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Woods & Water An educational track created for LOST Camp 2015

Audience: 7th

and 8th

Graders in Louisiana

LSU AgCenter- Grant Walker 4-H Educational Center

Ashley L. Powell, Associate Program Coordinator

Kaitlyn Kight, Summer Staff

Candace Goldbeck, Summer Staff

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Track Schedule Morning 8:30am-11:45am Afternoon 1:30pm-4:00pm

Rotation 1 8:40am-9:30am Station 1 1:30pm-1:50pm

Rotation 2 9:40am-10:30am Station 2 1:50pm-2:50pm

Rotation 3 10:40am-11:30am RACE 3:00pm-4:00pm

Morning Schedule Station # Topic Rotation Location

1 Navigation A B C Trail by Old Rifle Range

2 Shelter Construction &

Paracord B C A Trail behind boy’s Cabin 16

3 Trip Prep & Edible Plants C A B Trail between old rifle range

Afternoon Schedule Station # Topic Rotation Location

1 Lifejacket Jeans & Standup

Paddle Boarding A B C Pond

2 Canoe Rescue B C A Pond

Amazing Race Various locations on the premises

Track Description Woods and Water is an outdoor educational program that teaches 7

th & 8

th grade students important wilderness

survival and water safety skills. This track was created specifically for the Louisiana Outdoor Science and

Technology (LOST) Camp in the summer of 2015. The program can be implemented with a group ranging

from 20-60 campers. The program can accommodate more depending on your program’s availability of

teachers, materials and resources, and space.

In the mornings, campers will be divided up into three group of 12 and rotate in 50 minute intervals through the

stations. Stations in the morning teach components of 4-H Camp Grant Walker’s Wilderness Survival and

Outdoor Adventures educational tracks.

In the afternoon, campers will rotate, as a group, through three stations at the pond. Stations in the afternoon

teach components of 4-H Camp Grant Walker’s Water Safety track, plus boating safety.

You will need a minimum of three instructors for the lessons and two lifeguards for the afternoon water

activities. Two volunteers are needed at each station in the morning and afternoon session.

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Preparing to Teach- Models, Methods, & Tips General Tips for Leading a Group Scheder, C.M. (2002) Outdoor Living Skills Field Guide. American Camping Association.

o Be prepared

o Create a short outline

o Practice teaching

o Check out the area before starting

o Have all equipment and teaching materials ready and in working condition

o Have a backup plan

o Take a look at CGW’s risk management/safety plan

Experiential Learning & SIP Method Experiential Learning

The educational tracks at 4-H Camp Grant Walker

were created to provide youth the opportunity to engage in

experiential learning of life skills that will help them to

become a more productive citizen. Experiential learning

methods “allow the learners to gain experience with or feel

the information presented” (Seevers & Graham, p. 153,

2012). The Wilderness Survival track provides youth the

opportunity to perform tasks and learn skills that will help to

keep them safe while outdoors. For example, with the

building a fire station, campers will physically collect the

different types of kindling and wood necessary to build a fire

and then build it with the assistance of junior counselors and

adults. The Experiential Learning Model served as the

framework for creating curriculum and activities.

SIP Method

“The SIP method (Show, Instruct, and Practice) is a helpful

tool to teach many of these skills. Remember to show the skill first, then tell the participants how to do the skill,

and finally have them practice that skill until they are proficient” (Scheder, 2002, p. 7).

Tips for Camper Involvement Seat campers so that they can see one another.

Join the group versus standing in the middle of the circle, square, or horseshoe.

When you perform a demonstration have the campers gather around you.

Place the sun in your face, not in the face of the campers so that they can fully see you or what you are

doing.

Let campers answer other camper’s questions.

Avoid asking questions that have “yes” or “no” answers; ask for explanations, suggestions, and

alternatives.

Acknowledge campers responses, and invite discussion of those responses whenever possible.

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Ask for ideas instead of saying a response is right or wrong.

Share several answers and discuss why some are appropriate than others.

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Stations & Procedures

Before You Begin… Roll call

Have the group of campers recite the Outdoor Living Skills Pledge by the American Camping

Association

Break campers up into groups A, B, and C

Assign two volunteers to each group

Make sure leaders have a map of camp, the location of all the stations, and a rotation schedule

Materials Needed:

Outdoor Living Skills Pledge Poster (staff members make)

Outdoor Living Skills Pledge Instructor sheet (Appendix A)

Activity

1. Say to campers:

Just like 4-H has a pledge, there is also an Outdoor Living Skills Pledge. I will say the parts of the pledge

and you will repeat it back to me. We will also say the pledge at the end of the rotation. I hope you

commit it to memory and say it every time you go outdoors to explore or hunt. Okay, repeat after me:

“I Pledge: To be among the plants and animals (wait for them to repeat it back) and in providing for my

comfort and safety, (wait for them to repeat it back) to respect my natural neighbors and their homes; (wait

for them to repeat it back) to step carefully and travel gently (wait for them to repeat it back) finding

friendships and beauty in the natural world (wait for them to repeat it back).

2. Reveal to campers the pledge poster, and have everyone say it together.

3. Divide & Conquer

Make sure there are 3 groups of campers. If we are maxed out at 36 campers, then each group should have 12

campers. Once each group has been given an assignment and an agent/volunteer an agenda card, dismiss

campers to their stations.

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Morning Stations 1. Navigation Location: Trail by Old Rifle Range

Teacher: Xavier

Length: 50 minutes

Lesson objectives:

Campers will be able to identify the parts of a compass

Campers will be able to point out cardinal points and the four subcardinal directions using a compass

Campers will be able to use a compass and take a bearing

Campers will be able to determine the approximate distance between two points, using pacing

Vocabulary and Concepts

Base plate

Bearing

Cardinal points

Compass

Direction of travel arrow

Dial

Compass needle

Orienting arrow

Compass housing

Orienting lines

Magnetic needle

Pace

Sources:

American Camping Association Outdoor Living Skills Manual

https://www.maricopa.gov/parks/doc/arizonastandards/Compass%20Parts%20Purpose%20(Mad%20Ma

p%20Relay%20Pre-visit%20Activity).pdf

Rock Eagle Environmental Education Curriculum Fall 2010

Procedure:

I. Interest Approach 10min

Materials Needed:

Multi colored beanbags

2 Start cones

15 blindfolds/bandanas

This game is called Trust Walkabout communication, navigation, and teamwork. Adults and junior counselors

will distribute a bandana/blindfold to eat pair of campers. The staff member will place bean bags around the

area of the station.

Explanation of Game to Campers Directions to Campers

1. One of you will be blindfolded and led

by your partner, at first across a level

grass area, filled with obstacles, to pick

up a red bean bag.

2. Navigators will “lead” their partner by

Tell campers to pair up

One partner must be the navigator, and

the other be blindfolded.

When the blindfolded partner is ready,

slowly spin your partner around a few

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their voice only.

3. The sighted person must stay close to

their partner to support the person and

to watch out for their safety. Have

campers swap roles about half way

through.

times so that they do not know which

direction they are headed.

From this point on, the Navigator will

not touch your partner at all, but rely

solely on verbal cues.

The Navigator is solely responsible for

their partner’s safety.

Debriefing questions to ask campers:

What do you think was the purpose of this activity?

What was it like to be the Navigator, responsible for the safety of your partner?

Why is trust in your partners’ navigation important in the outdoors?

II. Introduction to Compass 3min

Materials Needed

12 compasses (one for each camper)

Teaching compass

Ask campers: “How do you get from one place to another?”

Ask campers: “What do you do when you do not know how to get somewhere?”

Explain to campers that when outdoors, they may need to use tools to help them get where they need to go.

One such tool is the compass. Compasses were originally used as tools for explorers, but are now used in

the workforce, recreational activities, and survival situations. A compass allows you to travel in a straight

line. Orienteering is an activity in which people navigate through a wilderness area using a map and

compass. Orienteering can be enjoyed as a walk through the woods, in survival situations, or a

competitive sport.

III. Parts of a Compass 5-7min

Materials Needed

One compass per camper

One Parts of a Compass worksheet per camper (Appendix B)

One Parts of a Compass answer sheet (Appendix B)

One writing utensil per camper

Ask campers: “Has anyone ever used a compass before?” If so, ask “Can you tell us the parts of the

compass?”

Explain to campers that a compass is critical piece of equipment for outdoor travel. A good orienteering

compass has (1) a clear base plate that allows you to see the map underneath; (2) straight sides for

aligning two points; (3) liquid-filled needle housing that keeps the magnetic needle relatively steady when

taking readings; and lastly (4) two arrows: direction arrow painted on the base plate and an orienting

arrow.

At this time, have one Junior Counselor hand out a compass to each camper and another pass out the parts of a

compass worksheet.

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Tell campers: “On the worksheet you just received you will see seven terms with definitions, a picture of a

compass, and seven arrows with blank spaces. We will go over each part of the compass, and as we do so,

I want you to write in the part of the compass the arrow is pointing to. Does everyone understand?”

Pull out your Parts of a Compass answer sheet and go over each part of the compass with the campers. It is

recommended that you have one camper read each term and definition and then give them a chance to

accurately identify on their worksheet what part it is. A picture of worksheet with answers is below.

To help campers remember the parts of the compass, tell me the phrase “Put Red in the Shed and follow Fred”

The direction of travel arrow is “Fred”

The magnetic needle is “Red”

The orienteering arrow is “Shed”

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IV. Holding A Compass 5min

Materials Needed:

Once compass per camper

One metal object per camper

o Metal ring (wedding ring)

o Soda cans

o Necklace chain

Activity:

1. Say to campers: “There are correct and incorrect ways to hold a compass. If a compass is not held

correctly it might not read accurately.”

2. Ask campers: “What would happen is a compass did not read the correct direction?” Answer: you

won’t get to your destination or you could get lost.

3. Using the SIP method, demonstrate how to properly hold a compass. Have campers practice how to hold

the compass correctly.

a. Instruct campers to do the following:

i. Hold the compass in the palm of your hand with the direction arrow pointing out

between your thumb and index finger.

ii. Turn your body instead of the compass so that the direction of travel is always

pointing in the direction you want to walk.

iii. Any time you read a compass it should remain flat, tilting it or holding it on an

angle can give you an incorrect compass bearing.

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4. Ask campers: “What might prevent a compass from working properly?” Answer: not holding the

compass level.

5. Explain that because compasses read the magnetic field, metal will make a compass not work

properly.

6. Use some of the examples you brought to demonstrate how they can affect compass reading.

a. Instruct campers to hold a metal object in their hand. Place the compass over or close to the

metal object. Watch the needle jump.

b. Ask for any questions.

c. Remind the campers: anything metal can prevent a compass from working correctly (e.g. a

knife in your pocket, metal snaps on your clothing, a whistle hanging on a lanyard around

your neck, or not holding the compass at level.

V. Finding Direction 5-10min

Materials Needed

Once compass per camper

Activity:

1. Ask the campers: “What are the four main directions on a compass?”. Answer: N,S, E, & W.

2. Explain that it is important to know how to find direction if you are going to get where you are

going when traveling in the outdoors.

3. Explain that even though we use the terms north, south, east, and west, direction is also referred to

in degree.

4. Instruct the campers to stand in a horizontal line.

5. Tell the campers that taking a bearing will help you determine your direction of travel expressed in

degrees. For example…

a. First face north. Turn the compass housing so that 360 is lined up with the orienting lines.

Holding the compass correctly, turn your body (not the compass) until the magnetic needle

(“Red”) is framed by the orienteering arrow (“Shed”). You are facing magnetic north. Sight over

the direction of travel arrow (“Fred”) and locate a stationary point or landmark in that direction.

Have campers point to the stationary object to ensure they understand.

b. Repeat the preceding steps for finding east (90°), south (180°), and west (270°).

6. Ask campers, “What are the four main directions?”. Explain that these points are called cardinal

points.

7. Ask campers, “What it called when you are traveling halfway between north and west? What

about south and east?

8. Explain that these are called inner cardinal points.

9. Ask campers “What are the other two inner cardinal points?” Answer: northeast and southwest.

VI. Pacing 10min

Materials Needed:

One compass per camper

100’ space (field at old rifle range) for pacing course

Paces worksheet of paper per camper

Writing utensil per camper

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36 multicolored bandana

Activity:

1. Tell campers, “A pace is the distance between every two steps you take and it varies for each

person. Before you can accurately reach your destination through orienteering in the wilderness,

you must first determine the length of your pace.”

2. Have junior counselors pass out the pacing worksheet and a writing utensil to each camper.

3. Tell campers, “Along the field, a 100’ course is marked by the cones. I want you all to line up at one

end and walk a normal pace the length of the course, counting your paces. The easiest way to

count paces is to always start with your left foot and slap your right thigh each time your right

foot strikes the ground.” 4. Instruct campers to, walk the course two times and average your pace. Write the number of paces

in the appropriate blank on your worksheet for the first time, and do the same for the second time.

Then determine the length of the pace by using the following formula: 100’ / number of paces =

length of your pace. Round off the length of your pace to the nearest ½ foot. Therefore, the last

blank on your worksheet should read “Every pace I take equals ______ feet”. Remember one pace

= 2 steps! 5. Ask campers, does anyone need help with their calculations?

6. Once campers are done, go around the group and ask a few campers how many feet their paces are.

Once a camper gives you an answer, ask other campers who have the same length to raise their hand.

This is how you will group them for their Amazing Race teams.

7. At that time, have campers group up with the others who have the same pace length as them. There can

be multiple groups with the same pace length.

8. Divide the larger groups into smaller ones to ensure that there are 12 groups of three campers.

9. Once into groups, have two Junior Counselors or adult volunteers hand out a colored bandana to each

team. There should be enough bandanas for each camper. For example, one group who all have a pace

length of 4.5ft should be the green team, another group with a pace length of 3 f.t should be the pink

team, and so on.

Review & Reflection 5-10 min

1. Why would you need a compass in the wilderness?

2. What is a pace?

3. What does the following phrase mean: “Put Red in the Shed and follow Fred”?

4. What are some of the things that you may carry with you could affect the accuracy of your compass?

5. What would you do if you were lost in the wilderness with a compass?

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2. Shelter Construction and Paracord Location: Trail behind boy’s cabin

Teacher: Leigh & Mikaela

Length: 50 minutes

Lesson objectives:

Campers will know how to construct a shelter out of materials found in the woods.

Campers will know what the four basic survival needs are for animals and humans.

Campers will learn how to make a paracord bracelet that can be used to assist in building their shelter

** Emphasize that knocking down trees or logs is strictly forbidden (for conservation reasons they should try to

damage the environment as little as possible). **

Sources:

University of Wisconsin System. School Library Education Consortium.

http://uwsslec.libguides.com/c.php?g=186997&p=1235156

A Girl and a Glue Gun blog: http://www.agirlandagluegun.com/2013/07/how-to-make-paracord-

bracelets.html

Procedure

I. Introduction 5min

What YOU Say What CAMPERS

Say

What CAMPERS Do

Hello Campers! My name is _______ and today we will be

learning about habitats shelter construction in the wilderness.

“Hello” Campers are to be sitting on

the benches that surround

the campfire.

All forms of life, from humans to cows to bears to flowers,

need certain things to live. Survival depends on getting enough

food, water, cover and places to raise young. Animals, plants,

fungi and microbes share these same survival needs, though it

is a little more challenging to think about how plants and

microbes meet these needs. This activity focuses exclusively on

animals.

Listening

Animals must have a place to live where they can get food,

water, cover and places to raise young. Cover may mean

protection from sun or other elements as well as protection

from other animals (called predators) that may eat the animal.

Places to raise young can also mean a protected spot, like a

bird’s nest, or an area with specific qualities that enable

offspring to survive. For example, monarch butterflies lay their

eggs on milkweed plants, which provide some cover as well as

a food source for growing monarch larvae. Therefore, a

monarch habitat must include milkweed plants for the butterfly

to raise young.

Listening

Do humans have the same requirements as animals? They do.

Humans build houses for cover and places to raise young. Other

animals may build nests or burrows for protection or cover.

Still others take cover where they find it, under trees or in a

large herd. But for all animals (including humans), home is

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much bigger than a house. It’s the entire neighborhood where

an animal gets the food, water and cover it needs to survive.

Scientists call this home or place its habitat. For humans,

habitat may mean

the neighborhood or city in which they live.

Ask students, What do all humans need to survive? Which of

these do plants and animals also require?

Focus on the four basic

survival needs true for

all living things. Guide

class to generate a list

with these needs: food,

water, cover and

places to raise young.

Raise their hand and give an

answer. Do not let them talk

all at once.

Ask, Where do humans get the food, water, cover and

places to raise young they need to survive? Where do they

store and cook food?

A variety of answers-

home, neighborhood,

or city.

Supermarket; garden.

Raise their hand and give an

answer. Do not let them talk

all at once.

Ask, Whose habitat are we in right now? Where do you

think the animals at Camp Grant Walker get their food,

water, and shelter?

Animals.

In the woods, creek,

etc.

Raise their hand and give an

answer. Do not let them talk

all at once.

You are correct. Animals at Camp Grant Walker have all

of their basic needs met. If we were to camp here in this

habitat, would we have our basic needs met? Ask why “yes”

and why “no”.

Some “yes” some “no”

The basic need I am going to teach you how to provide in

this station is shelter construction. Who here has ever built

a tent?

Say things like “me!”

“I have!”

Raise their hands up high

II. Shelter Construction 25 min

Materials Needed:

A large wooded area with adequate trees and brush

Activity:

Split students into groups of about four. If possible, have an adult assist each group.

Tell the group that they will have about 15 minutes to build a shelter using just the items provided and

what they find at the site.

Encourage them to consider the slope of their location, relationship to the wind or sunrays, etc.

Everyone must be able to fit inside the shelter (alternative: shelter for just one person), and everyone

must participate in making it.

Once they begin, circulate among the groups and ask them about their choice of location for their shelter

and the shelter’s entrance. Give suggestions when necessary but let them try ideas on their own and

evaluate their success. Watch to make sure the adults don’t take over the activities of the group.

After the allotted time gather everyone, and start the “Parade of Homes”.

“Parade of Homes” where each group can show off their shelter

Ask each group to explain how and why it was constructed to the other groups.

Ask campers to explain their reasons for location, reasons for design, any elements they are worried

about, and what they would add if they had more time.

Give feedback and suggestions where needed.

III. Paracord 20 min

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Materials Needed:

Paracord for 36 campers

36 plastic clasps

Boards with nails from A&C building

Lighter

Knife

12 foldout chairs

Activity:

Cut an 8in strip of paracord

Measure the strip in the middle and stick that folded middle piece in one side of the clasp

Fold up the ends around the clasp and back down into the loop.

The burned part is pretty stiff so i always make sure it’s not on the clasp or it won’t lay flat.

Take the ends and put them through the other side of the clasp (make sure they aren’t twisted) you are

going to pull these up until they are about an inch bigger than your wrist.

Undo clasp make sure to hold the cord and the clasp so it stays the correct size.

Immediately start the braiding. Make sure you hold the clasp so that it doesn’t move.

Make a loop, with the loop end facing left, and put it behind the two middle pieces.

On the other side, the string goes behind the piece you just brought over.

The string on the right goes up over the two middle pieces and down the loop you just made

Then slowly pull both sides up, until nice and tight.

And repeat! Make loop (kind of will looks like a backwards “S”) so the original string is now on the

right

Make a loop and put it behind to the other side

Then under …over …and through.

Pull up and tighten. Repeat.

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3. Basic Needs, Trip Prep & Edible Plants

Location: Dance Pavilion and trail by Old Rifle Range

Teacher: Candace Goldbeck

Length: 50 minutes

Lesson Objectives:

Campers will know hiking preparedness and safety

Campers will learn what trees are safe for human consumption at Grant Walker 4-H Educational Center

Campers will learn how to identify poison ivy and poison oak

Sources:

University of Wisconsin Extension.

http://www.uwex.edu/ces/4h/pubs/showdoc.cfm?documentid=19788

I. Basic Needs 10 -15min

Materials Needed:

Seven basic needs cards (Appendix C)

Seven basic needs instructor sheet (Appendix C)

What YOU Say What CAMPERS Say What Campers DO

Learning how to survive in an

emergency is important for

everyone. Although wilderness-

based survival situations are most

common, survival situations can

occur in urban and rural

environments too.

Listening Sitting in a group

Ask campers to name a survival Typically, they will identify Raise their hands to give answers

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situation. Then ask them to

describe a situation that could

happen to them.

situations like a plane crash or

hurricane that has a remote chance

of happening to them.

Ask campers, what events could

quickly turn into survival

situations?

Getting lost, hunting, fishing and

boating, driving, weather, etc.

Raise their hands and give answers

Explain to campers that they will

work together to learn about

survival skills and decide what

basic needs our bodies need to

survive and what items can help

us meet these needs.

Activity:

For this activity, you can divide the campers into small groups

What YOU Say What CAMPERS Say What Campers DO

First, ask campers, what are the

seven basic survival needs are for

humans?

Campers will say things like food,

water, shelter, etc.

When a small group correctly

names one of these needs, hand

them the sign for the need and have

them stand in front, holding the

sign so everyone can see it.

As each need is said, briefly define

this need for the group and

highlight why it is important.

Ask the campers to give examples

of when they have gone without

each need for any extended period

of time.

Campers will have multiple

answers and stories. Let campers

tell the stories to the group.

A camper will move to the front of

their group with all of the needs

signs. Continue until campers have

identified each need.

Now, ask campers to arrange the

needs from “most” to “least”

important.

Group discussion Campers will be holding their signs

and moving the persons the signs to

either the left or right to indicate

importance.

Allow the campers to try multiple

times to get the order correct. After

each attempt, tell when which

needs are correct and what needs

have to be rearranged.

Once they have the correct order,

ask campers, guess how long a

person can go without that need.

Campers will have an array of

answers. Allow for multiple

guesses.

Raise their hands and give an

answer.

As campers correctly come up with

the answers, give the “needs” their

corresponding “length of time”

sign.

When all is done, ask if there are

any questions and clarify any

points that the campers do not

understand.

An array of questions Campers will be in their groups

asking questions.

II. Trip Prep 10min

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Materials Needed:

None

Activity:

1. Tell campers, now that we know what the seven basic needs are to survive, what do you think you

need to bring with you when you are hiking or camping in the wilderness? (Ask in an open-ended

way. Let campers come up with what needs to be brought.)

o Food- Is a cheeseburger and fries good food to bring? No.

o Ask campers, what kind of food should be brought? Trail mix, fruit, protein bars, granola

bars, jerky, etc. Foods that are easy to pack and nutritious.

o Water- Lots of water! Always want to be hydrated.

o Fire starter- Campers will always say lighter or matches. Talk about why they aren’t the best options.

o Lighters break and run out of fluid, what if matches get wet. Make them think.

o Flint and steel is the best option.

o Talk about things they could find naturally to start fire as well (sticks for friction fires).

o Pocket knife/multipurpose tool- Campers will want to say guns or machetes. Discuss why those are

not practical. Pocket knives are smaller and just as useful.

o Whistle- in case you get lost or to scare away bigger animals.

o First Aid Kit- Self-explanatory in use, except make them think.

o What could the things inside the kit be used for besides bandaging themselves up? Space blanket can be used for shelter, tweezers could be used as a tool, Band-Aids can be

used like tape, etc.

o Map/Compass- Kids will want to say GPS or cell phone. Talk about why that isn’t practical. Phones

and GPS can die or lose signal or could be dropped in water or off a cliff. Maps and compasses will

always work if you know how to use them.

2. Ask campers, before you leave to go hiking what do you need to do?

o Plan your hike/know the area you are hiking in

o Tell someone where you are going.

o What specific things do you need to tell them? Exactly where you are going and how long

you anticipate being gone.

3. Ask campers, while you’re hiking how do you make sure you don’t get lost?

o Stay on the trail!—Expand on this,

o How do you know you’re on the trail? You’ll see a clear path and there will be trail

markers. Every trail (established) will have clear markers or signs. Different

examples of these will be actual signs, wooden pegs, flags, etc.

o Bring a buddy.

o Stop when you realize you are lost.

4. Before you take campers out on the trail, go over trail rules and expectations.

a. Don’t pass the leader up on the trail as the trail leader.

b. Don’t eat anything that the leader has not specifically said is an edible plant and is okay to eat.

c. Stay on the trail.

d. Ask lots of questions.

e. Explain that by going out into the woods, we might encounter some animals. This is their

home, not ours, and because of that reason we will respect them. We won’t run away from

them screaming and we won’t run toward them screaming. We won’t throw things at them

or hurt them. We WILL stop, look at them, talk about them, and move on. f. Usually at this point some kid will have asked about a poisonous snake. Discuss the difference

between venomous and poisonous. Tell campers that there are no poisonous snakes. Snakes

CAN be VENEMOUS but not poisonous and will discuss the difference. Poison, like poison

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dart frogs and poison ivy, harm you when it is absorbed through your skin or ingested (you

eat it). Venom harms you because it is injected into your blood stream by the bite. g. Also discuss how snakes are not usually aggressive just to be aggressive. They become

aggressive when provoked and irritated. Compare it to an annoying little brother or sister. Ask

campers, do you ever do anything to hurt your siblings when they are just playing and

minding their own business? They usually say no they just leave them alone. Then, ask how

they react if their little brother or sister starts to poke them and get up in their face. Then they say

that they usually retaliate with smacks or hits. Remind them that for these same reasons snakes

react when you mess with their home, their young, or intimidate them.

III. Edible Plants 30 min

Materials Needed:

Edible plants hand out

Activity:

1. Break campers up into three small groups. Have a Junior Counselor count off the students as 1,2, and

3’s.

2. Explain to campers, they will be looking for the edible plants that are on the handout I will be

giving you. You should discuss, as a group, which part of the plant you think is edible as you find

them. I will be stopping periodically on the trail to talk about different things that we find and see.

3. As you walk to the trail, discuss what poison ivy and poison oak look like.

a. Discuss how they grow in two forms: plant form and vine form.

b. I ask if anyone knows the rule of thumb for identifying them. (They will usually know the

answer). For the plant: Leaves of three, leave them be. For the vine: Hairy vines are scary vines.

Tell campers that you will point out examples on the trail.

4. Tell campers that a lot of the plants that you will be looking for are trees. Ask how you can identify

trees besides their leaves? Bark, roots, height, what they produce. Give examples. Sycamore Trees and

American Beech trees for bark. Pine trees are taller than Dogwood Trees. Cypress Trees have very

distinctive roots. Pine trees produce pine cones, acorns come from Oak trees, the brown spiky balls that

are on the ground are gumballs that come from Sweet Gum trees.

5. Stop in the old rifle range and the lumber log. Discuss how to properly roll a log. Roll the log toward

you verses rolling it away. Ask campers, do you know why you roll a log this way?

a. Any critters under there that you don’t want to deal with (snakes for example) will run away

from you if you roll in towards you. If you were to roll it away from you the snake would come

towards you.

6. Right over the bridge, stop at the Sugar Maple. Discuss what Maple trees give us—maple syrup. While

you are stopped, also point out the hairy vine that is growing on one of the trees on the trail. Explain to

campers what a hairy vine is and that its scary because its poison ivy or poison oak.

7. Continue walking along the trail—stop and point out muscadine vine.

a. Tell campers, their berries are edible, and that when they are a reddish/purple they are

delicious and can be made into jams and jellies. A camper generally asks if it’s okay to eat

things that other animals eat. Answer: No, animals have different digestive systems that ours and

have different immunities.

8. Stop at tree with the engravings in it. Ask the campers, do you think it is good for the tree’s health to

engrave or carve on it? Answer: No. The bark acts like your skin for the tree. It protects it from insects,

animals, and diseases. We need to make sure we respect our trees and not hurt them.

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9. Find a tree or a branch with Lichen. It’s all over and easy to find. Explain to campers that lichen is

edible and that if they want to try it they can. Talk about how it’s a cross between a fungus and an

algae. A fun way to remember it is that “Fred Fungus met Alice Algae and they took a Lichen to

each other!” Also explain how it’s different than moss. Moss is dark green and fuzzy, lichen is a teal

blue and grows flush against the bark of the tree.

10. Stop at the American Beech tree. (At the big open area). Discuss how this is one tree that has very

specific bark. Tell campers that Beech nuts (the fruit that they produce) are edible. However,

squirrels have easier access to them than we do since Beech trees grow really high. So we hardly

ever have the opportunity to eat them. Do you see any beech nuts anywhere for us to try?

American Beech trees also have another edible part. If you find a sapling (baby tree) the leaves are

also edible.

11. At the end of the trail point out the tree that is covered in poison ivy and point out what it looks like.

Then discuss all the other plants on the list we haven’t covered so far.

o Long leaf and short leaf pine trees—edible parts are the seeds that lie within the pine cones and the

pine needles. If you boil the needles in water it makes a tea that is high in Vitamin C.

o Oak Trees- Acorns are edible. Should be soaked in water first to release the tannin. Toxic chemical

that will be harmful in large doses.

o PawPaw Tree- Fruit is the edible part, they say that Lewis and Clark survived solely off this fruit

while traveling through Louisiana.

o Sassafras- roots used to make sassafras tea, root beer, and file (soup thickening agent). Sapling

Sassafras leaves can also be eaten

12. Ask campers if they have any more questions.

o Also, discuss if you were to get lost on a hike the hierarchy of what needs to be done.

o Number one: Don’t panic. Ask why we don’t want to panic. Get more lost, hyperventilate,

get hurt, etc.

o Number two: establish where you are and how long till dark.

o Number three: worry about shelter. Ask what counts as shelter. Canopy, clothes, caves, etc.

Not necessarily a house—anything that protects you from the elements counts as shelter.

o Number four: Water. You can only survive up to 3 days without water. How do you get

water when you run out of your own? Get water from a running source (fresh never salt

water). You must filter out big impurities and boil it to kill bacteria.

o Number five: Food. Last priority. You can survive up to 3 weeks without food. Gather all the

edible plants that we have talked about when you need food. Don’t worry about hunting. You

want little energy spent so you can save your strength.

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Afternoon Stations 1. Lifejacket Jeans & Standup Paddle Boarding Teacher: Chelsea Ingraham & Kelsey Stratton

Location: Pond

Length: 20 minutes

*Before you get started, split the campers up into two groups. One group will stay with Chelsea to make life

jacket jeans and the other group will go with Kelsey to standup paddle board.

I. Life jacket jeans 10 min

Materials Needed:

1 pair of jeans per camper

Sources:

Boaterexam.com: http://www.boaterexam.com/blog/2011/03/sinking-ship-survival-guide.aspx

Livestrong.com: http://www.livestrong.com/article/515816-what-is-survival-floating-in-swimming/

Activity:

1. Ask campers, whether you are fishing, canoeing, deep sea fishing, kayaking what is the one thing

you need to have with you? Answer: a life jacket

2. Ask campers, what do you do if you do not have a life jacket with you? Campers will have one or two

answers. Tell campers that you can make one out of your pants!

3. Ask campers, in what situations could you possibly encounter not having a life jacket with you

when you are out on the water? 4. Tell campers, if you ever find yourself in a survival situation in the water, you will need to know

what to do to survive. Groups like the Marines and the Boy Scouts have been teaching their folks

for decades how to make a pair of pants into a personal flotation device (PFD). That is what we

will be doing today. 5. Have a Junior Counselor hand out one pair of pants per camper.

6. Instruct campers to put on their pair of pants, enter the pond, and swim to an area where the whole

group cannot touch the bottom. 7. Instruct the campers to do the following:

a. First, you will want to take the pants off

b. Second, blow air into one of the pockets of you pants. This ensures that you will stay afloat while

preparing your flotation device.

c. Next, tie the pant legs together.

d. Stick your head between the tied legs, just like you would a real life jacket.

e. Once you have your head secured, put the waistband above your head and quickly bring the

opening back down toward the water—this will allow your paints to collect on air before hitting

the water—and wrap your hands around the waistband

f. The pants legs, then, will swell up with air, creating a makeshift life jacket.

8. Campers may not get it the first time, so allow them multiple tries to get it right.

II. Standup Paddle Boarding 10 min

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Materials Needed:

One standup paddle board and oar per camper

A lifejacket to place on the board

You recommended a certified standup paddle board instructor to teach this lesson. At minimum, you must have

an American Red Cross certified lifeguard with at least one year experience paddle boarding.

2. Canoe Rescue Teacher: Kelsey Stratton & Logan Brown (certified lifeguards)

Location: Pond

Length: 1hr

Source: Rock Eagle Environmental Education Curriculum Fall 2010

Materials Needed:

Canoe and oars

Activity:

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Amazing Race The campers will be released to get water and go to the bathroom at 2:50pm. At that time, you (adults and staff)

need to gather the following and head to your station:

Station card with the number on it

Clues to the next station

Clover stamp and stamp pad.

The campers will meet in an agreed upon area and be given the clue to station 1. The race will begin as soon as

the first clue is handed out.

Station 1- Silver

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Pick up backpacks by Christy’s house. Inside the backpacks are three water bottles, three bags of cheese-itz as a

snack, a map of the campground to help campers locate the stations, three bandanas, and a clue to the second

station. Once a team has picked up their backpack, make sure they put on their bandanas and pull out their

booklet for you to stamp the “station 1” page. Have them locate the clue to station 2 and send them on their

way.

Station 2- Mikaela

Shelter construction behind boy’s cabin 16. Have each camper construct a shelter from debris laying around the

forest floor. When complete, stamp their “station 2” page in the booklet and give them the clue to station 3.

Station 3- Mark & Luke

Life jacket jeans at pool. Have each camper make life jacket jeans that float for at least 5 seconds. Once

complete, stamp their “station 3” card in the booklet and give them the clue to find station 4.

Station 4- Scott

Chubby Grey Squirrel between A&C building. One camper per group must put as many marshmallows in their

mouths as they can and sing “Grey squirrel, grey squirrel, shake your fluffy tail” and do the corresponding

movements. When campers can no longer fit anymore marshmallows in their mouth and sing, stamp their

“station 4” card and give them the clue to station 5.

Station 5- Chelsea

Edible plants on old rifle range trail. Campers must find and collect a sample of a muscadine vine and a paw

paw tree. Bring the sample back to Chelsea to make sure you collected the sample from the correct source. If

correct, she will stamp your “station 5” card and give you the clue to the last station.

Station 7- Kelsey, Danny, Katie, & Leigh

Canoe rescue at pond. The team must perform a canoe rescue using the canoe over canoe technique taught

earlier in track. Once completed, the lifeguards will stamp your “station 7” card and send you back through the

Old Rifle Range trail to cross the finish line.

Finish Line

Have chalk color to throw on the teams of campers as they cross the finish line. Be sure to have more snacks

and a cooler of water and/or Gatorade available.

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Appendices

A. American Camping Association Outdoor Living Skills Pledge

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“I Pledge: To be among the

plants and animals and in

providing for my comfort and

safety, to respect my natural

neighbors and their homes; to

step carefully and travel gently

finding friendships and beauty

in the natural world.”

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B. Parts of a Compass Worksheet and Answer Sheet

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C: Seven Basic Needs Instructor Sheet and Cards

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