sandy creek nature center volunteer trail guide training manual

VolunteerTrailGuideManual

LeisureServicesDepartment,DivisionofNaturalResources

SCNCVolunteerTrailGuideManual 1

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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.


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.


• 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!


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


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.


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."


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.


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.


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.


SandyCreekNatureCenterMap


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


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


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)


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.


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


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


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


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


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


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


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


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.


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.


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


TheAnimalKingdom


AnimalTracks


PartsofaFlower


TheWaterCycle


TheCarbonCycle

sandy creek nature center volunteer trail guide training manual

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