MODULAR OUTDOOR CLASSROOM DESKS

A set of modular classroom desks configured for outdoor use is presently described. Each classroom desk includes a bench seat; a table unit having a top surface; and first and second legs, each of which is coupled to both the bench seat and the table unit. The classroom desks of the set are configured to be releasably attached together in either a side-by-side orientation or a face-to-face orientation. In the side-by-side orientation, the top surfaces of the classroom desks form a planar tabletop surface, and the bench seats of the classroom desks form a planar seating surface. In the face-to-face orientation, the top surfaces of the classroom desks form a planar tabletop surface. In this manner, a number of classroom desks may be attached together, for instance to form a picnic table.

BACKGROUND

As the present COVID-19 pandemic continues, schools are increasingly looking for ways for make the classroom experience safer for teachers and students alike. One option that is available in some regions is the use of outdoor classroom spaces. Most schools, however, are not presently equipped with outdoor classroom furnishings. In fact, most schools at best have picnic tables in outdoor locations. While useful for lunch and recreational activities, those picnic tables are less than ideal for use in an outdoor classroom. Embodiments of the present invention are directed to desks having a variety of features that render them particularly suitable for an outdoor classroom.

While some outdoor classrooms may be maintained and used regularly beyond the present pandemic, it is also expected that many outdoor classrooms will only be used in special circumstances, e.g. a pandemic, damage to a classroom building, a major renovation project, etc. Accordingly, embodiments of the present invention are directed to modular outdoor desks that may be converted from classroom desks into a picnic table, thereby providing a school or municipality with a useful structure even when the desks are not needed for an outdoor classroom.

SUMMARY OF THE INVENTION

Embodiments of the present disclosure are directed to a classroom desk or a set of classroom desks configured for outdoor use. Each classroom desk includes a seat, such as a bench seat; a table unit having a top, working surface; a first leg coupled to both the seat and the table unit and having a portion that rests on a ground surface; and a second leg coupled to both the seat and the table unit and having a portion that rests on a ground surface. The first and second legs may support the seat and the table unit at desired heights and at a desired distance from one another to provide a comfortable reading and writing environment. Desirably, the first and second legs are located at opposite sides of the classroom desk, so that a student seated on the seat will have adequate room to place his or her legs between the first and second legs.

In some embodiments, the classroom desks may be modular. For instance, in some embodiments, a first classroom desk and a second classroom desk may be configured to be releasably attached together in either (1) a side-by-side orientation, in which the top surface of the first classroom desk and the top surface of the second classroom desk form a planar tabletop surface, and the bench seat of the first classroom desk and the bench seat of the second classroom desk form a planar seating surface, or (2) a face-to-face orientation, in which the top surface of the first classroom desk and the top surface of the second classroom desk form a planar tabletop surface. In this way, classroom desks may be arranged as needed or desired to best fit a given outdoor classroom space.

In some embodiments, the classroom desks may also be configured so that four or more desks may be attached together to form a picnic table that looks and operates like a conventional rectangular picnic table. For instance, a first desk and a second desk may be attached in a side-by-side orientation in which a seat of the first classroom desk and a seat of the second classroom desk form a first planar seating surface. Similarly, the third desk and the fourth desk may be attached in a side-by-side orientation in which a seat of the third classroom desk and a seat of the fourth classroom desk form a second planar seating surface. The first desk and the third desk may be attached in a face-to-face orientation and the second desk and the fourth desk may be attached in a face-to-face orientation. In this way, the top surface of the first classroom desk, the top surface of the second classroom desk, the top surface of the third classroom desk, and the top surface of the fourth classroom desk may together form a table having a planar tabletop surface, with the first and second planar seating surfaces being located on opposite sides of the table, as in a conventional picnic table.

In some embodiments, two classroom desks—i.e., first and second classroom desks—may be configured to be secured together in a face-to-face orientation. For example, each table unit may comprise a front face having one or more apertures configured to receive one or more fasteners. When placed in a face-to-face relationship, at least one of the one or more apertures in the front face of the table unit of a first classroom desk may be aligned with at least one of the one or more apertures in the front face of the table unit of a second classroom desk. A fastener, e.g. a bolt, a screw, a clip, or the like, may be inserted through the aligned apertures, thereby securing the table unit of the first classroom desk and the table unit of the second classroom desk together. Alternatively, first and second classroom desks may be configured to be secured together in a face-to-face orientation through one or more connectors, such as clips, clamps, latches, swivel locks, magnetic connectors, the combination of a male connector and a female connector, etc. The connectors may be built-in, e.g. permanently attached to or integral with an element of the first and/or second classroom desk, such as the front face of the table unit, the underside of the table unit, or the first and second legs, or attachable to elements of the first and second classroom desks, such as the front faces of the table units, the undersides of the table units, and/or the first and second legs of each classroom desk.

In some embodiments, an optional front shield may be included at the front of a classroom desk. This front shield may also operate as a front divider when installed between first and second classroom desks arranged in a face-to-face orientation. The front shield/divider may comprise a plastic sheet material that extends upward of the table unit of the classroom desk or the tabletop surface formed by the table units of the first and second classroom desks. The front shield/divider may be made of a transparent material, such as polycarbonate, polymethyl methacrylate (Plexiglass®), or the like. The front shield/divider may be useful for purposes of social distancing, such as during a pandemic. In some embodiments, the front shield/divider may also be configured to be used in learning and/or artistic activities, e.g. as a dry-erase board.

The front shield/divider may be secured to the front of a table unit in much the same way that the table units of two classroom desks may be secured in a face-to-face orientation. For instance, the front shield/divider may have one or more apertures that are configured to receive one or more fasteners. When the shield/divider is attached to the front of a single classroom desk, one or more apertures in the front shield may be aligned with one or more apertures in the front face of the table unit and then a fastener, e.g. a bolt, a screw, a clip, or the like, may be inserted through each of the aligned apertures, thereby securing the front shield to the table unit of the classroom desk. Alternatively, in other embodiments, the shield/divider may be secured to the front of the table unit using one or more connectors, such as clips, clamps, latches, swivel locks, magnetic connectors, the combination of a male connector and a female connector, etc.

When the shield/divider is attached between the table units of two classroom desks, one or more apertures in the front divider may be aligned with one or more apertures in the front face of the table unit of the first classroom desk and one or more apertures in the front face of the table unit of the second classroom desk. A fastener, e.g. a bolt, a screw, a clip, or the like, may then be inserted through each of the aligned apertures, thereby securing the table unit of the first classroom desk and the table unit of the second classroom desk together, with the front divider sandwiched and secured between the two table units. Alternatively, in other embodiments, the shield/divider may be secured to the two table units using one or more connectors, such as clips, clamps, latches, swivel locks, magnetic connectors, the combination of a male connector and a female connector, etc.

In some embodiments, two or more classroom desks—e.g. first and second classroom desks—may be configured to be secured together in a side-by-side orientation. For example, each table unit may have a side face with one or more apertures configured to receive one or more fasteners. When attached in a side-by-side orientation, one or more apertures in the side face of the table unit of the first classroom desk may be aligned with one of the one or more apertures in the side face of the table unit of the second classroom desk. A fastener, e.g. a bolt, a screw, a clip, or the like, may be inserted through each of the aligned apertures, thereby securing the table unit of the first classroom desk and the table unit of the second classroom desk together. Alternatively, first and second classroom desks may be configured to be secured together in a side-by-side orientation through one or more connectors, such as clips, clamps, latches, swivel locks, magnetic connectors, the combination of a male connector and a female connector, etc. The connectors may be built-in, e.g. permanently attached to or integral with an element of the first and/or second classroom desk, such as the side face of the table unit, the underside of the table unit, or at least one of the legs, or attachable to elements of the first and second classroom desks, such as the side faces of the table units, the undersides of the table units, and/or at least one of the legs of each classroom desk.

Additionally or alternatively, each seat may have a side face with one or more apertures configured to receive one or more fasteners. When attached in a side-by-side orientation, one or more apertures in the side face of the seat of the first classroom desk may be aligned with one or more apertures in the side face of the seat of the second classroom desk. A fastener, e.g. a bolt, a screw, a clip, or the like, may be inserted through each of the aligned apertures, thereby securing the seat of the first classroom desk and the seat of the second classroom desk together. Alternatively, first and second classroom desks may be configured to be secured together in a side-by-side orientation through one or more connectors, such as clips, clamps, latches, swivel locks, magnetic connectors, the combination of a male connector and a female connector, etc. The connectors may be built-in, e.g. permanently attached to or integral with an element of the first and/or second classroom desk, such as the side face of the bench seat, the underside of the bench seat, or at least one of the legs, or attachable to elements of the first and second classroom desks, such as the side faces of the bench seat, the undersides of the bench seats, and/or at least one of the legs of each classroom desk.

In some embodiments, an optional side shield may be included at the side of a classroom desk. This side shield may also operate as a side divider when installed between first and second classroom desks arranged in a side-by-side orientation. The side shield/divider may comprise a plastic sheet material that extends upward of the table unit of the classroom desk or the tabletop surface formed by the table units of the first and second classroom desks. The side shield/divider may also extend above the seat of the classroom desk or the planar seating surface formed by the seats of the first and second classroom desks. Indeed, in some embodiments, the side shield/divider may even extend rearward of the seat of the classroom desk or the planar seating surface formed by the seats of the first and second classroom desks. The side shield/divider may be made of a transparent material, such as polycarbonate, polymethyl methacrylate (Plexiglass®), or the like. The side shield/divider may be useful for purposes of social distancing, such as during a pandemic. In some embodiments, the side shield/divider may also be configured to be used in learning and/or artistic activities, e.g. as a dry-erase board.

The side shield/divider may be secured to the side of a classroom desk in much the same way that the table units and/or seats of two classroom desks may be secured in a side-by-side orientation. For instance, the side shield/divider may have one or more apertures that are configured to receive one or more fasteners. When the shield/divider is attached to the side of a single classroom desk, one or more apertures in the side shield may be aligned with one or more apertures in the side face of the table unit and/or one or more apertures in the side face of the seat and then a fastener, e.g. a bolt, a screw, a clip, or the like, may be inserted through the aligned apertures, thereby securing the side shield to the table unit and/or the seat of the classroom desk. Alternatively, in other embodiments, the shield/divider may be secured to the side of the table unit and/or the side of the seat using one or more connectors, such as clips, clamps, latches, swivel locks, magnetic connectors, the combination of a male connector and a female connector, etc.

When the shield/divider is attached between two classroom desks, one or more apertures in the side divider may be aligned with (1) one or more apertures in the side face of the table unit of the first classroom desk and one or more apertures in the side face of the table unit of the second classroom desk, (2) one or more apertures in the side face of the seat of the first classroom desk and one or more apertures in the side face of the seat of the second classroom desk, or (3) both (1) and (2). A fastener, e.g. a bolt, a screw, a clip, or the like, may then be inserted through each of the aligned apertures, thereby securing the first classroom desk and the second classroom desk together with the side divider sandwiched and secured between the two table units, the two seats, or both. Alternatively, in other embodiments, the shield/divider may be secured to the two table units, the two seats, or both using one or more connectors, such as clips, clamps, latches, swivel locks, magnetic connectors, the combination of a male connector and a female connector, etc.

In some embodiments, a classroom desk may comprise a removable writing surface that is releasably attachable to the table unit and which covers at least a portion of the top surface of the table unit.

In some embodiments, and particularly where a set of classroom desks are configured to be assembled together to form a picnic table, the table unit of the classroom desks may have a plurality of apertures. For example, the table unit and the seat of a classroom desk may each be made from a coated perforated material, such as a perforated sheet steel that is coated with a weather-resistant and thermal insulating material such as PVC or TPV. The apertures provide drainage while the coating provides weather resistance. The coating may also be selected from a variety of colors, allowing for the creation of classroom desks having a school's official color or colors. In other embodiments, the table unit and the seat may each be made from a heavy duty plastic such as high-density polyethylene (HDPE) or the like and provided with drainage apertures.

While this tabletop surface may be ideal when the desks are assembled to form a picnic table, however, it is far less suitable for use as a writing surface. A removable writing surface, in contrast, may have a smooth, continuous upper surface that is ideal for writing. The removable writing surface may also be weather-resistant. For example, in some embodiments, the removable writing surface may be made of a powder-coated sheet steel or a heavy-duty plastic such as high density polyethylene (HDPE) or the like. The removable writing surface may be attached to the table unit when desired and removed from the table unit when not desired.

The removable writing surface may be releasably attached to the table unit in any of a variety of manners. In some embodiments, the writing surface may comprise an upper surface, a first side face extending downward from the upper surface, and a second side face extending downward from the upper surface. Each of the first side face and the second side face may include one or more connection elements by which the writing surface is securable to the table unit. For instance, at least one, and desirably each of the first side face and the second side face may comprise one or more clips that clip onto the respective side face of the table unit. Or at least one, and desirably each, of the first side face and the second side face may include one or more apertures which are configured to align with one or more apertures in the respective side face of the table unit and receive a fastener. In other embodiments, the removable writing surface may be secured to the table unit using one or more connectors, such as clamps, latches, swivel locks, magnetic connectors, the combination of a male connector and a female connector, etc.

In some embodiments, the writing surface may comprise an upper surface, a front face extending downward from the upper surface, and a rear face extending downward from the upper surface. Each of the front face and the rear face may include one or more connection elements by which the writing surface is securable to the table unit. For instance, at least one, and desirably each, of the front face and the rear face may comprise one or more clips that clip onto the respective front and/or rear face of the table unit. Or at least one, and desirably each, of the front face and the rear face may include one or more apertures which are configured to align with one or more apertures in the respective front and/or rear faces of the table unit and receive a fastener.

In some embodiments, the classroom desk may comprise a backrest. In some embodiments, the backrest may be integral with or permanently secured to the bench seat. In some embodiments, however, the backrest may be removable. For instance, the backrest may comprise a frame element that may be affixed to the underside of the bench seat.

In some embodiments, the backrest of a first classroom desk may be configured to be secured to the backrest of a second classroom desk when the first and second desks are placed in a side-by-side orientation. This may be in addition or as an alternative to the securement of the table units and/or the bench seats of the first and second classroom desks, as described above.

For example, each backrest may have a side face with one or more apertures configured to receive one or more fasteners. When attached in a side-by-side orientation, one or more apertures in the side face of the backrest of the first classroom desk may be aligned with one or more apertures in the side face of the backrest of the second classroom desk. A fastener, e.g. a bolt, a screw, a clip, or the like, may be inserted through each of the aligned apertures, thereby securing the backrest of the first classroom desk and the backrest of the second classroom desk together. Alternatively, the backrests of first and second classroom desks may be configured to be secured together in a side-by-side orientation through one or more connectors, such as clips, clamps, latches, swivel locks, magnetic connectors, the combination of a male connector and a female connector, etc. The connectors may be built-in, e.g. permanently attached to or integral with an element of the first and/or second classroom desk, such as the side face of the backrest, the rear side of the backrest, or at least one of the connectors by which the backrest is connected to the bench seat, or attachable to elements of the first and second classroom desks, such as the side faces of the backrests, the undersides of the backrests, and/or at least one of the connectors by which the backrests are connected to the bench seats.

In some embodiments, the side shield/divider may be secured to the side of a backrest. This may be in addition or as an alternative to the securement of the side shield/divider to the table unit and/or the bench seat of a classroom desk, as described above.

For instance, the side shield/divider may have one or more apertures that are configured to receive one or more fasteners. When the shield/divider is attached to the side of a single classroom desk, one or more apertures in the side shield may be aligned with one or more apertures in the side face of the table unit and/or one or more apertures in the side face of the seat and/or one or more apertures in the side face of the backrest and then a fastener, e.g. a bolt, a screw, a clip, or the like, may be inserted through each of the aligned apertures, thereby securing the side shield to the table unit and/or the seat and/or the backrest of the classroom desk. Alternatively, in other embodiments, the shield/divider may be secured to the table unit and/or the seat and/or the backrest using one or more connectors, such as clips, clamps, latches, swivel locks, magnetic connectors, the combination of a male connector and a female connector, etc.

When the shield/divider is attached between two classroom desks, one or more apertures in the side divider may be aligned with (1) one or more apertures in the side face of the table unit of the first classroom desk and one or more apertures in the side face of the table unit of the second classroom desk, (2) one or more apertures in the side face of the seat of the first classroom desk and one or more apertures in the side face of the seat of the second classroom desk, (3) one or more apertures in the side face of the backrest of the first classroom desk and one or more apertures in the side face of the backrest of the second classroom desk, or (4) any combination of (1) through (3). A fastener, e.g. a bolt, a screw, a clip, or the like, may then be inserted through each of the aligned apertures, thereby securing the first classroom desk and the second classroom desk together with the side divider sandwiched and secured between the two table units, the two seats, the two backrest, or any combination thereof. Alternatively, the shield/divider may be secured to the table units and/or the seats and/or the backrests of the first and second classroom desks using one or more connectors, such as clips, clamps, latches, swivel locks, magnetic connectors, the combination of a male connector and a female connector, etc. Alternatively, the side shield/divider may simply be sandwiched between the backrests of the first and second classroom desks.

In some embodiments, the classroom desk may also be configured to be usable by a student in a wheelchair without having to exit the wheelchair. For instance, the front of the classroom desk, i.e. the side opposite the bench seat, may be configured to accept a wheelchair. In some embodiments, therefore, the distance between the first leg and the second leg, i.e. the width, may be at least 30 inches (760 mm). Similarly, in some embodiments, the distance between the bottom surfaces of the first and second legs, which rest on a ground surface, and the underside of the table unit may be at least 27 inches (685 mm). In some embodiments, the distance between the bottom surfaces of the first and second legs, which rest on a ground surface, and the upper surface of the table unit may be 34 inches (864 mm) or less, alternatively 30 inches (760 mm) or less. For example, in some embodiments the distance between the bottom surfaces of the first and second legs, which rest on a ground surface, and the upper surface of the table unit may be between 27 inches and 34 inches, alternatively between 28 inches and 34 inches, alternatively between 27 inches and 30 inches, alternatively between 28 inches and 30 inches.

DETAILED DESCRIPTION OF THE INVENTION

Embodiments of the present disclosure are directed to a modular outdoor classroom desk10and/or to a set of such desks. One such embodiment is shown, for example, inFIGS. 1 to 6. The illustrated embodiment of the classroom desk includes a bench seat11, a table unit12having a top surface13, a first leg14coupled to both the seat and the table unit and having a portion that rests on a ground surface, and a second leg15coupled to both the seat and the table unit and having a portion that rests on a ground surface.

The bench seat11comprises an upper surface41, on which a student sits, an underside, to which various connectors and other elements may be attached, and a flange that extends downward from the upper surface and that defines a front face42, a rear face43, and a pair of side faces44. Each side face44may comprise one or more apertures45, which may be used to attach a side shield and/or another classroom desks10in a side-by-side orientation, as described herein.

The table unit12comprises an upper surface13(also referred to as a top surface), an underside, to which various connectors and other elements may be attached, and a flange that extends downward from the upper surface and that defines a front face52, a rear face53, and a pair of side faces54. Each side face54may comprise one or more apertures55, which may be used to attach a side shield and/or another classroom desk10in a side-by-side orientation, as described herein. Similarly, each front face52may comprise one or more apertures56, which may be used to attach a front shield and/or another classroom desk10in a face-to-face orientation, as described herein.

The bench seat11and the table unit12may be made of the same material or different materials. In some embodiments, including that illustrated inFIG. 1, the bench seat11and the table unit12are made of perforated sheet steel coated with a weather-resistant and thermal insulated PVC or TPV coating. In other embodiments, however, one or more of the bench seat11and the table unit12may be made of a different material, such as another metal or a heavy duty plastic material, such as high density polyethylene (HDPE). The coating or the plastic material may be provided in any of a variety of colors, meaning that the bench seat11and the table unit12may be either the same color or different colors.

The bench seat11may be provided with one or more apertures16running through it to allow for drainage. As shown inFIG. 1, for example, the bench seat11of the illustrated embodiment comprises a plurality of small apertures16—here perforations—running through it. The table unit12, and more particularly the top surface13, may similarly be provided with one or more apertures17running through it to allow for drainage. As shown inFIG. 2, for example, the top surface13of the table unit12of the illustrated embodiment comprises a plurality of small apertures17—here perforations—running through it. In other embodiments, no such apertures may be present.

The first leg14and the second leg15connect the bench seat11and the table unit12. In the illustrated embodiment, for example, the each leg14,15comprises a first end coupled to the underside of the bench seat11and a second end coupled to the underside of the table unit12. Each leg also has a generally horizontal portion that separates the bench seat11and the table unit12and that rests on a ground surface. The generally horizontal portion may be secured to the ground surface, thereby fixing the classroom desk10in an identified location, such as is shown inFIG. 1. However in other instances, it may be desirable to allow the classroom desk10to be moved around, in which case the legs14,15may be left unsecured. In other, non-illustrated embodiments, each of the first and second legs14,15may comprise wheels which enable the classroom desk10to be wheeled to a desired location. The wheels may include conventional wheel locks, of the sort that would be understood by a person of skill in the art, by which the desk10may be locked in place at a desired location.

In other embodiments, a single, e.g. central, leg may connect the bench seat11and the table unit12. In such embodiments, the leg may have a plurality of feet or other elements that extend outward from the leg to provide stability.

As shown in the illustrated embodiment, the first and second legs14,15may be made of powder-coated metal, such as powder-coated steel. However, the first and second legs14,15may be made of any of a variety of materials and take on a variety of configurations. They are not limited to the materials or design shown in the illustrated embodiment.

The first and second legs14,15are spaced apart a desired distance to provide for an occupant of the seat to have adequate leg room. Similarly, the first and second legs14,15support the bench seat11and the table unit12at desired heights to provide a suitable and comfortable working environment. In some embodiments, the classroom desk10may be configured to be usable by a student in a wheelchair. For instance, the front of the classroom desk10, i.e. the side opposite the bench seat11, may be configured to accept a wheelchair. In such embodiments, the distance between the first leg and the second leg14,15may be at least 30 inches (760 mm). Similarly, in those embodiments, the distance between the bottom surfaces of the first and second legs14,15, which rest on a ground surface, and the underside of the table unit12may be at least 27 inches (685 mm).

The classroom desk10may also have a backrest18. In some embodiments, such as that illustrated, the backrest18may be removable.

The backrest18comprises a front surface61, on which a student rests his or her back, a rear side62, to which various connectors and other elements may be attached, and a flange that extends rearward from the front surface61and that defines a top face, a bottom face, and a pair of side faces64. Each side face64may comprise one or more apertures65, which may be used to attach a side shield and/or another classroom desk10in a side-by-side orientation, as described herein.

The backrest18may comprise one or more frame elements19that connect the backrest to the bench seat11. As illustrated, for example, a first end of each frame element19may be attached to the rear62of the backrest18and a second end of each frame element may be releasably attached to the underside of the bench seat11. For example, the second end of each frame element19may have one or more mounting elements20, each of which comprises one or more apertures configured to receive a fastener, e.g. a bolt, screw, clip, or the like, which secures the frame element to the underside of the bench seat11. If one desires to remove the backrest18, one simply need remove the fasteners.

In other, non-illustrated embodiments, the backrest18may be configured to be permanently connected to the bench seat11, or the bench seat and the backrest may be integral.

The backrest18may be made of the same material(s) as the bench seat11and/or the table unit12, or it may be made of a different material. Also, the backrest18may be the same color as the bench seat11and/or the table unit12, or it may be a different color. For instance, in some embodiments, the bench seat11and the table unit12may be a first school color and the removable backrest18may be a second (and different) school color. The backrest18may also have a plurality of apertures, e.g. perforations, which may provide airflow and prevent the backrest from becoming overly hot.

In some embodiments, the rear side62of the backrest18may comprise a backpack hook21. In some embodiments, the backpack hook21may extend away from the rear side62of the backrest18in a conventional manner. In other embodiments, the backpack hook21may extend away from the rear62of the backrest18and then loop back inward toward the backrest18, such that the free end of the hook is shielded by the body of the hook. Accordingly, to hang a backpack in such an embodiment, a user would slide the hanger strap of the backpack up between the free and of the hook21and the rear surface of the backrest18and then move the hanger strap away from the rear surface of the backrest and onto the hook.

In some embodiments, the classroom desk10may comprise any of a variety of additional storage elements. For example, the classroom desk10may comprise a removable book and/or supplies (e.g. writing instruments, art supplies, water bottles, hand sanitizer, etc.) storage compartment that is attachable to the underside of the bench seat11or to the underside of the table unit12. Or the classroom desk10may comprise a book and/or supplies storage compartment on the rear of the backrest62, e.g. next to the backpack hook21. Or the classroom desk10may comprise a removable book and/or supplies storage compartment that is attachable to the side54or the front52of the table unit12, e.g. by using the same apertures55,56by which the side or front of the table unit may be secured to a table unit of another classroom desk, as described herein. Or the classroom desk10may comprise a removable book and/or supplies storage compartment that is attachable to the side44of the bench seat11, e.g. by using the same apertures45by which the side of the bench seat may be secured to a table unit of another classroom desk, as described herein.

In some embodiments, the classroom desk10may also comprise a removable writing surface30. The removable writing surface30may be used to provide the table unit12with a smooth surface on which to write. As noted earlier, in some embodiments, the upper surface13of the table unit12may comprise a plurality of apertures, e.g. perforations, to allow for drainage. While beneficial for an outdoor table, and particularly a larger outdoor table such as a picnic table, such apertures do not provide an ideal surface on which to write, draw, etc. As such, the removable writing surface30is configured to attach to the table unit12and to cover at least a portion of the upper surface13, thereby providing a smooth surface on which to write, draw, or the like. In some embodiments, such as in the illustrated embodiment, the removable writing surface30may cover the entirety or substantially the entirety of the upper surface13of the table unit12.

As illustrated, the removable writing surface30may provide a flat and smooth surface that spans continuously between the first and second sides of the upper surface13and between the front and rear of the upper surface. In other embodiments, however, the removable writing surface30may comprise one or more cut-outs, divots, or depressions, which may be useful for placing writing utensils, a laptop or tablet computer, a water bottle, hand sanitizer, or the like.

The removable writing surface30may be made of any weather-resistant material. In some embodiments, the removable writing surface30may be a sheet metal, such as sheet steel, coated with a weather-resistance coating, such as PVC. In other embodiments, the removable writing surface30may be made of a plastic material. In some embodiments, the removable writing surface30may be provided with a surface finish that renders it useful as a dry-erase board.

The removable writing surface30may be secured to the table unit12in any of a variety of different ways. In some embodiments, the removable writing surface30may have side faces that extend downward and optionally inward from each side of the top surface, and which clip on the respective side faces54of the table unit. For example, the side faces of the removable writing surface30may be flexible and biased inward to a width that is less than the width of the table unit12. Alternatively, the side faces of the removable writing surface30may comprise an inward-extending portion that extends underneath the bottom edge of the side faces54of the table unit. In some embodiments, the side faces of the removable writing surface30may have openings that are configured to receive fasteners that may be present on the side faces54of the table unit, e.g. when a side shield or another classroom desk is connected in a side-by-side orientation.

In the illustrated embodiment, the removable writing surface comprises a pair of side faces31, each of which comprises one or more apertures32that are configured to align with the one or more apertures55on the respective side face54of the table unit12. Accordingly, the removable writing surface30may be secured to the table unit12by inserting a fastener, e.g. a bolt, screw, clip, or the like, through the aligned apertures32,55. To remove the writing surface30, one need simply remove the one or more fasteners.

In other embodiments, the removable writing surface30may alternatively include a front face and a rear face that are used to secure the writing surface to the table unit12. For instance, the removable writing surface30may have front and rear faces clip on the respective front and rear faces52,53of the table unit12, such as in the manner described above. Alternatively, the removable writing surface30may comprise front and rear faces, at least one of which comprises one or more apertures that are configured to align with one or more apertures on the front or rear face52,53of the table unit12, e.g. apertures56. The removable writing surface30may then be secured to the table unit12by inserting a fastener, e.g. a bolt, screw, clip, or the like, through the aligned apertures. To remove the writing surface30, one need simply remove the one or more fasteners.

In some (non-illustrated) embodiments, the removable writing surface30may comprise a flange that provides a front face, a rear face, and a pair of side faces31. Each of the faces may comprise one or more apertures, thereby providing maximum flexibility in how the removable writing surface30may be secured to the table unit12.

Embodiments of the classroom desk10may also comprise a front shield70, a side shield80, or both.

The front shield70may be useful for purposes of social distancing, such as during a pandemic. The front shield70may also operate as a front divider when installed between first and second classroom desks10a,10barranged in a face-to-face orientation. The front shield/divider70may extend upward of the table unit12of the classroom desk (as shown for example inFIG. 1) or upward of the tabletop surface101formed by the table units12of first and second classroom desks10a,10bwhen the classroom desks are attached in a face-to-face orientation (as shown for example inFIG. 3). The front shield/divider70may be made of a transparent material, such as polycarbonate, polymethyl methacrylate (Plexiglass®), or the like. In some embodiments, the front shield/divider70may also be configured to be used in learning and/or artistic activities, e.g. as a dry-erase board.

The front shield/divider70may be secured to the front face52of a table unit12in any of a variety of manners. For instance, the front shield/divider70may have one or more apertures71that are configured to receive one or more fasteners. When the shield/divider70is attached to the front face52of a classroom desk10, the one or more apertures71in the front shield70are aligned with the one or more apertures56in the front face52of the table unit12and then a fastener, e.g. a bolt, a screw, a clip, or the like, is inserted through the aligned apertures,71,56, thereby securing the front shield to the table unit of the classroom desk.

The side shield80may be useful for purposes of social distancing, such as during a pandemic. The side shield80may also operate as a side divider when installed between first and second classroom desks10a,10barranged in a side-by-side orientation. The side shield/divider80may extend upward of the table unit12of the classroom desk or upward of the tabletop surface101formed by the table units12of the first and second classroom desks10a,10bwhen the classroom desks are attached in a side-by-side orientation (as shown for example inFIG. 4). The side shield/divider80may also extend above the bench seat11of the classroom desk or the planar seating surface102formed by the seats of the first and second classroom desks10a,10bwhen the classroom desks are attached in a side-by-side orientation (as shown for example inFIG. 4). The side shield/divider80may also extend to the side of the backrest18of the classroom desk or between the adjacent backrests of the first and second classroom desks10a,10bwhen the classroom desks are attached in a side-by-side orientation (as shown for example inFIG. 4). The side shield/divider80may be made of a transparent material, such as polycarbonate, polymethyl methacrylate (Plexiglass®), or the like. In some embodiments, the side shield/divider80may also be configured to be used in learning and/or artistic activities, e.g. as a dry-erase board.

The side shield/divider80may be secured to the side of a classroom desk in any of a variety of a variety of manners. For instance, the side shield/divider80may have one or more apertures81that are configured to receive one or more fasteners. The one or more apertures81in the side shield80may be configured to align with any one or more of the following: (i) one or more apertures55in the side face54of the table unit12, (ii) one or more apertures45in the side face44of the bench seat11, and/or (iii) one or more apertures65in the side face64of the backrest18. Then a fastener, e.g. a bolt, a screw, a clip, or the like, may be inserted through the aligned apertures, thereby securing the side shield80to any one or more of the table unit12, the bench seat11, and the backrest18of the classroom desk. In some embodiments, it may be desirable that the side shield80is configured to be secured to the table unit12and at least one of the bench seat11and the backrest18. For maximum stability, however, embodiments of the side shield may be configured to be secured to the table unit12and both the bench seat11and the backrest18.

As shown inFIG. 3, embodiments of the present disclosure are directed to a set of modular classroom desks in which a first classroom desk10aand a second classroom desk10bare configured to be releasably attached together in a face-to-face orientation. When attached in a face-to-face orientation, the top surface13of the table unit12of the first classroom desk10aand the top surface13of the table unit12of the second classroom desk10bform a planar tabletop surface101. As shown inFIG. 3, this planar tabletop surface101can optionally be interrupted by a front shield70.

The first and second classroom desks10a,10bmay be secured together in a face-to-face orientation in a variety of manners. In the illustrated embodiment, for example, each table unit12comprises a front face52having one or more apertures56configured to receive one or more fasteners. When placed in a face-to-face relationship, one or more apertures56in the front face52of the table unit12of a first classroom desk10amay be aligned with one or more apertures56in the front face52of the table unit12of a second classroom desk10b. A fastener, e.g. a bolt, a screw, a clip, or the like, may be inserted through the aligned apertures, thereby securing the table unit12of the first classroom desk10aand the table unit12of the second classroom desk10btogether.

When the front shield/divider70is attached between the table units12of two classroom desks10a,10b, one or more apertures71in the front shield/divider may be aligned with one or more apertures56in the front face52of the table unit12of the first classroom desk and one or more apertures in the front face of the table unit of the second classroom desk. A fastener, e.g. a bolt, a screw, a clip, or the like, may then be inserted through the aligned apertures71,56, thereby securing the table unit12of the first classroom desk10aand the table unit of the second classroom desk10btogether, with the front shield/divider70sandwiched and secured between the two table units.

As shown inFIG. 4, embodiments of the present disclosure are directed to a set of modular classroom desks in which a first classroom desk10aand a second classroom desk10bare configured to be releasably attached together in a side-by-side orientation. When attached in a side-by-side orientation, the top surface13of the table unit12of the first classroom desk10aand the top surface13of the table unit12of the second classroom desk10bform a planar tabletop surface101. As shown inFIG. 4, this planar tabletop surface101can optionally be interrupted by a side shield80. When attached in a side-by-side orientation, the top surface41of the bench seat11of the first classroom desk10aand the top surface41of the bench seat11of the second classroom desk10bform a planar seating surface102. As shown inFIG. 4, this planar seating surface102can optionally be interrupted by a side shield80. Further, when attached in a side-by-side orientation, the front surface61of the backrest18of the first classroom desk10aand the front surface61of the backrest18of the second classroom desk10bmay optionally form a planar backrest surface103. As shown inFIG. 4, this planar backrest surface103can optionally be interrupted by a side shield80.

The first and second classroom desks10a,10bmay be secured together in a side-to-side orientation in a variety of manners. In the illustrated embodiment, for example, each table unit12may have a side face54with one or more apertures55configured to receive one or more fasteners. When attached in a side-by-side orientation, one or more apertures55in the side face54of the table unit12of the first classroom desk10amay be aligned with one or more apertures55in the side face54of the table unit12of the second classroom desk10b. A fastener, e.g. a bolt, a screw, a clip, or the like, may be inserted through the aligned apertures, thereby securing the table unit12of the first classroom desk10aand the table unit12of the second classroom desk10btogether.

Additionally or alternatively, each bench seat11may have a side face44with one or more apertures45configured to receive one or more fasteners. When attached in a side-by-side orientation, one or more apertures45in the side face44of the bench seat11of the first classroom desk10amay be aligned with one or more apertures45in the side face44of the bench seat11of the second classroom desk10b. A fastener, e.g. a bolt, a screw, a clip, or the like, may be inserted through the aligned apertures, thereby securing the bench seat11of the first classroom desk10aand the bench seat11of the second classroom desk10btogether.

Additionally or alternatively, each backrest18may have a side face64with one or more apertures65configured to receive one or more fasteners. When attached in a side-by-side orientation, one or more apertures65in the side face64of the backrest18of the first classroom desk10amay be aligned with one or more apertures65in the side face64of the backrest18of the second classroom desk10b. A fastener, e.g. a bolt, a screw, a clip, or the like, may be inserted through the aligned apertures, thereby securing the backrest18of the first classroom desk10aand the backrest18of the second classroom desk10btogether.

When the side shield/divider80is attached between first and second classroom desks10a,10b, one or more apertures81in the side divider may be aligned with any combination of (i) one or more apertures55in the side face54of the table unit12of the first classroom desk and one or more apertures in the side face of the table unit of the second classroom desk, (ii) one or more apertures45in the side face44of the bench seat11of the first classroom desk and one or more apertures in the side face of the bench seat of the second classroom desk, (iii) one or more apertures65in the side face64of the backrest18of the first classroom desk and one or more apertures in the side face of the backrest of the second classroom desk. A fastener, e.g. a bolt, a screw, a clip, or the like, may then be inserted through each of the aligned apertures, thereby securing the first classroom desk10aand the second classroom desk10btogether with the side divider80sandwiched and secured between the two table units12, the two bench seat11, the two backrest18, or any combination thereof. In some embodiments, it may be desirable that the side shield80is configured to be secured to the table units12and at least one of the bench seats11and the backrests18of the first and second classroom desks10a,10b. For maximum stability, however, embodiments of the side shield80may be configured to be secured to the table units12and both the bench seats11and the backrests18of the first and second classroom desks10a,10b.

As shown inFIG. 5, embodiments of the present disclosure are directed to a set of modular classroom desks in which a first classroom desk10a, a second classroom desk10b, and third classroom desk10c, and a fourth classroom desk10dare configured to be releasably attached together in a picnic table orientation.

For example, the first classroom desk10aand the second classroom desk10bmay be attached in a side-by-side orientation, in which the bench seat11of the first classroom desk10aand the bench seat11of the second classroom desk10bform a first planar seating surface102a. Optionally, the backrest18of the first classroom desk10aand the backrest18of the second classroom desk10bmay also form a first planar backrest surface103a. Similarly, the third classroom desk10cand the fourth classroom desk10dmay be attached in a side-by-side orientation, in which the bench seat11of the third classroom desk10cand the bench seat11of the fourth classroom desk10dform a second planar seating surface102b. Optionally, the backrest18of the third classroom desk10cand the backrest18of the fourth classroom desk10dmay also form a second planar backrest surface103b.

Moreover, the first classroom desk10aand the third classroom desk10cmay be attached in a face-to-face orientation. Similarly, the second classroom desk10band the fourth classroom desk10dmay be attached in a face-to-face orientation. Accordingly, the top surface13of the table unit12of the first classroom desk10a, the top surface13of the table unit12of the second classroom desk10b, the top surface13of the table unit12of the third classroom desk10c, and the top surface13of the table unit12of the fourth classroom desk10dtogether form a planar tabletop surface101.

As shown inFIG. 5, the planar tabletop surface101may be interrupted by one or more front shields70and/or by one or more side shields80. For example, in the illustrated embodiment, a first side shield80ais secured between the table unit12of the first classroom desk10aand the table unit12of the second classroom desk10band a second side shield80bis secured between the table unit12of the third classroom desk10cand the table unit12of the fourth classroom desk10d. Similarly, in the illustrated embodiment, a first front shield70ais secured between the table unit12of the first classroom desk10aand the table unit12of the third classroom desk10cand a second front shield70bis secured between the table unit12of the second classroom desk10band the table unit12of the fourth classroom desk10d.

Similarly, the first planar seating surface102aand the second planar seating surface102bmay be interrupted by one or more side shields80. For example, in the illustrated embodiment, a first side shield80ais secured between the bench seat11of the first classroom desk10aand the bench seat11of the second classroom desk10band a second side shield80bis secured between the bench seat11of the third classroom desk10cand the bench seat11of the fourth classroom desk10d.

As shown inFIG. 6, embodiments of the present disclosure are directed to a set of modular classroom desks in which a first classroom desk10a, a second classroom desk10b, a third classroom desk10c, and a fourth classroom desk10dare configured to be releasably attached together to form a picnic table200. To form a picnic table200, the first classroom desk10a, second classroom desk10b, third classroom desk10c, and fourth classroom desk10dare assembled together as described above with respect to the embodiment shown inFIG. 5. However, unlike in that embodiment, no front shields70or side shields80are present. Accordingly, the planar tabletop surface101is a substantially continuous picnic table surface and the each of the first and second planar seating surfaces102a,102bare substantially continuous benches. By substantially continuous, it is meant that there may exist small grooves where the individual classroom desks10a,10b,10c,10dconnect and/or defined cutouts or apertures such as those described in the following paragraph. Note that the top surfaces13of the table units12that form the tabletop surface101and/or the top surfaces41of the bench seats11that form the seating surfaces102a,102bmay also have perforations or the like, as previously described, which do not affect the meaning of substantially continuous as used herein.

In some embodiments, the table unit12of each of a set of classroom desks10a,10b,10c,10dmay be provided with one or more beveled front corners59. In this way, when the classroom desks10a,10b,10c,10dare arranged in a picnic table orientation, as shown for example inFIG. 5, or assembled to form a picnic table200, as shown for example inFIG. 6, the beveled corners of each table unit12are aligned at the center of the planar tabletop surface101to form an aperture201that is configured to receive an outdoor umbrella or other shade-providing structure.

Also, in the embodiment illustrated inFIG. 6, the backrest18has been removed from each of the classroom desks10a,10b,10c,10d. The result is a picnic table200having conventional bench seating surfaces102a,102b. In other embodiments, however, some or all of the backrests18may be left in place and one or both of seating surfaces102a,102bof the picnic table200may be provided with substantially continuous backrest surfaces103a,103bas described with respect toFIG. 5.

It can be seen that the described embodiments provide unique and novel outdoor classroom desks10that have a number of advantages over those in the art. While there is shown and described herein certain specific structures embodying the invention, it will be manifest to those skilled in the art that various modifications and rearrangements of the parts may be made without departing from the spirit and scope of the underlying inventive concept and that the same is not limited to the particular forms herein shown and described except insofar as indicated by the scope of the appended claims.