This document outlines plans for an outdoor transitions area at a school to support an alternative education program. It will include three key areas: an outdoor classroom with greenhouse, amphitheater, and movable tables; a nature trail with high and low ropes course elements; and a community area. Research shows outdoor learning improves student outcomes. The design incorporates environmental education standards and will be maintained through community involvement. A survey will gather feedback and the project will follow the typical roles and responsibilities of an architect, construction manager, and school administrator through feasibility, construction, and completion.
This document provides resources and guidance for teaching a unit on limiting factors and competition in an 8th grade science classroom. It includes the state standards, supporting resources like textbooks and videos, example assessment questions, and recommendations for lesson plan components such as engaging activities, scaffolding, and differentiation strategies. The goal is to help teachers effectively teach the concepts of limiting factors, competition, and organism interdependence within an ecosystem.
Play and Design Process - SXSW 2010 by Sara SummersSara Summers
This document discusses how play and collaboration can improve the design process. It notes that play fosters qualities like empathy, trust, health and joy. It also cites research showing that play is critical to our ability to adapt and handle stress. The document recommends incorporating more play into work by getting people out of their comfort zones, dedicating time for individual and group idea generation, and embracing prototyping as a way to play with ideas. It argues this can help people and industries reinvent themselves as things change rapidly.
The document contains CSS styling code for elements on a Google search results page, including styles for buttons, text fields, headers and containers. Styles are defined for the Google logo, search bar, buttons and other UI elements to control properties like colors, borders, fonts and layout. The extensive CSS implements the visual design and formatting of components on Google's mobile search results page.
Design Principles of Villa Lante, Bagnaia ItalyAndrea Drabicki
Villa Lante in Bagnaia, Italy follows design principles that distinguish between sacred and profane spaces. [1] Sacred spaces have a clear central axis and focal points, while profane spaces are more disorganized. [2] The villa was designed in the Renaissance era, when elements like town squares and sightlines oriented around landmarks and architecture were common. [3] The villa synthesizes these elements to divide the landscape into the old city, new city, villa gardens, and surrounding forest.
The City of Saint Paul is planning for light rail transit along the Central Corridor, a spine that will connect the downtowns of Saint Paul and Minneapolis, the University of Minnesota, and the diverse neighborhoods along University Avenue. The Downtown Saint Paul Station Area Plan applies the broader Vision, Principles and Design Directions of the Central Corridor Development Strategy (CCDS). Building on this community-based and city- council adopted foundation, this Station Area Plan creates a more detailed framework for integrating decisions affecting future built form, land use, the public realm, and movement (including LRT, buses, cars, pedestrians and bicycles) within the Downtown.
June 23, 2009 - Urban Strategies Inc.
http://www.urbanstrategies.com/
From PSD to WordPress Theme: Bringing designs to lifeDerek Christensen
This document discusses bringing designs created in Photoshop or other design programs to life as WordPress themes. It covers considerations when slicing designs, using starter themes, building child themes, and inserting CSS. Tips are provided on focusing on high impact elements first, understanding the parent theme structure, and using tools like Firebug to debug designs. Resources for learning more about web development and WordPress theme building are also listed.
This document provides information on encouraging work-life balance. It discusses how most Canadians feel overloaded trying to balance their various roles and how technology can make separating work and personal life more difficult. It defines work-life balance as having equilibrium among priorities like work, family, health and community. The document outlines strategies for achieving balance, like setting boundaries between work and personal time, evaluating social interactions, being planned, allowing downtime, and modeling balance.
If you've ever hit a brick wall when it comes to building confidence, I know the feeling. It feels like everyone has all this self belief about who they are, what they do, what they know - and even though you may know more, you don't have the confidence to back it up.
Regardless of whether you want more dates, more success in your career or business, or confidence with strangers, this guide will show you how to get it.
As a self help junkie, I had compiled years worth of research, and turned it into a single, convenient 30 day program.
30 Days To Confidence covers a broad range of topics, covering everything from self esteem, goal setting, building confidence, achieving success, and related self help and self improvement topics. Download it today.
This document provides resources and guidance for teaching a unit on limiting factors and competition in an 8th grade science classroom. It includes the state standards, supporting resources like textbooks and videos, example assessment questions, and recommendations for lesson plan components such as engaging activities, scaffolding, and differentiation strategies. The goal is to help teachers effectively teach the concepts of limiting factors, competition, and organism interdependence within an ecosystem.
Play and Design Process - SXSW 2010 by Sara SummersSara Summers
This document discusses how play and collaboration can improve the design process. It notes that play fosters qualities like empathy, trust, health and joy. It also cites research showing that play is critical to our ability to adapt and handle stress. The document recommends incorporating more play into work by getting people out of their comfort zones, dedicating time for individual and group idea generation, and embracing prototyping as a way to play with ideas. It argues this can help people and industries reinvent themselves as things change rapidly.
The document contains CSS styling code for elements on a Google search results page, including styles for buttons, text fields, headers and containers. Styles are defined for the Google logo, search bar, buttons and other UI elements to control properties like colors, borders, fonts and layout. The extensive CSS implements the visual design and formatting of components on Google's mobile search results page.
Design Principles of Villa Lante, Bagnaia ItalyAndrea Drabicki
Villa Lante in Bagnaia, Italy follows design principles that distinguish between sacred and profane spaces. [1] Sacred spaces have a clear central axis and focal points, while profane spaces are more disorganized. [2] The villa was designed in the Renaissance era, when elements like town squares and sightlines oriented around landmarks and architecture were common. [3] The villa synthesizes these elements to divide the landscape into the old city, new city, villa gardens, and surrounding forest.
The City of Saint Paul is planning for light rail transit along the Central Corridor, a spine that will connect the downtowns of Saint Paul and Minneapolis, the University of Minnesota, and the diverse neighborhoods along University Avenue. The Downtown Saint Paul Station Area Plan applies the broader Vision, Principles and Design Directions of the Central Corridor Development Strategy (CCDS). Building on this community-based and city- council adopted foundation, this Station Area Plan creates a more detailed framework for integrating decisions affecting future built form, land use, the public realm, and movement (including LRT, buses, cars, pedestrians and bicycles) within the Downtown.
June 23, 2009 - Urban Strategies Inc.
http://www.urbanstrategies.com/
From PSD to WordPress Theme: Bringing designs to lifeDerek Christensen
This document discusses bringing designs created in Photoshop or other design programs to life as WordPress themes. It covers considerations when slicing designs, using starter themes, building child themes, and inserting CSS. Tips are provided on focusing on high impact elements first, understanding the parent theme structure, and using tools like Firebug to debug designs. Resources for learning more about web development and WordPress theme building are also listed.
This document provides information on encouraging work-life balance. It discusses how most Canadians feel overloaded trying to balance their various roles and how technology can make separating work and personal life more difficult. It defines work-life balance as having equilibrium among priorities like work, family, health and community. The document outlines strategies for achieving balance, like setting boundaries between work and personal time, evaluating social interactions, being planned, allowing downtime, and modeling balance.
If you've ever hit a brick wall when it comes to building confidence, I know the feeling. It feels like everyone has all this self belief about who they are, what they do, what they know - and even though you may know more, you don't have the confidence to back it up.
Regardless of whether you want more dates, more success in your career or business, or confidence with strangers, this guide will show you how to get it.
As a self help junkie, I had compiled years worth of research, and turned it into a single, convenient 30 day program.
30 Days To Confidence covers a broad range of topics, covering everything from self esteem, goal setting, building confidence, achieving success, and related self help and self improvement topics. Download it today.
The document summarizes Stephen Rocco's presentation on teaching entrepreneurship and building a successful business plan. Some key points:
- Rocco has experience as an entrepreneur and business teacher and runs an entrepreneurship academy at Smithfield High School.
- The academy has about 75 students and support from the school and community. It focuses on developing business plans and connecting students to local businesses.
- Rocco outlined the agenda and curriculum for the course, which includes introducing concepts like entrepreneurship, recognizing opportunities, feasibility analysis, and building business plans over two quarters.
The document provides 10 strategies for business planning: 1) Start with an idea and write it as a concept, 2) Test the concept's viability, 3) Decide why you need a business plan for investment, development, or as a roadmap, 4) Consider including key components like financial projections in the plan, 5) Be honest and avoid lies that undermine credibility, 6) Avoid assumptions that don't make sense, 7) Ensure the plan is worth the funding requested, and 8) Write an executive summary that sells the full plan. The overall message is that a business plan is a plan for the business, not the actual business.
A recap of my first trip to SXSW. I presented this to my team back at my $largecompany to share the insights I gained from attending.
Credit: The majority of this content comes from other people, who are credited in the slides.
This document provides 7 ways to cultivate optimism:
1. Replace problem-focused thinking with solution-focused thinking by focusing on things that could make a situation better.
2. Lay out a daily 30-second "movie" of your life focusing on positive aspects.
3. Find any improvements in your current situation to think positively.
4. Limit distractions and avoid negative people or saboteurs.
5. Ask yourself daily what you've done well to reinforce optimism.
6. Figure out ways to avoid temptations that could lead you away from steady progress.
7. Smile more often as it is a natural response that shares happiness and can reduce stress while making you appear more
Look at the value of life and explore key habits of success and techniques of managing time so you can live a balanced life based on what you seek to achieve.
Smart Design - Content-first, Fast, Informed, Refined. WordCamp NYC 2014
Fast, simple, SMART. Mobile devices have forever changed the way we interact with content. Now we have to consider many things such as HiDPI graphics, responsive design, speed, UI/UX patterns, touch target sizes, gestures, and more. All while not losing track of what’s important: Content.
We’re going to discuss the influence of mobile on design trends and learn implementation techniques of smart design.
This document summarizes the work of the InTeGrate project, a 5-year NSF-funded effort to improve Earth science literacy across undergraduate curricula. The project develops open educational resources that engage students in societally relevant issues using rigorous science. Materials are designed collaboratively with guidance from a rubric addressing learning goals, assessments, resources and alignment. The supporting website provides access to curricular materials that connect Earth processes to human impacts, shift from causes to consequences, and practice decision-making. The goal is to position students to make sustainable decisions through interdisciplinary learning about resource and environmental challenges.
The document provides information for a class project to design a new building for an organic farm education center. It includes a stakeholder list, site context and analysis data, and summaries of design proposals from student groups. The proposals aim to create an educational and welcoming space that promotes sustainability through strategies like passive solar design, rainwater catchment, and composting toilets.
The document discusses eco-clubs, which are voluntary groups that promote student participation in learning about and improving the environment. Eco-clubs are made up of teachers and motivated students who take action to improve their immediate environment and generate environmental awareness. The objectives of eco-clubs are to motivate students to keep their surroundings clean and green through activities like tree planting, waste reduction, and water conservation. The document outlines the structure of eco-clubs and roles of the president, vice president, general secretary, treasurer, and other positions. It provides examples of educational and outdoor activities eco-clubs can undertake, such as assemblies, competitions, field trips, and community cleanups.
The document proposes two practical activities for vocational education and training (VET) students to help them better understand environmental responsibility in business: constructing eco-points for waste collection around the school and creating a sustainable garden or green space on school premises where students can learn organic gardening practices. These hands-on projects are intended to raise environmental awareness, foster sustainable behaviors, and develop skills in areas like waste management, gardening, collaboration, and project management.
This presentation stemmed out of discussions with the Toronto District School Board to examine improved methods of making public schools catalysts for healthier urban environments
Public school boards have often acquired their land decades ago. Since then, land values have appreciated considerably. This calls into question the need for these public schools to hold onto their large lot sizes. Could they sell a portion of their land to gain extra funding, or, could they partner with community and other stakeholder interests to leverage their potential to be invaluable catalysts for urban growth and development.
There are many opportunities for the contemporary school board to consider. This slide presentation introduces some of those concepts in a visual format.
CA Higher Education Sustainability Conference 2010Rob Barthelman
2010 California Higher Education Sustainability Conference, Designing the Best Environments for Humans by Rob Barthelman, V-Anne Chernock, and Hormoz Janssens
The document discusses sustainability design trends in California community colleges and provides case studies of three college projects - College of Marin's Indian Valley Campus Main Building, City College of San Francisco's Joint-Use Facility, and De Anza College's Kirsch Center. It describes how each project incorporated sustainable design elements and achieved various LEED certifications. It also discusses how the Kirsch Center was designed to serve as an instructional tool to inspire student learning about environmental sustainability.
This lesson plan uses an advance organizer to teach high school students about recycling. The advance organizer provides an overview of the costs and benefits of recycling. Students will read the organizer and discuss their initial reactions. They will then read a textbook passage on plastic products, resources, and recycling. The lesson addresses different learning styles and one student's visual impairment. Assessment is informal through recording students' initial reactions. The next lesson will be a direct instruction lesson on recycling natural resources.
The document discusses improving school green areas through various exercises and recommendations. It suggests assessing a school's existing green spaces, collecting opinions on improvements, calculating the ratio of green to built areas, and conducting an inventory of plants. The document provides templates for these assessments and inventories. It also offers tips for caring for green areas, such as maintaining irrigation systems, tools, and warehouses. The overall aim is for schools to develop and integrate green spaces into the natural environment.
Landfill Remediation Project - Student redesigns: Land Use Sustainable Develo...Andrea Drabicki
The document discusses a partnership project between UConn and various other organizations to remediate a former landfill site and create sustainable open space. It proposes expanding the current plan by creating educational trails and areas, connecting to existing open spaces, and pursuing LEED certification. Student landscape designs were presented focusing on restoration, recreation, and interpreting the site's natural and engineered areas.
The document discusses the planning, programming, and design process for educational learning environments. It outlines several key phases in the planning process including determining community principles and values, developing purposes, examining context, specifying realistic aspects, and envisioning and selecting alternative school designs. It emphasizes stakeholder involvement and an iterative planning approach. The document also covers architectural design steps such as selecting firms and basic design services. Overall it provides guidance on creating school facilities through collaborative multi-phase planning that meets community needs.
The document provides an overview of revised Minnesota science standards, including:
- The standards were revised over 1 year with teacher and expert input to better align with national standards.
- The new standards emphasize engineering design and environmental literacy.
- Implementation of the new standards will begin in 2011-12, with new MCA assessments based on the standards beginning in spring 2012.
- The standards provide a framework while allowing flexibility in curriculum and instructional methods.
This document evaluates several options to reduce NTU's carbon footprint on a daily basis. Option 4, modifying the campus to be greener by installing solar panels and green buildings, is identified as the best long-term solution despite its high initial costs. It is estimated to reduce carbon emissions the most at 41 tons daily and save $523 daily in costs. While other options like increasing online learning or compacting timetables also lower emissions, they have drawbacks in implementation or effectiveness. An optimal approach may be combining all the options based on NTU's financial resources to maximize environmental sustainability.
The document summarizes Stephen Rocco's presentation on teaching entrepreneurship and building a successful business plan. Some key points:
- Rocco has experience as an entrepreneur and business teacher and runs an entrepreneurship academy at Smithfield High School.
- The academy has about 75 students and support from the school and community. It focuses on developing business plans and connecting students to local businesses.
- Rocco outlined the agenda and curriculum for the course, which includes introducing concepts like entrepreneurship, recognizing opportunities, feasibility analysis, and building business plans over two quarters.
The document provides 10 strategies for business planning: 1) Start with an idea and write it as a concept, 2) Test the concept's viability, 3) Decide why you need a business plan for investment, development, or as a roadmap, 4) Consider including key components like financial projections in the plan, 5) Be honest and avoid lies that undermine credibility, 6) Avoid assumptions that don't make sense, 7) Ensure the plan is worth the funding requested, and 8) Write an executive summary that sells the full plan. The overall message is that a business plan is a plan for the business, not the actual business.
A recap of my first trip to SXSW. I presented this to my team back at my $largecompany to share the insights I gained from attending.
Credit: The majority of this content comes from other people, who are credited in the slides.
This document provides 7 ways to cultivate optimism:
1. Replace problem-focused thinking with solution-focused thinking by focusing on things that could make a situation better.
2. Lay out a daily 30-second "movie" of your life focusing on positive aspects.
3. Find any improvements in your current situation to think positively.
4. Limit distractions and avoid negative people or saboteurs.
5. Ask yourself daily what you've done well to reinforce optimism.
6. Figure out ways to avoid temptations that could lead you away from steady progress.
7. Smile more often as it is a natural response that shares happiness and can reduce stress while making you appear more
Look at the value of life and explore key habits of success and techniques of managing time so you can live a balanced life based on what you seek to achieve.
Smart Design - Content-first, Fast, Informed, Refined. WordCamp NYC 2014
Fast, simple, SMART. Mobile devices have forever changed the way we interact with content. Now we have to consider many things such as HiDPI graphics, responsive design, speed, UI/UX patterns, touch target sizes, gestures, and more. All while not losing track of what’s important: Content.
We’re going to discuss the influence of mobile on design trends and learn implementation techniques of smart design.
This document summarizes the work of the InTeGrate project, a 5-year NSF-funded effort to improve Earth science literacy across undergraduate curricula. The project develops open educational resources that engage students in societally relevant issues using rigorous science. Materials are designed collaboratively with guidance from a rubric addressing learning goals, assessments, resources and alignment. The supporting website provides access to curricular materials that connect Earth processes to human impacts, shift from causes to consequences, and practice decision-making. The goal is to position students to make sustainable decisions through interdisciplinary learning about resource and environmental challenges.
The document provides information for a class project to design a new building for an organic farm education center. It includes a stakeholder list, site context and analysis data, and summaries of design proposals from student groups. The proposals aim to create an educational and welcoming space that promotes sustainability through strategies like passive solar design, rainwater catchment, and composting toilets.
The document discusses eco-clubs, which are voluntary groups that promote student participation in learning about and improving the environment. Eco-clubs are made up of teachers and motivated students who take action to improve their immediate environment and generate environmental awareness. The objectives of eco-clubs are to motivate students to keep their surroundings clean and green through activities like tree planting, waste reduction, and water conservation. The document outlines the structure of eco-clubs and roles of the president, vice president, general secretary, treasurer, and other positions. It provides examples of educational and outdoor activities eco-clubs can undertake, such as assemblies, competitions, field trips, and community cleanups.
The document proposes two practical activities for vocational education and training (VET) students to help them better understand environmental responsibility in business: constructing eco-points for waste collection around the school and creating a sustainable garden or green space on school premises where students can learn organic gardening practices. These hands-on projects are intended to raise environmental awareness, foster sustainable behaviors, and develop skills in areas like waste management, gardening, collaboration, and project management.
This presentation stemmed out of discussions with the Toronto District School Board to examine improved methods of making public schools catalysts for healthier urban environments
Public school boards have often acquired their land decades ago. Since then, land values have appreciated considerably. This calls into question the need for these public schools to hold onto their large lot sizes. Could they sell a portion of their land to gain extra funding, or, could they partner with community and other stakeholder interests to leverage their potential to be invaluable catalysts for urban growth and development.
There are many opportunities for the contemporary school board to consider. This slide presentation introduces some of those concepts in a visual format.
CA Higher Education Sustainability Conference 2010Rob Barthelman
2010 California Higher Education Sustainability Conference, Designing the Best Environments for Humans by Rob Barthelman, V-Anne Chernock, and Hormoz Janssens
The document discusses sustainability design trends in California community colleges and provides case studies of three college projects - College of Marin's Indian Valley Campus Main Building, City College of San Francisco's Joint-Use Facility, and De Anza College's Kirsch Center. It describes how each project incorporated sustainable design elements and achieved various LEED certifications. It also discusses how the Kirsch Center was designed to serve as an instructional tool to inspire student learning about environmental sustainability.
This lesson plan uses an advance organizer to teach high school students about recycling. The advance organizer provides an overview of the costs and benefits of recycling. Students will read the organizer and discuss their initial reactions. They will then read a textbook passage on plastic products, resources, and recycling. The lesson addresses different learning styles and one student's visual impairment. Assessment is informal through recording students' initial reactions. The next lesson will be a direct instruction lesson on recycling natural resources.
The document discusses improving school green areas through various exercises and recommendations. It suggests assessing a school's existing green spaces, collecting opinions on improvements, calculating the ratio of green to built areas, and conducting an inventory of plants. The document provides templates for these assessments and inventories. It also offers tips for caring for green areas, such as maintaining irrigation systems, tools, and warehouses. The overall aim is for schools to develop and integrate green spaces into the natural environment.
Landfill Remediation Project - Student redesigns: Land Use Sustainable Develo...Andrea Drabicki
The document discusses a partnership project between UConn and various other organizations to remediate a former landfill site and create sustainable open space. It proposes expanding the current plan by creating educational trails and areas, connecting to existing open spaces, and pursuing LEED certification. Student landscape designs were presented focusing on restoration, recreation, and interpreting the site's natural and engineered areas.
The document discusses the planning, programming, and design process for educational learning environments. It outlines several key phases in the planning process including determining community principles and values, developing purposes, examining context, specifying realistic aspects, and envisioning and selecting alternative school designs. It emphasizes stakeholder involvement and an iterative planning approach. The document also covers architectural design steps such as selecting firms and basic design services. Overall it provides guidance on creating school facilities through collaborative multi-phase planning that meets community needs.
The document provides an overview of revised Minnesota science standards, including:
- The standards were revised over 1 year with teacher and expert input to better align with national standards.
- The new standards emphasize engineering design and environmental literacy.
- Implementation of the new standards will begin in 2011-12, with new MCA assessments based on the standards beginning in spring 2012.
- The standards provide a framework while allowing flexibility in curriculum and instructional methods.
This document evaluates several options to reduce NTU's carbon footprint on a daily basis. Option 4, modifying the campus to be greener by installing solar panels and green buildings, is identified as the best long-term solution despite its high initial costs. It is estimated to reduce carbon emissions the most at 41 tons daily and save $523 daily in costs. While other options like increasing online learning or compacting timetables also lower emissions, they have drawbacks in implementation or effectiveness. An optimal approach may be combining all the options based on NTU's financial resources to maximize environmental sustainability.
This document outlines an introduction to environmental science course (ENV118) and corresponding laboratory course (ENV118L) at Cape Cod Community College. The courses provide a study of environmental interactions and enable students to better understand contemporary environmental problems and solutions. The laboratory component provides hands-on experience measuring and analyzing environmental data. Key learning outcomes include applying interdisciplinary knowledge to solve environmental problems and relating concepts to contemporary issues. The course covers topics such as ecosystems, biogeochemical cycles, population dynamics, water and air pollution, energy, and waste management.
This document outlines steps for designing an assignment to integrate sustainability concepts into courses. It involves forming groups around "grand challenges", identifying key course concepts and sustainability concepts, and developing an assignment outline that links the two. Example intersections of disciplines like geoscience, climate, and energy with economics, society, and environment are provided. The goal is for faculty to create an engaging assignment that provides learning around both disciplinary and sustainability concepts.
Physical facilities and resources form an essential foundation in educational planning for the school programs, the importance of which is reflected in the goal: “ To provide an educational environment that fosters effective teaching and learning.” The School must recognize its essentials to provide sufficient physical resources and facilities in order to accomplish its vision, mission, goals, and instructional objectives. The improvements along with the physical resources and facilities of the School and the University provide an excellent learning environment, reinforcing the quality of the teaching and learning process and enhanced opportunities to meet the instructional challenges of the information age. Physical facilities in education such as buildings and equipment represent the school's largest element of the educational budget after teacher’s salaries. Typically, physical facilities account for 20% to 25% of the overall education budget.
This project requires grade 9 science students to research two or more energy sources and present their findings on the advantages and disadvantages of each. Students will document their research process and share summaries of their findings on a class wiki. The goal is for students to demonstrate their understanding of electrical energy sources and use inquiry skills like collaboration and online research. Teachers will facilitate the problem-solving process and encourage use of technologies like wikis, blogs and multimedia for the presentations.
Similar to Design Project- Outdoor Transition Area (20)
1. Outdoor Transitions Area ED 715 School Design and Architecture Dr. Rentschler-Spring 2011 Revised;3/21/11 pk
2. Design Team… Krislin Ofalt-School Administrator John Kevra-Architect Donna Gaffney- Director of Operations/Environmental Consultant Pam Kastner-Construction Manager
3. PMSD Demographics Enrollment Projections…(include) Our mission statement… “To Prepare All Students for Tomorrow’s Challenges and Opportunities”
4. Rationale… Research has shown that students better absorb and retain math, science, language arts and other skills that incorporate their immediate environment and use all five senses. (Lieberman and Hoody, 1998). Outdoor play is linked to stronger social skills and increased creative development. (Miller, Tichota, & White, 2009).
5. Rationale… Current Status- The Warehouse Project/Transition Program is underway. Outside areas will support the programs by implementing three key areas: Outdoor Classroom, Ropes Course/Nature Trail and Community area. Future Status- Provide an area to support Transitions Programming for “At Risk” students and allow for community access. 1. Utilization of outdoor area surrounding warehouse/transition program 2. Provide authentic setting for: Horticulture Environmental protection Team based building activities Landscape design Floral design Community area events
6. The Environment and Ecology Standards4.1 Ecology 4.1.3.E. Identify changes in the environmentover time. 4.1.4.E. Explain that ecosystems change over time due to natural and/or human influences 4.1.7.E. Identify factors that contribute to change in natural and human-made systems Explain the process of primary and secondary succession in a given ecosystem 4.1.10.E. Analyze how humansinfluence the pattern of natural changes(e.g. primary /secondary succession and desertification)in ecosystems over time. 4.1.12.E. Research solutionsaddressinghuman impacts on ecosystems over time.
7. Feasibility Study… **See “School Construction Seminar Overview” handout from class….describe what the study will include
8. Description of the Project THREE MAJOR AREAS: 1. Greenhouse 2. Adjoining out- door classroom/amphitheater 3. Nature trail: including high and low level elements 4. Ropes Course Please see attached: A1.1-Overall Drawing A1.3- Classrooms
9. Overview of Outdoor Design The outdoor area has been designed to be creative, flexible, and stimulating while still being functional and easy to maintain. A long indoor hallway from the current back door will contain access to the greenhouse. The greenhouse space is substantial since it will also double as a classroom for the horticulture and floral design disciplines. An exit to the outdoor classroom area will be located at the very end of the hallway, however, the greenhouse space will also have direct access to outdoor spaces in the rear. The covered, outdoor classroom area will also include an uncovered area with amphitheater seating for lecturing and group demonstrations. Located within that same space are movable tables for hands-on assignments and written work. The entry point for the circular nature trail is situated off this area and will serve as the exit point as well. The permanent ropes course has been positioned to be visible but not disruptive to the learning environment.
21. Key Design Features Community access Motion sensor lighting Lockable shed for storage Pavilion area with secured seating and tables Greenhouse Security cameras Waterline access Outdoor electrical outlets
22. Needs Assessment Determination Based On: Outdoor Classroom Needs Ropes Course/Nature Trail Needs Outdoor Community Area Needs Some funding may be based on Wellness Grants.
23. Survey School Shareholders will be asked: 1. What would you like to see offered in each of the three key areas? 2. What policies and procedures would you like to see implemented to ensure effective usage and safety? 3. Please list your comments/concerns regarding the three key areas.
24. School Administrator Responsibilities… Member of project committee initially to meet monthly Review PlanCon Process Develop educational specifications Consult with educational consultant Participate in Act 34 proceedings *See class notes and tailor to project
25. Environmental Consultant Responsibilities… Consider the environmental impact of new projects proposed by a client Conduct field surveys/collect and interpret data for a site or area of consideration Develop models, identify/consider factors that could potentially have an adverse impact on the environment Report on and communicate environmental policy and legislation as it relates to the project Research, work in the field and communicate with clients, regulators and sub-contractors
27. Construction Manager Responsibilities… Bidding Phase Develop Bid Packages Develop the Construction Schedule Develop Contractor and Supplier Interest Distribute Bid Documents Conduct pre-Bid Conference Receive and Evaluate Bids Prepare Construction Contracts
28. Construction Manager Responsibilities… Pre-construction Phase Evaluate Project Options Develop a project budget Develop a Project Delivery Strategy Develop a Project Master Schedule and Monitor Perform Value Engineering Studies Perform Cost Estimating Perform Constructability Reviews Provide Monthly Reports Conduct Design Coordination Meetings
29. Construction Manager Responsibilities… Construction Phase Conduct Pre-Construction Conferences Maintain On-Site Staff and Safety System Process drawings and project coordination Develop Detailed Construction Schedule Monitor Construction Progress- Maintain Quality Control
30. Construction Manager Responsibilities… Construction Phase Maintain Construction Records- Photographic Records Process Applications for Payment Conduct All Site Meetings/Sub-Contractor Meetings Prepare and Maintain Field Reports/Construction Changes Coordinate Inspections and Testing
31. Construction Manager Responsibilities… Close-Out Phase Develop Close-Out Program Coordinate Systems and Equipment Testing Process Operating Manuals and Warranties Coordinate Training with Assigned Staff
32. Construction Manager Responsibilities… Close-Out Phase Coordinate Construction Close-Out Submit Project Documentation Coordinate Final Inspection Open House for Staff and Community
34. Public Relations Plan… Staff and the public will be included in the design process Show photos or models of various alternatives
35.
36. Environmental Education Grants Program (PA Department of Environmental Protection)- Supports environmental education through schools, county conservation districts and other nonprofit conservation or educational organizations, including colleges and universities.
37.
38. Materials… Outdoor classroom materials Greenhouse materials Ropes course materials Nature trail materials Community area materials Shed(s) for storage Upkeep for outdoor area materials
40. “GREEN” Considerations… Plant flowers and food: connects students to the environment in a personal way Organic: minimize pesticides and artificial fertilizers Rain barrels: conserves and collects water Composting: reuse paper and food waste as nutrients for plantings Reduce, Reuse, Recycle!
44. Create a supply-ordering systemTest soil and prepare/ cultivate garden beds Plant, transplant, prune and harvest plants/crops Maintain pavilion, trails, garden beds and compost area Guard against pests and harsh weather
45. Community Member Involvement… Use of walking paths and pavilion Educational seminars Volunteering for planting, harvesting and maintenance Donated materials Business partnerships Farmer’s Market Newsletter
48. Possible quotes… Must we always teach our children with books? Let them look at the mountains and the stars up above. Let them look at the beauty of the waters and the trees and flowers on earth. They will then begin to think, and to think is the beginning of a real education. - David Polis The happiest man is he who learns from nature the lesson of worship.- Ralph Waldo Emerson Now I see the secret of making the best persons, it is to grow in the open air and to eat and sleep with the earth.- Walt Whitman
49. References Lieberman, G. , & Hoody, L. (1998). Closing the Achievement Gap: Using the Environment as an Integrating Context for Learning. San Diego, CA: State Education and Environment Roundtable. Miller, D., Tichota, K. & White, J. (2009). Young Children Learn through Authentic Play in a Nature Explore Classroom. Lincoln, NB : Dimensions Foundation.Retrieved from: http://www.dimensionsfoundation.org/research/authentic play.pdf