Learning Objectives

Notes

Use slides or a video that exhibits a variety of terrain. Have students identify and analyze hazards that relate to wildlife, weather and terrain that could be encountered during an expedition.

Research the following terms and dramatize them: hypothermia, frostbite, dehydration, heat stroke and fatigue. (IL)

Invite specialists in health care such as a nurse or first aid responder to discuss these factors with the students.

Use survival handbooks to develop flow charts or posters that describe the steps to take when confronted with an emergency. Some sample situations could include: what to do if lost or separated, first aid response to injury, construction of emergency shelter, how to gather food from edible plants, how to organize a search party. Refer to the bibliography for examples of survival handbooks related to outdoor experiences.

Have students plan a field trip and evaluate the need and survival value of the articles that they have chosen for personal and group usage. (CCT)

Simulate an outdoor camping experience by taking the students into the schoolyard or a nearby park and use demonstration and student practice to develop skills in camping.

Students should work in small groups to become specialists in one or more of the learning objectives from 3.5 to 3.9 and then workshop these techniques for the other groups. (IL)

Demonstrate procedures for building and maintaining fires. Discuss the responsibility of ensuring fires are extinguished before leaving the campground.

Have a dinner at the park where students use prior planning to create an outdoor meal and cook it over an open fire.

Invite a public health nurse to talk to students regarding the need for hygiene in outdoor situations.

Have the physical education instructor demonstrate the use of equipment such as cross-country skis, footwear for hiking, bicycles, canoes or snowshoes.

Plan an overnight camping trip and have students demonstrate and checklist skills involving tool usage, hygiene, safety, fire building and usage, food preparation and no trace camping. Take students hiking, cross-country skiing, snowshoeing or canoeing. (PSVS)

The Saskatchewan Education video duplication service has several videos on firearms, camping outdoors and wilderness survival.

Arrange to have a Red Cross First Aid course offered.

Survey students and parents to ensure that there are a number of trip participants who have taken a first aid course or an athletics trainer course.

Do a mock field trip where students demonstrate basic survival techniques.

Notes

Refer to Module 3A for specific advanced planning for field tripping.

Hold a pre-trip meeting with students and their parents/guardians prior to the excursion to confirm trip details. Obtain information regarding special needs and discuss trip expectations. Discuss weather conditions and supplies needed for various types of weather. Goals and expectations, length of the trip, destination and general agenda should all be discussed. Secondary goals and learning outcomes should be discussed here.

Identify, list and obtain all requirements such as water, food, tents, stoves, tools, first aid and survival kits, clothing, footwear and toiletries. Set up and carefully check all equipment for safety and condition before the trip. Obtain missing equipment and make any needed repairs.

Develop a checklist of equipment, supplies and personal gear and distribute to students. Check the list for completeness and use it when packing. (CCT)

Examine alternatives to equipment that may better supply needs or would lessen impact on the environment. (CCT)

Plan for weather and trip conditions by identifying hazards particular to the area and examining weather forecasts.

Examine the effects of hypothermia, isolation or being lost, and discuss or research best courses of action to take if they occur.

Plan courses of action to deal with potential emergency situations in the wilderness (e.g., extreme weather conditions, fire, flood, injury or illness, becoming lost or animal threats).

Demonstrate the use of first aid supplies and have students carry on mock injury care. (CCT)

Incorporate guidelines for environmental awareness into trip planning and preparation. Check into expectations and strategies for a minimal impact camping.

Examine the principles of ecotourism and integrate them into the trip. Students may develop an ecotourism business plan for the area.

Be aware of the activities of wildlife in the area and take precautions to avoid dangerous situations and damaging impact on their habitat.

Follow guidelines for safe outdoor travel; for example, check for any weather conditions such as drought that may affect the use of open fires. Inform responsible persons of travel plans and follow travel schedule as planned. Identify potential hazards and take appropriate action. Use orientation and navigation tools and skills. Dress according to weather and travel needs. Watch for changes in weather conditions.

Set up the campsite following guidelines for comfort, safety and minimum environmental impact. Campsite selection should be based on site exposure and drainage, access to water and firewood (if open fires are allowed), impact on flora and fauna and proximity to potential dangers. Food and equipment should be protected from animals and the weather when setting up the camp. (IL)

Follow minimal impact guidelines in establishing the latrine location and toilet procedures, wash area and procedures, fire site and use and methods of garbage and waste water disposal. Comply with local, provincial and federal legislation relevant to activities that are undertaken. In many areas, all garbage must be carried out. Biodegradable soap should be used where appropriate. (PSVS)

Have students perform camp duties on a rotational basis. This should include such things as meal preparation, camp maintenance, hygiene and breaking camp. Use a rating scale or checklist to evaluate.

Students should keep a journal of their camping and wildlife experiences. Relevant activities that could be included are orienteering, plant and animal identification, animal track and scat identification, use of equipment or survival skills. Photographs or video taping could be used to record the field trip.

Modules 1, 6 and 10 could be integrated into the field trip experience.

Follow appropriate procedures to break camp such as packing supplies, equipment and personal gear, and returning the site to as close to its original condition as possible.

If a campfire is used, stress the responsibility to ensure the campfire has been extinguished before leaving the campsite.

Conduct a post-trip assessment to gather feedback and evaluate the success of the wilderness trip. Participants should provide their personal observations and impressions. Identify any problems that were encountered and record recommendations for future trips. Students should use reflection and group assessment to obtain feedback that could be used in planning future trips. Journal activities during the trip could be used to obtain feedback. (PSVS)

Learning Objectives

Notes

Refer to Module 3A for specific planning that must go with field tripping

Have students use a time flow chart to plan the materials needed

and the activities they will be doing. A guided imagery activity

where students fill in the gaps can be used here. For example, we get up at 7:30 a.m.and prepare breakfast. What are we having for breakfast? What do we need to prepare this? (CCT)

Demonstrate the safe use and care of cutting tools and then have students model their usage. All of these tools may not be needed on each field trip. Safety should be a prime consideration here.

Brainstorm the many ways that tools can be used and misused on a camping trip. Research how misused tools (e.g., carving initials into trees) can effect the wildlife or vegetation.

Concept mapping of the units would help students see the interrelationships that exist. Individual, small group or large group projects could be done while on the field trip.