Proposal for an
Outdoor Learning Lab
at
Northwood Elementary

Pictures of pond dedication - November, 2002 
Bird & Squirrel Feeders - Information Gathering - 2003
First Graders - Caterpillar changes
Peace Pole Dedication - Second Grade Pond Lesson
Summer Herb Gardeners - 2005
Pavilion Dedication - 2005
Earth Day 2006

RATIONALE:
     It is an age-old dilemma.  Educators are constantly looking for better ways to teach science and to offer real-life experiences in the study of nature and the environment.  However the physical confines of a classroom and the school building make it difficult to provide substantive experiences. 

     Although science-related field trips may be arranged, they cost a great deal in terms of the time and money.  Educators must consider the amount of time spent away from the classroom as well as the cost of the transportation and admission – not to mention the increasing liability associated with transporting children off site.  Guest speakers are available but is their impact far reaching?  Do they include all grade levels? Will one visit provide lasting impact?  Most likely guest speakers are not the answer in reaching this long-term goal. 

     It is a common dilemma for educators -- to maximize instructional time while attempting to provide a truly meaningful educational experience.

     It is our desire to improve and enhance our science curriculum and instruction by creating an Outdoor Learning Lab on Northwood Elementary School property.  Such a lab will allow us to have unlimited and immediate access to abundant experiences in science, nature and the environment.

LOCATION
     Northwood is fortunate to have a nice area of land surrounding it.  An ideal location not currently being utilized is the small wooded area adjacent to the large public parking lot.  In addition to the existing trees, it has a natural water source -- a small creek that runs through it.  It is close enough to the building for easy access and yet far enough away from the lot to make it a safe location for students.

THE OUTDOOR LAB
     An educational lab such as this may consist of, but may not be limited to, the following:

A pond with safe and shallow access for children, stocked with fish, tadpoles, frogs, turtles, plant life and other organic materials;

  Perching poles, bluebird nesting boxes, butterfly boxes, bat boxes, and owl boxes situated on the perimeter of the lab;

  Gardens within the lab may include a butterfly garden, native Ohio wildflower garden, vegetable garden, and rock garden;

  Landscaping that includes native Ohio shrubbery, grasses, pines, fruit and nut bearing trees, and natural-looking perimeter fencing for proper preservation and security; 

  A compost pile that reinforces conservation and recycling efforts that impart knowledge on topics such as bio-degradable materials, and other recyclable wastes.

A wooden pavilion with picnic tables for students to gather around for study sessions, field guide documentation, and hands-on demonstrations and work sessions. 

     Future additions and improvements to the site may include things like lighting (to make the lab available for use in the evening as well as provide deterrence and improve security).  A path or walkway may be added from the school building to the lab, and a shed to conveniently store classroom supplies such as scoop nets, containers for water collection and pond life observation, bird feed, etc.

LEARNING OPPORTUNITIES
     We are constantly telling our children to think globally and act locally.  Through the Outdoor Learning Lab we can set a living example for our students.  The learning possibilities are as vast as the imaginations of our teachers.  The hands-on experiences made possible by the lab will impart vast and varied learning opportunities that may include, but are not limited to, the following:
Real-life experiences with nature and the environment.
Scientific concepts such as: 

- Evolution & adaptation
- Biomes, ecosystems, habitats & niches
- Biodiversity
- Life cycles
- Food chains and food webs
- Endangered species and extinction
- The study of water (groundwater, fresh & salt waters)
- Water cycles
- Aquifiers, water quality & conservation
- Acid rain
- Algae, amoebas, bacteria, fungi, and other microorganisms
- Erosion, sediment & sludge
- Plant study & hydroponics
- Recycling (solid wastes)
- Composting (organic wastes)
- The study of the atmosphere & air
- Trees (species of & importance of)
- Pollution (agriculture, air, noise, ocean, ozone, thermal & water pollution)
- The study of fish, frogs, birds, owls & insects
- Conservation and preservation

.........................................

     By making a lab such as this available at a moment’s notice, and with consistent and repetitive visits, we will successfully instill in students the importance of ecosystems and biodiversity, as well as the necessity for conservation and preservation.

DISTRICT OUTREACH
     It is possible, with careful scheduling, for all of the other schools in the district to have an opportunity to visit, experience and benefit from the Outdoor Learning Lab.  Certainly coordination of schedules and the access to transportation will make this feasible. 

     In addition, enrichment courses can be designed utilizing the outdoor lab.  An environment club can be created at Northwood and similar clubs at the middle school and high school, and are afforded the opportunity to utilize the lab to advance their interest in the environment.  Summer camps and workshops can be developed for students and continuing education classes for adults interested in learning more about nature.

     The Outdoor Learning Lab may also help the district achieve one of its strategic plan initiatives . . . by developing and implementing mutually beneficial school-community partnerships that support and enhance the district’s mission and objectives.  Such a partnership may include a service learning project required for graduation that develops practical skills, self-esteem and a sense of civic responsibility.  A multitude of opportunities come to mind, including an intergenerational garden or students docents trained to assist groups visiting the lab or elementary students with their lab experiences.

CURRICULUM & STAFF TRAINING
     The Ohio Division of Wildlife (ODW) has developed a K-12 outdoor lab curriculum and also provides teacher in-services for Ohio school districts.  Each staff member who attends the in-service will receive a curriculum guide and are able to contact ODW personnel for clarification, support and assistance.

The ODW also provides:
Annual grants to support the creation of outdoor learning labs;

Highly experienced ODW personnel to consult on the planning and construction of the lab;
 

Native Ohio fish to stock the lab’s pond, bluebird boxes, and information on how to create owl, bat and butterfly boxes;

A free quarterly magazine called Wild Ohio for Kids that is full of interesting facts about Ohio wildlife.  It also features how-to articles on nature topics, worksheets and activities, explanations of concepts such as endangered species and definitions of words nocturnal;

Certification and citations for schools that have effectively created outdoor learning labs, officially naming them Wild School Sites for the state of Ohio. Currently there are only 54 such sites currently in the state.
FUNDING
     Possible district funding, and start-up funds from the PTA, would get this project off and running.  However, the district’s financial support will need supplemented by grants from more than one source.  Grants may be obtained from these identified sources: 

The Martha Holden Jennings Foundation

Captain Planet Foundation

Additional grant sources are available and should be explored as well.
 

CORPORATE SUPPORT - It is also possible to seek out a financial support from a local corporation such as The Hoover Company in return for the rights to name the lab.  (i.e.: The Hoover Company Outdoor Learning Lab.)

NORTHWOOD PTA - The Northwood PTA is supporting this unique learning opportunity for their students by agreeing to develop an Outdoor Learning Lab Committee and offering annual financial support.  The PTA also recently decided to begin a fundraising effort involving the collection and recycling of computer printer cartridges.  At its most recent meeting the PTA determined the funds raised through this effort would go directly to benefit the Outdoor Learning Lab.

PHASE II
     Trees, shrubs and native Ohio grasses are planted to beautify and enhance the site.  A butterfly and native Ohio wildflower garden are installed.  Simple tools for staff and student exploration are purchased.
(Spring/Summer 2002)

PHASE III
     Excavation of the site is completed and a natural barrier or fencing is installed. The pond is installed and made operational.  Plant materials are added to the pond and around its perimeter.  The ODW stocks the pond with fish.  Basic supplies such as scoop nets, etc. are purchased.  All signage is put in place.
(Fall 2002)
PHASE IV
     A Pavilion is constructed.  A pathway leading from the lab entrance to the pavilion is installed.  A vegetable garden is planted and a compost pile is created.  Seeds and other planting materials are purchased.
(Spring/Summer 2003)

PHASE V
     Extra touches such as lighting, a walking path from the school building to the lab, and a storage shed are installed. 
(Fall 2003)

     Ideally, if enough money is acquired the entire lab may be completed by the spring of 2002.

     New plaques or signs may be put in place in subsequent years for the businesses that continue to assist the schools with the basic care and upkeep of the lab (replacing dead plants and trees, cutting the lawn, trimming and pruning the trees and shrubs, etc.). 

     In addition, all businesses that donate to this project may have the right, with prior notification, to allow their potential clients to survey their work at the outdoor lab.

FUND-RAISING:
Outright donations from families and businesses may be sought after by way of a mail flyer.  Donors of varying levels specified in the flyer may have their names engraved on a plaque which may be displayed inside the school building or possibly on the pavilion itself. 

Other successful fundraisers may include the selling of personalized bricks or simulated flagstone that could serve as the perimeter flooring of the pavilion or a path leading from the building to the lab.

Other PTA fundraisers may be identified and the proceeds earmarked for the Outdoor Learning Lab.

The North Canton City Schools Education Endowment Fund may also be approached to award the Outdoor Learning Lab a mini-grant.  The teaching team may also be awarded a mini-grant to assist them in their preparations to teach in this exciting new environment. 

CONCLUSION
     A project such as an Outdoor Learning Lab in the North Canton City School District will enhance the leaning of more than 500 students each and every year at Northwood Elementary.  In addition, students at The Mary L. Evans Kindergarten Center, Clearmount, Greentown, Orchard Hill, the middle and high schools may benefit as well. 

     It will serve as an excellent resource for faculty members and an unmatched learning tool in terms of its broad-based offerings, accessibility, and uniqueness in the area. We believe the Outdoor Learning Lab is a perfect solution in our quest to provide meaningful and substantive experiences in science, nature and the environment. It will serve as one of the community’s gems and the catalyst for future learning projects.