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The manual provides teachers with not only educational outdoor activities, but also with activities that can be provided on an individual level. The only equipment needed for most of these activities is a bought or homemade "baggage tag". These tags are used for a variety of purposes such as plant and animal identification, nature quiz games, and rockhunts. One of the best attributes of this method is that students can make up their own activities. In addition to general learning activities, the baggage tags can be used as a review or test. Suggested activities are grouped by subject area and level of difficulty. These are arbitrary, however, since any of them can be graded up or down to suit the students involved. There are 25 activities given for science; 15 for language arts; 10 for social studies; and 10 for math. (KM)

Concerned with developing a master plan for interlinking recreational trails throughout Cook County, Illinois, this document consists primarily of proceedings of a conference on trails in an urban setting. Presentations are Urban Trails: A Tremendous Recreation Opportunity; Legal Considerations; Development; Utilities; Planning; Getting Started; State and Federal Aid; Bicycling; Horseback Riding; Canoeing; Hiking and Jogging; and Year Round Programming. State contacts for planning and financial assistance, state contacts for technical assistance and information (both for Illinois and surrounding states), Department of Housing and Urban Development contacts for program information, and 7 appendixes are included. (MJB)

Approximately 117 doctoral studies on outdoor education which were completed in the past 3 decades are presented. The documents are available to the Council on Outdoor Education and Camping of the American Association for Health, Physical Education and Recreation for publication and distribution to outdoor education leaders interested in the research in the field. The summarized dissertations fall generally into 5 major categories: (1) proposals for new program developments; (2) organization and administration; (3) historical analysis; (4) teacher education; and (5) evaluation. The summaries consist of a brief statement of the problem, the procedure followed, and a resume of results and conclusions. The University (Northern Illinois, Lorado Taft Field Campus) Microfilm order number is included for the investigator who wishes to obtain the complete study. A library source reference is listed for some of the studies not included in Dissertation Abstracts. It is hoped that these summaries will stimulate further research and the growth of quality programs in outdoor education in educational systems. (FF)

Written as a guide for outdoor education, this teacher's manual outlines the use of the nature-resource center in Nashville, Tennessee, as a resource for curriculum enrichment. The first part of the manual provides general information for basic understanding of the center. Included in this part of the manual are an introduction to the center, things to see on the way to the center, ideas on classroom objectives prior to visiting the center, some suggested follow-up activities in the classroom, and some ground rules to be followed when visiting the center. The second part of the manual discusses each trail that may be taken and provides an explanation of what is to be seen at each station on the particular trail. Concepts to be developed at the various trail stations are enumerated, and field notes for lessons on such things as animals, forestry, geology, and plants are provided. (DB)

This guide is for teachers (K-12) interested in developing and using outdoor education areas. Student participation is presented as the key to a successful program. A discussion of what can be done by outdoor education programs is presented. The guide suggests sites to be chosen in terms of accessability, size, attractiveness, safety, drinking water, and sanitary facilities. Trails are to be developed on these sites with zones for distinctive site features or special areas. Station signs developed on these trails are separated into three types (1) identification writeups, (2) station writeups, (3) special area writeups. Each type of station writeup is explained and illustrated with examples. A special bibliography is included on the development and use of outdoor education areas. (BB)

Designed to give the elementary teacher some ideas for using the school site and the community as an environmental study area, this guide offers activities and suggestions to explore all aspects of the environment. Gaining an understanding of the environment and man's relationship to the environment are emphasized. The ultimate goal is to develop citizens with a personal sense of involvement and an attitude that will guide their behavior towards the wise use of all our resources. Part 1 discusses selecting a site for environmental study and surveying its educational possibilities. Part 2 outlines steps for getting up a nature trail on school grounds together with activities for use of the trail. The interdisciplinary approach of environmental education is promoted in Part 3. Work sheets for on-site involvement in language arts, social studies, science, math, art and music are given. Several pages and ideas adapted from "All Around You, An Environmental Study Guide" (ED 064 131) are reprinted. Part 4 deals with environmental problems: air, water, noise, waste, and visual pollution, land use, population, and miscellaneous urban problems. Each topic provides background material for the teacher, activities for the classroom, and school site and community activities. (BL)

In Scotland, outdoor education is seen as a combination of outdoor pursuits and environmental studies. The article describes various centres in the Edinburgh area, outdoor education expeditions, and programs, such as mountaineering, rock climbing, orienteering, and canoeing. (KM)

This study demonstrates an evaluation technique that can be utilized by the wilderness manager. It attempts to assess the recreation user's point of view toward the wilderness environment by measuring and comparing desired and perceived experience in terms of environmental conditions and experiences. (Author/MLB)

A guide and introduction to outdoor education for the classroom teacher, the manual lists 5 aims and objectives of outdoor education and discusses the means for reaching these objectives through field trips, camping, outdoor learning centers, and outdoor teaching in school environs. Selected activities are described by subject area: arts and crafts, geography and outdoor studies, surveying, history, exploring old cemeteries, language arts, mathematics, orienteering (direction-finding), physical education, and science. Reference materials are included. (PS)

A revision of the Lorado Taft Field Campus' 1968 "Instructional Materials Packet" on providing children with educational experiences outside the classroom, this book contains materials, tips, worksheets, and plans for offering students an opportunity for supplementary outdoor experiences in a variety of subject-matter areas: animal studies, creative expression, ecology, geology and soils, magnetic compasses, measurement and mapping, nature arts and crafts, plants, outdoor recreation, water, and weather. The book also includes tips on planning and conducting field experiences and follow-up activities. (BO)

The location and character of environmental education facilities and sanctuaries in the United States and Canada are outlined in a directory which is designed to help guide anyone interested in visiting the facilities or learning about preservation and the conservation of natural resources. A description of each facility includes its location by state and city, instructional curriculums, programs, land use, and time schedules. (TG)

Planning, design, construction and educational use of creative and functional trails and walkways are described in a series of guidelines for those interested in designing outdoor recreational facilities. The outdoor trail is described as one of many useful devices through which teachers and naturalists are able to bring the world of nature closer to children, school groups and adults. Practical information is given on--(1) trail planning, (2) trail layout, (3) educational use and interpretive aids, and (4) construction and maintenance of trail skills. Plot drawings, photographs and several appendices are included. (TG)

Principles and guidelines for providing good interpretation of natural areas for the public by area managers are presented. (JP)

The idea behind quasi-wilderness hiking is to offer trail opportunities beyond the high density, highly developed recreational site. (Authors/JA)

Article described a number of activities vacationers can pursue this year. (RK)

Discusses the planning, construction, use, and maintenance of a nature trail. Ideal for demonstrating interrelationships between plants and animals, conservation practices, wildlife management, plant succession, forestry, geologic features and other scientific phenomena. (JR)

The first in a series of 4 articles on American Indian history. (AH)

The article describes a hike up Slide Mountain (New York) undertaken by the 5th grade class of Phoenicia Elementary School (Woodstock). (KM)

Orienteering is cross-country running and map reading. (BD)

Tells of an elementary school's first encounter with outdoor education and the subsequent development of a nature trial where all subjects are taught. (DR)