DRAFT Learning Goals for the Lodge and

Learning Center • Hilary Swain, Archbold Biological Station• Refer to the RMI Archbold LLC Charrette

reports (2) for how learning goals fit into overall LLC goals .

LLC goals….serve as a learning fulcrum, buildings physically/conceptually shaped by surrounding environments

A. Learning Center– buildings and decks.

• Learning is an explicit focus for buildings. Active learning. Integrate learning throughout entire interior and deck building complex

– Exterior space, outdoor environments• Integrate active learning into all surrounding outdoor space and

built environment (pavements, walkways etc) and extend to gazebo in the midst of restoration area and out to scrub ecosystem, and new LLC nature trail.

B. Lodge– Emphasis on the Florida scrub. Thoughtful self-reflective

learning, a peaceful place of quiet contemplation, visual comfort, and inner learning.

Learning Center - Learning Goals1. House existing environmental education (K-12), Discovering FL Scrub and Getting to know

the Real FL, college classes, workshops, etc and meet all the goals for these programs. 2. Teaches to all levels – e.g. K-12, college classes, visiting professional groups, and public

visitors (the proverbial K-gray). 3. Develop new learning program focused on LC that will allow visitors/ occupants to

compare conditions for humans in the built environment (LC) simultaneously with conditions in the surrounding ecosystem (scrub) for plants and animals. Occupants will be able to contrast responses in the natural environment with their decisions about sustainable living in the built environment.

4. Introduce visitors to Archbold, history , research, and to rest of campus

NATURAL SYSTEMDeepen understanding of scrub ecosystem and appreciation of ecology

BUILT ENVIRONMENTDeepen understanding of

building and facilitate sustainable living

interactions

VisitorsCompare and Contrast

conditionsresponses

consequences

Learning Center Goal #1 House existing environmental education (K-12) programs

• Environmental education (K-12) curricula– Discovering FL Scrub– Getting to Know the Real Florida– Develop new curricula focused on the cycles of heat, light, water, carbon featured in the LC

• Education staff will re-locate to new education office in the LC. • Interpretative Display Room will provide dedicated display space,

with a focus on current K-12 exhibits. Education staff need to design space and seek professional input for displays, furnishings, and layout for exhibits.

• Most K-12 education activities will take place, as at present, outdoors:

• On the large outside K-12 deck north of the LC – will be set up with picnic type tables. Need row of outdoor grill storage lockers (like Polk County nature center)

• Request for a gopher tortoise “crawl though burrow” to run under the deck• Add new “outdoor” components from the LC programs into K-12 programs • New start and finish and trail access from LC for K-12 activities on the Station Nature Trail.

Goal #2. Teach to all levels, K-Gray • Hierarchical learning approach to learning. Approaches and materials will be structured and

geared up to different levels of knowledge, understanding, and interest. Learning materials will be developed for a wide variety of audiences including (but not limited to):

1. Audiences that can understand Simple concepts. Knowledge of definitions, understanding specifics, recall, describe methods and processes, finding clues.

• 3-5th grade• Home-school groups • Other elementary school visits organized by schools from outside our district • 4H programs, FFA, boy scouts, etc 2

2. Audiences that can use the science material discussed and apply to other situations. 8th grade levels.

• LP Middle School honors program • Envirothon, other FFA programs • Membership level for Conservation groups and environmental not-for–profit

organizations.• Local community leaders (county commissioners, planning staff).• Non-Scientific Staff at ABS• General public visitors. • Arts and Humanities groups • Media

Teach to all levels, K-Gray (cont.) 3. Advanced understanding, higher cognitive skills. Able to assemble all the parts

of the LC to form a complete understanding. Able to combine components into new and different situations. Able to judge value of materials & methods, and provide quantitative & qualitative evaluation of effectiveness. Able to compare, contrast, and relate to other buildings and approaches. • Highlands County high school internship program• College classes

– South Florida Community College classes and internship program– Visiting university and college classes visiting Archbold

• Visiting academic scientists (university faculty, post docs, graduate students), small scientific meetings

• Local, state and federal agency staff, other natural resource specialists, both those using the LC and others primarily visiting research labs at the Station.

• Leadership and staff level of conservation groups and environmental not-for-profit organizations.

• Professional architects, surveyors, engineers. • Local builders and contractors, and suppliers. • Scientific Staff

3. Proposed new learning program focused around Learning Center; approaches to interpretation

• Self evident and self explanatory design (e.g. watch rainwater coming down clear downspout, draw outline of shadow from different seasons falling on outside walls)

• Showing (hands on, use) and interaction – Building (interact with switches, lights, toilets, faucets, viewing data streams ,

etc)– Natural system (examples out in scrub on nature trail, viewing data streams

from nature,)• Traditional outreach and learning (displays, posters, explanatory signage, touch-

screen computers with modeling of alternative scenarios)• LC is a “Portal to the scrub” – spike curiosity to see what is happening “today” out

in the scrub• Ensure that STEM (Science, Technology, Engineering and Math criteria (NSF) met. • Adaptive learning – feedback mechanisms for visitors to tell us how to refine

design and building operations, also inform how visit changed their behavior (home, work etc)

• Incorporate formative and summative evaluation throughout. • Encourage repeat visits (can’t do all in a day)

Interpretation at the LC will focus on telling four stories (cycles of - heat, light, water carbon HeLiWaCa) to deepen understanding,

develop awareness, and change behavior

NATURAL SYSTEMWhat is happening

in the scrub?

BUILT ENVIRONMENTWhat is happening

in the built environment?

Under the same (current) exterior conditions

NATURAL SYSTEM “Ambassadors”

• Scrub oak• Florida scrub jay• Gopher tortoise

• Spider/ant/or bug

BUILT ENVIRONMENT OCCUPANT

Human occupants (you/me!)

Visitors in the Learning Center will be presented with a wide array of interpretive materials (scaled at different levels of understanding - see goal 2) to allow them to view and understand, from a STEM perspective ,the current conditions (heat, light, water and carbon) in the scrub. Scrub conditions will be conveyed by four ambassador species , representing a range of functions, behavior and responses to HeLiWaCa conditions. Visitors will be able to compare environmental conditions in the scrub simultaneously with the cycles of heat, light, water and carbon in the built environment of the LC (as experienced real-time by visitors). Interpretive materials will include science, engineering and technology , and math explanations. Materials will convey that choices about how to develop and occupy the built environment , has impacts on the natural ecosystems, locally and globally.

• Interpretation for the 4 cycles will be everywhere throughout the LC, in the car park as one approaches, using every building surface (walls inside and outside, plumbing, ceilings, floors, etc) in every room, corridor, and corner of the LC. Outside interpretation will be embedded within decks, structures such as cisterns and septic, views of roof, landscaping, on paths towards the gazebo and around the new LLC nature trail.

• Remember public can enter and access corridors, decks and bathrooms anytime Archbold main gates are open. Does not have to be staffed full- time. Most interpretation will be accessible to the public passing through because it will be incorporated into covered building areas but largely NOT in climate controlled rooms, so doesn’t matter if rooms are occupied or locked.

• Have info kiosks clearly labeled at entrance as to what one can do. Locate other kiosks through main corridors and outside use any available locations.

• Use simple color code “large color dot or button” system like red green blue and yellow buttons (representing heat, carbon, water and light) to suggest “find out something here about …”.

• See next few slides for simple ideas of interpretation for the four themes.

“Locations” for interpretation in the LC

HEATNATURAL SYSTEM

BUILT ENVIRONMENT

INPUTS

Monitor Temperature, RH

Monitor Power for Cool/Heat

OAK CANOPY

T˚CROOF

Solar-thermal

MonitorShade T˚C

Cold Cool Warm Hot

FSJ Roost/ Foraging shade panting

Gopher Deep in burrow

Top of burrow

Forage Deep in burrow

Spider Deep in ground

burrow burrow HuntingHi Metab.

Oak Leaf damage

Photo-synthesis

Photo-synthesis

Leaves curl/drop

Response MatrixIf T˚C+/-, RH +/-

and time +/- then

Oak/FSJGopher

Spider/AntRADIANT HEATN,S,E,W,WALLSSOIL T˚C

5,10,20 CM

HEAT thruWINDOW

COMFORT ZONE

T˚C

RH WaterT˚C

Interpretive displays showing heat levels and control in the building compared with the natural system

Info kiosks or Integrated info

Cool Gopher burrowCrawl through

HEAT STORY; locations of features are not final just for illustrative purposes.

Lines on N, S, E, W walls to show where shadows fall through year, overhangs etc

WHAT IS HAPPENING IN HEAT TO FSJ, OAK, GOPHER, SPIDER

Temperature & RH sensors outdoor

LIGHTNATURAL SYSTEM BUILT ENVIRONMENT

INPUTS

Monitor Solar RadMoonphase

Monitor Power for Light

OAK CANOPY

ROOFPV

Monitor PAR

MonitorShade

Light Lo LightMed Light Hi Dark

FSJ foraging sentinel shade roost

Gopher top burr. foraging burrow burrow

Spider hunting burrow burrow hunting

Response MatrixWhat is

happening ….If light +/-

and time +/- then

Oak/FSJGopher

Spider/Ant

Photosynthesis

Lines and angles on NSEW walls to show

where sun hits different times of year.

Inverter

Outdoor night lighting

WHAT IS HAPPENING TO FSJ, OAK, GOPHER, SPIDER in different light levels

LIGHT STORY; locations of features are not final just for illustrative purposes.

Oak

Look up at PV Look up at roofs and see angles at which light enters building

Show how minimizing light pollution at night

Star gazing from deck at night

WATERNATURAL SYSTEM

BUILT ENVIRONMENT

Rain INPUTS

OAK CANOPY

ROOF

Drought Lo Rain Hi Rain Flooding

FSJ Drink dew

Drink off leaves

eat/bugs frogs

Shelter

Gopher conserve foraging burrow burrow

Spider Forage Forage Hide burrow

Life threaten

Oak Drop leaves

Conserve Use GW

Hi growth

Roots flooded

Response MatrixWhat is

happeningIf water is

and time +/- then

Oak/FSJGopher

Spider/Ant

Photosynthesis DOWNSPOUT

CISTERN

SOIL Moisture5,10,20 CM

SURFICIAL AQUIFER

OAK ROOTS

PUMPFLORIDAN AQUIFER

WATERTOWER

ET PanRain gauge

SEPTIC

Treatment wetland

CISTERN

HUMANWATER USE

WHAT IS HAPPENING TO FSJ, OAK, GOPHER, SPIDER Septic drainfield

RestoredWetland

TreatmentSwale

“rain garden”treat paving

WATER STORY; locations of features are not final just for illustrative purposes.

Oak

DOWNSPOUT

Peer down a virtual well (touch screen) thru the aquifers . GW levels

ET panRain Gauge

“rain garden”treat paving

Greywater tank

Look up at water tower

CARBONNATURAL SYSTEM

BUILT ENVIRONMENT

CO2 Methane

Building – use RMI’s GREENFOOT model to show rate at which paying back the carbon “mortgage”• Embodied carbon in construction• Carbon release from operations (fossil

fuel energy use, methane from septic)• Offsets from PV power generation• Mitigation via reduced campus power

use

FL scrub carbon cycle

night day

FSJ Respire CO2 Respire CO2

Gopher Respire CO2 Respire CO2

Spider Respire CO2 Respire CO2

Oak Respire CO2 Photo-synthesis Fix carbon

Response MatrixIf time day/night

then

FSJGopher

Spider/AntSeptic

Treatment wetlands

Soil microbial

Interpretive displays showing heat levels and control in the building compared with the natural system

Info kiosks or Integrated info

CARBON STORY; locations of features are not final just for illustrative purposes.

Lines on N, S, E, W walls to show where shadows fall through year, overhangs etc

WHAT IS HAPPENING carbon in FSJ, OAK, GOPHER, SPIDER

How much carbon is embodied in the building? Many locations to describe construction

How much carbon is used to operate building – monitors showing power use

Carbon (continued) If we manage to get additional funding for the walkway between the Main Bldg. and LLC

Learning experiences on the Walkway will increase understanding of the carbon cycle in natural and built environments, enhance attitudes towards sustainable behavior, and cultivate lower impact lifestyles. Tie carbon learning strategies of the Walkway into the overall learning goals for the Learning Center

Have three overlook platforms (looking to west over scrub beyond the rr line) along length of walkwayBuild six 2’ x 3’ wayside exhibit panels on each of the three walkway platforms, with aluminum mounts and fiberglass embedments: Platform 1 - two exhibit panels to explain PV solar energy generation on the walkway. Platform 2 - two panels to interpret carbon storage and sequestration in the FL scrub, creating awareness of carbon and energy flow through the ecosystem, and effects of fire.Platform 3 – two panels on strategies for climate adaptation including: (i) managing our 8,840-acre preserve to reduce non-climate stressors such as aquifer recharge; (ii) role of prescribed fire to reduce catastrophic wildfire; (iii) control of invasive species; (iv) importance of protecting centers of biodiversity; (v) monitoring climate and environmental oscillations.

Build a touchscreen display in the Learning Center, and for www.archbold-station.org to link real-time performance of solar PV power generation with climate data (streaming via wireless from Archbold’s weather station), and a virtual “pay-back” carbon meter (like a mortgage repayment) to show the relative contribution of the Walkway and Roof PV towards offsetting the carbon debt of the LLC.

roof of walkway will be built of PV panels

LOCATIONS CONTINUED for goals 1,2,and 3 in the LC:The K-12 groups will use the K-12 deck for most of their activities leaving adults and other groups to “wonder” through the main corridors and out to NE deck. General public interpretation should not use the K-12 deck.

• South wall of the Lobby could be used to create an inset/booth/niche for digital touch-screen displays that show e.g. sensor information about outdoor and built environments, a video simulation of plunging down the aquifer, (computers etc would be inside and secured, but video screens could be outside under these covered decks and screened in corridors).

• The display/interpretation room dedicated largely to FL scrub K-12 displays, but could be open to the public 8-5, as long as no kids in there.

• The long wall between the interpretive display room and the corridor opposite the bathrooms will be built as two-way open case glass displays (seen from inside room or from corridor). Suggestion to place a series of dioramas, showing both above ground and below ground, for the 4 ambassador species (and any other species that would fit) (FSJ, oak, gopher and ? Harvester ant (see if Walter Tschinkel would make us a metal caste of an underground ant nest). This location is where visitors could get information on what is happening to ambassador species under given light, heat, and water conditions in the scrub.

• LOCATIONS CONTINUED:Nancy Deyrup suggestion to build a fiberglass “gopher burrow that kids could wriggle through to explain life underground and in the sand – maybe go under the K-12 deck?

• We have a mounted female bear coming – do we put this here in display case in LC (have place on corner of interpretive display room set up if needed) or place it in the Bears Den Lounge?

• The suggestion is that the two meeting room be named the Maehr and the Smoak Rooms in honor of Dave and Mason. Information about Dave and Mason at the joint entrance to these two rooms.

• Lots of self evident interpretation and simple signage inside and outside so folks can understand the building, and landscaping, wetland treatment area, and easy ways to assess e.g. how full is the water tank or the rain cistern? where does sunlight fall on walls at different times of year? how do rain gardens work? where is the septic tank, or stormwater treatment?

• Need a small covered shady place where folks (groups of 5-6) could sit and watch Islands in Time, other videos, without disturbing other users.

• Need docent program to guide people through facilities (opportunities for volunteers here – those that cannot manage a scrub hike but could do kiosk or Learning Center) .

Proposed LLC Nature Trails Yellow: proposed new LLC Nature Trail (350 yards) A small loop trail starting from the LLC, crossing the bridge over the ditch, head via the gazebo (small shaded pavilion on the east side of the ditch), in midst of restored wetland, walk to south then head north on sand scrub trail, loop back and return to gazebo). Has some very fine scrub on each side, can view effects of fire management. Education Department to develop new LLC Nature Trail Guide and signposts etc to explain the FL scrub ecosystem and reinforce the four learning cycles goals introduced in the LC building (heat, light, water and carbon).

Red : link to original longer Scrub Nature Trail, which will be maintained but public will start and finish the Scrub Nature Trail, from the LLC. Will need t o edit existing trail guide and web pages to align with new start and finish.

A small gazebo will be constructed on the existing concrete pad of the old bee house to provide a shady peaceful place to relax and look back west to the building. We need a architectural design for the gazebo.

The gazebo lies in the midst of a small restoration wetland completed after the old aviaries etc were torn down

4. Introduce visitors to Archbold, history , research, rest of campus

• ecological research• land management• history of the Station as a research organization,.

Starting point to tour of historic campus. National Historic Register status etc (new self directed tour guide leaflet).

• history of the site and historical buildings on the campus (maybe also address their 1930 sustainability design features)

• How to support Archbold (donations/volunteerism etc).

B. Lodge Interpretive Strategies• A focus on learning about the Florida scrub species and

ecosystem and Archbold research• Learning implicit not explicit. Less active than Learning

Center • More focused on the “why” of the ecosystem rather than

the mechanistic “how”. • Facilitate community “nature journaling” and “natural

history notes” for visitors. Input – walls, notice-boards, building surfaces, digital picture frames electronic blogs, etc for wildlife obs., photos, drawings, lists etc.

• The second floor deck will be an important location for all Lodge visitors to “drink in the scrub”. Might need to revisit design to see if can also serve for star gazing.

Lodge Interpretive Strategies• To facilitate learning, provide a biological sense of identity to rooms and

encourage visitors to use different bedrooms on return visits. Each bedroom named after a different scrub species (14 bedrooms, 14 species). Featuring photos and drawings to illustrate themes of life history, phylogeny, biogeography, adaptations to life in the scrub for each species. Post a couple of recent articles/reprints. Consistent design approach but have each lab responsible for development of species-specific materials. Scientists to choose and collate and prepare photos drawings etc on representative species (involves staff in design)

• maybe consider whether four bathrooms could represent four of the wetland types at the Station (e.g. cutthroat, maidencane, hypericum, bayhead)?

• Suggestion that the Lounge be known as the “Bears Den” with black bear art (good place for the donated FWTF bear giclee) and interpretive materials (like a map of movements) and other materials. Other ideas?

• Corridors in the Lodge and the Lounge will be the locations for large notice boards (? cork), white boards, for visitors to post “photo”, “nature journaling” “today’s natural history observations” and “natural history notes”. Computer in lounge to serve as electronic visitor natural history blog , digital photos, maybe color printer too? Collect materials in scrap books (?electronic) over time to build visitor guest book.

Lodge Linking Nature and Literature“On These Walls: Inscriptions and Quotations”

• Use the strategy from the Library of Congress and provide places in the Lodge for inscriptions and quotations (see recent book by John Cole) . Think of placing some quotes high up, others in corners and nooks, so there is a sense of discovery.

• Go back through the Board meetings and select some most noble nature-inspired quotes (Silver Swan contributions). Establish a small board committee to select the best of the best. Invite new quotes from staff and the Archbold community for consideration.

• Use quotes to elevate the Lodge as a place where we pay homage to nature ,and to aspire to the noble side of nature. Collectively, the inscriptions will inspire us with words.

• What media to use for inscribing quotes? Can’t be too expensive but should have some aesthetic sense of decorum, and permanence.

Lodge and Learning Center – Linking Science and Art

• Provide permanent display space in Learning Center (meeting rooms, lobby and lodge lounge) for artwork (e.g. Mollie Doctrow scrub woodblocks, Maehr bear giclee, Richard Archbold mural giclee, other scrub artwork. All in rooms with AC .

• Consider Keith Goodson mural of the Florida scrub -half height in the Lodge or Learning Center (? location)

• Allocate indoor space for rotating exhibits (photos/artwork ), probably in the lobby. Needs to be climate controlled. Get feedback from e.g. Mollie Doctrow on locations.

• Lodge to include artwork and photos, digital photo frames in each “species bedroom” and in the Lounge.

LLC Learning opportunities related to design and construction

• Target the builder and construction industry in the community, students, govt. agencies and public officials, workforce, South Fl Community College SFCC etc

• Have them participate in design process. • Consider an early workshop on LEED design for local construction community (can

we get Economic Development to sponsor this?). • Systematically document the construction process from design to ribbon cutting

with photographs, video and interviews. Consider a blog for whole design team to capture process.

• Link construction process with science technology, engineering and math STEM goals for curricula development (e.g. with SFCC).

• Develop training tools and modules that can be used for local builder community and trainees (workforce development etc). Seek input from architect and mechanical engineer to develop outlets for these.

• Ensure all planning materials, design drawings etc are publically available on the web.

• Develop a tour and instructional materials for the building and construction industry for the new buildings.

Funding for education and outreach • There is no budget at present for educational and outreach displays. • Some education can be included as part of building design( the explicit and self-

explanatory aspects)• Seek NSF Informal Science funding for education aspects of the four themes for the

building. Up to $100,000k. Hilary Swain. • Seek NSF REU supplement for help with developing education program using

technology? Seek NSF RET supplement for teacher help with education displays related to research activities. Hilary Swain.

• Seek funding from SWFWMD and SFWMD for education displays related to water (indoors and outdoors).

• Seek advice from FLMNH and the Lab of Ornithology at Cornell for help with design ideas. Specifically seek museum help on species displays ). Work with Association for Science interpretation

• Seek advice from Mollie Doctrow (SFCC) on art exhibits and museum displays. • Seek professional team to partner with for grants applications (consider contract with

Wilderness Graphics, Tallahassee to design materials. • Look to Foundation funding for additional education displays (Education staff).

– Vaughan Foundation for native landscaping. – Others

• Private support for sponsoring education exhibits. (Education staff).

Learning and Outreach for LLC; evaluation considerations

• Is the LLC serving multiple audiences and diverse populations including students, educators, citizens, and leaders?

• Are the transformational elements of the LLC enhancing science, math, engineering and technology STEM education for audiences; link specifically to FL science curricula standards .

• Can the integration of self-explanatory design, simulations, and technology increase student or visitor proficiency in STEM fields ?

• Visitors will access, and manipulate and use databases from the natural and built environments?

• What is the appropriate balance between LLC based activities and outdoor, nature-based activities?

• We will evaluate how visiting the LLC and our delivery of knowledge may change visitor decisions or actions related to the environment or sustainable living ?

• How do we maintain green approaches for learning and outreach so materials so do not undermine the LEED

Next steps to consider • Staff and LLC Committee evaluate these draft ideas (May 2009)• Write up a draft Lodge and Learning Center Education and Outreach Plan (end of June 2009). • Appoint small outside advisory committee (teachers, museums, learning centers,

environmental educators) to review draft plan and provide input (June through Sept) . Complete Lodge and Learning Center Education and Outreach Plan, produce, post Final Plan .

• Submit NSF Informal Education grant request (date not yet announced, sometime this fall) to seek funding for the four cycles interpretation materials (this program does not focus on K-12). HS plus education staff. (sometime late summer early fall).

• Education staff to visit and report back on other “good ideas” from e.g. 4-5 Florida nature centers (this summer)

• Education staff seek input, complete design and budget for Interpretive Display room & K-12 deck (initial design in summer to include in architectural plans, detailed plans by late fall)

• Education staff to link four cycle ideas to state science curriculum and start to develop new curriculum. Work with county science coordinators.

• Apply to SFWMD and SWFWMD for interpretive display for water cycle. fall). • Science staff (lab heads) to work with museum and other colleagues to develop “Ambassador

Species” physical displays, display cabinets etc. • Science staff to pick representative species for each bedroom to include in design (if that is

desired direction) and start to collate materials. • Identify other sources of potential funding for interpretation. • Develop an IT plan for interpretive materials (fall - Kye, Kevin Patram and HS). • Start to work on evaluation tools (education staff).