DOCUMENT RESUME

ED 092 388 SE 017 959

AUTHOR Reed, Ronald, Ed.TITLE Resident Outdoor Education. A Planning Guide.INSTITUTION Ohio State Dept. of Education, Columbus.PUB DATE 73NOTE 32p.

BDRS PRICE MP-$0.75 HC-$1.85 PLUS POSTAGEDESCRIPTORS Elementary Grades; Elementary School Science;

*Environmental Education; *Guidelines; *Guides;Instruction; *Outdoor Education; *ResourceMaterials

ABSTRACTThe focus of this booklet is on the mechanics of

organizing and operating resident outdoor education programs; theguidelines presented are written mainly for elementary programs ofone week's duration. Topics covered include a philosophy for outdooreducational experience; laying the groundwork; choosing a site; timeof year; financing; resource people; night supervision;transportation; and health, accidents, safety, and insurance. Abibliography of 127 references providing sources for ideas foreducational activities that can be conducted at a resident site isincluded, along with sample forms (a parent information sheet,equipment list, permission and health information forms, medicalpermission slips, evaluation forms and guides, and visitor's report)that might be used for a program. (DT)

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STATE BOARD OF EDUCATION

John R. Meckatroth, President, CincinnatiWilliam H. Coss ler, Vice-President, YoungstownWilliam M. Baker, MadisonWallace E. Blake, ZanesvilleThaddeus Garrett, Jr, AkronSusan D. George, CantonWilliam M. Judd, CincinnatiEverett L Jung, M.D., HamiltonRobert A. Lyons, Sr., DaytonMildred R. Madison, ClevelandRoy D. McKinley, CoshoctonWard M. Miller, PortsmouthGene Norris, BereaDavid R. Rittenhouse, ToledoAnthony Russo, Mayfield HeightsThomas J. Russo, Maple HeightsWayne E. Shaffer, BryanCecil M. Sims, PiquaFrances S. Voke, ColumbusPaul L. Walker, BexleyRobert W. Walker, AdenaRobert E. Williams, XeniaMartha W. Wise, Elyria

Environmental education is a term encountered moreand more frequently in education today. It describes acourse of study which carries an urgent responsibilityin a world faced with the ravages of pollution and thespectre of ecological imbalance. There can be no doubtthat its importance in the curriculum will increase asthe concern for our diminishing supply of maturel andenvironmental resources mounts.

Environmental education is a positive reply to theseconcerns, inasmuch as it indicates schools recognizetheir responsibility for imparting knowledge and appre-ciation for our natural world, and are attempting tofoster more appropriate relationships between tomor-row's'adults and their surroundings.

The Ohio DePartment of Education has developed aseries of publications to assist schools in implementingan interdisciplinary approach to environmental educa-tion. The publications encompass a resource catalog;guides to distinct Ohio environmental study areas; aseries of experience units; and a planning guide for out-door education. In addition, a land laboratory model isbeing developed on the grounds of the Ohio School forthe Deaf.

Interrelationships within our environment are at thecenter of environmental education. Many of these inter-relationships can best be studied outdoors; outdoor ed-ucation is a teaching technique, and resident outdooreducation uses a specific site for extended observationsof the changing faces of nature. Resident outdoor edu-cation provides a microcosm where students andadults can visualize the environment in many of itsdimensions.

Suitable planning is a basic element toward successfulresident outdoor education experiences. This guide hasbeen prepared to assist educators in their planning re-sponsibility so that students may derive maximumlearning from such experiences.

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Martin W. EssexSuperintendent of Public Instruction

ResidentOutdoorEducationAPlanningGuide

Editor's Note

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A Philosophy

Laying the Groundwork

Choosing a Site

What Time of the Year?

Financing

Resource People

Night Supervision

Getting There and Back

Health, Accidents, Safety and Insurance

Bibliography

Sample Forms

Advisory Committee on Environmental Education

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Editor'sNote

What to teach and how to teach outdoors have notbeen as big a problem in initiating resident outdooreducation as the mechanics of organizing and operat-ing the program, Also, many more materials are avail-able on resident outdoor education curriculum thanon mechanics. The bibliography to this guide includesmany excellent sources of ideas for educational activi-ties that can be conducted at a resident site. Therefore,this booklet will focus on mechanics.

At present, wide variations exist in the types of out-door education experiences being conducted in Ohio.While these guidelines are written mainly for elemen-

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tary programs of one week's duration the typ._ mostfrequently encountered it is hoped that they willprove useful whether the resident outdoor experiencebeing planned is for elementary or secondary grades,city or rural children, for a week-long stay or oneovernight.

The committee who developed these guidelines is com-posed of people from all areas of the state who are ex-perienced in resident outdoor education. Each of themis available on a consultant basis for more detailedassistance and information. A list of the committeemembers may be found on the inside back cover.

Ronald Reed, DirectorMohican Schoolin the Out-of-Doors.

APhilosophy

If the resident outdoor educational experience is to beWorthwhile, it should be based on the following broadobjectives: to learn in first-hand situations; to learnsome of the functions of community living and coopera-tion away from home; to grow in human understandingof each other and adults in a more relaxed atmosphere;to improve attitudes toward learning; and to learn toappreciate more the complexity, interrelatedness andbeauty of our natural environment.

The curriculum possibilities at a resident outdoor edu-cation program have few, if any, boundaries. There isno curriculum to finish, no books to complete, fewbeginnings and endings to accomplish. Because thechildren are there for only a few days, one cannothope to teach a great volume of facts. It is a matterof choosing or selr'cting within a certain philosophyand integrating the studies with the total year. Be-cause students are there for 24 hours a day, everymoment of the day or night is a part of the curriculum.

Resident outdoor education should enrich, vitalize andcomplement the regular school curriculum. It shouldbe an ongoing part of the school year and not unrelatedto what takes place in the indoor classroom. However,because the program is an outdoor education program,most of the classes should be outside. In planningclasses, one should select activities which cannot beconducted as well at the indoor school.

For this reason, individual or lifetime sports should beemphasized over team sports. Basketball, softball, foot-ball are handled adequately in the regular school. Teamsports emphasize the team, often not an enjoyment onecan -turn to throughout life for recreation. But anyoutdoor activity may introduce a student to an avoca-tion or hobby he will follow all his life, from archeryto bird watching to weather.

For the same reason, classes should be kept small.The teacher's job is to present a wide variety of experi-ences which are personally meaningful to the students.Personal meanings wit not always come by using thetraditional group methods of teaching. If classes aresmall, the teacher will have more opportunity to en-courage students to express their feelings, to use intui-tive thinking.

Lecture ar d discussion may predominate in the indoorschool, but outdoor education was created to use theexploratory teaching approach. In this technique theimplication is that teachers and students all have some-thing to contribute and something to learn. It impliesthat the student knows something before the classbegins. An exploratory class might be designed to lookspecifically for insects, water pollution, wildflowers, oranimal tracks. Some brief explanation will be necessaryat the outset. But an exploratory class should be farless concerned with navies and details than with usingthe human senses to uistinguish differences. Studentsshould be able to explore, find examples, and then useany senses appropriate to observe the differences andbeauties of their discoveries.

Even though an exploratory hike centers around look-ing for specific things, the teacher should not missteachable moment,. When a snake is found, it is timeto talk about snakes. It may disrupt the class, buttaking advantage of an exciting unexpected 4iscoveryis probably the best teaching method of all.

Resident outdoor education came into being becauseof the feeling that children needed more first-handlearning experiences. It represents curriculum enrich-ment, a living curriculum. The goal is to give childrena reason to refer back to their experiences in residentoutdoor education every day for the rest of the schoolyear and for many years to come.

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Laying theGroundwork

Public relations is perhaps the biggest part of layingthe groundwork for resident outdoor education. Sev-eral groups of people must be consulted and/or con-vinced that outdoor education should be added to thetotal curriculum. Not everybody will be convinced rightaway that it is a worthwhile addition.

Resident outdoor education affects more people in moreWays than most new curriculum additions and has morefar-reaching effects on schedules, both for the schooland the family, than most other school programs. Sev-eral considerations must be met School personnel andrepresentative parents should visit the site before theprogrlm is finally approved by the board. It is also anexcellent idea to visit the site with some student repre-sentatives as a part of the planning. Involving studentsin all phases of preparation will produce countlessopportunities for learning.

The program should be explained to parents throughmeetings and information sheets sent harm with chil-dren over several weeks' time. If it is the first yearfor the prograrn, someone with experience in a residentprogram might speak and answer questions at a meet-ing with parents. Their questions will center mostlyaround facilities, health, insurance and food. Slides ormovies will help. Those in charge of the meeting shouldbe positive and enthusiastic and should stress edu-cational values. Clothing and equipment; lists shouldreach parents about two weeks before the program.All permission slips, money and health forms shouldbe returned at least one week before the resident ses-sion begins.

Religious beliefs, farm chores, unusual family responsi-bilities, finances, lack of clothing and equipment, andtraditional ideas about education may stand in theway of some parents' acceptance.

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There are administrative considerations. The personin charge of buses should be contacted and the personin charge of food services informed that some studentswill be missing from the normal lunch count. The pro-gram should be well publicized in the district so thatcoaches, music teachers, and others will not find theirschedules disrupted at the last minute. Croup testingschedules, grade card days, and assembly programsmay be affected. But these problems may be avoidedby sufficient advance notice.

Newspaper articles and other publicity about a resi-dent outdoor education program can generate mis#understanding if they are not well timed. It is a matterof courtesy that boards, administrators and teacherswho will be directly involved know about the idea be-fore it is publicized. News articles should stress edu-cational objectives. It is often best not to use the wordcamping but rather outdoor school, resident outdooreducation or resident environmental education. Camp-ing may give the idea that only recreation and fun arethe objectives of the session.

It is a good idea to attempt several articles over manyweeks, each on a different theme, since the newspaperwill not repeat the same story. Themes might be "Dirtrict Studies Possible Outdoor Education Program,""Objectives of Outdoor Program Listed," "ResourcePeople Who Will Help," "Preplanning by Students."It is a good idea to make it clear that board approvalhas been granted to the program, even if no boardmonies nre involved. It is also wise to point out thatother school districts in Ohio as well as in other stateshave similar programs and to name districts nearbywhich have them. If reporters or photographers visitthe site, leaders can help th,..n to focus on the academicobjectives of the program.

Choosinga Site

Parents will undoubtedly have many opinions con-cerning an outdoor education site: Based on their ownoutdoor experiences, or lack of them, some people willhave false ideas about what kinds of facilities shouldbe available. Parents will evaluate the total programnot just by what goes on in the academic portion. Inresident outdoor education, the tote' program includesthe quality of food and the condition of the mattressesas well as what was learned in weather study class.Some inconvenience and "roughing it" are usually tol-erated and sometimes welcomed. But too many "little"things wrong with a site will bring complaints fromparents and teachers.

In some resident programs in Ohio, cooking over openfires and sleeping in tents provide a memorable experi-ence for children, If this is the kind of program that isdesired, then the site becomes less a problem. For sucha program, a site that provides clean water and toiletswill probably be adequate. It depends upon programobjectives. To manage three meals a day over openfires with inexperienced children living in tents mayleave little time for any other activities.

Most outdoor education programs in Ohio take placeat sites that were built for summer camps. These sitesexhibit all degrees of adaptability for year-round use.To prescribe standards for camps providing facilitiesfor school use is not in the scope or authority of thisguide, but experience shows that some difficulties willarise if certain minimums are not maintained. Thepurpose here is not to be critical of sites but to investi-gate carefully where the children are going to live.

The dining room should be large enough to serve thetotal group, and it should be heated. It is possible toeat in shifts; however, to maintain this schedule forthree meals a day will be exhausting. Investigate thekitchen area. A general impression ill usually sufficientif the facility observed is in operjtion. Contact thecounty health department and request an appraisal.Ascertain from the health departnlent the number oftimes per year they inspect the camp food service.

There should be toilets in the sleeping quarters. Unless

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the quarters are very well built, it may be best if theshowers are not in the sleeping buildings, Often it istoo datrip in the sleeping area if showers are locatedin the same building. The showers, however, shouldbe nearby. It is important to know the adequacy ofthe shower facilities. Is the recovery time speed onthe hot water heaters acceptable? Are hooks or shelvesto handle clothes and personal items during showeringsufficient for the group?

Even though classes will be conducted mostly outside,meeting places will be required for preparation andfollow-up activities. The size of the entire group persession will determine the number of meeting placesrequired. Tables, chairs and a chalkboard will be help-ful. These meeting places will not all need to be heatedfor day classes especially in the fall and late spring.The facilities need not be elaborate. In fact, almostany room or corner works if the noise level is not aproblem,

A separate sleeping area and toilet facilities will beneeded for teachers. Not only do the teachers need aprivate area for occasional physical and spiritual re-juvenation, but there are other reasons for separatefacilities. Teachers should have some choice.

If the site being investigated by a school district doesnot belong to the American Camping Association, thecamp officials should be asked for explanation. Thecamp may not be able to meet ACA minimum stan-dards in such areas as health and sanitation. ACAestablishes standards for member camps. Camp stan-dards inspection teams visit sites every few years. Theinspection teams are usually camp leaders from mem-ber camps and so members inspect facilities belongingto each other. Some teams are tough, some are lax;however, the standards set nationally by ACA are ex-cellent. Health departments vary in their enforcementof regulations also; but if both ACA and the localhealth department are inspecting the site, then thefacility has a better probability of being suitable.

Meaningful studies can take place outside in almostany natural or man-made area; but the site should

3have some natural features that provide as much of avariety of learning situations as possible. A flat fieldis good for mathematics and compass work. Some freshwater study area is desirable in the form of a relativelyunpolluted stream, pond or lake. Some field area whereplants are not cut every year is desirable. A youngwoods and more mature wooded area are excellent forcontrast. A dam, gravel pit, sawmill, abandoned farmor some other unusual feature nearby is an additionalbonus. Almost any site can provide excellent learning

situations, but the greater the variety, the easier pro-gramming will be.

Choosing a site to create a learning cothmunity foreven one overnight experience is an important step inestablishing a resident outdoor education program. Thecooperation of both the camp and school officials iscritical. Prank and fair discussions in the planningstages will help eliminate many later problems.

What Timeof the Year?

Some teachers will claim that fall is the best time forresident outdoor education because it provides theopportunity for teacher and students to get to knowone another better early in the school year. Teachersclaim it makes a difference all year in their classroomrelationships.

Other teachers feel that spring is the best time. Theywant the outdoor experience to be the climax of theclassroom activities together. The class builds towardthe spring trip by studying related subjects and plan-ning the experience. It provides a goal to work towardand unifies the class.

Time to plan is always a consideration. For manyschools, it is difficult to plan a fall activity in the pre-ceding spring. Most new programs begin in the springbecause of the mechanics.

All too often, however, the availability of facilitiesdetermines when the resident program takes place.Ohio lacks sufficient good facilities for all who wantresident outdoor education. Those facilities availableare often very much in demand. As increasing numbersof districts begin resident programs, the limited (twill-ties will be unable to accommodate everybody in theearly fall and late spring.

Especially when a program is new, people tend to fearbad weather. Any date after October or before mid-April is viewed with much apprehension. But all sea-sons provide exciting opportunities for outdoor study.People who spend much time outdoors know that ittakes a long time for the soil to lose its summer warmth,and it also takes a long time to regain it. The chancefor good outdoor study weather is probably better inthe fall. The weather is often good until mid-December;and it is frequently cold and wet until late in April.One district obtained data from the United StatesWeather Bureau to support late fall resident sessions.It is a fact that on the average, Ohio will have morerain in the spring than in the fall.

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One must realize, of course, that difficult weather canoccur any month of the school year. Full-time outdoorschools usually use the same suggested clothing andequipment list for September, January or May becausethey have seen cold, rainy or snowy weather during"ideal" dates, and warm, dry and delightful weatherwhen It shouldn't happen."

Resident outdoor study in winter deserves more atten-tion from educators. Some districts in which a largepercentage of students go to summer camps mightconsider winter dates to give their children a contrast-ing experience. The facilities must be adequately win-terized, however; this component of the program shouldba investigated very carefully.

Winter has some inherent advantages for outdoorstudy. Often mud is not a problem. Students seem tobe surprised that there are things to learn outdoorsin the snow. They think of snow as fun, and the excite-ment transfers quickly to studies. Bird feeders andwildlife shelters will draw animals close enough to seeand study as at no other time of the year. Tracking isexcellent in the winter. There is something unifyingand cozy about coming inside to warm up around afireplace or at mealtime. The freezes and frosts haveknocked down high plants which make hiking throughmany areas difficult at other seasons. Cold tempera-tures seem to be easier to deal with than the extremeheat of late spring when it sometimes is too hot tostudy or hike. Freshwater studies in creeks and pondsare excellent activities. Cracking the ice to obtainsamples, which students often think will be void oflife, is exciting. When the samples are warmed indoorsand suddenly life appears, many concepts are readyto be discussed: If sled riding, tobogganing, ice skat-ing, snow sculpture, or an organized snowball fightcan be included in the program, students will be filledwith delight.

Financing

5Some resident sites provide teaching staff who willconduct all or part of the instruction; however, somesites provide only the buildings and grounds. Chargesmade will reflect the services offered. School systemsshould balance the skills and availability of their staff,the financial situation, and the quality of programdesired to arrive at the most feasible combination. Ifcontracted services include food, lodging, instructionand insurance, the cost will approach $40 per studentper week.

Some definite understandings should be made betweenthe school and the camp, especially if the camp is notalready involved in resident outdoor education. Theservices contracted for and the responsibilities of eachparty should be clearly understood. These understand-ings should be: When is the total bill expected to bepaid? Who *gets tables, cleans off tables, and organizesthe dining area? Who empties waste baskets, andcleans rest rooms and other facilities? Where are clean-ing and rest room supplies stored and are they availableat night as well as during the day? Does the campprovide a nurse, or is one on call, and is this serviceincluded in the fee? Does the camp provide first aidsupplies? Where are they and are they always avail-able? Who handles problems like stopped toilets,plugged sinks, furnaces not working and general main-tenance? Is someone available or on call both day andnight for emergencies related to the facilities? Is thereto be a snack before bed? Is it a part of the fee?

It is important to understand how the facility definesa day. Some may charge for each day students or schoolpersonnel are on the grounds and total five days fora Monday to Friday experience. Others will figureMonday noon to Friday noon as a total of four days.

Food will be a major item in the budget, howeverpreparation is handled. The cost for room and boardwill be about $4 to $5 per student per day if the foodservices of a camp facility are purchased. If food isbrought in and cooked over campfires, the cost ofcourse is much lower. Some facilities will permit schoolsto provide food and have school staff prepare it in thekitchen. This method might cut costs, but the strain

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on the instructional staff should be considered. Anotheralternative is to bring food and school cooks or qualifiedpersons to prepare the meals. The advantage to thismethod is that the school district has complete controlover the quality and quantity of food served. Anyonebrought in to work in the camp kitchen, of course,needs to meet the same state health department re-quirements as regular school cooks.

Most boards assume the cost of transportation, espe-cially if the system has its own buses. If the cost oftransportation must be assumed by the outdoor edu-cation budget, the total cost is greatly influenced bythe distance traveled. Buses are expensive to rent.

Health and accident insurance should cost about 500per student per session.

Room and board expenses for teachers, principals, re-source people, guests and other adults must be esti-mated. Transportation will be needed at the site dur-ing each session. Mileage costs may have to be figuredinto the budget for vehicles owned by teachers orprincipals.

If teachers are to remain at the site the entire time, itshould be determined beforehand that this is to be apart of their responsibility. Some systems inform pros-pective teachers of this responsibility during joliTnter-views, and the resident experience is considered a partof the curriculum. Teachers are given extra pay insome districts. If the teachers are expected to organizeand teach the entire program, extra pay and/or re-leased time is a consideration.

Another expense that is sometimes counted againstthe resident program is substitute teacher costs neces-sary to release teachers who attend the session. If theteachers are paid extra or are given mileage for thetrip to the resident site, this adds to the total cost.

Equipment and supply costs for a resident programare difficult to estimate. A site which provides the in-structional staff usually also provides most equipmentand supplies. It is wise not to count on the camp havinganything that was not agreed upon ahead of time.

5Art supplies, telescopes, thermometers, weather equip-ment, hand lens, binoculars, paper, clip boards, pencils,identification books, compasses, and microscopes areall used by some programs. Other programs operatewell with just a few of these items.

Some boards of education take the position that if theresident experience is a valid part of the educationalprogram, all students should participate and the stu-dent fee should be the responsibility of the board.Other boards claim that the students would eat andsleep at home if they were not in a resident program;therefore, the home should pay for the student main-tenance cost of the program. Other boards merely givetheir approval of the program and students who go areresponsible for their expenses.

Federal financing has supported many outdoor educa-tion programs in recent years. Some programs sup-ported under ESEA Title III were funded almosttotally except for transportation, supervision, andhealth and accident insurance policies, for up to three

,years. Such support gave a great boost to resident pro-grams in the late 1960's.

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These kinds of funding solutions, however are the ex-ception rather than the rule. Federal monies are avail-able occasionally under several acts, Even if obtained,such support is not to be, depended on indefinitely.Most federal money is granted as "seed" money and isnot continued year after year.

Local foundations, service clubs, conservation clubs,garden clubs, PTA's and PTO's, and businesses havesupported many resident programs. Scholarship moneyhas been raised for students who cannot afford thecost. Schools have used sales of candy, garden seed,bird seed, and greeting cards. Spaghetti suppers andcarnivals have raised the necessary funds,

Unique fund raising techniques occur when people areinterested and willing. One man offered his service sta.;tion profits to a school if the teachers and studentswould pump gas one weekend. The service stationowner went fishing while students and teachers "ranthe store." They raised enough money to send severalchildren to the outdoor education session. However,some boards of education have policies against suchmoney raising practices.

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'ResourcePeople

The school district should not miss the opportunity toinvolve the community when beginning a resident out-door education program. Every community has indi-viduals whose talents will enrich such a program andprovide some inservice education for the regular schoolstaff. Many people will be happy to help, frequentlywithout pay.

If the program operates only a few weeks each year,some of these resource people may help for many years;however, if the program becomes longer each year, re-source people should not be expected to continue help-ing at the same level of effort. They should be used tohelp the staff learn new skills. Some will work betterwith adults and can assist in preparing the staff. Butto expect them to help week after week and year after

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year with the students is unrealistic. If the school in-tends to create a meaningful program, it should be pre-pared to be independent eventually.

Sometimes assistance can be -'found in unexpectedareas: garden clubs, rock clubs, astronomical societies,nearby colleges and universities, county game protec-tors, parents, teachers from other schools and otherresident programs, zoo personnel, retired persons' andsenior citizens' clubs, nature dubs and nature centers,the United States Weather Service, Soil and WaterConservation District, Ohio Conservation and OutdoorEducation Association, Ohio Department of Educa-tion, and the County Agriculture Extension Serviceare only a few examples.

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NightSupervision

7Dormitory time is a very important aspect of residentoutdoor education, but it, like all other parts of theprogram, requires planning to be successful.

Children of sixth grade age need about ten hours sleepa day. If they get only about three or four hours, sev-eral of them may become ill by the end of a week. Theyare much more active at a resident outdoor educationsession than they are in their regular school/home sit-uation and they need rest at night. Educational ob-jectives of the program will not be so well met if thestudents are exhausted during the day. A definite timefor lights out and quiet should be established andenforced.

Policies should be established about horror or scarystories being told in the sleeping areas. Such storiesmay add to superstitions and fears, whereas educationshould be designed to help eliminate superstitions.Children of elementary age already have enough fearsconnected with the outdoors, espedally at night.

Policies should also be established as to kinds of dis-cussions appropriate at bedtime. The thought of re-moving elementary age students from home for a weekis controversial enough, without exposing them tophilosophical or political discussions that were not apart of the objectives or purposes of the program.

One rule to be established is that no dormitory raidsare permitted. These frequently get out of control. Atime can be provided for members of one dormitory tovisit another dormitory under adult supervision. An-other successful substitute for raids is to permit stu-dents to write notes to their friends in other sectionsand have the notes delivered at a specific time eachday.

Shower schedules must be established. Each dormitoryshould have a quiet activity to end the day. Stories,singing or listening to records are excellent endings toa busy day.

Many programs begin with the classroom teachers orthe ti?nehArge wives or husbands staying with the stu-dents at night in order to get the program started.

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Funds are usually limited, and this step represents aneconomy; however, even when teachers are very enthu-siastic about starting a resident program, sleeping withthe youngsters at night and teaching all day can createan exhausting situation.

Parent volunteers may offer a partial solution. If theprogram is successful, these parents will make goodsalesmen and saleswomen for outdoor education. Someschool systems pay for their room and board; the par-ents may pay their own expenses; or the PTA or PTOmay assume this charge.

Disadvantages of volunteer parental help may occur.Some will volunteer when they really do not have thetime due to large families, meetings and other obliga-tions. Some are surprisingly weak in the area of controland supervision. They may be lax and let activities likepillow fights go on for hours, thinking that the childrenare there only to have fun. Parent volunteers need tobe informed and to understand clearly that the chil-dren should get plenty of rest.

Several pre-planning meetings with parents are invalu-able. If they understand clearly the daily schedule andthe objectives, parents can assist with supervision dur-ing rest periods, set up and clean up at mealtimes, andaccept other duties as well as night supervision. Somewill often have special skills and be willing to teachclasses.

High school students are used by several programs tosolve night supervision problems. Where this is done,the high school students must be selected very care-fully. Several training sessions beforehand are neces-sary to prepare high school students for such anexperience and responsibility. Supervision can be amajor problem, and criticism is guaranteed to ariseunless the teenagers are well prepared.

High school students make excellent helpers, assistants'and supervisors during classes, setting up and cleaningup the dining area, and for rest periods. Therefore,even if they do not take charge in sleeping areas, theycould be considered for other duties. Some method willhave to be established for paying their room and board,

7and they will need to be released from their own classesfor the time they help with the resident program.

College students will need to be paid a fee plus roomand board, but they are, in some parts of the state, themost available and reliable of the choices. The usualprocedure is to pay them for their night dutyusually$20 to $25 per week plus room and board. The bestcandidates are student teachers who are assigned tothe outdoor education program and can be there dur-ing both day and night. If a college is located near, butstudent teachers cannot be assigned to the residentprogram, there is still the possibility of having collegestudents drive in each evening for night supervision ofstudents. Mileage expenses should be considered. Oc-casionally, college instructors can arrange special prob-lem experiences for certain students for a couple of

weeks, and help is sometimes provided in that way. Anote on the official employment bulletin board at thenearby college usually brings an adequate number ofapplicants.

Orientation meetings and written policies seem neces-sary for college age groups. After working a few weeks,they become too lax. Program objectives must be ex-plained to them, and it should be stressed that theyounger students must maintain the structured pro-gram.

No matter what solution is chosen for night supervi-sion, an adult must always be on the site to respond toemergencies. Parents are more easily (..orivinced thatthe program is an educational experience if at least onecertificated educator is on duty at all times.

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, Getting Thereand Back

8.Resident sites are not always available near eachschool. Long bus rides are to be expected, but theyneed not be feared if adequate planning is done. Thismay be some students' first long bus ride, and thatmakes it (joubly important to be well prepared.

There is usually a supervisor in each district who is incharge of transportation if the district owns buses, andthat person must be contacted well ahead of the trip.If buses must be rented, contact should be made wellahead of time to insure availability. The bus shouldarrive when it is needed and not before. The drivershould be given a route map well in advance.

A resident session involves a surprising amount of lug-gage and gear, even if attempts are made to restrict it.Many schools have been forced to rent a truck or sendfor another bus at the last moment because of the lackof space. State law prohibits the placing of obstruc-tions near the rear door or in the aisle Luggage andgear should not be packed against the back safety dooror filling the aisle. The rear door and aisle must bekept available for emergency use at all times.

Students should not have to sit in crowded conditionsfor a long ride: If both students and gear travel on thesame bus, the best method is to give one seat to eachstudent for himself and his belongings. In addition tothe safety advantage, this also prevents gear mix-upsupon arrival. Some schools have tagged each item withthe student's name, which also helps to avoid confu-sion. It can .be a shocking experience for a child tothink, even for a few minutes, that part of his belong-ings did not arrive. Another method is to pack gear ona truck or separate bus. If commercial buses are used,they will have storage areas to help with the luggageproblem.

It is best if someone assists the driver with si.pervisionduring the trip. Another adult is best, but one is notalways available. A high school student might be analternate choice. The driver must be able to devote hisfull attention to the job of driving. The students' partis to make that possible.

14

Some basic safety concepts should be reinforced beforedeparture. Students should be instructed to choose aseat and not change seats after the bus begins to move,and to remain seated during the entire trip.

One responsible student might be supplied with a whis-tle and seated at the front of the bus. When the busapproaches a railroad crossing, he should blow thewhistle. When the whistle is blown, everybody mustremain quiet until the bus has crossed the tracks andan all-clear whistle is blown.

The length of the trip will determine if rest stops or asnack or meal en route must be imluded in the plans.Students should be carefully instructed as to whatfoods and amounts they may eat prior to departure.

Any student who gets motion sickness should be sup-plied with a plastic sack and seated near the front door.

If it is planned well, the bus ride can be an educationalexperience. Students can do observing and problemsolving which will make the traveling time more worth-while. Small groups can be assigned specific jobs, andjobs may be switched after the halfway mark or duringthe return trip.

Each student should be supplied a road map and magicmarker. They may draw in the route taken by thedriver; compute how many miles were driven, figurethe halfway mark, and find an alternate route.

A small group could follow topographical maps of thearea. They might try to observe where the glacierended. They might add any churches, cemeteries,schools, or other landmarks missing on the map. Topo,graphical maps may be obtained from the Division ofGeological Survey, 1207 Grandview Avenue, Colum-bus, Ohio 93212.

A group on one side of the bus and another on theother side could look for highway kills, Wildlife pop-ulation studies are often based partly on the numberkilled along highways. A form could be made and givento each student with places to count the following: fox,squirrel, dog, skunk, cat, opossum, woodchuck, rabbit,bird, deer, and a blank for unidentified animals.

A "litter survey committee" could list the unsightlylitter along the route. They should note the kind oflitter and where it is located (e.g., two miles south ofMansfield on Route 13).

A language arts lesson might be structured arounddescriptions. Students could describe the most beau-tifursight they see, the most unusual, the ugliest, theplace they would most like to visit and why, or theplace they would most like to live if they could. Thesame impressions could form the basis for a later artor sketching class.

One group might look for examples of good and poorconservation practices. They might be in charge ofsetting up a conservation practices itinerary for thereturn bus trip after the resident session.

Travel time could be used to prepare students for the

outdoor experience. They might discuss such questionsas: Why do you think there is an outdoor school? Whatare several things you think you will see,.smell, tasteor feel at the outdoor school? When the bus arrives atthe site, what will you see happening? What do youthink you will do first after you have unloaded the bus?If you had a choice, what would you like to learn atthe outdoor school? If you had a choice, what wouldyou like to do at the outdoor school?

The proper attitude toward a resident experience isextremely important. Students need to know that thisis an educational experience. If the bus ride sets theproper atmosphere, the students will be prepared men-tally. If the ride is rowdy, it may take hours to estab-lish the proper mental attitude toward learning, Thistype of accurate planning is especially important toprograms that last only a couple of days.

15

Health, Accidents,Safety andinsurance

Insurance to cover sickness and accidents en route,attending, and returning from a resident, outdoor edu-cation session should definitely be considered. The in-surance is called resident camp insurance and waswritten originally for summer camps. All studentsshould be covered by a camp insurance policy for theresident experience, even if they have regular schoolaccident insurance coverage. Some regular school acci-dent policies do not cover students when they are liv-ing away from home. Since all students usually do nothave regular school insurance, it is better if all are cov-ered by the camp policy. Liability insurance for thestaff should be a factor in planning.

A nurse should check students the day they are toleave for the resident outdoor session. Discoveringsigns of contagion before the trip may eliminate healthproblems later. Some children may convince their par-ents that they are well enough to attend the outdooreducation session even when they are not.

Some schools have employed a nurse to be on dutyduring the entire resident session. Other acceptable al-ternatives are to have a nurse visit the resident siteabout mid-point during the session, or to have a motherwho is a nurse stay at the resident site.

Questions concerning health history and present healthcondition should be included with the parent permis-sion forms (See appendix). This will provide most ofthe information necessary to deal with all but veryserious health problems. The forms should include dayand night emergency phone numbers for each child,All health information should be taken to the residentsite and each adult should know where it is kept theentire session.

If the group of students is large and there are severaladults on the staff who do not know all the students,an alternative should be considered. A summary of allthe health problems can be duplicated for each staffmember, to include all names of students who need totake medicine and when, problem sleepwalkers, dia.betics, epileptics, those who do not have parental per-mission to take aspirin, those who have a history of

16

problems with insect stings, and any other significantinformation dealing with their health. All this infor-mation can be compiled from the permission sheetscompleted by parents. Such a summary is importantto all who work with the students, particularly for thenight staff who supervise the student dormitories.

When an emergency occursit is best to call the parentsas soon as possible. Most accidents do not require im-mediate hospital care. If contacted, parents can meettheir child and school personnel at a hospital orphysicians' office of their choice. Many physicians andhospital staffs will not treat a child without at leastone parent's permission. A permission slip should beadded to the health information when the resident tocation is more than sixty miles from the school district(See appendix), A local physician can take care ofemergencies if parents have signed such a permissionslip ahead of time.

The staff should know locations of the nearest physi-cian's office and hospital and visit them before theirservices are needed. Small hospitals do not always haveemergency rooms. The staff should know the locationof the nearest hospital and emergency facilities. If itbecomes necessary to take a child to a physician's of-fice or hospital, two adults should make the trip, sothat the driver can concentrate on driving.

Accurate records should be kept of all emergencies andhealth problems that arise during the resident session.Records of the incident, who was in charge, and Alitwas done may be important at a later date, The insur-ance company will require a report, and it is oftenweeks after the emergency that all bills are collectedand the insurance report is filed. A good general acci-dent report form has been developed by the AmericanCamping Association in cooperation with the AmericanAcademy of Pediatrics. A pad of such forms can bepurchased by ordering Form 107.60 from the AmericanCamping Association, Martinsville, Indiana.

An accident form should be filled out for every awl-dent even if it seems minor at the time. The adultsupervising the student when the accident or sickness

9occurred should be responsible for completing the re-port. Even minor cuts and scratches or poison ivy treat-ment should be recorded. A note pad kept with eachfirst aid box can be used to record minor problems andtreatment.

The administration-of drugs can sometimes be a prob-lem. Consideration should include the age and respon-sibility of the individual child, the importance of thedrug to the child's health, and degree of danger thatexists if the drug should be given to a child who is notsupposed to have it. Health information provided bythe parents will determine what should be done. Medi-eines should be collected, and an adult given the re-sponsibility of seeing each child is pared for as theinformation sheets direct. It is best if no drugs or medi-cines are kept in the student dormitories. All adultsshould know school board regulations dealing with this-area.

If the site is not too isolated, tetanus shots are notnecessary before students attend the resident session.It is wise to know the date students had their lasttetanus shot, However, many parents are not positiveOf the date the last shot was administered. If a childsteps.on a nail or gets cut in some manner to requirea tetanus shot, the physician will undoubtedly givethe shot. To require every student to take a tetanusshot it a questionable procedure.

Two health problems should perhaps get special atten-tion. Each staff member should be thoroughly knowl-edgeable abont poison ivy; and students should beinstructed that to avoid any threat of rabies, theySWIM -touch no, warM-blotiOed animal that has notbeen in captivity fOr at least several weeks under thecafe 'Of A responsible perSoil: All animal bites must by

GiNi1604 health'dparimmt.If iota#06:19 &Meek is advisable to Oft Ma and con-fi animal *d'th'iii beWcWit by-the adVica

_of

tie health pa tment:

Poison ivy is a serious problem for many people. Stu-dents should be instructed to wash hanils, arms andfaces after each outdoor activity especially in theearly fall and spring. Most people get poison ivy fromtheir clothes; therefore, those who have severe prob-lems with poison ivy should wash their hands againafter removing their clothes for bed.

A presentation of accident statistics from an outdoorschool that has been in operation for several yearswould allay many parents' fears, especially if the sta-tistics could be compared with averages from regularindoor schools. Stich figures are available from the in-surance industry. A 12-year statistical record of oneoutdoor school shows that actually more accidents oc-cur in thedormitory than in obviously dangerop areaslike ponds, rivers and lakes. Running is the chief causeof injury. Stairs, beds and doors were involved in motof the incidents.

.

The same records indicate very few accidents occurringduring classes, Most accidents occurred during recrea-tional activities. Sled riding and tobogganing toppedthe dangerous recreation activity list. Classes whereknives were used (apple butter making, whittling, nat-ural dyeing), proved to be the next dangerous.

Falling was the chief cause of the largest number ofaccidents. A no running" rule should be establishedfor some locations. Rock throwing was involved in afew'faccidetits. Regtalations against such activities whenunorganized should be stressed strongly. -

Very few insect stings were reported. This, however, isan area where many parents hays fears; and In aspswhere students have records `of reaitiobaAhat- are ke-Aeis, the fears are Nstitled. Staff infinbers should1110Whit to do and 'should `know Wiirch studeiti have' aMedical history in 'this area.

11

1

BibliographyGENERAL & PLANNINGMien Benton and William Werner, Jr.Manual of Field Biology & Ecology.Minneapolis:Burgess Publishing.Co., 1966.

Shirley Brehm.A Teacher's Handbook for StudyOutside the Classroom.Columbus:Charles Merrill Publishing Co., 1969.

George Cox.Laboratory Manual of General Ecology.Dubuque:William Brown Co. Publishers, 1970.

George Donaldson & Oswald Goering.Perspectives on Outdoor Education.Dubuque:Wm. C. Brown Co , 1972.

William Freberg and Loren Taylor.Programs In Outdoor Education.Minneapolis:Burgess Publishing Co., 1963.

Donald and William Hammerman.Teaching In the Outdoors.Minneapolis:Burgess Publishing Co, 1965.

Donald and William Hammerman.Outdoor Education Readings.Minneapolis:Burgess Publishing Co., 1968.

William Hillcourt.'The New Field Book of NatureActivities and Hobbies.New York:G. P. Putnam's Sons, 1970.

John Hug.Curriculum Enrichment Outdoors.New York:Harper and Row Publishers, 1965.

Joseph Wood Krutch.Twelve Seasons.New York:William Sloane Assoc., 1967.

Charles Mend. _

Outdoor Education;New 'Fork:Pratt ti Co.;1957.

An ield

g ,it ds

ufgettfPublishing Co, 1966.

libtirlasstit Otit44Doors.alstrin

'UM -OW 196_9.

414 Sintiliand Others.Woo* Eciuesition.

Englewood lifts:Prentite Hall, 1063 and revised 1912.

INSECTS & POND STUDYDonald BoltonField Guide to Insects.Boston:Houghton Mifflin Co., 1970.

William Burnett,Zoology.New York:Western Publishing, 1958.Margaret Buck.Pets From the Pond.New York:Abingdon. Press, 1958.

H. F. Chu.The Immature Insects.Dubuque:W. C. Brown Co., 1949.Anna Comstock.Handbook of Nature Study.Ithaca:Comstock Publishing, 1939.Leon Hansman.Beginners Guide to Fresh Water Life,New YorkPutnams, 1950.Richard Headstrom,Adventures With Insects.New York:J. F. Lippincott, 1963.J. Helfer.Grasshoppers.Dubuque:Wm. C. Brown Co., 1963.Melita Hofmann.Trip to a Pond.Garden City:Doubleday, 1966.W. J. Holland.The Moth Book.New York:Dover Publications, 1968.H. E. Jaqtlues.The Beees.Dubtique:W. C. Brown Co.,1970.

H. E. Jaques.The Insects.

ubtlique:;0.- Dra fin CO.; 1047.t:

Protozoa.DubUque:W. C. Brown G., 1949.

7 MI nfii;6:1113i1.The' ekg.Dubuque:W. O Brown Co.,1970.

18

Alexander Kiots.Field Guide to Butterflies and Moths.Boston:Houghton Mifflin Co. 1964.

Elsie Riots.The New Field Book of Freshwater Life.New York:Putnams, 1966.

Robert Mitchell and others.Butterflies and Moths.New York:Western Publishing Co., 1962.

Clifford Moore.Book of Wild Pets.Boston:Putnams, 1968.

Ann Morgan.Field Book of Ponds and Streams.New York:Putnams, 1930.

Laurence Palmer.Fieldbook of Natural History.New York:McGraw Hill, 1949.

G. W. Prescott.Freshwater Algae.Dubuque:Wm C. Brown Co., 1970.

George Reid and others.Pond Lite.New York:Western Publishing Co., 1967.

Ralph Swain.Guide to Insects.Garden City:Doubleday, 1966.

Herbert Zim.Insects.New York:Western Publishing Co., 1956.

Het bait Zan.Insect Pea* -

New YOE:Western- Publishing Co., 1960.

erbit

esteArkbliShing CO.,, 1970,

HerbeitlAtiAettilr tP1011114.*Water* ublislifiq 1956.- _

erberiIsht,.got YoirU:western Publishing en., 1955.

ECOLOGYMarston Bates.

-The Forest and the Sea.New York,'Random HouSe, 1960.

Elizabeth Biiiington.Understanding Ecology.New York:Warne and Co., Inc., 1968.

Ralph Burhsbaum.Basic Ecology.Pittsburgh:

- Boxwood Press, 1957.Henry KaneThe Tale of a Woad.New York:Alfred Knopf, 1962.

Joseph Wood Krutch.Twelve Seasons.New York:Sloane Assoc,. 1967.

Aldo Leopold.A Sand County Almanacan other essays.New York:Oxford Univ. Press, 1966.Lorus and. Margery Milne.The Balance of Ilature.New York:Alfred Knopf, 1970.

Margaret Milliken and others.Field Study Manual forOutdoor Learning.Minneapolis:

- Burgess Publishing Co., 1971.Janet Nickelsburg.Field Trio.Mintecip: h..Burgess Publi:thing Co., 1966.John Storer.Man In Ole Web of Life.New York:New American Library, 1968.John Starer.The Web of Life.1163,,, York:New American Library, 1956.May

cling the Landscape.Vettititie Man, 1063.

61 NtOtOltigttiO Medea.:

tY,D,Itttpflid C&41 i 196?

ed+.Y rAmerica.

etei ublishing,C49 1068.

Calvin Fader.Trees Every Boy and Girl Should Know.Washington:American Forestry Assoc., 1951.

William Harlow.Trees of East and CentralUnited States ard Canada.New York:Dover Publications, Inc., 1957.

H. E. Jes.The Treaes.

qu

Dubuque:W. C. Brown Co., 1971.

George Petrides.Field Guide to Trees and Shrubs.Boston:Houghton Mifflin Co., 1958.

May Theilgaard Watts.Master Tree Finder.Berkeley:Nature Study Guild Publ., 1963.May Thellgaard Watts.Tree Finder,Berkeley:Nadire Study Guild Publ., 1963,May Thellgaard WattsWinter Tree Finder.Berkeley:Nature Study Guild Publ., 1970Herbert Zim.Trees.New York:Western Publishing, 1956.

FERNS

Boughton Cobb.Field Guide to Ferns.Boston:Houghton Mifflin Co., 1963.

Herbert Durand.Field Book of Ferns.New York:0. P. Putnams, 1949.Fronds Parsons.How to Know Ferns.Neir York:Dover Publ.. 1961.Parlda Wiley,Perstrof northeastern United States.NeW-Ydrki-ffittiotial Aticiubeh Soc., 1948.

-WILDFLOWERS

er*.

&eV/it, 1948.

thbeetprint &firs.-ub0.4net

Brown; 1049.

19

E. H. Hausman.Beginner's Guide to Wild Flowers:New York:0. P. Putnam's Sons, 1948.

Roger Tory Peterson.Field Guide to Wildflowers.Boston:Houghton Mifflin, 1968.

Lawrence Newcomb.Pocket Key to Wildflowers.Boston:New England WildflowerPreservation Society. 1963.

May Tfteilgaard Watts.Flower Finder,Berkeley:Nature Study Guild, 1955.

Edgar Wherry.Wild Flower Guide.Garden City:Doubleday and Co., Publ., 1948.

Iterbert Ziin and others.H

ew York:estern Publishing Co.

PLANTS IN GENERAL

L. H. Bailey. = ,

HOW loalts. Get Their Names.

Iltwer Publications, 1963

John Elliott.Botany. ,London:English University Press, 1965.

H. E. Jaques.Plant Families How to Know Them.Dubuque:W. C. Brown Co., 1949.

H. E. Jaques.Economic Plants.Dubuque:Wm. C. Brown Co 1958.

E. Jaques..Weeds.

Dubt4que:Wrii. G. Brown Co., 1959.

'''-'6010111;tiabook.

u$ilcitlo'ri." 1687.

ri; 1968,

0;orbit.

DoOr Publieationi,1969.

Floyd Shuttleworth.Non Flowering Plants.New York:Western Publ., 1967.

Dorothy Sterling.Mosses, Ferns, Mushrooms.Garden City:Doubleday & Co.. 1955.U. S. Dept. Agriculture.Common Weeds,New York:Dover Publ., 1971,

University of Illinois.Weeds of North Central States.Urbana:University Press, 1960.

Herbert Zim.Botany.New York:Western Publishing, 1969.

WeHerbertds.Zim.

eNew York.Western Publishing, 1972.

SOIL, GEOLOGY, MAP,COMPASS & CONSERVATION

David Bates.Studies for Woodlands.Toronto:Ryerson Press, 1970.

Robert Brown.Techniques for TeachingConservation Education.Mintiei oohs:Burgess Publishing, 1961.

Clifford and Virginia Ernanuelson.Conservation (In ;Meg.Danville:Interstate Printers and Publishers,Inc., 1968.

Orville Jones.Discovering Your Environment.

Eitet le Publishers, 1971.

prh Kielistrom,Compaas.

Anterl 105Trieriteeting Service; 1955.

rid_eriekPo4;Wit _Guide ROeks and Minerals.

toff:Hotigtitori Miglid0O.; 1464.

04;400::ot 1011"'"

terein Press ,1010.

Margaret Milliken, and others.field Study Manual for OutdoorLearning.Minneapolis:Burgess Publishing Co., 1971.

Leslie Nelson and George Lorbeer,Science Activities for ElementaryChildren.Dubuque:Wm. C. Brown Co. Publishers, 1959.

Frank Rhodes and others.Fossils.New York:Western Publishing Co., 1962.Carl Shuster.Field Work In Math.New York:American Book Co., 1935.Malcolm Swam.Tips and Tricks in Outdoor Education.Danville:Interstate Printers andPublishers, Inc., 1970.Ernest Walker and Albert Foster.This is our Soil.

-' Danville:Interstate Printers andPublishers, Inc., 1951.Richard Weaver.Manual for Outdoor Laboratories.Danville:Interstate Printers and Publishers, Inc.

WEATHER

Herman Schneider.Everyday Weather.New York:McGraw Hill, 1961.Paul Lehr and others.Weather.New York:Western Publishing Co., 1957.Frank Forrester.1001 Questions About Weather.NeWOmsset-Durilap, 1958..

Raymond Spger and others.7114 goer Weathercaiter. _

NOW Yo:OctobiTH

rkOUNS

6 -NU MAN

114;10istightrottres.-

-Ltitt-.6kliciight0a

;i4morflin Co., 1962.

20

University of Dayton.Do It Yourself Handbook forEnvironmental Improvement.Boston: -

Little, Brown & Co., 1971.

Frank Graham.Since Silent Spring.Boston:Houghton Mifflin Co., 1970.

Henry Jarrett,Environmental Quality.Baltimore:John Hopkins Press, 1966.

Allen Kneese,Economics and the Environment,Baltimore:John Hopkins Press,'1970.

Robert Rienow.Moment in the Sun.New York:Dial Press, 1967.

Ernest Swift,A Conservation Saga.Washington:National Wildlife Federation, 1967.

Freeman Tilden.Interpreting Our Heritage.Chapel Hill:University ofNorth Carolina Press, 1967.

Stewart Udall.

ew York:olt, Rinehart & World, 1963.

Richard WttiPter.Environment and Man.New York:W. W. Norton, 1971.

BOOKS EQUIPMENTSOURCES

Cene Instruments Corp.,2600 8, Hostner Ave.,Chicago; Illinois. ON&Caralkiknielogica1 Suroly1.10tifigtoti; N, C. 2720.7

vlion,motail, Xducaticii_0044 _

4. I0- OM.00440Ci,

a SelenCe'

E450;4_ e,

SampleParentInformation Sheet

Parents and students: Please read carefully

LOCATIONThe location of the resident outdoor school will be atthe Wooster Presbytery Outdoor Center on McCurdyRoad (near Perrysville, Ohio, in southern RichlandCounty).

TRANSPORTATIONTransportation to and from the outdoor school will beprovided by your local board of education. Scheduleswill be set so students will leave their school on a Mon-day in time to tutiv ) at the outdoor school between1:00-2:00 P.M. Students will leave the outdoor schoolabout 1:00 P.M. on Friday to be returned home. Thefirst outdoor school meal will be on Monday eveningand the last meal will be Friday at noon,

MAILOur outdoor session is so short that we request no mailbe sent to the school because most letters arrive afterthe students have left the outdoor school. However,students will be encouraged to write cards or lettershome.

... VISITING, Open house will be planned during the school year and

parents will be notified concerning the dates. We hopethat most parents will visit during open hetiseti; hew-ever, we realize that is not always possible. Visitorswho come at: times other than during open house shouldunderstand that most often there will be no staff mem-bers available to conduct tours: Even though the staffwill be busy with the children, visitors should feel wel-come to look around. We must knOW at least one day inadvance if visitors wish to eat at the school and a chargeforibe Meal-Will be Made.

-STVDENT'S EQUIPMENT_ -peilthit iii new willIt 4'11'6 ,,t 0 n a, and equitment svil

have it, bib4glif for Oufaor'edtkatien:T 0 childrenIflii; more on110*.blik'in .OldCIA-es that lii'=64=i0

washed Or cletinedrAlleleiblni and iiinipment shouldbe,c4rly ailed :: tfi ttie it en ' :rfliiiiilni-, IsOlett .-!,,, r fo * J§.-Artii - ..'. 1 *Oafade in fiveila . Ttii witaikiridirow 'firwell fOfthe marking inOiri .4-Filiter- all`

is satisfactory for metallic objects. There will be noneed for any child to bring any dress-up clothes to theoutdoor school. Children may wear play clothes, slacks,dungarees, or over -ails. Girls should have at least onepair of long slacks for the cool evenings.

Each child's luggage should consist of not more thanone suitcase and bed roll or duffel bag. Children shouldassist in the packing of their suitcases so they willknow what is there and where things me.

Older blankets and sheets are more satisfactory thannew or good ones. If your child is a bed wetter, pleasesend a rubber sheet for protection of the outdoor schoolmattress.

The accompanying equipment list is, for your use inplanning what to send. If the student fills in the blanksunder "actual number" and takes the list to the out-door school, he or she can inventory equipment beforereturning home.

HEALTHBefore leaving for the outdoor school on Monday, allstudents will be checked by the school nurse for anysymptoms of contagious disease. All staff members willbe alert to the health and welfare of the students,and will report any unusual symptoms. There will be atleast one person with Red Cross training in first aid onduty. If a student should become ill the parents will benotified and arrangements made for the child to be senthome. In case of serious accident parents will be noti-fied immediately. (Emergency information shotild befilled out by parents as a part of the application andtaken to the outdoor school.) Physicians and ambu-lances are available on call from a nearby hospital.-

DO NOT SEND_ .

DO NOT SEND=- SHEATHNT

NW, inCgrtS,:O EVVCOMIG DOOK RAM 6ANDWOVVi-

OtA 0TH ttt =POW:These items cause ocibloyyl; and the children *01 not

iiefilift#a 144- twiro-016 -1101afocite:hiobipertec)lAtit bx-IAPT-tortsWeett 'Wadded in 6fitdOtriefiTn thing to

l me u. Themfs11Y,

21

SampleEquipmentList

ITEM ESSENTIAL ITEMS RECOMMENDED NO. ACTUAL NO.BEDDING Wool Blankets, Sleeping Bag, or equivalent '3 blankets

Sheets 2

Bath Towels 3

Wash Cloths 2

Pillow 1

Pillowcase 1

PERSONAL Toothpaste 1 tubeToothbrush 1

Soap 1

Comb 1

Tissues or HandkerchiefsNote Paper and 3 Sharpened PencilsFlashlight 1

CLOTHING Heavy Jacket or Coat 1

Heavy Sweater or Sweatshirt 1

Shoes 2 pr,Raincoat 1

Galoshes or Boots (very important) 1 pr.Sport Shirts 3 - 6Underpants 2 3Socks 6 pr.Hat, Stocking Cap or Scarf 1

Gloves 1 pr.Pajamas 1 pr.Tough Trousers or Jeans 2 - 3 pr.

NONESSENTIAL BUT CONVENIENT ITEMSCLOTHING Bath Robe

PERSONAL Hand Lotion Sunburn LotionSoap Box-Glasses CaseSafet' PinsHair prii-silShower Cads -(toi

1

1

1

1

1

1

tliPPeis : '1 pr.Sleeping Bag

-''ChapktiplcIri ffePelleii(irfeeasen) 1

-r---M1-06gLLANgOtig'S'tatoniiii)::.::`rStSiril:105aper & Envelopes

_

Fisiling Pole aiid Dalt (except Jan. & Feb.)

22

SamplePermissionand HealthInformation Form

Parents: Please return this to your child's teacher as soon as possible,

We the parents of w uld like to register

our child for the experience in Outdoor Education from to

Name of School.

Parent's Signature

Does your child have any problems with the following?

Yes No Yes

Convulsions 0 Asthma QDiabetes 0 Hay Fever

Insect Stings 0 D Poison Ivy

Penicillin 0 Sleep Walking 0Does your child have permission to take aspirin? Yes NoHas your child been under a physician's care recently? Yes 0 No

If yes, please explain.

No

0

Name any medicine being sent with your child and when it should be taken.

Please list anything else about yoUr child's health which would pertain to his or her welfare or activity while

at the outdoor school.

-Please write below-yetif--tisnie and two telephone numbers -wheie you -* be -fanemergency:

bay Phone Night:13b- owe-=Name

-r*

SampleMedicalPermission Slip

Parents:

This page is for parents of children who live a great distance from theoutdoor sehool.

In case of accident or sickness I give my consent for the camp physicianto treat as he deems necessary. I assume that every reasonable effort will beMade to reach me in case of serious illness or accident.

Sc `

Parent's Signature

TEACHER:

PLEASE BRING THOS PAGE TO THE OUTDOOR SCHOOL -ONmormAy.

24

SampleParentEvaluationForm

1. -Would you endorse a resident outdoor education experience for all children at some time during theirschool career?

Yes No

2. Was the length of the resident outdoor education program

about right too long too short

3. What values do you see in this experience?

4. What disadvantages do you see in this experience?

9

5. How have your child's actions shown that he continues to think aboutor use what he learned at the residentoutdoor session?

6. Would you list any comments your child has made regarding his outdoor experience?

1. be you feel this was an academic experience?

8. Do you feel this experience as social growth was beneficial?

Please use reverse aide for any additional comments; We would be happy to have you sigh this evaluatiOnigignatufe is tt et required.

SampleTeacherEvaluationGuide

Please use the following outline as a guide in evaluating the outdoor education program, Use a separatesheet of paper for each major topic. We would like your reactions to each of the subtopics listed, but yourcommentS 6tted not be restricted to those items listed.

Your hard work and investment of time and energy is greatly appreciated. So are your candid commentsand suggestions on this evaluation.

Please complete this evaluation as soon as possible and submit it to your building principal not later thanFriday, May 21.

1. RESOURCE PERSONNELA. Appropriateness of presentation to sixth giadersB. Attitude, rapport with studentsC. Ability to communicate effectively

2. UNITS OF STUDYA. Which seemed most valuable?

B. Which seemed least valuable?C. Your rpiwtion to the overall outdoor education curriculum

D. Suggestions, criticisms, etc.

3. COUNSELORSA. Their assistance during class periods

B. Overall performance in working withthe studentsC. Any specific examples good or bid

4. SPECIAL AREASA. Evening activitiesB. Teacher-class activity period

C. Suggestion.slor others

5. PHYSICAL PACILITIESA. Class locationsB. Sleeping quarters for staffC. (lateral maintenance of buildings and grounds

D. Other -cotrartertis

6. MISCELLANEOUS OBSERVATIONS AND Stra(MitIONS

SampleStudentEvaluationForm

Please answer the following questions as carefully and as honestly as you can, You do not have to sign.your name.

1. Did you enjoy your expeitence at the outdoor education program?

Yes No Why?

2. Did your experience here help you understand some of your school work better? Yes

3. Did you make some nevi Mends during this time? Yes No

4. How did you feel about such jobs as table-waiter, bed-making, etc.?

Enjoyed _ Did not mind it Did not like It at all

5. How did you get along with the other boys and girls while at camp?

Better than at school The same as at school - Not so well as at school -6. Do you think you got to know your teacher better? Yes.- No-

If yes, in what way?

7. What one activity did you take part in that you would choose as a favorite?.

8. What other activities did you enjoy most?a.

b.

c.

9. Was there anything in the program that you definitely did not like or enjoy? No-If yes, what was it?

10, What suggestions could you make to help us improve the outdoor education program Or next year's sixthgraders? -?

a..

b.'

c.

On the heel( of ibis paper, please write a shOrt paragraph tainegliiethirig aboi4 the oVidoloi 0u-titian,

Pro

SampleVisitor'sReport

(The visitor's comments are welcome, but he or she is in no wayobligated to complete and return this questionnaire.)

NAME SCHOOL DATE

Activities observed:

In my judgment (maximum, some, little) use was being made of camp resources during my visit,

Remarks

Reports reaching me suggest that the camp experiences could be improved by

Other comments

28

Committee on Resident Outdoor Education

Ronald Reed, ChairmanMohican School in the Out-of-DoorsBox 150Route 2Perrysville, Ohio 44864Dale L. CarmanCanton City Schools818 High Avenue NWCanton, Ohio 44703Douglas DickinsonOutdoor Education CenterAntioch CollegeYellow Springs, Ohio 45387G. Leonard FeightnerRoosevelt Schools621 Mt. Vernon RoadNewark, Ohio 43055

Virginia JohnsonEwing Junior High SchoolLancaster, Ohio 43130

James K. MarshallOutdoor Education DepartmentAkron Public Schools70 North Broadway StreetAkron, Ohio 44308

Lloyd R. McFarrenCanton City Schools818 High Avenue NWCanton, Ohio 44703

David SnyderLouisville Schools418 East Main StreetLouisville, Ohio 44641

.. -

R