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Corporate Lands for Learning Guidebook Teaching Tips | Beginning Your CLL Project | Education Resources | CLL Home
Beginning Your CLL Project
Corporate Lands for Learning and Wildlife at Work are registered service marks (SM) of the Wildlife Habitat Council.The following information is an excerpt from the Wildlife Habitat Council's Corporate Lands for Learning Guidebook: Opening Private Resources to Public Education, 2006. Absolutely no rights of distribution by sale or other transfer of ownership or by rental, lease or lending, preparation of derivative works, or reproduction, in whole or in part, is granted. No text, graphics or photos may be reprinted and used or uploaded to an Internet site, without express permission of WHC. For further information, send an e-mail to publications@wildlifehc.org. WHC reserves the rights to actively protect against infringement. For information on receiving a complete copy of the Corporate Lands for Learning Guidebook: Opening Private Resources to Public Education, or to schedule a site visit, contact WHC’s Education and Outreach Program Manager or call 301-588-8994.
There are several key issues to consider when hosting education activities in your wildlife habitat: fundamental infrastructure facilities to support visitors, building an interpretive trail or providing access to a natural study area, liability and safety issues as visitors use your site as an outdoor learning laboratory.
Facilities
Some corporations already have substantial human and physical resources for planning and implementing a CLL program, while others are just starting to develop facilities. Having the right facilities, proper materials and equipment at the site to support environmental education is critical to the success and sustainability of the CLL program. Students will need a place to record observations, discuss the day’s activities and set up field equipment. A designated student space will also provide a central point where participants can gather to learn about the history of the site, restoration work and safety rules they must follow while on the visit. The students will also need basic amenities to sustain a field trip of several hours. WHC always recommends developing classroom areas, equipment and storage facilities, restrooms and a drinking water source for CLL sites. WHC can also help your site by recommending specific possibilities for your site during the Education and Outreach Program Manager’s visit. Site improvements come at varying costs and WHC encourages wildlife teams to think creatively and develop novel solutions to meet these needs. Fundamentals
The fundamental elements of infrastructure to support a CLL site are the availability of classroom facilities of some type, drinking water, restroom facilities and storage for equipment. When a CLL site considers additions to its facility, whether in construction or trail amenities, WHC recommends that the Education Advisory Committee look for ways to send a positive environmental message to the learners when further developing this site. For example, by installing composting toilets, incorporating solar energy in classroom design and following the reduce-reuse-recycle credo when selecting building products for enhancements and additions, the site will illustrate to the students and community that the corporation is indeed taking a proactive approach to the environment.
Also embedded in this concept is the need to create markets for goods produced from both recycled and renewable materials. WHC encourages the CLL team to include information about their efforts in the materials given to learners, teachers and site visitors. Resources from which to purchase products, such as picnic tables made with recycled plastic, are available online from the Pennsylvania Department of Environmental Protection. This directory lists resources from across the United States. You can search for a wide range of recycled products to stock your CLL learning center, including park benches for along nature trails, bulletin boards and products for indoor classrooms, compost bins for creating your own soil amendments and picnic tables to create outdoor learning spaces.
Classroom Facilities/Gathering Spaces In general, CLL classroom facilities can take several forms from the basic and inexpensive to the more complex and expensive. Many sites choose to erect a classroom building that provides shelter and cooling in hot and inclement weather. The team may consider a gathering of several picnic tables under a grove of trees or a circle of slit logs or recycled tire seating to gather a group for stories, instructions and discussions until a permanent covered pavilion could be built. Keep in mind, the unsheltered gathering spaces are of no help in inclement weather, but they can serve to focus a group upon arrival and allow a space for working cooperatively. If you do not have a covered gathering space (a “sheltered classroom”) near the study area of your standards-based program, it is best to re-schedule a site visit if the threat of inclement weather is present. Drinking Water
Access to potable water is particularly important for students using the site during warmer months. For students who make multiple visits to your site, WHC recommends that CLL sites purchase an inexpensive portable water cooler and have the students bring refillable bottles to cut down on the amount of trash generated. WHC suggests that students be encouraged to bring their own re-usable water containers each time they visit, to be filled at the cooler. If this option is not practical, then the wildlife team can provide bottled water for the students. Restroom Facilities
Restroom facilities are desirable for student field trips longer than 60 minutes. Your site may wish to consider the addition of one portable toilet near the trail or outdoor classroom (gathering space) during the field trip study season. Keep in mind, even portable toilets can be made to be accessible to all visitors; consider wide doorways and wheelchair ramps on restroom facilities. Field Equipment and Storage
Environmental education activities often require special equipment. Having materials, such as pond study equipment, field guides and magnifying glasses at the education area is much easier than requiring the teachers to bring their own equipment. WHC recommends that after developing their curricula, teachers, along with their Education Advisory Committee, consider purchasing appropriate equipment for students to use on-site. For some of the recommended equipment there may be a significant cost involved, so please do not purchase equipment before developing your curricula, as the equipment needs may change. To keep costs to a minimum, WHC recommends that the site work with the Education Advisory Committee to prioritize the final list and limit purchases. For example, a group may only need one microscope, not twelve. Equipment for field study must be stored in an easily accessible place. All equipment should be well marked with the name of your site. Have well-marked containers for each type of equipment for easy access and easy storage at the end of a session, so that volunteers can store equipment for the next session in an orderly fashion. The team should have an inventory list of equipment on hand along with replacement information. Large or expensive objects should be numbered “1 of 4,” etc. to ease tracking. The more orderly your equipment is kept, the more likely the team will keep replacement costs down. Building a Nature Trail
Construct a nature trail if one is not already present. A well-established, marked trail keeps visitors in safe areas and helps to protect wildlife habitat. Employees, teachers and students can work together on this site enhancement. Identify locations for interpretive and study stations along the trail. Whenever possible, make sure your site, or some portion of it, is accessible to individuals with disabilities. The Americans with Disabilities Act (ADA) requires that some facilities open to the public be accessible to physically and emotionally challenged individuals. Consult with building engineers, code inspectors and your legal counsel to understand your obligations under the ADA. In its original form, the ADA did not address nature trails in great detail and there has been great speculation and debate as to how to apply the guidelines. In 1998, the United States Access Board (A federal agency committed to accessible design, www.access-board.gov) issued the first of its recommendations in draft form. Surface is perhaps the most critical component when considering trail accessibility. The surface should be “firm and stable” so that the users with disabilities do not expend unnecessary energy that could be used enjoying the trail. Firmness is best described as a surface that “does not give way significantly underfoot,” while stable surfaces are recognized as those that do not “shift from side-to-side.” For example, sand is not defined as a firm and stable surface because, as the National Center for Accessibility explains, “when one walks or rolls a wheel on sand, the sand shifts and the foot or wheel sinks; when turning, a foot or wheel will displace the sand.” A combination of finely crushed and somewhat more coarse stone, rolled onto a path can create a firm and stable surface, while still looking somewhat natural. The American Trails Association recognizes that there may be instances when the designers and operators may not be able to achieve accessibility, although they are encouraged to always provide access to the greatest extent possible. Departures from specific accessibility guidelines are permitted for any portion of the trail where compliance would:
Cause substantial harm to cultural, historic, religious or significant natural features or characteristics. Substantially alter the nature of the setting or the purpose. Require construction methods or materials that are prohibited by federal, state or local regulations or statutes. Not be feasible due to terrain or the prevailing construction practices.
If you strive to create a truly accessible trail which can be used by hikers or wheelchair users, guidelines include: Trail must have a clear tread width: 36” minimum Tread obstacles: 2” high maximum (up to 3” high where running and cross slopes are 5% or less) Cross slope: 5% max. Running slope (trail grade) meets one or more of the following: 5% or less for any distance. up to 8.33% for 200’ max. Resting intervals no more than 200’ apart. up to10% for 30’ max. Resting intervals 30’. up to 12.5% for 10’ max. Resting intervals 10’. No more than 30% of the total trail length may exceed a running slope of 8.33%. Passing space: provided at least every 1000’ where trail width is less than 60” Signs: shall be provided indicating the length of the accessible trail segment.
Always have trash facilities available near the outdoor classroom. Safety
Working outdoors requires special safety considerations. To ensure a safe and successful trip, teachers should follow these guidelines. Educators or group leaders should be certified in first aid and CPR. At least one adult supervisor accompanying each visiting class should be certified in first aid and CPR. All educators and chaperones should know the location of the nearest phone and medical facility and familiarize themselves with emergency contact numbers. Educators should establish emergency procedures, including a chain of command, and discuss them with students before visiting the site. All staff and supervisory participants should be aware of their assignments. If available, carry a cell phone. Pack a plastic bag with bandages, tweezers, tissues, aspirin, calamine lotion, bee sting serum and alcohol swipes for immediate use. Make sure there is a more complete first aid kit and written emergency procedures nearby. Take a student roster. This roster should include emergency contact numbers, insurance information and any special medical conditions. Don’t taste anything if you don’t know what it is! Warn students about tasting anything if they are uncertain what it is. Many berries and mushrooms are poisonous, so become familiar with commonly found poisonous plants in your area. Wear proper clothing for the outdoors. Include clothing suggestions on students’ permission slips. Be sure to layer clothing and wear comfortable, closed-toe, flat-heeled. footwear. Hip waders or rubber boots may be required for water activities. Long pants and sleeves help protect students from poison ivy and poison oak, however, they may also be uncomfortable on hot humid days. Again, remain flexible. If inclement weather forces an end to scheduled plans, consider alternate activities. Advise the students what to do if they hear another student screaming. Often in the outdoors, students will scream if they see something they’ve never seen before. Tell all students that if this happens they are to remain where they are and a designated adult will respond to the situation. Avoid contact with animals. Try not to disturb the environment or the animals. The animals may look cute and sweet, but remember, they are wild animals. Assign an adult leader and follower for the group. WHC recommends a ratio of one teacher for every 10 students. Younger students may require more adults, while older students may need fewer. Keep control. Assign buddies and stay together. Adhere to site check-in procedures and hours. Educators must inform a corporate site representative where they plan to conduct activities and how many people are on the site.
Liability
The nature and conditions of outdoor classrooms require liability considerations. The following items must be considered when taking students away from the school campus: Approval. Be sure to get approval for all students visiting an environmental education area from both the school administration and the each student’s parent or guardian. Refer to school guidelines when addressing this issue. Transportation. School buses or approved school vans are the safest method of transportation because transportation liability issues are removed from the teacher. WHC recommends that the bus and driver remain at the site, or that other emergency transportation is made available. If personal vehicles are to be used, it is essential to have approval from the principal and to refer to school guidelines concerning the use of personal vehicles to transport students for school activities. Supervision. A ratio of one teacher per 10 students is recommended for site visits. However, teachers should refer to school guidelines for the number of adult supervisors required. Be sure to explain risks and liability to adult volunteers. Adults should know all safety procedures, basic first aid and be aware of their roles for the day. Parents, assistant teachers and company employees make ideal adult supervisors.
Emergency Preparedness
Know the location of the nearest telephone and be aware of phone numbers for emergency services. Become familiar with emergency personnel and facilities available at the corporate site. Teachers who regularly use the site should become certified in first aid and CPR. Take along a first aid kit and a student roster listing emergency contacts and students’ insurance information. Back to top
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