Natural playscapes

2015 EDUC 536 – Urban Ecology

Rachel Osias Urban Environmental Education Master’s Candidate

NATURAL PLAYSCAPES | Ecological benefits | Outdoor and Imaginative Play for Children | Social, Emotional, and Physical Health

Table of Contents Introduction ................................................................................................................................ 1-2 What is a Natural Playscape? .......................................................................................................1 Synthesis Playscapes ....................................................................................................................1 Ecological Benefits and Creating the Biophilic City……………………………………...…….2

Playscape Exemplars ............................................................................................................... 3-14 Jester Park ................................................................................................................................ 3-4 Westmoreland........................................................................................................................... 5-6 Terra Nova…………………………………………………………………………………….7-8 Garfield Park………….……………………………………………………………………...9-10 Playscapes at Ripley…………...…………………………………………………………...11-12 Arlitt………………………………………………………………………………………...13-14

Environmental Education…………………………………………………………………………………….15-18 Lesson 1: See it! “A Day in the Life”………………………………………………………….15 Lesson 2: Dream it! “If This Was My Playscape I would…”……………………………...….16 Lesson 3: Do it! “Nature Play and Learning Settings”…………………………………….......17

Bibliography…...…………………………………..……………………………………………19

What is a Natural Playscape?

EarthPlay. 2015.

School yards and playgrounds are where K-6th grade students spend the majority of their active/physical time when not sitting inside of their classrooms. For many students, this playtime is some of the only unstructured outdoor time they have during the day. Many of these playgrounds are simply an extension of the human-made environment many city dwellers are regularly surrounded by, and which are often void of nature or natural elements. A new play environment is being brought to the attention of many young people, families, and community members at schools, parks, and community organizations; the natural Playscape. A natural playscape utilizes natural materials, a variety of natural terrains and features, and native plant species in an open-concept play environment. Playscapes often avoid the use of human-made materials, and model many of the “play spaces” from natural occurring features and phenomenon.

Playscapes are created to foster open-ended, imaginative, and dynamic play experiences which foster emotional, social, physical, and psychological growth (and health).

Synthesis Playscapes The six exemplar playscapes included in this briefing document are from a variety of examples and geographic locations. Each playscape offers a glimpse into the world of playscapes – reviewing such details as use, costs, planning, key features, and other pertinent information. The playscapes are examples from schools, parks, and other public spaces. A vast array of information on playscapes can be found online, and in many information texts for more information.

Rachel Osias | Deep Dive Project – Urban Ecology | Fall 2015

1

Ecological Benefits and Creating the Biophilic City The benefits of natural playscapes are numerous and diverse. As the populations of city-dwelling residents’ increases, we have an even greater need for building, repairing, and maintaining our relationships with nature.

In our progression towards building a biophilic city, or a city with more nature, we must seek out options which meet numerous needs simultaneously. Natural playscapes offer children the opportunity to reconnect with nature using their imagination, a rule-less environment, and plenty of natural resources at hand. In creating these natural playscapes, young people, community members, educators, landscape architects, and urban planners have the chance to come together to create a space which not only supports the growth and health of young people, but which also seeks to protect, restore, and grow nature for the purpose of fostering deeper connections and daily contacts.

National Wildlife Federation.2015.

Rachel Osias | Deep Dive Project – Urban Ecology | Fall 2015

2

Natural Playscapes – “Ecological Playgrounds” Deep Dive Project

Rachel Osias EDUC 536 _Urban Ecology Nov. 9th, 2015

Jester Park Natural Playscape Granger, Iowa

RDG Planning & Design

Key Play Areas

The Playscape Jester Park Natural Playscape (JPNP) is a free natural play area for youth five years and older. Unlike conventional playgrounds, this playscape is meant to inspire imagination and creativity through unguided and instruction-free experiential play. Named a natural playscape, Jester Park offers visitors a play environment which avoids the use of plastic, metal, and concrete. Instead, visitors interact with numerous natural materials such as water features, earth mounds, rocks, logs, and boulders. Native plants throughout the park welcome smaller guests to be quietly observed such as bee, butterfly, and bird species. There are no boundaries for play at this park!

Pertinent Information The JPNP cost $200,343 dollars, was constructed in 2008, and lies inside the Polk County Conservation Park. It covers approximately 40,000 square feet and hosts 13 different play areas. Upcoming expansions include a Conservation Center for outdoor education and recreation services.



Tall Grass Tangle



Stone Henge



Forest of the Dead



Bison Bluff



Log Stairs



Boulder Scramble



Archeological Dig



Pine Grove



Lost Bridge



Wetland



Bubbling Rock



Waterfall



Petroglyph Carvings

Descriptions of each play unit can be found online.

Rachel Osias | Deep Dive Project – Urban Ecology | Fall 2015

3

Strengths 

Cognitive, physical, and social development opportunities





Challenges 

Waste reduction through intentional material use

Greater guidance needed for developing respectful wildlife/nature interactions



Wildlife, flora, and fauna integration

Higher risk activities – increased liability



No defined barriers – threat due to vehicular traffic



High to medium guardian supervision needed



Native plant species



Decreased barrier between perceived natural and human-made environments

“…the Playscape is not teaching children to play naturally, but is teaching parents to let their

children play naturally. The kids know how to do it.” Lewis Major, Naturalist with Polk Co. Conservation Urban Ecology Implications 

Native plant restoration



Storm water filtration



Habitat creation and restoration



Aesthetic pleasure and value



Environmental education opportunities



Increased livability in surrounding neighborhoods



Promotion of environmental stewardship Polk County Conservation

SOURCES: Johnson, Paige. (2009, August). Jester Park Natural Playscape, Granger, Iowa, RDG Planning and Design, 2008. Retrieved Nov. 7, 2015, from http://www.play-scapes.com/play-design/natural-playgrounds/jester-park-natural-playscape-granger-iowa-rdg-planning-and-design-2008/ Polk County Conservation. (n.d.) Jester Park Natural Playscape. Retrieved Nov. 7, 2015, from http://www.polkcountyiowa.gov/media/10732/natural-playscape.pdf RDG Planning & Design. (2008, March). Jester Park Natural Playscape: Granger, IA. Retrieved Nov. 7, 2015, from http://www.rdgusa.com/projects/jester-park-natural-playscape Simmons, M. Christopher, & Jordan A. Doyle. (2012-2013) Jester Park Natural Playscape. In Build-Design: Redefining Dialectics Through Making and Play. (Project). Retrieved Nov. 7, 2015, from http://issuu.com/cmsimmons/docs/final_project_single_simmonsdoyle_i

Rachel Osias | Deep Dive Project – Urban Ecology | Fall 2015

4

Rachel Osias EDUC 536 _Urban Ecology Nov. 16th, 2015

Natural Playscapes – “Ecological Playgrounds” Deep Dive Project

Westmoreland Nature Play Area Portland, Oregon

Johnson, Paige.

Key Areas

The Play Area The Westmoreland Play Area is a large scale version of a small goal initiated by the Portland Parks and Recreation Department (PPRD). PPRD’s Nature-based Play Initiative aims to add nature-play features to existing sites around the city.

The Westmoreland Nature Play Area is a pilot of the initiative, demonstrating play with natural features to encourage creative interaction and environmental appreciation. The variety of play features at Westmoreland can be engaging for youth of all ages, and parents and guardians tend to be enticed to join in the construction of their children’s projects.

It is hopefully one of many of Portland’s new nature-based play areas!

Pertinent Information Westmoreland opened September 22nd, 2014, and is advised by a Project Advisory Committee. The project cost $1,050,000., and was funded through two main sources: the General Fund of the Park Bureau in conjunction with System Development Charges ($900,000); and a Metro 2006 Nature in Neighborhoods Bond ($150,000). Sandra Burtzos, PPRD’s project manager for Westmoreland, shared that a traditional play structure would have cost just as much without nearly matching the benefits of this natural play area.



60ft long creek with water pumps for diversion into the sand play area



Hill Slide



Timber Log Scramble



Jumping Stones



Boulder Mountain



Restored wetlands



Benches and tables for picnicking



Giant Sequoia Grove

Further descriptions and details of features can be found online.

Rachel Osias | Deep Dive Project – Urban Ecology | Fall 2015

5

Portland Parks & Recreation Department <https://www.portlandoregon.gov/parks/a rticle/401728

Restoration of Crystal Springs Creek In 2003, PPRD partnered with the surrounding community in developing a Westmoreland Park Master Plan aimed at restoring the Crystal Springs Creek, in addition to replacing the preexisting duck pond with natural wetlands. As the Master Plan was developed the idea of Westmoreland Natural Play Area was also born.

Crystal Springs Creek is now once again a more viable habitat for local wildlife such as salmon, trout, river otters, egrets, and other awe-inspiring creatures. The restoration of the creek has become a celebrated success of the community in creating a new habitat friendly for families and wildlife alike!

“The new Westmoreland play area is a site where people of all ages can spend much-needed time outdoors and enjoy unstructured play away from Apps and TV screens.” Amanda Fritz, Portland Parks Commissioner

Urban Ecology Implications 

Healthier park environment for wildlife and visitors



Restored habitat for local flora and fauna



Reduced water temperatures and improved habitat for endangered native salmon



Wetland restoration with water filtration benefits



Riparian corridor for cooler temperatures, erosion control, and water filtration Portland Parks & Recreation Department <https://www.portlandoregon.gov/parks/article/401728

SOURCES: Binder, Melissa. (2014, October). City’s first permanent nature-based play area open at SE Portland Park. Retrieved November 14, 2015, from http://www.oregonlive.com/portland/index.ssf/2014/10/citys_first_public_nature-base.html Johnson, Paige. (2014, October). Westmoreland Nature Play Area, Portland Oregon, 2014. Retrieved November 14, 2015, from http://www.playscapes.com/play-design/natural-playgrounds/westmoreland-nature-play-area-portland-oregon-2014/ Portland Parks & Recreation. (2014). Westmoreland Park. Retrieved November 14, 2015, from https://www.portlandoregon.gov/parks/61107 Portland Parks & Recreation. (2014). Westmoreland Park Nature Play. Retrieved November 14, 2015, from https://www.portlandoregon.gov/parks/57822

Rachel Osias | Deep Dive Project – Urban Ecology | Fall 2015

6

Rachel Osias EDUC 536 _Urban Ecology Nov. 23rd, 2015

Natural Playscapes – “Ecological Playgrounds” Deep Dive Project

Terra Nova Adventure Play Environment

Richmond, British Columbia

Wheatley, Dana. 2015.

Key Features

The Play Area Located in a historically agricultural area, the Terra Nova Adventure Play Environment was built to reflect the surrounding ecological environment. Built from British Columbia-sourced Yellow Cedar, and using sustainable design practices, the city of Richmond is proud of their new play area. Residing amongst trees, near former farming fields, and alongside the middle fork of the Fraser River, the design of the park is meant to stimulate play for strengthening guests’ connection with nature. Nearby, in the remaining portion of the rural park, visitors can walk on boardwalks through the historic slough, or see the non-profit community education (and edible) garden.



Predominantly natural building materials sourced from B.C. – deepen connection between player and equipment



Zip lines – adventure and ‘risk play’ elements



Climbing and balance structures – motor skill development



Spider web, drift-wood pile, and stepping stone elements – reflects natural areas as play spaces



Sand and water play area – experimentation with natural elements

Further descriptions and details of features can be found online.

Wheatley, Dana. 2015.

Rachel Osias | Deep Dive Project – Urban Ecology | Fall 2015

7

Planning and Costs Designed by Vancouver’s Hapa Collaborative, this $1million dollar park was celebrated and opened on September 27th, 2014. Planning originally began in 2011 and consisted of partnered work between community members and design architects. The collaboration included “Big Kids” (community adults) and “Little Kids” (Grades 4, 5, and 6 from nearby Spul’u’kwuk and Gilmore Elementary Schools). Students shared their hopes and visions for the park through design sketches, clay models, spoken word, and song and dance. The Adventure Experience is the latest phase of the City of Richmond’s ongoing development of the 63 acre rural park.

Hapa. 2014

“Terra Nova is more than just a park; it’s a community gathering place where history and nature come together with modern-day programs that respect our heritage, while supporting our goals to be a sustainable, vibrant community.” – Mayor Malcolm Brodie Urban Ecology Implications 

Preservation of historical slough and wetlands



Continued and maintained habitat for local birds and wildlife



Strengthening bonds between community and local ecological systems



Preservation and conservation of Middle Fork of the Fraser River



Demonstration of sustainable ‘green’ design Hapa. 2014.

SOURCES: Hapa. (2014). Terra Nova Play Experience. Retrieved Nov. 20, 2015, from http://hapacobo.com/project/terra-nova-play-experience/ Johnson, Paige. (2014, Dec.19). Terra Nova Playscape, Hapa Collective & Wildplay, Richmond British Columbia, 2014. Retri. Nov. 20, 2015, from http://www.play-scapes.com/play-design/natural-playgrounds/terra-nova-playscape-hapa-collaborative-wildplay-richmond-british-columbia-2014/ Richmond: City of Richmond, British Columbia, Canada. (2014, Sept. 18). Families thrilled by Terra Nova Adventure Play Environment. Retrieved Nov. 21, 2015, from http://www.richmond.ca/newsevents/2014city/FamiliesThrilledByTerraNovaAdventurePlay Environment.htm Wheatley, Dana. (2015, Jan.10). Playgrounds Worth a Trip: Terra Nova Adventure Play Equipment. Retrieved Nov. 20, 2015, from http://calgaryplaygroundreview.com/playgrounds-worth-trip-terra-nova-adventure-play-environment/ Williams-Ross, Lindsay. (2014, Sept. 15). Incredible new $1million playground opens in Richmond. Retrieved Nov. 20, 2015, from http://www.vancitybuzz.com/2014/09/incredible-new-1-million-playground-opens-richmond-photos/

Rachel Osias | Deep Dive Project – Urban Ecology | Fall 2015

8

Rachel Osias EDUC 536 _Urban Ecology Nov. 23rd, 2015

Natural Playscapes – “Ecological Playgrounds” Deep Dive Project

Garfield Park Play and Grow Garden V1.0 Chicago, Illinois

Site Design Group, ltd.

Key Features

The Play Area The Play and Grow Garden is a new 20,000 square foot extension off of the already existing Garfield Conservatory.

Overseen by both the Garfield Park Conservatory Alliance and the Chicago Park District, this natural playscape offers community members free access to a family play experience filled with exploration and experimentation. This outside play garden offers natural musical instruments, mud, water, and sand along with plenty of natural elements (including boulders, stumps, and more) to climb. Children will be able to challenge their balance and strength while building self-confidence in a social, shared-learning environment.



Hand Pump and Water Runnel – experimentation with natural elements and how they function



Exploratory Dig Areas – imagination stimulation and demonstration of archeological professions



Living Structures – mobility exercises and play



Council Ring – socializing and gathering space



Discovery Gardens – understanding and observing plant growth and food production

Further descriptions and details of features can be found online.

Rachel Osias | Deep Dive Project – Urban Ecology | Fall 2015

9

Planning and Costs The Play and Grow Garden V1.0, as indicated, is only version one of a two-phase project. Although no numerical number has been released to the public regarding the cost of the project, the donors are listed as: Institute of Museum and Library Services (IMLS), National Fish and Wildlife Foundation, Wells Fargo Environmental Solutions for Communities Program, Chauncey and Marion Deering McCormick Foundation, Dr. Scholl Foundation, Richard Driehaus Foundation and Seabury Foundation.

Future Recommendations

Site Design Group, ltd.



Publicly share the planning stages and costs for potential use in future projects at other city sites



Work collaboratively with community members to assess needs and desires of site/project

“Children need frequent unstructured play in nature for healthy development physically, intellectually, and emotionally. We invite you to explore this garden with your children, and to encourage children to discover the wonders of the natural world on their own.” -Garfield Park Conservatory Urban Ecology Implications 

Removal of invasive species; replacement with native species



Pollinator pathways and habitat restoration for insects and birds



Reduced heat from water elements and greater tree/vegetation cover



Ecological literacy development from natural play elements

Site Design Group, ltd.

SOURCES: Garfield Park Conservancy. (n.d). Play and Grow Garden. Retrieved Nov. 21, 2015, from http://www.garfieldconservatory.org/campus/play-andgrow-garden.html Johnson, Paige. (2015, July 27). Garfield Park Natural Playscape V1.0, Chicago, Site Design Group, 2015. Retrieved Nov. 21, 2015, from http://www.play-scapes.com/play-design/natural-playgrounds/garfield-park-natural-playscape-v-1-0-chicago-site-design-group-2015/ Site Design Group, ltd. (n.d.) Garfield Park Play & Grow Garden V1.0. Retrieved Nov. 21, 2015, from http://www.sitedesign.com/projects/natural-playground-design-chicago/

Rachel Osias | Deep Dive Project – Urban Ecology | Fall 2015

10

Rachel Osias EDUC 536 _Urban Ecology Nov. 30th, 2015

Natural Playscapes – “Ecological Playgrounds” Deep Dive Project

The Playscape at Ripley

Concord, Massachusetts

The Playscape at Ripley. 2015

Key Features

The Play Area The Playscape at Ripley in Concord, MA, is an excellent example of a community-driven solution for creative youth play. Just shy of 2 acres, this natural playscape is being constructed in Concord’s East Quarter, the historic land of the 1775 March of the Minute Men; grazing and agricultural commons; and within walking distance Henry David Thoreau’s family homestead. The design of the playscape was created to be accessible for all community members but specifically those in the handiabled community. Phase One was completed in 2013, followed by Phase Two in fall of 2014. Designed in partnership with Lemon|Brooke Landscape Architecture Firm, the design is inclusive, features natural play elements, accessible playground equipment, and restoration design strategies.



Dry Stream Bed – water flow exploration



Accessible Loop Path – wheelchair and walker accessible



Whale Drum – musical expression



Sand Ship



Willow Tunnel – quiet, calm, reflective spaces



Large Nests – climbing and motor skills

Planning and Design



Gathering Circle – social development

After the release of a 2007 report from the American Academy of Pediatrics (warning of a decline in children’s spontaneous and creative play) the Concord Children’s Center began initiating plans for a nature-based playground (2008). Over a 6mo period, a group of 12 representatives worked on drafting a vision for the Ripley playscape. The group consisted of landscape designers, behavioral specialists, and educators.

When construction began, community work days engaged the community and offered a platform for design feedback. It is a project well-loved by the community.

Future Developments 

Wheelchair accessible Merry-Go-Round



Child-powered water pump

Rachel Osias | Deep Dive Project – Urban Ecology | Fall 2015

11

Costs and Fundraising The costs and construction of The Playscape at Ripley were strategically planned by designers and community members to facilitate donation collection in conjunction with construction phases. The construction of the playscape has been taking place over three phases, for a total of $340,000. As of May 4th, 2015, a total of $233,564 in pledges and donations has been received. A name plaque will be given to specific key features in the park for larger sum donations. The completion date for the playscape is set for 2016, and many of the landscape designers are already dreaming about a potential Phase Four.

The Playscape at Ripley. 2015.

“This project has been organic. Because it took so long, we had the opportunity to grow and develop our understanding of what is needed. The town has been incredibly supportive.” – Pat Nelson, Concord Children’s Center Executive Director Four Pillars of Ripley Design 

Gathering the Community – relaxation, socialization, gathering/s, and play



Nature-Based Play – increased understanding of nature and boundary-free play



Ecological Awareness and Stewardship – reconnect visitors with nature to promote stewardship



Universal Accessibility – physical, social, and sensory engagement for all The Playscape at Ripley. 2015.

SOURCES: Friends of the Ripley Playscape. (n.d.) The Playscape at Ripley: A Nature Park for all Ages & Abilities. Retrieved Nov. 24, 2015, from http://www.ripleyplayscape.org/ Lemon Brooke. (2014, Sept. 9). The Playscape at Ripley. Retrieved Nov. 24, 2015, from http://www.lemonbrooke.com/the-playscape-atripley.html Tully, Sharon. (2015, Jun. 17). Concord Playscape Offers Something for Everyone. Retrieved Nov. 24, 2015, from http://concord.wickedlocal.com/article/20150617/NEWS/150616975/0/SEARCH Wicked Local: Concord – News From the Concord Journal. (2010, Jun.10). Work to begin on Concord Children’s Center Playscape. Retrieved Nov. 25, 2015, from http://www.wickedlocal.com/x1980739326/Work-to-begin-on-Concord-Childrens-Center-playscape?Start=1

Rachel Osias | Deep Dive Project – Urban Ecology | Fall 2015

12

Rachel Osias EDUC 536 _Urban Ecology Dec. 8th, 2015

Natural Playscapes – “Ecological Playgrounds” Deep Dive Project

Arlitt Playscape Cincinnati, Ohio

Fuller, Dawn..

Key Features

The Play Area The Arlitt Playscape at UC Cincinnati’s campus is a wheelchair accessible outdoor play and learning lab. The playscape is partnered with the Cincinnati Nature Center and functions as a research area for the UC Research team whose aim is to analyze how the play area may cultivate a passion for learning, a stewardship of nature and an interest in STEM areas. A grant for $330,000 awarded by the National Science Foundation helps fund the research. This playscape, like many of its kind, acts as an open play environment where children can play with natural features and loose parts to gain a deeper sense of place, adventure, and learning through ‘doing’.



Shovels, buckets, and tools – science exploration and learning



Sand area – loose parts and manipulation play



Water pump and stream – sensory enjoyment and texture exploration



Native plants and trees – for use in play and exploration



Circular fort – dramatic play scenarios and socialization skill development



Tree house and bird blind –observation experiences

Further descriptions and details of features can be found online.

University of Cincinnati

Rachel Osias | Deep Dive Project – Urban Ecology | Fall 2015

13

Costs and Planning The Arlitt Playscape was designed in partnership between UC’s Artlitt Child and Family Research and Education Center, Cincinnati Nature Center, and the UC Architect’s Office.

The project cost $401,000 and is approximately 10,000 square feet of rocks, grassy mounds and trees for exploring, climbing, digging and splashing. No additional information was provided regarding community voice in the planning process.

Fuller, Dawn

“Through our efforts, we hope to ensure that all children in our region will have access to nature play by serving as a demonstration site for others to ‘Nature Playscape’ their own facilities and to educate parents, grandparents, teachers and mentors of the physical, emotional, intellectual and spiritual benefits nature play has to healthy development of all children.” –William M. Hopple III, Executive Director, Cincinnati Nature Center The Cincinnati Playscape Initiative 

Education about the importance of nature play



Build two playscapes



Train local designers in natural playscape design



Provide a research venue for children’s interactions with nature



Ensure that every child in the greater Cincinnati community has a place to safely play outdoors University of Cincinnati

SOURCES:

Portland Parks & Recreation Department <https://www.portlandoregon.gov/parks/article/401728

Fuller, Dawn. (2012, Aug. 15.a) Early Findings Indicate Cincinnati Playscapes Area a Natural Hit With Children. Retrieved Nov. 25, 2015 from http://www.uc.edu/news/NR.aspx?id=16218 Fuller, Dawn. (2012, Aug. 15.b) The Arlitt Playscape. Retrieved Nov. 25, 2015, from http://www.uc.edu/news/NR.aspx?id=16253 Fuller, Dawn. (2012, Aug. 15.c) WATCH: UC’s Youngest Learners Join Grand Opening of Campus’ Newest Outdoor Attraction. Retrieved Nov. 25, 2015 from http://www.uc.edu/news/NR.aspx?id=16255 University of Cincinnati. (n.d.) Arlitt Playscape. Retrieved Nov. 25, 2015, from http://cech.uc.edu/centers/arlitt/arlitt-playscape.html

Rachel Osias | Deep Dive Project – Urban Ecology | Fall 2015

14

Environmental Education Lesson 1: See It! “A Day in the Life” This lesson originally comes from a “Learning through Landscapes” lesson plan. It has been altered for the purpose of this synthesis. The target audience for this lesson is primary-aged children.

A Day in the Life – Use evidence to discover what happened in your play-yard and on the playground today.

Activity The task is to better understand how the kids at school are using the play yard and play-ground/areas. Students will use on-the-ground evidence to create a claim (or a description of use/s).

1. Organize the children to go outdoors, to the play area and playground, at regular intervals during the day – for example, after class attendance, before, during, and after recess, etc. – and record what they see on a chart. You may want to allocate different areas to different groups of students. They should look for: a. Play activities b. Density of use (which place seems to be drawing most of the students attentions) c. On-playground time vs. off d. See if students can create their own observations ideas 2. When the children have gathered their information they can create a graphic image, chart, etc. to show what is happening where and when is these two places.

3. Hold a class discussion about most popular playground locations, activities, games, etc. Ask students to make guesses or observations about how to get more of their peers playing.

Develop discussion questions to support students in beginning to think about how to pursue 100% play participation from each student.

Rachel Osias | Deep Dive Project – Urban Ecology | Fall 2015

15

What you need:  

Clip boards, paper, and pencils Cameras (optional)

Preparation: 



Introduce the idea that we can make changes to our communities to support community growth, by first understanding the strengths and challenges our community might already face Reflect with students on their own favorite outdoor activities during recess, and if they feel anything might be missing.

Lesson 2: Dream it!

“If This Was My Playscape I would…”

In small groups have students utilize the library computers, or other available resources (printed or purchased in advance if needed) to research natural playscapes or natural playgrounds. Encourage students to take good notes on key features they appreciate or like, and on questions they might have about the process of building and constructing a playscape. Remind students of key research strategies while using the internet and computers. Additionally, challenge the students to find ways in which the playscape can support or mimic natural ecosystems, or sustainability practices.

Upon completion of research, have each small group begin drafting their ideas for a playscape at the school. Using their research findings have students sketch a draft of their ‘dream natural playscape’ with a corresponding key/legend. Students should be able to describe each component and why they feel it is a valuable asset to their school and student body.

Rachel Osias | Deep Dive Project – Urban Ecology | Fall 2015

16

After all small groups have shared their ‘dream natural playscapes’, create a gallery walk for students to observe and take notes on their peers work. While they move through the room to view and assess each playscape, have students note similarities and differences between each drafted playscape. At the end of the walk, students can share-out their results to see if a classroom decision and draft can be created to use as a proposal for their school or local park. As stated above, this is a draft concept and can be manipulated to fit the needs and desires of a variety of educators and students. It also has the potential to correspond with the new Next Generation Science Standards.

Lesson 3: Do it!

“Nature Play and Learning Settings” This lesson/guide is originally from Nature Play at Home – A Guide for Boosting Your Children’s Healthy Development and Creativity. This online edition is from the “Be Out There” initiative of the National Wildlife Federation, in partnership with the Natural Learning Initiative. It is a recommended guide for creating natural playscapes at family residences, and has been changed to reflect the student, teacher, and classroom audience. This lesson should be used in conjunction with the whole Nature Play at Home guide – which offers another resource for playscape development with youth.

Nature Play and Learning Settings Using the Guide – Implementing Change Piece by Piece 1. Browse the list of settings. -- Look through the illustrative photos and read the descriptions. The settings are arranged in order of effort and difficulty required to implement them. Some very simple settings may be implemented in a day; some may require a weekend, some longer still.

Rachel Osias | Deep Dive Project – Urban Ecology | Fall 2015

17

2. Decide which settings are a good fit for your students and space. -- As you browse the guide, highlight the settings that strike you as most valuable, and prioritize which ones to begin with for your students and space.

3. Create a plan for setting locations in your space and the order of implementation. -- Create a plan to locate the settings in your space – this does not need to be an architectural drawing, it can be as simple as a list of settings and approximate locations for installation. The point is to think through the most critical aspects for each installation such as sun exposure, shade, drainage, ease of access, play value, and year round use.

4. Research any further resources and inspiration needed to finalize details of the settings you have chosen. -- Use this guide as a starting point – a spark to inspire the creation of your school’s unique Nature Playscape. In this age of connectivity the guide is not designed to stand alone, but to be a part of a broader network of home-scale nature play resources available online.

5. Get to it! Implement settings piece by piece, adjusting as you go and see what works well and what needs improvement as you progress. -- Once you have set up a plan for where the settings will go and how you will implement them, it’s time to make it all happen and bring nature play to your home, one step at a time. As you implement settings, make adjustments as you see what works and does not work for your space and students.

Keep in mind the goal is a dynamic, evolving Nature Playscape which has been dreamed-up by your students, built by your students, and which can change with the weather, the seasons, and the growth of the students at the school.

Rachel Osias | Deep Dive Project – Urban Ecology | Fall 2015

18

Bibliography The Biophilic Cities Project. (n.d). Biophilic Cities. Retrieved Dec. 12, 2015, from http://biophiliccities.org/the-biophilic-cities-project/ EarthPlay Design. (1996-2015). Earthplay Design. Retrieved Dec. 15, 2015, from http://earthplay.net/playscape-design/ Gemmell, Jonathan. (2015). Rethinking Playgrounds: A Design Investigation of Playscape Theory (Master’s Dissertation).

Retrieved from DRUM, University of Maryland Libraries, MD. National Wildlife Federation, and Natural Learning Initiative. (2012).

Nature Play at Home: A Guide for Boosting Your Children’s Healthy Development and Creativity. Retrieved Dec. 10, 2015, from https://naturalearning.org/nature-play-home-released Learning Through Landscapes. (n.d). A day in the life. Retrieved Dec. 10, 2015 from http://www.ltl.org.uk/pdf/A-day-in-thelife1322823720.pdf Wikipedia. (Oct. 2015). Playscape. Retrieved Dec.10, 2015, from https://en.wikipedia.org/wiki/Playscape#Natural_Playground

Rachel Osias | Deep Dive Project – Urban Ecology | Fall 2015

19