Diary of a Stranded Kid

Melissa Dutcher and Kathryn Doxey

June 1 2011

SPED 6402 641

Survival 101 The Facts

Surviving in nature can be very challenging Each year there are hundreds of

people who get stranded in the wilderness (Aramic et al 2009) A person can survive

without water for up to twelve days The location and temperature is a big factor in

survival The survival rate for humans is much higher if there is water present or close

by Also temperature is also an important factor because freezing temperatures require

knowledge of how to remain warm and extremely hot temperatures would require a

person to know how to stay hydrated ldquoLearning how to care for major needs such as

shelter water fire and food in the wilderness can give individuals a strong sense of

security wherever they arerdquo (Ball 2001)

In order to survive a person should remember important survival tips that would

benefit them in any situation they may find themselves The first thing some people may

do is panic but it is important to remember to stay calm Panic will cause a person to

lose their logical judgment and not make wise decisions (Aramic et al 2009) A person

will need to remember to stay calm and not make rash decisions and remember to stay

positive There are limited resources when people are stranded so it is important that

they remember not to overexert themselves No one expects to be stranded so they do

not always have the proper supplies to survive in the wilderness A person will need to

improvise because of this lack of supplies Each and every move should be made

carefully and with a purpose

Another factor in surviving in the wilderness is whether or not the person is alone

or if there is someone else to accompany him or her This would change the dynamic

completely because alone one has only his or her self to depend on to survive If there

are two or more people he or she has to take into account that they need more of every

supply in order to survive If more people are stranded it can also help their chances of

survival because they have more people thinking of a plan and have different

information to contribute

A good tip for surviving is to remember to STOP (Stop Sit Observe and Plan)

Some people go all over the place and wear themselves out when they should always

remember that panicking does not solve problems The first letter in STOP stands for

ldquositrdquo If lost a person should sit down and think about where he or she is going and what

the next logical move should be The person should also save energy because it will be

needed later The ldquoTrdquo stands for thinking A person trying to survive should plan out the

next move before making that move If two people are stranded together they should

make sure there is open communication before deciding on the plan and it should be

agreed upon If there is only one person stranded he or she needs to keep an open

mind before deciding on a plan Next victims observe their surroundings This is

designated by the ldquoOrdquo in STOP People should look around to see what natural

resources are available Lastly a plan should be made The plan needs to be logical

and help the victim(s) survive The time of day would have a huge factor because if it is

close to dark the victim needs to designate a shelter fast to stay warm keep the animals

out and have a place to sleep The weather would be a factor because if it is cold the

victim needs to be able to start a fire and have other materials to stay warm (Aramic et

al 2009)

When choosing natural resources that might be available a person should be

cautious in order to not poison themselves with harmful plants In general unless fruit is

recognizable such as bananas or apples it should be left alone Wild berries are

another favorable fruit Of course the blackberry raspberry blueberry and mulberry

would be the most popular if these plants are growing in the wild It is generally easy to

spot a berry that can be consumed The rule is that if the berry looks like a berry that

could be purchased from the grocery store it can be eaten in the wilderness A berry

that is white in color could be an ivy berry which is poisonous (Shepherd 2011) Wild

fruits can be poisonous and make a person sick if they are not ripe enough Surprisingly

acorns can be used as a means of nutrition if one is near source that would produce

them ldquoThe acorns of the white oak are sweet and only slightly bitter and when properly

preparedhelliprdquo (Merrit Lyndon Fernald 1986) Plants can also be used for medicinal

purposes if the necessity arises

There are several types of wild flowers that can be used as sources of nutrition

The dandelion is one of the most popular kinds of edible plants The roots of the

dandelion can even be ground and used as a type of coffee If marshes are present the

cattail is also an edible plant While these are only some examples it would be important

to research edible plants in the area that is intended for travel (Wild Edible Plants

2011)

If an injury occurs or illness there are several plants that can be used for

medicinal purposes One plant that is common across the United States is the fern The

fern can be used to relieve stings burns and cuts after it is rolled on the hand and get

the juices of the plant surface If sage is present it is one of the best natural medicines

that can be used by taking it orally It is a natural anti-inflammatory anti-oxidant and

anti-fungal plant While these are just two of the most common medicinal plants it is

important to research the area being visited in order to know what could be used in case

of an emergency (18 of Natures Most Powerful Medicinal Plants 2009) Mint is also a

plant that if found can be used to cure fevers colds headaches and diarrhea to name

a few things (Foster 1999)

The landform is also a factor in survival One major landform is the ocean The

oceans cover seventy percent of the world (Landforms of the World 2009) The

average temperature of an ocean is thirty-nine degrees Fahrenheit which would pose a

problem if one was stranded in middle of the water (Landforms of the world 2009) In

March of 2009 four men were on a fishing trip when the boat capsized Only one

remained with the boat and the other three had to survive the elements never catching

a break from the waves and were never found If the person was stranded near the

ocean it could be a way to get food such as fish shellfish and other sea creatures

water would also have to be filtered because of the high salt content in ocean water A

person should not drink straight from the ocean because it will dehydrate his or her

body Another factor to consider would be if the water is contaminated the water could

be contaminated from a natural disaster such as an oil spill like the famous BP oil spill in

the Gulf of Mexico in 2010 This would also contaminate the plant life therefore

knowing the surroundings and events that may have occurred there will play a big part

in survival

Mountains are another landform a person could be stranded on Mountains make

up about one-fifth of the worldrsquos landscape (Anderson Anderson Mynn amp Barrientos

2009) Almost eighty percent of the Earthrsquos water originates from the mountains

(Anderson 28) This would be valuable information so that a person trying to survive in

the wilderness could locate a water source There also tends to be animals such as fish

or other wildlife searching for food near water sources For a person who is trying to

survive in a mountain setting food and water might be more accessible than other

landforms as they are more common Trees and other vegitation would suffice for

creating a shelter from the elements as well Mountains can range from being very dry

to very wet so the location of the mountain would depend on whether there is a lot of

rain or not

The desert is known as the land of little rain (Anderson 28) Out of all of the

landforms the desert is the driest biome There is little rainfall because the desert is

located where equatorial air falls down toward the Earths surface and rain does not

occur when air rises (Anderson 28) There are xerophytes plants that provide water like

the cactus which a person could also eat The cactus plant is derived from the rose

family and originated from the West Indies These plants can survive several years

through a drought The animals in this environment will be hard to find because they

tend to camouflage themselves to avoid predators These animals have also adapted to

avoiding the heat Most can be found at dawn or hiding in the shade Shelter in the

desert would also be an issue It would be important to find a cave or tree to shade one

from the blistering sun and hot conditions Deserts can be rich with oil and coal These

natural resources can become useful when building a fire and can be used for other

inventive techniques for survival

No matter where a person may end up stranded knowing a few facts about what

he or she may need to do will be key in his or her endurance of the elements A person

may be without help for a few hours or a few days just a small amount of knowledge

will help keep the victim alive until help arrives People have lived off of the wilderness

often in history it is important to know that it can still be done if the need arises

References 18 of natures most powerful medicinal plants (2009) From WebEcoist

httpwebecoistcom20080930most-powerful-potent-medicinal-medical-plants-in-

nature

Anderson J Anderson J Mynn C C amp Barrientos M (nd) A plea for environmental

awareness From httplibrarythinkquestorg11353mountainhtm

Aramic D Brary R Hunt D Lenenger C Marano W Marlin B et al (2009) Wild

survival From httpwwwwildsurvivalcomsurvival-preparedness

Ball M (2001) Wilderness and outdoor education Annual International Conference on

Outdoor Recreation and Education (ICORE) Pocatello ID ICORE

Landforms of the world (2009) From httpworldlandformscomlandforms

Merrit Lyndon Fernald A C (1986) Edible Wild Plants of Eastern North Carolina General

Publishing Company

Shepherd A (2011 January 7) How to Eat berries in the wilderness From

httpcampingwonderhowtocombloghowto-eat-berries-wilderness-0117957

Steven Foster J A (1999) A field guide to medicinal plants and herbs Houghton Mifflin

Company

Wild edible plants (2011) From buzzlecom httpwwwbuzzlecomarticleswild-edible-

plantshtml

Survival 101 The Facts

Surviving in nature can be very challenging Each year there are hundreds of

people who get stranded in the wilderness (Aramic et al 2009) A person can survive

without water for up to twelve days The location and temperature is a big factor in

survival The survival rate for humans is much higher if there is water present or close

by Also temperature is also an important factor because freezing temperatures require

knowledge of how to remain warm and extremely hot temperatures would require a

person to know how to stay hydrated ldquoLearning how to care for major needs such as

shelter water fire and food in the wilderness can give individuals a strong sense of

security wherever they arerdquo (Ball 2001)

In order to survive a person should remember important survival tips that would

benefit them in any situation they may find themselves The first thing some people may

do is panic but it is important to remember to stay calm Panic will cause a person to

lose their logical judgment and not make wise decisions (Aramic et al 2009) A person

will need to remember to stay calm and not make rash decisions and remember to stay

positive There are limited resources when people are stranded so it is important that

they remember not to overexert themselves No one expects to be stranded so they do

not always have the proper supplies to survive in the wilderness A person will need to

improvise because of this lack of supplies Each and every move should be made

carefully and with a purpose

Another factor in surviving in the wilderness is whether or not the person is alone

or if there is someone else to accompany him or her This would change the dynamic

completely because alone one has only his or her self to depend on to survive If there

are two or more people he or she has to take into account that they need more of every

supply in order to survive If more people are stranded it can also help their chances of

survival because they have more people thinking of a plan and have different

information to contribute

A good tip for surviving is to remember to STOP (Stop Sit Observe and Plan)

Some people go all over the place and wear themselves out when they should always

remember that panicking does not solve problems The first letter in STOP stands for

ldquositrdquo If lost a person should sit down and think about where he or she is going and what

the next logical move should be The person should also save energy because it will be

needed later The ldquoTrdquo stands for thinking A person trying to survive should plan out the

next move before making that move If two people are stranded together they should

make sure there is open communication before deciding on the plan and it should be

agreed upon If there is only one person stranded he or she needs to keep an open

mind before deciding on a plan Next victims observe their surroundings This is

designated by the ldquoOrdquo in STOP People should look around to see what natural

resources are available Lastly a plan should be made The plan needs to be logical

and help the victim(s) survive The time of day would have a huge factor because if it is

close to dark the victim needs to designate a shelter fast to stay warm keep the animals

out and have a place to sleep The weather would be a factor because if it is cold the

victim needs to be able to start a fire and have other materials to stay warm (Aramic et

al 2009)

When choosing natural resources that might be available a person should be

cautious in order to not poison themselves with harmful plants In general unless fruit is

recognizable such as bananas or apples it should be left alone Wild berries are

another favorable fruit Of course the blackberry raspberry blueberry and mulberry

would be the most popular if these plants are growing in the wild It is generally easy to

spot a berry that can be consumed The rule is that if the berry looks like a berry that

could be purchased from the grocery store it can be eaten in the wilderness A berry

that is white in color could be an ivy berry which is poisonous (Shepherd 2011) Wild

fruits can be poisonous and make a person sick if they are not ripe enough Surprisingly

acorns can be used as a means of nutrition if one is near source that would produce

them ldquoThe acorns of the white oak are sweet and only slightly bitter and when properly

preparedhelliprdquo (Merrit Lyndon Fernald 1986) Plants can also be used for medicinal

purposes if the necessity arises

There are several types of wild flowers that can be used as sources of nutrition

The dandelion is one of the most popular kinds of edible plants The roots of the

dandelion can even be ground and used as a type of coffee If marshes are present the

cattail is also an edible plant While these are only some examples it would be important

to research edible plants in the area that is intended for travel (Wild Edible Plants

2011)

If an injury occurs or illness there are several plants that can be used for

medicinal purposes One plant that is common across the United States is the fern The

fern can be used to relieve stings burns and cuts after it is rolled on the hand and get

the juices of the plant surface If sage is present it is one of the best natural medicines

that can be used by taking it orally It is a natural anti-inflammatory anti-oxidant and

anti-fungal plant While these are just two of the most common medicinal plants it is

important to research the area being visited in order to know what could be used in case

of an emergency (18 of Natures Most Powerful Medicinal Plants 2009) Mint is also a

plant that if found can be used to cure fevers colds headaches and diarrhea to name

a few things (Foster 1999)

The landform is also a factor in survival One major landform is the ocean The

oceans cover seventy percent of the world (Landforms of the World 2009) The

average temperature of an ocean is thirty-nine degrees Fahrenheit which would pose a

problem if one was stranded in middle of the water (Landforms of the world 2009) In

March of 2009 four men were on a fishing trip when the boat capsized Only one

remained with the boat and the other three had to survive the elements never catching

a break from the waves and were never found If the person was stranded near the

ocean it could be a way to get food such as fish shellfish and other sea creatures

water would also have to be filtered because of the high salt content in ocean water A

person should not drink straight from the ocean because it will dehydrate his or her

body Another factor to consider would be if the water is contaminated the water could

be contaminated from a natural disaster such as an oil spill like the famous BP oil spill in

the Gulf of Mexico in 2010 This would also contaminate the plant life therefore

knowing the surroundings and events that may have occurred there will play a big part

in survival

Mountains are another landform a person could be stranded on Mountains make

up about one-fifth of the worldrsquos landscape (Anderson Anderson Mynn amp Barrientos

2009) Almost eighty percent of the Earthrsquos water originates from the mountains

(Anderson 28) This would be valuable information so that a person trying to survive in

the wilderness could locate a water source There also tends to be animals such as fish

or other wildlife searching for food near water sources For a person who is trying to

survive in a mountain setting food and water might be more accessible than other

landforms as they are more common Trees and other vegitation would suffice for

creating a shelter from the elements as well Mountains can range from being very dry

to very wet so the location of the mountain would depend on whether there is a lot of

rain or not

The desert is known as the land of little rain (Anderson 28) Out of all of the

landforms the desert is the driest biome There is little rainfall because the desert is

located where equatorial air falls down toward the Earths surface and rain does not

occur when air rises (Anderson 28) There are xerophytes plants that provide water like

the cactus which a person could also eat The cactus plant is derived from the rose

family and originated from the West Indies These plants can survive several years

through a drought The animals in this environment will be hard to find because they

tend to camouflage themselves to avoid predators These animals have also adapted to

avoiding the heat Most can be found at dawn or hiding in the shade Shelter in the

desert would also be an issue It would be important to find a cave or tree to shade one

from the blistering sun and hot conditions Deserts can be rich with oil and coal These

natural resources can become useful when building a fire and can be used for other

inventive techniques for survival

No matter where a person may end up stranded knowing a few facts about what

he or she may need to do will be key in his or her endurance of the elements A person

may be without help for a few hours or a few days just a small amount of knowledge

will help keep the victim alive until help arrives People have lived off of the wilderness

often in history it is important to know that it can still be done if the need arises

References 18 of natures most powerful medicinal plants (2009) From WebEcoist

httpwebecoistcom20080930most-powerful-potent-medicinal-medical-plants-in-

nature

Anderson J Anderson J Mynn C C amp Barrientos M (nd) A plea for environmental

awareness From httplibrarythinkquestorg11353mountainhtm

Aramic D Brary R Hunt D Lenenger C Marano W Marlin B et al (2009) Wild

survival From httpwwwwildsurvivalcomsurvival-preparedness

Ball M (2001) Wilderness and outdoor education Annual International Conference on

Outdoor Recreation and Education (ICORE) Pocatello ID ICORE

Landforms of the world (2009) From httpworldlandformscomlandforms

Merrit Lyndon Fernald A C (1986) Edible Wild Plants of Eastern North Carolina General

Publishing Company

Shepherd A (2011 January 7) How to Eat berries in the wilderness From

httpcampingwonderhowtocombloghowto-eat-berries-wilderness-0117957

Steven Foster J A (1999) A field guide to medicinal plants and herbs Houghton Mifflin

Company

Wild edible plants (2011) From buzzlecom httpwwwbuzzlecomarticleswild-edible-

plantshtml

are two or more people he or she has to take into account that they need more of every

supply in order to survive If more people are stranded it can also help their chances of

survival because they have more people thinking of a plan and have different

information to contribute

A good tip for surviving is to remember to STOP (Stop Sit Observe and Plan)

Some people go all over the place and wear themselves out when they should always

remember that panicking does not solve problems The first letter in STOP stands for

ldquositrdquo If lost a person should sit down and think about where he or she is going and what

the next logical move should be The person should also save energy because it will be

needed later The ldquoTrdquo stands for thinking A person trying to survive should plan out the

next move before making that move If two people are stranded together they should

make sure there is open communication before deciding on the plan and it should be

agreed upon If there is only one person stranded he or she needs to keep an open

mind before deciding on a plan Next victims observe their surroundings This is

designated by the ldquoOrdquo in STOP People should look around to see what natural

resources are available Lastly a plan should be made The plan needs to be logical

and help the victim(s) survive The time of day would have a huge factor because if it is

close to dark the victim needs to designate a shelter fast to stay warm keep the animals

out and have a place to sleep The weather would be a factor because if it is cold the

victim needs to be able to start a fire and have other materials to stay warm (Aramic et

al 2009)

When choosing natural resources that might be available a person should be

cautious in order to not poison themselves with harmful plants In general unless fruit is

recognizable such as bananas or apples it should be left alone Wild berries are

another favorable fruit Of course the blackberry raspberry blueberry and mulberry

would be the most popular if these plants are growing in the wild It is generally easy to

spot a berry that can be consumed The rule is that if the berry looks like a berry that

could be purchased from the grocery store it can be eaten in the wilderness A berry

that is white in color could be an ivy berry which is poisonous (Shepherd 2011) Wild

fruits can be poisonous and make a person sick if they are not ripe enough Surprisingly

acorns can be used as a means of nutrition if one is near source that would produce

them ldquoThe acorns of the white oak are sweet and only slightly bitter and when properly

preparedhelliprdquo (Merrit Lyndon Fernald 1986) Plants can also be used for medicinal

purposes if the necessity arises

There are several types of wild flowers that can be used as sources of nutrition

The dandelion is one of the most popular kinds of edible plants The roots of the

dandelion can even be ground and used as a type of coffee If marshes are present the

cattail is also an edible plant While these are only some examples it would be important

to research edible plants in the area that is intended for travel (Wild Edible Plants

2011)

If an injury occurs or illness there are several plants that can be used for

medicinal purposes One plant that is common across the United States is the fern The

fern can be used to relieve stings burns and cuts after it is rolled on the hand and get

the juices of the plant surface If sage is present it is one of the best natural medicines

that can be used by taking it orally It is a natural anti-inflammatory anti-oxidant and

anti-fungal plant While these are just two of the most common medicinal plants it is

important to research the area being visited in order to know what could be used in case

of an emergency (18 of Natures Most Powerful Medicinal Plants 2009) Mint is also a

plant that if found can be used to cure fevers colds headaches and diarrhea to name

a few things (Foster 1999)

The landform is also a factor in survival One major landform is the ocean The

oceans cover seventy percent of the world (Landforms of the World 2009) The

average temperature of an ocean is thirty-nine degrees Fahrenheit which would pose a

problem if one was stranded in middle of the water (Landforms of the world 2009) In

March of 2009 four men were on a fishing trip when the boat capsized Only one

remained with the boat and the other three had to survive the elements never catching

a break from the waves and were never found If the person was stranded near the

ocean it could be a way to get food such as fish shellfish and other sea creatures

water would also have to be filtered because of the high salt content in ocean water A

person should not drink straight from the ocean because it will dehydrate his or her

body Another factor to consider would be if the water is contaminated the water could

be contaminated from a natural disaster such as an oil spill like the famous BP oil spill in

the Gulf of Mexico in 2010 This would also contaminate the plant life therefore

knowing the surroundings and events that may have occurred there will play a big part

in survival

Mountains are another landform a person could be stranded on Mountains make

up about one-fifth of the worldrsquos landscape (Anderson Anderson Mynn amp Barrientos

2009) Almost eighty percent of the Earthrsquos water originates from the mountains

(Anderson 28) This would be valuable information so that a person trying to survive in

the wilderness could locate a water source There also tends to be animals such as fish

or other wildlife searching for food near water sources For a person who is trying to

survive in a mountain setting food and water might be more accessible than other

landforms as they are more common Trees and other vegitation would suffice for

creating a shelter from the elements as well Mountains can range from being very dry

to very wet so the location of the mountain would depend on whether there is a lot of

rain or not

The desert is known as the land of little rain (Anderson 28) Out of all of the

landforms the desert is the driest biome There is little rainfall because the desert is

located where equatorial air falls down toward the Earths surface and rain does not

occur when air rises (Anderson 28) There are xerophytes plants that provide water like

the cactus which a person could also eat The cactus plant is derived from the rose

family and originated from the West Indies These plants can survive several years

through a drought The animals in this environment will be hard to find because they

tend to camouflage themselves to avoid predators These animals have also adapted to

avoiding the heat Most can be found at dawn or hiding in the shade Shelter in the

desert would also be an issue It would be important to find a cave or tree to shade one

from the blistering sun and hot conditions Deserts can be rich with oil and coal These

natural resources can become useful when building a fire and can be used for other

inventive techniques for survival

No matter where a person may end up stranded knowing a few facts about what

he or she may need to do will be key in his or her endurance of the elements A person

may be without help for a few hours or a few days just a small amount of knowledge

will help keep the victim alive until help arrives People have lived off of the wilderness

often in history it is important to know that it can still be done if the need arises

References 18 of natures most powerful medicinal plants (2009) From WebEcoist

httpwebecoistcom20080930most-powerful-potent-medicinal-medical-plants-in-

nature

Anderson J Anderson J Mynn C C amp Barrientos M (nd) A plea for environmental

awareness From httplibrarythinkquestorg11353mountainhtm

Aramic D Brary R Hunt D Lenenger C Marano W Marlin B et al (2009) Wild

survival From httpwwwwildsurvivalcomsurvival-preparedness

Ball M (2001) Wilderness and outdoor education Annual International Conference on

Outdoor Recreation and Education (ICORE) Pocatello ID ICORE

Landforms of the world (2009) From httpworldlandformscomlandforms

Merrit Lyndon Fernald A C (1986) Edible Wild Plants of Eastern North Carolina General

Publishing Company

Shepherd A (2011 January 7) How to Eat berries in the wilderness From

httpcampingwonderhowtocombloghowto-eat-berries-wilderness-0117957

Steven Foster J A (1999) A field guide to medicinal plants and herbs Houghton Mifflin

Company

Wild edible plants (2011) From buzzlecom httpwwwbuzzlecomarticleswild-edible-

plantshtml

recognizable such as bananas or apples it should be left alone Wild berries are

another favorable fruit Of course the blackberry raspberry blueberry and mulberry

would be the most popular if these plants are growing in the wild It is generally easy to

spot a berry that can be consumed The rule is that if the berry looks like a berry that

could be purchased from the grocery store it can be eaten in the wilderness A berry

that is white in color could be an ivy berry which is poisonous (Shepherd 2011) Wild

fruits can be poisonous and make a person sick if they are not ripe enough Surprisingly

acorns can be used as a means of nutrition if one is near source that would produce

them ldquoThe acorns of the white oak are sweet and only slightly bitter and when properly

preparedhelliprdquo (Merrit Lyndon Fernald 1986) Plants can also be used for medicinal

purposes if the necessity arises

There are several types of wild flowers that can be used as sources of nutrition

The dandelion is one of the most popular kinds of edible plants The roots of the

dandelion can even be ground and used as a type of coffee If marshes are present the

cattail is also an edible plant While these are only some examples it would be important

to research edible plants in the area that is intended for travel (Wild Edible Plants

2011)

If an injury occurs or illness there are several plants that can be used for

medicinal purposes One plant that is common across the United States is the fern The

fern can be used to relieve stings burns and cuts after it is rolled on the hand and get

the juices of the plant surface If sage is present it is one of the best natural medicines

that can be used by taking it orally It is a natural anti-inflammatory anti-oxidant and

anti-fungal plant While these are just two of the most common medicinal plants it is

important to research the area being visited in order to know what could be used in case

of an emergency (18 of Natures Most Powerful Medicinal Plants 2009) Mint is also a

plant that if found can be used to cure fevers colds headaches and diarrhea to name

a few things (Foster 1999)

The landform is also a factor in survival One major landform is the ocean The

oceans cover seventy percent of the world (Landforms of the World 2009) The

average temperature of an ocean is thirty-nine degrees Fahrenheit which would pose a

problem if one was stranded in middle of the water (Landforms of the world 2009) In

March of 2009 four men were on a fishing trip when the boat capsized Only one

remained with the boat and the other three had to survive the elements never catching

a break from the waves and were never found If the person was stranded near the

ocean it could be a way to get food such as fish shellfish and other sea creatures

water would also have to be filtered because of the high salt content in ocean water A

person should not drink straight from the ocean because it will dehydrate his or her

body Another factor to consider would be if the water is contaminated the water could

be contaminated from a natural disaster such as an oil spill like the famous BP oil spill in

the Gulf of Mexico in 2010 This would also contaminate the plant life therefore

knowing the surroundings and events that may have occurred there will play a big part

in survival

Mountains are another landform a person could be stranded on Mountains make

up about one-fifth of the worldrsquos landscape (Anderson Anderson Mynn amp Barrientos

2009) Almost eighty percent of the Earthrsquos water originates from the mountains

(Anderson 28) This would be valuable information so that a person trying to survive in

the wilderness could locate a water source There also tends to be animals such as fish

or other wildlife searching for food near water sources For a person who is trying to

survive in a mountain setting food and water might be more accessible than other

landforms as they are more common Trees and other vegitation would suffice for

creating a shelter from the elements as well Mountains can range from being very dry

to very wet so the location of the mountain would depend on whether there is a lot of

rain or not

The desert is known as the land of little rain (Anderson 28) Out of all of the

landforms the desert is the driest biome There is little rainfall because the desert is

located where equatorial air falls down toward the Earths surface and rain does not

occur when air rises (Anderson 28) There are xerophytes plants that provide water like

the cactus which a person could also eat The cactus plant is derived from the rose

family and originated from the West Indies These plants can survive several years

through a drought The animals in this environment will be hard to find because they

tend to camouflage themselves to avoid predators These animals have also adapted to

avoiding the heat Most can be found at dawn or hiding in the shade Shelter in the

desert would also be an issue It would be important to find a cave or tree to shade one

from the blistering sun and hot conditions Deserts can be rich with oil and coal These

natural resources can become useful when building a fire and can be used for other

inventive techniques for survival

No matter where a person may end up stranded knowing a few facts about what

he or she may need to do will be key in his or her endurance of the elements A person

may be without help for a few hours or a few days just a small amount of knowledge

will help keep the victim alive until help arrives People have lived off of the wilderness

often in history it is important to know that it can still be done if the need arises

References 18 of natures most powerful medicinal plants (2009) From WebEcoist

httpwebecoistcom20080930most-powerful-potent-medicinal-medical-plants-in-

nature

Anderson J Anderson J Mynn C C amp Barrientos M (nd) A plea for environmental

awareness From httplibrarythinkquestorg11353mountainhtm

Aramic D Brary R Hunt D Lenenger C Marano W Marlin B et al (2009) Wild

survival From httpwwwwildsurvivalcomsurvival-preparedness

Ball M (2001) Wilderness and outdoor education Annual International Conference on

Outdoor Recreation and Education (ICORE) Pocatello ID ICORE

Landforms of the world (2009) From httpworldlandformscomlandforms

Merrit Lyndon Fernald A C (1986) Edible Wild Plants of Eastern North Carolina General

Publishing Company

Shepherd A (2011 January 7) How to Eat berries in the wilderness From

httpcampingwonderhowtocombloghowto-eat-berries-wilderness-0117957

Steven Foster J A (1999) A field guide to medicinal plants and herbs Houghton Mifflin

Company

Wild edible plants (2011) From buzzlecom httpwwwbuzzlecomarticleswild-edible-

plantshtml

important to research the area being visited in order to know what could be used in case

of an emergency (18 of Natures Most Powerful Medicinal Plants 2009) Mint is also a

plant that if found can be used to cure fevers colds headaches and diarrhea to name

a few things (Foster 1999)

The landform is also a factor in survival One major landform is the ocean The

oceans cover seventy percent of the world (Landforms of the World 2009) The

average temperature of an ocean is thirty-nine degrees Fahrenheit which would pose a

problem if one was stranded in middle of the water (Landforms of the world 2009) In

March of 2009 four men were on a fishing trip when the boat capsized Only one

remained with the boat and the other three had to survive the elements never catching

a break from the waves and were never found If the person was stranded near the

ocean it could be a way to get food such as fish shellfish and other sea creatures

water would also have to be filtered because of the high salt content in ocean water A

person should not drink straight from the ocean because it will dehydrate his or her

body Another factor to consider would be if the water is contaminated the water could

be contaminated from a natural disaster such as an oil spill like the famous BP oil spill in

the Gulf of Mexico in 2010 This would also contaminate the plant life therefore

knowing the surroundings and events that may have occurred there will play a big part

in survival

Mountains are another landform a person could be stranded on Mountains make

up about one-fifth of the worldrsquos landscape (Anderson Anderson Mynn amp Barrientos

2009) Almost eighty percent of the Earthrsquos water originates from the mountains

(Anderson 28) This would be valuable information so that a person trying to survive in

the wilderness could locate a water source There also tends to be animals such as fish

or other wildlife searching for food near water sources For a person who is trying to

survive in a mountain setting food and water might be more accessible than other

landforms as they are more common Trees and other vegitation would suffice for

creating a shelter from the elements as well Mountains can range from being very dry

to very wet so the location of the mountain would depend on whether there is a lot of

rain or not

The desert is known as the land of little rain (Anderson 28) Out of all of the

landforms the desert is the driest biome There is little rainfall because the desert is

located where equatorial air falls down toward the Earths surface and rain does not

occur when air rises (Anderson 28) There are xerophytes plants that provide water like

the cactus which a person could also eat The cactus plant is derived from the rose

family and originated from the West Indies These plants can survive several years

through a drought The animals in this environment will be hard to find because they

tend to camouflage themselves to avoid predators These animals have also adapted to

avoiding the heat Most can be found at dawn or hiding in the shade Shelter in the

desert would also be an issue It would be important to find a cave or tree to shade one

from the blistering sun and hot conditions Deserts can be rich with oil and coal These

natural resources can become useful when building a fire and can be used for other

inventive techniques for survival

No matter where a person may end up stranded knowing a few facts about what

he or she may need to do will be key in his or her endurance of the elements A person

may be without help for a few hours or a few days just a small amount of knowledge

will help keep the victim alive until help arrives People have lived off of the wilderness

often in history it is important to know that it can still be done if the need arises

References 18 of natures most powerful medicinal plants (2009) From WebEcoist

httpwebecoistcom20080930most-powerful-potent-medicinal-medical-plants-in-

nature

Anderson J Anderson J Mynn C C amp Barrientos M (nd) A plea for environmental

awareness From httplibrarythinkquestorg11353mountainhtm

Aramic D Brary R Hunt D Lenenger C Marano W Marlin B et al (2009) Wild

survival From httpwwwwildsurvivalcomsurvival-preparedness

Ball M (2001) Wilderness and outdoor education Annual International Conference on

Outdoor Recreation and Education (ICORE) Pocatello ID ICORE

Landforms of the world (2009) From httpworldlandformscomlandforms

Merrit Lyndon Fernald A C (1986) Edible Wild Plants of Eastern North Carolina General

Publishing Company

Shepherd A (2011 January 7) How to Eat berries in the wilderness From

httpcampingwonderhowtocombloghowto-eat-berries-wilderness-0117957

Steven Foster J A (1999) A field guide to medicinal plants and herbs Houghton Mifflin

Company

Wild edible plants (2011) From buzzlecom httpwwwbuzzlecomarticleswild-edible-

plantshtml

the wilderness could locate a water source There also tends to be animals such as fish

or other wildlife searching for food near water sources For a person who is trying to

survive in a mountain setting food and water might be more accessible than other

landforms as they are more common Trees and other vegitation would suffice for

creating a shelter from the elements as well Mountains can range from being very dry

to very wet so the location of the mountain would depend on whether there is a lot of

rain or not

The desert is known as the land of little rain (Anderson 28) Out of all of the

landforms the desert is the driest biome There is little rainfall because the desert is

located where equatorial air falls down toward the Earths surface and rain does not

occur when air rises (Anderson 28) There are xerophytes plants that provide water like

the cactus which a person could also eat The cactus plant is derived from the rose

family and originated from the West Indies These plants can survive several years

through a drought The animals in this environment will be hard to find because they

tend to camouflage themselves to avoid predators These animals have also adapted to

avoiding the heat Most can be found at dawn or hiding in the shade Shelter in the

desert would also be an issue It would be important to find a cave or tree to shade one

from the blistering sun and hot conditions Deserts can be rich with oil and coal These

natural resources can become useful when building a fire and can be used for other

inventive techniques for survival

No matter where a person may end up stranded knowing a few facts about what

he or she may need to do will be key in his or her endurance of the elements A person

may be without help for a few hours or a few days just a small amount of knowledge

will help keep the victim alive until help arrives People have lived off of the wilderness

often in history it is important to know that it can still be done if the need arises

References 18 of natures most powerful medicinal plants (2009) From WebEcoist

httpwebecoistcom20080930most-powerful-potent-medicinal-medical-plants-in-

nature

Anderson J Anderson J Mynn C C amp Barrientos M (nd) A plea for environmental

awareness From httplibrarythinkquestorg11353mountainhtm

Aramic D Brary R Hunt D Lenenger C Marano W Marlin B et al (2009) Wild

survival From httpwwwwildsurvivalcomsurvival-preparedness

Ball M (2001) Wilderness and outdoor education Annual International Conference on

Outdoor Recreation and Education (ICORE) Pocatello ID ICORE

Landforms of the world (2009) From httpworldlandformscomlandforms

Merrit Lyndon Fernald A C (1986) Edible Wild Plants of Eastern North Carolina General

Publishing Company

Shepherd A (2011 January 7) How to Eat berries in the wilderness From

httpcampingwonderhowtocombloghowto-eat-berries-wilderness-0117957

Steven Foster J A (1999) A field guide to medicinal plants and herbs Houghton Mifflin

Company

Wild edible plants (2011) From buzzlecom httpwwwbuzzlecomarticleswild-edible-

plantshtml

will help keep the victim alive until help arrives People have lived off of the wilderness

often in history it is important to know that it can still be done if the need arises

References 18 of natures most powerful medicinal plants (2009) From WebEcoist

httpwebecoistcom20080930most-powerful-potent-medicinal-medical-plants-in-

nature

Anderson J Anderson J Mynn C C amp Barrientos M (nd) A plea for environmental

awareness From httplibrarythinkquestorg11353mountainhtm

Aramic D Brary R Hunt D Lenenger C Marano W Marlin B et al (2009) Wild

survival From httpwwwwildsurvivalcomsurvival-preparedness

Ball M (2001) Wilderness and outdoor education Annual International Conference on

Outdoor Recreation and Education (ICORE) Pocatello ID ICORE

Landforms of the world (2009) From httpworldlandformscomlandforms

Merrit Lyndon Fernald A C (1986) Edible Wild Plants of Eastern North Carolina General

Publishing Company

Shepherd A (2011 January 7) How to Eat berries in the wilderness From

httpcampingwonderhowtocombloghowto-eat-berries-wilderness-0117957

Steven Foster J A (1999) A field guide to medicinal plants and herbs Houghton Mifflin

Company

Wild edible plants (2011) From buzzlecom httpwwwbuzzlecomarticleswild-edible-

plantshtml

References 18 of natures most powerful medicinal plants (2009) From WebEcoist

httpwebecoistcom20080930most-powerful-potent-medicinal-medical-plants-in-

nature

Anderson J Anderson J Mynn C C amp Barrientos M (nd) A plea for environmental

awareness From httplibrarythinkquestorg11353mountainhtm

Aramic D Brary R Hunt D Lenenger C Marano W Marlin B et al (2009) Wild

survival From httpwwwwildsurvivalcomsurvival-preparedness

Ball M (2001) Wilderness and outdoor education Annual International Conference on

Outdoor Recreation and Education (ICORE) Pocatello ID ICORE

Landforms of the world (2009) From httpworldlandformscomlandforms

Merrit Lyndon Fernald A C (1986) Edible Wild Plants of Eastern North Carolina General

Publishing Company

Shepherd A (2011 January 7) How to Eat berries in the wilderness From

httpcampingwonderhowtocombloghowto-eat-berries-wilderness-0117957

Steven Foster J A (1999) A field guide to medicinal plants and herbs Houghton Mifflin

Company

Wild edible plants (2011) From buzzlecom httpwwwbuzzlecomarticleswild-edible-

plantshtml

Odyssey is a journey bringing challenges that enhance a persons perspective of

life as he or she overcomes situations which he or she never have thought they would

encounter Our unit is based on each pair of students being able to give information

about survival to his or her peers The students will have simulations learn about edible

plants and animals and medicinal plants This is a situation that they do not expect to be

in or probably would not want to be in The students will also have to be able to use a

GPS unit to get through the woods and be able to create their own path

This perspective is based off Homers The Odyssey This would be a journey of

epic proportions and anyone who could be stranded somewhere and need to survive

minus the muses and one eyed monsters Survival has been explored in such novels as

ldquoHatchetrdquo by Gary Paulson and ldquoInto the Wildrdquo by Jon Krakauer In both of these novels

a person is unexpectedly placed into a situation in which they need to know certain

skills in order to survive While both of the main characters in the books do not travel far

from their camps they still complete a life journey of epic proportions as they try to

survive the wilderness

As students embark on a journey through new knowledge he or she will need to

know what is required of them in order to survive This is the type of situation that will

show their survival skills their strength and knowledge and need for survival It is not

something that can be taken lightly because the consequences will be fatal Students

will need to know how to eat how to create a home to protect themselves from the

elements as well as what they can eat and use for medicinal purposes in case the

occasion presents itself

An odyssey will show the students their strengths and weaknesses There will be

plenty of events where they will need to make decisions and be able to stick to them

Hopefully the students will learn more about survival skills and be able to use them if

needed later in life

Catchy Sentences

Ants on a log for lunch Theyrsquore not bad when roasted over a fire In this unit you will learn what you need to do in order to survive Yoursquoll learn how to create a shelter gather food and heal your wounds in case you ever get stranded in the wilderness Be prepared you never know what Mother Nature will throw your way

Content Outline I Landforms

A Oceans

1 Oceans take up 71 of the earthrsquos surface

2 Less than 10 of the ocean has been explored by humans

3 The average temperature of the ocean is 39 degrees Fahrenheit

4 Good source of food supply(fish)

B Desert

1 Approximately 13 of the earthrsquos surface is covered by deserts 2 The Sahara is the worlds largest hot desert covering the maximum

surface area among all other hot deserts 3 Antarctica is the worlds largest cold desert 4 The average rainfall is less than 10 inches on average

C Forest

1 Deciduous Forest

a Found in the eastern US and Canada

b The soil is very fertile and support many types of plants

c Animals that live here must be adaptable to cold winters

2 Coniferous Forest

a Found in coastal areas with mild winters and heavy rainfall such as

the Pacific Northwest

b High levels of precipitation (50-200 inches per year)

c Evergreens are generally found in these forests

3 Tropical Rainforest

a Tropical wet climate

b More types of trees than any other area in the world

c About one-fourth of all medicines come from the rainforest

II Edible Plants

1 Beech Tree

a The nuts that are found on the beech tree can be eaten

b Can be a substitute for coffee

2 Blackberry Raspberry

a Grows in open sunny areas at the margin of woods

b Berries can be eaten

3 Dandelion all of this plant can be eaten

4 Lotus plant

a The whole plant is edible raw or cooked

b The plant can be dug into the fleshy parts from the mud and

bake or boil them

5 Cactus

a Found in deserts across the world

b They are a good source of water and food

6 Edible insects

A Bugs are an excellent food supply for nutrients

a Can be eaten raw boiled or roasted

b Can be found under rotten logs by trees and in most moist shady

parts

B Grasshoppers worms crickets and ants are examples of bugs that can

be eaten

7 Medicinal Plants

A Blackberries can be used to treat cuts and inflammation

B Aloe Vera

a Used for allergies abscesses abrasions

b Burns boils blisters bruises bladder infections

C Paper Birch can be used for antibacterial and anti-inflammatory

D Dandelion- the root can be used to treat kidney liver and bladder aliments

E Jewel Weed- crushed leaves can be made into a poultice to treat a rash or

inflamed skin including irritation from Poison Ivy

III Survival Skills

A Stick to a trail if possible

a Pay attention to geographical land marks to be able to find the way

back to the original area

b Rescue team will most likely follow the trail

B Be able to build a fire

a A fire will help cook food

b stay warm

c Used for a signal for long distances

C Use a log or build a shelter from natural resources

a Make sure that something is visible for searchers to find

b Make sure it can keep wild animals out

D Stop and stay put wherever you find yourself

a Moving too far could slow down a rescue team

b Become familiar with the area to find food and water

E Ration food and water

An odyssey will show the students their strengths and weaknesses There will be

plenty of events where they will need to make decisions and be able to stick to them

Hopefully the students will learn more about survival skills and be able to use them if

needed later in life

Catchy Sentences

Ants on a log for lunch Theyrsquore not bad when roasted over a fire In this unit you will learn what you need to do in order to survive Yoursquoll learn how to create a shelter gather food and heal your wounds in case you ever get stranded in the wilderness Be prepared you never know what Mother Nature will throw your way

Content Outline I Landforms

A Oceans

1 Oceans take up 71 of the earthrsquos surface

2 Less than 10 of the ocean has been explored by humans

3 The average temperature of the ocean is 39 degrees Fahrenheit

4 Good source of food supply(fish)

B Desert

1 Approximately 13 of the earthrsquos surface is covered by deserts 2 The Sahara is the worlds largest hot desert covering the maximum

surface area among all other hot deserts 3 Antarctica is the worlds largest cold desert 4 The average rainfall is less than 10 inches on average

C Forest

1 Deciduous Forest

a Found in the eastern US and Canada

b The soil is very fertile and support many types of plants

c Animals that live here must be adaptable to cold winters

2 Coniferous Forest

a Found in coastal areas with mild winters and heavy rainfall such as

the Pacific Northwest

b High levels of precipitation (50-200 inches per year)

c Evergreens are generally found in these forests

3 Tropical Rainforest

a Tropical wet climate

b More types of trees than any other area in the world

c About one-fourth of all medicines come from the rainforest

II Edible Plants

1 Beech Tree

a The nuts that are found on the beech tree can be eaten

b Can be a substitute for coffee

2 Blackberry Raspberry

a Grows in open sunny areas at the margin of woods

b Berries can be eaten

3 Dandelion all of this plant can be eaten

4 Lotus plant

a The whole plant is edible raw or cooked

b The plant can be dug into the fleshy parts from the mud and

bake or boil them

5 Cactus

a Found in deserts across the world

b They are a good source of water and food

6 Edible insects

A Bugs are an excellent food supply for nutrients

a Can be eaten raw boiled or roasted

b Can be found under rotten logs by trees and in most moist shady

parts

B Grasshoppers worms crickets and ants are examples of bugs that can

be eaten

7 Medicinal Plants

A Blackberries can be used to treat cuts and inflammation

B Aloe Vera

a Used for allergies abscesses abrasions

b Burns boils blisters bruises bladder infections

C Paper Birch can be used for antibacterial and anti-inflammatory

D Dandelion- the root can be used to treat kidney liver and bladder aliments

E Jewel Weed- crushed leaves can be made into a poultice to treat a rash or

inflamed skin including irritation from Poison Ivy

III Survival Skills

A Stick to a trail if possible

a Pay attention to geographical land marks to be able to find the way

back to the original area

b Rescue team will most likely follow the trail

B Be able to build a fire

a A fire will help cook food

b stay warm

c Used for a signal for long distances

C Use a log or build a shelter from natural resources

a Make sure that something is visible for searchers to find

b Make sure it can keep wild animals out

D Stop and stay put wherever you find yourself

a Moving too far could slow down a rescue team

b Become familiar with the area to find food and water

E Ration food and water

Catchy Sentences

Ants on a log for lunch Theyrsquore not bad when roasted over a fire In this unit you will learn what you need to do in order to survive Yoursquoll learn how to create a shelter gather food and heal your wounds in case you ever get stranded in the wilderness Be prepared you never know what Mother Nature will throw your way

Content Outline I Landforms

A Oceans

1 Oceans take up 71 of the earthrsquos surface

2 Less than 10 of the ocean has been explored by humans

3 The average temperature of the ocean is 39 degrees Fahrenheit

4 Good source of food supply(fish)

B Desert

1 Approximately 13 of the earthrsquos surface is covered by deserts 2 The Sahara is the worlds largest hot desert covering the maximum

surface area among all other hot deserts 3 Antarctica is the worlds largest cold desert 4 The average rainfall is less than 10 inches on average

C Forest

1 Deciduous Forest

a Found in the eastern US and Canada

b The soil is very fertile and support many types of plants

c Animals that live here must be adaptable to cold winters

2 Coniferous Forest

a Found in coastal areas with mild winters and heavy rainfall such as

the Pacific Northwest

b High levels of precipitation (50-200 inches per year)

c Evergreens are generally found in these forests

3 Tropical Rainforest

a Tropical wet climate

b More types of trees than any other area in the world

c About one-fourth of all medicines come from the rainforest

II Edible Plants

1 Beech Tree

a The nuts that are found on the beech tree can be eaten

b Can be a substitute for coffee

2 Blackberry Raspberry

a Grows in open sunny areas at the margin of woods

b Berries can be eaten

3 Dandelion all of this plant can be eaten

4 Lotus plant

a The whole plant is edible raw or cooked

b The plant can be dug into the fleshy parts from the mud and

bake or boil them

5 Cactus

a Found in deserts across the world

b They are a good source of water and food

6 Edible insects

A Bugs are an excellent food supply for nutrients

a Can be eaten raw boiled or roasted

b Can be found under rotten logs by trees and in most moist shady

parts

B Grasshoppers worms crickets and ants are examples of bugs that can

be eaten

7 Medicinal Plants

A Blackberries can be used to treat cuts and inflammation

B Aloe Vera

a Used for allergies abscesses abrasions

b Burns boils blisters bruises bladder infections

C Paper Birch can be used for antibacterial and anti-inflammatory

D Dandelion- the root can be used to treat kidney liver and bladder aliments

E Jewel Weed- crushed leaves can be made into a poultice to treat a rash or

inflamed skin including irritation from Poison Ivy

III Survival Skills

A Stick to a trail if possible

a Pay attention to geographical land marks to be able to find the way

back to the original area

b Rescue team will most likely follow the trail

B Be able to build a fire

a A fire will help cook food

b stay warm

c Used for a signal for long distances

C Use a log or build a shelter from natural resources

a Make sure that something is visible for searchers to find

b Make sure it can keep wild animals out

D Stop and stay put wherever you find yourself

a Moving too far could slow down a rescue team

b Become familiar with the area to find food and water

E Ration food and water

Content Outline I Landforms

A Oceans

1 Oceans take up 71 of the earthrsquos surface

2 Less than 10 of the ocean has been explored by humans

3 The average temperature of the ocean is 39 degrees Fahrenheit

4 Good source of food supply(fish)

B Desert

1 Approximately 13 of the earthrsquos surface is covered by deserts 2 The Sahara is the worlds largest hot desert covering the maximum

surface area among all other hot deserts 3 Antarctica is the worlds largest cold desert 4 The average rainfall is less than 10 inches on average

C Forest

1 Deciduous Forest

a Found in the eastern US and Canada

b The soil is very fertile and support many types of plants

c Animals that live here must be adaptable to cold winters

2 Coniferous Forest

a Found in coastal areas with mild winters and heavy rainfall such as

the Pacific Northwest

b High levels of precipitation (50-200 inches per year)

c Evergreens are generally found in these forests

3 Tropical Rainforest

a Tropical wet climate

b More types of trees than any other area in the world

c About one-fourth of all medicines come from the rainforest

II Edible Plants

1 Beech Tree

a The nuts that are found on the beech tree can be eaten

b Can be a substitute for coffee

2 Blackberry Raspberry

a Grows in open sunny areas at the margin of woods

b Berries can be eaten

3 Dandelion all of this plant can be eaten

4 Lotus plant

a The whole plant is edible raw or cooked

b The plant can be dug into the fleshy parts from the mud and

bake or boil them

5 Cactus

a Found in deserts across the world

b They are a good source of water and food

6 Edible insects

A Bugs are an excellent food supply for nutrients

a Can be eaten raw boiled or roasted

b Can be found under rotten logs by trees and in most moist shady

parts

B Grasshoppers worms crickets and ants are examples of bugs that can

be eaten

7 Medicinal Plants

A Blackberries can be used to treat cuts and inflammation

B Aloe Vera

a Used for allergies abscesses abrasions

b Burns boils blisters bruises bladder infections

C Paper Birch can be used for antibacterial and anti-inflammatory

D Dandelion- the root can be used to treat kidney liver and bladder aliments

E Jewel Weed- crushed leaves can be made into a poultice to treat a rash or

inflamed skin including irritation from Poison Ivy

III Survival Skills

A Stick to a trail if possible

a Pay attention to geographical land marks to be able to find the way

back to the original area

b Rescue team will most likely follow the trail

B Be able to build a fire

a A fire will help cook food

b stay warm

c Used for a signal for long distances

C Use a log or build a shelter from natural resources

a Make sure that something is visible for searchers to find

b Make sure it can keep wild animals out

D Stop and stay put wherever you find yourself

a Moving too far could slow down a rescue team

b Become familiar with the area to find food and water

E Ration food and water

4 Lotus plant

a The whole plant is edible raw or cooked

b The plant can be dug into the fleshy parts from the mud and

bake or boil them

5 Cactus

a Found in deserts across the world

b They are a good source of water and food

6 Edible insects

A Bugs are an excellent food supply for nutrients

a Can be eaten raw boiled or roasted

b Can be found under rotten logs by trees and in most moist shady

parts

B Grasshoppers worms crickets and ants are examples of bugs that can

be eaten

7 Medicinal Plants

A Blackberries can be used to treat cuts and inflammation

B Aloe Vera

a Used for allergies abscesses abrasions

b Burns boils blisters bruises bladder infections

C Paper Birch can be used for antibacterial and anti-inflammatory

D Dandelion- the root can be used to treat kidney liver and bladder aliments

E Jewel Weed- crushed leaves can be made into a poultice to treat a rash or

inflamed skin including irritation from Poison Ivy

III Survival Skills

A Stick to a trail if possible

a Pay attention to geographical land marks to be able to find the way

back to the original area

b Rescue team will most likely follow the trail

B Be able to build a fire

a A fire will help cook food

b stay warm

c Used for a signal for long distances

C Use a log or build a shelter from natural resources

a Make sure that something is visible for searchers to find

b Make sure it can keep wild animals out

D Stop and stay put wherever you find yourself

a Moving too far could slow down a rescue team

b Become familiar with the area to find food and water

E Ration food and water

a Make it last as long as possible

b Look for a fresh water source and boil the water to get any bacteria

out

F Send a signal

a Mirrors can be used as a reflection

b Smoke from a fire

c Whistles or loud noises

IV First Aid

A Severe Bleeding

a Have the injured person lay down and elevate the area that is

bleeding if possible

b Remove dirt from the wound

c Apply pressure on the wound

i Do not remove gauze that has been bled on Just add more

gauze

d Squeeze the main artery if necessary

B Sprained Ligament

a Rest the injured ligament but do not immobilize it

b Ice the area that has been sprained

c Compress the area with a bandage

d Elevate the ligament

C Heat Exhaustion

a Symptoms dizziness headache heavy sweating fatigue pale skin

b Get the person into a shaded place

i If a shaded place is not available then use the personrsquos clothes

to create shelter

c Drink lots of water

d Monitor the person carefully

i Heat exhaustion can quickly become a heat stroke

V GPS

A How a GPS works a GPS signal has satellite position and very accurate clock b Three measurements with accurate clocks in two dimensions c In 3 dimensions 4satellites are needed to know altitudeaccurate position d 28satellites available for now each orbit is ca12hours round B Rules of Play a Map Issued one minute before start with only the startfinish symbol preprinted b Clue Sheet Issued one minute before start with all the control

coordinates and physical clues listed c Use the same control marker with ID amp punch d The next station should be visible within a reasonable distance

In order to be able to survive students will need to know how to use their natural

resources and work together to get back to civilization No one knows when or how they

could get stranded away from everyone else The Chilean Miners had no clue that they

would be stranded in the mines for sixty-nine days or the Carnival cruise ship

passengers that they would be stranded out to sea for almost a week Disaster can

happen anywhere and to anybody These types of disasters show us our will to live and

make it out alive Each day we will present a clip of a real life situation where a victim

was stranded We will discuss what would be the best plan of action and how our

students would handle that situation We will then watch how the victim handled the

situation in order to stay alive

Unfortunate events happen all the time There are times the car breaks down

campers get lost a family vacation goes wrong or a person just happens to be in the

wrong place at the wrong time When these situations happen a person must use their

resources and intelligences in order to make it out alive The students at camp will

discover how diverse it is to be stranded on different landforms and how to make it back

to civilization

In the first lesson the students will learn about plants and which ones are edible

and have other uses such as medication through a simulation as well as hands on

activities that allow them to explore materials they may have with them if stranded

Once the students learn about plants that would help them if stranded they will be

introduced to Google Sites which they will use throughout the week in order to create a

webpage about survival

In the second lesson the students will look at which animals and insects would

help them given a stranded situation Students will have a chance to taste foods which

contain bugs such as ldquoChocolate Chirpie Chip Cookiesrdquo After reflecting on getting to try

foods that contain bugs students will work on survival skills such as purifying salt water

into drinking water and exploring how survival skills would be essential on each

landform They will need to re-visit Google Sites and add a page to their original page

discussing and sharing what they learned today

On the third day students will explore using a handheld GPS system They will

use the GPS in order to navigate the courses that are given to them After having a

chance to explore they will be able to create their own course and add it to their Google

Sites page for others to use if they so desire

The students will be creating a final project of a survival webpage using Google

Sites This site will allow other to learn about the survival skills that the students learned

about over the course of the week Since the students will also be creating a GPS

course other students will be able to use that if their school owns similar GPS

handhelds that the AIG Camp students are using

Technology is a big part of childrenrsquos lives today Technology is everywhere and

constantly changing The students will have to learn how to survive if all the sudden the

most of the technology was taken away They will not be able to use a cell phone to call

home or text someone their location Instead they will be working together to find

technology in order to send a message to someone to help them find their way back

Unit Title Diary of a Stranded Kid

Title Content Hook Proposed Activities

Day 1 Monday

Mayday Mayday

The students will learn about edible plants cactus wild berries acorns dandelion beech tree lotus plant and cattail They will also learn about medicinal plants such as ferns sage paper birch aloe jewel weed blackberries and mint

As soon as the students walk in tell them that they are all going on a trip to the Bahamas They are taking a plane and leave in the next few minutes (have the seats set up similar to a plane with a few objects around them The students should sit in the seats and pretend they are on the plane) The plane ride is going smoothly over the Atlantic Ocean until all of a sudden there is a lot of turbulence (tell the students to role play with a PowerPoint with pictures of a plane behind them)

Survival Stimulation (give the students a list of materials and they have to put them in order of importance and explain Go out to the woods and find some plants Bring them back in and look up to see if they are edible The students will also work on their survival webpage

Day 2 Tuesday

This land is your landhellip This land is my landhellip

We will talk about each landform including what plants animals climate and other natural resources that can be found in the wilderness They will learn about edible bugs

There will be dead bugs on the studentsrsquo desks The students will be asked if they would ever consider eating the bug There will be samples of bugs (purchased from the store and prepared) for the students to eat

The students will sample bugs They will rate the items left from the crash in order of importance and work on their webpage

Day 3 Wednesday

Can you hear me now

The students will learn about GPS systems and how they are useful

The students will have a car GPS system a cell phone and a hand held GPS system They will have to choose which

The students will go through the woods using their GPS systems They will also

one is better to use to get out of the woods and explain why using their background knowledge

continue with their webpage page and podcast

Day 4 Thursday

The day of rescue

The students will learn how weather and other natural disasters affect their survival rate

The students see a clip on getting out of the Amazon

The students will learn survival skills and about weather The students will finish their webpages

DIARY OF A STRANDED KID- LESSON 1 MAYDAY MAYDAY

I DEFINE THE CONTENT

LESSON OBJECTIVE By the end of the lesson the student will know the different types of edible and medicinal plants by being able to match the plant to its description as well as how this information would be beneficial to them if stranded in the wilderness

A person could survive off just eating plants from the wilderness

II PREPLANNING BEGIN WITH THE END IN MIND

A WHAT 3 ITEMS ARE WORTH

KNOWING

(THINK ABOUT THE CONTENT

YOU HAVE SELECTED WHAT IS

IMPORTANT FOR STUDENTS TO

KNOW)

AFTER THE LESSON

STUDENTS WILL KNOW THAT- there are different types of edible plants and insects and which ones are poisonous

STUDENTS WILL KNOW THAT- that there are different types of medicinal plants that cure ailments

STUDENTS WILL KNOW THAT- know the different edible and medicinal plants that will be useful to them if stranded in the wilderness

B WHAT 3 ITEMS ARE

IMPORTANT FOR STUDENTS TO

BE ABLE TO DO

(DEFINE WHAT STUDENTS

SHOULD BE ABLE TO DO AS A

RESULT OF YOUR LESSON)

AFTER THE LESSON

STUDENTS SHOULD BE ABLE TOhellip find and bring back at least three edible plants from the woods

STUDENTS SHOULD BE ABLE TOhellip work as a team to survive the plan crash simulation with only the items given to them

STUDENTS SHOULD BE ABLE TOhellip choose the most important item while lost at sea during the Discovery Channel simulation

C WHAT ARE THE ENDURING

UNDERSTANDINGS THAT

STUDENTS SHOULD TAKE AWAY

FROM THE LESSON (DEFINE

THE BIG IDEAS)

AFTER THE LESSON

STUDENTS WILL UNDERSTAND THAThellip that there is always a chance that a person could become a stranded victim

STUDENTS WILL UNDERSTAND THAThellip it is vital to know which plants are ediblemedicinal and which ones are poisonous in order to choose the right ones if ever stranded

STUDENTS WILL UNDERSTAND THAThellip there are several plants in the

wilderness that can become of use to a stranded victim

III PLANNING

D ESSENTIAL QUESTION

(ONE OVERARCHING LESSON

QUESTION )

WHAT PLANTS ARE SAFE TO EAT OR USE FOR MEDICATION IF YOU

WERE STRANDED IN THE WILDERNESS

E ASSESSMENT

(PERFORMANCE TASK) WHAT

WILL THE STUDENTS DO TO

SHOW YOU THAT THEY

MASTERED THE CONTENT

The students will be assessed on how well they worked together while they are looking in the woods for plants and animals through teacher observation and on the plants that they are able to bring back that are either edible or medicinal They will also be assessed on their list of the insects they can eat

F CONTENT

LIST THE CONTENT FOR THIS

LESSON ONLY

(OUTLINE THE CONTENT YOU

WILL TEACH TODAY-THIS MAY

COME FROM YOUR CONTENT

OUTLINE)

VI Edible Plants

A Beech Tree

a The nuts that are found on the beech tree can be eaten

b Can be a substitute for coffee

B Blackberry Raspberry a Grows in open sunny areas at the margin of

woods b Berries can be eaten

C Dandelion all of this plant can be eaten D Lotus plant

a The whole plant is edible raw or cooked b The plant can be dug into the fleshy parts

from the mud and bake or boil them E Cactus

a Found in deserts across the world b They are a good source of water and food

VII Edible insects

C Bugs are an excellent food supply for nutrients

c Can be eaten raw boiled or roasted d Can be found under rotten logs by trees and in

most moist shady parts

D Grasshoppers worms crickets and ants are examples of bugs that can be eaten

VIII Medicinal Plants

F Blackberries can be used to treat cuts and

inflammation G Aloe Vera

a Used for allergies abscesses abrasions

b Bad breath burns boils blisters bruises

bladder infections

H Paper Birch can be used for antibacterial and anti-

inflammatory

I Dandelion- the root can be used to treat kidney

liver and bladder aliments

J Jewel Weed- crushed leaves can be made into a

poultice to treat a rash or inflamed skin including

irritation from Poison Ivy

G HOOK

(DESCRIBE HOW YOU WILL

GRAB STUDENTSrsquo ATTENTION

AT THE BEGINNING OF THE

LESSON BE CREATIVE)

As soon as the students walk in tell them that they are all going on a trip to the Bahamas They are taking a plane and leave in the next few minutes (have the seats set up similar to a plane with a few objects around them The students should sit in the seats and pretend they are on the plane) The plane ride is going smoothly over the Atlantic Ocean until all of a sudden there is a lot of turbulence (tell the students to role play with a PowerPoint with pictures of a plane behind them)

H INSTRUCTION

(TELL STEP-BY-STEP WHAT

YOU WILL DO)

Script Pilot- Attention passengers aboard flight 4325 this is your pilot speaking It seems as though we have hit some turbulence No need to worry we will pass it within the next few minutes Thank you and enjoy your ride Passenger 1- Geez I hope this isnrsquot too bad I get very nervous flying Passenger 2- The pilot said that everything would be fine Irsquom sure there is no need to worryhellip Passenger 3- I donrsquot know about you guys but I think this plane ride is getting worse I have a bad feeling about this Pilot- Attention passengers aboard flight 4325 it seems as though we will need to do an emergency landing Please fasten your seat belts and prepare for a rough landing Thank you

Passenger 1- Oh gosh please let everything be ok (The passengers have really started to bounce around the plane) Pilot- Attention passengers aboard flighthelliphellip (The plane has hit the ground) Passenger 2- What just happened Passenger 3- Am I dead Passenger 1- WE MADE IT Pilot- Is everyone ok We need to grab all the useful items we can find We only have one minute to grab what we need (Everyone starts finding the following items that are laid out on the ground The students are expected to grab the items and walk quickly to the other side of the classroom) These are the materials the students will have close to them

A ball of steel wool

A small ax (plastic)

Can of Crisco shortening

Newspapers (one per person)

Cigarette lighter (without fluid)

Extra shirt and pants for each survivor

One quart of rubbing alcohol

A compass

Family size chocolate bars (one per person)

Luggage

DVDrsquos

Books Passenger 2- What did everyone find Passenger 3- Therersquos no way we can carry all of these items We need to decided which ones are the most important and why once we get to a safer place Tell the students that the simulation is over Ask them how they felt Did they get into the role playing Then tell the students to get into pairs They need to discuss how they would rate each item from the most important to the least

important in pairs One person should be designated as the recorder and each pair will need to be able to explain their decisions Each pair will present their list and explain why they chose that item as being important Allow time for questions and input from the audience Present the following list to the students by reading the Boy Scouts reasoning This is how the Boy Scouts rated the list and why 1 Cigarette lighter (without fluid) The gravest danger facing the group is exposure to cold The greatest need is for a source of warmth and the second greatest need is for signaling devices This makes building a fire the first order of business Without matches something is needed to produce sparks and even without fluid a cigarette lighter can do that 2 Ball of steel wool To make a fire the survivors need a means of catching he sparks made by the cigarette lighter This is the best substance for catching a spark and supporting a flame even if the steel wool is a little wet 3 Extra shirt and pants for each survivor Besides adding warmth to the body clothes can also be used for shelter signaling bedding bandages string (when unraveled) and fuel for the fire 4 Can of Crisco shortening This has many uses A mirror-like signaling device can be made from the lid After shining the lid with steel wool it will reflect sunlight and generate 5 to 7 million candlepower This is bright enough to be seen beyond the horizon While this could be limited somewhat by the trees a member of the group could climb a tree and use the mirrored lid to signal search planes If they had no other means of signaling than this they would have a better than 80 chance of being rescued within the first day There are other uses for this item It can be rubbed on exposed skin for protection against the cold When melted into an oil the shortening is helpful as fuel When soaked into a piece of cloth melted shortening will act like a candle The empty can is useful in melting snow for drinking water It is much safer to drink warmed water than to eat snow since

warm water will help retain body heat Water is important because dehydration will affect decision-making The can is also useful as a cup 5 Small ax Survivors need a constant supply of wood in order to maintain the fire The ax could be used for this as well as for clearing a sheltered campsite cutting tree branches for ground insulation and constructing a frame for the canvas tent 6 Family size chocolate bars (one per person) Chocolate will provide some food energy Since it contains mostly carbohydrates it supplies the energy without making digestive demands on the body 7 Newspapers (one per person) These are useful in starting a fire They can also be used as insulation under clothing when rolled up and placed around a personrsquos arms and legs A newspaper can also be used as a verbal signaling device when rolled up in a megaphone-shape It could also provide reading material for recreation 8 Compass Because a compass might encourage someone to try to walk to the nearest town it is a dangerous item Itrsquos only redeeming feature is that it could be used as a reflector of sunlight (due to its glass top) Then play the video of the plane crash but pause the video before it tells the students how the victim survived Then ask the students to think about what they would do if they were on that plane and were the only people that survived Tell the students to think about how they would come up with a plan for survival (2-3 minutes) Have a 5 minute class discussion on each pairs plan Encourage groups to ask each other questions about their reasoning Ask the students how they would handle being stranded Do you think that you are strong enough to try to survive What would be your first plan of action Do you think you would be too upset to find the shelter and food needed to survive What are some real life situation that they can remember hearing about in the news Ask the students what plants are edible or medicinal Then give a PowerPoint presentation on the different types of plants that are edible andor medicinal We will have a

handout for the students to make their own notes Take the students out to the woods to find edible andor medicinal plants and edible insects (the teacher will go into to woods to make sure there are plants and insects available) The students will be asked to find at least 3 plants and 4 insects Remind the students not actually eat any plants or animals

Introduce Google Sites to the students Have the main page on the projector and show the students a few of the features while they are looking at the screen There will be one main page for the tips on survival for their peers Each group will have a sub page (edible plant page medicinal plant page edible bugs and an overall survival tips) Each page will have to contain facts pictures and links to other useful sitesresource pages) Tell the students the username and password for all the groups to the main page Then assign each group a sub page and let them play with the different features Google has to offer On the first day they will need to include their names (no last names) and any information already known

The students will watch a clip from the Extreme Survival Pack video about a deadly plane crash Then the students will imagine they were on that plane The students will have to think about what materials they would need in order to survive in the plane crash situation

Script Pilot- Attention passengers aboard flight 4325 this is your pilot speaking It seems as though we have hit some turbulence No need to worry we will pass it within the next few minutes Thank you and enjoy your ride Passenger 1- Geez I hope this isnrsquot too bad I get very nervous flying Passenger 2- The pilot said that everything would be fine Irsquom sure there is no need to worryhellip Passenger 3- I donrsquot know about you guys but I think this plane ride is getting worse I have a bad feeling about this Pilot- Attention passengers aboard flight 4325 it seems as though we will need to do an emergency landing Please fasten your seat belts and prepare for a rough landing Thank you

Passenger 1- Oh gosh please let everything be ok (The passengers have really started to bounce around the plane) Pilot- Attention passengers aboard flighthelliphellip (The plane has hit the ground) Passenger 2- What just happened Passenger 3- Am I dead Passenger 1- WE MADE IT Pilot- Is everyone ok We need to grab all the useful items we can find We only have one minute to grab what we need (Everyone starts finding the following items) These are the materials the students will have close to them

A ball of steel wool

A small ax (plastic)

Can of Crisco shortening

Newspapers (one per person)

Cigarette lighter (without fluid)

Extra shirt and pants for each survivor

One quart of rubbing alcohol

A compass

Family size chocolate bars (one per person)

Luggage

DVDrsquos

Books Passenger 2- What did everyone find Passenger 3- Therersquos no way we can carry all of these items We need to decided which ones are the most important and why once we get to a safer place

DIARY OF A STRANDED KID- LESSON 2 SOMETHINGrsquoS A LITTLE BUGGY AROUND HERE

I DEFINE THE CONTENT

LESSON OBJECTIVE By the end of the lesson the student will able to identify edible bugs and the tips for survival by creating a webpage with information

A person could substitute bugs in their diet and get enough nutrition

II PREPLANNING BEGIN WITH THE END IN MIND

A WHAT 3 ITEMS ARE

WORTH KNOWING

(THINK ABOUT THE

CONTENT YOU HAVE

SELECTED WHAT IS

IMPORTANT FOR

STUDENTS TO KNOW)

AFTER THE LESSON

STUDENTS WILL KNOW- the different ways to prepare bugs to eat

STUDENTS WILL KNOW THAT- a person could survive off of bugs for nutrition

STUDENTS WILL KNOW THAT- attributes from each landform can be beneficial to their survival

B WHAT 3 ITEMS ARE

IMPORTANT FOR

STUDENTS TO BE ABLE TO

DO

(DEFINE WHAT STUDENTS

SHOULD BE ABLE TO DO

AS A RESULT OF YOUR

LESSON)

AFTER THE LESSON

STUDENTS SHOULD BE ABLE TOhellip list different ways of preparing bugs and know some of the nutritional value of the bug

STUDENTS SHOULD BE ABLE TOhellip compare and contrast survival rates among different landforms

STUDENTS SHOULD BE ABLE TOhellip explain how to successfully find nutrition while stranded in the wilderness

C WHAT ARE THE

ENDURING

UNDERSTANDINGS THAT

STUDENTS SHOULD TAKE

AWAY FROM THE

LESSON (DEFINE THE

BIG IDEAS)

AFTER THE LESSON

STUDENTS WILL UNDERSTAND THAThellipsome people believe that a person could survive off of bugs

STUDENTS WILL UNDERSTAND THAThellip it is vital to know which bugs are edible and which ones are poisonous

STUDENTS WILL UNDERSTAND THAThellip survival skills vary from landform to landform

III PLANNING

D ESSENTIAL QUESTION

(ONE OVERARCHING

LESSON QUESTION )

WHAT ARE DIFFERENT WAYS BUGS CAN BE PREPARED IN ORDER TO

RECEIVE NUTRITION FOR SURVIVAL

WHAT NATURAL RESOURCES CAN YOU USE FROM EACH LANDFORM

TO HELP YOU SURVIVE

E ASSESSMENT

(PERFORMANCE TASK) WHAT WILL THE

STUDENTS DO TO SHOW

YOU THAT THEY

MASTERED THE

CONTENT

The students will be assessed on their webpage One group will be responsible for creating a page on the experience eating bugs (they will have to collect data from the other group) and the other group will have to create a page about the correct way to build a shelter and resources found on landforms

F CONTENT

LIST THE CONTENT FOR

THIS LESSON ONLY

(OUTLINE THE CONTENT

YOU WILL TEACH TODAY-THIS MAY COME FROM

YOUR CONTENT OUTLINE)

IX Edible insects

E Bugs are an excellent food supply for nutrients

e Can be eaten raw boiled or roasted f Can be found under rotten logs by trees

and in most moist shady parts

F Grasshoppers worms crickets and ants are examples of bugs that can be eaten

G HOOK

(DESCRIBE HOW YOU

WILL GRAB STUDENTSrsquo ATTENTION AT THE

BEGINNING OF THE

LESSON BE CREATIVE)

There will be dead bugs on the studentsrsquo desks The students will be asked if they would ever consider eating the bug There will be samples of bugs (purchased from the store and prepared) for the students to eat

H INSTRUCTION

(TELL STEP-BY-STEP WHAT YOU WILL DO)

When the students sit down ask them if theyrsquove ever eaten a bug Did they like it What did it taste like Would they ever consider eating a bug Tell the students that today they will not just be eating regular banana bread we will be eating worm banana bread We will also be trying mealworm fried rice and chocolate chirpie chip

cookies Then the students will be able to sample some bugs if the students have parental permission

Banana Worm Bread

Ingredients

12 cup shortening 34 cup sugar 2 bananas mashed 2 cups flour 1 teaspoon soda 1 teaspoon salt 12 cup chopped nuts 2 eggs 14 cup dry-roasted army worms

Directions

Mix together all ingredients Bake in greased loaf pan at 350 degrees for about 1 hour

Mealworm Fried Rice

Ingredients

1 egg beaten 1 tsp oil 34 c water 14 c chopped onions 4 tsp soy sauce 18 tsp garlic powder 1 c minute rice 1 c cooked mealworms

Directions

Scramble egg in a saucepan stirring to break egg into pieces

Add water soy sauce garlic and onions Bring to a boil Stir

Chocolate Chirpie Chip Cookies

Ingredients

2 14 cup flour 1 tsp baking soda 1 tsp salt 1 cup butter softened 34 cup sugar 34 cup brown sugar 1 tsp vanilla 2 eggs 1 12-ounce chocolate chips 1 cup chopped nuts 12 cup dry-roasted crickets

Directions

Preheat oven to 375 In small bowl combine flour baking soda and salt set aside In large bowl combine butter sugar brown sugar and vanilla beat until creamy Beat in eggs Gradually add flour mixture and insects mix well Stir in chocolate chips Drop by rounded measuring teaspoonfuls onto ungreased cookie sheet Bake for 8-10 minutes in rice Cover remove from heat and let stand five minutes

The students will then share the information and their personal experience trying bugs through a class discussion What was it like Did it change them as a person (Ex A student that doesnrsquot try new things tried a bug or a person usually willing to try new things wouldnrsquot) Would they ever consider eating bugs on a regular basis Ask the students to name the different landforms Show a 3-5 minute PowerPoint presentation on the different types of landforms in order to refresh the studentsrsquo memories as well as to find out what they already know There will Have a handout for the students to make their own notes on

They will first discover how to purify salt water into drinking water as if they were stranded in the ocean We will place the salt water in the sun with a collection jar and see how much water we collect during the hour we have in class This will be revisited later in the day and the following day

Students will explore different ways of survival on various types of landforms Give the students a list of websites and

they also have the freedom to look at other creditable sites Let the students discover which landform as morebetter resources httpwwwsurvivalworldcomgeographylandformshtml httpwwwwilderness-survivalnet httpwwwaresearchguidecombiomeshtml Assign one group to create a page on the experience eating bugs Information on this page should include their personal experience eating them what they tasted like what types of bugs are edible and the location the bugs can be found in the wilderness The other group will have to create a page about the different landforms and the resources found on them The students should also go back to their previous pages and add any new useful information Play the video of the firestorm but pause the video before it tells the students how the victim survived Then ask the students to think about what they would do if they were in that firestorm Have the students come up with a plan Each pair of students will have a large sheet of paper to describe how they would get out of that situation (they can draw a picture list or use any other form to represent their plan) Then each group will present their plan Leave enough time for the audience to ask questions

Show the ending of the firestorm clip and how that victim survived Compare their ideas with the victims

coordinates and physical clues listed c Use the same control marker with ID amp punch d The next station should be visible within a reasonable distance

In order to be able to survive students will need to know how to use their natural

resources and work together to get back to civilization No one knows when or how they

could get stranded away from everyone else The Chilean Miners had no clue that they

would be stranded in the mines for sixty-nine days or the Carnival cruise ship

passengers that they would be stranded out to sea for almost a week Disaster can

happen anywhere and to anybody These types of disasters show us our will to live and

make it out alive Each day we will present a clip of a real life situation where a victim

was stranded We will discuss what would be the best plan of action and how our

students would handle that situation We will then watch how the victim handled the

situation in order to stay alive

Unfortunate events happen all the time There are times the car breaks down

campers get lost a family vacation goes wrong or a person just happens to be in the

wrong place at the wrong time When these situations happen a person must use their

resources and intelligences in order to make it out alive The students at camp will

discover how diverse it is to be stranded on different landforms and how to make it back

to civilization

In the first lesson the students will learn about plants and which ones are edible

and have other uses such as medication through a simulation as well as hands on

activities that allow them to explore materials they may have with them if stranded

Once the students learn about plants that would help them if stranded they will be

introduced to Google Sites which they will use throughout the week in order to create a

webpage about survival

In the second lesson the students will look at which animals and insects would

help them given a stranded situation Students will have a chance to taste foods which

contain bugs such as ldquoChocolate Chirpie Chip Cookiesrdquo After reflecting on getting to try

foods that contain bugs students will work on survival skills such as purifying salt water

into drinking water and exploring how survival skills would be essential on each

landform They will need to re-visit Google Sites and add a page to their original page

discussing and sharing what they learned today

On the third day students will explore using a handheld GPS system They will

use the GPS in order to navigate the courses that are given to them After having a

chance to explore they will be able to create their own course and add it to their Google

Sites page for others to use if they so desire

The students will be creating a final project of a survival webpage using Google

Sites This site will allow other to learn about the survival skills that the students learned

about over the course of the week Since the students will also be creating a GPS

course other students will be able to use that if their school owns similar GPS

handhelds that the AIG Camp students are using

Technology is a big part of childrenrsquos lives today Technology is everywhere and

constantly changing The students will have to learn how to survive if all the sudden the

most of the technology was taken away They will not be able to use a cell phone to call

home or text someone their location Instead they will be working together to find

technology in order to send a message to someone to help them find their way back

Unit Title Diary of a Stranded Kid

Title Content Hook Proposed Activities

Day 1 Monday

Mayday Mayday

The students will learn about edible plants cactus wild berries acorns dandelion beech tree lotus plant and cattail They will also learn about medicinal plants such as ferns sage paper birch aloe jewel weed blackberries and mint

As soon as the students walk in tell them that they are all going on a trip to the Bahamas They are taking a plane and leave in the next few minutes (have the seats set up similar to a plane with a few objects around them The students should sit in the seats and pretend they are on the plane) The plane ride is going smoothly over the Atlantic Ocean until all of a sudden there is a lot of turbulence (tell the students to role play with a PowerPoint with pictures of a plane behind them)

Survival Stimulation (give the students a list of materials and they have to put them in order of importance and explain Go out to the woods and find some plants Bring them back in and look up to see if they are edible The students will also work on their survival webpage

Day 2 Tuesday

This land is your landhellip This land is my landhellip

We will talk about each landform including what plants animals climate and other natural resources that can be found in the wilderness They will learn about edible bugs

There will be dead bugs on the studentsrsquo desks The students will be asked if they would ever consider eating the bug There will be samples of bugs (purchased from the store and prepared) for the students to eat

The students will sample bugs They will rate the items left from the crash in order of importance and work on their webpage

Day 3 Wednesday

Can you hear me now

The students will learn about GPS systems and how they are useful

The students will have a car GPS system a cell phone and a hand held GPS system They will have to choose which

The students will go through the woods using their GPS systems They will also

one is better to use to get out of the woods and explain why using their background knowledge

continue with their webpage page and podcast

Day 4 Thursday

The day of rescue

The students will learn how weather and other natural disasters affect their survival rate

The students see a clip on getting out of the Amazon

The students will learn survival skills and about weather The students will finish their webpages

DIARY OF A STRANDED KID- LESSON 1 MAYDAY MAYDAY

I DEFINE THE CONTENT

LESSON OBJECTIVE By the end of the lesson the student will know the different types of edible and medicinal plants by being able to match the plant to its description as well as how this information would be beneficial to them if stranded in the wilderness

A person could survive off just eating plants from the wilderness

II PREPLANNING BEGIN WITH THE END IN MIND

A WHAT 3 ITEMS ARE WORTH

KNOWING

(THINK ABOUT THE CONTENT

YOU HAVE SELECTED WHAT IS

IMPORTANT FOR STUDENTS TO

KNOW)

AFTER THE LESSON

STUDENTS WILL KNOW THAT- there are different types of edible plants and insects and which ones are poisonous

STUDENTS WILL KNOW THAT- that there are different types of medicinal plants that cure ailments

STUDENTS WILL KNOW THAT- know the different edible and medicinal plants that will be useful to them if stranded in the wilderness

B WHAT 3 ITEMS ARE

IMPORTANT FOR STUDENTS TO

BE ABLE TO DO

(DEFINE WHAT STUDENTS

SHOULD BE ABLE TO DO AS A

RESULT OF YOUR LESSON)

AFTER THE LESSON

STUDENTS SHOULD BE ABLE TOhellip find and bring back at least three edible plants from the woods

STUDENTS SHOULD BE ABLE TOhellip work as a team to survive the plan crash simulation with only the items given to them

STUDENTS SHOULD BE ABLE TOhellip choose the most important item while lost at sea during the Discovery Channel simulation

C WHAT ARE THE ENDURING

UNDERSTANDINGS THAT

STUDENTS SHOULD TAKE AWAY

FROM THE LESSON (DEFINE

THE BIG IDEAS)

AFTER THE LESSON

STUDENTS WILL UNDERSTAND THAThellip that there is always a chance that a person could become a stranded victim

STUDENTS WILL UNDERSTAND THAThellip it is vital to know which plants are ediblemedicinal and which ones are poisonous in order to choose the right ones if ever stranded

STUDENTS WILL UNDERSTAND THAThellip there are several plants in the

wilderness that can become of use to a stranded victim

III PLANNING

D ESSENTIAL QUESTION

(ONE OVERARCHING LESSON

QUESTION )

WHAT PLANTS ARE SAFE TO EAT OR USE FOR MEDICATION IF YOU

WERE STRANDED IN THE WILDERNESS

E ASSESSMENT

(PERFORMANCE TASK) WHAT

WILL THE STUDENTS DO TO

SHOW YOU THAT THEY

MASTERED THE CONTENT

The students will be assessed on how well they worked together while they are looking in the woods for plants and animals through teacher observation and on the plants that they are able to bring back that are either edible or medicinal They will also be assessed on their list of the insects they can eat

F CONTENT

LIST THE CONTENT FOR THIS

LESSON ONLY

(OUTLINE THE CONTENT YOU

WILL TEACH TODAY-THIS MAY

COME FROM YOUR CONTENT

OUTLINE)

VI Edible Plants

A Beech Tree

a The nuts that are found on the beech tree can be eaten

b Can be a substitute for coffee

B Blackberry Raspberry a Grows in open sunny areas at the margin of

woods b Berries can be eaten

C Dandelion all of this plant can be eaten D Lotus plant

a The whole plant is edible raw or cooked b The plant can be dug into the fleshy parts

from the mud and bake or boil them E Cactus

a Found in deserts across the world b They are a good source of water and food

VII Edible insects

C Bugs are an excellent food supply for nutrients

c Can be eaten raw boiled or roasted d Can be found under rotten logs by trees and in

most moist shady parts

D Grasshoppers worms crickets and ants are examples of bugs that can be eaten

VIII Medicinal Plants

F Blackberries can be used to treat cuts and

inflammation G Aloe Vera

a Used for allergies abscesses abrasions

b Bad breath burns boils blisters bruises

bladder infections

H Paper Birch can be used for antibacterial and anti-

inflammatory

I Dandelion- the root can be used to treat kidney

liver and bladder aliments

J Jewel Weed- crushed leaves can be made into a

poultice to treat a rash or inflamed skin including

irritation from Poison Ivy

G HOOK

(DESCRIBE HOW YOU WILL

GRAB STUDENTSrsquo ATTENTION

AT THE BEGINNING OF THE

LESSON BE CREATIVE)

As soon as the students walk in tell them that they are all going on a trip to the Bahamas They are taking a plane and leave in the next few minutes (have the seats set up similar to a plane with a few objects around them The students should sit in the seats and pretend they are on the plane) The plane ride is going smoothly over the Atlantic Ocean until all of a sudden there is a lot of turbulence (tell the students to role play with a PowerPoint with pictures of a plane behind them)

H INSTRUCTION

(TELL STEP-BY-STEP WHAT

YOU WILL DO)

Script Pilot- Attention passengers aboard flight 4325 this is your pilot speaking It seems as though we have hit some turbulence No need to worry we will pass it within the next few minutes Thank you and enjoy your ride Passenger 1- Geez I hope this isnrsquot too bad I get very nervous flying Passenger 2- The pilot said that everything would be fine Irsquom sure there is no need to worryhellip Passenger 3- I donrsquot know about you guys but I think this plane ride is getting worse I have a bad feeling about this Pilot- Attention passengers aboard flight 4325 it seems as though we will need to do an emergency landing Please fasten your seat belts and prepare for a rough landing Thank you

Passenger 1- Oh gosh please let everything be ok (The passengers have really started to bounce around the plane) Pilot- Attention passengers aboard flighthelliphellip (The plane has hit the ground) Passenger 2- What just happened Passenger 3- Am I dead Passenger 1- WE MADE IT Pilot- Is everyone ok We need to grab all the useful items we can find We only have one minute to grab what we need (Everyone starts finding the following items that are laid out on the ground The students are expected to grab the items and walk quickly to the other side of the classroom) These are the materials the students will have close to them

A ball of steel wool

A small ax (plastic)

Can of Crisco shortening

Newspapers (one per person)

Cigarette lighter (without fluid)

Extra shirt and pants for each survivor

One quart of rubbing alcohol

A compass

Family size chocolate bars (one per person)

Luggage

DVDrsquos

Books Passenger 2- What did everyone find Passenger 3- Therersquos no way we can carry all of these items We need to decided which ones are the most important and why once we get to a safer place Tell the students that the simulation is over Ask them how they felt Did they get into the role playing Then tell the students to get into pairs They need to discuss how they would rate each item from the most important to the least

important in pairs One person should be designated as the recorder and each pair will need to be able to explain their decisions Each pair will present their list and explain why they chose that item as being important Allow time for questions and input from the audience Present the following list to the students by reading the Boy Scouts reasoning This is how the Boy Scouts rated the list and why 1 Cigarette lighter (without fluid) The gravest danger facing the group is exposure to cold The greatest need is for a source of warmth and the second greatest need is for signaling devices This makes building a fire the first order of business Without matches something is needed to produce sparks and even without fluid a cigarette lighter can do that 2 Ball of steel wool To make a fire the survivors need a means of catching he sparks made by the cigarette lighter This is the best substance for catching a spark and supporting a flame even if the steel wool is a little wet 3 Extra shirt and pants for each survivor Besides adding warmth to the body clothes can also be used for shelter signaling bedding bandages string (when unraveled) and fuel for the fire 4 Can of Crisco shortening This has many uses A mirror-like signaling device can be made from the lid After shining the lid with steel wool it will reflect sunlight and generate 5 to 7 million candlepower This is bright enough to be seen beyond the horizon While this could be limited somewhat by the trees a member of the group could climb a tree and use the mirrored lid to signal search planes If they had no other means of signaling than this they would have a better than 80 chance of being rescued within the first day There are other uses for this item It can be rubbed on exposed skin for protection against the cold When melted into an oil the shortening is helpful as fuel When soaked into a piece of cloth melted shortening will act like a candle The empty can is useful in melting snow for drinking water It is much safer to drink warmed water than to eat snow since

warm water will help retain body heat Water is important because dehydration will affect decision-making The can is also useful as a cup 5 Small ax Survivors need a constant supply of wood in order to maintain the fire The ax could be used for this as well as for clearing a sheltered campsite cutting tree branches for ground insulation and constructing a frame for the canvas tent 6 Family size chocolate bars (one per person) Chocolate will provide some food energy Since it contains mostly carbohydrates it supplies the energy without making digestive demands on the body 7 Newspapers (one per person) These are useful in starting a fire They can also be used as insulation under clothing when rolled up and placed around a personrsquos arms and legs A newspaper can also be used as a verbal signaling device when rolled up in a megaphone-shape It could also provide reading material for recreation 8 Compass Because a compass might encourage someone to try to walk to the nearest town it is a dangerous item Itrsquos only redeeming feature is that it could be used as a reflector of sunlight (due to its glass top) Then play the video of the plane crash but pause the video before it tells the students how the victim survived Then ask the students to think about what they would do if they were on that plane and were the only people that survived Tell the students to think about how they would come up with a plan for survival (2-3 minutes) Have a 5 minute class discussion on each pairs plan Encourage groups to ask each other questions about their reasoning Ask the students how they would handle being stranded Do you think that you are strong enough to try to survive What would be your first plan of action Do you think you would be too upset to find the shelter and food needed to survive What are some real life situation that they can remember hearing about in the news Ask the students what plants are edible or medicinal Then give a PowerPoint presentation on the different types of plants that are edible andor medicinal We will have a

handout for the students to make their own notes Take the students out to the woods to find edible andor medicinal plants and edible insects (the teacher will go into to woods to make sure there are plants and insects available) The students will be asked to find at least 3 plants and 4 insects Remind the students not actually eat any plants or animals

Introduce Google Sites to the students Have the main page on the projector and show the students a few of the features while they are looking at the screen There will be one main page for the tips on survival for their peers Each group will have a sub page (edible plant page medicinal plant page edible bugs and an overall survival tips) Each page will have to contain facts pictures and links to other useful sitesresource pages) Tell the students the username and password for all the groups to the main page Then assign each group a sub page and let them play with the different features Google has to offer On the first day they will need to include their names (no last names) and any information already known

The students will watch a clip from the Extreme Survival Pack video about a deadly plane crash Then the students will imagine they were on that plane The students will have to think about what materials they would need in order to survive in the plane crash situation

Script Pilot- Attention passengers aboard flight 4325 this is your pilot speaking It seems as though we have hit some turbulence No need to worry we will pass it within the next few minutes Thank you and enjoy your ride Passenger 1- Geez I hope this isnrsquot too bad I get very nervous flying Passenger 2- The pilot said that everything would be fine Irsquom sure there is no need to worryhellip Passenger 3- I donrsquot know about you guys but I think this plane ride is getting worse I have a bad feeling about this Pilot- Attention passengers aboard flight 4325 it seems as though we will need to do an emergency landing Please fasten your seat belts and prepare for a rough landing Thank you

Passenger 1- Oh gosh please let everything be ok (The passengers have really started to bounce around the plane) Pilot- Attention passengers aboard flighthelliphellip (The plane has hit the ground) Passenger 2- What just happened Passenger 3- Am I dead Passenger 1- WE MADE IT Pilot- Is everyone ok We need to grab all the useful items we can find We only have one minute to grab what we need (Everyone starts finding the following items) These are the materials the students will have close to them

A ball of steel wool

A small ax (plastic)

Can of Crisco shortening

Newspapers (one per person)

Cigarette lighter (without fluid)

Extra shirt and pants for each survivor

One quart of rubbing alcohol

A compass

Family size chocolate bars (one per person)

Luggage

DVDrsquos

Books Passenger 2- What did everyone find Passenger 3- Therersquos no way we can carry all of these items We need to decided which ones are the most important and why once we get to a safer place

DIARY OF A STRANDED KID- LESSON 2 SOMETHINGrsquoS A LITTLE BUGGY AROUND HERE

I DEFINE THE CONTENT

LESSON OBJECTIVE By the end of the lesson the student will able to identify edible bugs and the tips for survival by creating a webpage with information

A person could substitute bugs in their diet and get enough nutrition

II PREPLANNING BEGIN WITH THE END IN MIND

A WHAT 3 ITEMS ARE

WORTH KNOWING

(THINK ABOUT THE

CONTENT YOU HAVE

SELECTED WHAT IS

IMPORTANT FOR

STUDENTS TO KNOW)

AFTER THE LESSON

STUDENTS WILL KNOW- the different ways to prepare bugs to eat

STUDENTS WILL KNOW THAT- a person could survive off of bugs for nutrition

STUDENTS WILL KNOW THAT- attributes from each landform can be beneficial to their survival

B WHAT 3 ITEMS ARE

IMPORTANT FOR

STUDENTS TO BE ABLE TO

DO

(DEFINE WHAT STUDENTS

SHOULD BE ABLE TO DO

AS A RESULT OF YOUR

LESSON)

AFTER THE LESSON

STUDENTS SHOULD BE ABLE TOhellip list different ways of preparing bugs and know some of the nutritional value of the bug

STUDENTS SHOULD BE ABLE TOhellip compare and contrast survival rates among different landforms

STUDENTS SHOULD BE ABLE TOhellip explain how to successfully find nutrition while stranded in the wilderness

C WHAT ARE THE

ENDURING

UNDERSTANDINGS THAT

STUDENTS SHOULD TAKE

AWAY FROM THE

LESSON (DEFINE THE

BIG IDEAS)

AFTER THE LESSON

STUDENTS WILL UNDERSTAND THAThellipsome people believe that a person could survive off of bugs

STUDENTS WILL UNDERSTAND THAThellip it is vital to know which bugs are edible and which ones are poisonous

STUDENTS WILL UNDERSTAND THAThellip survival skills vary from landform to landform

III PLANNING

D ESSENTIAL QUESTION

(ONE OVERARCHING

LESSON QUESTION )

WHAT ARE DIFFERENT WAYS BUGS CAN BE PREPARED IN ORDER TO

RECEIVE NUTRITION FOR SURVIVAL

WHAT NATURAL RESOURCES CAN YOU USE FROM EACH LANDFORM

TO HELP YOU SURVIVE

E ASSESSMENT

(PERFORMANCE TASK) WHAT WILL THE

STUDENTS DO TO SHOW

YOU THAT THEY

MASTERED THE

CONTENT

The students will be assessed on their webpage One group will be responsible for creating a page on the experience eating bugs (they will have to collect data from the other group) and the other group will have to create a page about the correct way to build a shelter and resources found on landforms

F CONTENT

LIST THE CONTENT FOR

THIS LESSON ONLY

(OUTLINE THE CONTENT

YOU WILL TEACH TODAY-THIS MAY COME FROM

YOUR CONTENT OUTLINE)

IX Edible insects

E Bugs are an excellent food supply for nutrients

e Can be eaten raw boiled or roasted f Can be found under rotten logs by trees

and in most moist shady parts

F Grasshoppers worms crickets and ants are examples of bugs that can be eaten

G HOOK

(DESCRIBE HOW YOU

WILL GRAB STUDENTSrsquo ATTENTION AT THE

BEGINNING OF THE

LESSON BE CREATIVE)

There will be dead bugs on the studentsrsquo desks The students will be asked if they would ever consider eating the bug There will be samples of bugs (purchased from the store and prepared) for the students to eat

H INSTRUCTION

(TELL STEP-BY-STEP WHAT YOU WILL DO)

When the students sit down ask them if theyrsquove ever eaten a bug Did they like it What did it taste like Would they ever consider eating a bug Tell the students that today they will not just be eating regular banana bread we will be eating worm banana bread We will also be trying mealworm fried rice and chocolate chirpie chip

cookies Then the students will be able to sample some bugs if the students have parental permission

Banana Worm Bread

Ingredients

12 cup shortening 34 cup sugar 2 bananas mashed 2 cups flour 1 teaspoon soda 1 teaspoon salt 12 cup chopped nuts 2 eggs 14 cup dry-roasted army worms

Directions

Mix together all ingredients Bake in greased loaf pan at 350 degrees for about 1 hour

Mealworm Fried Rice

Ingredients

1 egg beaten 1 tsp oil 34 c water 14 c chopped onions 4 tsp soy sauce 18 tsp garlic powder 1 c minute rice 1 c cooked mealworms

Directions

Scramble egg in a saucepan stirring to break egg into pieces

Add water soy sauce garlic and onions Bring to a boil Stir

Chocolate Chirpie Chip Cookies

Ingredients

2 14 cup flour 1 tsp baking soda 1 tsp salt 1 cup butter softened 34 cup sugar 34 cup brown sugar 1 tsp vanilla 2 eggs 1 12-ounce chocolate chips 1 cup chopped nuts 12 cup dry-roasted crickets

Directions

Preheat oven to 375 In small bowl combine flour baking soda and salt set aside In large bowl combine butter sugar brown sugar and vanilla beat until creamy Beat in eggs Gradually add flour mixture and insects mix well Stir in chocolate chips Drop by rounded measuring teaspoonfuls onto ungreased cookie sheet Bake for 8-10 minutes in rice Cover remove from heat and let stand five minutes

The students will then share the information and their personal experience trying bugs through a class discussion What was it like Did it change them as a person (Ex A student that doesnrsquot try new things tried a bug or a person usually willing to try new things wouldnrsquot) Would they ever consider eating bugs on a regular basis Ask the students to name the different landforms Show a 3-5 minute PowerPoint presentation on the different types of landforms in order to refresh the studentsrsquo memories as well as to find out what they already know There will Have a handout for the students to make their own notes on

They will first discover how to purify salt water into drinking water as if they were stranded in the ocean We will place the salt water in the sun with a collection jar and see how much water we collect during the hour we have in class This will be revisited later in the day and the following day

Students will explore different ways of survival on various types of landforms Give the students a list of websites and

they also have the freedom to look at other creditable sites Let the students discover which landform as morebetter resources httpwwwsurvivalworldcomgeographylandformshtml httpwwwwilderness-survivalnet httpwwwaresearchguidecombiomeshtml Assign one group to create a page on the experience eating bugs Information on this page should include their personal experience eating them what they tasted like what types of bugs are edible and the location the bugs can be found in the wilderness The other group will have to create a page about the different landforms and the resources found on them The students should also go back to their previous pages and add any new useful information Play the video of the firestorm but pause the video before it tells the students how the victim survived Then ask the students to think about what they would do if they were in that firestorm Have the students come up with a plan Each pair of students will have a large sheet of paper to describe how they would get out of that situation (they can draw a picture list or use any other form to represent their plan) Then each group will present their plan Leave enough time for the audience to ask questions

Show the ending of the firestorm clip and how that victim survived Compare their ideas with the victims

In order to be able to survive students will need to know how to use their natural

resources and work together to get back to civilization No one knows when or how they

could get stranded away from everyone else The Chilean Miners had no clue that they

would be stranded in the mines for sixty-nine days or the Carnival cruise ship

passengers that they would be stranded out to sea for almost a week Disaster can

happen anywhere and to anybody These types of disasters show us our will to live and

make it out alive Each day we will present a clip of a real life situation where a victim

was stranded We will discuss what would be the best plan of action and how our

students would handle that situation We will then watch how the victim handled the

situation in order to stay alive

Unfortunate events happen all the time There are times the car breaks down

campers get lost a family vacation goes wrong or a person just happens to be in the

wrong place at the wrong time When these situations happen a person must use their

resources and intelligences in order to make it out alive The students at camp will

discover how diverse it is to be stranded on different landforms and how to make it back

to civilization

In the first lesson the students will learn about plants and which ones are edible

and have other uses such as medication through a simulation as well as hands on

activities that allow them to explore materials they may have with them if stranded

Once the students learn about plants that would help them if stranded they will be

introduced to Google Sites which they will use throughout the week in order to create a

webpage about survival

In the second lesson the students will look at which animals and insects would

help them given a stranded situation Students will have a chance to taste foods which

contain bugs such as ldquoChocolate Chirpie Chip Cookiesrdquo After reflecting on getting to try

foods that contain bugs students will work on survival skills such as purifying salt water

into drinking water and exploring how survival skills would be essential on each

landform They will need to re-visit Google Sites and add a page to their original page

discussing and sharing what they learned today

On the third day students will explore using a handheld GPS system They will

use the GPS in order to navigate the courses that are given to them After having a

chance to explore they will be able to create their own course and add it to their Google

Sites page for others to use if they so desire

The students will be creating a final project of a survival webpage using Google

Sites This site will allow other to learn about the survival skills that the students learned

about over the course of the week Since the students will also be creating a GPS

course other students will be able to use that if their school owns similar GPS

handhelds that the AIG Camp students are using

Technology is a big part of childrenrsquos lives today Technology is everywhere and

constantly changing The students will have to learn how to survive if all the sudden the

most of the technology was taken away They will not be able to use a cell phone to call

home or text someone their location Instead they will be working together to find

technology in order to send a message to someone to help them find their way back

Unit Title Diary of a Stranded Kid

Title Content Hook Proposed Activities

Day 1 Monday

Mayday Mayday

The students will learn about edible plants cactus wild berries acorns dandelion beech tree lotus plant and cattail They will also learn about medicinal plants such as ferns sage paper birch aloe jewel weed blackberries and mint

As soon as the students walk in tell them that they are all going on a trip to the Bahamas They are taking a plane and leave in the next few minutes (have the seats set up similar to a plane with a few objects around them The students should sit in the seats and pretend they are on the plane) The plane ride is going smoothly over the Atlantic Ocean until all of a sudden there is a lot of turbulence (tell the students to role play with a PowerPoint with pictures of a plane behind them)

Survival Stimulation (give the students a list of materials and they have to put them in order of importance and explain Go out to the woods and find some plants Bring them back in and look up to see if they are edible The students will also work on their survival webpage

Day 2 Tuesday

This land is your landhellip This land is my landhellip

We will talk about each landform including what plants animals climate and other natural resources that can be found in the wilderness They will learn about edible bugs

There will be dead bugs on the studentsrsquo desks The students will be asked if they would ever consider eating the bug There will be samples of bugs (purchased from the store and prepared) for the students to eat

The students will sample bugs They will rate the items left from the crash in order of importance and work on their webpage

Day 3 Wednesday

Can you hear me now

The students will learn about GPS systems and how they are useful

The students will have a car GPS system a cell phone and a hand held GPS system They will have to choose which

The students will go through the woods using their GPS systems They will also

one is better to use to get out of the woods and explain why using their background knowledge

continue with their webpage page and podcast

Day 4 Thursday

The day of rescue

The students will learn how weather and other natural disasters affect their survival rate

The students see a clip on getting out of the Amazon

The students will learn survival skills and about weather The students will finish their webpages

DIARY OF A STRANDED KID- LESSON 1 MAYDAY MAYDAY

I DEFINE THE CONTENT

LESSON OBJECTIVE By the end of the lesson the student will know the different types of edible and medicinal plants by being able to match the plant to its description as well as how this information would be beneficial to them if stranded in the wilderness

A person could survive off just eating plants from the wilderness

II PREPLANNING BEGIN WITH THE END IN MIND

A WHAT 3 ITEMS ARE WORTH

KNOWING

(THINK ABOUT THE CONTENT

YOU HAVE SELECTED WHAT IS

IMPORTANT FOR STUDENTS TO

KNOW)

AFTER THE LESSON

STUDENTS WILL KNOW THAT- there are different types of edible plants and insects and which ones are poisonous

STUDENTS WILL KNOW THAT- that there are different types of medicinal plants that cure ailments

STUDENTS WILL KNOW THAT- know the different edible and medicinal plants that will be useful to them if stranded in the wilderness

B WHAT 3 ITEMS ARE

IMPORTANT FOR STUDENTS TO

BE ABLE TO DO

(DEFINE WHAT STUDENTS

SHOULD BE ABLE TO DO AS A

RESULT OF YOUR LESSON)

AFTER THE LESSON

STUDENTS SHOULD BE ABLE TOhellip find and bring back at least three edible plants from the woods

STUDENTS SHOULD BE ABLE TOhellip work as a team to survive the plan crash simulation with only the items given to them

STUDENTS SHOULD BE ABLE TOhellip choose the most important item while lost at sea during the Discovery Channel simulation

C WHAT ARE THE ENDURING

UNDERSTANDINGS THAT

STUDENTS SHOULD TAKE AWAY

FROM THE LESSON (DEFINE

THE BIG IDEAS)

AFTER THE LESSON

STUDENTS WILL UNDERSTAND THAThellip that there is always a chance that a person could become a stranded victim

STUDENTS WILL UNDERSTAND THAThellip it is vital to know which plants are ediblemedicinal and which ones are poisonous in order to choose the right ones if ever stranded

STUDENTS WILL UNDERSTAND THAThellip there are several plants in the

wilderness that can become of use to a stranded victim

III PLANNING

D ESSENTIAL QUESTION

(ONE OVERARCHING LESSON

QUESTION )

WHAT PLANTS ARE SAFE TO EAT OR USE FOR MEDICATION IF YOU

WERE STRANDED IN THE WILDERNESS

E ASSESSMENT

(PERFORMANCE TASK) WHAT

WILL THE STUDENTS DO TO

SHOW YOU THAT THEY

MASTERED THE CONTENT

The students will be assessed on how well they worked together while they are looking in the woods for plants and animals through teacher observation and on the plants that they are able to bring back that are either edible or medicinal They will also be assessed on their list of the insects they can eat

F CONTENT

LIST THE CONTENT FOR THIS

LESSON ONLY

(OUTLINE THE CONTENT YOU

WILL TEACH TODAY-THIS MAY

COME FROM YOUR CONTENT

OUTLINE)

VI Edible Plants

A Beech Tree

a The nuts that are found on the beech tree can be eaten

b Can be a substitute for coffee

B Blackberry Raspberry a Grows in open sunny areas at the margin of

woods b Berries can be eaten

C Dandelion all of this plant can be eaten D Lotus plant

a The whole plant is edible raw or cooked b The plant can be dug into the fleshy parts

from the mud and bake or boil them E Cactus

a Found in deserts across the world b They are a good source of water and food

VII Edible insects

C Bugs are an excellent food supply for nutrients

c Can be eaten raw boiled or roasted d Can be found under rotten logs by trees and in

most moist shady parts

D Grasshoppers worms crickets and ants are examples of bugs that can be eaten

VIII Medicinal Plants

F Blackberries can be used to treat cuts and

inflammation G Aloe Vera

a Used for allergies abscesses abrasions

b Bad breath burns boils blisters bruises

bladder infections

H Paper Birch can be used for antibacterial and anti-

inflammatory

I Dandelion- the root can be used to treat kidney

liver and bladder aliments

J Jewel Weed- crushed leaves can be made into a

poultice to treat a rash or inflamed skin including

irritation from Poison Ivy

G HOOK

(DESCRIBE HOW YOU WILL

GRAB STUDENTSrsquo ATTENTION

AT THE BEGINNING OF THE

LESSON BE CREATIVE)

As soon as the students walk in tell them that they are all going on a trip to the Bahamas They are taking a plane and leave in the next few minutes (have the seats set up similar to a plane with a few objects around them The students should sit in the seats and pretend they are on the plane) The plane ride is going smoothly over the Atlantic Ocean until all of a sudden there is a lot of turbulence (tell the students to role play with a PowerPoint with pictures of a plane behind them)

H INSTRUCTION

(TELL STEP-BY-STEP WHAT

YOU WILL DO)

Script Pilot- Attention passengers aboard flight 4325 this is your pilot speaking It seems as though we have hit some turbulence No need to worry we will pass it within the next few minutes Thank you and enjoy your ride Passenger 1- Geez I hope this isnrsquot too bad I get very nervous flying Passenger 2- The pilot said that everything would be fine Irsquom sure there is no need to worryhellip Passenger 3- I donrsquot know about you guys but I think this plane ride is getting worse I have a bad feeling about this Pilot- Attention passengers aboard flight 4325 it seems as though we will need to do an emergency landing Please fasten your seat belts and prepare for a rough landing Thank you

Passenger 1- Oh gosh please let everything be ok (The passengers have really started to bounce around the plane) Pilot- Attention passengers aboard flighthelliphellip (The plane has hit the ground) Passenger 2- What just happened Passenger 3- Am I dead Passenger 1- WE MADE IT Pilot- Is everyone ok We need to grab all the useful items we can find We only have one minute to grab what we need (Everyone starts finding the following items that are laid out on the ground The students are expected to grab the items and walk quickly to the other side of the classroom) These are the materials the students will have close to them

A ball of steel wool

A small ax (plastic)

Can of Crisco shortening

Newspapers (one per person)

Cigarette lighter (without fluid)

Extra shirt and pants for each survivor

One quart of rubbing alcohol

A compass

Family size chocolate bars (one per person)

Luggage

DVDrsquos

Books Passenger 2- What did everyone find Passenger 3- Therersquos no way we can carry all of these items We need to decided which ones are the most important and why once we get to a safer place Tell the students that the simulation is over Ask them how they felt Did they get into the role playing Then tell the students to get into pairs They need to discuss how they would rate each item from the most important to the least

important in pairs One person should be designated as the recorder and each pair will need to be able to explain their decisions Each pair will present their list and explain why they chose that item as being important Allow time for questions and input from the audience Present the following list to the students by reading the Boy Scouts reasoning This is how the Boy Scouts rated the list and why 1 Cigarette lighter (without fluid) The gravest danger facing the group is exposure to cold The greatest need is for a source of warmth and the second greatest need is for signaling devices This makes building a fire the first order of business Without matches something is needed to produce sparks and even without fluid a cigarette lighter can do that 2 Ball of steel wool To make a fire the survivors need a means of catching he sparks made by the cigarette lighter This is the best substance for catching a spark and supporting a flame even if the steel wool is a little wet 3 Extra shirt and pants for each survivor Besides adding warmth to the body clothes can also be used for shelter signaling bedding bandages string (when unraveled) and fuel for the fire 4 Can of Crisco shortening This has many uses A mirror-like signaling device can be made from the lid After shining the lid with steel wool it will reflect sunlight and generate 5 to 7 million candlepower This is bright enough to be seen beyond the horizon While this could be limited somewhat by the trees a member of the group could climb a tree and use the mirrored lid to signal search planes If they had no other means of signaling than this they would have a better than 80 chance of being rescued within the first day There are other uses for this item It can be rubbed on exposed skin for protection against the cold When melted into an oil the shortening is helpful as fuel When soaked into a piece of cloth melted shortening will act like a candle The empty can is useful in melting snow for drinking water It is much safer to drink warmed water than to eat snow since

warm water will help retain body heat Water is important because dehydration will affect decision-making The can is also useful as a cup 5 Small ax Survivors need a constant supply of wood in order to maintain the fire The ax could be used for this as well as for clearing a sheltered campsite cutting tree branches for ground insulation and constructing a frame for the canvas tent 6 Family size chocolate bars (one per person) Chocolate will provide some food energy Since it contains mostly carbohydrates it supplies the energy without making digestive demands on the body 7 Newspapers (one per person) These are useful in starting a fire They can also be used as insulation under clothing when rolled up and placed around a personrsquos arms and legs A newspaper can also be used as a verbal signaling device when rolled up in a megaphone-shape It could also provide reading material for recreation 8 Compass Because a compass might encourage someone to try to walk to the nearest town it is a dangerous item Itrsquos only redeeming feature is that it could be used as a reflector of sunlight (due to its glass top) Then play the video of the plane crash but pause the video before it tells the students how the victim survived Then ask the students to think about what they would do if they were on that plane and were the only people that survived Tell the students to think about how they would come up with a plan for survival (2-3 minutes) Have a 5 minute class discussion on each pairs plan Encourage groups to ask each other questions about their reasoning Ask the students how they would handle being stranded Do you think that you are strong enough to try to survive What would be your first plan of action Do you think you would be too upset to find the shelter and food needed to survive What are some real life situation that they can remember hearing about in the news Ask the students what plants are edible or medicinal Then give a PowerPoint presentation on the different types of plants that are edible andor medicinal We will have a

handout for the students to make their own notes Take the students out to the woods to find edible andor medicinal plants and edible insects (the teacher will go into to woods to make sure there are plants and insects available) The students will be asked to find at least 3 plants and 4 insects Remind the students not actually eat any plants or animals

Introduce Google Sites to the students Have the main page on the projector and show the students a few of the features while they are looking at the screen There will be one main page for the tips on survival for their peers Each group will have a sub page (edible plant page medicinal plant page edible bugs and an overall survival tips) Each page will have to contain facts pictures and links to other useful sitesresource pages) Tell the students the username and password for all the groups to the main page Then assign each group a sub page and let them play with the different features Google has to offer On the first day they will need to include their names (no last names) and any information already known

The students will watch a clip from the Extreme Survival Pack video about a deadly plane crash Then the students will imagine they were on that plane The students will have to think about what materials they would need in order to survive in the plane crash situation

Script Pilot- Attention passengers aboard flight 4325 this is your pilot speaking It seems as though we have hit some turbulence No need to worry we will pass it within the next few minutes Thank you and enjoy your ride Passenger 1- Geez I hope this isnrsquot too bad I get very nervous flying Passenger 2- The pilot said that everything would be fine Irsquom sure there is no need to worryhellip Passenger 3- I donrsquot know about you guys but I think this plane ride is getting worse I have a bad feeling about this Pilot- Attention passengers aboard flight 4325 it seems as though we will need to do an emergency landing Please fasten your seat belts and prepare for a rough landing Thank you

Passenger 1- Oh gosh please let everything be ok (The passengers have really started to bounce around the plane) Pilot- Attention passengers aboard flighthelliphellip (The plane has hit the ground) Passenger 2- What just happened Passenger 3- Am I dead Passenger 1- WE MADE IT Pilot- Is everyone ok We need to grab all the useful items we can find We only have one minute to grab what we need (Everyone starts finding the following items) These are the materials the students will have close to them

A ball of steel wool

A small ax (plastic)

Can of Crisco shortening

Newspapers (one per person)

Cigarette lighter (without fluid)

Extra shirt and pants for each survivor

One quart of rubbing alcohol

A compass

Family size chocolate bars (one per person)

Luggage

DVDrsquos

Books Passenger 2- What did everyone find Passenger 3- Therersquos no way we can carry all of these items We need to decided which ones are the most important and why once we get to a safer place

DIARY OF A STRANDED KID- LESSON 2 SOMETHINGrsquoS A LITTLE BUGGY AROUND HERE

I DEFINE THE CONTENT

LESSON OBJECTIVE By the end of the lesson the student will able to identify edible bugs and the tips for survival by creating a webpage with information

A person could substitute bugs in their diet and get enough nutrition

II PREPLANNING BEGIN WITH THE END IN MIND

A WHAT 3 ITEMS ARE

WORTH KNOWING

(THINK ABOUT THE

CONTENT YOU HAVE

SELECTED WHAT IS

IMPORTANT FOR

STUDENTS TO KNOW)

AFTER THE LESSON

STUDENTS WILL KNOW- the different ways to prepare bugs to eat

STUDENTS WILL KNOW THAT- a person could survive off of bugs for nutrition

STUDENTS WILL KNOW THAT- attributes from each landform can be beneficial to their survival

B WHAT 3 ITEMS ARE

IMPORTANT FOR

STUDENTS TO BE ABLE TO

DO

(DEFINE WHAT STUDENTS

SHOULD BE ABLE TO DO

AS A RESULT OF YOUR

LESSON)

AFTER THE LESSON

STUDENTS SHOULD BE ABLE TOhellip list different ways of preparing bugs and know some of the nutritional value of the bug

STUDENTS SHOULD BE ABLE TOhellip compare and contrast survival rates among different landforms

STUDENTS SHOULD BE ABLE TOhellip explain how to successfully find nutrition while stranded in the wilderness

C WHAT ARE THE

ENDURING

UNDERSTANDINGS THAT

STUDENTS SHOULD TAKE

AWAY FROM THE

LESSON (DEFINE THE

BIG IDEAS)

AFTER THE LESSON

STUDENTS WILL UNDERSTAND THAThellipsome people believe that a person could survive off of bugs

STUDENTS WILL UNDERSTAND THAThellip it is vital to know which bugs are edible and which ones are poisonous

STUDENTS WILL UNDERSTAND THAThellip survival skills vary from landform to landform

III PLANNING

D ESSENTIAL QUESTION

(ONE OVERARCHING

LESSON QUESTION )

WHAT ARE DIFFERENT WAYS BUGS CAN BE PREPARED IN ORDER TO

RECEIVE NUTRITION FOR SURVIVAL

WHAT NATURAL RESOURCES CAN YOU USE FROM EACH LANDFORM

TO HELP YOU SURVIVE

E ASSESSMENT

(PERFORMANCE TASK) WHAT WILL THE

STUDENTS DO TO SHOW

YOU THAT THEY

MASTERED THE

CONTENT

The students will be assessed on their webpage One group will be responsible for creating a page on the experience eating bugs (they will have to collect data from the other group) and the other group will have to create a page about the correct way to build a shelter and resources found on landforms

F CONTENT

LIST THE CONTENT FOR

THIS LESSON ONLY

(OUTLINE THE CONTENT

YOU WILL TEACH TODAY-THIS MAY COME FROM

YOUR CONTENT OUTLINE)

IX Edible insects

E Bugs are an excellent food supply for nutrients

e Can be eaten raw boiled or roasted f Can be found under rotten logs by trees

and in most moist shady parts

F Grasshoppers worms crickets and ants are examples of bugs that can be eaten

G HOOK

(DESCRIBE HOW YOU

WILL GRAB STUDENTSrsquo ATTENTION AT THE

BEGINNING OF THE

LESSON BE CREATIVE)

There will be dead bugs on the studentsrsquo desks The students will be asked if they would ever consider eating the bug There will be samples of bugs (purchased from the store and prepared) for the students to eat

H INSTRUCTION

(TELL STEP-BY-STEP WHAT YOU WILL DO)

When the students sit down ask them if theyrsquove ever eaten a bug Did they like it What did it taste like Would they ever consider eating a bug Tell the students that today they will not just be eating regular banana bread we will be eating worm banana bread We will also be trying mealworm fried rice and chocolate chirpie chip

cookies Then the students will be able to sample some bugs if the students have parental permission

Banana Worm Bread

Ingredients

12 cup shortening 34 cup sugar 2 bananas mashed 2 cups flour 1 teaspoon soda 1 teaspoon salt 12 cup chopped nuts 2 eggs 14 cup dry-roasted army worms

Directions

Mix together all ingredients Bake in greased loaf pan at 350 degrees for about 1 hour

Mealworm Fried Rice

Ingredients

1 egg beaten 1 tsp oil 34 c water 14 c chopped onions 4 tsp soy sauce 18 tsp garlic powder 1 c minute rice 1 c cooked mealworms

Directions

Scramble egg in a saucepan stirring to break egg into pieces

Add water soy sauce garlic and onions Bring to a boil Stir

Chocolate Chirpie Chip Cookies

Ingredients

2 14 cup flour 1 tsp baking soda 1 tsp salt 1 cup butter softened 34 cup sugar 34 cup brown sugar 1 tsp vanilla 2 eggs 1 12-ounce chocolate chips 1 cup chopped nuts 12 cup dry-roasted crickets

Directions

Preheat oven to 375 In small bowl combine flour baking soda and salt set aside In large bowl combine butter sugar brown sugar and vanilla beat until creamy Beat in eggs Gradually add flour mixture and insects mix well Stir in chocolate chips Drop by rounded measuring teaspoonfuls onto ungreased cookie sheet Bake for 8-10 minutes in rice Cover remove from heat and let stand five minutes

The students will then share the information and their personal experience trying bugs through a class discussion What was it like Did it change them as a person (Ex A student that doesnrsquot try new things tried a bug or a person usually willing to try new things wouldnrsquot) Would they ever consider eating bugs on a regular basis Ask the students to name the different landforms Show a 3-5 minute PowerPoint presentation on the different types of landforms in order to refresh the studentsrsquo memories as well as to find out what they already know There will Have a handout for the students to make their own notes on

They will first discover how to purify salt water into drinking water as if they were stranded in the ocean We will place the salt water in the sun with a collection jar and see how much water we collect during the hour we have in class This will be revisited later in the day and the following day

Students will explore different ways of survival on various types of landforms Give the students a list of websites and

they also have the freedom to look at other creditable sites Let the students discover which landform as morebetter resources httpwwwsurvivalworldcomgeographylandformshtml httpwwwwilderness-survivalnet httpwwwaresearchguidecombiomeshtml Assign one group to create a page on the experience eating bugs Information on this page should include their personal experience eating them what they tasted like what types of bugs are edible and the location the bugs can be found in the wilderness The other group will have to create a page about the different landforms and the resources found on them The students should also go back to their previous pages and add any new useful information Play the video of the firestorm but pause the video before it tells the students how the victim survived Then ask the students to think about what they would do if they were in that firestorm Have the students come up with a plan Each pair of students will have a large sheet of paper to describe how they would get out of that situation (they can draw a picture list or use any other form to represent their plan) Then each group will present their plan Leave enough time for the audience to ask questions

Show the ending of the firestorm clip and how that victim survived Compare their ideas with the victims

In the second lesson the students will look at which animals and insects would

help them given a stranded situation Students will have a chance to taste foods which

contain bugs such as ldquoChocolate Chirpie Chip Cookiesrdquo After reflecting on getting to try

foods that contain bugs students will work on survival skills such as purifying salt water

into drinking water and exploring how survival skills would be essential on each

landform They will need to re-visit Google Sites and add a page to their original page

discussing and sharing what they learned today

On the third day students will explore using a handheld GPS system They will

use the GPS in order to navigate the courses that are given to them After having a

chance to explore they will be able to create their own course and add it to their Google

Sites page for others to use if they so desire

The students will be creating a final project of a survival webpage using Google

Sites This site will allow other to learn about the survival skills that the students learned

about over the course of the week Since the students will also be creating a GPS

course other students will be able to use that if their school owns similar GPS

handhelds that the AIG Camp students are using

Technology is a big part of childrenrsquos lives today Technology is everywhere and

constantly changing The students will have to learn how to survive if all the sudden the

most of the technology was taken away They will not be able to use a cell phone to call

home or text someone their location Instead they will be working together to find

technology in order to send a message to someone to help them find their way back

Unit Title Diary of a Stranded Kid

Title Content Hook Proposed Activities

Day 1 Monday

Mayday Mayday

The students will learn about edible plants cactus wild berries acorns dandelion beech tree lotus plant and cattail They will also learn about medicinal plants such as ferns sage paper birch aloe jewel weed blackberries and mint

As soon as the students walk in tell them that they are all going on a trip to the Bahamas They are taking a plane and leave in the next few minutes (have the seats set up similar to a plane with a few objects around them The students should sit in the seats and pretend they are on the plane) The plane ride is going smoothly over the Atlantic Ocean until all of a sudden there is a lot of turbulence (tell the students to role play with a PowerPoint with pictures of a plane behind them)

Survival Stimulation (give the students a list of materials and they have to put them in order of importance and explain Go out to the woods and find some plants Bring them back in and look up to see if they are edible The students will also work on their survival webpage

Day 2 Tuesday

This land is your landhellip This land is my landhellip

We will talk about each landform including what plants animals climate and other natural resources that can be found in the wilderness They will learn about edible bugs

There will be dead bugs on the studentsrsquo desks The students will be asked if they would ever consider eating the bug There will be samples of bugs (purchased from the store and prepared) for the students to eat

The students will sample bugs They will rate the items left from the crash in order of importance and work on their webpage

Day 3 Wednesday

Can you hear me now

The students will learn about GPS systems and how they are useful

The students will have a car GPS system a cell phone and a hand held GPS system They will have to choose which

The students will go through the woods using their GPS systems They will also

one is better to use to get out of the woods and explain why using their background knowledge

continue with their webpage page and podcast

Day 4 Thursday

The day of rescue

The students will learn how weather and other natural disasters affect their survival rate

The students see a clip on getting out of the Amazon

The students will learn survival skills and about weather The students will finish their webpages

DIARY OF A STRANDED KID- LESSON 1 MAYDAY MAYDAY

I DEFINE THE CONTENT

LESSON OBJECTIVE By the end of the lesson the student will know the different types of edible and medicinal plants by being able to match the plant to its description as well as how this information would be beneficial to them if stranded in the wilderness

A person could survive off just eating plants from the wilderness

II PREPLANNING BEGIN WITH THE END IN MIND

A WHAT 3 ITEMS ARE WORTH

KNOWING

(THINK ABOUT THE CONTENT

YOU HAVE SELECTED WHAT IS

IMPORTANT FOR STUDENTS TO

KNOW)

AFTER THE LESSON

STUDENTS WILL KNOW THAT- there are different types of edible plants and insects and which ones are poisonous

STUDENTS WILL KNOW THAT- that there are different types of medicinal plants that cure ailments

STUDENTS WILL KNOW THAT- know the different edible and medicinal plants that will be useful to them if stranded in the wilderness

B WHAT 3 ITEMS ARE

IMPORTANT FOR STUDENTS TO

BE ABLE TO DO

(DEFINE WHAT STUDENTS

SHOULD BE ABLE TO DO AS A

RESULT OF YOUR LESSON)

AFTER THE LESSON

STUDENTS SHOULD BE ABLE TOhellip find and bring back at least three edible plants from the woods

STUDENTS SHOULD BE ABLE TOhellip work as a team to survive the plan crash simulation with only the items given to them

STUDENTS SHOULD BE ABLE TOhellip choose the most important item while lost at sea during the Discovery Channel simulation

C WHAT ARE THE ENDURING

UNDERSTANDINGS THAT

STUDENTS SHOULD TAKE AWAY

FROM THE LESSON (DEFINE

THE BIG IDEAS)

AFTER THE LESSON

STUDENTS WILL UNDERSTAND THAThellip that there is always a chance that a person could become a stranded victim

STUDENTS WILL UNDERSTAND THAThellip it is vital to know which plants are ediblemedicinal and which ones are poisonous in order to choose the right ones if ever stranded

STUDENTS WILL UNDERSTAND THAThellip there are several plants in the

wilderness that can become of use to a stranded victim

III PLANNING

D ESSENTIAL QUESTION

(ONE OVERARCHING LESSON

QUESTION )

WHAT PLANTS ARE SAFE TO EAT OR USE FOR MEDICATION IF YOU

WERE STRANDED IN THE WILDERNESS

E ASSESSMENT

(PERFORMANCE TASK) WHAT

WILL THE STUDENTS DO TO

SHOW YOU THAT THEY

MASTERED THE CONTENT

The students will be assessed on how well they worked together while they are looking in the woods for plants and animals through teacher observation and on the plants that they are able to bring back that are either edible or medicinal They will also be assessed on their list of the insects they can eat

F CONTENT

LIST THE CONTENT FOR THIS

LESSON ONLY

(OUTLINE THE CONTENT YOU

WILL TEACH TODAY-THIS MAY

COME FROM YOUR CONTENT

OUTLINE)

VI Edible Plants

A Beech Tree

a The nuts that are found on the beech tree can be eaten

b Can be a substitute for coffee

B Blackberry Raspberry a Grows in open sunny areas at the margin of

woods b Berries can be eaten

C Dandelion all of this plant can be eaten D Lotus plant

a The whole plant is edible raw or cooked b The plant can be dug into the fleshy parts

from the mud and bake or boil them E Cactus

a Found in deserts across the world b They are a good source of water and food

VII Edible insects

C Bugs are an excellent food supply for nutrients

c Can be eaten raw boiled or roasted d Can be found under rotten logs by trees and in

most moist shady parts

D Grasshoppers worms crickets and ants are examples of bugs that can be eaten

VIII Medicinal Plants

F Blackberries can be used to treat cuts and

inflammation G Aloe Vera

a Used for allergies abscesses abrasions

b Bad breath burns boils blisters bruises

bladder infections

H Paper Birch can be used for antibacterial and anti-

inflammatory

I Dandelion- the root can be used to treat kidney

liver and bladder aliments

J Jewel Weed- crushed leaves can be made into a

poultice to treat a rash or inflamed skin including

irritation from Poison Ivy

G HOOK

(DESCRIBE HOW YOU WILL

GRAB STUDENTSrsquo ATTENTION

AT THE BEGINNING OF THE

LESSON BE CREATIVE)

As soon as the students walk in tell them that they are all going on a trip to the Bahamas They are taking a plane and leave in the next few minutes (have the seats set up similar to a plane with a few objects around them The students should sit in the seats and pretend they are on the plane) The plane ride is going smoothly over the Atlantic Ocean until all of a sudden there is a lot of turbulence (tell the students to role play with a PowerPoint with pictures of a plane behind them)

H INSTRUCTION

(TELL STEP-BY-STEP WHAT

YOU WILL DO)

Script Pilot- Attention passengers aboard flight 4325 this is your pilot speaking It seems as though we have hit some turbulence No need to worry we will pass it within the next few minutes Thank you and enjoy your ride Passenger 1- Geez I hope this isnrsquot too bad I get very nervous flying Passenger 2- The pilot said that everything would be fine Irsquom sure there is no need to worryhellip Passenger 3- I donrsquot know about you guys but I think this plane ride is getting worse I have a bad feeling about this Pilot- Attention passengers aboard flight 4325 it seems as though we will need to do an emergency landing Please fasten your seat belts and prepare for a rough landing Thank you

Passenger 1- Oh gosh please let everything be ok (The passengers have really started to bounce around the plane) Pilot- Attention passengers aboard flighthelliphellip (The plane has hit the ground) Passenger 2- What just happened Passenger 3- Am I dead Passenger 1- WE MADE IT Pilot- Is everyone ok We need to grab all the useful items we can find We only have one minute to grab what we need (Everyone starts finding the following items that are laid out on the ground The students are expected to grab the items and walk quickly to the other side of the classroom) These are the materials the students will have close to them

A ball of steel wool

A small ax (plastic)

Can of Crisco shortening

Newspapers (one per person)

Cigarette lighter (without fluid)

Extra shirt and pants for each survivor

One quart of rubbing alcohol

A compass

Family size chocolate bars (one per person)

Luggage

DVDrsquos

Books Passenger 2- What did everyone find Passenger 3- Therersquos no way we can carry all of these items We need to decided which ones are the most important and why once we get to a safer place Tell the students that the simulation is over Ask them how they felt Did they get into the role playing Then tell the students to get into pairs They need to discuss how they would rate each item from the most important to the least

important in pairs One person should be designated as the recorder and each pair will need to be able to explain their decisions Each pair will present their list and explain why they chose that item as being important Allow time for questions and input from the audience Present the following list to the students by reading the Boy Scouts reasoning This is how the Boy Scouts rated the list and why 1 Cigarette lighter (without fluid) The gravest danger facing the group is exposure to cold The greatest need is for a source of warmth and the second greatest need is for signaling devices This makes building a fire the first order of business Without matches something is needed to produce sparks and even without fluid a cigarette lighter can do that 2 Ball of steel wool To make a fire the survivors need a means of catching he sparks made by the cigarette lighter This is the best substance for catching a spark and supporting a flame even if the steel wool is a little wet 3 Extra shirt and pants for each survivor Besides adding warmth to the body clothes can also be used for shelter signaling bedding bandages string (when unraveled) and fuel for the fire 4 Can of Crisco shortening This has many uses A mirror-like signaling device can be made from the lid After shining the lid with steel wool it will reflect sunlight and generate 5 to 7 million candlepower This is bright enough to be seen beyond the horizon While this could be limited somewhat by the trees a member of the group could climb a tree and use the mirrored lid to signal search planes If they had no other means of signaling than this they would have a better than 80 chance of being rescued within the first day There are other uses for this item It can be rubbed on exposed skin for protection against the cold When melted into an oil the shortening is helpful as fuel When soaked into a piece of cloth melted shortening will act like a candle The empty can is useful in melting snow for drinking water It is much safer to drink warmed water than to eat snow since

warm water will help retain body heat Water is important because dehydration will affect decision-making The can is also useful as a cup 5 Small ax Survivors need a constant supply of wood in order to maintain the fire The ax could be used for this as well as for clearing a sheltered campsite cutting tree branches for ground insulation and constructing a frame for the canvas tent 6 Family size chocolate bars (one per person) Chocolate will provide some food energy Since it contains mostly carbohydrates it supplies the energy without making digestive demands on the body 7 Newspapers (one per person) These are useful in starting a fire They can also be used as insulation under clothing when rolled up and placed around a personrsquos arms and legs A newspaper can also be used as a verbal signaling device when rolled up in a megaphone-shape It could also provide reading material for recreation 8 Compass Because a compass might encourage someone to try to walk to the nearest town it is a dangerous item Itrsquos only redeeming feature is that it could be used as a reflector of sunlight (due to its glass top) Then play the video of the plane crash but pause the video before it tells the students how the victim survived Then ask the students to think about what they would do if they were on that plane and were the only people that survived Tell the students to think about how they would come up with a plan for survival (2-3 minutes) Have a 5 minute class discussion on each pairs plan Encourage groups to ask each other questions about their reasoning Ask the students how they would handle being stranded Do you think that you are strong enough to try to survive What would be your first plan of action Do you think you would be too upset to find the shelter and food needed to survive What are some real life situation that they can remember hearing about in the news Ask the students what plants are edible or medicinal Then give a PowerPoint presentation on the different types of plants that are edible andor medicinal We will have a

handout for the students to make their own notes Take the students out to the woods to find edible andor medicinal plants and edible insects (the teacher will go into to woods to make sure there are plants and insects available) The students will be asked to find at least 3 plants and 4 insects Remind the students not actually eat any plants or animals

Introduce Google Sites to the students Have the main page on the projector and show the students a few of the features while they are looking at the screen There will be one main page for the tips on survival for their peers Each group will have a sub page (edible plant page medicinal plant page edible bugs and an overall survival tips) Each page will have to contain facts pictures and links to other useful sitesresource pages) Tell the students the username and password for all the groups to the main page Then assign each group a sub page and let them play with the different features Google has to offer On the first day they will need to include their names (no last names) and any information already known

The students will watch a clip from the Extreme Survival Pack video about a deadly plane crash Then the students will imagine they were on that plane The students will have to think about what materials they would need in order to survive in the plane crash situation

Script Pilot- Attention passengers aboard flight 4325 this is your pilot speaking It seems as though we have hit some turbulence No need to worry we will pass it within the next few minutes Thank you and enjoy your ride Passenger 1- Geez I hope this isnrsquot too bad I get very nervous flying Passenger 2- The pilot said that everything would be fine Irsquom sure there is no need to worryhellip Passenger 3- I donrsquot know about you guys but I think this plane ride is getting worse I have a bad feeling about this Pilot- Attention passengers aboard flight 4325 it seems as though we will need to do an emergency landing Please fasten your seat belts and prepare for a rough landing Thank you

Passenger 1- Oh gosh please let everything be ok (The passengers have really started to bounce around the plane) Pilot- Attention passengers aboard flighthelliphellip (The plane has hit the ground) Passenger 2- What just happened Passenger 3- Am I dead Passenger 1- WE MADE IT Pilot- Is everyone ok We need to grab all the useful items we can find We only have one minute to grab what we need (Everyone starts finding the following items) These are the materials the students will have close to them

A ball of steel wool

A small ax (plastic)

Can of Crisco shortening

Newspapers (one per person)

Cigarette lighter (without fluid)

Extra shirt and pants for each survivor

One quart of rubbing alcohol

A compass

Family size chocolate bars (one per person)

Luggage

DVDrsquos

Books Passenger 2- What did everyone find Passenger 3- Therersquos no way we can carry all of these items We need to decided which ones are the most important and why once we get to a safer place

DIARY OF A STRANDED KID- LESSON 2 SOMETHINGrsquoS A LITTLE BUGGY AROUND HERE

I DEFINE THE CONTENT

LESSON OBJECTIVE By the end of the lesson the student will able to identify edible bugs and the tips for survival by creating a webpage with information

A person could substitute bugs in their diet and get enough nutrition

II PREPLANNING BEGIN WITH THE END IN MIND

A WHAT 3 ITEMS ARE

WORTH KNOWING

(THINK ABOUT THE

CONTENT YOU HAVE

SELECTED WHAT IS

IMPORTANT FOR

STUDENTS TO KNOW)

AFTER THE LESSON

STUDENTS WILL KNOW- the different ways to prepare bugs to eat

STUDENTS WILL KNOW THAT- a person could survive off of bugs for nutrition

STUDENTS WILL KNOW THAT- attributes from each landform can be beneficial to their survival

B WHAT 3 ITEMS ARE

IMPORTANT FOR

STUDENTS TO BE ABLE TO

DO

(DEFINE WHAT STUDENTS

SHOULD BE ABLE TO DO

AS A RESULT OF YOUR

LESSON)

AFTER THE LESSON

STUDENTS SHOULD BE ABLE TOhellip list different ways of preparing bugs and know some of the nutritional value of the bug

STUDENTS SHOULD BE ABLE TOhellip compare and contrast survival rates among different landforms

STUDENTS SHOULD BE ABLE TOhellip explain how to successfully find nutrition while stranded in the wilderness

C WHAT ARE THE

ENDURING

UNDERSTANDINGS THAT

STUDENTS SHOULD TAKE

AWAY FROM THE

LESSON (DEFINE THE

BIG IDEAS)

AFTER THE LESSON

STUDENTS WILL UNDERSTAND THAThellipsome people believe that a person could survive off of bugs

STUDENTS WILL UNDERSTAND THAThellip it is vital to know which bugs are edible and which ones are poisonous

STUDENTS WILL UNDERSTAND THAThellip survival skills vary from landform to landform

III PLANNING

D ESSENTIAL QUESTION

(ONE OVERARCHING

LESSON QUESTION )

WHAT ARE DIFFERENT WAYS BUGS CAN BE PREPARED IN ORDER TO

RECEIVE NUTRITION FOR SURVIVAL

WHAT NATURAL RESOURCES CAN YOU USE FROM EACH LANDFORM

TO HELP YOU SURVIVE

E ASSESSMENT

(PERFORMANCE TASK) WHAT WILL THE

STUDENTS DO TO SHOW

YOU THAT THEY

MASTERED THE

CONTENT

The students will be assessed on their webpage One group will be responsible for creating a page on the experience eating bugs (they will have to collect data from the other group) and the other group will have to create a page about the correct way to build a shelter and resources found on landforms

F CONTENT

LIST THE CONTENT FOR

THIS LESSON ONLY

(OUTLINE THE CONTENT

YOU WILL TEACH TODAY-THIS MAY COME FROM

YOUR CONTENT OUTLINE)

IX Edible insects

E Bugs are an excellent food supply for nutrients

e Can be eaten raw boiled or roasted f Can be found under rotten logs by trees

and in most moist shady parts

F Grasshoppers worms crickets and ants are examples of bugs that can be eaten

G HOOK

(DESCRIBE HOW YOU

WILL GRAB STUDENTSrsquo ATTENTION AT THE

BEGINNING OF THE

LESSON BE CREATIVE)

There will be dead bugs on the studentsrsquo desks The students will be asked if they would ever consider eating the bug There will be samples of bugs (purchased from the store and prepared) for the students to eat

H INSTRUCTION

(TELL STEP-BY-STEP WHAT YOU WILL DO)

When the students sit down ask them if theyrsquove ever eaten a bug Did they like it What did it taste like Would they ever consider eating a bug Tell the students that today they will not just be eating regular banana bread we will be eating worm banana bread We will also be trying mealworm fried rice and chocolate chirpie chip

cookies Then the students will be able to sample some bugs if the students have parental permission

Banana Worm Bread

Ingredients

12 cup shortening 34 cup sugar 2 bananas mashed 2 cups flour 1 teaspoon soda 1 teaspoon salt 12 cup chopped nuts 2 eggs 14 cup dry-roasted army worms

Directions

Mix together all ingredients Bake in greased loaf pan at 350 degrees for about 1 hour

Mealworm Fried Rice

Ingredients

1 egg beaten 1 tsp oil 34 c water 14 c chopped onions 4 tsp soy sauce 18 tsp garlic powder 1 c minute rice 1 c cooked mealworms

Directions

Scramble egg in a saucepan stirring to break egg into pieces

Add water soy sauce garlic and onions Bring to a boil Stir

Chocolate Chirpie Chip Cookies

Ingredients

2 14 cup flour 1 tsp baking soda 1 tsp salt 1 cup butter softened 34 cup sugar 34 cup brown sugar 1 tsp vanilla 2 eggs 1 12-ounce chocolate chips 1 cup chopped nuts 12 cup dry-roasted crickets

Directions

Preheat oven to 375 In small bowl combine flour baking soda and salt set aside In large bowl combine butter sugar brown sugar and vanilla beat until creamy Beat in eggs Gradually add flour mixture and insects mix well Stir in chocolate chips Drop by rounded measuring teaspoonfuls onto ungreased cookie sheet Bake for 8-10 minutes in rice Cover remove from heat and let stand five minutes

The students will then share the information and their personal experience trying bugs through a class discussion What was it like Did it change them as a person (Ex A student that doesnrsquot try new things tried a bug or a person usually willing to try new things wouldnrsquot) Would they ever consider eating bugs on a regular basis Ask the students to name the different landforms Show a 3-5 minute PowerPoint presentation on the different types of landforms in order to refresh the studentsrsquo memories as well as to find out what they already know There will Have a handout for the students to make their own notes on

They will first discover how to purify salt water into drinking water as if they were stranded in the ocean We will place the salt water in the sun with a collection jar and see how much water we collect during the hour we have in class This will be revisited later in the day and the following day

Students will explore different ways of survival on various types of landforms Give the students a list of websites and

they also have the freedom to look at other creditable sites Let the students discover which landform as morebetter resources httpwwwsurvivalworldcomgeographylandformshtml httpwwwwilderness-survivalnet httpwwwaresearchguidecombiomeshtml Assign one group to create a page on the experience eating bugs Information on this page should include their personal experience eating them what they tasted like what types of bugs are edible and the location the bugs can be found in the wilderness The other group will have to create a page about the different landforms and the resources found on them The students should also go back to their previous pages and add any new useful information Play the video of the firestorm but pause the video before it tells the students how the victim survived Then ask the students to think about what they would do if they were in that firestorm Have the students come up with a plan Each pair of students will have a large sheet of paper to describe how they would get out of that situation (they can draw a picture list or use any other form to represent their plan) Then each group will present their plan Leave enough time for the audience to ask questions

Show the ending of the firestorm clip and how that victim survived Compare their ideas with the victims

Unit Title Diary of a Stranded Kid

Title Content Hook Proposed Activities

Day 1 Monday

Mayday Mayday

The students will learn about edible plants cactus wild berries acorns dandelion beech tree lotus plant and cattail They will also learn about medicinal plants such as ferns sage paper birch aloe jewel weed blackberries and mint

As soon as the students walk in tell them that they are all going on a trip to the Bahamas They are taking a plane and leave in the next few minutes (have the seats set up similar to a plane with a few objects around them The students should sit in the seats and pretend they are on the plane) The plane ride is going smoothly over the Atlantic Ocean until all of a sudden there is a lot of turbulence (tell the students to role play with a PowerPoint with pictures of a plane behind them)

Survival Stimulation (give the students a list of materials and they have to put them in order of importance and explain Go out to the woods and find some plants Bring them back in and look up to see if they are edible The students will also work on their survival webpage

Day 2 Tuesday

This land is your landhellip This land is my landhellip

We will talk about each landform including what plants animals climate and other natural resources that can be found in the wilderness They will learn about edible bugs

There will be dead bugs on the studentsrsquo desks The students will be asked if they would ever consider eating the bug There will be samples of bugs (purchased from the store and prepared) for the students to eat

The students will sample bugs They will rate the items left from the crash in order of importance and work on their webpage

Day 3 Wednesday

Can you hear me now

The students will learn about GPS systems and how they are useful

The students will have a car GPS system a cell phone and a hand held GPS system They will have to choose which

The students will go through the woods using their GPS systems They will also

one is better to use to get out of the woods and explain why using their background knowledge

continue with their webpage page and podcast

Day 4 Thursday

The day of rescue

The students will learn how weather and other natural disasters affect their survival rate

The students see a clip on getting out of the Amazon

The students will learn survival skills and about weather The students will finish their webpages

DIARY OF A STRANDED KID- LESSON 1 MAYDAY MAYDAY

I DEFINE THE CONTENT

LESSON OBJECTIVE By the end of the lesson the student will know the different types of edible and medicinal plants by being able to match the plant to its description as well as how this information would be beneficial to them if stranded in the wilderness

A person could survive off just eating plants from the wilderness

II PREPLANNING BEGIN WITH THE END IN MIND

A WHAT 3 ITEMS ARE WORTH

KNOWING

(THINK ABOUT THE CONTENT

YOU HAVE SELECTED WHAT IS

IMPORTANT FOR STUDENTS TO

KNOW)

AFTER THE LESSON

STUDENTS WILL KNOW THAT- there are different types of edible plants and insects and which ones are poisonous

STUDENTS WILL KNOW THAT- that there are different types of medicinal plants that cure ailments

STUDENTS WILL KNOW THAT- know the different edible and medicinal plants that will be useful to them if stranded in the wilderness

B WHAT 3 ITEMS ARE

IMPORTANT FOR STUDENTS TO

BE ABLE TO DO

(DEFINE WHAT STUDENTS

SHOULD BE ABLE TO DO AS A

RESULT OF YOUR LESSON)

AFTER THE LESSON

STUDENTS SHOULD BE ABLE TOhellip find and bring back at least three edible plants from the woods

STUDENTS SHOULD BE ABLE TOhellip work as a team to survive the plan crash simulation with only the items given to them

STUDENTS SHOULD BE ABLE TOhellip choose the most important item while lost at sea during the Discovery Channel simulation

C WHAT ARE THE ENDURING

UNDERSTANDINGS THAT

STUDENTS SHOULD TAKE AWAY

FROM THE LESSON (DEFINE

THE BIG IDEAS)

AFTER THE LESSON

STUDENTS WILL UNDERSTAND THAThellip that there is always a chance that a person could become a stranded victim

STUDENTS WILL UNDERSTAND THAThellip it is vital to know which plants are ediblemedicinal and which ones are poisonous in order to choose the right ones if ever stranded

STUDENTS WILL UNDERSTAND THAThellip there are several plants in the

wilderness that can become of use to a stranded victim

III PLANNING

D ESSENTIAL QUESTION

(ONE OVERARCHING LESSON

QUESTION )

WHAT PLANTS ARE SAFE TO EAT OR USE FOR MEDICATION IF YOU

WERE STRANDED IN THE WILDERNESS

E ASSESSMENT

(PERFORMANCE TASK) WHAT

WILL THE STUDENTS DO TO

SHOW YOU THAT THEY

MASTERED THE CONTENT

The students will be assessed on how well they worked together while they are looking in the woods for plants and animals through teacher observation and on the plants that they are able to bring back that are either edible or medicinal They will also be assessed on their list of the insects they can eat

F CONTENT

LIST THE CONTENT FOR THIS

LESSON ONLY

(OUTLINE THE CONTENT YOU

WILL TEACH TODAY-THIS MAY

COME FROM YOUR CONTENT

OUTLINE)

VI Edible Plants

A Beech Tree

a The nuts that are found on the beech tree can be eaten

b Can be a substitute for coffee

B Blackberry Raspberry a Grows in open sunny areas at the margin of

woods b Berries can be eaten

C Dandelion all of this plant can be eaten D Lotus plant

a The whole plant is edible raw or cooked b The plant can be dug into the fleshy parts

from the mud and bake or boil them E Cactus

a Found in deserts across the world b They are a good source of water and food

VII Edible insects

C Bugs are an excellent food supply for nutrients

c Can be eaten raw boiled or roasted d Can be found under rotten logs by trees and in

most moist shady parts

D Grasshoppers worms crickets and ants are examples of bugs that can be eaten

VIII Medicinal Plants

F Blackberries can be used to treat cuts and

inflammation G Aloe Vera

a Used for allergies abscesses abrasions

b Bad breath burns boils blisters bruises

bladder infections

H Paper Birch can be used for antibacterial and anti-

inflammatory

I Dandelion- the root can be used to treat kidney

liver and bladder aliments

J Jewel Weed- crushed leaves can be made into a

poultice to treat a rash or inflamed skin including

irritation from Poison Ivy

G HOOK

(DESCRIBE HOW YOU WILL

GRAB STUDENTSrsquo ATTENTION

AT THE BEGINNING OF THE

LESSON BE CREATIVE)

As soon as the students walk in tell them that they are all going on a trip to the Bahamas They are taking a plane and leave in the next few minutes (have the seats set up similar to a plane with a few objects around them The students should sit in the seats and pretend they are on the plane) The plane ride is going smoothly over the Atlantic Ocean until all of a sudden there is a lot of turbulence (tell the students to role play with a PowerPoint with pictures of a plane behind them)

H INSTRUCTION

(TELL STEP-BY-STEP WHAT

YOU WILL DO)

Script Pilot- Attention passengers aboard flight 4325 this is your pilot speaking It seems as though we have hit some turbulence No need to worry we will pass it within the next few minutes Thank you and enjoy your ride Passenger 1- Geez I hope this isnrsquot too bad I get very nervous flying Passenger 2- The pilot said that everything would be fine Irsquom sure there is no need to worryhellip Passenger 3- I donrsquot know about you guys but I think this plane ride is getting worse I have a bad feeling about this Pilot- Attention passengers aboard flight 4325 it seems as though we will need to do an emergency landing Please fasten your seat belts and prepare for a rough landing Thank you

Passenger 1- Oh gosh please let everything be ok (The passengers have really started to bounce around the plane) Pilot- Attention passengers aboard flighthelliphellip (The plane has hit the ground) Passenger 2- What just happened Passenger 3- Am I dead Passenger 1- WE MADE IT Pilot- Is everyone ok We need to grab all the useful items we can find We only have one minute to grab what we need (Everyone starts finding the following items that are laid out on the ground The students are expected to grab the items and walk quickly to the other side of the classroom) These are the materials the students will have close to them

A ball of steel wool

A small ax (plastic)

Can of Crisco shortening

Newspapers (one per person)

Cigarette lighter (without fluid)

Extra shirt and pants for each survivor

One quart of rubbing alcohol

A compass

Family size chocolate bars (one per person)

Luggage

DVDrsquos

Books Passenger 2- What did everyone find Passenger 3- Therersquos no way we can carry all of these items We need to decided which ones are the most important and why once we get to a safer place Tell the students that the simulation is over Ask them how they felt Did they get into the role playing Then tell the students to get into pairs They need to discuss how they would rate each item from the most important to the least

important in pairs One person should be designated as the recorder and each pair will need to be able to explain their decisions Each pair will present their list and explain why they chose that item as being important Allow time for questions and input from the audience Present the following list to the students by reading the Boy Scouts reasoning This is how the Boy Scouts rated the list and why 1 Cigarette lighter (without fluid) The gravest danger facing the group is exposure to cold The greatest need is for a source of warmth and the second greatest need is for signaling devices This makes building a fire the first order of business Without matches something is needed to produce sparks and even without fluid a cigarette lighter can do that 2 Ball of steel wool To make a fire the survivors need a means of catching he sparks made by the cigarette lighter This is the best substance for catching a spark and supporting a flame even if the steel wool is a little wet 3 Extra shirt and pants for each survivor Besides adding warmth to the body clothes can also be used for shelter signaling bedding bandages string (when unraveled) and fuel for the fire 4 Can of Crisco shortening This has many uses A mirror-like signaling device can be made from the lid After shining the lid with steel wool it will reflect sunlight and generate 5 to 7 million candlepower This is bright enough to be seen beyond the horizon While this could be limited somewhat by the trees a member of the group could climb a tree and use the mirrored lid to signal search planes If they had no other means of signaling than this they would have a better than 80 chance of being rescued within the first day There are other uses for this item It can be rubbed on exposed skin for protection against the cold When melted into an oil the shortening is helpful as fuel When soaked into a piece of cloth melted shortening will act like a candle The empty can is useful in melting snow for drinking water It is much safer to drink warmed water than to eat snow since

warm water will help retain body heat Water is important because dehydration will affect decision-making The can is also useful as a cup 5 Small ax Survivors need a constant supply of wood in order to maintain the fire The ax could be used for this as well as for clearing a sheltered campsite cutting tree branches for ground insulation and constructing a frame for the canvas tent 6 Family size chocolate bars (one per person) Chocolate will provide some food energy Since it contains mostly carbohydrates it supplies the energy without making digestive demands on the body 7 Newspapers (one per person) These are useful in starting a fire They can also be used as insulation under clothing when rolled up and placed around a personrsquos arms and legs A newspaper can also be used as a verbal signaling device when rolled up in a megaphone-shape It could also provide reading material for recreation 8 Compass Because a compass might encourage someone to try to walk to the nearest town it is a dangerous item Itrsquos only redeeming feature is that it could be used as a reflector of sunlight (due to its glass top) Then play the video of the plane crash but pause the video before it tells the students how the victim survived Then ask the students to think about what they would do if they were on that plane and were the only people that survived Tell the students to think about how they would come up with a plan for survival (2-3 minutes) Have a 5 minute class discussion on each pairs plan Encourage groups to ask each other questions about their reasoning Ask the students how they would handle being stranded Do you think that you are strong enough to try to survive What would be your first plan of action Do you think you would be too upset to find the shelter and food needed to survive What are some real life situation that they can remember hearing about in the news Ask the students what plants are edible or medicinal Then give a PowerPoint presentation on the different types of plants that are edible andor medicinal We will have a

handout for the students to make their own notes Take the students out to the woods to find edible andor medicinal plants and edible insects (the teacher will go into to woods to make sure there are plants and insects available) The students will be asked to find at least 3 plants and 4 insects Remind the students not actually eat any plants or animals

Introduce Google Sites to the students Have the main page on the projector and show the students a few of the features while they are looking at the screen There will be one main page for the tips on survival for their peers Each group will have a sub page (edible plant page medicinal plant page edible bugs and an overall survival tips) Each page will have to contain facts pictures and links to other useful sitesresource pages) Tell the students the username and password for all the groups to the main page Then assign each group a sub page and let them play with the different features Google has to offer On the first day they will need to include their names (no last names) and any information already known

The students will watch a clip from the Extreme Survival Pack video about a deadly plane crash Then the students will imagine they were on that plane The students will have to think about what materials they would need in order to survive in the plane crash situation

Script Pilot- Attention passengers aboard flight 4325 this is your pilot speaking It seems as though we have hit some turbulence No need to worry we will pass it within the next few minutes Thank you and enjoy your ride Passenger 1- Geez I hope this isnrsquot too bad I get very nervous flying Passenger 2- The pilot said that everything would be fine Irsquom sure there is no need to worryhellip Passenger 3- I donrsquot know about you guys but I think this plane ride is getting worse I have a bad feeling about this Pilot- Attention passengers aboard flight 4325 it seems as though we will need to do an emergency landing Please fasten your seat belts and prepare for a rough landing Thank you

Passenger 1- Oh gosh please let everything be ok (The passengers have really started to bounce around the plane) Pilot- Attention passengers aboard flighthelliphellip (The plane has hit the ground) Passenger 2- What just happened Passenger 3- Am I dead Passenger 1- WE MADE IT Pilot- Is everyone ok We need to grab all the useful items we can find We only have one minute to grab what we need (Everyone starts finding the following items) These are the materials the students will have close to them

A ball of steel wool

A small ax (plastic)

Can of Crisco shortening

Newspapers (one per person)

Cigarette lighter (without fluid)

Extra shirt and pants for each survivor

One quart of rubbing alcohol

A compass

Family size chocolate bars (one per person)

Luggage

DVDrsquos

Books Passenger 2- What did everyone find Passenger 3- Therersquos no way we can carry all of these items We need to decided which ones are the most important and why once we get to a safer place

DIARY OF A STRANDED KID- LESSON 2 SOMETHINGrsquoS A LITTLE BUGGY AROUND HERE

I DEFINE THE CONTENT

LESSON OBJECTIVE By the end of the lesson the student will able to identify edible bugs and the tips for survival by creating a webpage with information

A person could substitute bugs in their diet and get enough nutrition

II PREPLANNING BEGIN WITH THE END IN MIND

A WHAT 3 ITEMS ARE

WORTH KNOWING

(THINK ABOUT THE

CONTENT YOU HAVE

SELECTED WHAT IS

IMPORTANT FOR

STUDENTS TO KNOW)

AFTER THE LESSON

STUDENTS WILL KNOW- the different ways to prepare bugs to eat

STUDENTS WILL KNOW THAT- a person could survive off of bugs for nutrition

STUDENTS WILL KNOW THAT- attributes from each landform can be beneficial to their survival

B WHAT 3 ITEMS ARE

IMPORTANT FOR

STUDENTS TO BE ABLE TO

DO

(DEFINE WHAT STUDENTS

SHOULD BE ABLE TO DO

AS A RESULT OF YOUR

LESSON)

AFTER THE LESSON

STUDENTS SHOULD BE ABLE TOhellip list different ways of preparing bugs and know some of the nutritional value of the bug

STUDENTS SHOULD BE ABLE TOhellip compare and contrast survival rates among different landforms

STUDENTS SHOULD BE ABLE TOhellip explain how to successfully find nutrition while stranded in the wilderness

C WHAT ARE THE

ENDURING

UNDERSTANDINGS THAT

STUDENTS SHOULD TAKE

AWAY FROM THE

LESSON (DEFINE THE

BIG IDEAS)

AFTER THE LESSON

STUDENTS WILL UNDERSTAND THAThellipsome people believe that a person could survive off of bugs

STUDENTS WILL UNDERSTAND THAThellip it is vital to know which bugs are edible and which ones are poisonous

STUDENTS WILL UNDERSTAND THAThellip survival skills vary from landform to landform

III PLANNING

D ESSENTIAL QUESTION

(ONE OVERARCHING

LESSON QUESTION )

WHAT ARE DIFFERENT WAYS BUGS CAN BE PREPARED IN ORDER TO

RECEIVE NUTRITION FOR SURVIVAL

WHAT NATURAL RESOURCES CAN YOU USE FROM EACH LANDFORM

TO HELP YOU SURVIVE

E ASSESSMENT

(PERFORMANCE TASK) WHAT WILL THE

STUDENTS DO TO SHOW

YOU THAT THEY

MASTERED THE

CONTENT

The students will be assessed on their webpage One group will be responsible for creating a page on the experience eating bugs (they will have to collect data from the other group) and the other group will have to create a page about the correct way to build a shelter and resources found on landforms

F CONTENT

LIST THE CONTENT FOR

THIS LESSON ONLY

(OUTLINE THE CONTENT

YOU WILL TEACH TODAY-THIS MAY COME FROM

YOUR CONTENT OUTLINE)

IX Edible insects

E Bugs are an excellent food supply for nutrients

e Can be eaten raw boiled or roasted f Can be found under rotten logs by trees

and in most moist shady parts

F Grasshoppers worms crickets and ants are examples of bugs that can be eaten

G HOOK

(DESCRIBE HOW YOU

WILL GRAB STUDENTSrsquo ATTENTION AT THE

BEGINNING OF THE

LESSON BE CREATIVE)

There will be dead bugs on the studentsrsquo desks The students will be asked if they would ever consider eating the bug There will be samples of bugs (purchased from the store and prepared) for the students to eat

H INSTRUCTION

(TELL STEP-BY-STEP WHAT YOU WILL DO)

When the students sit down ask them if theyrsquove ever eaten a bug Did they like it What did it taste like Would they ever consider eating a bug Tell the students that today they will not just be eating regular banana bread we will be eating worm banana bread We will also be trying mealworm fried rice and chocolate chirpie chip

cookies Then the students will be able to sample some bugs if the students have parental permission

Banana Worm Bread

Ingredients

12 cup shortening 34 cup sugar 2 bananas mashed 2 cups flour 1 teaspoon soda 1 teaspoon salt 12 cup chopped nuts 2 eggs 14 cup dry-roasted army worms

Directions

Mix together all ingredients Bake in greased loaf pan at 350 degrees for about 1 hour

Mealworm Fried Rice

Ingredients

1 egg beaten 1 tsp oil 34 c water 14 c chopped onions 4 tsp soy sauce 18 tsp garlic powder 1 c minute rice 1 c cooked mealworms

Directions

Scramble egg in a saucepan stirring to break egg into pieces

Add water soy sauce garlic and onions Bring to a boil Stir

Chocolate Chirpie Chip Cookies

Ingredients

2 14 cup flour 1 tsp baking soda 1 tsp salt 1 cup butter softened 34 cup sugar 34 cup brown sugar 1 tsp vanilla 2 eggs 1 12-ounce chocolate chips 1 cup chopped nuts 12 cup dry-roasted crickets

Directions

Preheat oven to 375 In small bowl combine flour baking soda and salt set aside In large bowl combine butter sugar brown sugar and vanilla beat until creamy Beat in eggs Gradually add flour mixture and insects mix well Stir in chocolate chips Drop by rounded measuring teaspoonfuls onto ungreased cookie sheet Bake for 8-10 minutes in rice Cover remove from heat and let stand five minutes

The students will then share the information and their personal experience trying bugs through a class discussion What was it like Did it change them as a person (Ex A student that doesnrsquot try new things tried a bug or a person usually willing to try new things wouldnrsquot) Would they ever consider eating bugs on a regular basis Ask the students to name the different landforms Show a 3-5 minute PowerPoint presentation on the different types of landforms in order to refresh the studentsrsquo memories as well as to find out what they already know There will Have a handout for the students to make their own notes on

They will first discover how to purify salt water into drinking water as if they were stranded in the ocean We will place the salt water in the sun with a collection jar and see how much water we collect during the hour we have in class This will be revisited later in the day and the following day

Students will explore different ways of survival on various types of landforms Give the students a list of websites and

they also have the freedom to look at other creditable sites Let the students discover which landform as morebetter resources httpwwwsurvivalworldcomgeographylandformshtml httpwwwwilderness-survivalnet httpwwwaresearchguidecombiomeshtml Assign one group to create a page on the experience eating bugs Information on this page should include their personal experience eating them what they tasted like what types of bugs are edible and the location the bugs can be found in the wilderness The other group will have to create a page about the different landforms and the resources found on them The students should also go back to their previous pages and add any new useful information Play the video of the firestorm but pause the video before it tells the students how the victim survived Then ask the students to think about what they would do if they were in that firestorm Have the students come up with a plan Each pair of students will have a large sheet of paper to describe how they would get out of that situation (they can draw a picture list or use any other form to represent their plan) Then each group will present their plan Leave enough time for the audience to ask questions

Show the ending of the firestorm clip and how that victim survived Compare their ideas with the victims

one is better to use to get out of the woods and explain why using their background knowledge

continue with their webpage page and podcast

Day 4 Thursday

The day of rescue

The students will learn how weather and other natural disasters affect their survival rate

The students see a clip on getting out of the Amazon

The students will learn survival skills and about weather The students will finish their webpages

DIARY OF A STRANDED KID- LESSON 1 MAYDAY MAYDAY

I DEFINE THE CONTENT

LESSON OBJECTIVE By the end of the lesson the student will know the different types of edible and medicinal plants by being able to match the plant to its description as well as how this information would be beneficial to them if stranded in the wilderness

A person could survive off just eating plants from the wilderness

II PREPLANNING BEGIN WITH THE END IN MIND

A WHAT 3 ITEMS ARE WORTH

KNOWING

(THINK ABOUT THE CONTENT

YOU HAVE SELECTED WHAT IS

IMPORTANT FOR STUDENTS TO

KNOW)

AFTER THE LESSON

STUDENTS WILL KNOW THAT- there are different types of edible plants and insects and which ones are poisonous

STUDENTS WILL KNOW THAT- that there are different types of medicinal plants that cure ailments

STUDENTS WILL KNOW THAT- know the different edible and medicinal plants that will be useful to them if stranded in the wilderness

B WHAT 3 ITEMS ARE

IMPORTANT FOR STUDENTS TO

BE ABLE TO DO

(DEFINE WHAT STUDENTS

SHOULD BE ABLE TO DO AS A

RESULT OF YOUR LESSON)

AFTER THE LESSON

STUDENTS SHOULD BE ABLE TOhellip find and bring back at least three edible plants from the woods

STUDENTS SHOULD BE ABLE TOhellip work as a team to survive the plan crash simulation with only the items given to them

STUDENTS SHOULD BE ABLE TOhellip choose the most important item while lost at sea during the Discovery Channel simulation

C WHAT ARE THE ENDURING

UNDERSTANDINGS THAT

STUDENTS SHOULD TAKE AWAY

FROM THE LESSON (DEFINE

THE BIG IDEAS)

AFTER THE LESSON

STUDENTS WILL UNDERSTAND THAThellip that there is always a chance that a person could become a stranded victim

STUDENTS WILL UNDERSTAND THAThellip it is vital to know which plants are ediblemedicinal and which ones are poisonous in order to choose the right ones if ever stranded

STUDENTS WILL UNDERSTAND THAThellip there are several plants in the

wilderness that can become of use to a stranded victim

III PLANNING

D ESSENTIAL QUESTION

(ONE OVERARCHING LESSON

QUESTION )

WHAT PLANTS ARE SAFE TO EAT OR USE FOR MEDICATION IF YOU

WERE STRANDED IN THE WILDERNESS

E ASSESSMENT

(PERFORMANCE TASK) WHAT

WILL THE STUDENTS DO TO

SHOW YOU THAT THEY

MASTERED THE CONTENT

The students will be assessed on how well they worked together while they are looking in the woods for plants and animals through teacher observation and on the plants that they are able to bring back that are either edible or medicinal They will also be assessed on their list of the insects they can eat

F CONTENT

LIST THE CONTENT FOR THIS

LESSON ONLY

(OUTLINE THE CONTENT YOU

WILL TEACH TODAY-THIS MAY

COME FROM YOUR CONTENT

OUTLINE)

VI Edible Plants

A Beech Tree

a The nuts that are found on the beech tree can be eaten

b Can be a substitute for coffee

B Blackberry Raspberry a Grows in open sunny areas at the margin of

woods b Berries can be eaten

C Dandelion all of this plant can be eaten D Lotus plant

a The whole plant is edible raw or cooked b The plant can be dug into the fleshy parts

from the mud and bake or boil them E Cactus

a Found in deserts across the world b They are a good source of water and food

VII Edible insects

C Bugs are an excellent food supply for nutrients

c Can be eaten raw boiled or roasted d Can be found under rotten logs by trees and in

most moist shady parts

D Grasshoppers worms crickets and ants are examples of bugs that can be eaten

VIII Medicinal Plants

F Blackberries can be used to treat cuts and

inflammation G Aloe Vera

a Used for allergies abscesses abrasions

b Bad breath burns boils blisters bruises

bladder infections

H Paper Birch can be used for antibacterial and anti-

inflammatory

I Dandelion- the root can be used to treat kidney

liver and bladder aliments

J Jewel Weed- crushed leaves can be made into a

poultice to treat a rash or inflamed skin including

irritation from Poison Ivy

G HOOK

(DESCRIBE HOW YOU WILL

GRAB STUDENTSrsquo ATTENTION

AT THE BEGINNING OF THE

LESSON BE CREATIVE)

As soon as the students walk in tell them that they are all going on a trip to the Bahamas They are taking a plane and leave in the next few minutes (have the seats set up similar to a plane with a few objects around them The students should sit in the seats and pretend they are on the plane) The plane ride is going smoothly over the Atlantic Ocean until all of a sudden there is a lot of turbulence (tell the students to role play with a PowerPoint with pictures of a plane behind them)

H INSTRUCTION

(TELL STEP-BY-STEP WHAT

YOU WILL DO)

Script Pilot- Attention passengers aboard flight 4325 this is your pilot speaking It seems as though we have hit some turbulence No need to worry we will pass it within the next few minutes Thank you and enjoy your ride Passenger 1- Geez I hope this isnrsquot too bad I get very nervous flying Passenger 2- The pilot said that everything would be fine Irsquom sure there is no need to worryhellip Passenger 3- I donrsquot know about you guys but I think this plane ride is getting worse I have a bad feeling about this Pilot- Attention passengers aboard flight 4325 it seems as though we will need to do an emergency landing Please fasten your seat belts and prepare for a rough landing Thank you

Passenger 1- Oh gosh please let everything be ok (The passengers have really started to bounce around the plane) Pilot- Attention passengers aboard flighthelliphellip (The plane has hit the ground) Passenger 2- What just happened Passenger 3- Am I dead Passenger 1- WE MADE IT Pilot- Is everyone ok We need to grab all the useful items we can find We only have one minute to grab what we need (Everyone starts finding the following items that are laid out on the ground The students are expected to grab the items and walk quickly to the other side of the classroom) These are the materials the students will have close to them

A ball of steel wool

A small ax (plastic)

Can of Crisco shortening

Newspapers (one per person)

Cigarette lighter (without fluid)

Extra shirt and pants for each survivor

One quart of rubbing alcohol

A compass

Family size chocolate bars (one per person)

Luggage

DVDrsquos

Books Passenger 2- What did everyone find Passenger 3- Therersquos no way we can carry all of these items We need to decided which ones are the most important and why once we get to a safer place Tell the students that the simulation is over Ask them how they felt Did they get into the role playing Then tell the students to get into pairs They need to discuss how they would rate each item from the most important to the least

important in pairs One person should be designated as the recorder and each pair will need to be able to explain their decisions Each pair will present their list and explain why they chose that item as being important Allow time for questions and input from the audience Present the following list to the students by reading the Boy Scouts reasoning This is how the Boy Scouts rated the list and why 1 Cigarette lighter (without fluid) The gravest danger facing the group is exposure to cold The greatest need is for a source of warmth and the second greatest need is for signaling devices This makes building a fire the first order of business Without matches something is needed to produce sparks and even without fluid a cigarette lighter can do that 2 Ball of steel wool To make a fire the survivors need a means of catching he sparks made by the cigarette lighter This is the best substance for catching a spark and supporting a flame even if the steel wool is a little wet 3 Extra shirt and pants for each survivor Besides adding warmth to the body clothes can also be used for shelter signaling bedding bandages string (when unraveled) and fuel for the fire 4 Can of Crisco shortening This has many uses A mirror-like signaling device can be made from the lid After shining the lid with steel wool it will reflect sunlight and generate 5 to 7 million candlepower This is bright enough to be seen beyond the horizon While this could be limited somewhat by the trees a member of the group could climb a tree and use the mirrored lid to signal search planes If they had no other means of signaling than this they would have a better than 80 chance of being rescued within the first day There are other uses for this item It can be rubbed on exposed skin for protection against the cold When melted into an oil the shortening is helpful as fuel When soaked into a piece of cloth melted shortening will act like a candle The empty can is useful in melting snow for drinking water It is much safer to drink warmed water than to eat snow since

warm water will help retain body heat Water is important because dehydration will affect decision-making The can is also useful as a cup 5 Small ax Survivors need a constant supply of wood in order to maintain the fire The ax could be used for this as well as for clearing a sheltered campsite cutting tree branches for ground insulation and constructing a frame for the canvas tent 6 Family size chocolate bars (one per person) Chocolate will provide some food energy Since it contains mostly carbohydrates it supplies the energy without making digestive demands on the body 7 Newspapers (one per person) These are useful in starting a fire They can also be used as insulation under clothing when rolled up and placed around a personrsquos arms and legs A newspaper can also be used as a verbal signaling device when rolled up in a megaphone-shape It could also provide reading material for recreation 8 Compass Because a compass might encourage someone to try to walk to the nearest town it is a dangerous item Itrsquos only redeeming feature is that it could be used as a reflector of sunlight (due to its glass top) Then play the video of the plane crash but pause the video before it tells the students how the victim survived Then ask the students to think about what they would do if they were on that plane and were the only people that survived Tell the students to think about how they would come up with a plan for survival (2-3 minutes) Have a 5 minute class discussion on each pairs plan Encourage groups to ask each other questions about their reasoning Ask the students how they would handle being stranded Do you think that you are strong enough to try to survive What would be your first plan of action Do you think you would be too upset to find the shelter and food needed to survive What are some real life situation that they can remember hearing about in the news Ask the students what plants are edible or medicinal Then give a PowerPoint presentation on the different types of plants that are edible andor medicinal We will have a

handout for the students to make their own notes Take the students out to the woods to find edible andor medicinal plants and edible insects (the teacher will go into to woods to make sure there are plants and insects available) The students will be asked to find at least 3 plants and 4 insects Remind the students not actually eat any plants or animals

Introduce Google Sites to the students Have the main page on the projector and show the students a few of the features while they are looking at the screen There will be one main page for the tips on survival for their peers Each group will have a sub page (edible plant page medicinal plant page edible bugs and an overall survival tips) Each page will have to contain facts pictures and links to other useful sitesresource pages) Tell the students the username and password for all the groups to the main page Then assign each group a sub page and let them play with the different features Google has to offer On the first day they will need to include their names (no last names) and any information already known

The students will watch a clip from the Extreme Survival Pack video about a deadly plane crash Then the students will imagine they were on that plane The students will have to think about what materials they would need in order to survive in the plane crash situation

Script Pilot- Attention passengers aboard flight 4325 this is your pilot speaking It seems as though we have hit some turbulence No need to worry we will pass it within the next few minutes Thank you and enjoy your ride Passenger 1- Geez I hope this isnrsquot too bad I get very nervous flying Passenger 2- The pilot said that everything would be fine Irsquom sure there is no need to worryhellip Passenger 3- I donrsquot know about you guys but I think this plane ride is getting worse I have a bad feeling about this Pilot- Attention passengers aboard flight 4325 it seems as though we will need to do an emergency landing Please fasten your seat belts and prepare for a rough landing Thank you

Passenger 1- Oh gosh please let everything be ok (The passengers have really started to bounce around the plane) Pilot- Attention passengers aboard flighthelliphellip (The plane has hit the ground) Passenger 2- What just happened Passenger 3- Am I dead Passenger 1- WE MADE IT Pilot- Is everyone ok We need to grab all the useful items we can find We only have one minute to grab what we need (Everyone starts finding the following items) These are the materials the students will have close to them

A ball of steel wool

A small ax (plastic)

Can of Crisco shortening

Newspapers (one per person)

Cigarette lighter (without fluid)

Extra shirt and pants for each survivor

One quart of rubbing alcohol

A compass

Family size chocolate bars (one per person)

Luggage

DVDrsquos

Books Passenger 2- What did everyone find Passenger 3- Therersquos no way we can carry all of these items We need to decided which ones are the most important and why once we get to a safer place

DIARY OF A STRANDED KID- LESSON 2 SOMETHINGrsquoS A LITTLE BUGGY AROUND HERE

I DEFINE THE CONTENT

LESSON OBJECTIVE By the end of the lesson the student will able to identify edible bugs and the tips for survival by creating a webpage with information

A person could substitute bugs in their diet and get enough nutrition

II PREPLANNING BEGIN WITH THE END IN MIND

A WHAT 3 ITEMS ARE

WORTH KNOWING

(THINK ABOUT THE

CONTENT YOU HAVE

SELECTED WHAT IS

IMPORTANT FOR

STUDENTS TO KNOW)

AFTER THE LESSON

STUDENTS WILL KNOW- the different ways to prepare bugs to eat

STUDENTS WILL KNOW THAT- a person could survive off of bugs for nutrition

STUDENTS WILL KNOW THAT- attributes from each landform can be beneficial to their survival

B WHAT 3 ITEMS ARE

IMPORTANT FOR

STUDENTS TO BE ABLE TO

DO

(DEFINE WHAT STUDENTS

SHOULD BE ABLE TO DO

AS A RESULT OF YOUR

LESSON)

AFTER THE LESSON

STUDENTS SHOULD BE ABLE TOhellip list different ways of preparing bugs and know some of the nutritional value of the bug

STUDENTS SHOULD BE ABLE TOhellip compare and contrast survival rates among different landforms

STUDENTS SHOULD BE ABLE TOhellip explain how to successfully find nutrition while stranded in the wilderness

C WHAT ARE THE

ENDURING

UNDERSTANDINGS THAT

STUDENTS SHOULD TAKE

AWAY FROM THE

LESSON (DEFINE THE

BIG IDEAS)

AFTER THE LESSON

STUDENTS WILL UNDERSTAND THAThellipsome people believe that a person could survive off of bugs

STUDENTS WILL UNDERSTAND THAThellip it is vital to know which bugs are edible and which ones are poisonous

STUDENTS WILL UNDERSTAND THAThellip survival skills vary from landform to landform

III PLANNING

D ESSENTIAL QUESTION

(ONE OVERARCHING

LESSON QUESTION )

WHAT ARE DIFFERENT WAYS BUGS CAN BE PREPARED IN ORDER TO

RECEIVE NUTRITION FOR SURVIVAL

WHAT NATURAL RESOURCES CAN YOU USE FROM EACH LANDFORM

TO HELP YOU SURVIVE

E ASSESSMENT

(PERFORMANCE TASK) WHAT WILL THE

STUDENTS DO TO SHOW

YOU THAT THEY

MASTERED THE

CONTENT

The students will be assessed on their webpage One group will be responsible for creating a page on the experience eating bugs (they will have to collect data from the other group) and the other group will have to create a page about the correct way to build a shelter and resources found on landforms

F CONTENT

LIST THE CONTENT FOR

THIS LESSON ONLY

(OUTLINE THE CONTENT

YOU WILL TEACH TODAY-THIS MAY COME FROM

YOUR CONTENT OUTLINE)

IX Edible insects

E Bugs are an excellent food supply for nutrients

e Can be eaten raw boiled or roasted f Can be found under rotten logs by trees

and in most moist shady parts

F Grasshoppers worms crickets and ants are examples of bugs that can be eaten

G HOOK

(DESCRIBE HOW YOU

WILL GRAB STUDENTSrsquo ATTENTION AT THE

BEGINNING OF THE

LESSON BE CREATIVE)

There will be dead bugs on the studentsrsquo desks The students will be asked if they would ever consider eating the bug There will be samples of bugs (purchased from the store and prepared) for the students to eat

H INSTRUCTION

(TELL STEP-BY-STEP WHAT YOU WILL DO)

When the students sit down ask them if theyrsquove ever eaten a bug Did they like it What did it taste like Would they ever consider eating a bug Tell the students that today they will not just be eating regular banana bread we will be eating worm banana bread We will also be trying mealworm fried rice and chocolate chirpie chip

cookies Then the students will be able to sample some bugs if the students have parental permission

Banana Worm Bread

Ingredients

12 cup shortening 34 cup sugar 2 bananas mashed 2 cups flour 1 teaspoon soda 1 teaspoon salt 12 cup chopped nuts 2 eggs 14 cup dry-roasted army worms

Directions

Mix together all ingredients Bake in greased loaf pan at 350 degrees for about 1 hour

Mealworm Fried Rice

Ingredients

1 egg beaten 1 tsp oil 34 c water 14 c chopped onions 4 tsp soy sauce 18 tsp garlic powder 1 c minute rice 1 c cooked mealworms

Directions

Scramble egg in a saucepan stirring to break egg into pieces

Add water soy sauce garlic and onions Bring to a boil Stir

Chocolate Chirpie Chip Cookies

Ingredients

2 14 cup flour 1 tsp baking soda 1 tsp salt 1 cup butter softened 34 cup sugar 34 cup brown sugar 1 tsp vanilla 2 eggs 1 12-ounce chocolate chips 1 cup chopped nuts 12 cup dry-roasted crickets

Directions

Preheat oven to 375 In small bowl combine flour baking soda and salt set aside In large bowl combine butter sugar brown sugar and vanilla beat until creamy Beat in eggs Gradually add flour mixture and insects mix well Stir in chocolate chips Drop by rounded measuring teaspoonfuls onto ungreased cookie sheet Bake for 8-10 minutes in rice Cover remove from heat and let stand five minutes

The students will then share the information and their personal experience trying bugs through a class discussion What was it like Did it change them as a person (Ex A student that doesnrsquot try new things tried a bug or a person usually willing to try new things wouldnrsquot) Would they ever consider eating bugs on a regular basis Ask the students to name the different landforms Show a 3-5 minute PowerPoint presentation on the different types of landforms in order to refresh the studentsrsquo memories as well as to find out what they already know There will Have a handout for the students to make their own notes on

They will first discover how to purify salt water into drinking water as if they were stranded in the ocean We will place the salt water in the sun with a collection jar and see how much water we collect during the hour we have in class This will be revisited later in the day and the following day

Students will explore different ways of survival on various types of landforms Give the students a list of websites and

they also have the freedom to look at other creditable sites Let the students discover which landform as morebetter resources httpwwwsurvivalworldcomgeographylandformshtml httpwwwwilderness-survivalnet httpwwwaresearchguidecombiomeshtml Assign one group to create a page on the experience eating bugs Information on this page should include their personal experience eating them what they tasted like what types of bugs are edible and the location the bugs can be found in the wilderness The other group will have to create a page about the different landforms and the resources found on them The students should also go back to their previous pages and add any new useful information Play the video of the firestorm but pause the video before it tells the students how the victim survived Then ask the students to think about what they would do if they were in that firestorm Have the students come up with a plan Each pair of students will have a large sheet of paper to describe how they would get out of that situation (they can draw a picture list or use any other form to represent their plan) Then each group will present their plan Leave enough time for the audience to ask questions

Show the ending of the firestorm clip and how that victim survived Compare their ideas with the victims

DIARY OF A STRANDED KID- LESSON 1 MAYDAY MAYDAY

I DEFINE THE CONTENT

LESSON OBJECTIVE By the end of the lesson the student will know the different types of edible and medicinal plants by being able to match the plant to its description as well as how this information would be beneficial to them if stranded in the wilderness

A person could survive off just eating plants from the wilderness

II PREPLANNING BEGIN WITH THE END IN MIND

A WHAT 3 ITEMS ARE WORTH

KNOWING

(THINK ABOUT THE CONTENT

YOU HAVE SELECTED WHAT IS

IMPORTANT FOR STUDENTS TO

KNOW)

AFTER THE LESSON

STUDENTS WILL KNOW THAT- there are different types of edible plants and insects and which ones are poisonous

STUDENTS WILL KNOW THAT- that there are different types of medicinal plants that cure ailments

STUDENTS WILL KNOW THAT- know the different edible and medicinal plants that will be useful to them if stranded in the wilderness

B WHAT 3 ITEMS ARE

IMPORTANT FOR STUDENTS TO

BE ABLE TO DO

(DEFINE WHAT STUDENTS

SHOULD BE ABLE TO DO AS A

RESULT OF YOUR LESSON)

AFTER THE LESSON

STUDENTS SHOULD BE ABLE TOhellip find and bring back at least three edible plants from the woods

STUDENTS SHOULD BE ABLE TOhellip work as a team to survive the plan crash simulation with only the items given to them

STUDENTS SHOULD BE ABLE TOhellip choose the most important item while lost at sea during the Discovery Channel simulation

C WHAT ARE THE ENDURING

UNDERSTANDINGS THAT

STUDENTS SHOULD TAKE AWAY

FROM THE LESSON (DEFINE

THE BIG IDEAS)

AFTER THE LESSON

STUDENTS WILL UNDERSTAND THAThellip that there is always a chance that a person could become a stranded victim

STUDENTS WILL UNDERSTAND THAThellip it is vital to know which plants are ediblemedicinal and which ones are poisonous in order to choose the right ones if ever stranded

STUDENTS WILL UNDERSTAND THAThellip there are several plants in the

wilderness that can become of use to a stranded victim

III PLANNING

D ESSENTIAL QUESTION

(ONE OVERARCHING LESSON

QUESTION )

WHAT PLANTS ARE SAFE TO EAT OR USE FOR MEDICATION IF YOU

WERE STRANDED IN THE WILDERNESS

E ASSESSMENT

(PERFORMANCE TASK) WHAT

WILL THE STUDENTS DO TO

SHOW YOU THAT THEY

MASTERED THE CONTENT

The students will be assessed on how well they worked together while they are looking in the woods for plants and animals through teacher observation and on the plants that they are able to bring back that are either edible or medicinal They will also be assessed on their list of the insects they can eat

F CONTENT

LIST THE CONTENT FOR THIS

LESSON ONLY

(OUTLINE THE CONTENT YOU

WILL TEACH TODAY-THIS MAY

COME FROM YOUR CONTENT

OUTLINE)

VI Edible Plants

A Beech Tree

a The nuts that are found on the beech tree can be eaten

b Can be a substitute for coffee

B Blackberry Raspberry a Grows in open sunny areas at the margin of

woods b Berries can be eaten

C Dandelion all of this plant can be eaten D Lotus plant

a The whole plant is edible raw or cooked b The plant can be dug into the fleshy parts

from the mud and bake or boil them E Cactus

a Found in deserts across the world b They are a good source of water and food

VII Edible insects

C Bugs are an excellent food supply for nutrients

c Can be eaten raw boiled or roasted d Can be found under rotten logs by trees and in

most moist shady parts

D Grasshoppers worms crickets and ants are examples of bugs that can be eaten

VIII Medicinal Plants

F Blackberries can be used to treat cuts and

inflammation G Aloe Vera

a Used for allergies abscesses abrasions

b Bad breath burns boils blisters bruises

bladder infections

H Paper Birch can be used for antibacterial and anti-

inflammatory

I Dandelion- the root can be used to treat kidney

liver and bladder aliments

J Jewel Weed- crushed leaves can be made into a

poultice to treat a rash or inflamed skin including

irritation from Poison Ivy

G HOOK

(DESCRIBE HOW YOU WILL

GRAB STUDENTSrsquo ATTENTION

AT THE BEGINNING OF THE

LESSON BE CREATIVE)

As soon as the students walk in tell them that they are all going on a trip to the Bahamas They are taking a plane and leave in the next few minutes (have the seats set up similar to a plane with a few objects around them The students should sit in the seats and pretend they are on the plane) The plane ride is going smoothly over the Atlantic Ocean until all of a sudden there is a lot of turbulence (tell the students to role play with a PowerPoint with pictures of a plane behind them)

H INSTRUCTION

(TELL STEP-BY-STEP WHAT

YOU WILL DO)

Script Pilot- Attention passengers aboard flight 4325 this is your pilot speaking It seems as though we have hit some turbulence No need to worry we will pass it within the next few minutes Thank you and enjoy your ride Passenger 1- Geez I hope this isnrsquot too bad I get very nervous flying Passenger 2- The pilot said that everything would be fine Irsquom sure there is no need to worryhellip Passenger 3- I donrsquot know about you guys but I think this plane ride is getting worse I have a bad feeling about this Pilot- Attention passengers aboard flight 4325 it seems as though we will need to do an emergency landing Please fasten your seat belts and prepare for a rough landing Thank you

Passenger 1- Oh gosh please let everything be ok (The passengers have really started to bounce around the plane) Pilot- Attention passengers aboard flighthelliphellip (The plane has hit the ground) Passenger 2- What just happened Passenger 3- Am I dead Passenger 1- WE MADE IT Pilot- Is everyone ok We need to grab all the useful items we can find We only have one minute to grab what we need (Everyone starts finding the following items that are laid out on the ground The students are expected to grab the items and walk quickly to the other side of the classroom) These are the materials the students will have close to them

A ball of steel wool

A small ax (plastic)

Can of Crisco shortening

Newspapers (one per person)

Cigarette lighter (without fluid)

Extra shirt and pants for each survivor

One quart of rubbing alcohol

A compass

Family size chocolate bars (one per person)

Luggage

DVDrsquos

Books Passenger 2- What did everyone find Passenger 3- Therersquos no way we can carry all of these items We need to decided which ones are the most important and why once we get to a safer place Tell the students that the simulation is over Ask them how they felt Did they get into the role playing Then tell the students to get into pairs They need to discuss how they would rate each item from the most important to the least

important in pairs One person should be designated as the recorder and each pair will need to be able to explain their decisions Each pair will present their list and explain why they chose that item as being important Allow time for questions and input from the audience Present the following list to the students by reading the Boy Scouts reasoning This is how the Boy Scouts rated the list and why 1 Cigarette lighter (without fluid) The gravest danger facing the group is exposure to cold The greatest need is for a source of warmth and the second greatest need is for signaling devices This makes building a fire the first order of business Without matches something is needed to produce sparks and even without fluid a cigarette lighter can do that 2 Ball of steel wool To make a fire the survivors need a means of catching he sparks made by the cigarette lighter This is the best substance for catching a spark and supporting a flame even if the steel wool is a little wet 3 Extra shirt and pants for each survivor Besides adding warmth to the body clothes can also be used for shelter signaling bedding bandages string (when unraveled) and fuel for the fire 4 Can of Crisco shortening This has many uses A mirror-like signaling device can be made from the lid After shining the lid with steel wool it will reflect sunlight and generate 5 to 7 million candlepower This is bright enough to be seen beyond the horizon While this could be limited somewhat by the trees a member of the group could climb a tree and use the mirrored lid to signal search planes If they had no other means of signaling than this they would have a better than 80 chance of being rescued within the first day There are other uses for this item It can be rubbed on exposed skin for protection against the cold When melted into an oil the shortening is helpful as fuel When soaked into a piece of cloth melted shortening will act like a candle The empty can is useful in melting snow for drinking water It is much safer to drink warmed water than to eat snow since

warm water will help retain body heat Water is important because dehydration will affect decision-making The can is also useful as a cup 5 Small ax Survivors need a constant supply of wood in order to maintain the fire The ax could be used for this as well as for clearing a sheltered campsite cutting tree branches for ground insulation and constructing a frame for the canvas tent 6 Family size chocolate bars (one per person) Chocolate will provide some food energy Since it contains mostly carbohydrates it supplies the energy without making digestive demands on the body 7 Newspapers (one per person) These are useful in starting a fire They can also be used as insulation under clothing when rolled up and placed around a personrsquos arms and legs A newspaper can also be used as a verbal signaling device when rolled up in a megaphone-shape It could also provide reading material for recreation 8 Compass Because a compass might encourage someone to try to walk to the nearest town it is a dangerous item Itrsquos only redeeming feature is that it could be used as a reflector of sunlight (due to its glass top) Then play the video of the plane crash but pause the video before it tells the students how the victim survived Then ask the students to think about what they would do if they were on that plane and were the only people that survived Tell the students to think about how they would come up with a plan for survival (2-3 minutes) Have a 5 minute class discussion on each pairs plan Encourage groups to ask each other questions about their reasoning Ask the students how they would handle being stranded Do you think that you are strong enough to try to survive What would be your first plan of action Do you think you would be too upset to find the shelter and food needed to survive What are some real life situation that they can remember hearing about in the news Ask the students what plants are edible or medicinal Then give a PowerPoint presentation on the different types of plants that are edible andor medicinal We will have a

handout for the students to make their own notes Take the students out to the woods to find edible andor medicinal plants and edible insects (the teacher will go into to woods to make sure there are plants and insects available) The students will be asked to find at least 3 plants and 4 insects Remind the students not actually eat any plants or animals

Introduce Google Sites to the students Have the main page on the projector and show the students a few of the features while they are looking at the screen There will be one main page for the tips on survival for their peers Each group will have a sub page (edible plant page medicinal plant page edible bugs and an overall survival tips) Each page will have to contain facts pictures and links to other useful sitesresource pages) Tell the students the username and password for all the groups to the main page Then assign each group a sub page and let them play with the different features Google has to offer On the first day they will need to include their names (no last names) and any information already known

The students will watch a clip from the Extreme Survival Pack video about a deadly plane crash Then the students will imagine they were on that plane The students will have to think about what materials they would need in order to survive in the plane crash situation

Script Pilot- Attention passengers aboard flight 4325 this is your pilot speaking It seems as though we have hit some turbulence No need to worry we will pass it within the next few minutes Thank you and enjoy your ride Passenger 1- Geez I hope this isnrsquot too bad I get very nervous flying Passenger 2- The pilot said that everything would be fine Irsquom sure there is no need to worryhellip Passenger 3- I donrsquot know about you guys but I think this plane ride is getting worse I have a bad feeling about this Pilot- Attention passengers aboard flight 4325 it seems as though we will need to do an emergency landing Please fasten your seat belts and prepare for a rough landing Thank you

Passenger 1- Oh gosh please let everything be ok (The passengers have really started to bounce around the plane) Pilot- Attention passengers aboard flighthelliphellip (The plane has hit the ground) Passenger 2- What just happened Passenger 3- Am I dead Passenger 1- WE MADE IT Pilot- Is everyone ok We need to grab all the useful items we can find We only have one minute to grab what we need (Everyone starts finding the following items) These are the materials the students will have close to them

A ball of steel wool

A small ax (plastic)

Can of Crisco shortening

Newspapers (one per person)

Cigarette lighter (without fluid)

Extra shirt and pants for each survivor

One quart of rubbing alcohol

A compass

Family size chocolate bars (one per person)

Luggage

DVDrsquos

Books Passenger 2- What did everyone find Passenger 3- Therersquos no way we can carry all of these items We need to decided which ones are the most important and why once we get to a safer place

DIARY OF A STRANDED KID- LESSON 2 SOMETHINGrsquoS A LITTLE BUGGY AROUND HERE

I DEFINE THE CONTENT

LESSON OBJECTIVE By the end of the lesson the student will able to identify edible bugs and the tips for survival by creating a webpage with information

A person could substitute bugs in their diet and get enough nutrition

II PREPLANNING BEGIN WITH THE END IN MIND

A WHAT 3 ITEMS ARE

WORTH KNOWING

(THINK ABOUT THE

CONTENT YOU HAVE

SELECTED WHAT IS

IMPORTANT FOR

STUDENTS TO KNOW)

AFTER THE LESSON

STUDENTS WILL KNOW- the different ways to prepare bugs to eat

STUDENTS WILL KNOW THAT- a person could survive off of bugs for nutrition

STUDENTS WILL KNOW THAT- attributes from each landform can be beneficial to their survival

B WHAT 3 ITEMS ARE

IMPORTANT FOR

STUDENTS TO BE ABLE TO

DO

(DEFINE WHAT STUDENTS

SHOULD BE ABLE TO DO

AS A RESULT OF YOUR

LESSON)

AFTER THE LESSON

STUDENTS SHOULD BE ABLE TOhellip list different ways of preparing bugs and know some of the nutritional value of the bug

STUDENTS SHOULD BE ABLE TOhellip compare and contrast survival rates among different landforms

STUDENTS SHOULD BE ABLE TOhellip explain how to successfully find nutrition while stranded in the wilderness

C WHAT ARE THE

ENDURING

UNDERSTANDINGS THAT

STUDENTS SHOULD TAKE

AWAY FROM THE

LESSON (DEFINE THE

BIG IDEAS)

AFTER THE LESSON

STUDENTS WILL UNDERSTAND THAThellipsome people believe that a person could survive off of bugs

STUDENTS WILL UNDERSTAND THAThellip it is vital to know which bugs are edible and which ones are poisonous

STUDENTS WILL UNDERSTAND THAThellip survival skills vary from landform to landform

III PLANNING

D ESSENTIAL QUESTION

(ONE OVERARCHING

LESSON QUESTION )

WHAT ARE DIFFERENT WAYS BUGS CAN BE PREPARED IN ORDER TO

RECEIVE NUTRITION FOR SURVIVAL

WHAT NATURAL RESOURCES CAN YOU USE FROM EACH LANDFORM

TO HELP YOU SURVIVE

E ASSESSMENT

(PERFORMANCE TASK) WHAT WILL THE

STUDENTS DO TO SHOW

YOU THAT THEY

MASTERED THE

CONTENT

The students will be assessed on their webpage One group will be responsible for creating a page on the experience eating bugs (they will have to collect data from the other group) and the other group will have to create a page about the correct way to build a shelter and resources found on landforms

F CONTENT

LIST THE CONTENT FOR

THIS LESSON ONLY

(OUTLINE THE CONTENT

YOU WILL TEACH TODAY-THIS MAY COME FROM

YOUR CONTENT OUTLINE)

IX Edible insects

E Bugs are an excellent food supply for nutrients

e Can be eaten raw boiled or roasted f Can be found under rotten logs by trees

and in most moist shady parts

F Grasshoppers worms crickets and ants are examples of bugs that can be eaten

G HOOK

(DESCRIBE HOW YOU

WILL GRAB STUDENTSrsquo ATTENTION AT THE

BEGINNING OF THE

LESSON BE CREATIVE)

There will be dead bugs on the studentsrsquo desks The students will be asked if they would ever consider eating the bug There will be samples of bugs (purchased from the store and prepared) for the students to eat

H INSTRUCTION

(TELL STEP-BY-STEP WHAT YOU WILL DO)

When the students sit down ask them if theyrsquove ever eaten a bug Did they like it What did it taste like Would they ever consider eating a bug Tell the students that today they will not just be eating regular banana bread we will be eating worm banana bread We will also be trying mealworm fried rice and chocolate chirpie chip

cookies Then the students will be able to sample some bugs if the students have parental permission

Banana Worm Bread

Ingredients

12 cup shortening 34 cup sugar 2 bananas mashed 2 cups flour 1 teaspoon soda 1 teaspoon salt 12 cup chopped nuts 2 eggs 14 cup dry-roasted army worms

Directions

Mix together all ingredients Bake in greased loaf pan at 350 degrees for about 1 hour

Mealworm Fried Rice

Ingredients

1 egg beaten 1 tsp oil 34 c water 14 c chopped onions 4 tsp soy sauce 18 tsp garlic powder 1 c minute rice 1 c cooked mealworms

Directions

Scramble egg in a saucepan stirring to break egg into pieces

Add water soy sauce garlic and onions Bring to a boil Stir

Chocolate Chirpie Chip Cookies

Ingredients

2 14 cup flour 1 tsp baking soda 1 tsp salt 1 cup butter softened 34 cup sugar 34 cup brown sugar 1 tsp vanilla 2 eggs 1 12-ounce chocolate chips 1 cup chopped nuts 12 cup dry-roasted crickets

Directions

Preheat oven to 375 In small bowl combine flour baking soda and salt set aside In large bowl combine butter sugar brown sugar and vanilla beat until creamy Beat in eggs Gradually add flour mixture and insects mix well Stir in chocolate chips Drop by rounded measuring teaspoonfuls onto ungreased cookie sheet Bake for 8-10 minutes in rice Cover remove from heat and let stand five minutes

The students will then share the information and their personal experience trying bugs through a class discussion What was it like Did it change them as a person (Ex A student that doesnrsquot try new things tried a bug or a person usually willing to try new things wouldnrsquot) Would they ever consider eating bugs on a regular basis Ask the students to name the different landforms Show a 3-5 minute PowerPoint presentation on the different types of landforms in order to refresh the studentsrsquo memories as well as to find out what they already know There will Have a handout for the students to make their own notes on

They will first discover how to purify salt water into drinking water as if they were stranded in the ocean We will place the salt water in the sun with a collection jar and see how much water we collect during the hour we have in class This will be revisited later in the day and the following day

Students will explore different ways of survival on various types of landforms Give the students a list of websites and

they also have the freedom to look at other creditable sites Let the students discover which landform as morebetter resources httpwwwsurvivalworldcomgeographylandformshtml httpwwwwilderness-survivalnet httpwwwaresearchguidecombiomeshtml Assign one group to create a page on the experience eating bugs Information on this page should include their personal experience eating them what they tasted like what types of bugs are edible and the location the bugs can be found in the wilderness The other group will have to create a page about the different landforms and the resources found on them The students should also go back to their previous pages and add any new useful information Play the video of the firestorm but pause the video before it tells the students how the victim survived Then ask the students to think about what they would do if they were in that firestorm Have the students come up with a plan Each pair of students will have a large sheet of paper to describe how they would get out of that situation (they can draw a picture list or use any other form to represent their plan) Then each group will present their plan Leave enough time for the audience to ask questions

Show the ending of the firestorm clip and how that victim survived Compare their ideas with the victims

wilderness that can become of use to a stranded victim

III PLANNING

D ESSENTIAL QUESTION

(ONE OVERARCHING LESSON

QUESTION )

WHAT PLANTS ARE SAFE TO EAT OR USE FOR MEDICATION IF YOU

WERE STRANDED IN THE WILDERNESS

E ASSESSMENT

(PERFORMANCE TASK) WHAT

WILL THE STUDENTS DO TO

SHOW YOU THAT THEY

MASTERED THE CONTENT

The students will be assessed on how well they worked together while they are looking in the woods for plants and animals through teacher observation and on the plants that they are able to bring back that are either edible or medicinal They will also be assessed on their list of the insects they can eat

F CONTENT

LIST THE CONTENT FOR THIS

LESSON ONLY

(OUTLINE THE CONTENT YOU

WILL TEACH TODAY-THIS MAY

COME FROM YOUR CONTENT

OUTLINE)

VI Edible Plants

A Beech Tree

a The nuts that are found on the beech tree can be eaten

b Can be a substitute for coffee

B Blackberry Raspberry a Grows in open sunny areas at the margin of

woods b Berries can be eaten

C Dandelion all of this plant can be eaten D Lotus plant

a The whole plant is edible raw or cooked b The plant can be dug into the fleshy parts

from the mud and bake or boil them E Cactus

a Found in deserts across the world b They are a good source of water and food

VII Edible insects

C Bugs are an excellent food supply for nutrients

c Can be eaten raw boiled or roasted d Can be found under rotten logs by trees and in

most moist shady parts

D Grasshoppers worms crickets and ants are examples of bugs that can be eaten

VIII Medicinal Plants

F Blackberries can be used to treat cuts and

inflammation G Aloe Vera

a Used for allergies abscesses abrasions

b Bad breath burns boils blisters bruises

bladder infections

H Paper Birch can be used for antibacterial and anti-

inflammatory

I Dandelion- the root can be used to treat kidney

liver and bladder aliments

J Jewel Weed- crushed leaves can be made into a

poultice to treat a rash or inflamed skin including

irritation from Poison Ivy

G HOOK

(DESCRIBE HOW YOU WILL

GRAB STUDENTSrsquo ATTENTION

AT THE BEGINNING OF THE

LESSON BE CREATIVE)

As soon as the students walk in tell them that they are all going on a trip to the Bahamas They are taking a plane and leave in the next few minutes (have the seats set up similar to a plane with a few objects around them The students should sit in the seats and pretend they are on the plane) The plane ride is going smoothly over the Atlantic Ocean until all of a sudden there is a lot of turbulence (tell the students to role play with a PowerPoint with pictures of a plane behind them)

H INSTRUCTION

(TELL STEP-BY-STEP WHAT

YOU WILL DO)

Script Pilot- Attention passengers aboard flight 4325 this is your pilot speaking It seems as though we have hit some turbulence No need to worry we will pass it within the next few minutes Thank you and enjoy your ride Passenger 1- Geez I hope this isnrsquot too bad I get very nervous flying Passenger 2- The pilot said that everything would be fine Irsquom sure there is no need to worryhellip Passenger 3- I donrsquot know about you guys but I think this plane ride is getting worse I have a bad feeling about this Pilot- Attention passengers aboard flight 4325 it seems as though we will need to do an emergency landing Please fasten your seat belts and prepare for a rough landing Thank you

Passenger 1- Oh gosh please let everything be ok (The passengers have really started to bounce around the plane) Pilot- Attention passengers aboard flighthelliphellip (The plane has hit the ground) Passenger 2- What just happened Passenger 3- Am I dead Passenger 1- WE MADE IT Pilot- Is everyone ok We need to grab all the useful items we can find We only have one minute to grab what we need (Everyone starts finding the following items that are laid out on the ground The students are expected to grab the items and walk quickly to the other side of the classroom) These are the materials the students will have close to them

A ball of steel wool

A small ax (plastic)

Can of Crisco shortening

Newspapers (one per person)

Cigarette lighter (without fluid)

Extra shirt and pants for each survivor

One quart of rubbing alcohol

A compass

Family size chocolate bars (one per person)

Luggage

DVDrsquos

Books Passenger 2- What did everyone find Passenger 3- Therersquos no way we can carry all of these items We need to decided which ones are the most important and why once we get to a safer place Tell the students that the simulation is over Ask them how they felt Did they get into the role playing Then tell the students to get into pairs They need to discuss how they would rate each item from the most important to the least

important in pairs One person should be designated as the recorder and each pair will need to be able to explain their decisions Each pair will present their list and explain why they chose that item as being important Allow time for questions and input from the audience Present the following list to the students by reading the Boy Scouts reasoning This is how the Boy Scouts rated the list and why 1 Cigarette lighter (without fluid) The gravest danger facing the group is exposure to cold The greatest need is for a source of warmth and the second greatest need is for signaling devices This makes building a fire the first order of business Without matches something is needed to produce sparks and even without fluid a cigarette lighter can do that 2 Ball of steel wool To make a fire the survivors need a means of catching he sparks made by the cigarette lighter This is the best substance for catching a spark and supporting a flame even if the steel wool is a little wet 3 Extra shirt and pants for each survivor Besides adding warmth to the body clothes can also be used for shelter signaling bedding bandages string (when unraveled) and fuel for the fire 4 Can of Crisco shortening This has many uses A mirror-like signaling device can be made from the lid After shining the lid with steel wool it will reflect sunlight and generate 5 to 7 million candlepower This is bright enough to be seen beyond the horizon While this could be limited somewhat by the trees a member of the group could climb a tree and use the mirrored lid to signal search planes If they had no other means of signaling than this they would have a better than 80 chance of being rescued within the first day There are other uses for this item It can be rubbed on exposed skin for protection against the cold When melted into an oil the shortening is helpful as fuel When soaked into a piece of cloth melted shortening will act like a candle The empty can is useful in melting snow for drinking water It is much safer to drink warmed water than to eat snow since

warm water will help retain body heat Water is important because dehydration will affect decision-making The can is also useful as a cup 5 Small ax Survivors need a constant supply of wood in order to maintain the fire The ax could be used for this as well as for clearing a sheltered campsite cutting tree branches for ground insulation and constructing a frame for the canvas tent 6 Family size chocolate bars (one per person) Chocolate will provide some food energy Since it contains mostly carbohydrates it supplies the energy without making digestive demands on the body 7 Newspapers (one per person) These are useful in starting a fire They can also be used as insulation under clothing when rolled up and placed around a personrsquos arms and legs A newspaper can also be used as a verbal signaling device when rolled up in a megaphone-shape It could also provide reading material for recreation 8 Compass Because a compass might encourage someone to try to walk to the nearest town it is a dangerous item Itrsquos only redeeming feature is that it could be used as a reflector of sunlight (due to its glass top) Then play the video of the plane crash but pause the video before it tells the students how the victim survived Then ask the students to think about what they would do if they were on that plane and were the only people that survived Tell the students to think about how they would come up with a plan for survival (2-3 minutes) Have a 5 minute class discussion on each pairs plan Encourage groups to ask each other questions about their reasoning Ask the students how they would handle being stranded Do you think that you are strong enough to try to survive What would be your first plan of action Do you think you would be too upset to find the shelter and food needed to survive What are some real life situation that they can remember hearing about in the news Ask the students what plants are edible or medicinal Then give a PowerPoint presentation on the different types of plants that are edible andor medicinal We will have a

handout for the students to make their own notes Take the students out to the woods to find edible andor medicinal plants and edible insects (the teacher will go into to woods to make sure there are plants and insects available) The students will be asked to find at least 3 plants and 4 insects Remind the students not actually eat any plants or animals

Introduce Google Sites to the students Have the main page on the projector and show the students a few of the features while they are looking at the screen There will be one main page for the tips on survival for their peers Each group will have a sub page (edible plant page medicinal plant page edible bugs and an overall survival tips) Each page will have to contain facts pictures and links to other useful sitesresource pages) Tell the students the username and password for all the groups to the main page Then assign each group a sub page and let them play with the different features Google has to offer On the first day they will need to include their names (no last names) and any information already known

The students will watch a clip from the Extreme Survival Pack video about a deadly plane crash Then the students will imagine they were on that plane The students will have to think about what materials they would need in order to survive in the plane crash situation

Script Pilot- Attention passengers aboard flight 4325 this is your pilot speaking It seems as though we have hit some turbulence No need to worry we will pass it within the next few minutes Thank you and enjoy your ride Passenger 1- Geez I hope this isnrsquot too bad I get very nervous flying Passenger 2- The pilot said that everything would be fine Irsquom sure there is no need to worryhellip Passenger 3- I donrsquot know about you guys but I think this plane ride is getting worse I have a bad feeling about this Pilot- Attention passengers aboard flight 4325 it seems as though we will need to do an emergency landing Please fasten your seat belts and prepare for a rough landing Thank you

Passenger 1- Oh gosh please let everything be ok (The passengers have really started to bounce around the plane) Pilot- Attention passengers aboard flighthelliphellip (The plane has hit the ground) Passenger 2- What just happened Passenger 3- Am I dead Passenger 1- WE MADE IT Pilot- Is everyone ok We need to grab all the useful items we can find We only have one minute to grab what we need (Everyone starts finding the following items) These are the materials the students will have close to them

A ball of steel wool

A small ax (plastic)

Can of Crisco shortening

Newspapers (one per person)

Cigarette lighter (without fluid)

Extra shirt and pants for each survivor

One quart of rubbing alcohol

A compass

Family size chocolate bars (one per person)

Luggage

DVDrsquos

Books Passenger 2- What did everyone find Passenger 3- Therersquos no way we can carry all of these items We need to decided which ones are the most important and why once we get to a safer place

DIARY OF A STRANDED KID- LESSON 2 SOMETHINGrsquoS A LITTLE BUGGY AROUND HERE

I DEFINE THE CONTENT

LESSON OBJECTIVE By the end of the lesson the student will able to identify edible bugs and the tips for survival by creating a webpage with information

A person could substitute bugs in their diet and get enough nutrition

II PREPLANNING BEGIN WITH THE END IN MIND

A WHAT 3 ITEMS ARE

WORTH KNOWING

(THINK ABOUT THE

CONTENT YOU HAVE

SELECTED WHAT IS

IMPORTANT FOR

STUDENTS TO KNOW)

AFTER THE LESSON

STUDENTS WILL KNOW- the different ways to prepare bugs to eat

STUDENTS WILL KNOW THAT- a person could survive off of bugs for nutrition

STUDENTS WILL KNOW THAT- attributes from each landform can be beneficial to their survival

B WHAT 3 ITEMS ARE

IMPORTANT FOR

STUDENTS TO BE ABLE TO

DO

(DEFINE WHAT STUDENTS

SHOULD BE ABLE TO DO

AS A RESULT OF YOUR

LESSON)

AFTER THE LESSON

STUDENTS SHOULD BE ABLE TOhellip list different ways of preparing bugs and know some of the nutritional value of the bug

STUDENTS SHOULD BE ABLE TOhellip compare and contrast survival rates among different landforms

STUDENTS SHOULD BE ABLE TOhellip explain how to successfully find nutrition while stranded in the wilderness

C WHAT ARE THE

ENDURING

UNDERSTANDINGS THAT

STUDENTS SHOULD TAKE

AWAY FROM THE

LESSON (DEFINE THE

BIG IDEAS)

AFTER THE LESSON

STUDENTS WILL UNDERSTAND THAThellipsome people believe that a person could survive off of bugs

STUDENTS WILL UNDERSTAND THAThellip it is vital to know which bugs are edible and which ones are poisonous

STUDENTS WILL UNDERSTAND THAThellip survival skills vary from landform to landform

III PLANNING

D ESSENTIAL QUESTION

(ONE OVERARCHING

LESSON QUESTION )

WHAT ARE DIFFERENT WAYS BUGS CAN BE PREPARED IN ORDER TO

RECEIVE NUTRITION FOR SURVIVAL

WHAT NATURAL RESOURCES CAN YOU USE FROM EACH LANDFORM

TO HELP YOU SURVIVE

E ASSESSMENT

(PERFORMANCE TASK) WHAT WILL THE

STUDENTS DO TO SHOW

YOU THAT THEY

MASTERED THE

CONTENT

The students will be assessed on their webpage One group will be responsible for creating a page on the experience eating bugs (they will have to collect data from the other group) and the other group will have to create a page about the correct way to build a shelter and resources found on landforms

F CONTENT

LIST THE CONTENT FOR

THIS LESSON ONLY

(OUTLINE THE CONTENT

YOU WILL TEACH TODAY-THIS MAY COME FROM

YOUR CONTENT OUTLINE)

IX Edible insects

E Bugs are an excellent food supply for nutrients

e Can be eaten raw boiled or roasted f Can be found under rotten logs by trees

and in most moist shady parts

F Grasshoppers worms crickets and ants are examples of bugs that can be eaten

G HOOK

(DESCRIBE HOW YOU

WILL GRAB STUDENTSrsquo ATTENTION AT THE

BEGINNING OF THE

LESSON BE CREATIVE)

There will be dead bugs on the studentsrsquo desks The students will be asked if they would ever consider eating the bug There will be samples of bugs (purchased from the store and prepared) for the students to eat

H INSTRUCTION

(TELL STEP-BY-STEP WHAT YOU WILL DO)

When the students sit down ask them if theyrsquove ever eaten a bug Did they like it What did it taste like Would they ever consider eating a bug Tell the students that today they will not just be eating regular banana bread we will be eating worm banana bread We will also be trying mealworm fried rice and chocolate chirpie chip

cookies Then the students will be able to sample some bugs if the students have parental permission

Banana Worm Bread

Ingredients

12 cup shortening 34 cup sugar 2 bananas mashed 2 cups flour 1 teaspoon soda 1 teaspoon salt 12 cup chopped nuts 2 eggs 14 cup dry-roasted army worms

Directions

Mix together all ingredients Bake in greased loaf pan at 350 degrees for about 1 hour

Mealworm Fried Rice

Ingredients

1 egg beaten 1 tsp oil 34 c water 14 c chopped onions 4 tsp soy sauce 18 tsp garlic powder 1 c minute rice 1 c cooked mealworms

Directions

Scramble egg in a saucepan stirring to break egg into pieces

Add water soy sauce garlic and onions Bring to a boil Stir

Chocolate Chirpie Chip Cookies

Ingredients

2 14 cup flour 1 tsp baking soda 1 tsp salt 1 cup butter softened 34 cup sugar 34 cup brown sugar 1 tsp vanilla 2 eggs 1 12-ounce chocolate chips 1 cup chopped nuts 12 cup dry-roasted crickets

Directions

Preheat oven to 375 In small bowl combine flour baking soda and salt set aside In large bowl combine butter sugar brown sugar and vanilla beat until creamy Beat in eggs Gradually add flour mixture and insects mix well Stir in chocolate chips Drop by rounded measuring teaspoonfuls onto ungreased cookie sheet Bake for 8-10 minutes in rice Cover remove from heat and let stand five minutes

The students will then share the information and their personal experience trying bugs through a class discussion What was it like Did it change them as a person (Ex A student that doesnrsquot try new things tried a bug or a person usually willing to try new things wouldnrsquot) Would they ever consider eating bugs on a regular basis Ask the students to name the different landforms Show a 3-5 minute PowerPoint presentation on the different types of landforms in order to refresh the studentsrsquo memories as well as to find out what they already know There will Have a handout for the students to make their own notes on

They will first discover how to purify salt water into drinking water as if they were stranded in the ocean We will place the salt water in the sun with a collection jar and see how much water we collect during the hour we have in class This will be revisited later in the day and the following day

Students will explore different ways of survival on various types of landforms Give the students a list of websites and

they also have the freedom to look at other creditable sites Let the students discover which landform as morebetter resources httpwwwsurvivalworldcomgeographylandformshtml httpwwwwilderness-survivalnet httpwwwaresearchguidecombiomeshtml Assign one group to create a page on the experience eating bugs Information on this page should include their personal experience eating them what they tasted like what types of bugs are edible and the location the bugs can be found in the wilderness The other group will have to create a page about the different landforms and the resources found on them The students should also go back to their previous pages and add any new useful information Play the video of the firestorm but pause the video before it tells the students how the victim survived Then ask the students to think about what they would do if they were in that firestorm Have the students come up with a plan Each pair of students will have a large sheet of paper to describe how they would get out of that situation (they can draw a picture list or use any other form to represent their plan) Then each group will present their plan Leave enough time for the audience to ask questions

Show the ending of the firestorm clip and how that victim survived Compare their ideas with the victims

inflammation G Aloe Vera

a Used for allergies abscesses abrasions

b Bad breath burns boils blisters bruises

bladder infections

H Paper Birch can be used for antibacterial and anti-

inflammatory

I Dandelion- the root can be used to treat kidney

liver and bladder aliments

J Jewel Weed- crushed leaves can be made into a

poultice to treat a rash or inflamed skin including

irritation from Poison Ivy

G HOOK

(DESCRIBE HOW YOU WILL

GRAB STUDENTSrsquo ATTENTION

AT THE BEGINNING OF THE

LESSON BE CREATIVE)

As soon as the students walk in tell them that they are all going on a trip to the Bahamas They are taking a plane and leave in the next few minutes (have the seats set up similar to a plane with a few objects around them The students should sit in the seats and pretend they are on the plane) The plane ride is going smoothly over the Atlantic Ocean until all of a sudden there is a lot of turbulence (tell the students to role play with a PowerPoint with pictures of a plane behind them)

H INSTRUCTION

(TELL STEP-BY-STEP WHAT

YOU WILL DO)

Script Pilot- Attention passengers aboard flight 4325 this is your pilot speaking It seems as though we have hit some turbulence No need to worry we will pass it within the next few minutes Thank you and enjoy your ride Passenger 1- Geez I hope this isnrsquot too bad I get very nervous flying Passenger 2- The pilot said that everything would be fine Irsquom sure there is no need to worryhellip Passenger 3- I donrsquot know about you guys but I think this plane ride is getting worse I have a bad feeling about this Pilot- Attention passengers aboard flight 4325 it seems as though we will need to do an emergency landing Please fasten your seat belts and prepare for a rough landing Thank you

Passenger 1- Oh gosh please let everything be ok (The passengers have really started to bounce around the plane) Pilot- Attention passengers aboard flighthelliphellip (The plane has hit the ground) Passenger 2- What just happened Passenger 3- Am I dead Passenger 1- WE MADE IT Pilot- Is everyone ok We need to grab all the useful items we can find We only have one minute to grab what we need (Everyone starts finding the following items that are laid out on the ground The students are expected to grab the items and walk quickly to the other side of the classroom) These are the materials the students will have close to them

A ball of steel wool

A small ax (plastic)

Can of Crisco shortening

Newspapers (one per person)

Cigarette lighter (without fluid)

Extra shirt and pants for each survivor

One quart of rubbing alcohol

A compass

Family size chocolate bars (one per person)

Luggage

DVDrsquos

Books Passenger 2- What did everyone find Passenger 3- Therersquos no way we can carry all of these items We need to decided which ones are the most important and why once we get to a safer place Tell the students that the simulation is over Ask them how they felt Did they get into the role playing Then tell the students to get into pairs They need to discuss how they would rate each item from the most important to the least

important in pairs One person should be designated as the recorder and each pair will need to be able to explain their decisions Each pair will present their list and explain why they chose that item as being important Allow time for questions and input from the audience Present the following list to the students by reading the Boy Scouts reasoning This is how the Boy Scouts rated the list and why 1 Cigarette lighter (without fluid) The gravest danger facing the group is exposure to cold The greatest need is for a source of warmth and the second greatest need is for signaling devices This makes building a fire the first order of business Without matches something is needed to produce sparks and even without fluid a cigarette lighter can do that 2 Ball of steel wool To make a fire the survivors need a means of catching he sparks made by the cigarette lighter This is the best substance for catching a spark and supporting a flame even if the steel wool is a little wet 3 Extra shirt and pants for each survivor Besides adding warmth to the body clothes can also be used for shelter signaling bedding bandages string (when unraveled) and fuel for the fire 4 Can of Crisco shortening This has many uses A mirror-like signaling device can be made from the lid After shining the lid with steel wool it will reflect sunlight and generate 5 to 7 million candlepower This is bright enough to be seen beyond the horizon While this could be limited somewhat by the trees a member of the group could climb a tree and use the mirrored lid to signal search planes If they had no other means of signaling than this they would have a better than 80 chance of being rescued within the first day There are other uses for this item It can be rubbed on exposed skin for protection against the cold When melted into an oil the shortening is helpful as fuel When soaked into a piece of cloth melted shortening will act like a candle The empty can is useful in melting snow for drinking water It is much safer to drink warmed water than to eat snow since

warm water will help retain body heat Water is important because dehydration will affect decision-making The can is also useful as a cup 5 Small ax Survivors need a constant supply of wood in order to maintain the fire The ax could be used for this as well as for clearing a sheltered campsite cutting tree branches for ground insulation and constructing a frame for the canvas tent 6 Family size chocolate bars (one per person) Chocolate will provide some food energy Since it contains mostly carbohydrates it supplies the energy without making digestive demands on the body 7 Newspapers (one per person) These are useful in starting a fire They can also be used as insulation under clothing when rolled up and placed around a personrsquos arms and legs A newspaper can also be used as a verbal signaling device when rolled up in a megaphone-shape It could also provide reading material for recreation 8 Compass Because a compass might encourage someone to try to walk to the nearest town it is a dangerous item Itrsquos only redeeming feature is that it could be used as a reflector of sunlight (due to its glass top) Then play the video of the plane crash but pause the video before it tells the students how the victim survived Then ask the students to think about what they would do if they were on that plane and were the only people that survived Tell the students to think about how they would come up with a plan for survival (2-3 minutes) Have a 5 minute class discussion on each pairs plan Encourage groups to ask each other questions about their reasoning Ask the students how they would handle being stranded Do you think that you are strong enough to try to survive What would be your first plan of action Do you think you would be too upset to find the shelter and food needed to survive What are some real life situation that they can remember hearing about in the news Ask the students what plants are edible or medicinal Then give a PowerPoint presentation on the different types of plants that are edible andor medicinal We will have a

handout for the students to make their own notes Take the students out to the woods to find edible andor medicinal plants and edible insects (the teacher will go into to woods to make sure there are plants and insects available) The students will be asked to find at least 3 plants and 4 insects Remind the students not actually eat any plants or animals

Introduce Google Sites to the students Have the main page on the projector and show the students a few of the features while they are looking at the screen There will be one main page for the tips on survival for their peers Each group will have a sub page (edible plant page medicinal plant page edible bugs and an overall survival tips) Each page will have to contain facts pictures and links to other useful sitesresource pages) Tell the students the username and password for all the groups to the main page Then assign each group a sub page and let them play with the different features Google has to offer On the first day they will need to include their names (no last names) and any information already known

The students will watch a clip from the Extreme Survival Pack video about a deadly plane crash Then the students will imagine they were on that plane The students will have to think about what materials they would need in order to survive in the plane crash situation

Script Pilot- Attention passengers aboard flight 4325 this is your pilot speaking It seems as though we have hit some turbulence No need to worry we will pass it within the next few minutes Thank you and enjoy your ride Passenger 1- Geez I hope this isnrsquot too bad I get very nervous flying Passenger 2- The pilot said that everything would be fine Irsquom sure there is no need to worryhellip Passenger 3- I donrsquot know about you guys but I think this plane ride is getting worse I have a bad feeling about this Pilot- Attention passengers aboard flight 4325 it seems as though we will need to do an emergency landing Please fasten your seat belts and prepare for a rough landing Thank you

Passenger 1- Oh gosh please let everything be ok (The passengers have really started to bounce around the plane) Pilot- Attention passengers aboard flighthelliphellip (The plane has hit the ground) Passenger 2- What just happened Passenger 3- Am I dead Passenger 1- WE MADE IT Pilot- Is everyone ok We need to grab all the useful items we can find We only have one minute to grab what we need (Everyone starts finding the following items) These are the materials the students will have close to them

A ball of steel wool

A small ax (plastic)

Can of Crisco shortening

Newspapers (one per person)

Cigarette lighter (without fluid)

Extra shirt and pants for each survivor

One quart of rubbing alcohol

A compass

Family size chocolate bars (one per person)

Luggage

DVDrsquos

Books Passenger 2- What did everyone find Passenger 3- Therersquos no way we can carry all of these items We need to decided which ones are the most important and why once we get to a safer place

DIARY OF A STRANDED KID- LESSON 2 SOMETHINGrsquoS A LITTLE BUGGY AROUND HERE

I DEFINE THE CONTENT

LESSON OBJECTIVE By the end of the lesson the student will able to identify edible bugs and the tips for survival by creating a webpage with information

A person could substitute bugs in their diet and get enough nutrition

II PREPLANNING BEGIN WITH THE END IN MIND

A WHAT 3 ITEMS ARE

WORTH KNOWING

(THINK ABOUT THE

CONTENT YOU HAVE

SELECTED WHAT IS

IMPORTANT FOR

STUDENTS TO KNOW)

AFTER THE LESSON

STUDENTS WILL KNOW- the different ways to prepare bugs to eat

STUDENTS WILL KNOW THAT- a person could survive off of bugs for nutrition

STUDENTS WILL KNOW THAT- attributes from each landform can be beneficial to their survival

B WHAT 3 ITEMS ARE

IMPORTANT FOR

STUDENTS TO BE ABLE TO

DO

(DEFINE WHAT STUDENTS

SHOULD BE ABLE TO DO

AS A RESULT OF YOUR

LESSON)

AFTER THE LESSON

STUDENTS SHOULD BE ABLE TOhellip list different ways of preparing bugs and know some of the nutritional value of the bug

STUDENTS SHOULD BE ABLE TOhellip compare and contrast survival rates among different landforms

STUDENTS SHOULD BE ABLE TOhellip explain how to successfully find nutrition while stranded in the wilderness

C WHAT ARE THE

ENDURING

UNDERSTANDINGS THAT

STUDENTS SHOULD TAKE

AWAY FROM THE

LESSON (DEFINE THE

BIG IDEAS)

AFTER THE LESSON

STUDENTS WILL UNDERSTAND THAThellipsome people believe that a person could survive off of bugs

STUDENTS WILL UNDERSTAND THAThellip it is vital to know which bugs are edible and which ones are poisonous

STUDENTS WILL UNDERSTAND THAThellip survival skills vary from landform to landform

III PLANNING

D ESSENTIAL QUESTION

(ONE OVERARCHING

LESSON QUESTION )

WHAT ARE DIFFERENT WAYS BUGS CAN BE PREPARED IN ORDER TO

RECEIVE NUTRITION FOR SURVIVAL

WHAT NATURAL RESOURCES CAN YOU USE FROM EACH LANDFORM

TO HELP YOU SURVIVE

E ASSESSMENT

(PERFORMANCE TASK) WHAT WILL THE

STUDENTS DO TO SHOW

YOU THAT THEY

MASTERED THE

CONTENT

The students will be assessed on their webpage One group will be responsible for creating a page on the experience eating bugs (they will have to collect data from the other group) and the other group will have to create a page about the correct way to build a shelter and resources found on landforms

F CONTENT

LIST THE CONTENT FOR

THIS LESSON ONLY

(OUTLINE THE CONTENT

YOU WILL TEACH TODAY-THIS MAY COME FROM

YOUR CONTENT OUTLINE)

IX Edible insects

E Bugs are an excellent food supply for nutrients

e Can be eaten raw boiled or roasted f Can be found under rotten logs by trees

and in most moist shady parts

F Grasshoppers worms crickets and ants are examples of bugs that can be eaten

G HOOK

(DESCRIBE HOW YOU

WILL GRAB STUDENTSrsquo ATTENTION AT THE

BEGINNING OF THE

LESSON BE CREATIVE)

There will be dead bugs on the studentsrsquo desks The students will be asked if they would ever consider eating the bug There will be samples of bugs (purchased from the store and prepared) for the students to eat

H INSTRUCTION

(TELL STEP-BY-STEP WHAT YOU WILL DO)

When the students sit down ask them if theyrsquove ever eaten a bug Did they like it What did it taste like Would they ever consider eating a bug Tell the students that today they will not just be eating regular banana bread we will be eating worm banana bread We will also be trying mealworm fried rice and chocolate chirpie chip

cookies Then the students will be able to sample some bugs if the students have parental permission

Banana Worm Bread

Ingredients

12 cup shortening 34 cup sugar 2 bananas mashed 2 cups flour 1 teaspoon soda 1 teaspoon salt 12 cup chopped nuts 2 eggs 14 cup dry-roasted army worms

Directions

Mix together all ingredients Bake in greased loaf pan at 350 degrees for about 1 hour

Mealworm Fried Rice

Ingredients

1 egg beaten 1 tsp oil 34 c water 14 c chopped onions 4 tsp soy sauce 18 tsp garlic powder 1 c minute rice 1 c cooked mealworms

Directions

Scramble egg in a saucepan stirring to break egg into pieces

Add water soy sauce garlic and onions Bring to a boil Stir

Chocolate Chirpie Chip Cookies

Ingredients

2 14 cup flour 1 tsp baking soda 1 tsp salt 1 cup butter softened 34 cup sugar 34 cup brown sugar 1 tsp vanilla 2 eggs 1 12-ounce chocolate chips 1 cup chopped nuts 12 cup dry-roasted crickets

Directions

Preheat oven to 375 In small bowl combine flour baking soda and salt set aside In large bowl combine butter sugar brown sugar and vanilla beat until creamy Beat in eggs Gradually add flour mixture and insects mix well Stir in chocolate chips Drop by rounded measuring teaspoonfuls onto ungreased cookie sheet Bake for 8-10 minutes in rice Cover remove from heat and let stand five minutes

The students will then share the information and their personal experience trying bugs through a class discussion What was it like Did it change them as a person (Ex A student that doesnrsquot try new things tried a bug or a person usually willing to try new things wouldnrsquot) Would they ever consider eating bugs on a regular basis Ask the students to name the different landforms Show a 3-5 minute PowerPoint presentation on the different types of landforms in order to refresh the studentsrsquo memories as well as to find out what they already know There will Have a handout for the students to make their own notes on

They will first discover how to purify salt water into drinking water as if they were stranded in the ocean We will place the salt water in the sun with a collection jar and see how much water we collect during the hour we have in class This will be revisited later in the day and the following day

Students will explore different ways of survival on various types of landforms Give the students a list of websites and

they also have the freedom to look at other creditable sites Let the students discover which landform as morebetter resources httpwwwsurvivalworldcomgeographylandformshtml httpwwwwilderness-survivalnet httpwwwaresearchguidecombiomeshtml Assign one group to create a page on the experience eating bugs Information on this page should include their personal experience eating them what they tasted like what types of bugs are edible and the location the bugs can be found in the wilderness The other group will have to create a page about the different landforms and the resources found on them The students should also go back to their previous pages and add any new useful information Play the video of the firestorm but pause the video before it tells the students how the victim survived Then ask the students to think about what they would do if they were in that firestorm Have the students come up with a plan Each pair of students will have a large sheet of paper to describe how they would get out of that situation (they can draw a picture list or use any other form to represent their plan) Then each group will present their plan Leave enough time for the audience to ask questions

Show the ending of the firestorm clip and how that victim survived Compare their ideas with the victims

Passenger 1- Oh gosh please let everything be ok (The passengers have really started to bounce around the plane) Pilot- Attention passengers aboard flighthelliphellip (The plane has hit the ground) Passenger 2- What just happened Passenger 3- Am I dead Passenger 1- WE MADE IT Pilot- Is everyone ok We need to grab all the useful items we can find We only have one minute to grab what we need (Everyone starts finding the following items that are laid out on the ground The students are expected to grab the items and walk quickly to the other side of the classroom) These are the materials the students will have close to them

A ball of steel wool

A small ax (plastic)

Can of Crisco shortening

Newspapers (one per person)

Cigarette lighter (without fluid)

Extra shirt and pants for each survivor

One quart of rubbing alcohol

A compass

Family size chocolate bars (one per person)

Luggage

DVDrsquos

Books Passenger 2- What did everyone find Passenger 3- Therersquos no way we can carry all of these items We need to decided which ones are the most important and why once we get to a safer place Tell the students that the simulation is over Ask them how they felt Did they get into the role playing Then tell the students to get into pairs They need to discuss how they would rate each item from the most important to the least

important in pairs One person should be designated as the recorder and each pair will need to be able to explain their decisions Each pair will present their list and explain why they chose that item as being important Allow time for questions and input from the audience Present the following list to the students by reading the Boy Scouts reasoning This is how the Boy Scouts rated the list and why 1 Cigarette lighter (without fluid) The gravest danger facing the group is exposure to cold The greatest need is for a source of warmth and the second greatest need is for signaling devices This makes building a fire the first order of business Without matches something is needed to produce sparks and even without fluid a cigarette lighter can do that 2 Ball of steel wool To make a fire the survivors need a means of catching he sparks made by the cigarette lighter This is the best substance for catching a spark and supporting a flame even if the steel wool is a little wet 3 Extra shirt and pants for each survivor Besides adding warmth to the body clothes can also be used for shelter signaling bedding bandages string (when unraveled) and fuel for the fire 4 Can of Crisco shortening This has many uses A mirror-like signaling device can be made from the lid After shining the lid with steel wool it will reflect sunlight and generate 5 to 7 million candlepower This is bright enough to be seen beyond the horizon While this could be limited somewhat by the trees a member of the group could climb a tree and use the mirrored lid to signal search planes If they had no other means of signaling than this they would have a better than 80 chance of being rescued within the first day There are other uses for this item It can be rubbed on exposed skin for protection against the cold When melted into an oil the shortening is helpful as fuel When soaked into a piece of cloth melted shortening will act like a candle The empty can is useful in melting snow for drinking water It is much safer to drink warmed water than to eat snow since

warm water will help retain body heat Water is important because dehydration will affect decision-making The can is also useful as a cup 5 Small ax Survivors need a constant supply of wood in order to maintain the fire The ax could be used for this as well as for clearing a sheltered campsite cutting tree branches for ground insulation and constructing a frame for the canvas tent 6 Family size chocolate bars (one per person) Chocolate will provide some food energy Since it contains mostly carbohydrates it supplies the energy without making digestive demands on the body 7 Newspapers (one per person) These are useful in starting a fire They can also be used as insulation under clothing when rolled up and placed around a personrsquos arms and legs A newspaper can also be used as a verbal signaling device when rolled up in a megaphone-shape It could also provide reading material for recreation 8 Compass Because a compass might encourage someone to try to walk to the nearest town it is a dangerous item Itrsquos only redeeming feature is that it could be used as a reflector of sunlight (due to its glass top) Then play the video of the plane crash but pause the video before it tells the students how the victim survived Then ask the students to think about what they would do if they were on that plane and were the only people that survived Tell the students to think about how they would come up with a plan for survival (2-3 minutes) Have a 5 minute class discussion on each pairs plan Encourage groups to ask each other questions about their reasoning Ask the students how they would handle being stranded Do you think that you are strong enough to try to survive What would be your first plan of action Do you think you would be too upset to find the shelter and food needed to survive What are some real life situation that they can remember hearing about in the news Ask the students what plants are edible or medicinal Then give a PowerPoint presentation on the different types of plants that are edible andor medicinal We will have a

handout for the students to make their own notes Take the students out to the woods to find edible andor medicinal plants and edible insects (the teacher will go into to woods to make sure there are plants and insects available) The students will be asked to find at least 3 plants and 4 insects Remind the students not actually eat any plants or animals

Introduce Google Sites to the students Have the main page on the projector and show the students a few of the features while they are looking at the screen There will be one main page for the tips on survival for their peers Each group will have a sub page (edible plant page medicinal plant page edible bugs and an overall survival tips) Each page will have to contain facts pictures and links to other useful sitesresource pages) Tell the students the username and password for all the groups to the main page Then assign each group a sub page and let them play with the different features Google has to offer On the first day they will need to include their names (no last names) and any information already known

The students will watch a clip from the Extreme Survival Pack video about a deadly plane crash Then the students will imagine they were on that plane The students will have to think about what materials they would need in order to survive in the plane crash situation

Script Pilot- Attention passengers aboard flight 4325 this is your pilot speaking It seems as though we have hit some turbulence No need to worry we will pass it within the next few minutes Thank you and enjoy your ride Passenger 1- Geez I hope this isnrsquot too bad I get very nervous flying Passenger 2- The pilot said that everything would be fine Irsquom sure there is no need to worryhellip Passenger 3- I donrsquot know about you guys but I think this plane ride is getting worse I have a bad feeling about this Pilot- Attention passengers aboard flight 4325 it seems as though we will need to do an emergency landing Please fasten your seat belts and prepare for a rough landing Thank you

Passenger 1- Oh gosh please let everything be ok (The passengers have really started to bounce around the plane) Pilot- Attention passengers aboard flighthelliphellip (The plane has hit the ground) Passenger 2- What just happened Passenger 3- Am I dead Passenger 1- WE MADE IT Pilot- Is everyone ok We need to grab all the useful items we can find We only have one minute to grab what we need (Everyone starts finding the following items) These are the materials the students will have close to them

A ball of steel wool

A small ax (plastic)

Can of Crisco shortening

Newspapers (one per person)

Cigarette lighter (without fluid)

Extra shirt and pants for each survivor

One quart of rubbing alcohol

A compass

Family size chocolate bars (one per person)

Luggage

DVDrsquos

Books Passenger 2- What did everyone find Passenger 3- Therersquos no way we can carry all of these items We need to decided which ones are the most important and why once we get to a safer place

DIARY OF A STRANDED KID- LESSON 2 SOMETHINGrsquoS A LITTLE BUGGY AROUND HERE

I DEFINE THE CONTENT

LESSON OBJECTIVE By the end of the lesson the student will able to identify edible bugs and the tips for survival by creating a webpage with information

A person could substitute bugs in their diet and get enough nutrition

II PREPLANNING BEGIN WITH THE END IN MIND

A WHAT 3 ITEMS ARE

WORTH KNOWING

(THINK ABOUT THE

CONTENT YOU HAVE

SELECTED WHAT IS

IMPORTANT FOR

STUDENTS TO KNOW)

AFTER THE LESSON

STUDENTS WILL KNOW- the different ways to prepare bugs to eat

STUDENTS WILL KNOW THAT- a person could survive off of bugs for nutrition

STUDENTS WILL KNOW THAT- attributes from each landform can be beneficial to their survival

B WHAT 3 ITEMS ARE

IMPORTANT FOR

STUDENTS TO BE ABLE TO

DO

(DEFINE WHAT STUDENTS

SHOULD BE ABLE TO DO

AS A RESULT OF YOUR

LESSON)

AFTER THE LESSON

STUDENTS SHOULD BE ABLE TOhellip list different ways of preparing bugs and know some of the nutritional value of the bug

STUDENTS SHOULD BE ABLE TOhellip compare and contrast survival rates among different landforms

STUDENTS SHOULD BE ABLE TOhellip explain how to successfully find nutrition while stranded in the wilderness

C WHAT ARE THE

ENDURING

UNDERSTANDINGS THAT

STUDENTS SHOULD TAKE

AWAY FROM THE

LESSON (DEFINE THE

BIG IDEAS)

AFTER THE LESSON

STUDENTS WILL UNDERSTAND THAThellipsome people believe that a person could survive off of bugs

STUDENTS WILL UNDERSTAND THAThellip it is vital to know which bugs are edible and which ones are poisonous

STUDENTS WILL UNDERSTAND THAThellip survival skills vary from landform to landform

III PLANNING

D ESSENTIAL QUESTION

(ONE OVERARCHING

LESSON QUESTION )

WHAT ARE DIFFERENT WAYS BUGS CAN BE PREPARED IN ORDER TO

RECEIVE NUTRITION FOR SURVIVAL

WHAT NATURAL RESOURCES CAN YOU USE FROM EACH LANDFORM

TO HELP YOU SURVIVE

E ASSESSMENT

(PERFORMANCE TASK) WHAT WILL THE

STUDENTS DO TO SHOW

YOU THAT THEY

MASTERED THE

CONTENT

The students will be assessed on their webpage One group will be responsible for creating a page on the experience eating bugs (they will have to collect data from the other group) and the other group will have to create a page about the correct way to build a shelter and resources found on landforms

F CONTENT

LIST THE CONTENT FOR

THIS LESSON ONLY

(OUTLINE THE CONTENT

YOU WILL TEACH TODAY-THIS MAY COME FROM

YOUR CONTENT OUTLINE)

IX Edible insects

E Bugs are an excellent food supply for nutrients

e Can be eaten raw boiled or roasted f Can be found under rotten logs by trees

and in most moist shady parts

F Grasshoppers worms crickets and ants are examples of bugs that can be eaten

G HOOK

(DESCRIBE HOW YOU

WILL GRAB STUDENTSrsquo ATTENTION AT THE

BEGINNING OF THE

LESSON BE CREATIVE)

There will be dead bugs on the studentsrsquo desks The students will be asked if they would ever consider eating the bug There will be samples of bugs (purchased from the store and prepared) for the students to eat

H INSTRUCTION

(TELL STEP-BY-STEP WHAT YOU WILL DO)

When the students sit down ask them if theyrsquove ever eaten a bug Did they like it What did it taste like Would they ever consider eating a bug Tell the students that today they will not just be eating regular banana bread we will be eating worm banana bread We will also be trying mealworm fried rice and chocolate chirpie chip

cookies Then the students will be able to sample some bugs if the students have parental permission

Banana Worm Bread

Ingredients

12 cup shortening 34 cup sugar 2 bananas mashed 2 cups flour 1 teaspoon soda 1 teaspoon salt 12 cup chopped nuts 2 eggs 14 cup dry-roasted army worms

Directions

Mix together all ingredients Bake in greased loaf pan at 350 degrees for about 1 hour

Mealworm Fried Rice

Ingredients

1 egg beaten 1 tsp oil 34 c water 14 c chopped onions 4 tsp soy sauce 18 tsp garlic powder 1 c minute rice 1 c cooked mealworms

Directions

Scramble egg in a saucepan stirring to break egg into pieces

Add water soy sauce garlic and onions Bring to a boil Stir

Chocolate Chirpie Chip Cookies

Ingredients

2 14 cup flour 1 tsp baking soda 1 tsp salt 1 cup butter softened 34 cup sugar 34 cup brown sugar 1 tsp vanilla 2 eggs 1 12-ounce chocolate chips 1 cup chopped nuts 12 cup dry-roasted crickets

Directions

Preheat oven to 375 In small bowl combine flour baking soda and salt set aside In large bowl combine butter sugar brown sugar and vanilla beat until creamy Beat in eggs Gradually add flour mixture and insects mix well Stir in chocolate chips Drop by rounded measuring teaspoonfuls onto ungreased cookie sheet Bake for 8-10 minutes in rice Cover remove from heat and let stand five minutes

The students will then share the information and their personal experience trying bugs through a class discussion What was it like Did it change them as a person (Ex A student that doesnrsquot try new things tried a bug or a person usually willing to try new things wouldnrsquot) Would they ever consider eating bugs on a regular basis Ask the students to name the different landforms Show a 3-5 minute PowerPoint presentation on the different types of landforms in order to refresh the studentsrsquo memories as well as to find out what they already know There will Have a handout for the students to make their own notes on

They will first discover how to purify salt water into drinking water as if they were stranded in the ocean We will place the salt water in the sun with a collection jar and see how much water we collect during the hour we have in class This will be revisited later in the day and the following day

Students will explore different ways of survival on various types of landforms Give the students a list of websites and

they also have the freedom to look at other creditable sites Let the students discover which landform as morebetter resources httpwwwsurvivalworldcomgeographylandformshtml httpwwwwilderness-survivalnet httpwwwaresearchguidecombiomeshtml Assign one group to create a page on the experience eating bugs Information on this page should include their personal experience eating them what they tasted like what types of bugs are edible and the location the bugs can be found in the wilderness The other group will have to create a page about the different landforms and the resources found on them The students should also go back to their previous pages and add any new useful information Play the video of the firestorm but pause the video before it tells the students how the victim survived Then ask the students to think about what they would do if they were in that firestorm Have the students come up with a plan Each pair of students will have a large sheet of paper to describe how they would get out of that situation (they can draw a picture list or use any other form to represent their plan) Then each group will present their plan Leave enough time for the audience to ask questions

Show the ending of the firestorm clip and how that victim survived Compare their ideas with the victims

important in pairs One person should be designated as the recorder and each pair will need to be able to explain their decisions Each pair will present their list and explain why they chose that item as being important Allow time for questions and input from the audience Present the following list to the students by reading the Boy Scouts reasoning This is how the Boy Scouts rated the list and why 1 Cigarette lighter (without fluid) The gravest danger facing the group is exposure to cold The greatest need is for a source of warmth and the second greatest need is for signaling devices This makes building a fire the first order of business Without matches something is needed to produce sparks and even without fluid a cigarette lighter can do that 2 Ball of steel wool To make a fire the survivors need a means of catching he sparks made by the cigarette lighter This is the best substance for catching a spark and supporting a flame even if the steel wool is a little wet 3 Extra shirt and pants for each survivor Besides adding warmth to the body clothes can also be used for shelter signaling bedding bandages string (when unraveled) and fuel for the fire 4 Can of Crisco shortening This has many uses A mirror-like signaling device can be made from the lid After shining the lid with steel wool it will reflect sunlight and generate 5 to 7 million candlepower This is bright enough to be seen beyond the horizon While this could be limited somewhat by the trees a member of the group could climb a tree and use the mirrored lid to signal search planes If they had no other means of signaling than this they would have a better than 80 chance of being rescued within the first day There are other uses for this item It can be rubbed on exposed skin for protection against the cold When melted into an oil the shortening is helpful as fuel When soaked into a piece of cloth melted shortening will act like a candle The empty can is useful in melting snow for drinking water It is much safer to drink warmed water than to eat snow since

warm water will help retain body heat Water is important because dehydration will affect decision-making The can is also useful as a cup 5 Small ax Survivors need a constant supply of wood in order to maintain the fire The ax could be used for this as well as for clearing a sheltered campsite cutting tree branches for ground insulation and constructing a frame for the canvas tent 6 Family size chocolate bars (one per person) Chocolate will provide some food energy Since it contains mostly carbohydrates it supplies the energy without making digestive demands on the body 7 Newspapers (one per person) These are useful in starting a fire They can also be used as insulation under clothing when rolled up and placed around a personrsquos arms and legs A newspaper can also be used as a verbal signaling device when rolled up in a megaphone-shape It could also provide reading material for recreation 8 Compass Because a compass might encourage someone to try to walk to the nearest town it is a dangerous item Itrsquos only redeeming feature is that it could be used as a reflector of sunlight (due to its glass top) Then play the video of the plane crash but pause the video before it tells the students how the victim survived Then ask the students to think about what they would do if they were on that plane and were the only people that survived Tell the students to think about how they would come up with a plan for survival (2-3 minutes) Have a 5 minute class discussion on each pairs plan Encourage groups to ask each other questions about their reasoning Ask the students how they would handle being stranded Do you think that you are strong enough to try to survive What would be your first plan of action Do you think you would be too upset to find the shelter and food needed to survive What are some real life situation that they can remember hearing about in the news Ask the students what plants are edible or medicinal Then give a PowerPoint presentation on the different types of plants that are edible andor medicinal We will have a

handout for the students to make their own notes Take the students out to the woods to find edible andor medicinal plants and edible insects (the teacher will go into to woods to make sure there are plants and insects available) The students will be asked to find at least 3 plants and 4 insects Remind the students not actually eat any plants or animals

Introduce Google Sites to the students Have the main page on the projector and show the students a few of the features while they are looking at the screen There will be one main page for the tips on survival for their peers Each group will have a sub page (edible plant page medicinal plant page edible bugs and an overall survival tips) Each page will have to contain facts pictures and links to other useful sitesresource pages) Tell the students the username and password for all the groups to the main page Then assign each group a sub page and let them play with the different features Google has to offer On the first day they will need to include their names (no last names) and any information already known

The students will watch a clip from the Extreme Survival Pack video about a deadly plane crash Then the students will imagine they were on that plane The students will have to think about what materials they would need in order to survive in the plane crash situation

Script Pilot- Attention passengers aboard flight 4325 this is your pilot speaking It seems as though we have hit some turbulence No need to worry we will pass it within the next few minutes Thank you and enjoy your ride Passenger 1- Geez I hope this isnrsquot too bad I get very nervous flying Passenger 2- The pilot said that everything would be fine Irsquom sure there is no need to worryhellip Passenger 3- I donrsquot know about you guys but I think this plane ride is getting worse I have a bad feeling about this Pilot- Attention passengers aboard flight 4325 it seems as though we will need to do an emergency landing Please fasten your seat belts and prepare for a rough landing Thank you

Passenger 1- Oh gosh please let everything be ok (The passengers have really started to bounce around the plane) Pilot- Attention passengers aboard flighthelliphellip (The plane has hit the ground) Passenger 2- What just happened Passenger 3- Am I dead Passenger 1- WE MADE IT Pilot- Is everyone ok We need to grab all the useful items we can find We only have one minute to grab what we need (Everyone starts finding the following items) These are the materials the students will have close to them

A ball of steel wool

A small ax (plastic)

Can of Crisco shortening

Newspapers (one per person)

Cigarette lighter (without fluid)

Extra shirt and pants for each survivor

One quart of rubbing alcohol

A compass

Family size chocolate bars (one per person)

Luggage

DVDrsquos

Books Passenger 2- What did everyone find Passenger 3- Therersquos no way we can carry all of these items We need to decided which ones are the most important and why once we get to a safer place

DIARY OF A STRANDED KID- LESSON 2 SOMETHINGrsquoS A LITTLE BUGGY AROUND HERE

I DEFINE THE CONTENT

LESSON OBJECTIVE By the end of the lesson the student will able to identify edible bugs and the tips for survival by creating a webpage with information

A person could substitute bugs in their diet and get enough nutrition

II PREPLANNING BEGIN WITH THE END IN MIND

A WHAT 3 ITEMS ARE

WORTH KNOWING

(THINK ABOUT THE

CONTENT YOU HAVE

SELECTED WHAT IS

IMPORTANT FOR

STUDENTS TO KNOW)

AFTER THE LESSON

STUDENTS WILL KNOW- the different ways to prepare bugs to eat

STUDENTS WILL KNOW THAT- a person could survive off of bugs for nutrition

STUDENTS WILL KNOW THAT- attributes from each landform can be beneficial to their survival

B WHAT 3 ITEMS ARE

IMPORTANT FOR

STUDENTS TO BE ABLE TO

DO

(DEFINE WHAT STUDENTS

SHOULD BE ABLE TO DO

AS A RESULT OF YOUR

LESSON)

AFTER THE LESSON

STUDENTS SHOULD BE ABLE TOhellip list different ways of preparing bugs and know some of the nutritional value of the bug

STUDENTS SHOULD BE ABLE TOhellip compare and contrast survival rates among different landforms

STUDENTS SHOULD BE ABLE TOhellip explain how to successfully find nutrition while stranded in the wilderness

C WHAT ARE THE

ENDURING

UNDERSTANDINGS THAT

STUDENTS SHOULD TAKE

AWAY FROM THE

LESSON (DEFINE THE

BIG IDEAS)

AFTER THE LESSON

STUDENTS WILL UNDERSTAND THAThellipsome people believe that a person could survive off of bugs

STUDENTS WILL UNDERSTAND THAThellip it is vital to know which bugs are edible and which ones are poisonous

STUDENTS WILL UNDERSTAND THAThellip survival skills vary from landform to landform

III PLANNING

D ESSENTIAL QUESTION

(ONE OVERARCHING

LESSON QUESTION )

WHAT ARE DIFFERENT WAYS BUGS CAN BE PREPARED IN ORDER TO

RECEIVE NUTRITION FOR SURVIVAL

WHAT NATURAL RESOURCES CAN YOU USE FROM EACH LANDFORM

TO HELP YOU SURVIVE

E ASSESSMENT

(PERFORMANCE TASK) WHAT WILL THE

STUDENTS DO TO SHOW

YOU THAT THEY

MASTERED THE

CONTENT

The students will be assessed on their webpage One group will be responsible for creating a page on the experience eating bugs (they will have to collect data from the other group) and the other group will have to create a page about the correct way to build a shelter and resources found on landforms

F CONTENT

LIST THE CONTENT FOR

THIS LESSON ONLY

(OUTLINE THE CONTENT

YOU WILL TEACH TODAY-THIS MAY COME FROM

YOUR CONTENT OUTLINE)

IX Edible insects

E Bugs are an excellent food supply for nutrients

e Can be eaten raw boiled or roasted f Can be found under rotten logs by trees

and in most moist shady parts

F Grasshoppers worms crickets and ants are examples of bugs that can be eaten

G HOOK

(DESCRIBE HOW YOU

WILL GRAB STUDENTSrsquo ATTENTION AT THE

BEGINNING OF THE

LESSON BE CREATIVE)

There will be dead bugs on the studentsrsquo desks The students will be asked if they would ever consider eating the bug There will be samples of bugs (purchased from the store and prepared) for the students to eat

H INSTRUCTION

(TELL STEP-BY-STEP WHAT YOU WILL DO)

When the students sit down ask them if theyrsquove ever eaten a bug Did they like it What did it taste like Would they ever consider eating a bug Tell the students that today they will not just be eating regular banana bread we will be eating worm banana bread We will also be trying mealworm fried rice and chocolate chirpie chip

cookies Then the students will be able to sample some bugs if the students have parental permission

Banana Worm Bread

Ingredients

12 cup shortening 34 cup sugar 2 bananas mashed 2 cups flour 1 teaspoon soda 1 teaspoon salt 12 cup chopped nuts 2 eggs 14 cup dry-roasted army worms

Directions

Mix together all ingredients Bake in greased loaf pan at 350 degrees for about 1 hour

Mealworm Fried Rice

Ingredients

1 egg beaten 1 tsp oil 34 c water 14 c chopped onions 4 tsp soy sauce 18 tsp garlic powder 1 c minute rice 1 c cooked mealworms

Directions

Scramble egg in a saucepan stirring to break egg into pieces

Add water soy sauce garlic and onions Bring to a boil Stir

Chocolate Chirpie Chip Cookies

Ingredients

2 14 cup flour 1 tsp baking soda 1 tsp salt 1 cup butter softened 34 cup sugar 34 cup brown sugar 1 tsp vanilla 2 eggs 1 12-ounce chocolate chips 1 cup chopped nuts 12 cup dry-roasted crickets

Directions

Preheat oven to 375 In small bowl combine flour baking soda and salt set aside In large bowl combine butter sugar brown sugar and vanilla beat until creamy Beat in eggs Gradually add flour mixture and insects mix well Stir in chocolate chips Drop by rounded measuring teaspoonfuls onto ungreased cookie sheet Bake for 8-10 minutes in rice Cover remove from heat and let stand five minutes

The students will then share the information and their personal experience trying bugs through a class discussion What was it like Did it change them as a person (Ex A student that doesnrsquot try new things tried a bug or a person usually willing to try new things wouldnrsquot) Would they ever consider eating bugs on a regular basis Ask the students to name the different landforms Show a 3-5 minute PowerPoint presentation on the different types of landforms in order to refresh the studentsrsquo memories as well as to find out what they already know There will Have a handout for the students to make their own notes on

They will first discover how to purify salt water into drinking water as if they were stranded in the ocean We will place the salt water in the sun with a collection jar and see how much water we collect during the hour we have in class This will be revisited later in the day and the following day

Students will explore different ways of survival on various types of landforms Give the students a list of websites and

they also have the freedom to look at other creditable sites Let the students discover which landform as morebetter resources httpwwwsurvivalworldcomgeographylandformshtml httpwwwwilderness-survivalnet httpwwwaresearchguidecombiomeshtml Assign one group to create a page on the experience eating bugs Information on this page should include their personal experience eating them what they tasted like what types of bugs are edible and the location the bugs can be found in the wilderness The other group will have to create a page about the different landforms and the resources found on them The students should also go back to their previous pages and add any new useful information Play the video of the firestorm but pause the video before it tells the students how the victim survived Then ask the students to think about what they would do if they were in that firestorm Have the students come up with a plan Each pair of students will have a large sheet of paper to describe how they would get out of that situation (they can draw a picture list or use any other form to represent their plan) Then each group will present their plan Leave enough time for the audience to ask questions

Show the ending of the firestorm clip and how that victim survived Compare their ideas with the victims

warm water will help retain body heat Water is important because dehydration will affect decision-making The can is also useful as a cup 5 Small ax Survivors need a constant supply of wood in order to maintain the fire The ax could be used for this as well as for clearing a sheltered campsite cutting tree branches for ground insulation and constructing a frame for the canvas tent 6 Family size chocolate bars (one per person) Chocolate will provide some food energy Since it contains mostly carbohydrates it supplies the energy without making digestive demands on the body 7 Newspapers (one per person) These are useful in starting a fire They can also be used as insulation under clothing when rolled up and placed around a personrsquos arms and legs A newspaper can also be used as a verbal signaling device when rolled up in a megaphone-shape It could also provide reading material for recreation 8 Compass Because a compass might encourage someone to try to walk to the nearest town it is a dangerous item Itrsquos only redeeming feature is that it could be used as a reflector of sunlight (due to its glass top) Then play the video of the plane crash but pause the video before it tells the students how the victim survived Then ask the students to think about what they would do if they were on that plane and were the only people that survived Tell the students to think about how they would come up with a plan for survival (2-3 minutes) Have a 5 minute class discussion on each pairs plan Encourage groups to ask each other questions about their reasoning Ask the students how they would handle being stranded Do you think that you are strong enough to try to survive What would be your first plan of action Do you think you would be too upset to find the shelter and food needed to survive What are some real life situation that they can remember hearing about in the news Ask the students what plants are edible or medicinal Then give a PowerPoint presentation on the different types of plants that are edible andor medicinal We will have a

handout for the students to make their own notes Take the students out to the woods to find edible andor medicinal plants and edible insects (the teacher will go into to woods to make sure there are plants and insects available) The students will be asked to find at least 3 plants and 4 insects Remind the students not actually eat any plants or animals

Introduce Google Sites to the students Have the main page on the projector and show the students a few of the features while they are looking at the screen There will be one main page for the tips on survival for their peers Each group will have a sub page (edible plant page medicinal plant page edible bugs and an overall survival tips) Each page will have to contain facts pictures and links to other useful sitesresource pages) Tell the students the username and password for all the groups to the main page Then assign each group a sub page and let them play with the different features Google has to offer On the first day they will need to include their names (no last names) and any information already known

The students will watch a clip from the Extreme Survival Pack video about a deadly plane crash Then the students will imagine they were on that plane The students will have to think about what materials they would need in order to survive in the plane crash situation

Script Pilot- Attention passengers aboard flight 4325 this is your pilot speaking It seems as though we have hit some turbulence No need to worry we will pass it within the next few minutes Thank you and enjoy your ride Passenger 1- Geez I hope this isnrsquot too bad I get very nervous flying Passenger 2- The pilot said that everything would be fine Irsquom sure there is no need to worryhellip Passenger 3- I donrsquot know about you guys but I think this plane ride is getting worse I have a bad feeling about this Pilot- Attention passengers aboard flight 4325 it seems as though we will need to do an emergency landing Please fasten your seat belts and prepare for a rough landing Thank you

Passenger 1- Oh gosh please let everything be ok (The passengers have really started to bounce around the plane) Pilot- Attention passengers aboard flighthelliphellip (The plane has hit the ground) Passenger 2- What just happened Passenger 3- Am I dead Passenger 1- WE MADE IT Pilot- Is everyone ok We need to grab all the useful items we can find We only have one minute to grab what we need (Everyone starts finding the following items) These are the materials the students will have close to them

A ball of steel wool

A small ax (plastic)

Can of Crisco shortening

Newspapers (one per person)

Cigarette lighter (without fluid)

Extra shirt and pants for each survivor

One quart of rubbing alcohol

A compass

Family size chocolate bars (one per person)

Luggage

DVDrsquos

Books Passenger 2- What did everyone find Passenger 3- Therersquos no way we can carry all of these items We need to decided which ones are the most important and why once we get to a safer place

DIARY OF A STRANDED KID- LESSON 2 SOMETHINGrsquoS A LITTLE BUGGY AROUND HERE

I DEFINE THE CONTENT

LESSON OBJECTIVE By the end of the lesson the student will able to identify edible bugs and the tips for survival by creating a webpage with information

A person could substitute bugs in their diet and get enough nutrition

II PREPLANNING BEGIN WITH THE END IN MIND

A WHAT 3 ITEMS ARE

WORTH KNOWING

(THINK ABOUT THE

CONTENT YOU HAVE

SELECTED WHAT IS

IMPORTANT FOR

STUDENTS TO KNOW)

AFTER THE LESSON

STUDENTS WILL KNOW- the different ways to prepare bugs to eat

STUDENTS WILL KNOW THAT- a person could survive off of bugs for nutrition

STUDENTS WILL KNOW THAT- attributes from each landform can be beneficial to their survival

B WHAT 3 ITEMS ARE

IMPORTANT FOR

STUDENTS TO BE ABLE TO

DO

(DEFINE WHAT STUDENTS

SHOULD BE ABLE TO DO

AS A RESULT OF YOUR

LESSON)

AFTER THE LESSON

STUDENTS SHOULD BE ABLE TOhellip list different ways of preparing bugs and know some of the nutritional value of the bug

STUDENTS SHOULD BE ABLE TOhellip compare and contrast survival rates among different landforms

STUDENTS SHOULD BE ABLE TOhellip explain how to successfully find nutrition while stranded in the wilderness

C WHAT ARE THE

ENDURING

UNDERSTANDINGS THAT

STUDENTS SHOULD TAKE

AWAY FROM THE

LESSON (DEFINE THE

BIG IDEAS)

AFTER THE LESSON

STUDENTS WILL UNDERSTAND THAThellipsome people believe that a person could survive off of bugs

STUDENTS WILL UNDERSTAND THAThellip it is vital to know which bugs are edible and which ones are poisonous

STUDENTS WILL UNDERSTAND THAThellip survival skills vary from landform to landform

III PLANNING

D ESSENTIAL QUESTION

(ONE OVERARCHING

LESSON QUESTION )

WHAT ARE DIFFERENT WAYS BUGS CAN BE PREPARED IN ORDER TO

RECEIVE NUTRITION FOR SURVIVAL

WHAT NATURAL RESOURCES CAN YOU USE FROM EACH LANDFORM

TO HELP YOU SURVIVE

E ASSESSMENT

(PERFORMANCE TASK) WHAT WILL THE

STUDENTS DO TO SHOW

YOU THAT THEY

MASTERED THE

CONTENT

The students will be assessed on their webpage One group will be responsible for creating a page on the experience eating bugs (they will have to collect data from the other group) and the other group will have to create a page about the correct way to build a shelter and resources found on landforms

F CONTENT

LIST THE CONTENT FOR

THIS LESSON ONLY

(OUTLINE THE CONTENT

YOU WILL TEACH TODAY-THIS MAY COME FROM

YOUR CONTENT OUTLINE)

IX Edible insects

E Bugs are an excellent food supply for nutrients

e Can be eaten raw boiled or roasted f Can be found under rotten logs by trees

and in most moist shady parts

F Grasshoppers worms crickets and ants are examples of bugs that can be eaten

G HOOK

(DESCRIBE HOW YOU

WILL GRAB STUDENTSrsquo ATTENTION AT THE

BEGINNING OF THE

LESSON BE CREATIVE)

There will be dead bugs on the studentsrsquo desks The students will be asked if they would ever consider eating the bug There will be samples of bugs (purchased from the store and prepared) for the students to eat

H INSTRUCTION

(TELL STEP-BY-STEP WHAT YOU WILL DO)

When the students sit down ask them if theyrsquove ever eaten a bug Did they like it What did it taste like Would they ever consider eating a bug Tell the students that today they will not just be eating regular banana bread we will be eating worm banana bread We will also be trying mealworm fried rice and chocolate chirpie chip

cookies Then the students will be able to sample some bugs if the students have parental permission

Banana Worm Bread

Ingredients

12 cup shortening 34 cup sugar 2 bananas mashed 2 cups flour 1 teaspoon soda 1 teaspoon salt 12 cup chopped nuts 2 eggs 14 cup dry-roasted army worms

Directions

Mix together all ingredients Bake in greased loaf pan at 350 degrees for about 1 hour

Mealworm Fried Rice

Ingredients

1 egg beaten 1 tsp oil 34 c water 14 c chopped onions 4 tsp soy sauce 18 tsp garlic powder 1 c minute rice 1 c cooked mealworms

Directions

Scramble egg in a saucepan stirring to break egg into pieces

Add water soy sauce garlic and onions Bring to a boil Stir

Chocolate Chirpie Chip Cookies

Ingredients

2 14 cup flour 1 tsp baking soda 1 tsp salt 1 cup butter softened 34 cup sugar 34 cup brown sugar 1 tsp vanilla 2 eggs 1 12-ounce chocolate chips 1 cup chopped nuts 12 cup dry-roasted crickets

Directions

Preheat oven to 375 In small bowl combine flour baking soda and salt set aside In large bowl combine butter sugar brown sugar and vanilla beat until creamy Beat in eggs Gradually add flour mixture and insects mix well Stir in chocolate chips Drop by rounded measuring teaspoonfuls onto ungreased cookie sheet Bake for 8-10 minutes in rice Cover remove from heat and let stand five minutes

The students will then share the information and their personal experience trying bugs through a class discussion What was it like Did it change them as a person (Ex A student that doesnrsquot try new things tried a bug or a person usually willing to try new things wouldnrsquot) Would they ever consider eating bugs on a regular basis Ask the students to name the different landforms Show a 3-5 minute PowerPoint presentation on the different types of landforms in order to refresh the studentsrsquo memories as well as to find out what they already know There will Have a handout for the students to make their own notes on

They will first discover how to purify salt water into drinking water as if they were stranded in the ocean We will place the salt water in the sun with a collection jar and see how much water we collect during the hour we have in class This will be revisited later in the day and the following day

Students will explore different ways of survival on various types of landforms Give the students a list of websites and

they also have the freedom to look at other creditable sites Let the students discover which landform as morebetter resources httpwwwsurvivalworldcomgeographylandformshtml httpwwwwilderness-survivalnet httpwwwaresearchguidecombiomeshtml Assign one group to create a page on the experience eating bugs Information on this page should include their personal experience eating them what they tasted like what types of bugs are edible and the location the bugs can be found in the wilderness The other group will have to create a page about the different landforms and the resources found on them The students should also go back to their previous pages and add any new useful information Play the video of the firestorm but pause the video before it tells the students how the victim survived Then ask the students to think about what they would do if they were in that firestorm Have the students come up with a plan Each pair of students will have a large sheet of paper to describe how they would get out of that situation (they can draw a picture list or use any other form to represent their plan) Then each group will present their plan Leave enough time for the audience to ask questions

Show the ending of the firestorm clip and how that victim survived Compare their ideas with the victims

handout for the students to make their own notes Take the students out to the woods to find edible andor medicinal plants and edible insects (the teacher will go into to woods to make sure there are plants and insects available) The students will be asked to find at least 3 plants and 4 insects Remind the students not actually eat any plants or animals

Introduce Google Sites to the students Have the main page on the projector and show the students a few of the features while they are looking at the screen There will be one main page for the tips on survival for their peers Each group will have a sub page (edible plant page medicinal plant page edible bugs and an overall survival tips) Each page will have to contain facts pictures and links to other useful sitesresource pages) Tell the students the username and password for all the groups to the main page Then assign each group a sub page and let them play with the different features Google has to offer On the first day they will need to include their names (no last names) and any information already known

The students will watch a clip from the Extreme Survival Pack video about a deadly plane crash Then the students will imagine they were on that plane The students will have to think about what materials they would need in order to survive in the plane crash situation

Script Pilot- Attention passengers aboard flight 4325 this is your pilot speaking It seems as though we have hit some turbulence No need to worry we will pass it within the next few minutes Thank you and enjoy your ride Passenger 1- Geez I hope this isnrsquot too bad I get very nervous flying Passenger 2- The pilot said that everything would be fine Irsquom sure there is no need to worryhellip Passenger 3- I donrsquot know about you guys but I think this plane ride is getting worse I have a bad feeling about this Pilot- Attention passengers aboard flight 4325 it seems as though we will need to do an emergency landing Please fasten your seat belts and prepare for a rough landing Thank you

Passenger 1- Oh gosh please let everything be ok (The passengers have really started to bounce around the plane) Pilot- Attention passengers aboard flighthelliphellip (The plane has hit the ground) Passenger 2- What just happened Passenger 3- Am I dead Passenger 1- WE MADE IT Pilot- Is everyone ok We need to grab all the useful items we can find We only have one minute to grab what we need (Everyone starts finding the following items) These are the materials the students will have close to them

A ball of steel wool

A small ax (plastic)

Can of Crisco shortening

Newspapers (one per person)

Cigarette lighter (without fluid)

Extra shirt and pants for each survivor

One quart of rubbing alcohol

A compass

Family size chocolate bars (one per person)

Luggage

DVDrsquos

Books Passenger 2- What did everyone find Passenger 3- Therersquos no way we can carry all of these items We need to decided which ones are the most important and why once we get to a safer place

DIARY OF A STRANDED KID- LESSON 2 SOMETHINGrsquoS A LITTLE BUGGY AROUND HERE

I DEFINE THE CONTENT

LESSON OBJECTIVE By the end of the lesson the student will able to identify edible bugs and the tips for survival by creating a webpage with information

A person could substitute bugs in their diet and get enough nutrition

II PREPLANNING BEGIN WITH THE END IN MIND

A WHAT 3 ITEMS ARE

WORTH KNOWING

(THINK ABOUT THE

CONTENT YOU HAVE

SELECTED WHAT IS

IMPORTANT FOR

STUDENTS TO KNOW)

AFTER THE LESSON

STUDENTS WILL KNOW- the different ways to prepare bugs to eat

STUDENTS WILL KNOW THAT- a person could survive off of bugs for nutrition

STUDENTS WILL KNOW THAT- attributes from each landform can be beneficial to their survival

B WHAT 3 ITEMS ARE

IMPORTANT FOR

STUDENTS TO BE ABLE TO

DO

(DEFINE WHAT STUDENTS

SHOULD BE ABLE TO DO

AS A RESULT OF YOUR

LESSON)

AFTER THE LESSON

STUDENTS SHOULD BE ABLE TOhellip list different ways of preparing bugs and know some of the nutritional value of the bug

STUDENTS SHOULD BE ABLE TOhellip compare and contrast survival rates among different landforms

STUDENTS SHOULD BE ABLE TOhellip explain how to successfully find nutrition while stranded in the wilderness

C WHAT ARE THE

ENDURING

UNDERSTANDINGS THAT

STUDENTS SHOULD TAKE

AWAY FROM THE

LESSON (DEFINE THE

BIG IDEAS)

AFTER THE LESSON

STUDENTS WILL UNDERSTAND THAThellipsome people believe that a person could survive off of bugs

STUDENTS WILL UNDERSTAND THAThellip it is vital to know which bugs are edible and which ones are poisonous

STUDENTS WILL UNDERSTAND THAThellip survival skills vary from landform to landform

III PLANNING

D ESSENTIAL QUESTION

(ONE OVERARCHING

LESSON QUESTION )

WHAT ARE DIFFERENT WAYS BUGS CAN BE PREPARED IN ORDER TO

RECEIVE NUTRITION FOR SURVIVAL

WHAT NATURAL RESOURCES CAN YOU USE FROM EACH LANDFORM

TO HELP YOU SURVIVE

E ASSESSMENT

(PERFORMANCE TASK) WHAT WILL THE

STUDENTS DO TO SHOW

YOU THAT THEY

MASTERED THE

CONTENT

The students will be assessed on their webpage One group will be responsible for creating a page on the experience eating bugs (they will have to collect data from the other group) and the other group will have to create a page about the correct way to build a shelter and resources found on landforms

F CONTENT

LIST THE CONTENT FOR

THIS LESSON ONLY

(OUTLINE THE CONTENT

YOU WILL TEACH TODAY-THIS MAY COME FROM

YOUR CONTENT OUTLINE)

IX Edible insects

E Bugs are an excellent food supply for nutrients

e Can be eaten raw boiled or roasted f Can be found under rotten logs by trees

and in most moist shady parts

F Grasshoppers worms crickets and ants are examples of bugs that can be eaten

G HOOK

(DESCRIBE HOW YOU

WILL GRAB STUDENTSrsquo ATTENTION AT THE

BEGINNING OF THE

LESSON BE CREATIVE)

There will be dead bugs on the studentsrsquo desks The students will be asked if they would ever consider eating the bug There will be samples of bugs (purchased from the store and prepared) for the students to eat

H INSTRUCTION

(TELL STEP-BY-STEP WHAT YOU WILL DO)

When the students sit down ask them if theyrsquove ever eaten a bug Did they like it What did it taste like Would they ever consider eating a bug Tell the students that today they will not just be eating regular banana bread we will be eating worm banana bread We will also be trying mealworm fried rice and chocolate chirpie chip

cookies Then the students will be able to sample some bugs if the students have parental permission

Banana Worm Bread

Ingredients

12 cup shortening 34 cup sugar 2 bananas mashed 2 cups flour 1 teaspoon soda 1 teaspoon salt 12 cup chopped nuts 2 eggs 14 cup dry-roasted army worms

Directions

Mix together all ingredients Bake in greased loaf pan at 350 degrees for about 1 hour

Mealworm Fried Rice

Ingredients

1 egg beaten 1 tsp oil 34 c water 14 c chopped onions 4 tsp soy sauce 18 tsp garlic powder 1 c minute rice 1 c cooked mealworms

Directions

Scramble egg in a saucepan stirring to break egg into pieces

Add water soy sauce garlic and onions Bring to a boil Stir

Chocolate Chirpie Chip Cookies

Ingredients

2 14 cup flour 1 tsp baking soda 1 tsp salt 1 cup butter softened 34 cup sugar 34 cup brown sugar 1 tsp vanilla 2 eggs 1 12-ounce chocolate chips 1 cup chopped nuts 12 cup dry-roasted crickets

Directions

Preheat oven to 375 In small bowl combine flour baking soda and salt set aside In large bowl combine butter sugar brown sugar and vanilla beat until creamy Beat in eggs Gradually add flour mixture and insects mix well Stir in chocolate chips Drop by rounded measuring teaspoonfuls onto ungreased cookie sheet Bake for 8-10 minutes in rice Cover remove from heat and let stand five minutes

The students will then share the information and their personal experience trying bugs through a class discussion What was it like Did it change them as a person (Ex A student that doesnrsquot try new things tried a bug or a person usually willing to try new things wouldnrsquot) Would they ever consider eating bugs on a regular basis Ask the students to name the different landforms Show a 3-5 minute PowerPoint presentation on the different types of landforms in order to refresh the studentsrsquo memories as well as to find out what they already know There will Have a handout for the students to make their own notes on

They will first discover how to purify salt water into drinking water as if they were stranded in the ocean We will place the salt water in the sun with a collection jar and see how much water we collect during the hour we have in class This will be revisited later in the day and the following day

Students will explore different ways of survival on various types of landforms Give the students a list of websites and

they also have the freedom to look at other creditable sites Let the students discover which landform as morebetter resources httpwwwsurvivalworldcomgeographylandformshtml httpwwwwilderness-survivalnet httpwwwaresearchguidecombiomeshtml Assign one group to create a page on the experience eating bugs Information on this page should include their personal experience eating them what they tasted like what types of bugs are edible and the location the bugs can be found in the wilderness The other group will have to create a page about the different landforms and the resources found on them The students should also go back to their previous pages and add any new useful information Play the video of the firestorm but pause the video before it tells the students how the victim survived Then ask the students to think about what they would do if they were in that firestorm Have the students come up with a plan Each pair of students will have a large sheet of paper to describe how they would get out of that situation (they can draw a picture list or use any other form to represent their plan) Then each group will present their plan Leave enough time for the audience to ask questions

Show the ending of the firestorm clip and how that victim survived Compare their ideas with the victims

Passenger 1- Oh gosh please let everything be ok (The passengers have really started to bounce around the plane) Pilot- Attention passengers aboard flighthelliphellip (The plane has hit the ground) Passenger 2- What just happened Passenger 3- Am I dead Passenger 1- WE MADE IT Pilot- Is everyone ok We need to grab all the useful items we can find We only have one minute to grab what we need (Everyone starts finding the following items) These are the materials the students will have close to them

A ball of steel wool

A small ax (plastic)

Can of Crisco shortening

Newspapers (one per person)

Cigarette lighter (without fluid)

Extra shirt and pants for each survivor

One quart of rubbing alcohol

A compass

Family size chocolate bars (one per person)

Luggage

DVDrsquos

Books Passenger 2- What did everyone find Passenger 3- Therersquos no way we can carry all of these items We need to decided which ones are the most important and why once we get to a safer place

DIARY OF A STRANDED KID- LESSON 2 SOMETHINGrsquoS A LITTLE BUGGY AROUND HERE

I DEFINE THE CONTENT

LESSON OBJECTIVE By the end of the lesson the student will able to identify edible bugs and the tips for survival by creating a webpage with information

A person could substitute bugs in their diet and get enough nutrition

II PREPLANNING BEGIN WITH THE END IN MIND

A WHAT 3 ITEMS ARE

WORTH KNOWING

(THINK ABOUT THE

CONTENT YOU HAVE

SELECTED WHAT IS

IMPORTANT FOR

STUDENTS TO KNOW)

AFTER THE LESSON

STUDENTS WILL KNOW- the different ways to prepare bugs to eat

STUDENTS WILL KNOW THAT- a person could survive off of bugs for nutrition

STUDENTS WILL KNOW THAT- attributes from each landform can be beneficial to their survival

B WHAT 3 ITEMS ARE

IMPORTANT FOR

STUDENTS TO BE ABLE TO

DO

(DEFINE WHAT STUDENTS

SHOULD BE ABLE TO DO

AS A RESULT OF YOUR

LESSON)

AFTER THE LESSON

STUDENTS SHOULD BE ABLE TOhellip list different ways of preparing bugs and know some of the nutritional value of the bug

STUDENTS SHOULD BE ABLE TOhellip compare and contrast survival rates among different landforms

STUDENTS SHOULD BE ABLE TOhellip explain how to successfully find nutrition while stranded in the wilderness

C WHAT ARE THE

ENDURING

UNDERSTANDINGS THAT

STUDENTS SHOULD TAKE

AWAY FROM THE

LESSON (DEFINE THE

BIG IDEAS)

AFTER THE LESSON

STUDENTS WILL UNDERSTAND THAThellipsome people believe that a person could survive off of bugs

STUDENTS WILL UNDERSTAND THAThellip it is vital to know which bugs are edible and which ones are poisonous

STUDENTS WILL UNDERSTAND THAThellip survival skills vary from landform to landform

III PLANNING

D ESSENTIAL QUESTION

(ONE OVERARCHING

LESSON QUESTION )

WHAT ARE DIFFERENT WAYS BUGS CAN BE PREPARED IN ORDER TO

RECEIVE NUTRITION FOR SURVIVAL

WHAT NATURAL RESOURCES CAN YOU USE FROM EACH LANDFORM

TO HELP YOU SURVIVE

E ASSESSMENT

(PERFORMANCE TASK) WHAT WILL THE

STUDENTS DO TO SHOW

YOU THAT THEY

MASTERED THE

CONTENT

The students will be assessed on their webpage One group will be responsible for creating a page on the experience eating bugs (they will have to collect data from the other group) and the other group will have to create a page about the correct way to build a shelter and resources found on landforms

F CONTENT

LIST THE CONTENT FOR

THIS LESSON ONLY

(OUTLINE THE CONTENT

YOU WILL TEACH TODAY-THIS MAY COME FROM

YOUR CONTENT OUTLINE)

IX Edible insects

E Bugs are an excellent food supply for nutrients

e Can be eaten raw boiled or roasted f Can be found under rotten logs by trees

and in most moist shady parts

F Grasshoppers worms crickets and ants are examples of bugs that can be eaten

G HOOK

(DESCRIBE HOW YOU

WILL GRAB STUDENTSrsquo ATTENTION AT THE

BEGINNING OF THE

LESSON BE CREATIVE)

There will be dead bugs on the studentsrsquo desks The students will be asked if they would ever consider eating the bug There will be samples of bugs (purchased from the store and prepared) for the students to eat

H INSTRUCTION

(TELL STEP-BY-STEP WHAT YOU WILL DO)

When the students sit down ask them if theyrsquove ever eaten a bug Did they like it What did it taste like Would they ever consider eating a bug Tell the students that today they will not just be eating regular banana bread we will be eating worm banana bread We will also be trying mealworm fried rice and chocolate chirpie chip

cookies Then the students will be able to sample some bugs if the students have parental permission

Banana Worm Bread

Ingredients

12 cup shortening 34 cup sugar 2 bananas mashed 2 cups flour 1 teaspoon soda 1 teaspoon salt 12 cup chopped nuts 2 eggs 14 cup dry-roasted army worms

Directions

Mix together all ingredients Bake in greased loaf pan at 350 degrees for about 1 hour

Mealworm Fried Rice

Ingredients

1 egg beaten 1 tsp oil 34 c water 14 c chopped onions 4 tsp soy sauce 18 tsp garlic powder 1 c minute rice 1 c cooked mealworms

Directions

Scramble egg in a saucepan stirring to break egg into pieces

Add water soy sauce garlic and onions Bring to a boil Stir

Chocolate Chirpie Chip Cookies

Ingredients

2 14 cup flour 1 tsp baking soda 1 tsp salt 1 cup butter softened 34 cup sugar 34 cup brown sugar 1 tsp vanilla 2 eggs 1 12-ounce chocolate chips 1 cup chopped nuts 12 cup dry-roasted crickets

Directions

Preheat oven to 375 In small bowl combine flour baking soda and salt set aside In large bowl combine butter sugar brown sugar and vanilla beat until creamy Beat in eggs Gradually add flour mixture and insects mix well Stir in chocolate chips Drop by rounded measuring teaspoonfuls onto ungreased cookie sheet Bake for 8-10 minutes in rice Cover remove from heat and let stand five minutes

The students will then share the information and their personal experience trying bugs through a class discussion What was it like Did it change them as a person (Ex A student that doesnrsquot try new things tried a bug or a person usually willing to try new things wouldnrsquot) Would they ever consider eating bugs on a regular basis Ask the students to name the different landforms Show a 3-5 minute PowerPoint presentation on the different types of landforms in order to refresh the studentsrsquo memories as well as to find out what they already know There will Have a handout for the students to make their own notes on

They will first discover how to purify salt water into drinking water as if they were stranded in the ocean We will place the salt water in the sun with a collection jar and see how much water we collect during the hour we have in class This will be revisited later in the day and the following day

Students will explore different ways of survival on various types of landforms Give the students a list of websites and

they also have the freedom to look at other creditable sites Let the students discover which landform as morebetter resources httpwwwsurvivalworldcomgeographylandformshtml httpwwwwilderness-survivalnet httpwwwaresearchguidecombiomeshtml Assign one group to create a page on the experience eating bugs Information on this page should include their personal experience eating them what they tasted like what types of bugs are edible and the location the bugs can be found in the wilderness The other group will have to create a page about the different landforms and the resources found on them The students should also go back to their previous pages and add any new useful information Play the video of the firestorm but pause the video before it tells the students how the victim survived Then ask the students to think about what they would do if they were in that firestorm Have the students come up with a plan Each pair of students will have a large sheet of paper to describe how they would get out of that situation (they can draw a picture list or use any other form to represent their plan) Then each group will present their plan Leave enough time for the audience to ask questions

Show the ending of the firestorm clip and how that victim survived Compare their ideas with the victims

DIARY OF A STRANDED KID- LESSON 2 SOMETHINGrsquoS A LITTLE BUGGY AROUND HERE

I DEFINE THE CONTENT

LESSON OBJECTIVE By the end of the lesson the student will able to identify edible bugs and the tips for survival by creating a webpage with information

A person could substitute bugs in their diet and get enough nutrition

II PREPLANNING BEGIN WITH THE END IN MIND

A WHAT 3 ITEMS ARE

WORTH KNOWING

(THINK ABOUT THE

CONTENT YOU HAVE

SELECTED WHAT IS

IMPORTANT FOR

STUDENTS TO KNOW)

AFTER THE LESSON

STUDENTS WILL KNOW- the different ways to prepare bugs to eat

STUDENTS WILL KNOW THAT- a person could survive off of bugs for nutrition

STUDENTS WILL KNOW THAT- attributes from each landform can be beneficial to their survival

B WHAT 3 ITEMS ARE

IMPORTANT FOR

STUDENTS TO BE ABLE TO

DO

(DEFINE WHAT STUDENTS

SHOULD BE ABLE TO DO

AS A RESULT OF YOUR

LESSON)

AFTER THE LESSON

STUDENTS SHOULD BE ABLE TOhellip list different ways of preparing bugs and know some of the nutritional value of the bug

STUDENTS SHOULD BE ABLE TOhellip compare and contrast survival rates among different landforms

STUDENTS SHOULD BE ABLE TOhellip explain how to successfully find nutrition while stranded in the wilderness

C WHAT ARE THE

ENDURING

UNDERSTANDINGS THAT

STUDENTS SHOULD TAKE

AWAY FROM THE

LESSON (DEFINE THE

BIG IDEAS)

AFTER THE LESSON

STUDENTS WILL UNDERSTAND THAThellipsome people believe that a person could survive off of bugs

STUDENTS WILL UNDERSTAND THAThellip it is vital to know which bugs are edible and which ones are poisonous

STUDENTS WILL UNDERSTAND THAThellip survival skills vary from landform to landform

III PLANNING

D ESSENTIAL QUESTION

(ONE OVERARCHING

LESSON QUESTION )

WHAT ARE DIFFERENT WAYS BUGS CAN BE PREPARED IN ORDER TO

RECEIVE NUTRITION FOR SURVIVAL

WHAT NATURAL RESOURCES CAN YOU USE FROM EACH LANDFORM

TO HELP YOU SURVIVE

E ASSESSMENT

(PERFORMANCE TASK) WHAT WILL THE

STUDENTS DO TO SHOW

YOU THAT THEY

MASTERED THE

CONTENT

The students will be assessed on their webpage One group will be responsible for creating a page on the experience eating bugs (they will have to collect data from the other group) and the other group will have to create a page about the correct way to build a shelter and resources found on landforms

F CONTENT

LIST THE CONTENT FOR

THIS LESSON ONLY

(OUTLINE THE CONTENT

YOU WILL TEACH TODAY-THIS MAY COME FROM

YOUR CONTENT OUTLINE)

IX Edible insects

E Bugs are an excellent food supply for nutrients

e Can be eaten raw boiled or roasted f Can be found under rotten logs by trees

and in most moist shady parts

F Grasshoppers worms crickets and ants are examples of bugs that can be eaten

G HOOK

(DESCRIBE HOW YOU

WILL GRAB STUDENTSrsquo ATTENTION AT THE

BEGINNING OF THE

LESSON BE CREATIVE)

There will be dead bugs on the studentsrsquo desks The students will be asked if they would ever consider eating the bug There will be samples of bugs (purchased from the store and prepared) for the students to eat

H INSTRUCTION

(TELL STEP-BY-STEP WHAT YOU WILL DO)

When the students sit down ask them if theyrsquove ever eaten a bug Did they like it What did it taste like Would they ever consider eating a bug Tell the students that today they will not just be eating regular banana bread we will be eating worm banana bread We will also be trying mealworm fried rice and chocolate chirpie chip

cookies Then the students will be able to sample some bugs if the students have parental permission

Banana Worm Bread

Ingredients

12 cup shortening 34 cup sugar 2 bananas mashed 2 cups flour 1 teaspoon soda 1 teaspoon salt 12 cup chopped nuts 2 eggs 14 cup dry-roasted army worms

Directions

Mix together all ingredients Bake in greased loaf pan at 350 degrees for about 1 hour

Mealworm Fried Rice

Ingredients

1 egg beaten 1 tsp oil 34 c water 14 c chopped onions 4 tsp soy sauce 18 tsp garlic powder 1 c minute rice 1 c cooked mealworms

Directions

Scramble egg in a saucepan stirring to break egg into pieces

Add water soy sauce garlic and onions Bring to a boil Stir

Chocolate Chirpie Chip Cookies

Ingredients

2 14 cup flour 1 tsp baking soda 1 tsp salt 1 cup butter softened 34 cup sugar 34 cup brown sugar 1 tsp vanilla 2 eggs 1 12-ounce chocolate chips 1 cup chopped nuts 12 cup dry-roasted crickets

Directions

Preheat oven to 375 In small bowl combine flour baking soda and salt set aside In large bowl combine butter sugar brown sugar and vanilla beat until creamy Beat in eggs Gradually add flour mixture and insects mix well Stir in chocolate chips Drop by rounded measuring teaspoonfuls onto ungreased cookie sheet Bake for 8-10 minutes in rice Cover remove from heat and let stand five minutes

The students will then share the information and their personal experience trying bugs through a class discussion What was it like Did it change them as a person (Ex A student that doesnrsquot try new things tried a bug or a person usually willing to try new things wouldnrsquot) Would they ever consider eating bugs on a regular basis Ask the students to name the different landforms Show a 3-5 minute PowerPoint presentation on the different types of landforms in order to refresh the studentsrsquo memories as well as to find out what they already know There will Have a handout for the students to make their own notes on

They will first discover how to purify salt water into drinking water as if they were stranded in the ocean We will place the salt water in the sun with a collection jar and see how much water we collect during the hour we have in class This will be revisited later in the day and the following day

Students will explore different ways of survival on various types of landforms Give the students a list of websites and

they also have the freedom to look at other creditable sites Let the students discover which landform as morebetter resources httpwwwsurvivalworldcomgeographylandformshtml httpwwwwilderness-survivalnet httpwwwaresearchguidecombiomeshtml Assign one group to create a page on the experience eating bugs Information on this page should include their personal experience eating them what they tasted like what types of bugs are edible and the location the bugs can be found in the wilderness The other group will have to create a page about the different landforms and the resources found on them The students should also go back to their previous pages and add any new useful information Play the video of the firestorm but pause the video before it tells the students how the victim survived Then ask the students to think about what they would do if they were in that firestorm Have the students come up with a plan Each pair of students will have a large sheet of paper to describe how they would get out of that situation (they can draw a picture list or use any other form to represent their plan) Then each group will present their plan Leave enough time for the audience to ask questions

Show the ending of the firestorm clip and how that victim survived Compare their ideas with the victims

STUDENTS WILL UNDERSTAND THAThellip survival skills vary from landform to landform

III PLANNING

D ESSENTIAL QUESTION

(ONE OVERARCHING

LESSON QUESTION )

WHAT ARE DIFFERENT WAYS BUGS CAN BE PREPARED IN ORDER TO

RECEIVE NUTRITION FOR SURVIVAL

WHAT NATURAL RESOURCES CAN YOU USE FROM EACH LANDFORM

TO HELP YOU SURVIVE

E ASSESSMENT

(PERFORMANCE TASK) WHAT WILL THE

STUDENTS DO TO SHOW

YOU THAT THEY

MASTERED THE

CONTENT

The students will be assessed on their webpage One group will be responsible for creating a page on the experience eating bugs (they will have to collect data from the other group) and the other group will have to create a page about the correct way to build a shelter and resources found on landforms

F CONTENT

LIST THE CONTENT FOR

THIS LESSON ONLY

(OUTLINE THE CONTENT

YOU WILL TEACH TODAY-THIS MAY COME FROM

YOUR CONTENT OUTLINE)

IX Edible insects

E Bugs are an excellent food supply for nutrients

e Can be eaten raw boiled or roasted f Can be found under rotten logs by trees

and in most moist shady parts

F Grasshoppers worms crickets and ants are examples of bugs that can be eaten

G HOOK

(DESCRIBE HOW YOU

WILL GRAB STUDENTSrsquo ATTENTION AT THE

BEGINNING OF THE

LESSON BE CREATIVE)

There will be dead bugs on the studentsrsquo desks The students will be asked if they would ever consider eating the bug There will be samples of bugs (purchased from the store and prepared) for the students to eat

H INSTRUCTION

(TELL STEP-BY-STEP WHAT YOU WILL DO)

When the students sit down ask them if theyrsquove ever eaten a bug Did they like it What did it taste like Would they ever consider eating a bug Tell the students that today they will not just be eating regular banana bread we will be eating worm banana bread We will also be trying mealworm fried rice and chocolate chirpie chip

cookies Then the students will be able to sample some bugs if the students have parental permission

Banana Worm Bread

Ingredients

12 cup shortening 34 cup sugar 2 bananas mashed 2 cups flour 1 teaspoon soda 1 teaspoon salt 12 cup chopped nuts 2 eggs 14 cup dry-roasted army worms

Directions

Mix together all ingredients Bake in greased loaf pan at 350 degrees for about 1 hour

Mealworm Fried Rice

Ingredients

1 egg beaten 1 tsp oil 34 c water 14 c chopped onions 4 tsp soy sauce 18 tsp garlic powder 1 c minute rice 1 c cooked mealworms

Directions

Scramble egg in a saucepan stirring to break egg into pieces

Add water soy sauce garlic and onions Bring to a boil Stir

Chocolate Chirpie Chip Cookies

Ingredients

2 14 cup flour 1 tsp baking soda 1 tsp salt 1 cup butter softened 34 cup sugar 34 cup brown sugar 1 tsp vanilla 2 eggs 1 12-ounce chocolate chips 1 cup chopped nuts 12 cup dry-roasted crickets

Directions

Preheat oven to 375 In small bowl combine flour baking soda and salt set aside In large bowl combine butter sugar brown sugar and vanilla beat until creamy Beat in eggs Gradually add flour mixture and insects mix well Stir in chocolate chips Drop by rounded measuring teaspoonfuls onto ungreased cookie sheet Bake for 8-10 minutes in rice Cover remove from heat and let stand five minutes

The students will then share the information and their personal experience trying bugs through a class discussion What was it like Did it change them as a person (Ex A student that doesnrsquot try new things tried a bug or a person usually willing to try new things wouldnrsquot) Would they ever consider eating bugs on a regular basis Ask the students to name the different landforms Show a 3-5 minute PowerPoint presentation on the different types of landforms in order to refresh the studentsrsquo memories as well as to find out what they already know There will Have a handout for the students to make their own notes on

They will first discover how to purify salt water into drinking water as if they were stranded in the ocean We will place the salt water in the sun with a collection jar and see how much water we collect during the hour we have in class This will be revisited later in the day and the following day

Students will explore different ways of survival on various types of landforms Give the students a list of websites and

they also have the freedom to look at other creditable sites Let the students discover which landform as morebetter resources httpwwwsurvivalworldcomgeographylandformshtml httpwwwwilderness-survivalnet httpwwwaresearchguidecombiomeshtml Assign one group to create a page on the experience eating bugs Information on this page should include their personal experience eating them what they tasted like what types of bugs are edible and the location the bugs can be found in the wilderness The other group will have to create a page about the different landforms and the resources found on them The students should also go back to their previous pages and add any new useful information Play the video of the firestorm but pause the video before it tells the students how the victim survived Then ask the students to think about what they would do if they were in that firestorm Have the students come up with a plan Each pair of students will have a large sheet of paper to describe how they would get out of that situation (they can draw a picture list or use any other form to represent their plan) Then each group will present their plan Leave enough time for the audience to ask questions

Show the ending of the firestorm clip and how that victim survived Compare their ideas with the victims

cookies Then the students will be able to sample some bugs if the students have parental permission

Banana Worm Bread

Ingredients

12 cup shortening 34 cup sugar 2 bananas mashed 2 cups flour 1 teaspoon soda 1 teaspoon salt 12 cup chopped nuts 2 eggs 14 cup dry-roasted army worms

Directions

Mix together all ingredients Bake in greased loaf pan at 350 degrees for about 1 hour

Mealworm Fried Rice

Ingredients

1 egg beaten 1 tsp oil 34 c water 14 c chopped onions 4 tsp soy sauce 18 tsp garlic powder 1 c minute rice 1 c cooked mealworms

Directions

Scramble egg in a saucepan stirring to break egg into pieces

Add water soy sauce garlic and onions Bring to a boil Stir

Chocolate Chirpie Chip Cookies

Ingredients

2 14 cup flour 1 tsp baking soda 1 tsp salt 1 cup butter softened 34 cup sugar 34 cup brown sugar 1 tsp vanilla 2 eggs 1 12-ounce chocolate chips 1 cup chopped nuts 12 cup dry-roasted crickets

Directions

Preheat oven to 375 In small bowl combine flour baking soda and salt set aside In large bowl combine butter sugar brown sugar and vanilla beat until creamy Beat in eggs Gradually add flour mixture and insects mix well Stir in chocolate chips Drop by rounded measuring teaspoonfuls onto ungreased cookie sheet Bake for 8-10 minutes in rice Cover remove from heat and let stand five minutes

The students will then share the information and their personal experience trying bugs through a class discussion What was it like Did it change them as a person (Ex A student that doesnrsquot try new things tried a bug or a person usually willing to try new things wouldnrsquot) Would they ever consider eating bugs on a regular basis Ask the students to name the different landforms Show a 3-5 minute PowerPoint presentation on the different types of landforms in order to refresh the studentsrsquo memories as well as to find out what they already know There will Have a handout for the students to make their own notes on

They will first discover how to purify salt water into drinking water as if they were stranded in the ocean We will place the salt water in the sun with a collection jar and see how much water we collect during the hour we have in class This will be revisited later in the day and the following day

Students will explore different ways of survival on various types of landforms Give the students a list of websites and

they also have the freedom to look at other creditable sites Let the students discover which landform as morebetter resources httpwwwsurvivalworldcomgeographylandformshtml httpwwwwilderness-survivalnet httpwwwaresearchguidecombiomeshtml Assign one group to create a page on the experience eating bugs Information on this page should include their personal experience eating them what they tasted like what types of bugs are edible and the location the bugs can be found in the wilderness The other group will have to create a page about the different landforms and the resources found on them The students should also go back to their previous pages and add any new useful information Play the video of the firestorm but pause the video before it tells the students how the victim survived Then ask the students to think about what they would do if they were in that firestorm Have the students come up with a plan Each pair of students will have a large sheet of paper to describe how they would get out of that situation (they can draw a picture list or use any other form to represent their plan) Then each group will present their plan Leave enough time for the audience to ask questions

Show the ending of the firestorm clip and how that victim survived Compare their ideas with the victims

Ingredients

2 14 cup flour 1 tsp baking soda 1 tsp salt 1 cup butter softened 34 cup sugar 34 cup brown sugar 1 tsp vanilla 2 eggs 1 12-ounce chocolate chips 1 cup chopped nuts 12 cup dry-roasted crickets

Directions

Preheat oven to 375 In small bowl combine flour baking soda and salt set aside In large bowl combine butter sugar brown sugar and vanilla beat until creamy Beat in eggs Gradually add flour mixture and insects mix well Stir in chocolate chips Drop by rounded measuring teaspoonfuls onto ungreased cookie sheet Bake for 8-10 minutes in rice Cover remove from heat and let stand five minutes

The students will then share the information and their personal experience trying bugs through a class discussion What was it like Did it change them as a person (Ex A student that doesnrsquot try new things tried a bug or a person usually willing to try new things wouldnrsquot) Would they ever consider eating bugs on a regular basis Ask the students to name the different landforms Show a 3-5 minute PowerPoint presentation on the different types of landforms in order to refresh the studentsrsquo memories as well as to find out what they already know There will Have a handout for the students to make their own notes on

They will first discover how to purify salt water into drinking water as if they were stranded in the ocean We will place the salt water in the sun with a collection jar and see how much water we collect during the hour we have in class This will be revisited later in the day and the following day

Students will explore different ways of survival on various types of landforms Give the students a list of websites and

they also have the freedom to look at other creditable sites Let the students discover which landform as morebetter resources httpwwwsurvivalworldcomgeographylandformshtml httpwwwwilderness-survivalnet httpwwwaresearchguidecombiomeshtml Assign one group to create a page on the experience eating bugs Information on this page should include their personal experience eating them what they tasted like what types of bugs are edible and the location the bugs can be found in the wilderness The other group will have to create a page about the different landforms and the resources found on them The students should also go back to their previous pages and add any new useful information Play the video of the firestorm but pause the video before it tells the students how the victim survived Then ask the students to think about what they would do if they were in that firestorm Have the students come up with a plan Each pair of students will have a large sheet of paper to describe how they would get out of that situation (they can draw a picture list or use any other form to represent their plan) Then each group will present their plan Leave enough time for the audience to ask questions

Show the ending of the firestorm clip and how that victim survived Compare their ideas with the victims

they also have the freedom to look at other creditable sites Let the students discover which landform as morebetter resources httpwwwsurvivalworldcomgeographylandformshtml httpwwwwilderness-survivalnet httpwwwaresearchguidecombiomeshtml Assign one group to create a page on the experience eating bugs Information on this page should include their personal experience eating them what they tasted like what types of bugs are edible and the location the bugs can be found in the wilderness The other group will have to create a page about the different landforms and the resources found on them The students should also go back to their previous pages and add any new useful information Play the video of the firestorm but pause the video before it tells the students how the victim survived Then ask the students to think about what they would do if they were in that firestorm Have the students come up with a plan Each pair of students will have a large sheet of paper to describe how they would get out of that situation (they can draw a picture list or use any other form to represent their plan) Then each group will present their plan Leave enough time for the audience to ask questions

Show the ending of the firestorm clip and how that victim survived Compare their ideas with the victims

Grading Rubric One point for each section Creating a webpage

Project Rubric Students project includes a subpage Students project includes eating bugs experience or survival tips from the

boy scout Studentrsquos project includes images Studentrsquos project includes factual information Students worked well as a team by teacher observation Students project shows effort with neatness_____ Students project shows creativity in project _____

Total __________ 7=Wonderful effort 4-6=Satisfactory effort 2-3=Some effort 0-1 = Did not attempt

Grading Rubric Each checkmark counts as one point Creating a Plan for Survival

Project Rubric Students project includes materials in order with explanation Students found 2 edible plants Students found 1 medicinal plants Student found three edible insects Students worked well as a team Students project shows effort with neatness Students project shows creativity in project

Total __________ 6-7=Wonderful effort 4-5=Satisfactory effort 2-3=Looks like you tried 0-1 = Did not attempt

DIARY OF A STRANDED KID- LESSON 3 HOW DO I GET OUT OF HERE

I DEFINE THE CONTENT

LESSON OBJECTIVE By the end of the lesson the student will know several different survival skills and create their own GPS path that others can read and follow

To survive in the wilderness all I need is a GPS

II PREPLANNING BEGIN WITH THE END IN MIND

A WHAT 3

ITEMS ARE

WORTH

KNOWING

(THINK ABOUT

THE CONTENT

YOU HAVE

SELECTED WHAT IS

IMPORTANT FOR

STUDENTS TO

KNOW)

AFTER THE LESSON

STUDENTS WILL KNOW THAT- a GPS system can be vital in survival

STUDENTS WILL KNOW THAT- teamwork can be a huge help when trying to find the correct path with the GPS system

STUDENTS WILL KNOW THAT- even though they have GPS systems they will not always be available to other victims

B WHAT 3

ITEMS ARE

IMPORTANT FOR

STUDENTS TO

BE ABLE TO DO

(DEFINE WHAT

STUDENTS

SHOULD BE

ABLE TO DO AS

A RESULT OF

YOUR LESSON)

AFTER THE LESSON

STUDENTS SHOULD BE ABLE TOhellip use the GPS unit and follow the correct path

STUDENTS SHOULD BE ABLE TOhellip create a path using the GPS that other people can follow

STUDENTS SHOULD BE ABLE TOhellip adapt their new survival skills to any situation

C WHAT ARE

THE ENDURING

UNDERSTANDIN

GS THAT

STUDENTS

SHOULD TAKE

AWAY FROM THE

LESSON

(DEFINE THE BIG

IDEAS)

AFTER THE LESSON

STUDENTS WILL UNDERSTAND THAThellip not all GPS units are the same and some work differently

STUDENTS WILL UNDERSTAND THAThellip GPS systems can help when trying to survive and get out of the wilderness

STUDENTS WILL UNDERSTAND THAThellip every decision they make will have an effect on their survival

III PLANNING

D ESSENTIAL

QUESTION

(ONE

OVERARCHING

LESSON

QUESTION )

WHAT SURVIVAL SKILLS ARE MOST IMPORTANT FOR MY SURVIVAL

E ASSESSMENT

(PERFORMANCE

TASK) WHAT

WILL THE

STUDENTS DO

TO SHOW YOU

THAT THEY

MASTERED THE

CONTENT

The students will be assessed on how well they worked together during the simulation by peer observation and if they followed the course correctly

F CONTENT

LIST THE

CONTENT FOR

THIS LESSON

ONLY

(OUTLINE THE

CONTENT YOU

WILL TEACH

TODAY-THIS

MAY COME

FROM YOUR

CONTENT

OUTLINE)

X GPS

A How a GPS works a GPS signal has satellite position and very accurate clock b Three measurements with accurate clocks in two dimensions c In 3 dimensions 4satellites are needed to know altitudeaccurate position d 28satellites available for now each orbit is ca12hours round B Rules of Play a Map Issued one minute before start with only the startfinish symbol preprinted b Clue Sheet Issued one minute before start with all the control coordinates and physical clues listed c Use the same control marker with ID amp punch d The next station shoulld be visible within a reasonable distance II Survival Skills

G Stick to a trail if possible

a Pay attention to geographical land marks to be able to

find the way back to the original area

b Rescue team will most likely follow the trail

H Be able to build a fire

a A fire will help cook food

b stay warm

c Used for a signal for long distances

I Use a log or build a shelter from natural resources

c Make sure that something is visible for searchers

to find

d Make sure it can keep wild animals out

J Stop and stay put wherever you find yourself

a Moving too far could slow down a rescue team

b Become familiar with the area to find food and water

K Ration food and water

a Make it last as long as possible

b Look for a fresh water source and boil the water to get

any bacteria out

L Send a signal

a Mirrors can be used as a reflection

b Smoke from a fire

c Whistles or loud noises

G HOOK

(DESCRIBE HOW

YOU WILL GRAB

STUDENTSrsquo ATTENTION AT

THE BEGINNING

OF THE LESSON BE CREATIVE)

The students will have a car GPS system a cell phone and a hand held GPS system They will have to choose which one is better to use to get out of the woods and explain why using their background knowledge

H INSTRUCTION

(TELL STEP-BY-STEP WHAT YOU

WILL DO)

Put the car GPS cell phone and hand held GPS on the desks Tell them to choose the one that would work the best if stranded in the wilderness Then they will have to explain their choice and which one they think would be the most accessible to them Ask the students if they can name the 6 survival skills Each student will have to brainstorm what they believe are the 6 essential survival skills Then show them a short PowerPoint on the 6 essential survival skills Introduce the GPS systems to the students Give them each a handout that shows the directions on how to use the GPS systems

Satellite Page

Pointer page basics

Each student will get a page explaining how to use the GPS and will be able to take it with them outside Let the students work with their unit for a few minutes to get used to it Then take them outside where the course has already been set up

(1) Cross-Country Orienteering This is the most common type of orienteering competitions It is sometimes called free or point orienteering and is considered to be the

most competitive and intriguing of all events (Figure F-2) In this event all competitors must visit the same controls in the same order With the normal one-minute starting interval it becomes a contest of route choice and physical skill The winner is the contestant with the fastest time around the course

(a) After selecting the control points for the course determine the start and finish locations The last control should be near the finish In describing each controls location an eight-digit grid coordinate and a combination of two letters identifying the point (control code) should be included in each descriptive clue list that is normally given to each competitor at least two minutes before his start time

(b) There are usually 6 to 12 control markers on the course in varying degrees of difficulty and distances apart so that there are no easy direct routes Instead each competitor is faced with many choices of direct but difficult routes or of indirect but easier routes Each controls location is circled and the order in which each is to be visited is clearly marked on the master map The course may be a closed transverse with start and finish collocated or the start and finish may be at different locations The length of the course and difficulty of control

Grading Rubric Each checkmark counts as one point Creating a Plan for Survival

Project Rubric Students project includes materials in order with explanation Students found 2 edible plants Students found 1 medicinal plants Student found three edible insects Students worked well as a team Students project shows effort with neatness Students project shows creativity in project

Total __________ 6-7=Wonderful effort 4-5=Satisfactory effort 2-3=Looks like you tried 0-1 = Did not attempt

DIARY OF A STRANDED KID- LESSON 3 HOW DO I GET OUT OF HERE

I DEFINE THE CONTENT

LESSON OBJECTIVE By the end of the lesson the student will know several different survival skills and create their own GPS path that others can read and follow

To survive in the wilderness all I need is a GPS

II PREPLANNING BEGIN WITH THE END IN MIND

A WHAT 3

ITEMS ARE

WORTH

KNOWING

(THINK ABOUT

THE CONTENT

YOU HAVE

SELECTED WHAT IS

IMPORTANT FOR

STUDENTS TO

KNOW)

AFTER THE LESSON

STUDENTS WILL KNOW THAT- a GPS system can be vital in survival

STUDENTS WILL KNOW THAT- teamwork can be a huge help when trying to find the correct path with the GPS system

STUDENTS WILL KNOW THAT- even though they have GPS systems they will not always be available to other victims

B WHAT 3

ITEMS ARE

IMPORTANT FOR

STUDENTS TO

BE ABLE TO DO

(DEFINE WHAT

STUDENTS

SHOULD BE

ABLE TO DO AS

A RESULT OF

YOUR LESSON)

AFTER THE LESSON

STUDENTS SHOULD BE ABLE TOhellip use the GPS unit and follow the correct path

STUDENTS SHOULD BE ABLE TOhellip create a path using the GPS that other people can follow

STUDENTS SHOULD BE ABLE TOhellip adapt their new survival skills to any situation

C WHAT ARE

THE ENDURING

UNDERSTANDIN

GS THAT

STUDENTS

SHOULD TAKE

AWAY FROM THE

LESSON

(DEFINE THE BIG

IDEAS)

AFTER THE LESSON

STUDENTS WILL UNDERSTAND THAThellip not all GPS units are the same and some work differently

STUDENTS WILL UNDERSTAND THAThellip GPS systems can help when trying to survive and get out of the wilderness

STUDENTS WILL UNDERSTAND THAThellip every decision they make will have an effect on their survival

III PLANNING

D ESSENTIAL

QUESTION

(ONE

OVERARCHING

LESSON

QUESTION )

WHAT SURVIVAL SKILLS ARE MOST IMPORTANT FOR MY SURVIVAL

E ASSESSMENT

(PERFORMANCE

TASK) WHAT

WILL THE

STUDENTS DO

TO SHOW YOU

THAT THEY

MASTERED THE

CONTENT

The students will be assessed on how well they worked together during the simulation by peer observation and if they followed the course correctly

F CONTENT

LIST THE

CONTENT FOR

THIS LESSON

ONLY

(OUTLINE THE

CONTENT YOU

WILL TEACH

TODAY-THIS

MAY COME

FROM YOUR

CONTENT

OUTLINE)

X GPS

A How a GPS works a GPS signal has satellite position and very accurate clock b Three measurements with accurate clocks in two dimensions c In 3 dimensions 4satellites are needed to know altitudeaccurate position d 28satellites available for now each orbit is ca12hours round B Rules of Play a Map Issued one minute before start with only the startfinish symbol preprinted b Clue Sheet Issued one minute before start with all the control coordinates and physical clues listed c Use the same control marker with ID amp punch d The next station shoulld be visible within a reasonable distance II Survival Skills

G Stick to a trail if possible

a Pay attention to geographical land marks to be able to

find the way back to the original area

b Rescue team will most likely follow the trail

H Be able to build a fire

a A fire will help cook food

b stay warm

c Used for a signal for long distances

I Use a log or build a shelter from natural resources

c Make sure that something is visible for searchers

to find

d Make sure it can keep wild animals out

J Stop and stay put wherever you find yourself

a Moving too far could slow down a rescue team

b Become familiar with the area to find food and water

K Ration food and water

a Make it last as long as possible

b Look for a fresh water source and boil the water to get

any bacteria out

L Send a signal

a Mirrors can be used as a reflection

b Smoke from a fire

c Whistles or loud noises

G HOOK

(DESCRIBE HOW

YOU WILL GRAB

STUDENTSrsquo ATTENTION AT

THE BEGINNING

OF THE LESSON BE CREATIVE)

The students will have a car GPS system a cell phone and a hand held GPS system They will have to choose which one is better to use to get out of the woods and explain why using their background knowledge

H INSTRUCTION

(TELL STEP-BY-STEP WHAT YOU

WILL DO)

Put the car GPS cell phone and hand held GPS on the desks Tell them to choose the one that would work the best if stranded in the wilderness Then they will have to explain their choice and which one they think would be the most accessible to them Ask the students if they can name the 6 survival skills Each student will have to brainstorm what they believe are the 6 essential survival skills Then show them a short PowerPoint on the 6 essential survival skills Introduce the GPS systems to the students Give them each a handout that shows the directions on how to use the GPS systems

Satellite Page

Pointer page basics

Each student will get a page explaining how to use the GPS and will be able to take it with them outside Let the students work with their unit for a few minutes to get used to it Then take them outside where the course has already been set up

(1) Cross-Country Orienteering This is the most common type of orienteering competitions It is sometimes called free or point orienteering and is considered to be the

most competitive and intriguing of all events (Figure F-2) In this event all competitors must visit the same controls in the same order With the normal one-minute starting interval it becomes a contest of route choice and physical skill The winner is the contestant with the fastest time around the course

(a) After selecting the control points for the course determine the start and finish locations The last control should be near the finish In describing each controls location an eight-digit grid coordinate and a combination of two letters identifying the point (control code) should be included in each descriptive clue list that is normally given to each competitor at least two minutes before his start time

(b) There are usually 6 to 12 control markers on the course in varying degrees of difficulty and distances apart so that there are no easy direct routes Instead each competitor is faced with many choices of direct but difficult routes or of indirect but easier routes Each controls location is circled and the order in which each is to be visited is clearly marked on the master map The course may be a closed transverse with start and finish collocated or the start and finish may be at different locations The length of the course and difficulty of control

DIARY OF A STRANDED KID- LESSON 3 HOW DO I GET OUT OF HERE

I DEFINE THE CONTENT

LESSON OBJECTIVE By the end of the lesson the student will know several different survival skills and create their own GPS path that others can read and follow

To survive in the wilderness all I need is a GPS

II PREPLANNING BEGIN WITH THE END IN MIND

A WHAT 3

ITEMS ARE

WORTH

KNOWING

(THINK ABOUT

THE CONTENT

YOU HAVE

SELECTED WHAT IS

IMPORTANT FOR

STUDENTS TO

KNOW)

AFTER THE LESSON

STUDENTS WILL KNOW THAT- a GPS system can be vital in survival

STUDENTS WILL KNOW THAT- teamwork can be a huge help when trying to find the correct path with the GPS system

STUDENTS WILL KNOW THAT- even though they have GPS systems they will not always be available to other victims

B WHAT 3

ITEMS ARE

IMPORTANT FOR

STUDENTS TO

BE ABLE TO DO

(DEFINE WHAT

STUDENTS

SHOULD BE

ABLE TO DO AS

A RESULT OF

YOUR LESSON)

AFTER THE LESSON

STUDENTS SHOULD BE ABLE TOhellip use the GPS unit and follow the correct path

STUDENTS SHOULD BE ABLE TOhellip create a path using the GPS that other people can follow

STUDENTS SHOULD BE ABLE TOhellip adapt their new survival skills to any situation

C WHAT ARE

THE ENDURING

UNDERSTANDIN

GS THAT

STUDENTS

SHOULD TAKE

AWAY FROM THE

LESSON

(DEFINE THE BIG

IDEAS)

AFTER THE LESSON

STUDENTS WILL UNDERSTAND THAThellip not all GPS units are the same and some work differently

STUDENTS WILL UNDERSTAND THAThellip GPS systems can help when trying to survive and get out of the wilderness

STUDENTS WILL UNDERSTAND THAThellip every decision they make will have an effect on their survival

III PLANNING

D ESSENTIAL

QUESTION

(ONE

OVERARCHING

LESSON

QUESTION )

WHAT SURVIVAL SKILLS ARE MOST IMPORTANT FOR MY SURVIVAL

E ASSESSMENT

(PERFORMANCE

TASK) WHAT

WILL THE

STUDENTS DO

TO SHOW YOU

THAT THEY

MASTERED THE

CONTENT

The students will be assessed on how well they worked together during the simulation by peer observation and if they followed the course correctly

F CONTENT

LIST THE

CONTENT FOR

THIS LESSON

ONLY

(OUTLINE THE

CONTENT YOU

WILL TEACH

TODAY-THIS

MAY COME

FROM YOUR

CONTENT

OUTLINE)

X GPS

A How a GPS works a GPS signal has satellite position and very accurate clock b Three measurements with accurate clocks in two dimensions c In 3 dimensions 4satellites are needed to know altitudeaccurate position d 28satellites available for now each orbit is ca12hours round B Rules of Play a Map Issued one minute before start with only the startfinish symbol preprinted b Clue Sheet Issued one minute before start with all the control coordinates and physical clues listed c Use the same control marker with ID amp punch d The next station shoulld be visible within a reasonable distance II Survival Skills

G Stick to a trail if possible

a Pay attention to geographical land marks to be able to

find the way back to the original area

b Rescue team will most likely follow the trail

H Be able to build a fire

a A fire will help cook food

b stay warm

c Used for a signal for long distances

I Use a log or build a shelter from natural resources

c Make sure that something is visible for searchers

to find

d Make sure it can keep wild animals out

J Stop and stay put wherever you find yourself

a Moving too far could slow down a rescue team

b Become familiar with the area to find food and water

K Ration food and water

a Make it last as long as possible

b Look for a fresh water source and boil the water to get

any bacteria out

L Send a signal

a Mirrors can be used as a reflection

b Smoke from a fire

c Whistles or loud noises

G HOOK

(DESCRIBE HOW

YOU WILL GRAB

STUDENTSrsquo ATTENTION AT

THE BEGINNING

OF THE LESSON BE CREATIVE)

The students will have a car GPS system a cell phone and a hand held GPS system They will have to choose which one is better to use to get out of the woods and explain why using their background knowledge

H INSTRUCTION

(TELL STEP-BY-STEP WHAT YOU

WILL DO)

Put the car GPS cell phone and hand held GPS on the desks Tell them to choose the one that would work the best if stranded in the wilderness Then they will have to explain their choice and which one they think would be the most accessible to them Ask the students if they can name the 6 survival skills Each student will have to brainstorm what they believe are the 6 essential survival skills Then show them a short PowerPoint on the 6 essential survival skills Introduce the GPS systems to the students Give them each a handout that shows the directions on how to use the GPS systems

Satellite Page

Pointer page basics

Each student will get a page explaining how to use the GPS and will be able to take it with them outside Let the students work with their unit for a few minutes to get used to it Then take them outside where the course has already been set up

(1) Cross-Country Orienteering This is the most common type of orienteering competitions It is sometimes called free or point orienteering and is considered to be the

most competitive and intriguing of all events (Figure F-2) In this event all competitors must visit the same controls in the same order With the normal one-minute starting interval it becomes a contest of route choice and physical skill The winner is the contestant with the fastest time around the course

(a) After selecting the control points for the course determine the start and finish locations The last control should be near the finish In describing each controls location an eight-digit grid coordinate and a combination of two letters identifying the point (control code) should be included in each descriptive clue list that is normally given to each competitor at least two minutes before his start time

(b) There are usually 6 to 12 control markers on the course in varying degrees of difficulty and distances apart so that there are no easy direct routes Instead each competitor is faced with many choices of direct but difficult routes or of indirect but easier routes Each controls location is circled and the order in which each is to be visited is clearly marked on the master map The course may be a closed transverse with start and finish collocated or the start and finish may be at different locations The length of the course and difficulty of control

D ESSENTIAL

QUESTION

(ONE

OVERARCHING

LESSON

QUESTION )

WHAT SURVIVAL SKILLS ARE MOST IMPORTANT FOR MY SURVIVAL

E ASSESSMENT

(PERFORMANCE

TASK) WHAT

WILL THE

STUDENTS DO

TO SHOW YOU

THAT THEY

MASTERED THE

CONTENT

The students will be assessed on how well they worked together during the simulation by peer observation and if they followed the course correctly

F CONTENT

LIST THE

CONTENT FOR

THIS LESSON

ONLY

(OUTLINE THE

CONTENT YOU

WILL TEACH

TODAY-THIS

MAY COME

FROM YOUR

CONTENT

OUTLINE)

X GPS

A How a GPS works a GPS signal has satellite position and very accurate clock b Three measurements with accurate clocks in two dimensions c In 3 dimensions 4satellites are needed to know altitudeaccurate position d 28satellites available for now each orbit is ca12hours round B Rules of Play a Map Issued one minute before start with only the startfinish symbol preprinted b Clue Sheet Issued one minute before start with all the control coordinates and physical clues listed c Use the same control marker with ID amp punch d The next station shoulld be visible within a reasonable distance II Survival Skills

G Stick to a trail if possible

a Pay attention to geographical land marks to be able to

find the way back to the original area

b Rescue team will most likely follow the trail

H Be able to build a fire

a A fire will help cook food

b stay warm

c Used for a signal for long distances

I Use a log or build a shelter from natural resources

c Make sure that something is visible for searchers

to find

d Make sure it can keep wild animals out

J Stop and stay put wherever you find yourself

a Moving too far could slow down a rescue team

b Become familiar with the area to find food and water

K Ration food and water

a Make it last as long as possible

b Look for a fresh water source and boil the water to get

any bacteria out

L Send a signal

a Mirrors can be used as a reflection

b Smoke from a fire

c Whistles or loud noises

G HOOK

(DESCRIBE HOW

YOU WILL GRAB

STUDENTSrsquo ATTENTION AT

THE BEGINNING

OF THE LESSON BE CREATIVE)

The students will have a car GPS system a cell phone and a hand held GPS system They will have to choose which one is better to use to get out of the woods and explain why using their background knowledge

H INSTRUCTION

(TELL STEP-BY-STEP WHAT YOU

WILL DO)

Put the car GPS cell phone and hand held GPS on the desks Tell them to choose the one that would work the best if stranded in the wilderness Then they will have to explain their choice and which one they think would be the most accessible to them Ask the students if they can name the 6 survival skills Each student will have to brainstorm what they believe are the 6 essential survival skills Then show them a short PowerPoint on the 6 essential survival skills Introduce the GPS systems to the students Give them each a handout that shows the directions on how to use the GPS systems

Satellite Page

Pointer page basics

Each student will get a page explaining how to use the GPS and will be able to take it with them outside Let the students work with their unit for a few minutes to get used to it Then take them outside where the course has already been set up

(1) Cross-Country Orienteering This is the most common type of orienteering competitions It is sometimes called free or point orienteering and is considered to be the

most competitive and intriguing of all events (Figure F-2) In this event all competitors must visit the same controls in the same order With the normal one-minute starting interval it becomes a contest of route choice and physical skill The winner is the contestant with the fastest time around the course

(a) After selecting the control points for the course determine the start and finish locations The last control should be near the finish In describing each controls location an eight-digit grid coordinate and a combination of two letters identifying the point (control code) should be included in each descriptive clue list that is normally given to each competitor at least two minutes before his start time

(b) There are usually 6 to 12 control markers on the course in varying degrees of difficulty and distances apart so that there are no easy direct routes Instead each competitor is faced with many choices of direct but difficult routes or of indirect but easier routes Each controls location is circled and the order in which each is to be visited is clearly marked on the master map The course may be a closed transverse with start and finish collocated or the start and finish may be at different locations The length of the course and difficulty of control

c Make sure that something is visible for searchers

to find

d Make sure it can keep wild animals out

J Stop and stay put wherever you find yourself

a Moving too far could slow down a rescue team

b Become familiar with the area to find food and water

K Ration food and water

a Make it last as long as possible

b Look for a fresh water source and boil the water to get

any bacteria out

L Send a signal

a Mirrors can be used as a reflection

b Smoke from a fire

c Whistles or loud noises

G HOOK

(DESCRIBE HOW

YOU WILL GRAB

STUDENTSrsquo ATTENTION AT

THE BEGINNING

OF THE LESSON BE CREATIVE)

The students will have a car GPS system a cell phone and a hand held GPS system They will have to choose which one is better to use to get out of the woods and explain why using their background knowledge

H INSTRUCTION

(TELL STEP-BY-STEP WHAT YOU

WILL DO)

Put the car GPS cell phone and hand held GPS on the desks Tell them to choose the one that would work the best if stranded in the wilderness Then they will have to explain their choice and which one they think would be the most accessible to them Ask the students if they can name the 6 survival skills Each student will have to brainstorm what they believe are the 6 essential survival skills Then show them a short PowerPoint on the 6 essential survival skills Introduce the GPS systems to the students Give them each a handout that shows the directions on how to use the GPS systems

Satellite Page

Pointer page basics

Each student will get a page explaining how to use the GPS and will be able to take it with them outside Let the students work with their unit for a few minutes to get used to it Then take them outside where the course has already been set up

(1) Cross-Country Orienteering This is the most common type of orienteering competitions It is sometimes called free or point orienteering and is considered to be the

most competitive and intriguing of all events (Figure F-2) In this event all competitors must visit the same controls in the same order With the normal one-minute starting interval it becomes a contest of route choice and physical skill The winner is the contestant with the fastest time around the course

(a) After selecting the control points for the course determine the start and finish locations The last control should be near the finish In describing each controls location an eight-digit grid coordinate and a combination of two letters identifying the point (control code) should be included in each descriptive clue list that is normally given to each competitor at least two minutes before his start time

(b) There are usually 6 to 12 control markers on the course in varying degrees of difficulty and distances apart so that there are no easy direct routes Instead each competitor is faced with many choices of direct but difficult routes or of indirect but easier routes Each controls location is circled and the order in which each is to be visited is clearly marked on the master map The course may be a closed transverse with start and finish collocated or the start and finish may be at different locations The length of the course and difficulty of control

H INSTRUCTION

(TELL STEP-BY-STEP WHAT YOU

WILL DO)

Put the car GPS cell phone and hand held GPS on the desks Tell them to choose the one that would work the best if stranded in the wilderness Then they will have to explain their choice and which one they think would be the most accessible to them Ask the students if they can name the 6 survival skills Each student will have to brainstorm what they believe are the 6 essential survival skills Then show them a short PowerPoint on the 6 essential survival skills Introduce the GPS systems to the students Give them each a handout that shows the directions on how to use the GPS systems

Satellite Page

Pointer page basics

Each student will get a page explaining how to use the GPS and will be able to take it with them outside Let the students work with their unit for a few minutes to get used to it Then take them outside where the course has already been set up

(1) Cross-Country Orienteering This is the most common type of orienteering competitions It is sometimes called free or point orienteering and is considered to be the

most competitive and intriguing of all events (Figure F-2) In this event all competitors must visit the same controls in the same order With the normal one-minute starting interval it becomes a contest of route choice and physical skill The winner is the contestant with the fastest time around the course

(a) After selecting the control points for the course determine the start and finish locations The last control should be near the finish In describing each controls location an eight-digit grid coordinate and a combination of two letters identifying the point (control code) should be included in each descriptive clue list that is normally given to each competitor at least two minutes before his start time

(b) There are usually 6 to 12 control markers on the course in varying degrees of difficulty and distances apart so that there are no easy direct routes Instead each competitor is faced with many choices of direct but difficult routes or of indirect but easier routes Each controls location is circled and the order in which each is to be visited is clearly marked on the master map The course may be a closed transverse with start and finish collocated or the start and finish may be at different locations The length of the course and difficulty of control

Pointer page basics

Each student will get a page explaining how to use the GPS and will be able to take it with them outside Let the students work with their unit for a few minutes to get used to it Then take them outside where the course has already been set up

(1) Cross-Country Orienteering This is the most common type of orienteering competitions It is sometimes called free or point orienteering and is considered to be the

most competitive and intriguing of all events (Figure F-2) In this event all competitors must visit the same controls in the same order With the normal one-minute starting interval it becomes a contest of route choice and physical skill The winner is the contestant with the fastest time around the course

(a) After selecting the control points for the course determine the start and finish locations The last control should be near the finish In describing each controls location an eight-digit grid coordinate and a combination of two letters identifying the point (control code) should be included in each descriptive clue list that is normally given to each competitor at least two minutes before his start time

(b) There are usually 6 to 12 control markers on the course in varying degrees of difficulty and distances apart so that there are no easy direct routes Instead each competitor is faced with many choices of direct but difficult routes or of indirect but easier routes Each controls location is circled and the order in which each is to be visited is clearly marked on the master map The course may be a closed transverse with start and finish collocated or the start and finish may be at different locations The length of the course and difficulty of control

most competitive and intriguing of all events (Figure F-2) In this event all competitors must visit the same controls in the same order With the normal one-minute starting interval it becomes a contest of route choice and physical skill The winner is the contestant with the fastest time around the course

(a) After selecting the control points for the course determine the start and finish locations The last control should be near the finish In describing each controls location an eight-digit grid coordinate and a combination of two letters identifying the point (control code) should be included in each descriptive clue list that is normally given to each competitor at least two minutes before his start time

(b) There are usually 6 to 12 control markers on the course in varying degrees of difficulty and distances apart so that there are no easy direct routes Instead each competitor is faced with many choices of direct but difficult routes or of indirect but easier routes Each controls location is circled and the order in which each is to be visited is clearly marked on the master map The course may be a closed transverse with start and finish collocated or the start and finish may be at different locations The length of the course and difficulty of control

placement varies with the competitors degree of expertise Regardless of the class of event all competitors must indicate on their event cards proof of visiting the control markers Inked stamps coded letters or punches are usually used to do this procedure

NOTE The same orienteering range may serve in both cross-country and score events However a separate set of competitor maps master maps and event cards are necessary

(2) Score orienteering In this event the area chosen for the competition is blanketed with many control points (Figure F-3) The controls near the startfinish point (usually identical in this event) have a low point value while those more distant or more difficult to locate have a high point value (See Figure F-6 for a sample card) This event requires the competitor to locate as many control markers as he can within the specified time (usually 90 minutes) Points are awarded for each control visited and deducted for exceeding the specified time The competitor with the highest point score is the winner

Figure F-3 A score orienteering map

(a) Conducting a score event at the start is basically the same as the cross-country event The competitor is given a map and an event card The event card lists all the controls with their different point values When released to

the master map the competitor finds the circles and numbers indicating the location of all the controls listed on his event card He copies all the red circles on his map Then he chooses any route he wishes to take in amassing the highest possible point score in the time available The course is designed to ensure that there are more control points than can possibly be visited in the allotted time Again each control marker visited must be indicated on the event card

(b) It is important for the competitor to take time initially to plot the most productive route A good competitor may spend up to 6 minutes in the master map area while plotting the ideal route

(c) There is no reward for returning early with time still available to find more points so the good competitor must be able to coordinate time and distance with his ability in land navigation in running the course

The students will have cards and the GPS units they will need to follow the course and get the card stamped in the correct stop At every other checkpoint on the map the students will have a small challenge At the starting point have two balloons with a piece of paper on the inside with directions for the first checkpoint The students will have to pop the balloon in order to get the directions (make sure the students pick up the trash) (Puzzles come from The Treasure Hunt httpwwwtheproblemsitecomtreasure_huntdefaultasp)

Puzzle 1 Races And Wild Rides Turtles are fascinating creatures Do you remember that old story about the turtle and the rabbit having a race The rabbit is sure hell win because the turtle is such a tediously slow and monotonous creature But the turtle wins because slow and steady is better than fast yet unreliable And that is certainly true if you had a choice between someone you knew was going to be slow but was sure to get the job done wouldnt

you choose that person over the one who starts out going leaps and bounds but then gets distracted and never finishes whatever it was he was supposed to be doing in the first place Speaking of

monotonous yet reliable I was just thinking recently that

although everyone seems so excited about the best and latest and greatest cars on the market I just cant seem to get myself

excited about cars I mean I drive a Mercury Tracer Not the most thrilling and exciting vehicle on the market but it certainly gets me where I need to go and gives me great gas mileage And these days gas mileage is a pretty important feature in a car So Ill take my tediously monotonous little Tracer over any wild ride thats out there today

Speaking of wild rides can you imagine what it would have been like to be on Apollo 13 You know the moon mission that was supposed to do a lunar landing in April of 1970 but had to cancel their landing and return home because of a malfunction Everyone always wonders what it must have been like to be one of those astronauts up there desperate to get homebut you know what I wonder I wonderwhat was it like for the wives and the children of those astronauts wondering if they would ever make it home again Being able to do nothing but sit and listen to every news broadcast every report coming in but not able to do anything else They say listening is better than talking and thats why God gave us two ears and just one mouth But I think Id scream if I was in that situation and had nothing I could do to to help but had to just sit and wait and listen Anyway thats what I wonder But probably youre wondering something completely different Youre probably wondering what in the world do a turtle a car the moon and an ear have in common And that my friend is a wonderful question I shall leave you with that question now The answer believe it or not is just one single word

Puzzle 2 Vowels And Consonants

Have you ever stopped to think about the structure of words the combinations of vowels and consonants that make up these odd things that we call words Some words have more consonants than vowels others have more vowels than consonants Some words have two or more vowels in a row while others have multiple consonants

in a row Here are some interesting statistics If youre looking at just six letter words the most common word structure is CVCCVC (a consonant followed by a vowel followed by two consonants a vowel and ending with another consonant) In fact slightly over a quarter of all six letter words are of this format Heres an interesting word cadeau Its a French word which

means gift Its interesting because I couldnt find any English words in the form CVCVVV Not that cadeau has anything to do with this puzzleyou can think of that as a freebiea gift Then theres ectype cygnet cystic and outcry four words which have four consonants in a row But thats not really fair because the letter Y is really taking on the job of a vowel in those words The second most common structure for six letter words is CVCVCC which makes up about 11 of all six letter words In third place is CVCVCV a very nice evenly spaced word structure Which reminds me Your clue for this page is CVCVCV

Puzzle 3 Lightning and Lightning Bugs

Mark Twain once said The difference between the right word and the almost right word is the difference between lightning and a lightning bug Very true and probably never truer than in the field of poetry where the almost right word can kill the tone the rhyme or the meter of the poem Take this one of my most favorite limericks as an example There once was a poet from Japan Whose limericks never did scan When asked why this was He said Its because I like to fit as many syllables in the last line as I possibly can Clearly that was a poet who had a hard time finding the right word and so settled not just for the almost right word but for a whole string of almost right words On a different note heres a poem by Oliver Goldsmith who seemed to do a little better at picking the right words The poem is a teensy bit more depressing than the limerick but at least it flows well When lovely woman stoops to folly When lovely woman stoops to folly And finds too late that men betray What charm can soothe her melancholy What art can wash her guilt away

The only art her guilt to cover To hide her shame from every eye To give her vengeance to her lover And wring his bosom ismdashto die And by the way the answer to this puzzle is lightning not a lightning bug At the end I will have a master copy and will be able to tell if the students used the GPS correctly The students will then have a chance to create their own course and see if others can follow it in the path they made This is the sheet each group will have httpsciencespotnetMediaGPSHideSeekpdf Once they have completed making their map they will had it to the other pair of students to see if they are able to follow the map

in a row Here are some interesting statistics If youre looking at just six letter words the most common word structure is CVCCVC (a consonant followed by a vowel followed by two consonants a vowel and ending with another consonant) In fact slightly over a quarter of all six letter words are of this format Heres an interesting word cadeau Its a French word which

means gift Its interesting because I couldnt find any English words in the form CVCVVV Not that cadeau has anything to do with this puzzleyou can think of that as a freebiea gift Then theres ectype cygnet cystic and outcry four words which have four consonants in a row But thats not really fair because the letter Y is really taking on the job of a vowel in those words The second most common structure for six letter words is CVCVCC which makes up about 11 of all six letter words In third place is CVCVCV a very nice evenly spaced word structure Which reminds me Your clue for this page is CVCVCV

Puzzle 3 Lightning and Lightning Bugs

Mark Twain once said The difference between the right word and the almost right word is the difference between lightning and a lightning bug Very true and probably never truer than in the field of poetry where the almost right word can kill the tone the rhyme or the meter of the poem Take this one of my most favorite limericks as an example There once was a poet from Japan Whose limericks never did scan When asked why this was He said Its because I like to fit as many syllables in the last line as I possibly can Clearly that was a poet who had a hard time finding the right word and so settled not just for the almost right word but for a whole string of almost right words On a different note heres a poem by Oliver Goldsmith who seemed to do a little better at picking the right words The poem is a teensy bit more depressing than the limerick but at least it flows well When lovely woman stoops to folly When lovely woman stoops to folly And finds too late that men betray What charm can soothe her melancholy What art can wash her guilt away

The only art her guilt to cover To hide her shame from every eye To give her vengeance to her lover And wring his bosom ismdashto die And by the way the answer to this puzzle is lightning not a lightning bug At the end I will have a master copy and will be able to tell if the students used the GPS correctly The students will then have a chance to create their own course and see if others can follow it in the path they made This is the sheet each group will have httpsciencespotnetMediaGPSHideSeekpdf Once they have completed making their map they will had it to the other pair of students to see if they are able to follow the map

The only art her guilt to cover To hide her shame from every eye To give her vengeance to her lover And wring his bosom ismdashto die And by the way the answer to this puzzle is lightning not a lightning bug At the end I will have a master copy and will be able to tell if the students used the GPS correctly The students will then have a chance to create their own course and see if others can follow it in the path they made This is the sheet each group will have httpsciencespotnetMediaGPSHideSeekpdf Once they have completed making their map they will had it to the other pair of students to see if they are able to follow the map

Puzzle 1 Races And Wild Rides Turtles are fascinating creatures Do you remember that old story about the turtle and the

rabbit having a race The rabbit is sure hell win because the turtle is such a tediously slow and monotonous creature But the turtle wins because slow and steady is better than fast yet unreliable And that is certainly true if you had a choice between someone you knew was going to be slow but was sure to get the job done wouldnt you choose that person over the one who starts out going leaps and bounds but then gets distracted and never finishes whatever it was he was supposed to be doing in the first place Speaking of monotonous yet reliable I was just thinking recently that although everyone seems so excited about the best and latest and greatest cars on the market I just cant seem to get myself excited about cars I mean I drive a Mercury Tracer Not the most thrilling and exciting vehicle on the market but it certainly gets me where I need to go and gives me great gas mileage And

these days gas mileage is a pretty important feature in a car So Ill take my tediously monotonous little Tracer over any wild ride thats out there today Speaking of wild rides can you imagine what it would have been like to be on Apollo 13 You know the moon mission that was supposed to do a lunar landing in April of 1970 but had to cancel their landing and return home because of a malfunction Everyone always wonders what it must have been like to be one of those astronauts up there desperate to get homebut you know what I wonder I wonderwhat was it like for the wives and the children of those astronauts wondering if they would ever make it home again Being able to do nothing but sit and listen to every news broadcast every report coming in but not able to do anything else They say listening is better than talking and thats why God gave us two ears and just one mouth But I think Id scream if I was in that situation and had nothing I could do to to help but had to just sit and wait and listen Anyway thats what I wonder But probably youre wondering something completely different Youre probably wondering what in the world do a turtle a car the moon and an ear have in common And that my friend is a wonderful question I shall leave you with that question now The answer believe it or not is just one single word

Puzzle 2 Vowels And Consonants

Have you ever stopped to think about the structure of words the combinations of vowels and consonants that make up these odd things that we call words Some words have more consonants than vowels others have more vowels than consonants Some words have two or more vowels in a row while others have multiple consonants in a row Here are some interesting statistics If youre looking at just six letter words the most common word structure is CVCCVC (a consonant followed by a vowel followed by two consonants a vowel and ending with another consonant) In fact slightly over a quarter of all six letter words are of this format Heres an interesting word cadeau Its a French word which means gift Its interesting because I

couldnt find any English words in the form CVCVVV Not that cadeau has anything to do with this puzzleyou can think of that as a freebiea gift

Then theres ectype cygnet cystic and outcry four words which have four consonants in a row But thats not really fair because the letter Y is really taking on the job of a vowel in those words The second most common structure for six letter words is CVCVCC which makes up about 11 of all six letter words In third place is CVCVCV a very nice evenly spaced word structure Which reminds me Your clue for this page is CVCVCV

Puzzle 3 Lightning and Lightning Bugs

Mark Twain once said The difference between the right word and the almost right word is the difference between lightning and a lightning bug Very true and probably never truer than in the field of poetry where the almost right word can kill the tone the rhyme or the meter of the poem Take this one of my most favorite limericks as an example There once was a poet from Japan Whose limericks never did scan When asked why this was He said Its because I like to fit as many syllables in the last line as I possibly can Clearly that was a poet who had a hard time finding the right word and so settled not just for the almost right word but for a whole string of almost right words On a different note heres a poem by Oliver Goldsmith who seemed to do a little better at picking the right words The poem is a teensy bit more depressing than the limerick but at least it flows well When lovely woman stoops to folly When lovely woman stoops to folly And finds too late that men betray What charm can soothe her melancholy What art can wash her guilt away The only art her guilt to cover To hide her shame from every eye To give her vengeance to her lover And wring his bosom ismdashto die And by the way the answer to this puzzle is lightning not a lightning bug

Grading Rubric One point for each section

Project Rubric

Student went through the course in the correct path Student worked well with partner by teacher observation Created a course that others could follow

Total __________ 3=Satisfactory effort 1-2= Little attempt 0 = Did not attempt

DIARY OF A STRANDED KID- LESSON 4 THE DAY OF RESCUE

I DEFINE THE CONTENT

LESSON OBJECTIVE By the end of the lesson the students will learn the differences between the landforms and how weather and other natural disasters affect their survival rate

The weather has no affect on someonersquos survival If the person has good survival skills they can survive anything

II PREPLANNING BEGIN WITH THE END IN MIND

A WHAT 3 ITEMS ARE WORTH

KNOWING

(THINK ABOUT THE CONTENT

YOU HAVE SELECTED WHAT IS

IMPORTANT FOR STUDENTS TO

KNOW)

AFTER THE LESSON

STUDENTS WILL KNOW THAT- weather can help with survival or decrease onersquos chance of survival

STUDENTS WILL KNOW THAT- weather will affect the type of shelter built

STUDENTS WILL KNOW THAT- You must have adequate clothing food water and shelter to survive in cold weather should you be stranded

B WHAT 3 ITEMS ARE

IMPORTANT FOR STUDENTS TO

BE ABLE TO DO

(DEFINE WHAT STUDENTS

SHOULD BE ABLE TO DO AS A

RESULT OF YOUR LESSON)

AFTER THE LESSON

STUDENTS SHOULD BE ABLE TOhellip identify and comprehend the five basic survival skills

STUDENTS SHOULD BE ABLE TOhellip understand that in warm weather there is a greater chance for heatstroke heat exhaustion and heat cramps

STUDENTS SHOULD BE ABLE TOhellip demonstrate basic first aid skills

C WHAT ARE THE ENDURING

UNDERSTANDINGS THAT

STUDENTS SHOULD TAKE

AWAY FROM THE LESSON

(DEFINE THE BIG IDEAS)

AFTER THE LESSON

STUDENTS WILL UNDERSTAND THAThellip the application of survival skills help ensure a greater chance of survival given a stranded situation

STUDENTS WILL UNDERSTAND THAThellip weather can escalate or deescalate a situation

STUDENTS WILL UNDERSTAND THAThellip every decision they make will have an effect on their survival

III PLANNING

D ESSENTIAL QUESTION

(ONE OVERARCHING LESSON

HOW WILL THE WEATHER HAVE AN EFFECT ON MY SURVIVAL

QUESTION )

E ASSESSMENT

(PERFORMANCE TASK) WHAT

WILL THE STUDENTS DO TO

SHOW YOU THAT THEY

MASTERED THE CONTENT

The students will be assessed on how well they work together during the stimulation They will also be assessed on their sub webpage page

F CONTENT

LIST THE CONTENT FOR THIS

LESSON ONLY

(OUTLINE THE CONTENT YOU

WILL TEACH TODAY-THIS MAY

COME FROM YOUR CONTENT

OUTLINE)

XI Survival Skills

M Stick to a trail if possible

a Pay attention to geographical land marks to

be able to find the way back to the original

area

b Rescue team will most likely follow the trail

N Be able to build a fire

a A fire will help cook food

b stay warm

c Used for a signal for long distances

O Use a log or build a shelter from natural resources

e Make sure that something is visible

for searchers to find

f Make sure it can keep wild animals

out

P Stop and stay put wherever you find yourself

a Moving too far could slow down a rescue

team

b Become familiar with the area to find food

and water

Q Ration food and water

a Make it last as long as possible

b Look for a fresh water source and boil the

water to get any bacteria out

R Send a signal

a Mirrors can be used as a reflection

b Smoke from a fire

c Whistles or loud noises

XII Weather A Warm weather-

a heatstroke heat exhaustion and heat cramps

b wearing less clothing if sweating a lot need to replace lost salts and minerals as well as water eat lightly

B Cold weather a frostbite and hypothermia b do not make a shelter of metal never fall

asleep without turning out your stove or lamp never sleep directly on the ground

G HOOK

(DESCRIBE HOW YOU WILL

GRAB STUDENTSrsquo ATTENTION

AT THE BEGINNING OF THE

LESSON BE CREATIVE)

The students will see a clip on being able to survive the Amazon

H INSTRUCTION

(TELL STEP-BY-STEP WHAT

YOU WILL DO)

Play the video of the victim surviving the Amazon but pause the video before it tells the students how the victim survived Then ask the students to think about how they would survive the Amazon Have the students come up with a plan We will then have a class discussion on what we would do differently than the people in the clip We will also discuss what steps the survivors took that were beneficial to their survival Talk about the effects weather has on survival Which type of weather would be most ideal Why Have the boy scout guest speaker talk with the students about the five basic survival skills He will explain what steps are the most logical and explain the effects of temperature The students will be given strips of cloth that can be used as gauze First they will have a chance to practice wrapping their partnerrsquos ankle and wrist before we show the correct way Once they have taken a few minutes to try and figure it out on their own it will be shown to them the correct way to secure their wrist or foot if for some reason it gets injured

How to apply a compression wrap

To help control swelling some doctors recommend wrapping your ankle with an elastic bandage also called an ACE wrap This product can be purchased at most drugstores To apply a compression wrap

Cut several horseshoe-shaped pieces of cloth felt to form a 05 in (13 cm) thick pad The pad will be placed (open end up) around the outside anklebone for cushioning

Roll up the elastic bandage if it isnt already Hold your

ankle at about a 90-degree angle Start where your toes meet the body of your foot Hold the loose end of the bandage at the side of your foot Wrap the bandage around the ball of your foot once keeping it somewhat taut with a light pull

After this first wrap slowly start circling your way around the arch of the foot Pull the bandage diagonally from the bottom of the toes across the foots top and circle it around the ankle Now bring the bandage diagonally across the top of the foot and under the arch in a figure-eight pattern

When you get to the anklebone wrap the bandage around the felt piece so it stays in place at the outside anklebone Continue around the ankle and foot in a figure eight moving toward the heel on the bottom and toward the calf at the top of the eight The wrap should cover the entire foot except for the heel and end several inches above the ankle Most compression wraps are self-fastening or come with clip fasteners If not use tape to secure the end

The wrap should be snug but should not cut off circulation to the foot Check your toes If they become purplish or blue cool to the touch or numb or tingly the wrap is too tight and should be loosened Also loosen the wrap at night before bedtime

Have stations set up for the students to decide what would be the most logical step to take for survival The students will need to identify what is at the station and whether or not it is useful in survival (there will be small hints at the stations) The students will be split into pairs and will have to write their decisions on an index card Station 1- A sleeping bag and pillow lying on the floor Have the students answer these questions Would this be practical for someone stranded in the cold weather In warm weather What is one way to solve this problem if this situation causes problems Station 2- A big meal Does this present any problems Why What would be the most logical thing to do What would you do in this situation Does weather have an effect on this situation Station 3- A metal shelter Does this pose a problem for warm or cold weather What could be done to fix this problem Station 4- A scene of a person in snow sleeping with a lampstove still turned on How does this pose a potential problem What should the person have done

Station 5- Tell the students to draw or write out one plan to replace salts and minerals Where would they find the minerals What would not be a good idea Have time for the students to complete their sub webpage page The students will be graded on how well they participate in the discussion

The last few minutes show the ending of the surviving the Amazon clip and how that victim survived Compare their ideas with the victims

Grading Rubric Two points for each section Sub webpageDiscussion

Project Rubric Students project includes survival skills Students project includes information about landform Studentrsquos project includes the plan for survival Studentrsquos project includes voice message Studentrsquos project includes pictures Students worked well as a team Students project is organized Students project shows effort with neatness Students project shows creativity in project Student participated in discussion

Total __________ 15-20=Wonderful effort 11-14-4=Satisfactory effort 5-10=Little attempt 0-4 = Did not attempt

couldnt find any English words in the form CVCVVV Not that cadeau has anything to do with this puzzleyou can think of that as a freebiea gift

Then theres ectype cygnet cystic and outcry four words which have four consonants in a row But thats not really fair because the letter Y is really taking on the job of a vowel in those words The second most common structure for six letter words is CVCVCC which makes up about 11 of all six letter words In third place is CVCVCV a very nice evenly spaced word structure Which reminds me Your clue for this page is CVCVCV

Puzzle 3 Lightning and Lightning Bugs

Mark Twain once said The difference between the right word and the almost right word is the difference between lightning and a lightning bug Very true and probably never truer than in the field of poetry where the almost right word can kill the tone the rhyme or the meter of the poem Take this one of my most favorite limericks as an example There once was a poet from Japan Whose limericks never did scan When asked why this was He said Its because I like to fit as many syllables in the last line as I possibly can Clearly that was a poet who had a hard time finding the right word and so settled not just for the almost right word but for a whole string of almost right words On a different note heres a poem by Oliver Goldsmith who seemed to do a little better at picking the right words The poem is a teensy bit more depressing than the limerick but at least it flows well When lovely woman stoops to folly When lovely woman stoops to folly And finds too late that men betray What charm can soothe her melancholy What art can wash her guilt away The only art her guilt to cover To hide her shame from every eye To give her vengeance to her lover And wring his bosom ismdashto die And by the way the answer to this puzzle is lightning not a lightning bug

Grading Rubric One point for each section

Project Rubric

Student went through the course in the correct path Student worked well with partner by teacher observation Created a course that others could follow

Total __________ 3=Satisfactory effort 1-2= Little attempt 0 = Did not attempt

DIARY OF A STRANDED KID- LESSON 4 THE DAY OF RESCUE

I DEFINE THE CONTENT

LESSON OBJECTIVE By the end of the lesson the students will learn the differences between the landforms and how weather and other natural disasters affect their survival rate

The weather has no affect on someonersquos survival If the person has good survival skills they can survive anything

II PREPLANNING BEGIN WITH THE END IN MIND

A WHAT 3 ITEMS ARE WORTH

KNOWING

(THINK ABOUT THE CONTENT

YOU HAVE SELECTED WHAT IS

IMPORTANT FOR STUDENTS TO

KNOW)

AFTER THE LESSON

STUDENTS WILL KNOW THAT- weather can help with survival or decrease onersquos chance of survival

STUDENTS WILL KNOW THAT- weather will affect the type of shelter built

STUDENTS WILL KNOW THAT- You must have adequate clothing food water and shelter to survive in cold weather should you be stranded

B WHAT 3 ITEMS ARE

IMPORTANT FOR STUDENTS TO

BE ABLE TO DO

(DEFINE WHAT STUDENTS

SHOULD BE ABLE TO DO AS A

RESULT OF YOUR LESSON)

AFTER THE LESSON

STUDENTS SHOULD BE ABLE TOhellip identify and comprehend the five basic survival skills

STUDENTS SHOULD BE ABLE TOhellip understand that in warm weather there is a greater chance for heatstroke heat exhaustion and heat cramps

STUDENTS SHOULD BE ABLE TOhellip demonstrate basic first aid skills

C WHAT ARE THE ENDURING

UNDERSTANDINGS THAT

STUDENTS SHOULD TAKE

AWAY FROM THE LESSON

(DEFINE THE BIG IDEAS)

AFTER THE LESSON

STUDENTS WILL UNDERSTAND THAThellip the application of survival skills help ensure a greater chance of survival given a stranded situation

STUDENTS WILL UNDERSTAND THAThellip weather can escalate or deescalate a situation

STUDENTS WILL UNDERSTAND THAThellip every decision they make will have an effect on their survival

III PLANNING

D ESSENTIAL QUESTION

(ONE OVERARCHING LESSON

HOW WILL THE WEATHER HAVE AN EFFECT ON MY SURVIVAL

QUESTION )

E ASSESSMENT

(PERFORMANCE TASK) WHAT

WILL THE STUDENTS DO TO

SHOW YOU THAT THEY

MASTERED THE CONTENT

The students will be assessed on how well they work together during the stimulation They will also be assessed on their sub webpage page

F CONTENT

LIST THE CONTENT FOR THIS

LESSON ONLY

(OUTLINE THE CONTENT YOU

WILL TEACH TODAY-THIS MAY

COME FROM YOUR CONTENT

OUTLINE)

XI Survival Skills

M Stick to a trail if possible

a Pay attention to geographical land marks to

be able to find the way back to the original

area

b Rescue team will most likely follow the trail

N Be able to build a fire

a A fire will help cook food

b stay warm

c Used for a signal for long distances

O Use a log or build a shelter from natural resources

e Make sure that something is visible

for searchers to find

f Make sure it can keep wild animals

out

P Stop and stay put wherever you find yourself

a Moving too far could slow down a rescue

team

b Become familiar with the area to find food

and water

Q Ration food and water

a Make it last as long as possible

b Look for a fresh water source and boil the

water to get any bacteria out

R Send a signal

a Mirrors can be used as a reflection

b Smoke from a fire

c Whistles or loud noises

XII Weather A Warm weather-

a heatstroke heat exhaustion and heat cramps

b wearing less clothing if sweating a lot need to replace lost salts and minerals as well as water eat lightly

B Cold weather a frostbite and hypothermia b do not make a shelter of metal never fall

asleep without turning out your stove or lamp never sleep directly on the ground

G HOOK

(DESCRIBE HOW YOU WILL

GRAB STUDENTSrsquo ATTENTION

AT THE BEGINNING OF THE

LESSON BE CREATIVE)

The students will see a clip on being able to survive the Amazon

H INSTRUCTION

(TELL STEP-BY-STEP WHAT

YOU WILL DO)

Play the video of the victim surviving the Amazon but pause the video before it tells the students how the victim survived Then ask the students to think about how they would survive the Amazon Have the students come up with a plan We will then have a class discussion on what we would do differently than the people in the clip We will also discuss what steps the survivors took that were beneficial to their survival Talk about the effects weather has on survival Which type of weather would be most ideal Why Have the boy scout guest speaker talk with the students about the five basic survival skills He will explain what steps are the most logical and explain the effects of temperature The students will be given strips of cloth that can be used as gauze First they will have a chance to practice wrapping their partnerrsquos ankle and wrist before we show the correct way Once they have taken a few minutes to try and figure it out on their own it will be shown to them the correct way to secure their wrist or foot if for some reason it gets injured

How to apply a compression wrap

To help control swelling some doctors recommend wrapping your ankle with an elastic bandage also called an ACE wrap This product can be purchased at most drugstores To apply a compression wrap

Cut several horseshoe-shaped pieces of cloth felt to form a 05 in (13 cm) thick pad The pad will be placed (open end up) around the outside anklebone for cushioning

Roll up the elastic bandage if it isnt already Hold your

ankle at about a 90-degree angle Start where your toes meet the body of your foot Hold the loose end of the bandage at the side of your foot Wrap the bandage around the ball of your foot once keeping it somewhat taut with a light pull

After this first wrap slowly start circling your way around the arch of the foot Pull the bandage diagonally from the bottom of the toes across the foots top and circle it around the ankle Now bring the bandage diagonally across the top of the foot and under the arch in a figure-eight pattern

When you get to the anklebone wrap the bandage around the felt piece so it stays in place at the outside anklebone Continue around the ankle and foot in a figure eight moving toward the heel on the bottom and toward the calf at the top of the eight The wrap should cover the entire foot except for the heel and end several inches above the ankle Most compression wraps are self-fastening or come with clip fasteners If not use tape to secure the end

The wrap should be snug but should not cut off circulation to the foot Check your toes If they become purplish or blue cool to the touch or numb or tingly the wrap is too tight and should be loosened Also loosen the wrap at night before bedtime

Have stations set up for the students to decide what would be the most logical step to take for survival The students will need to identify what is at the station and whether or not it is useful in survival (there will be small hints at the stations) The students will be split into pairs and will have to write their decisions on an index card Station 1- A sleeping bag and pillow lying on the floor Have the students answer these questions Would this be practical for someone stranded in the cold weather In warm weather What is one way to solve this problem if this situation causes problems Station 2- A big meal Does this present any problems Why What would be the most logical thing to do What would you do in this situation Does weather have an effect on this situation Station 3- A metal shelter Does this pose a problem for warm or cold weather What could be done to fix this problem Station 4- A scene of a person in snow sleeping with a lampstove still turned on How does this pose a potential problem What should the person have done

Station 5- Tell the students to draw or write out one plan to replace salts and minerals Where would they find the minerals What would not be a good idea Have time for the students to complete their sub webpage page The students will be graded on how well they participate in the discussion

The last few minutes show the ending of the surviving the Amazon clip and how that victim survived Compare their ideas with the victims

Grading Rubric Two points for each section Sub webpageDiscussion

Project Rubric Students project includes survival skills Students project includes information about landform Studentrsquos project includes the plan for survival Studentrsquos project includes voice message Studentrsquos project includes pictures Students worked well as a team Students project is organized Students project shows effort with neatness Students project shows creativity in project Student participated in discussion

Total __________ 15-20=Wonderful effort 11-14-4=Satisfactory effort 5-10=Little attempt 0-4 = Did not attempt

Grading Rubric One point for each section

Project Rubric

Student went through the course in the correct path Student worked well with partner by teacher observation Created a course that others could follow

Total __________ 3=Satisfactory effort 1-2= Little attempt 0 = Did not attempt

DIARY OF A STRANDED KID- LESSON 4 THE DAY OF RESCUE

I DEFINE THE CONTENT

LESSON OBJECTIVE By the end of the lesson the students will learn the differences between the landforms and how weather and other natural disasters affect their survival rate

The weather has no affect on someonersquos survival If the person has good survival skills they can survive anything

II PREPLANNING BEGIN WITH THE END IN MIND

A WHAT 3 ITEMS ARE WORTH

KNOWING

(THINK ABOUT THE CONTENT

YOU HAVE SELECTED WHAT IS

IMPORTANT FOR STUDENTS TO

KNOW)

AFTER THE LESSON

STUDENTS WILL KNOW THAT- weather can help with survival or decrease onersquos chance of survival

STUDENTS WILL KNOW THAT- weather will affect the type of shelter built

STUDENTS WILL KNOW THAT- You must have adequate clothing food water and shelter to survive in cold weather should you be stranded

B WHAT 3 ITEMS ARE

IMPORTANT FOR STUDENTS TO

BE ABLE TO DO

(DEFINE WHAT STUDENTS

SHOULD BE ABLE TO DO AS A

RESULT OF YOUR LESSON)

AFTER THE LESSON

STUDENTS SHOULD BE ABLE TOhellip identify and comprehend the five basic survival skills

STUDENTS SHOULD BE ABLE TOhellip understand that in warm weather there is a greater chance for heatstroke heat exhaustion and heat cramps

STUDENTS SHOULD BE ABLE TOhellip demonstrate basic first aid skills

C WHAT ARE THE ENDURING

UNDERSTANDINGS THAT

STUDENTS SHOULD TAKE

AWAY FROM THE LESSON

(DEFINE THE BIG IDEAS)

AFTER THE LESSON

STUDENTS WILL UNDERSTAND THAThellip the application of survival skills help ensure a greater chance of survival given a stranded situation

STUDENTS WILL UNDERSTAND THAThellip weather can escalate or deescalate a situation

STUDENTS WILL UNDERSTAND THAThellip every decision they make will have an effect on their survival

III PLANNING

D ESSENTIAL QUESTION

(ONE OVERARCHING LESSON

HOW WILL THE WEATHER HAVE AN EFFECT ON MY SURVIVAL

QUESTION )

E ASSESSMENT

(PERFORMANCE TASK) WHAT

WILL THE STUDENTS DO TO

SHOW YOU THAT THEY

MASTERED THE CONTENT

The students will be assessed on how well they work together during the stimulation They will also be assessed on their sub webpage page

F CONTENT

LIST THE CONTENT FOR THIS

LESSON ONLY

(OUTLINE THE CONTENT YOU

WILL TEACH TODAY-THIS MAY

COME FROM YOUR CONTENT

OUTLINE)

XI Survival Skills

M Stick to a trail if possible

a Pay attention to geographical land marks to

be able to find the way back to the original

area

b Rescue team will most likely follow the trail

N Be able to build a fire

a A fire will help cook food

b stay warm

c Used for a signal for long distances

O Use a log or build a shelter from natural resources

e Make sure that something is visible

for searchers to find

f Make sure it can keep wild animals

out

P Stop and stay put wherever you find yourself

a Moving too far could slow down a rescue

team

b Become familiar with the area to find food

and water

Q Ration food and water

a Make it last as long as possible

b Look for a fresh water source and boil the

water to get any bacteria out

R Send a signal

a Mirrors can be used as a reflection

b Smoke from a fire

c Whistles or loud noises

XII Weather A Warm weather-

a heatstroke heat exhaustion and heat cramps

b wearing less clothing if sweating a lot need to replace lost salts and minerals as well as water eat lightly

B Cold weather a frostbite and hypothermia b do not make a shelter of metal never fall

asleep without turning out your stove or lamp never sleep directly on the ground

G HOOK

(DESCRIBE HOW YOU WILL

GRAB STUDENTSrsquo ATTENTION

AT THE BEGINNING OF THE

LESSON BE CREATIVE)

The students will see a clip on being able to survive the Amazon

H INSTRUCTION

(TELL STEP-BY-STEP WHAT

YOU WILL DO)

Play the video of the victim surviving the Amazon but pause the video before it tells the students how the victim survived Then ask the students to think about how they would survive the Amazon Have the students come up with a plan We will then have a class discussion on what we would do differently than the people in the clip We will also discuss what steps the survivors took that were beneficial to their survival Talk about the effects weather has on survival Which type of weather would be most ideal Why Have the boy scout guest speaker talk with the students about the five basic survival skills He will explain what steps are the most logical and explain the effects of temperature The students will be given strips of cloth that can be used as gauze First they will have a chance to practice wrapping their partnerrsquos ankle and wrist before we show the correct way Once they have taken a few minutes to try and figure it out on their own it will be shown to them the correct way to secure their wrist or foot if for some reason it gets injured

How to apply a compression wrap

To help control swelling some doctors recommend wrapping your ankle with an elastic bandage also called an ACE wrap This product can be purchased at most drugstores To apply a compression wrap

Cut several horseshoe-shaped pieces of cloth felt to form a 05 in (13 cm) thick pad The pad will be placed (open end up) around the outside anklebone for cushioning

Roll up the elastic bandage if it isnt already Hold your

ankle at about a 90-degree angle Start where your toes meet the body of your foot Hold the loose end of the bandage at the side of your foot Wrap the bandage around the ball of your foot once keeping it somewhat taut with a light pull

After this first wrap slowly start circling your way around the arch of the foot Pull the bandage diagonally from the bottom of the toes across the foots top and circle it around the ankle Now bring the bandage diagonally across the top of the foot and under the arch in a figure-eight pattern

When you get to the anklebone wrap the bandage around the felt piece so it stays in place at the outside anklebone Continue around the ankle and foot in a figure eight moving toward the heel on the bottom and toward the calf at the top of the eight The wrap should cover the entire foot except for the heel and end several inches above the ankle Most compression wraps are self-fastening or come with clip fasteners If not use tape to secure the end

The wrap should be snug but should not cut off circulation to the foot Check your toes If they become purplish or blue cool to the touch or numb or tingly the wrap is too tight and should be loosened Also loosen the wrap at night before bedtime

Have stations set up for the students to decide what would be the most logical step to take for survival The students will need to identify what is at the station and whether or not it is useful in survival (there will be small hints at the stations) The students will be split into pairs and will have to write their decisions on an index card Station 1- A sleeping bag and pillow lying on the floor Have the students answer these questions Would this be practical for someone stranded in the cold weather In warm weather What is one way to solve this problem if this situation causes problems Station 2- A big meal Does this present any problems Why What would be the most logical thing to do What would you do in this situation Does weather have an effect on this situation Station 3- A metal shelter Does this pose a problem for warm or cold weather What could be done to fix this problem Station 4- A scene of a person in snow sleeping with a lampstove still turned on How does this pose a potential problem What should the person have done

Station 5- Tell the students to draw or write out one plan to replace salts and minerals Where would they find the minerals What would not be a good idea Have time for the students to complete their sub webpage page The students will be graded on how well they participate in the discussion

The last few minutes show the ending of the surviving the Amazon clip and how that victim survived Compare their ideas with the victims

Grading Rubric Two points for each section Sub webpageDiscussion

Project Rubric Students project includes survival skills Students project includes information about landform Studentrsquos project includes the plan for survival Studentrsquos project includes voice message Studentrsquos project includes pictures Students worked well as a team Students project is organized Students project shows effort with neatness Students project shows creativity in project Student participated in discussion

Total __________ 15-20=Wonderful effort 11-14-4=Satisfactory effort 5-10=Little attempt 0-4 = Did not attempt

DIARY OF A STRANDED KID- LESSON 4 THE DAY OF RESCUE

I DEFINE THE CONTENT

LESSON OBJECTIVE By the end of the lesson the students will learn the differences between the landforms and how weather and other natural disasters affect their survival rate

The weather has no affect on someonersquos survival If the person has good survival skills they can survive anything

II PREPLANNING BEGIN WITH THE END IN MIND

A WHAT 3 ITEMS ARE WORTH

KNOWING

(THINK ABOUT THE CONTENT

YOU HAVE SELECTED WHAT IS

IMPORTANT FOR STUDENTS TO

KNOW)

AFTER THE LESSON

STUDENTS WILL KNOW THAT- weather can help with survival or decrease onersquos chance of survival

STUDENTS WILL KNOW THAT- weather will affect the type of shelter built

STUDENTS WILL KNOW THAT- You must have adequate clothing food water and shelter to survive in cold weather should you be stranded

B WHAT 3 ITEMS ARE

IMPORTANT FOR STUDENTS TO

BE ABLE TO DO

(DEFINE WHAT STUDENTS

SHOULD BE ABLE TO DO AS A

RESULT OF YOUR LESSON)

AFTER THE LESSON

STUDENTS SHOULD BE ABLE TOhellip identify and comprehend the five basic survival skills

STUDENTS SHOULD BE ABLE TOhellip understand that in warm weather there is a greater chance for heatstroke heat exhaustion and heat cramps

STUDENTS SHOULD BE ABLE TOhellip demonstrate basic first aid skills

C WHAT ARE THE ENDURING

UNDERSTANDINGS THAT

STUDENTS SHOULD TAKE

AWAY FROM THE LESSON

(DEFINE THE BIG IDEAS)

AFTER THE LESSON

STUDENTS WILL UNDERSTAND THAThellip the application of survival skills help ensure a greater chance of survival given a stranded situation

STUDENTS WILL UNDERSTAND THAThellip weather can escalate or deescalate a situation

STUDENTS WILL UNDERSTAND THAThellip every decision they make will have an effect on their survival

III PLANNING

D ESSENTIAL QUESTION

(ONE OVERARCHING LESSON

HOW WILL THE WEATHER HAVE AN EFFECT ON MY SURVIVAL

QUESTION )

E ASSESSMENT

(PERFORMANCE TASK) WHAT

WILL THE STUDENTS DO TO

SHOW YOU THAT THEY

MASTERED THE CONTENT

The students will be assessed on how well they work together during the stimulation They will also be assessed on their sub webpage page

F CONTENT

LIST THE CONTENT FOR THIS

LESSON ONLY

(OUTLINE THE CONTENT YOU

WILL TEACH TODAY-THIS MAY

COME FROM YOUR CONTENT

OUTLINE)

XI Survival Skills

M Stick to a trail if possible

a Pay attention to geographical land marks to

be able to find the way back to the original

area

b Rescue team will most likely follow the trail

N Be able to build a fire

a A fire will help cook food

b stay warm

c Used for a signal for long distances

O Use a log or build a shelter from natural resources

e Make sure that something is visible

for searchers to find

f Make sure it can keep wild animals

out

P Stop and stay put wherever you find yourself

a Moving too far could slow down a rescue

team

b Become familiar with the area to find food

and water

Q Ration food and water

a Make it last as long as possible

b Look for a fresh water source and boil the

water to get any bacteria out

R Send a signal

a Mirrors can be used as a reflection

b Smoke from a fire

c Whistles or loud noises

XII Weather A Warm weather-

a heatstroke heat exhaustion and heat cramps

b wearing less clothing if sweating a lot need to replace lost salts and minerals as well as water eat lightly

B Cold weather a frostbite and hypothermia b do not make a shelter of metal never fall

asleep without turning out your stove or lamp never sleep directly on the ground

G HOOK

(DESCRIBE HOW YOU WILL

GRAB STUDENTSrsquo ATTENTION

AT THE BEGINNING OF THE

LESSON BE CREATIVE)

The students will see a clip on being able to survive the Amazon

H INSTRUCTION

(TELL STEP-BY-STEP WHAT

YOU WILL DO)

Play the video of the victim surviving the Amazon but pause the video before it tells the students how the victim survived Then ask the students to think about how they would survive the Amazon Have the students come up with a plan We will then have a class discussion on what we would do differently than the people in the clip We will also discuss what steps the survivors took that were beneficial to their survival Talk about the effects weather has on survival Which type of weather would be most ideal Why Have the boy scout guest speaker talk with the students about the five basic survival skills He will explain what steps are the most logical and explain the effects of temperature The students will be given strips of cloth that can be used as gauze First they will have a chance to practice wrapping their partnerrsquos ankle and wrist before we show the correct way Once they have taken a few minutes to try and figure it out on their own it will be shown to them the correct way to secure their wrist or foot if for some reason it gets injured

How to apply a compression wrap

To help control swelling some doctors recommend wrapping your ankle with an elastic bandage also called an ACE wrap This product can be purchased at most drugstores To apply a compression wrap

Cut several horseshoe-shaped pieces of cloth felt to form a 05 in (13 cm) thick pad The pad will be placed (open end up) around the outside anklebone for cushioning

Roll up the elastic bandage if it isnt already Hold your

ankle at about a 90-degree angle Start where your toes meet the body of your foot Hold the loose end of the bandage at the side of your foot Wrap the bandage around the ball of your foot once keeping it somewhat taut with a light pull

After this first wrap slowly start circling your way around the arch of the foot Pull the bandage diagonally from the bottom of the toes across the foots top and circle it around the ankle Now bring the bandage diagonally across the top of the foot and under the arch in a figure-eight pattern

When you get to the anklebone wrap the bandage around the felt piece so it stays in place at the outside anklebone Continue around the ankle and foot in a figure eight moving toward the heel on the bottom and toward the calf at the top of the eight The wrap should cover the entire foot except for the heel and end several inches above the ankle Most compression wraps are self-fastening or come with clip fasteners If not use tape to secure the end

The wrap should be snug but should not cut off circulation to the foot Check your toes If they become purplish or blue cool to the touch or numb or tingly the wrap is too tight and should be loosened Also loosen the wrap at night before bedtime

Have stations set up for the students to decide what would be the most logical step to take for survival The students will need to identify what is at the station and whether or not it is useful in survival (there will be small hints at the stations) The students will be split into pairs and will have to write their decisions on an index card Station 1- A sleeping bag and pillow lying on the floor Have the students answer these questions Would this be practical for someone stranded in the cold weather In warm weather What is one way to solve this problem if this situation causes problems Station 2- A big meal Does this present any problems Why What would be the most logical thing to do What would you do in this situation Does weather have an effect on this situation Station 3- A metal shelter Does this pose a problem for warm or cold weather What could be done to fix this problem Station 4- A scene of a person in snow sleeping with a lampstove still turned on How does this pose a potential problem What should the person have done

Station 5- Tell the students to draw or write out one plan to replace salts and minerals Where would they find the minerals What would not be a good idea Have time for the students to complete their sub webpage page The students will be graded on how well they participate in the discussion

The last few minutes show the ending of the surviving the Amazon clip and how that victim survived Compare their ideas with the victims

Grading Rubric Two points for each section Sub webpageDiscussion

Project Rubric Students project includes survival skills Students project includes information about landform Studentrsquos project includes the plan for survival Studentrsquos project includes voice message Studentrsquos project includes pictures Students worked well as a team Students project is organized Students project shows effort with neatness Students project shows creativity in project Student participated in discussion

Total __________ 15-20=Wonderful effort 11-14-4=Satisfactory effort 5-10=Little attempt 0-4 = Did not attempt

QUESTION )

E ASSESSMENT

(PERFORMANCE TASK) WHAT

WILL THE STUDENTS DO TO

SHOW YOU THAT THEY

MASTERED THE CONTENT

The students will be assessed on how well they work together during the stimulation They will also be assessed on their sub webpage page

F CONTENT

LIST THE CONTENT FOR THIS

LESSON ONLY

(OUTLINE THE CONTENT YOU

WILL TEACH TODAY-THIS MAY

COME FROM YOUR CONTENT

OUTLINE)

XI Survival Skills

M Stick to a trail if possible

a Pay attention to geographical land marks to

be able to find the way back to the original

area

b Rescue team will most likely follow the trail

N Be able to build a fire

a A fire will help cook food

b stay warm

c Used for a signal for long distances

O Use a log or build a shelter from natural resources

e Make sure that something is visible

for searchers to find

f Make sure it can keep wild animals

out

P Stop and stay put wherever you find yourself

a Moving too far could slow down a rescue

team

b Become familiar with the area to find food

and water

Q Ration food and water

a Make it last as long as possible

b Look for a fresh water source and boil the

water to get any bacteria out

R Send a signal

a Mirrors can be used as a reflection

b Smoke from a fire

c Whistles or loud noises

XII Weather A Warm weather-

a heatstroke heat exhaustion and heat cramps

b wearing less clothing if sweating a lot need to replace lost salts and minerals as well as water eat lightly

B Cold weather a frostbite and hypothermia b do not make a shelter of metal never fall

asleep without turning out your stove or lamp never sleep directly on the ground

G HOOK

(DESCRIBE HOW YOU WILL

GRAB STUDENTSrsquo ATTENTION

AT THE BEGINNING OF THE

LESSON BE CREATIVE)

The students will see a clip on being able to survive the Amazon

H INSTRUCTION

(TELL STEP-BY-STEP WHAT

YOU WILL DO)

Play the video of the victim surviving the Amazon but pause the video before it tells the students how the victim survived Then ask the students to think about how they would survive the Amazon Have the students come up with a plan We will then have a class discussion on what we would do differently than the people in the clip We will also discuss what steps the survivors took that were beneficial to their survival Talk about the effects weather has on survival Which type of weather would be most ideal Why Have the boy scout guest speaker talk with the students about the five basic survival skills He will explain what steps are the most logical and explain the effects of temperature The students will be given strips of cloth that can be used as gauze First they will have a chance to practice wrapping their partnerrsquos ankle and wrist before we show the correct way Once they have taken a few minutes to try and figure it out on their own it will be shown to them the correct way to secure their wrist or foot if for some reason it gets injured

How to apply a compression wrap

To help control swelling some doctors recommend wrapping your ankle with an elastic bandage also called an ACE wrap This product can be purchased at most drugstores To apply a compression wrap

Cut several horseshoe-shaped pieces of cloth felt to form a 05 in (13 cm) thick pad The pad will be placed (open end up) around the outside anklebone for cushioning

Roll up the elastic bandage if it isnt already Hold your

ankle at about a 90-degree angle Start where your toes meet the body of your foot Hold the loose end of the bandage at the side of your foot Wrap the bandage around the ball of your foot once keeping it somewhat taut with a light pull

After this first wrap slowly start circling your way around the arch of the foot Pull the bandage diagonally from the bottom of the toes across the foots top and circle it around the ankle Now bring the bandage diagonally across the top of the foot and under the arch in a figure-eight pattern

When you get to the anklebone wrap the bandage around the felt piece so it stays in place at the outside anklebone Continue around the ankle and foot in a figure eight moving toward the heel on the bottom and toward the calf at the top of the eight The wrap should cover the entire foot except for the heel and end several inches above the ankle Most compression wraps are self-fastening or come with clip fasteners If not use tape to secure the end

The wrap should be snug but should not cut off circulation to the foot Check your toes If they become purplish or blue cool to the touch or numb or tingly the wrap is too tight and should be loosened Also loosen the wrap at night before bedtime

Have stations set up for the students to decide what would be the most logical step to take for survival The students will need to identify what is at the station and whether or not it is useful in survival (there will be small hints at the stations) The students will be split into pairs and will have to write their decisions on an index card Station 1- A sleeping bag and pillow lying on the floor Have the students answer these questions Would this be practical for someone stranded in the cold weather In warm weather What is one way to solve this problem if this situation causes problems Station 2- A big meal Does this present any problems Why What would be the most logical thing to do What would you do in this situation Does weather have an effect on this situation Station 3- A metal shelter Does this pose a problem for warm or cold weather What could be done to fix this problem Station 4- A scene of a person in snow sleeping with a lampstove still turned on How does this pose a potential problem What should the person have done

Station 5- Tell the students to draw or write out one plan to replace salts and minerals Where would they find the minerals What would not be a good idea Have time for the students to complete their sub webpage page The students will be graded on how well they participate in the discussion

The last few minutes show the ending of the surviving the Amazon clip and how that victim survived Compare their ideas with the victims

Grading Rubric Two points for each section Sub webpageDiscussion

Project Rubric Students project includes survival skills Students project includes information about landform Studentrsquos project includes the plan for survival Studentrsquos project includes voice message Studentrsquos project includes pictures Students worked well as a team Students project is organized Students project shows effort with neatness Students project shows creativity in project Student participated in discussion

Total __________ 15-20=Wonderful effort 11-14-4=Satisfactory effort 5-10=Little attempt 0-4 = Did not attempt

B Cold weather a frostbite and hypothermia b do not make a shelter of metal never fall

asleep without turning out your stove or lamp never sleep directly on the ground

G HOOK

(DESCRIBE HOW YOU WILL

GRAB STUDENTSrsquo ATTENTION

AT THE BEGINNING OF THE

LESSON BE CREATIVE)

The students will see a clip on being able to survive the Amazon

H INSTRUCTION

(TELL STEP-BY-STEP WHAT

YOU WILL DO)

Play the video of the victim surviving the Amazon but pause the video before it tells the students how the victim survived Then ask the students to think about how they would survive the Amazon Have the students come up with a plan We will then have a class discussion on what we would do differently than the people in the clip We will also discuss what steps the survivors took that were beneficial to their survival Talk about the effects weather has on survival Which type of weather would be most ideal Why Have the boy scout guest speaker talk with the students about the five basic survival skills He will explain what steps are the most logical and explain the effects of temperature The students will be given strips of cloth that can be used as gauze First they will have a chance to practice wrapping their partnerrsquos ankle and wrist before we show the correct way Once they have taken a few minutes to try and figure it out on their own it will be shown to them the correct way to secure their wrist or foot if for some reason it gets injured

How to apply a compression wrap

To help control swelling some doctors recommend wrapping your ankle with an elastic bandage also called an ACE wrap This product can be purchased at most drugstores To apply a compression wrap

Cut several horseshoe-shaped pieces of cloth felt to form a 05 in (13 cm) thick pad The pad will be placed (open end up) around the outside anklebone for cushioning

Roll up the elastic bandage if it isnt already Hold your

ankle at about a 90-degree angle Start where your toes meet the body of your foot Hold the loose end of the bandage at the side of your foot Wrap the bandage around the ball of your foot once keeping it somewhat taut with a light pull

After this first wrap slowly start circling your way around the arch of the foot Pull the bandage diagonally from the bottom of the toes across the foots top and circle it around the ankle Now bring the bandage diagonally across the top of the foot and under the arch in a figure-eight pattern

When you get to the anklebone wrap the bandage around the felt piece so it stays in place at the outside anklebone Continue around the ankle and foot in a figure eight moving toward the heel on the bottom and toward the calf at the top of the eight The wrap should cover the entire foot except for the heel and end several inches above the ankle Most compression wraps are self-fastening or come with clip fasteners If not use tape to secure the end

The wrap should be snug but should not cut off circulation to the foot Check your toes If they become purplish or blue cool to the touch or numb or tingly the wrap is too tight and should be loosened Also loosen the wrap at night before bedtime

Have stations set up for the students to decide what would be the most logical step to take for survival The students will need to identify what is at the station and whether or not it is useful in survival (there will be small hints at the stations) The students will be split into pairs and will have to write their decisions on an index card Station 1- A sleeping bag and pillow lying on the floor Have the students answer these questions Would this be practical for someone stranded in the cold weather In warm weather What is one way to solve this problem if this situation causes problems Station 2- A big meal Does this present any problems Why What would be the most logical thing to do What would you do in this situation Does weather have an effect on this situation Station 3- A metal shelter Does this pose a problem for warm or cold weather What could be done to fix this problem Station 4- A scene of a person in snow sleeping with a lampstove still turned on How does this pose a potential problem What should the person have done

Station 5- Tell the students to draw or write out one plan to replace salts and minerals Where would they find the minerals What would not be a good idea Have time for the students to complete their sub webpage page The students will be graded on how well they participate in the discussion

The last few minutes show the ending of the surviving the Amazon clip and how that victim survived Compare their ideas with the victims

Grading Rubric Two points for each section Sub webpageDiscussion

Project Rubric Students project includes survival skills Students project includes information about landform Studentrsquos project includes the plan for survival Studentrsquos project includes voice message Studentrsquos project includes pictures Students worked well as a team Students project is organized Students project shows effort with neatness Students project shows creativity in project Student participated in discussion

Total __________ 15-20=Wonderful effort 11-14-4=Satisfactory effort 5-10=Little attempt 0-4 = Did not attempt

ankle at about a 90-degree angle Start where your toes meet the body of your foot Hold the loose end of the bandage at the side of your foot Wrap the bandage around the ball of your foot once keeping it somewhat taut with a light pull

After this first wrap slowly start circling your way around the arch of the foot Pull the bandage diagonally from the bottom of the toes across the foots top and circle it around the ankle Now bring the bandage diagonally across the top of the foot and under the arch in a figure-eight pattern

When you get to the anklebone wrap the bandage around the felt piece so it stays in place at the outside anklebone Continue around the ankle and foot in a figure eight moving toward the heel on the bottom and toward the calf at the top of the eight The wrap should cover the entire foot except for the heel and end several inches above the ankle Most compression wraps are self-fastening or come with clip fasteners If not use tape to secure the end

The wrap should be snug but should not cut off circulation to the foot Check your toes If they become purplish or blue cool to the touch or numb or tingly the wrap is too tight and should be loosened Also loosen the wrap at night before bedtime

Have stations set up for the students to decide what would be the most logical step to take for survival The students will need to identify what is at the station and whether or not it is useful in survival (there will be small hints at the stations) The students will be split into pairs and will have to write their decisions on an index card Station 1- A sleeping bag and pillow lying on the floor Have the students answer these questions Would this be practical for someone stranded in the cold weather In warm weather What is one way to solve this problem if this situation causes problems Station 2- A big meal Does this present any problems Why What would be the most logical thing to do What would you do in this situation Does weather have an effect on this situation Station 3- A metal shelter Does this pose a problem for warm or cold weather What could be done to fix this problem Station 4- A scene of a person in snow sleeping with a lampstove still turned on How does this pose a potential problem What should the person have done

Station 5- Tell the students to draw or write out one plan to replace salts and minerals Where would they find the minerals What would not be a good idea Have time for the students to complete their sub webpage page The students will be graded on how well they participate in the discussion

The last few minutes show the ending of the surviving the Amazon clip and how that victim survived Compare their ideas with the victims

Grading Rubric Two points for each section Sub webpageDiscussion

Project Rubric Students project includes survival skills Students project includes information about landform Studentrsquos project includes the plan for survival Studentrsquos project includes voice message Studentrsquos project includes pictures Students worked well as a team Students project is organized Students project shows effort with neatness Students project shows creativity in project Student participated in discussion

Total __________ 15-20=Wonderful effort 11-14-4=Satisfactory effort 5-10=Little attempt 0-4 = Did not attempt

Station 5- Tell the students to draw or write out one plan to replace salts and minerals Where would they find the minerals What would not be a good idea Have time for the students to complete their sub webpage page The students will be graded on how well they participate in the discussion

The last few minutes show the ending of the surviving the Amazon clip and how that victim survived Compare their ideas with the victims

Grading Rubric Two points for each section Sub webpageDiscussion

Project Rubric Students project includes survival skills Students project includes information about landform Studentrsquos project includes the plan for survival Studentrsquos project includes voice message Studentrsquos project includes pictures Students worked well as a team Students project is organized Students project shows effort with neatness Students project shows creativity in project Student participated in discussion

Total __________ 15-20=Wonderful effort 11-14-4=Satisfactory effort 5-10=Little attempt 0-4 = Did not attempt

Grading Rubric Two points for each section Sub webpageDiscussion

Project Rubric Students project includes survival skills Students project includes information about landform Studentrsquos project includes the plan for survival Studentrsquos project includes voice message Studentrsquos project includes pictures Students worked well as a team Students project is organized Students project shows effort with neatness Students project shows creativity in project Student participated in discussion

Total __________ 15-20=Wonderful effort 11-14-4=Satisfactory effort 5-10=Little attempt 0-4 = Did not attempt