureorusedtogettingacertainamountofattentionathome.Ifthisisthecase,adheretotheinterventionsandthechildwilloutgrowtheinsatiableneedforattention.
Explaintothechildthatyouhaveanumberofchildrentoworkwitheachday.Providethemwithapointinthetourthatappearstobejustforthetour(evenifjusta30‐secondperiod).Askthechildtopayspecialattentiontothetourbecauseyouaregoingtohavethemexplainthatpartofthetour.Itmaybeahelptohaveaspecificplacepickedoutonthetourtoincorporateeverytime.
Promoteintrinsicmotivation.Askthechildwhattheylikeaboutwhattheydid
Alwayscommendthechildonhis/herimprovement.
Duringthechild'sspecialtime,taketimetoboosttheirconfidence.
Providethechildwithresponsibilitiesandaleadershiprolefromtimetotime.
Aggressor
Thischildwilloftenantagonizeothers,involveshim/herselfinfightingorinstigatingfightsorarguments.Thistypecanoftenbeseenasabullyandtendstohavejustafewfriends.He/shelikestosolveproblemsbywinningfightsandarguments.Aggressivechildrenoftenthreatenothers.Otherstudentsoftenfeartheaggressorashe/shewillbebothverballyandphysicallyaggressive.
Theaggressorwillrarelyhaveself‐confidenceandgainsitthroughaggressivebehavior.Aggressorsareattentionseekersandtheyenjoytheattentiontheygainfrombeingaggressive.Powerbringsattentionandtheaggressorhaslearnedthis.Duetothechild'sweakerself‐imageandthefactthatheorshedoesn'tfitin,theytryaggressivebehaviorandsoonbecomeleaders,eventhoughtheyusuallyknowthattheyarebehavinginappropriately.
Neverignoreinappropriateaggressionsanddonotgetdrawnintoapowerstrugglewiththeaggressor.
Befirmbutgentleinyourapproach.Remember,theaggressorcanhandlethetoughsideofyoubuthe/shewillsuccumbtogentlenessandit'sreallywhathewants‐therightkindofattention.
Successfulteachersknowthatwhentheyestablishaonetoonerelationshipwithheaggressor,successsoonfollows.Remember,theaggressorcanusuallytellifyougenuinelylikehim/her,begenuine,thischildmerelyneedsattention.
Provideopportunitiesforthischildtoactappropriatelyandgetsomebadlyneededattention,givehim/herresponsibilitiesandprovidepraise.
Catchtheaggressorbehavingwellandprovideimmediate,positivefeedback.Intime,youwillseethattheaggressivebehaviorswillstarttodiminish.
Providehim/herwithactivitiesthatbringforthleadershipinapositiveway,alwayslethim/herknowthatyoucare,trustandrespecthim.Remindhim/herthatit'stheinappropriatebehaviorsthatyoudon'tlike.
Provideasmanymethodsasyoucanforthischildtotakeownershipforhis/herinappropriatebehavior.Probehim/herwithhowshouldthathavebeenhandledandhowwillitbehandlednexttime.
SCNCVolunteerTrailGuideManual 9OnaNatureHike
1. Keepthegroupmoving,active,andfocused.Comepreparedwithmoreactivitiesthanmayallow.2. Letthemknowaheadoftimewhattoexpect,includingwheretheyaregoing,howlongtheywillbethere,etc.
Remembertosavesomesurprises.3. Puttimebetweenexpectations,directions,andrules.Donotoverwhelmthemwithinformation;puttingthe
mostimportantdetailsfirst.4. Haveafocusorthemeforthehike,makingconnectionstothethemeasmuchaspossible.5. Askquestionsinquiringaboutwhattheyalreadyknow;“Whatdoyouknowaboutfrogs?”6. Encourageusingallsenses.7. Turnquestionsbacktothestudents.Havethemworkoutaquestionthroughreasonandobservation.8. Concentrateonwhatintereststhegroup.Iftheylikethebutterfly,spendmoretimewatchinghowitflies,
whereitlands,etc.9. Repeatwhatthestudentshavelearned.Iftheyidentifiedacertaintreeonce,askthematleastthreemore
timesonthehike.10. Havethemdiscoverontheirown;“Gofindsomethinggreen”or“Gofindsomethingthatfeelscoarse.”11. Usefunwaystoreviewinformation.Useriddlestoquizthemorhavethemreviewwitheachother.12. Usedifferentactivitieswithvaryinggroupsizes.
Wrap‐upActivitiesAsthegroupsfilterback,leteachchildsharetheirfavoritepartofthewalk.Thiscouldbeananimaltheysaworsomethingunusualthathappened.Thewrap‐upisagoodtimetodiscusstheimportanceofwhatwecandotobecomebetterstewardsofearth'snaturalresources.
• “Howmanyanimalsdidweseesignsof?”• ”Whatdidyoulikethebestaboutourwalk?”
WorkingwithAnimalsAnimalsofallkindsmaketheirhomesalongthetrailsatSandyCreekNatureCenter.Duringmorningwalksitisnotuncommontoseebirds,squirrels,lizardsandsnakesaswellasamyriadofsmallercreepycrawlies(insects,wormsandunknowns).Mostoftheseanimalswillavoidclosecontactwiththegroup,butafewwillprovideyouwithahands‐onlearningopportunity.Wildanimalswouldn'tchoosetobehandled.Whenwechoosetohandlethemwemustdoeverythingpossibletomakeitapositiveexperienceforboththeanimalsandthegroup.Thegeneralruleis:IFYOUDON'TKNOWWHATITIS,DON'THANDLEIT.Somecritters,suchasbees,wasps,andspiderscanstingorbite.Ifyoucomeacrosstheseorcrittersyoucan'tidentify,useyoureyesandnotyourhands.Thetechniquesforhandlinganimalsvaryasgreatlyastheanimalsdo.Thefollowingtipsshouldhelpwhencritterscrossyourpath.
MammalsandBirdsCurrently,thecenterdoesnothaveacollectionofmammalsandbirdssuitableforhandling.Thus,itisimportanttolearnwaysforthegrouptoobservethemfromadistance.Ifthegroupisstationary,birdsandmammalswilloftencontinuetheirnormalbehavior(foodgathering,nestbuilding,etc.)Role‐playingas“jungleexplorers”canhelpfocusthegroup'sattentiononthenecessityofquietobservation.Ifyourgroupfindsaninjuredorbabybirdormammal,leaveitwhereyoufounditandinformthestaff.Mostbabybirdsoutofthenestdonotneedourassistance.
• Rabiescanbetransmittedbyabitefromastrayanimal.Shouldyourgroupencounterawildorstrayanimalactingabnormally(e.g.,araccoonactiveduringtheday&ignoringpeople),immediatelymovethegroupawayandcontactthestaff.
Note
TheGoldenRule
“Ifyoudon’tknowwhatitis,don’thandleit.
10 SCNCVolunteerTrailGuideManual
ReptilesSnakes,turtles,andlizardsarecommonreptilesthatcanbefoundalongthetrail.Snakesarebestleftalone.Mostclassesgettheopportunitytotouchasnakeduringtheinsideportionofthefieldstudyprogram.OfthefivespeciesoflizardsfoundatSandyCreekNatureCenter,allarefastandhaveauniqueadaptationforescapingpredators(humanandotherwise).Whenrestrained,thetailofmostlizardswillbreakoff.Whenthishappensundernaturalconditions,thelizardleavesbehindawigglingappendagethatoftenconfusespredators.Eventhoughitwillgrowback,itisnotworththerisktothelizardwhileonthetrail.TheycanoftenbefoundscurryingalonglogsandupthetreesatthetopofPineRidgeTrail.Turtlesarecommonlyencounteredduringtrailwalks.Manycanbeseensittingonfloatinglogsinthepond.Aquaticspeciesofturtlesaregenerallymoreapttosnaporbiteduringhandling.So,beware!TheverycommonEasternBoxturtle,alandturtle,iseasilyhandled.Usebothhandsandsupportthetopandbottomshells.Theclawsarequitesharp,especiallytochildren,soitisimportanttokeepacloseeyeonthehandler.
AmphibiansFrogsandtoadsareverycommoninGeorgia,andmostyoungchildrenarequitefamiliarwiththem.Asarule,toadsfoundalongthetrailwillendupinthefastestyoungster'shands.Makesuretheexcitedchilddoesnotsqueezetoohard.Salamandersarefoundunderlogsorstonesandcanalsogivechildrenquiteasurprise.Asamphibians,salamandershaveamoistoutercoveringforprotection.Dryhandscandamagethiscoveringsobecarefulpickingthemup.Werecommendleavingthemaloneorwettinghandsandplacingthecaptiveinasmalljarandpassingthejararoundthegroup.
InsectsandOtherCreepyCrawliesWithsomanykindsofinsectsaroundtheNatureCenter,itwouldbedifficulttolearntoidentifythemall.Usemagnifyingcubesorjarstohandleunidentifiedinsectsandotherinvertebrates.Soft‐bodiedinsects,suchascaterpillars,canbehandledontwigs.Brightlycoloredanimalsareusuallybestleftaloneastheymaysting,bite,oraredangerouswhenhandled.Manycaterpillarshavelongorbristlyhairsthatcancauseskinirritationwhentouched.DaddyLong‐Legsarenotharmfulandcanbeallowedtocrawlonachild’sarm.
VenomousAnimalsGenerally,trailsidevenomousanimalencountersarerare.ItisstillagoodideatobeabletoidentifythevenomousanimalsfoundatSandyCreek.Ifyoushouldencounteroneofthesecreatures,useextremecaution.Keepthegroupbackandobservefromadistance.Remaincalm,turnthegrouparound,andmovetoanothertrailifnecessary.Neverattempttomoveadangerousanimaloffthetrail.Copperheadsaregenerallynotaggressiveifleftalone!
...LastButNotLeastYoungchildrenarenotbornwithgentlehands.Small,soft‐bodiedanimalscannotprotectthemselvesfrominexperiencedhandlers.Payspecialattentiontonervousorfirst‐timehandlersofanyanimalandbereadytohelpoutatthe"dropofatoad."
SCNCVolunteerTrailGuideManual 11
AdditionalResources
ReferenceBooks
TheNatureCenter'sreferencebooksarelocatedinthelibraryoftheENSATbuilding.Thesematerialsareforyoutousewhileatthecenter.GoldenGuidesandPetersonFieldGuidesareperfectforthetrailandmaybeusedoutdoors.Becauseofthelimitedspaceandhighusage,allbooksmustremainattheNatureCenter.Afteruse,replacebookstotheshelvesonwhichyoufoundthem.AlsorefertotheSuggestedReadingListinthisguide.
EquipmentUse
Dependingonwhatkindactivitiesyouselect,variouskindofequipmentwillbehelpful.Ifyoucan'tfindsomethingonthelist,justaskoneofthestaffmembers,asitmaybestoredsomewhereelse.Ifyouuseequipmentduringawalk,returnittowhereitisstored.Ifcleanupishandledbeforestorage,itemswillbereadyforthenextgroup.Accidentsdooccuranddamagetoequipmentshouldbereportedtooneofthenaturalistsassoonaspossible.Ifyoucanthinkofausefulgadgetorresourcethatisnotonthelistjustaskastaffperson.Theymighthaveanideaonhowtogetitfornexttime.Ifyouneedideasorinstructiononhowtouseanyoftheequipment,justaskanaturalist.
AvailableEquipment• Handlenses• Observationpans• Blindfolds• Incrementborers• Misc.fieldguides• Spraybottles
• Magnifyingcubes• "Magiccircles"• Insectnets• Smallmagnificationjars• “Mini‐GuidetoLivingThings”• ScavengerHunts
SCNCEmergency/HazardousWeatherProcedures
DefinitionEmergencyhazardousweatherconditionsarethoseenvironmentalconditions,whichbyeitherofficialradioweatheraimwarnings,orbyobviousvisualandotherphysicalenvironmentalstates,constitutelife‐threateningdangerforpeopleinparksettings.IntheNortheastGeorgiaPiedmontRegion,suchconditionswillnormallyincludethunderstorms,tornadoes,andoccasionallyhurricanes.Thesestormsmayincorporatehail,highwinds,lightning,drivingrain,and/orflashfloodinginlowareasandintheimmediatevicinityoflakes,rivers,andcreeks.
GeneralProceduresforFoulWeatherAlert
ForOutdoorActivities
Note:groupsalreadyatafacilityshouldremaininsideandfollowappropriatestepsasoutlinedbelow:• ARadiowithbatteryoperationpotentialandNOAAweatheralertfrequencyislocatedatWalkerHallandin
ENSAT.Thisradiostaysonatalltimesduringoperatinghours.Additionally,astaffmemberisalwayspresentandwithinearshotoftheradioduringoperatinghours.Staffhigh‐bandradiosalsocanmonitorNOAAweatheronchannel3.
• AtENSAT,alightningmonitorisalsopresentforadditionalwarningtimeforthunderstorms.• Staffandvolunteersconductingoutdoorprogramsduringoperatinghoursand/orwhentheAdministrative
Officesareopen,shouldwearahighbandradio.• Whenahazardousweatheraimissignaledontheradio,theofficestaffmemberradiosallvolunteers/staff
andinformsthemofthenatureofthealert.Staffandvolunteersshouldkeepthemselvesandtheirgroupscloseto"safe"areasuntilthealertpassesorintensifies.SafeareasincludeENSAT,theLogHouse,andtheWalkerHallComplex.Iftheweatherdeteriorates,groupsshouldbemovedinsideasafeareaandtothemostsecureportionofthefacility.Theseareashavebeenidentifiedas: ENSAT:Mainhallwaybetweenthereceptionareaandtheexitdoorsbytheadministrativeoffices. WalkerHallComplex:Closingthesolidhallwaydoor,groupsshouldsitinthecomerofthisareaup
againstthewallanddoor.Ifpossible,themoveableportionshouldbepulledacrosstheopenspaceandsecured.Thiswillhelpminimizeflyingglassanddebris.
12 SCNCVolunteerTrailGuideManual
LogHouse:Groupsshouldmovetothecomerofthebuildingtotheleftofthefireplace(whenfacingthefireplace).
• Childrenshouldnotbereleasedormovedfromthesafeareaduringsevereweather.Parentsneedtowaituntilthedangerhaspassed,especiallylightninginthegeneralvicinity.
WhenSevereWeatherStrikes
InAnyBuilding
Tornadoes:positionvisitors/staffagainstwallsawayfromplumbinginasquattingorsittingpositionThunderstorms/Hurricanes:takeuppositionsagainstinsidewallsandawayfromplumbingandfireplaceopenings
InAnyOpenArea
Tornadoes:seeklowestpossiblepointnearby,awayfrompowerlinesorobstructions.Haveparticipantsliefacedownandcovertheirheadswiththeirarms.Thunderstorms/Hurricanes:seeklowestpointnearby,awayfrompowerlinesorobstructions.Haveparticipantssquatdownwithfeettogetherandcovertheirheadwiththeirarms.
InAnyWoodedArea
Seekaclearingornearclearing,ifpossible,awayfrombodiesofwaterandpowerlines.Followinstructionsforopenareas.Oncethesituationhasbeenstabilized,contactriskmanagement,filloutappropriateforms(incidentreport,firstreportofaccents,etc.)withintheappropriatetimespan.
EmergencyCallSequenceIncaseofemergency,call(inorder):
1. 9‐9112. FacilitySupervisor3. DivisionManager4. DirectorofLeisureServices
orRepresentativeReferallcallsfromthemediatotheDepartmentDirectororappropriatesupervisor.
SCNCVolunteerTrailGuideManual 13
LoopTrailsfromENSAT1. StumpholeTrailtoKestrelTrailtoADABoardwalkBeginatthefrontdoorofENSAT.Walkthroughtheparkinglotandbegindownthepaththatlinkstotheoverflowparkinglot.LookforStumpholeTrailheadonyourleftabouthalfwaydownthetrail.Followtrailuntilitdead‐endsintoKestrelTrail.Turnleft.Shortlythereafter,youwillreachanotherT‐junction.TurnrightandfollowalongtheNorthOconeeRiveruntilyoumeettheplatformattheendoftheADAboardwalk.2. BoardwalkTrailtoKestrelTrailBeginattheENSATbackdoor.FollowtheADABoardwalkallthewayuntilyoureachtheplatformattheNorthOconeeRiver.Stepofftheplatformontheright‐handsideandtakethepath(KestrelTrail)thatfollowsalongtheriverbank.StaytoyourrightasyoufollowthistrailandyouwilleventuallywindupbackattheoppositeendoftheADABoardwalkTrail,nexttothewildlifeblind.3. ADABoardwalktoKingfisherPondTrailtoRoadBeginatthebackdoorofENSAT.FollowtheADAboardwalkuntilyoureachtheKingfisherPondTrailturnoffontheleft‐handsideoftheboardwalk.TakeKingfisherPondTrailuntilyoureachtheintersectionwithCrossridgeTrail.TurnleftonCrossridgeTrailandfollowitashortdistancetotheroadway.TurnleftontheroadandwalkbacktothebackdoorofENSAT.Ifyouhaveadditionaltime,youmaycontinuedownKingfisherPondTrailfurtheruntilitdeadendsintotheroadratherthantakingCrossridgeTrail.4. HoodedWarblerTrailtoPineRidgeTrailBeginatthefrontentranceofENSAT.Takethesidewalk/asphaltpathtothetrailheadinfrontoftheAllenHouse.Gothroughthewoodenfenceandenterthewoods.Uponenteringthewoods,takethetrailtotheleftandfollowituntilyoureachtheHoodedWarblerTrailheadonyourright.TurnrightandfollowHoodWarblerTrailuntilitdead‐endsintoPineRidgeTrail.YouwillpasstheentrancetoClaypitPondTrailonyourleftasyounearthejunctionwithPineRidgeTrail.DonottraveldownClaypitPondTrailunlessyouhavequiteabitmoretimetospendonthetrailswithyourgroup.UponreachingPineRidgeTrail,takearightandfollowthetrailuntilyouarebackatthewoodenfenceattheentrancetothewoodslocatednexttotheAllenHouse.
LoopTrailsfromWalkerHall5. PineRidgeTrailtoClaypitPondTrailBeginningatthefrontdeckattheFiresideBuilding,walkupPineRidgeTrailuntilyoureachthelarge,woodenstaircase.Descendthestaircase.Atthebottomofthestairs,youwillnowbeonClaypitPondTrail.TurnrightonClaypitPondTrailandfollowthetrailalongthebanksoftheponduntilyoureachthelarge,woodenstaircaselocatedbehindtheFiresideBuilding.Climbthestairsandyouwillreachthefrontdeckwhereyoubeganyourhike.6. LeveeTrailtoGeorgiaPowerEasementBeginattheLeveeTrailtrailheadthatislocatedacrosstheparkinglotinfrontofWalkerHall.Descendthetrailandturnleft.FollowthetraildowntotheSandyCreek/NorthOconeeconfluenceandthenalongthecreekbankuntilyoureachtheGreenwaybridge.Takethetrailunderthebridgeandthenturnleftjustpastthebridgetoexitthewoods.YouwillfindyourselfatthepowerlineeasementlocatedbehindWalkerHall.Taketheasphaltpathbacktotheparkinglotwhereyoubegan.7. LogHouseLooptoLeveeTrailBeginatthebackdeckofWalkerHallandtaketherampbehindWalkerHalltotheLogHouseLooptrail.FollowthetrailuntilreachingtheLogHouse.StopforavisitthencontinueasthetrailgoesbehindtheLogHouseandfollowsthebanksofSandyCreek.WhenyoureachtheGreenwayBridgeoverSandyCreek,takethetrailonyourrightanditwillleadyoutothepowerlineeasementlocatedbehindWalkerHall.Thislooptrailisrathershort.So,youmaywanttospendmoretimebycontinuingonLeveeTrailunderthebridgeandaroundbytheconfluenceandthenreemerginginthepowerlineeasementontheoppositeside.
14 SCNCVolunteerTrailGuideManual
SandyCreekNatureCenterMap
SCNCVolunteerTrailGuideManual 15
Topic:TheAnimalKingdom
SummaryofBasicConcepts1. Therearefivevertebrateanimalgroups.
a. Reptiles:theyhavedryscalescoveringtheirbody.Examplesofreptilesincludesnakes,alligators,andturtles.Mostreptileslayeggstoreproduce.
b. Amphibians:theyhavethin,moistskin.Amphibiansliveinmoistenvironmentssotheirskinwillnotdryout.Examplesofamphibiansincludefrogsandsalamanders.Mostamphibianslayeggstoreproduce.
c. Fish:liveinbothsaltandfreshwaterenvironments.Theirskiniswet,slimy,andscaly.Theybreathethroughgillsandlayeggstoreproduce.
d. Birds:havefeathersforinsulationandflight.Allbirdslayeggs.e. Mammals:havefurorhair,whichkeepsthemwarm.All
mammalshavemammaryglandsthatproducemilkfortheiroffspring.Allbuttwospeciesofmammalsgivebirthtoliveyoungandeachmammal'sgestationperiod(theamountoftimeababyisinsidethemother'swomb)differs.Exceptionsaretheduckbillplatypusandtheechidna,whichbothlayeggs.
2. Someanimalsareclassifiedasinvertebrates,whichmeanstheydonothaveabackbone.Examplesoftheseincludeinsectsandworms.Ofalltheanimalsonearth,75%areinvertebrates.
SuggestedTrails
ClaypitPondorKingfisherPond
Materials
First‐aidpack,"AMini‐GuideToLivingThings,"AnimalTrackIDsheet,andAnimalKingdom“bingo”sheet
TrailWalkActivities1. Lookatdifferentlayersoftheforestanddiscussthedifferenthabitatsthatexistineachlayer.
a. Startoffwiththecanopyandlookforbird'snest.b. Thendiscusstheanimalsthatliveontheforestfloor(deer,raccoons,squirrels,chipmunks,etc.)c. Alongthewater,discussanimalsthatusethewaterasahabitat(fish,duck,beavers,otters,snakes,
turtles,frogs,etc.)Ifpossible,lookforbeaverdamsandbeaverlogsalongthebanks!Use“AMini‐GuideToLivingThings”tohelpidentifynativespeciesthatlivearoundSCNC.
2. Comparevertebratesandinvertebratesthatyoumayfind,includingsize,habitat,bodycovering,etc.3. Visitthetrackboxorabankalongtheeitherriverandletthechildrentrytoidentifydifferentanimalsthat
havetraveledthroughthearea.Useatrackidentificationsheettohelpidentifythetracks.
RainyDayActivities1. Animalcharades2. Animalsensorygame(usingfurs,feathers,
snakeskin)3. AnimalSoundBingo4. Makeaflightofthebirdbooklet
5. ReptileCards(play“GoFish,”etc.)6. It'snotjustananimalgame7. Usetheresourcefolderinthevolunteerroom
forcoloringactivities
16 SCNCVolunteerTrailGuideManual
Topic:Lifecycles
SummaryofBasicConcepts1. Insects–allinsectsgothroughaprocesscalledmetamorphosis,
whichmeanstochange.Therearetwotypesofmetamorphosisa. Incomplete‐thethreelifestagesareeggtonymphtoadult.Inthis
cycle,thenymphlooksjustliketheparentinsect.(ex:dragonflies,crickets,grasshoppers,cockroachesandcicadas.)
b. Complete‐thislifecyclehas4stages:eggtolarvatopupatoadult.(ex.butterflies,moths,flies,fleas,bees,wasps.ants,andbeetles.)
2. Reptiles/amphibians–mostreptilesandamphibiansstarttheirlivesoffasanembryoinanegg.Amphibiansundergometamorphosis.Forexample:afrogstartsasanegg,hatchesintoatadpolewithatailandnolegs,thengrowslegsandlosesit'stailtobecomeafrog.
3. Mammals–allmammals,exceptfortheduckbillplatypusandtheechidnahavelivebirths.Eachmammal'sgestationperiod(thetimeababyisinsidethemother'swomb)isdifferent.Anelephantbabystaysinhermother'swombforalmosttwoyears!Ahuman'sgestationperiodisonlyninemonths!
4. Birds‐allbirdslayeggs,andmostbirdslaytheireggsinanest.Bird'seggscomeinallshapes,sizesandcolors.
SuggestedTrails
Claypit,Kingfisher,PineRidge,ortheboardwalkbehindENSAT(whichconnectstoKingfisher)
Materials
First‐aidpack,Lifecyclesbingocard,ENSATlifecyclesscavengerhuntsheet,mothersandbabiescardgame.
TrailWalkActivities1. Usingthelifecyclesstagesbingocardlookforthedifferentlifestages
thatareonthesheet.2. Lookforbirdandsquirrel'snestsinthetrees.Discussthedifference
betweenbirdslayingeggsintheirnestsvs.squirrelsgivingbirthtoliveyoungintheirnests.
3. Lookforseeds‐explainthatfallenseeds.ifgiventherightconditions,\\'illgrowintotrees.Agreatexampleofaseedwouldbeanacorn
fromanoaktree.Explainhowanimalssuchasbees,butterfliesandbirdshelpdisperseseedsandpromotenewplantgrowth.
4. Stayonthelookoutforsignsoflifecyclessuchasmoltedsnakeskin,cicadaexoskeletons,newseedlings,etc.5. Ifyoucomeacrossanythingcool,likeacaterpillarorafrog.orevenapinecone,talkaboutit'slifecycle!
RainyDayActivities1. Makeabookillustratingthedifferentphasesofafrog'slife2. GoonalifecyclesscavengerhuntaroundtheENSATbuilding3. Playthemothersandbabiesmatchinggame
SCNCVolunteerTrailGuideManual 17
Topic:Reptiles
SummaryofBasicConceptsReptilesarecold‐bloodedwithscalytoughskinthatfeelsdrytotouchandlayeggsonland.
1. AlligatorsandCrocodileshavetoughscalyskin,longtails,powerfuljaws,andarecarnivores.Analligator'sjawisroundedandbroad,whileacrocodile’sjawislongandpointed.DotheyliveinClaypitPond?No!Wearetoofarnorthforthemtoreproduce.
2. Turtlesaredifferentfromotherreptiles,becausetheyhaveashellthatisapartoftheirskeleton.Therearelandturtles,whichcannotswimandwaterturtleswithwebbedfeet.Allturtlesmustbreatheairusingtheirlungs,evenseaturtles.Lookforbox,Easternpainted,slider,seaturtle,andgophertortoise(inexhibithall).
3. Snakesarealsocarnivores.Mostsnakeslayeggs,butsome,likethegartersnakegivelivebirth.Asasnakegrowslarger,itmustmoltitsskin.Thishappensseveraltimesayear.Venomoussnakeshaveatriangularhead,footballshapedpupils,asinglerowofscalesontheirtail,andtheirbodyisthick.Non‐venomoussnakeshaveamoreroundedhead,basketballshapedpupils,tworowsofscalesontheirtail,andslenderbodies.Lookforrat,ringneck,king,copperhead,androughgreensnakes.
4. LizardsandSkinkshaveashortbody,longtail,andusuallyfourlegs.Twoleggedlizardsandleglesslizardsdoexist,butarerare.Mostlizardseatinsectsastheyflypast.Somespeciescanchangecolortoblendinwiththeirsurroundings,likethegreenanoleandchameleon.Lookforanoles,fencelizards,five‐lined,andbroad‐headedskink.
Note:salamandersandnewtslooksimilartolizards,butareamphibianswithmoistslimyskinandclaws.Amphibiansdevelopinwater,havegillsforbreathing,andeventuallyundergometamorphosisunlikereptiles.
SuggestedTrails
Kestrel,LogHouse,Kingfisher,orClaypitPond
Materials
First‐aidpack,“AMini‐GuidetoLivingThings,”ReptileIDsheet,andaReptile“bingo"sheetorSnakeSkin
TrailWalkActivitiesLookforevidenceofreptileactivity(snakeskin).AblackratsnakeoftenhangsoutinabirdhousealongKingfisherPondTrail.LookforlizardsaroundENSATbuildingorturtlesatClaypitPond.Discussdifferencesbetweenreptilesandamphibians.ChallengethechildrentoseehowmanyreptilestheycanfindinexhibitHallatFiresideorENSAT
Games1. Turtletag:Thisgameislikefreezetag.Thepersonwhois"it"tagspeople,whentaggedtheyhavetogointo
theirshellandstaythatwayuntiltaggedbyanotherchild.2. Egg.Egg.Snake:ThisgameisjustlikeDuck.Duck.Goose.Itworkswellwithyoungerchildren.Tryusingother
variationssuchasTadpole.Tadpole.Frog.3. Rattlers:Formacircle(snakepit)aroundtwoplayersthatare“it.”Oneisthequarrysnakeandtheotherthe
pursuersnake.Thesetwoshouldclosetheireyes.Thepursuercanmakearattlingsound(upto5timesonly)towhichthequarrymustrespondwitharattlingsound.Thechildrenformingthesnakepitcanparticipatebyhelpingthepursuerkeeptrackofitsrattles.Oncethepursuercatchesthequarry,thegameisfinished.
RainyDayActivities1. NatureBingo2. EyeWitnessReptilesvideo(library)
3. ReptileCards(play“GoFish,”etc.)4. ReptileHunt(resourcefile)
18 SCNCVolunteerTrailGuideManual
Topic:RocksandFossils
SummaryofBasicConcepts:1. Therearethreetypesofrocks
a. Sedimentary(layers):Theserocksarelayered,becausetheyformfromrockfragments,minerals,andfossilsthatgetcompressedtogethereitherbypressureorchemicalprocesses(sandstone,limestone,andshale).Fossilsarecommonlyfoundinbetweenthelayersofsedimentaryrocks.
b. Igneous(volcanoes):Theserocksarecreatedfromvolcanoes.Igneousrocksformwhenhotmoltenrock(magma)coolsdown.Theymayformatorbelowtheearth’ssurface(graniteandbasalts).
c. Metamorphic(change):Thesearerockswhoseoriginalcompositionischangedduetohightemperatures,highpressure,orboth.Theyformbelowtheearth’ssurface(marbleandshale).
2. Rocksaremadeupofdifferenttypesofminerals.Mineralsgiverockstheircolor,hardness,shape,andtexture.Rockscanbeclear(quartz),bendable(micalayers),large,small,soft(talc),hard(diamonds),smoothortough.
3. Fossilsareremainsofancientlife.Theycanbedinosaurskeletons,microscopicorganisms,oranimaltracksandtrails.Fossilsarenotfoundinourregion,becauseoursoilsdonothavetheproperconditionsformakingfossils.
SuggestedTrails
PineRidge.Claypit,andtheBrickyardruins
Materials
Soilcorer.RockIDbook,fernfossil,magnifyingglassesPleaseremindthechildrennottocollectrocks!
TrailWalkActivities1. Lookforrocksalongthetrails.Usemagnifyingglassestogetacloserlookattheminerals‐thatareinarock.
Lookatcolor,hardness,texture,etc.Lookforbricksandtellthestoryabouttheoldbrickyard.Havethekidscollectrocksandidentifytheirownrock,usingtouch,smell,shape,etc.Thenhavethechildrenpasstherocksaroundinacirclebehindtheirbackstoseeiftheycanfindtheirownrock.
2. Coresampling.Takeasampleofsoillayersusingthecorerandlookatthedifferentcolorsandcompositionofthelayers.Darkersoilsindicatethereismoreorganiccontentandredinthesoilmeansitcontainsiron.
3. Turnoverrocksasyougoalongandshowthechildrenthedifferentorganisms(suchasinsectsandworms)thatuserocksastheirhabitat.Pleasereplacethemwhenfinished.
4. Takeafernfossilandshowthechildrenhowalivingplantcanbepreservedintostone.Showthemexamplesof"living”fossils,suchasdragonflies,ferns,millipedes,andtheseaturtle.
SCNCVolunteerTrailGuideManual 19
Topic:Weather
SummaryofBasicConcepts:1. Weatherencompassesthedailychangesthathappeninthelowerpanoftheearth's
atmosphere.Water(rain),air(wind),andthesun(temperature)makeweather.2. Typesofclouds
a. Stratus(layers):usuallythelowestcloudsat~6,500ft,appearinsheetsorfogb. Nimbostratus(rain):~6,500ft,looklikepiled‐upheapsofcottonballsinthesky,
aredarkerthanstratus,andcalledraincloudsc. Cumulus(piledup):foundatalmostanyaltitudewithapuffy,popcorn‐like
appearancethatusuallymeansfairweatherd. Cumulonimbus:upto60,00feet,arethetallestofallclouds,andmaketornadoese. Cirrus(curlofhair):~25,000ftandhaveathin,hair‐likeappearance.These
wispycloudsareeasilyblownaroundintofeatherystrands3. Windoccurs,becauseairalwaystriestomovefromanareaoflowerpressuretoan
areaofhigherpressure(comparethistoaballoon;theairinsideoftheballoonisunderhighpressure.So,whentheairisreleased,itrushesoutoftheballoontothelowerpressurearea.
4. Temperature:theheatemittedfromthesuncontrolshowwarmourplanetis.Thesunheatstheearthunevenlythough,andthat’swhyitiscolderattheNorthandSouthPolesthanitishereinGeorgia!Theequatoristhewarmestspotontheearth,becauseitreceivesthemostsunraysyearround.
SuggestedTrails
AnyTrail
Materials
First‐aidpack,Soilandairthermometers,Scavengerhunt,Cloudcovermirrors
TrailWalkActivities1. Usingasoilthermometer,measuresoilintheareasthatreceivedifferentamountsof
sunlight(underneathatreevs.anareaoflesstreecoverage).Alsocomparethetemperatureoflightanddarksoilstoseewhichiswarmer.
2. Observetheraingaugesalongthetrailstoseehowmuchprecipitationwehavereceived.Lookfordewdropletsonleavesandexplainthatdewiswatervaporthatcondensesonsolidsurfaces.
3. Playtheweatherseek‐and‐findgame,usingthenine‐squaredgamecardsortheweatherscavengerhuntgame.
4. Seeifyoucantellwhichwaythewindisblowingusescalebelow.
WindForceScaleDevelopedin1806bySirFrancisBeauforttoaccuratelyrecordwindspeed.
WindSpeed(MPH) WindEffectObservedonLand NWSForecastterm0‐1 calm,smokerisesvertically calm1‐3 directionofwindshownbysmoke,notbywindveins light4‐7 windfeltonface,leavesrustle light8‐12 leavesinconstantmotion gentle25‐31 largebranchesinmotion,umbrellasdifficulttouse strong39‐46 breaksofftwigs gale73ormore widespreaddamage hurricane
RainyDayActivities1. Makeaweatherrock2. Makeyourownweather
3. Makeacloudbookusingcotton4. WeatherBingo
20 SCNCVolunteerTrailGuideManual
Topic:Habitats
SummaryofBasicConcepts:1. Ahabitatisthenaturalenvironmentofanorganism.Theair,water,
minerals,organisms,andallotherexternalfactorssurroundingandaffectingagivenorganismatanytimearewhatmakeupitsenvironment.
2. Classificationsa. Community:groupofplantsandanimalslivingandinteractingwith
oneanotherinaspecificregionunderrelativelysimilarenvironmentalconditions
b. Ecosystem:ecologicalcommunityinteractingwiththeenvironmentc. Population:groupoforganismsofthesamespeciespopulatingagiven
area3. WhattypesofhabitatsarethereinGeorgia?Fromthecoastalplainsand
thebarrierislandsuptotheforestsandthemountains.Georgiahasawiderangeofhabitats.Thehabitatschangeovertimeduetonaturalsuccession,globalclimatechanges,andhumaninteractions.Someveryimportanthabitatsare:a. Mountains:(northernGeorgia)Theyarethehighestelevationhabitat.
Temperaturedropswithhigherelevationandtreecoveringisnormal.b. Piedmont:"foothills"ofthemountains,slowlyturningthemountains
intorollinghillsastheyheadtowardthecoast.c. CoastalPlains:almostcompletelyflat.Soilandecosystemare
completelydifferentfromelsewhereduetooceaninteractions.4. Therearedifferenttypesofanimalsthatinhabiteachoftheseareasbased
ontheirparticularneeds.Changesinhabitatgreatlyaffectthecommunitymake‐upinthatarea.
SuggestedTrails
Claypit,Levee,BrickHouseLoops,Oconee
Materials
First‐aidpack,soilandairthermometers,Communityfindcards,Bugboxes,Scavengerhunts
TrailWalkActivities1. Walk10atleasttwodifferenthabitats(ex:forest.field.pond)andcomparethedifferentplantsandanimals
thatyouseeineach.Havethestudentslistenquietlyandcountthenumberofdifferentsoundheardontheirfingers.Comparethesoundsheardineachhabitat.
2. Testthetemperaturesofthehabitatsasyouvisitthemanddiscusswhythereisadifferencebetweenthetemperaturesinthewater,bythewater,underthetreecanopy,andoutintheopen.Whywouldcertainanimalsprefercertaintemperatures?
3. Playthehug‐a‐treegameandthendiscussthenaturalsuccessionafforestsinGeorgia.4. GetasampleofwaterfromClaypitPondandexamineitfororganisms.Discusswhatpopulationsyouwould
expecttofindbasedontheenvironment.
RainyDayAlternatives1. CompareecosystemsinExhibithall.2. Askthekidstocreateanewtypeofhabitat,
includingsoiltype,water,temperature,plants,andanimals.Havethemexplainwhytheorganismsprefertheir"new"habitat.
3. Makea"pondviewer”or“oceanviewer,”puttinginorganismsthatyouwouldfindinthathabitat(inexhibithall).
4. Usethecoveredsidewalktocreatepenciltracesofsomeoftheanimaltilesandwherethedifferentanimalslive.
5. HabitatHouseHunt
SCNCVolunteerTrailGuideManual 21
Topic:Classification
SummaryofBasicConcepts1. Scientistsclassifylivingorganismsbygroupingthingswithasetof
rulesthateveryonefollows.2. Livingorganismsarcclassifiedbygroupingthemfrombiggest
differences(kingdoms:plants,animals,fungi,protists,monerans)tothemostspecific(genusandspecies:FelisdomcsticusisahousecatcomparedtoaFelisconcalor,whichisamountainlion).
3. Thefivekingdomsareplants,animals,fungi,protists,andmonerans4. Theanimalkingdomisdividedintotwomaingroups:invertebrate
(withoutbackbones)andvertebrates(withbackbones).Invertebratephylumsinclude:arthropods,mollusks,annelids(worms),porifera(sponges),andcnidarians(jellyfish).AllvertebratesareinthephylumChordataandthendividedinto5classes:reptiles,amphibians,birds,mammals,andfish.
5. Plantsaredividedintotwomaingroups:vascular(hastubes)andnon‐vascular(notubes).Examplesofvascularplantsaretrees,grasses,ferns,etc.Theycarrymoisturethroughouttheplantthroughtubesinroots,stems,andleaves.Non‐vascularplantsarelikemosses.Watermustsoakintotheplantdirectly.
SuggestedTrails
ClaypitPondorKingfisherPond
Materials
First‐aidpack,“AMini‐GuidetoLivingThings,”AnimaltrackIDsheet,andaKingdom“bingo"
TrailWalkActivities1. Showkidsexamplesofvascularandnonvascularplants.2. Lookforexamplesoftheanimal,plant,andfungikingdoms.Use“AMini‐GuidertoLivingThings"tohelp
identifynativespeciesthatlivearoundSCNC.Comparevertebratesandinvertebratesthatyoumayfind,includingsize,habitat,bodycovering,etc.
3. Findacrosssectionofacuttree.Discussthelayersandfunctions(bark,xylem,phloem,heartwood,growthrings).
4. Visitthetrackboxlocatedofftheboardwalkandletthechildrentrytoidentifydifferentanimalsthathavetraveledthroughthearea.Useatrackidentificationsheettohelpidentifythetracks.
RainyDayAlternatives1. ScavengerHuntinExhibitHall2. AnimalCharades3. Animalsensorygame(usingfur,feathers,and
snakeskin)4. AnimalSoundBingo
5. GoFish(cardgame)6. It'snotjustananimalgame7. Usetheresourcefolderinthevolunteerroom
forcoloringactivities
22 SCNCVolunteerTrailGuideManual
Topic:Microorganisms
SummaryofBasicConcepts1. Microorganismsareallaroundusbuttoosmalltosecwithoureyes.
Toviewthem,wemustuseamicroscope.2. Microorganismsaresingle‐celledorganisms.Examplesareprotists
andbacteria.3. Somemicroorganismsarebeneficialtootherorganisms,whilesome
canbeharmfultothehealthofotherorganisms.
SuggestedTrails
ClaypitPond,KingfisherPond,Kestrel,ScreechOwl
Materials
First‐aidpack,“AMini‐GuideToLivingThings,”andaMicroorganisms"bingo"sheet
TrailWalkActivities1. VisitthecompostareaintheENSATgarden.Bacteriaandother
microorganismshelpbreakdowndecayingplantmaterial.2. Lookforslimemoldwhileonthetrail.Slimemoldisactuallya
protist,notfungi.3. Takeatrailthatgoesnearanaturalbodyofwater.Itisnotagood
ideatodrinkfromthiswaterwithoutpurifyingfirst,becauseharmfulmicroorganismscouldbefoundinthewater.BeaverscancarryGiardia(beaverfever),whichisaone‐celledparasitethatcanmakeyouverysick.
4. Rolllogsorfindbrokenlogstolookinside.Ifyouseegray,fibrousthreadsorapowderlikesubstance,itisactinomycetesbacteria.Alsolookfortermites.Theyhavebacteriaintheirstomachtohelpdigestcellulose.
5. Gallsonplantscanbeformedfrominsects,bacteria,orfungi.Mostoftheoneswefindarefrominsects.Trytofindanexampleofwhatagalllookslike.
6. Findplantswithpeapodshapedseeds.Theseplantshavenitrogen‐fixingbacteriaontheirroots.
RainyDayActivities1. Microscopecrosswordpuzzle2. Sortthroughcompostorpondsampleformicroorganisms
SCNCVolunteerTrailGuideManual 23
CharacteristicsofDifferentAgeGroups(Orhowtousetheiragetoyouradvantage)
PK(Pre‐Kindergarten)–K(Kindergarten)[3‐5yearolds]• Accepttheworldthewayitseemstobe• Unabletoisolateandcategorizeinformation;nologicalprocess• Veryegocentric;“I'mthemostimportantthingintheworld."• Veryexcitableandverbal;inappropriatecommentsduetoexcitement• Tightlystructuredactivitieswithlittle"selfwork"
1st–2ndGrade[6‐7yearolds]• Startinginterestinsocialgroupsandfriends• Judgmentandreasoningstillnotdevelopedbutattitudesareevident• Strongimagination,learnthroughsenses• Motorskillsarerefined,interestedinmakingthings• Difficultyunderstandingtimeframes(dinosaurs,ancientconcepts,timescale)• Canclassifyanddifferentiatebetweenanimals,etc.• Troubledifferentiatingbetweenperspectives• Hearsoundsandvoicesdifferentlythanadults,cannotfocusonsmallobjects• Limitedhand‐eyecoordination• Enjoyrole‐playing• Shortattentionspans
3rd–5thGrade[8‐11yearolds]• Nolongeregocentric,abletoperceivetheoutsideworld• Understandcauseandeffect• Canadaptinformationandformulateoriginatethoughts• Eagertoexplore,discover,andcreate• Responsivetoquestionsandproblems• Competitiveandenthusiastic
6th–8thGrade[12‐14yearolds]RapidphysicalchangesandunevennessindevelopingmaturityTendenciestoquestionauthorityAwareoflimitationsandquestioncapacitytohandlethefutureSocializationisveryimportantRequireadultsupervision;cannotshowself‐controlovertimeEnjoynewideasanddifferentviewpoint
24 SCNCVolunteerTrailGuideManual
InterpretationforGradeSchoolChildrenGradeschoolchildren,especiallythoseinfifthandsixthgrade,arethemostfrequentvisitorstonaturecenters,zoos,andmuseums.Sincetheyarestillinself‐containedclassrooms,itiseasiertotakethemoutoftheschoolthaninlatergrades.Thesearealsotheyearswhenparticipationinyouthorganizationsishighest.Agradeschoolchildhastheabilitytodealwithsimplelogicalrelationships.However,reasoningisstilldominatedbydirectpersonalexperience,hencetheterm“concreteoperational."Earlyinthisstage,theabilitytoclassifyobjectsintocategoriesandtoorderobjectsinaseriesdevelops.Conceptually,thischildisreadytomakeorderoutofacomplexworld.Timerelationshipsbecomemoreunderstandable.Dinosaurs,fancifulreptilesfromthepast,fascinatethem.Classifyingforunderstandingthesimilaritiesanddifferenceswithinandbetweengroupsofanimals,rocks,plants,orpeopleisakeyinterest.Laterinthisstage,morecomplexconceptscanbeunderstood.Ahumanoradeercanbeseenasamemberofacomplex,interactingcommunity.However,variouspointsofviewincomplexissuesarestilldifficult.Forexample,understandingtheeconomic,ecological,andsocialaspectsof
theNorthSlopeoilcontroversyisbeyondthem.Childrenatthisstagesimplycannotmanipulatecomplexsetsofvariablesintheirmind.However,theycanreflectontheirownbehaviorandknowrightfromwrong.Simplebehaviors‐recycling,forexample,to“savetheearth”areseizedupon.Althoughtheymaynotknowthefullcomplexityoftheenergycrisis,theywillbadgerparentstoturnofflightsbecausetheirteachertoldthemitwas"importanttosaveenergy."Subscribingtogroupnormsisimportant.
GradeSchoolProgramsGradeschoolprogramscanbeshowsforlargegroupsorindividualexperiences.Thecriticalingredientisinvolvementinconcreteexperiences.Inalargegroupprogram,groupparticipationcanbefacilitatedbyquestionsfromtheinterpreterandanswersfromtheaudience.Physicalparticipationandhumorinchildren'sshowsisalsoimportant.AtFortMcHenryNationalHistoricSite,Maryland,interpretersinvolvechildrenby"recruiting"themintothearmy.Theymusthavegoodteethtoripthepapercartridgeoffthemusketrounds!"Recruits"aredressedinperioduniformandeveryonelearnshowthevariousitemswereused.
Metaphorsforcomplexprocessesareusefulatthisstage.TheCentralWisconsinEnvironmentalStationhasanactivitycalled"treeapartments"thatcomparestheforesttoanapartmentbuilding.“Wholivesinthepenthouse?Flashycharacterslikehawksandtanagersthat‘driveoffintheirredMercedes.'Whatcanwefindinthebasement(feelingunderleaflitter?Ooooh.Pipes!It'scool!Oh,lookatthebugs!I'vegotbugsinmybasement!"Children'smuseumshavealsorecognizedtheneedforinvolvement.Playingwithcomputers,pushingbuttons,andmanipulatingobjectsarecommondevicesforteachingchildrenabouttheirphysical,biological,andsociologicalworld.However,itoftenrequiresthehelpofanadulttogetthemtothinkabouttheideabeingdemonstratedandnotjustpushbuttonstogetareaction.Effectivestrategiesinclude:
• Activitiesandgamestoteachconcepts
• Explorationanddiscovery
• Sharingandempathizing• Stories,puppets,skits,
andcharacters• Questioningstrategies• Devicesthatcanbe
manipulated• Physicalandsensory
involvement• Metaphors
SCNCVolunteerTrailGuideManual 25
SuggestedReadingList
IndividualBooksCarson,R.(1998).Thesenseofwonder.NewYork:HarperCollinsPublishers,Inc.
Chinery,M.(1988).Completeamateurnaturalist.NewYork:CrescentBooks.
Cornell,J.B.(1998).Sharingnaturewithchildren.NevadaCity,CA:DAWNPublications.
Cornell,J.B.(1989).SharingnaturewithchildrenII.NevadaCity,CA:DAWNPublications.
Graham,G.L.(1994).Batsoftheworld.NewYork:St.Martin'sPress.
Lingelbach,J.,Purcell,L,andSawyer,S.(2000).Handsonnature:Informationandactivitiesforexploringtheenvironmentwithchildren.Woodstock,VT:VermontInstituteofNaturalScience.
Miller,L.H.(1986).Thenaturespecialist:Acompleteguidetoprogramandactivities.NewYork:AmericanCampingAssociation.
Mitchell,R.T.(2001).Butterfliesandmoths.NewYork:St.Martin’sPress.
Rhodes,F.H.T.(1991).Geology.NewYork:St.Martin’sPress.
Reader’sDigest.(1977).Joyofnature:Howtoobserveandappreciatethegreatoutdoors.Westminster,MD:RandomHouse,Inc.
Regnier,K.,Gross,M.,andZimmerman,R.(1992).Theinterpretersguidebook:Techniquesforprogramsandpresentations.StevensPoint,WI:UW‐SPFoundationPress.
VanMatre,S.(1972).Sunshipearth:Anacclimatizationprogramforoutdoorlearning.NewYork:AmericanCampingAssociation.
Zim,H.S.(2001).Birds.NewYork:St.Martin’sPress.
Zim,H.S.(2001).Insects.NewYork:St.Martin’sPress.
Zim,H.S.(2001).Mammals.NewYork:St.Martin’sPress.
Zim,H.S.(2001).Reptilesandamphibians.NewYork:St.Martin’sPress.
Other/SeriesAnimalSouth(WildlifeIssues)(http://animalsouth.com)ElectronicNaturalist(http://www.enaturalist.org/)FirstAid(http://kidshealth.org/parent/firstaid_safe/)ForestLayers(NationalZoo)(http://nationalzoo.si.edu/Education/ConservationCentral/walk/walk2_broadband.html)GeorgiaDNR(http://georgiawildlife.dnr.state.ga.us/conservation.aspx)GoldenGuidesTheHerbariumoftheUniversityofGeorgia(http://www.plantbio.uga.edu/PPG/Key.htm)InvasiveSpeciesofConcerninGeorgia(http://www.gainvasives.org/index.html)NatureScopebytheNationalWildlifeFederationTheNewGeorgiaEncyclopedia(LandandResources)(http://www.georgiaencyclopedia.org/)PetersonFieldGuideSeriesProjectLearningTreebyAmericanForestFoundationProjectWILDbytheCouncilforEnvironmentalEducation
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AHistoricalAccountoftheBrickFactoryThefactorymademorethan25,000bricksperdayusinga“tunnelkiln”patentedbyFrancesShaw.TheprocesswaspatentedinNovemberof1913.RightstotheprocesswereassignedtotheShawKilnCo.ofAtlantashortlyafterward,alsoin1913.Thefactory,whichemployedabout25people,mayhavebeenthefirsttousethisprocess.TheShawprocessenabledafactorytomakeglazedbricksaswellasroughones.Ittookaboutaweekforbrickstobedriedandbakedinthetunnelkiln.Thereissomeevidence(rubble)thatthisfactorymadebricksforothercompanies.Thefurnacewaslocatedneartheroad,probablywherethe"walls"are.Thekilnranfromtheretotherubblepile(aneducatedguess).Thedryer,thedimensionsofwhichwasapproximately90'X5.5'X3.5',ranfromtherubblepiletothelittlebridge.Stacksofbrickswereattheoppositeendofthefurnaceandtheheatwaspumpedthroughfluesinthefloorofthedryerandthekiln.“Foxhole”maybeoneoftheseflues.Thekiln,approximately6'X6'X300',probablyhadaslightinclinefromtheloadingend(east)totheunloadingend.
Chronology1881 Thereisareferencetothe"brickyard‐lot.”However,thismaybethesmallyard
onthelandbehindWestinghousesincethereisnoreferenceto"our"brickyardonthe1884map.
1906 TheGeorgiaBrickCo.waschartered.Itusedthe"Bosskiln,"patentedin1905andthe"MartinDryer,"patentedin1905.
1914 InMarch,theGeorgiaBrickCo.wentbankruptandwassoldtotheGeorgiaNationalBankalongwiththerightstothe"ShawProcess."
1918 InMay,theGeorgiaNationalBanksoldthecompanytoGeorgiaClayProducts.1922 Anout‐of‐townbusinesspossiblytransferredtoAthensBrickandTileCo.1923 Thebusinessmayhaveburned(althoughthereisnorealevidenceofthis).Itwas
possiblysoldtoAthensBrickandTileCo.Inanycase,somereorganizationoccurred.
SCNCVolunteerTrailGuideManual 27
TheLouieR.BridgesLogHouseatSandyCreekNatureCenterAsfamiliesmovedtodifferentareasseekingabetterlife,theyalsobroughtdistinctculturalheritagesanddifferentadaptationstotheirenvironment.Shelterfromtheweather,wildanimals,andotherelementswascriticaltothesurvivalofthefamily.Becausetreeswereplentiful,alogstructurecreatedasimpleandpracticalshelter.
ThefirststructuretraditionallybuiltatanewhomesteadsiteintheSoutheastwasalogcabin.Logcabinswerebuiltquickly,withsignificantlylessattentiontoconstructiondetailandgenerallydirtfloorandclayoverlogchimney.Homesthatwereintendedtobemorepermanentwerecalledaloghouse.Loghouseswerecarefullystructuredwithhand‐hewnlogs,woodenfloors,andbrickorstonechimney.
Asnug,reasonablytightloghousewastheobjectiveandlockingthelogssecurelytogetherrequiredconsiderableattention.Logswerecarefullyselectedandusedeitherroundorafterbeinghand‐hewnforamoresecurefit.Carefullycraftednotcheswerecutatthecornerofeachlog.Thus,reducingoreliminatingtheneedfornails.Atthispointinhistory,nailswerehandwroughtfromiron,expensivetopurchaseinlargequantities,andbecauseoftheirweight,difficulttotransportviawagontotheconstructionsite.Stuffinghigh‐qualityclayinbetweenthelogsandothercracksweatherproofedthestructure.CarefulexaminationoftheBridgesLogHouseillustratestheextensivechinking,intricatenotchingandthehand‐hewnlogconstructiontechniquesusedtobuildlogstructures.
AmbroseBaberbuilttheLouieR.BridgesLogHouseatSandyCreekNatureCenterbetween1805and1810.Mr.BaberandhisfamilymovedtoGeorgiafromVirginiaandpurchased386acresoflandfromJamesHoltin1805.ThelandwaslocatednearMack'sCreekinOglethorpeCounty.TypicalconstructiontechniquestypicallyusedinVirginiaareaareveryevidentintheBridgesLogHouse.In1980,theloghousewasdonatedtoSandyCreekNatureCenter,ClarkeCounty,Georgia.
Theloghousestartedoutasa“single‐pen”model,measuring16x20feet.Thesedimensionswerechosen,becausesuitabletreeslongerthan20feetweredifficulttolocate,transport,andhandle.Byaddingasecondwood‐frameorstoneroomontotheendofthehouse,theBridgesLogHousebecamea“double‐pen”stylehouse.Theaddition,orsecond“pen”was
builtontheendofthehouseoppositethechimney.Logswerefastenedusingastyleofnotchingknownasdiamondnotching.Thenotchesareweightbearingtoholdthewallsinplace,preventinghorizontalslippage.DiamondnotchingwasusedmainlyintheNortheasternpanoftheUnitedStatesandisrarelyfoundintheSouth.
Sinceolderloghousesandcabinsweremadeofuntreated,air‐driedwood,thelogswouldshrinkasthehousesettled.Thiswouldmakewidespacesbetweenthelogs.Theopenspaceswerepackedwitheitheramixtureofstrawandmudorclayoramixtureofclay,sand,andhorsehair.Thisprocessisreferredtoas“chinking.”Inplaceswherethegapbetweenlogswastoolarge,thinpolesorstickswerewedgedinthespacepriortochinking.
Theloghousehadafireplacewithaquarriedgranitechimney.ThechimneywasconstructedwiththehelpoftheBoggfamilyin1936.Itisassumedthattheoriginalfieldstonechimneybecameunsafeandeitherfelldownorwastorndown.Lateroccupantsoftheloghouseleftaholeintherooftoallowthesmoketoescape.
Keepingcoolwasamajorconsideration,becauseofGeorgia'slong,hotsummers.Therewerefewwindowsinaloghousebecausetheyweakenthestructureandweretime‐consumingtobuild.TheBridge'sLogHousehasonewindowlocatedtotherightofthefireplaceandanotherinthewood‐frameaddition.Thehouse'stwodoorsarepositionedexactlyacrossfromeachotherinordertocreateacooldraftthroughthehouse.Additionally,thehouseisraisedofftheground,furthercoolingthestructurebyallowingairtofreelycirculatearoundthehouse.Raisedfoundationconstructionalsohelpskeepthewooddry,therebyreducingfungalrotandinsectdamage.
28 SCNCVolunteerTrailGuideManual
TheVertebrates
Birds warm‐blooded feathers breathewithlungsandhaveairsacs wings storefoodincrop;grindfoodingizzard layhard‐shelledeggs oilgland(helpswaterprooffeathers) holloworpartlyhollowbones
Examples:ducks,penguins,warblers
Reptiles cold‐blooded scales breathewithlungs manyhave4legs(with3‐5clawedtoes),butsomehavenolegs mostlayleatheryeggs;somegivebirthtoliveyoung
Examples:snakes,turtles,lizards,crocodiles
Mammals warm‐blooded mosthavehair breathwithlungs;havemusculardiaphragm mostgivebirthtoliveyoung glandsinskin(oil,sweat,scent,milk) differentkindsofteethforeatingdifferentkindsoffood large,well‐developedbrains
Examples:deer,kangaroos,people
Fish cold‐blooded scales breathewithgills fins eyesusuallyonsidesofhead layeggsinwater lifecyclesoftenincludelarvalstage
Examples:sharks,trout,minnows
Amphibians cold‐blooded moistskin breakwithlungs,skin,orgills mosthave4legs,butafewhave2;toesneverhaveclaws layeggs,usuallyinajelly‐likemassinthewater
Examples:frogs,toads,salamanders
SCNCVolunteerTrailGuideManual 29
TheAnimalKingdom
30 SCNCVolunteerTrailGuideManual
AnimalTracks
SCNCVolunteerTrailGuideManual 31
PartsofaFlower
32 SCNCVolunteerTrailGuideManual
TheWaterCycle
SCNCVolunteerTrailGuideManual 33
TheCarbonCycle