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
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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.
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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
