Social Studies Education--DESIGNING AND DEVELOPING AN OUTDOOR CLASSROOM

Grade Level: 3-5

Description:

An outdoor classroom was planned, designed, constructed, and landscaping by the children through committee work in Royal Oaks Elementary School. This project was initiated by the art teacher, Pat Reis, at Royal Oaks Elementary School in Sun Prairie, Wisconsin. Pat Reis, the art teacher, was instrumental in securing matching funds and applying to the Wisconsin Arts Board for a grant. Bill Grover, Artist in Residence, undertook coordination of the project and is referred to as "coordinator" in the following lesson. Many community members, parents, and teachers helped to realize completion of this project. The school principal was Mrs. Kathi Klaas.

The lesson that follows was written up from a social studies' standards perspective. It could have been written from an art, math, or language arts perspective. The Royal Oaks Project originated as an art project. The social studies focus is intended to show how local, state, and national levels of government can become part of an integrated project. A project of this nature is always a major undertaking and as it evolves ideas are generated for integration. Involving all the participants in the planning process is important.

The Royal Oaks School Community Organization matched a $5000 community development grant from the Wisconsin Arts Board. The resulting $10,000 was used to hire the artist in residence. In addition, Wal-Mart matched the pennies students collected during "penny wars." The Findorff Construction Company donated a truckload of concrete, steel rebar, three pine trees and two maple trees. Jung Seed donated $200 worth of plants. The Park and Recreation Department donated five red oak trees. Native perennial plants were secured from a wooded area under construction. Small groups of 10-12 children were released from classroom activities to work on the project during the school day. Parents of school children also participated in the construction during the school day and on three Saturdays. Children were allowed to work on Saturdays if parents accompanied them.

Political Science and Citizenship Performance Standards from the Wisconsin Model Academic Standards for Social Studies:

C.4.4 Explain the basic purpose of government in American society, recognizing the three levels of government.

C.4.5 Explain how various forms of civic action… can contribute to the well being of the community.

D.4.6 Identify the economic roles of various institutions including … businesses and government.

D.4.7 Describe how personal economic decisions…can affect the lives of people in Wisconsin.

E.4.5 Identify and describe institutions…and describe their contributions to the well being of the community….

E.4.15 Describe instances of cooperation and interdependence among individuals, groups,

Evidence - Students can:

1. Explain the role of the local government agencies with this project - Planning Commission, Park and recreation Department, Police Department.
   
   
2. Recognize that federal laws also must be followed - OSHA regulations and Americans with Disabilities Act.
   
   
3. Recognize there are state laws such as child labor laws that prohibit certain kinds of activities by certain age groups.
   
   
4. Explain what civic action is and how civic action achieved the completion of a community resource in this project.
   
   
5. Explain what an institution is, why businesses contributed to and supported this project, how government is an institution that helps at the local, state, and national levels.
   
   
6. Describe how the students' monetary contributions as well as the business monetary contributions were personal choices made by children and adults to promote the well being of all in the community.
   
   
7. Explain how interdependence enabled a project of this magnitude to be accomplished and how cooperation among individuals, organizations, and institutions was necessary.

It is most important that a reflection discussion take place in which these generalizations have an opportunity to be expressed.

Concepts:

Government, civic responsibility, community, cooperation, resources

Possible generalizations made by students:

• The purpose of government is not only to make laws and rules, but also to help communities work together for everyone's benefit.
  
  
• Students, parents, community organizations, and institutions working together can bring about good changes for the betterment of school and the community.
  
  
• The government plays an important role in making a community safe and providing for the needs of people.
  
  
• Community businesses provide resources and services for a community and share in the developing the community.
  
  
• When people contribute time and money, good things can be accomplished in a community.
  
  
• The local level of government is part of an institution that promotes safety and provides for the people in a local community.
  
  
• The businesses and the students, teachers, parents, and government representatives worked together to complete an outdoor classroom for the students at Royal Oaks Elementary School and the citizens of Sun Prairie.

Instructional Activity 1.
All children are asked to fill out a peer nomination form to help the coordinator select a design core group. (A copy of the peer nomination form is included at the end. Teachers also prepare nomination recommendations, and the two are combined in the final selection.) This group of students meets 1 ˝ hours a day.

Evidence of understanding:

• Students select peers based on interest and skills.

Instructional Activity 2.
The core design group works with the 5th grade classes to survey the site using a transit, and develops a landscaping plan, including trees and perennial plants. All students will research the various designs of amphitheaters considering the relationship of location, climate, and construction materials. Engineer drawings are prepared with kids plotting and staking the site

Evidence of understanding:

• Students understand purpose of transit, function and design of amphitheaters.

Instructional Activity 3.
The core design group designs small clay models of potential designs that include criteria for function and aesthetic design for a sculpture in the outdoor classroom. These designs are defended by the creators and three models result, one from each grade level. The models are shared with the student body and all are given the opportunity to vote with colored tokens on the preferred design.

Evidence of Understanding:

• Designs reflect the natural environment of the area

Instructional Activity 4.
The core design team will work with the coordinator to get appropriate permits from the city planning commission and to be aware of local covenants and easements. The director of the Park and Recreation Commission was contacted to check the safety of the sculpture. Student reviewed some OSHA regulations and the Americans with Disabilities requirements. Early involvement included the police chief asking for a street around the school that would have interfered with the project. The planning commission voted to approve the project.

Evidence of Understanding:

• Students recognize the local government structure and responsibilities of the various offices, commissions, and organizations, the Wisconsin Arts Board, and the federal laws affecting such a project. Students recognize the role of government in responding to citizens as well as its enforcement role.

Instructional Activity 5.
Using the same process as in Activity 1, choose a construction team. The construction team is trained in specialized jobs and commits with parent signature to their responsibility as an assistant foremen and forewomen to the adult coordinator. These students help other members of their class in as they come out in groups of 6 to work on the project. Work includes moving and preparing dirt, hauling water and concrete, planting and staking trees and perennials, reinforcement and plastering of artistic creation, etc.

Evidence of Understanding:

• Students work together cooperatively

Instructional Activity 6.
Concurrent or prior activity for students: As part of the design of the raised stage, each student and student in the school selects a design symbolic of the community or of their choice to be cut, sculpted and fired and later laid in concrete on the sloping sides of the stage.

Evidence of Understanding:

• Students recognize the school as a community of people living and working toward the common good.

Instructional Activity 7.
Students thank appropriate sponsors and contributors of money and resources, recognizing the public sector agencies involved as well as the private sector businesses and the people of the community. Open house invitations are designed and sent.

Evidence of Understanding:

• Students recognize that many people and groups working together make up a community.

Contact: Michael George-phone 608/266-2364

For questions about this information, contact Beth E. Ratway (608) 266-2207

Last updated on 2/25/2008 1:42:55 PM