2015 Wilderness Survival Track Lessons

Appointed Staff Instructor:

________________________________________________________

Staff:

(1)_____________________________________________________

(2)_____________________________________________________

2

Purpose

The Wilderness Survival track engages youth, grades 4th

-6th

, in various outdoor activities that strengthen the

bond between the self, others, and nature. Throughout the week, campers will be engaged in experiential

learning activities such as Dutch oven cooking, orienteering, shelter construction, safety skills and more. The

track teaches youth the skills necessary to deal with situations which may occur while outdoors. It also gives

young people a greater sensitivity, understanding and appreciation for both themselves and the outdoors.

Objectives

Youth development is the primary goal of the Wilderness Survival educational track. Specific track objectives

are the following:

1. Engage youth in meaningful and fun outdoor activities that promote a healthy, active lifestyle while

attending 4-H Camp Grant Walker.

2. Create a positive attitude towards teamwork.

3. Increase self-confidence and leadership development in youth enrolled in the track.

4. To acquire a better understanding of wilderness preparedness and safety.

5. Inspire youth to engage in outdoor activities after camp within their home communities.

Evaluation Procedures

The Grant Walker 4-H Educational Center’s Associate Program Coordinator, Ashley Powell, developed

evaluation procedures that accurately capture the following details:

Whether campers enjoyed the track

What was the campers favorite activity of the track

Whether the track should be offered next year

Evaluations will be gathered from campers at various stations throughout the week and collected by the Camp

Grant Walker Summer Staff working in the track.

Locating the Stations The location of each station is marked on the campground map provided you by the CGW Summer Staff. It is

best to take the adult volunteers and agents on these routes on Monday after the afternoon agent/volunteer

meeting.

Format

The Wilderness Survival track has a maximum capacity of 100 campers that can enroll each week. The track is

made up of 1 Summer Staff “instructor”, 2 Summer Staff members, 6 adult volunteers, and 6 junior counselors.

Campers are divided into three groups—A, B, and C—and will rotate through the track’s activities in their

groups throughout their week at camp. Each staff member will be responsible for various activities each day in

the track. Track times are from Tuesdays-Thursdays 8:30am-11:55am each week. In order to adequately prepare

3

for track each morning, Summer Staffers are recommended to either get up early each morning to set-up or set-

up track area at night after vespers. In order to shorten time spent on track space cleaning Friday mornings, staff

members are recommended to clean up the area on Thursdays after track time or at night after vespers.

Stations and Track Schedule

Station 1- Ten Essentials & First Aid (50 min)

Station 2- Navigating Through the Wild (50min)

Station 3- Healthy Eating on the Trail (50min)

Station 4- Building a Fire (50 min)

Station 5- Shelter Construction (50min)

Station 6- Outdoor Dutch Oven Cooking (50min)

Time Tuesday Wednesday Thursday

7:00am Coolers Coolers Coolers

7:30am Area set-up Area set-up Area set-up

8:00am Staff Meeting Staff Meeting Staff Meeting

8:30am Group Activity Group Activity Field Competition with Outdoor

Adventures track 8:40am Rotation 1 Rotation 4

9:30am Travel Travel

9:40am Rotation 2 Rotation 5

10:30am Travel Travel

10:40am Rotation 3 Rotation 6

11:40am Let out for lunch Let out for lunch

Groups

Each group may contain up to 26 campers

Group Rotation 1:

Station Number

Rotation 2:

Station Number

Rotation 3:

Station Number

Group A 1/4 2/5 3/6

Group B 2/5 3/6 1/4

Group C 3/6 1/4 2/5

Recommendation: Allow campers to name their groups something fun. If time and monetary resources allow,

have campers make flags for their groups or give them group-specific colored bandanas.

4

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.

5

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.

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

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

6

Station Information with Lesson Plans

Every morning before the campers break up into their groups, have them say the Outdoor Living Skills pledge.

I. Introduction (5 minutes)

Materials Needed:

Outdoor Living Skills Pledge Poster (staff members make)

Outdoor Living Skills Pledge Instructor sheet

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.

II. Divide & Conquer

Make sure there are 3 groups of campers. If we are maxed out at 80 campers total, then each group should have

26-27 campers. Once campers are divided, look at the rotation sheet and send the staff members to their stations

with the group that is going there first. Be sure to hand out track agendas to all agents and adults in the track so

they know where to go next. Once each group has been given an assignment and an agent/volunteer an agenda

card, dismiss campers to their stations.

7

Station 1: Trip Prep & First Aid

Length: 50 minutes

Location: New Dance Pavilion

At the Trip Prep & First Aid station, campers will learn what the ten essentials are when planning for camping,

and a variety of techniques and treatments to care for themselves and/or others in an emergency situation when

outdoors. Topics and activities were determined by the Program Coordinator from a needs assessment

administered to state 4-H Staff and Regional Coordinators. Educational resources were obtained by the Program

Coordinator from the American Red Cross. Specifically, the American Red Cross Wilderness and Remote First

Aid Emergency Reference Guide provided the educational content.

Instructional Procedures


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

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

Raise their hand and give an

answer. Do not let them talk

8

all living things. Guide

class to generate a list

with these needs: food,

water, cover and

places to raise young.

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.



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.



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. Ten Essentials Family Feud (30 minutes)

Materials Needed:

Track binder

1 backpack with camping supplies

Family Feud Poster

Ten essentials page

Ten essentials Instructor sheet

Paper, clipboard, and pen to keep score

Activity:

1. Welcome campers to your station. Tell campers what they will be learning about at your station.

2. Divide campers up into two groups.*Have a Junior Counselor count them off as 1 and 2’s.

3. Give them two minutes to come up with a name for their teams.

4. Tell: Today you will be learning what the Ten Essentials for hiking and camping in the wilderness

by playing a game of Family Feud.

5. Ask the campers: How many of you have ever seen or played the game Family Feud? Wait for

responses. If one of the campers or junior counselors have seen the show, let them explain it and you fill

in the rest. Make sure you divide the junior counselors and adults evenly across the teams. They are not

allowed to give an answer in the game, but they can give hints as to what they think the answer may be.

6. Explain the rules of the game:

a. Family Feud is a game where two families, or in our case two groups, compete against one

another to guess the top ten responses to a survey questions posed to 100 people. In our

game, your teams will be guessing the top ten essentials you need to take while camping

and hiking in the wilderness. Whatever team wins will get a Leave No Trace sticker and

Outdoor Ethics card donated by the Leave No Trace organization.

9

b. First, I need one member of each team to walk up to table and face one another in a “face-

off” round to determine which group gets control of the board first to guess the top ten

essentials. If no campers volunteer themselves, then ask the camper that is closest to you on each

side to come up. The team that buzzes in with the correct answer receives control of the

board and has the option of playing or passing control to the other team.

c. The team that has the control of the board tries to reveal all of the correct answers to the

question before receiving three strikes. If the team receives three strikes without clearing

the board, control is passed to the other team. You have three sheets of paper with red X’s

on them. When you get an answer wrong, a Junior Counselor on your team will turn the

page over to reveal the X.

d. The team that now has the control is able to give one answer in the hopes that it is found on

the board. If it is, points are added to the team’s score. If not, the other team gets the

points.

e. Points are collected as each team finds its answers to the question on the board. Each team

tries to collect the most points. The team with the most points wins the game!

7. Ask an adult to keep score on a clipboard and piece of paper. Have a Junior Counselor be a light judge

to help you discern who “buzzed” in first.

8. Instruct the campers on the first “Face Off” round.

a. This first “Face Off” round will determine who will get to first chance to guess the top ten

essentials.

b. Ask the camper to your left: What is your name and what team are you playing for?

c. Ask the camper to your right: What is your name and what team are you playing for?

d. Tell the contestants: The first person to press the light gets to share their answer. Once their

answer is shared, we will reveal if their answer is on the board and the points given for that

answer. Then the second person gets to share their answer. Whoever gives the answer with

the highest score, their team gets to play first for our coveted prize.

e. Read the question out loud to the campers from the Family Feud Question sheet. The camper that

guesses the answer with the highest point, their team gets to go first.

9. Have the campers go back to their team. The next person in line gets the first chance to guess the top ten

essentials. Continue through the campers on that one team until all ten answers have been revealed or

they get three strikes and the board goes to the other team

10. Review with the whole group what the ten essentials are (10 minutes). As you go through the list, ask

campers why each item is needed and their importance. Having them tell you why is more important

than you reading from the Ten Essentials Instructor sheet.

11. Ask for questions and pass out the prizes to the winning team

You can find the Ten Essentials Instructor sheet in the appendix of this document.

III. Seven Basic Needs (10 minutes)

Source: University of Wisconsin Extension. Backpacking and Hiking: Survival Skills.

Materials Needed:

Seven basic needs cards

Seven basic needs instructor sheet

10

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

situation. Then ask them to

describe a situation that could

happen to them.

Typically, they will identify

situations like a plane crash or

hurricane that has a remote chance

of happening to them.

Raise their hands to give answers

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:


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

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.

11

person can go without that need.

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.

IV. Gilligan’s Island (10-15min)

Materials Needed:

1 ream of paper

1 box of pens

10 copies of the scenario cards

9-12 backpacks

Activity:

(1) Have a Junior Counselors divide the campers into small groups of five.

(2) Have another Junior Counselor pass out a sheet of paper and a pen to each group.


Present the following scenario to

the groups: You have been ship

wrecked on an island that is

exactly like where you are right

now. It has the same climate,

vegetation, and weather. You

must survive on this island for

seven days. Unfortunately, the

wreckage of the airplane has

disappeared. You only had time

to take three things out of the

airplane to help you survive.

Your group may take any three

items you can think of, but all of

the items must fit into a small

backpack. Tell campers,

electronic devices used to contact

others for help do not work on

this island. What three items did

you take? You have 10 minutes.

Listen and read the scenario cards.

Discuss amongst themselves

Before they start, campers will pick

up a small backpack from the front

to help them visualize how much

space they have in the backpack to

fit everything they need.

Campers will write down their

three items on the sheet of paper.

Now that you are done, I want

each group to present their three

items to everyone.

The groups should list their three

items and give reasons why they

choose each item.

Other groups are welcome to ask

them questions.

Discuss the merits of each group’s

answers and the pro and cons of

their selections.

12

V. First Aid (13 minutes)

Materials Needed

5 first aid kits

Emergency and Non-emergency PDF

Poster with marker- junior counselor/volunteer does the writing

Activity

(3 minutes)

1. Ask campers the question: “Have you ever been hurt before? Like a skinned knee, cut, sprain,

broken bone?” Pick one camper to call on.

2. Ask the selected camper this question: “What happened when you got hurt? Where did you go?

Who took care of you?”

3. Ask: Where should you go if you get hurt here at camp? Allow campers to give a few answers such

as agent, adult, or camp nurse. Ask: Where or who should go to if you get hurt when outdoors?

Answers can be any of the following: to their leader, camp nurse, first-aid, counselor, hospital, etc).

4. Ask campers the question: “What is first aid?” Get up to 3 answers, and discuss.

5. Ask campers the question: “What kind of injuries or illnesses might require first aid in the

outdoors?”

6. Ask campers the following question: “What should be in a first aid kit?” Write their answers down on

the poster.

7. Once they have mentioned all of the contents listed in our first aid kits, or most of them, have the

campers open their kits to see if they mentioned everything. Ask campers if they have anything in their

kits that they didn’t mention.

(10 minutes)

8. Transition to emergency and non-emergency moves by saying: “Sometimes when a person gets

injured in the outdoors we have to move them to a safe location in order to administer first aid.

One of the most dangerous threats to a seriously injured person is unnecessary movement. Moving

a seriously injured person can cause additional injury and pain and make the recovery more

difficult. To avoid hurting yourself and the injured person, you can perform the following moves

to get the person to safety: walking assist, and two-person seat carry”.

9. You will now demonstrate the different moves. Ask for a junior counselor or adult volunteer to assist

you in the demonstration of each move.

10. For a step-by-step of how to perform each move, see the Emergency and Non-Emergency Instructor

sheet in the appendix of this document.

11. After each move demonstrated, ask the campers to perform the same move with each other. Have

campers carry the person at least 20ft for each move.

VI. Talk It Over (Reflection & Application) 5-10min

Reflect:

What is the most important thing to remember in a survival situation?

What piece of information will you most likely remember?

13

If your group was really stranded on an island, what would have been the most helpful thing to remember?

How did your small team perform during this station? Were you an effective team?

Apply:

What, from this station, could you apply to your life?

What are some ways that you could be more effective team member in the future?

What new teamwork behaviors did you learn during this station? Where else could you use them in your

life?

Station 2: Navigating Through the Wild

Length: 50 minutes

Location: Trailhead at Old Rifle Range

At this station, campers will learn how to use a compass to navigate through the wilderness. By the end of the

rotation, campers will be able to do the following:

Demonstrate knowledge of orienting.

Ability to read compass bearings to designated objects

Explain how a compass works. Describe the features of an orienteering compass.

In the field, show how to take a compass bearing and follow it.

Instructional Procedure

I. Interest Approach (15 minutes)

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

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.

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

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?

15

II. Parts of a Compass (5min)

Materials Needed:

Compass for each camper

Parts of a Compass Poster

Compass Description Instructor sheet

Activity:

1. Ask campers: “How do you get from one place to another?” Get up to 5 responses.

2. Ask campers: “What do you do when you don’t know how to get somewhere?” Get up to 5

responses.

3. Explain to campers that when they are in the outdoors, they may need to use tools to help them get

where they need to go. Tell: The orienteering compass is a critical piece of equipment for outdoor

travel. A good orienteering compass has (1) 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: a direction

arrow painted on the base plate and an orienting arrow.

4. Have the junior counselors hand out the compasses. Ask the campers if the compass’ have each of the

features you just mentioned.

5. Ask campers: “What does a compass do?” Get 3 responses.

6. Using the Parts of a Compass PDF and the Compass Description document, explain what the different

parts of the compass are. As you call out the parts, have the campers find it on their compass and repeat

the name after you.

7. Ask for questions.

*You can draw the compass with the parts labeled on a poster board to show to campers as you discuss

the parts

III. Holding a Compass (10 min)

Materials Needed:

One 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.

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.

IV. Finding Direction (20 min)

Materials Needed:

o One compass for every two campers or one for every camper

o An outdoor area, such as a field or other open area large enough for participants to walk around.

o Rope that makes a large circle- about 10ft in diameter (78ft)

Activity:

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

17

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 campers to stand in a line. 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. To help you remember how to take a bearing, think on the phrase “Put Red in the Shed

with Fred”. 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.

10. Practice the following exercise with the campers in an open area or field.

a. Tell the campers to line up around the rope circle, but face outward.

b. Instruct campers to take 5 steps at 90°. Travel 5 more steps at 180°. Next, travel 5 steps at

270°. Finally, travel 5 steps at 360°. Everyone should end up at the spot they began in. If time

allows, increase steps to 10 and/or 20 depending upon skill level of campers.

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?

Station 3: Healthy Eating on the Trail

Length: 1hr 5 min

Location: Snack Room

At this station, campers will learn keep them full and fueled while in the wilderness. While time spent outdoors

can improve health in several ways, the lack of healthy eating while outdoors can set you up for an energy

crash, hunger pains, or muscle cramping. Luckily, campers will be taught to avoid nutritional pitfalls on the trail

through the implementation of a few common-sense strategies compiled from outdoor education experts.


I. Bear Salmon Mosquito” Interest Approach Game (10 min)

Materials Needed:

None

You will want to meet the campers in the field next to the snack room to begin by playing a game called “Bear

Salmon Mosquito”. You will want to establish a safety zone where the kids cannot go beyond- like the road, the

large tree in the back, and past the chain link fence. Have adults stand at each safety zone (if enough). You can

play the game twice if need be to kill time.


Say

What CAMPERS Do

Hello Campers! My name is _______ and

today we will be talking about healthy eating

in the wilderness. But first, we are going to

play a little game called Bear, Salmon,

Mosquito.

“Hello” Stand in a group and wait for your

instruction on the game

I need the Junior Counselors to count each of

you off by 1 and 2. That way we have two

groups.

Once the campers receive their numbers

from the Junior Counselors, they are

supposed to stand in a group with other

campers assigned that number,

Group 1 will be the bears; Group 2 will be the

salmon, and Group 3 will be the mosquitos.

Group 1, I want to see your hands up high and

growl for me like a bear.

Campers growl

and hold their

hands up like bear

claws.

Campers growl and hold their hands up

like bear claws.

Group 2, I want to see your hands in front at

waste height palms and fingers flat together

making swimming motion.

Campers put their hands in front at waste

height palms and fingers flat together

making swimming motion.

Group 3, I want each of you to have one hand

in front of nose with index finger pointing out

and making buzzing noise

buzzzzzzzzzzzzz One hand in front of nose with index

finger pointing out and making buzzing

noise

This game is like a food cycle. Bears eat

(chase and tag) salmon, salmon eat (chase and

tag) mosquitoes, and mosquitoes eat (chase

and tag) bears.

19

The Junior Counselors will divide you in half-

forming two groups

Move to group 1 or group 2 after the

Junior Counselors have given them their

number

Each group must decide which one of the 3

animals the entire group will be. Once your

group settles on an animal, the group is to line

up facing the other group lined up about 2 feet

from the center line.

The goal is for each group to win members

from the other group. Campers that are tagged

before reaching the end line behind them must

join the opposing team. You say 1, 2, 3, GO!

Make animal

noses

The campers make their respective

animals while looking at the opposing

group. When they see the other group,

they determine whether they are to eat

(chase and tag) the other group or if the

other group is to eat (chase and tag)

them.

*Bring campers inside the snack room after the game. Ask them what we were supposed to learn about. The

answer is the food chain.

II. Introduction (10 minutes)

Materials List

Track binder

8 “Get in Gear” Laminated posters

3 dry erase markers & erasers

Activity:

Bring campers back inside the Snack Room and have them sit at the tables.

Ask Campers: What food and drinks do you typically eat while camping or hiking outdoors? Wait

for responses like s’mores, granola bars, candy bars, hot dogs, etc.

Say: Hot dogs and s’mores over the open fire. Sport drinks, candy bars, chips, and Frito pie—all

foods people have been eating in the great outdoors since the dawn of recreational camping. These

foods are pretty tasty, but they also tend to be packed with sugar, sodium, and preservatives,

which can fall short on fueling physical activity. In the case of sugars, like candy bars and other

refined sugars, might give you a sugar rush for a few minutes but will eventually lead to an energy

crash later on.

The food we eat is literally the energy source that makes our body function. Can anyone tell me

what a calorie is? A calorie is how we measure the amount of energy in food and drinks. Calories

are literally energy. Your body will be working hard as you hike and will need energy from good

food sources.

Activity: “Get in Gear”

Say: Hiking requires a lot of food energy to fuel you on the trail. What will you take on your next

hike? To see what you know about the food your body needs for hiking we are going to do the

“Get in Gear” activity. Have Junior Counselors or Adults pass out the activity sheets

20

Say: At your table, you have a sheet called “Get in Gear”. In your group at your table, elect

someone to write on the poster with the dry erase marker. I want each group to draw a line

between the question in Column A and the answer in Column B. Once you are done, each group

will explain their answers. You have 3 minutes! Go!

To see the answers to the activity, look in your Appendix for the Get in Gear Answer Sheet

Say: Okay, time is up! We will go around to each of the groups and discuss their answers. The

correct answers to the activity were the following (read from the answer sheet). Good job campers!

III. Wilderness Survival Snack Packs (30minutes)

Materials List

Poster with six main nutrients written on them

Sunflower seeds

Dried

o Apple rings

o Banana chips

o Pineapple

o Cranberries

o Kiwi

Pumpkin Seeds

Wheat Montana whole-grain cereals

Dark chocolate

Activity:

Say: Foods are categorized into the different food groups based upon the nutrients they contain

and also how we normally eat them. Eating different foods from all five food groups helps us get

all of the nutrients we need to grow, play hard, and be healthy.

Say: There are six main categories of nutrients. Write the names of the following six main nutrients

on the board: carbohydrates, proteins, fats, vitamins, minerals, water.

Next, hand out the Nutrient Knowledge reproducible to all campers.

Explain that this chart is a good way to help you remember the six main nutrients, along with

important vitamins and minerals, and understand what they can do to help you look and you’re

your best, and in what food groups these nutrients can be found. Campers will use this chart as a

reference throughout the lesson.

Say: To make sure you stay fueled and full while in the Camp Grant Walker wilderness, we are

going to make our own snack packs with food rich in nutrients that give us energy.

Say: As you will notice we have 8 different kinds of snacks up here. All provide us with the

necessary nutrients to stay energized and healthy in the outdoors. We have fresh fruit that provide

you with the necessary vitamins to stay alert. See next page for ingredients and how they help you

and the campers stay full and fueled.

*Note: you may want to print these out as little signs or displays to put in front of each food on our trail mix

bar.

21

Name Vitamin, Mineral,

Carb, or Fat

Purpose

Apple Vitamin A Vitamin A helps protect your eyes and skin. It plays an important

role in helping you see at night. Vitamin A also helps you fight off

infections you may get along the trail so you stay feeling your best.

Sunflower

Seeds

Vitamin B & Fats Helps your body tap into the energy from food so you can hike

longer and harder trails. Fats help your body absorb, or take in,

certain vitamins and have healthy skin. The body also uses fats for

energy.

Kiwi &

Pineapple

Vitamin C Helps your body heal cuts and scratches you may get on the trail. Be

sure to smile! It also helps keep your teeth and gums healthy.

Bananas Mineral: Potassium Helps keep your muscles from cramping and your nervous system

working right. It may also play a role in helping your heart pump

blood easily through your body

Pumpkin

Seeds

Mineral: Iron &

Protein

Helps you have healthy blood. Your body uses iron to carry oxygen

from your lungs to the rest of your body. Protein is used by the body

to build muscle, skin, bone, and more. Also used as a source of

energy.

Whole

Grain

Cereal

Carb: Fiber Carbohydrates give you energy to run, jump, and even blink your

eyes. Fiber is a type of carbohydrate that helps move food through

your digestive tract and helps you feel full

Cranberries Vitamin C & Fiber Vitamin C.In this way, the fruit can help to prevent dental plaque

which is one of the causes of gum disease. High fiber intakes are

associated with significantly lower risks for developing coronary

heart disease, stroke, hypertension, diabetes, obesity, and certain

gastrointestinal diseases.

Dark

chocolate

morsels

Fats Fats help your body absorb, or take in, certain vitamins and have

healthy skin. The body also uses fats for energy and insulation.

22

Station 4: Building a Fire

Length: 50 minutes

Location: Trail behind boys cabin 19

At this station, campers will learn how to build a fire. Specifically, they will learn about charcoal, tin-can,

cubes, newspaper, and tea light fire starters. Campers will be building a wood open fire and roasting themselves

a snack. After their snack, campers will learn how to safely extinguish an open fire to prevent forest fires and

other accidents.


I. Predator Prey Game (15minutes)

Source: http://www.exploringnature.org/graphics/foodwebs/pred-prey%20game.pdf

Objectives:

Campers will understand that prey population will change and thus affect the predators population and

vice versa.

Campers will know what kind of predators and prey they may encounter in Louisiana’s wilderness

Instructions

1. Laminate your game tags so they can be reused many times.

3. Explain that they can chase their prey and tag them, saying I EAT YOU! Emphasize here that they are not to

hit, bite or push. Just tag.

4. When they are all ready, say: GO EAT! After about 10 - 15 minutes they can report how many prey they

“caught.”

5. Then they should switch tags with another student. If they were a predator, they should play a prey to see

how

it feels to be the other side of the hunt.

This activity is meant to familiarize kids with what animals eat and how they are interdependent in a food web.

It has the added benefit of getting the kids outside and moving.

2. Assign each camper an animal from the list in the game to learn about. They can draw them and find

out what they eat.

3. Each child takes on an animal identity when they put on their tag. Have campers stand in a circle and each

tell who they are and what they eat. The “what do I eat?” list below can help campers.

4. Plant tags are for agents, junior counselors, and volunteers to wear so they can supervise and still take part in

the game (and be eaten).

What Do I Eat?

bear — mushrooms, fish, berries, nuts, mouse, grasshopper, rabbit, chipmunk, squirrel

bobcat — mouse, rabbit, chipmunk, squirrel, young raccoon, weasel

chipmunk — grass, plants, mushrooms, berries, nuts and cones

coyote — bird eggs, berries, nuts, mouse, grasshopper, rabbit, chipmunk, squirrel, deer

crow — mushrooms, grasshopper, berries, nuts and cones

deer — grass, plants, mushrooms, berries

23

eagle — mouse, rabbit, chipmunk, squirrel, snake, small raccoon, baby weasel

falcon — crow (small birds), mice, grasshopper

fox — bird eggs, berries, nuts, mouse, grasshopper, rabbit, chipmunk, squirrel

grasshopper — grass, plants, berries

hawk — mouse, rabbit, chipmunk, squirrel, snake, small raccoon, baby weasel

mosquito — they can tag anyone, because mosquitoes feed on the blood of any animal!

mouse — grass, plants, mushrooms, berries

owl — mouse, rabbit, chipmunk, squirrel, snake, small raccoon, baby weasel

rabbit — grass, plants, mushrooms, berries, tree buds

raccoon — mushrooms, fish, mouse, bird eggs, berries, nuts and cones

snake — mouse, grasshopper

squirrel — grass, plants, mushrooms, berries, nuts and cones

weasel — mouse, grasshopper, rabbit, chipmunk. squirrel

Debriefing:

Which prey was easier or more difficult to find and why?

Did your predator find enough prey to survive and others of their kind ?

How does this relate to humans finding food when hiking and camping in the wilderness?

What happens to predators when there is not enough prey?

What happens to prey when there is not enough predators?

What kinds of predators and prey might you run into in Louisiana’s wilderness areas?

Can you give an example of how an animal can be both predator and prey? Does this principle apply to

humans when we enter wilderness areas?

II. Identifying Tinder, Kindling, and Small Fuel (10 minutes)

Materials Needed:

o Charcoal (just an empty bag)

o 3 pkg Fire starter cubes

o (1) Newspaper

o Examples of kindling, tinder, and fuelwood

o Fuel- wood from tree & empty lighter fluid bottle

o Wood for two fires

o Matches or lighter

Activity:

1. Ask campers, “How many of you have made a fire before? Raise your hands.”

2. Pick a camper who had their hand up, and ask them “Where did you build this fire? Who helped

build the fire? What was the purpose of the fire?”

3. Ask campers “What are the two types of heat sources for fires?” Answer: Charcoal & wood

4. Ask campers, “Does anyone know what charcoal is?” Answer: Charcoal is wood that has been

partially burned so that only the hard fuel remains. It is made from wood that was grown and cut

specifically for this purpose.

5. Explain to campers that charcoal can be treated with material so that it is easier to light. Charcoal

that is not treated is more difficult to light and requires a fire starter.

24

6. Ask campers “Does anyone know what are the types of fire starters you can make or buy?”

Answer: tin-can, starter cubes, newspaper, and tea lights. Show pre-made examples to the campers.

7. Explain to the campers that we will be making a wood fire because wood is the ultimate cooking

fuel. Wood can be regulated, are relatively safe, can be used for virtually any type of cooking, and

usually can be collected near the campsite. Collecting wood, however, is trickier than it may seem.

8. Ask campers, “What are the three types of wood needed to start a fire?” Answer: tinder, kindling,

and small fuel.

9. Explain to campers and show examples of the following:

a. Tinder is small material that may be birch bark, wild grapevines, small sticks, dried spruce,

tamarack, pine branches, or other wood you find lying on the ground.

b. Kindling is larger than tinder between the size of a pencil and your index finger.

c. Small Fuel consists of pieces larger than your finger up to the size of your wrist.

10. Remind campers that they should gather fallen wood from the ground only. Pieces should be no

thicker than your wrist and should be breakable by hand. They should not break wood off trees

even if the trees are no longer living. Only gather enough wood for the group’s use and include

different sizes.

11. Have campers search the area around the station for all three types for their fire with a buddy and with

the supervision and aid of junior counselors and adults volunteers. Do not let them go farther than

100yds from the station.

12. Once campers have sufficient tinder, kindling, and small fuel, have them gather around their fire mound

to move on to actually building the fire.

13. Remind campers that the fuel is what actually produces enough heat to cook on.

14. Explain to campers that wood that is “green” or recently fallen or wet will not burn effectively if at

all. Choose wood that is dry. If wet wood is your only choice, use a fire starter to assist you in

lighting an open fire.

III. Building a Fire (20 min)

Materials Needed:

o Two designated fire pits or mound fire areas (area behind boys cabin)

25

o Tinder, kindling, and fuel for the two fires (should have gathered from last section)

o Matches and lighter for the two fires (should have from last section)

Activity:

1. Ask campers, “What are the three essential elements to building a fire?” Answer: oxygen, fuel, and

heat source. If any of these are missing, the fire will not burn

2. Explain to campers that there are a variety of methods to building a fire including charcoal and

wood. The two methods we will demonstrate are the A-frame and the tepee. One group will build

an A-frame and the other group will build a tepee. Flip a coin to designate which group will build

what fire.

3. Building an A-frame fire:

a. Put down a base of three fuel-size sticks, arranged like the letter “A”, with the crossbar

placed on top of the others.

b. Put the tinder in the middle of the “A” and the kindling on top.

c. Add small pieces of kindling wood. Leave small spaces through which air can move in and

out.

d. Put eight to fifteen pieces of kindling on at the beginning so that the heat from the tinder

lights the kindling.

e. Light your fire by striking a match and insert the frame under the crossbar of the A where

there is air space.

f. When the kindling is burning add small fuel.

g. Add fuel and let the fire burn down a bit.

4. Building a tepee fire:

a. Place two handfuls of tinder in the center of the fire ring in a tepee fashion.

b. Place kindling around the tinder and then small fuel around the kindling.

c. Be sure to leave space between the wood in order to light the tinder.

5. Explain to campers that products such as aluminum, steel, and plastic should not be burned at any

time.

IV. Extinguishing a Fire (5 min)

Materials Needed:

o Two buckets of water

Activity:

1. Ask campers “What are some ways to put out a fire?” Answer: Water and sand

2. Explain to campers that the best way to put out a fire is to let it burn out or use water. Sand only

smothers the flame but the coals can still be hot. A fire is completely extinguished when the coals

are cool. Pouring water on a fire creates steam, which can burn people. Be sure to stir the coals so

that are parts are sufficiently cooled.

3. Demonstrated to campers how to sprinkle water over the fire. Have them practice.

4. Once the two fires are out, explain to them how the remaining ashes should be scattered throughout

a broad area.

26

27

Station 5: Shelter Construction

Length: 50 min

Locations: Along trail behind staff cabin at American Beech tree.

At this station, campers will learn how to construct different types of shelters when outdoors. Shelter can

protect you from a number of things- from rain to blistering heat. The campers will be learning how to build a

tarp tent secured to a tree by a clove hitch. To save money, Staff can teach campers how to setup tents located in

the Maintenance Building. If money is available, teach campers the lesson in this section.




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.

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.

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 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

Listening

28

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.




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.




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. Setting Up a Tarp Tent (45 minutes)

Source: American Camping Association Outdoor Living Skills Manual

Materials Needed:

o 5 tarps with grommets (4 for kids; 1 instructor)

o 5 sets of tent stakes (6 stakes in a pkg). (4 for kids; 1 instructor)

o 15 ft. of nylon rope. Cut every 3ft. From the 3 ft., cut into 7 individual cords for each group

o Stopwatch

o 1 roll of duct tape

*Practice setting up tarp tent before teaching this lesson*

Activity:

29

1. Instruct the campers to get into four groups. Count them off if you have to. Distribute the materials to

each group of campers. Make sure that each group of campers has at least one junior counselor to help

them.

2. Instruct campers, and model at the same time, how to set up the tarp tent.

3. Stretch the material out on the ground and mark the tie down spots on the tarp with duct tape.

4. Attach tie downs to the seven appropriately marked spots using small round pinecones or stones.

To make a tie-down, put a pinecone or stone under a tie-down spot and wrap part of one nylon

cord around the tie-down spot so that it looks like you are holding the pinecone inside (like you

are wrapping a piece of candy in cellophane).

5. Secure it with a clove hitch. To make a clove hitch, do the following:

a. Tell the campers, “A clove hitch is used to fasten a rope to a tree, post, or similar object

when there will be a steady pull on the rope (i.e. a clothesline).”

b. Instruct and demonstrate: Pass the free end of the rope behind the tree (the end that will be

loose after you tie the knot). Wrap it halfway around the tree.

c. Bring the free end around the front of the tree and cross the standing end, making an “X”.

d. Pass the free end behind the post again, below the “X”.

e. As you bring the free end around to the front of the post again, pass it under the “X” so

that it comes out between the previous two turns around the post.

f. Pull both ends tight. Be sure to pull the free end directly opposite to the standing end.

30

6. Tie the center of the front to a tree or point above five feet from the ground (about chin level for

an adult.

7. Attach the loose end of the remaining cords to a tent stake.

8. Stretch the back out to meet the ground, and secure it to the tent stake at the tie-down spots.

9. Adjust the front corners as desired, and stake them down.

10. Adjust the sides to tighten the tent, and stake them down.

11. Tuck the back corners under.

12. *If time allows* Have campers race to see who can put up their tent the fastest. Hand out ribbons to first,

second, and third place groups.

31

Station 6: Outdoor Cooking

Length: 50 minutes

Location: Fire pit by Archery range

Station Setup

Materials Needed:

2 fire rings

2 bags of charcoal

2 Dutch ovens

2 cooking racks

1 Lid lifter

2 sets of nonflammable gloves

1 lighters

2 Safety Officer Badges

2 Safety Rules sheets

1 box of cardboard

You will want to get to the Snack Room to gather

up your materials by 7:30am. Start the two fires no

later than 7:45/7:50am.

How to Start an Outdoor Charcoal Fire

1. Place the charcoal in the metal canister. Fill the canister up to the top with charcoal.

2. Set the canister on the cooking rack.

3. Tear up pieces of cardboard and place the strips in the holes below the charcoal on the metal canister.

4. Light, with a lighter, the pieces of cardboard in each of the holes.

5. The fire is ready when all of the coals are grey


I. Getting Started & Safety Rules (20 min)

What YOU Say What CAMPERS Say What CAMPERS Do

Hello Campers! My name is _______ and today we will

be talking about outdoor cooking in the wilderness.

“Hello” Have campers sit in a half

circle or two straight rows

on the ground

There is a common misconception that wilderness

cooking is limited to hot dogs, space food, and ramen

noodles. There’s no right way to do wilderness cooking,

but if good food is a priority to you around the dinner

table, there’s no reason you should sacrifice that around

the campfire.

Listening Listening

Dutch oven cooking is more than just dumping food in a

black pot and putting it on the hot coals, hoping that it will

be good to eat. The biggest mistake people make, is not

realizing the possibilities available to them with a Dutch

oven. You can cook anything in your Dutch oven that you

would normally cook in your home oven; just a few

examples include bread, rolls, homemade pies, pizza,

roast, and meatloaf. Remember, anything that can be

fried, stewed, boiled, baked, steamed or poached can be

cooked in a Dutch oven. Low-fat, low sodium and low-

sugar recipes can also be cooked in the Dutch oven very

successfully.

Listening Listening

Another important advantage to the Dutch oven is its

versatility in times of emergency.

Imagine, if the power or gas were off for a prolonged

period of time, great meals could still be prepared using

the Dutch oven.

Today, you all will be making a charcoal fire to cook our

s’mores pie on. Ask, How many of you know what the

terms, “briquettes”, and “coals” mean?

“Briquette” means

the cold charcoal

right out of the bag.

“Coals” are the hot

charcoal (with a

grayish cast) that is

ready to use.

Have campers raise their

hands to answer.

Ask, A Dutch oven can be made out of two types of

materials. Do any of you know what those two types are?

Cast Iron and

aluminum

Have campers raise their

hands to answer.

Dutch oven can be made of cast iron or aluminum. It is a

pot with a flat bottom, 3 legs and a lid with a flange

around the outside of it which helps hold the coals while

cooking. The Dutch oven is designed to heat evenly. The

33

most popular Dutch oven is the cast iron, however many

serious hikers and campers will use the aluminum oven

because it is light weight. We will be referring to the cast

iron Dutch oven.

When Dutch oven cooking, there are a few accessories

that you need to make cooking easier, more comfortable,

and safer. Ask, Can anyone tell me what they are?

1. Leather gloves or welding gloves- Heavy duty

ranch style work gloves or welding gloves are

great for handling hot lids and ovens. We are using

welding gloves.

2. Charcoal chimney starter - Using a charcoal

starter shortens the time to wait for the charcoal to

get hot enough to use. Many Dutch oven

cookbooks have pictures of different styles of

charcoal starters.

3. Cooking stand - A cooking stand can be as simple

as a cinder block with a barrel lid on top. Anything

will do that is fireproof and up off the grass at least

10 inches.

4. Lid lifters - Lid lifters are available with either

short or long handles. They can be purchased at

any outdoor supply store.

5. Cooking Utensils- these can be long handled

tongs, heat resistant spoons, and forks.

The most important thing to remember, campers, is safety

first. To make sure that we are cooking safely, each group

will have a safety officer. I need two volunteers. Our

safety officers will monitor our cooking and read to your

group what the safety rules are for Dutch oven cooking.

*Hand to safety officers the badge and the rules.

Campers that are given

the safety officer title

need to wear the badge

and have a copy of the

rules. The safety officer

will now read out loud to

each of their group the

safety rules.

Ask, Can someone from each group tell me what two

safety techniques you feel are the most important?

Can be a variety of

any of the seven

safety rules.

Campers raise their hands

and say their answers.

II. Cooking the S’mores Pie (20/25min)

Materials Needed:

12 cups total of Graham Cracker Crumbs

6 cups of sugar total

24 tbsp total of butter

6 bags total of marshmallows

6 cups of semi-sweet chocolate chips

100 plates

100 spoons

34

Have one adult and one junior counselor at each fire ring to help with safety and to make sure everything gets

measured out correctly.

Camper Duties (for each group)

1- in charge of calling the recipe

1- measuring the graham cracker crumbs

1- measuring the cups of sugar

1- measuring the butter

1- emptying 1 whole bag of marshmallows

1- measuring the chocolate

1- handing out plates

1- handing our spoons

Recipe (for each Dutch oven)

2 cups of Graham Cracker crumbs

1 cup of sugar (3 scoops of 1/3cup)

3 tbsp of butter

1 bag of marshmallows

1 cup of semisweet chocolate

Plates & spoons for each camper

What You Say/Do What Campers Do

Have a Junior Counselor count off the campers into

groups of two.

After campers receive their number, they go stand by

the respective number fire ring.

When you are cooking in the outdoors with fire, safety

is the first priority. Therefore I would like to have one

camper for each group serve as a safety officer. Hand

the two safety officers their badge and safety rules.

Now, I would like for my safety officers to read the

safety rules. Have each officer alternate reading the

safety rules.

Campers wear the Safety Officer badge and be in

charge of making sure everyone stays safe while

cooking. One officer reads rule one; the other reads

rule two; the first officer reads rule three; and so on.

Designate one camper for each of the ingredients listed

in the recipe.

Designate one camper to be the stirrer of the

ingredients.

Have one camper be in charge of the recipe for each

Dutch oven.

The camper holding the recipe should tell the other

campers with ingredients how much to measure out

and put in their Dutch oven.

The Dutch oven that the cooking on the grate will be

the slowest to cook. The Dutch oven that is cooking on

top of the hot coals will be the fastest to cook.

Once the S’mores pies are done, designate one camper

for passing out plates and one camper to pass out

spoons.

The two helpers will pass out the plates and spoons

to each camper.

35

III. Food Survey & Eating (5-10 min)

Materials Needed:

100 copies of the Food Choice Survey

100 box of pens

Have junior counselors pass out the Food Choice Survey and the box of pens to each of the campers who were

cooking with the Dutch oven on the grate. Have the same junior counselors picking up the surveys and the pens.

During this time, the campers cooking with the Dutch oven on the ground will be eating their S’mores pie.

Once the first group of campers are done with their surveys, have a Junior Counselor or yourself serve the group

their S’mores pie. While this group is eating, have the other group complete the surveys

2015 Wilderness Survival Track Lessons

Documents