instincts for survival
TRANSCRIPT
INSTINCTS FOR
SURVIVAL [Document subtitle]
ABSTRACT [Draw your reader in with an engaging
abstract. It is typically a short summary of
the document. When you’re ready to add
your content, just click here and start
typing.]
veszela
Contact: Agatha Veszeli
Teen Ranch School Programs Coordinator
(519) 941-4501 Ext. 236
or
TABLE OF CONTENTS
Page(s)
1-2 Overview of the Outdoor Education Program at Teen Ranch
ACTIVITIES TAUGHT/OVERSEEN BY TEEN RANCH STAFF
Availability by Season Fall Winter Spring
3 Western Riding Program – Trail Rides
4 Saddling & Grooming Session
*Reserved for groups of 40 or fewer students
4 Recreational Skating
5 Climbing Wall & Bouldering Walls
6 The Giant Swing
6 Archery
7 Instincts for Survival
8 Cross Country Skiing
8 Snowshoeing
8 Snow Tubing
SELECTION OF ACTIVITIES TAUGHT BY SCHOOL STAFF
Availability by Season Fall Winter Spring
9-11 Map Orienteering
12-19 Woodland Survival Skills
20-24 Fabulous Frogs
25-26 Wondrous Watercolours
26 Sports Medley
27 Cooperative Games & Initiative Tasks
ACTIVITIES INTRODUCED BY TEEN RANCH STAFF THEN
SUPERVISED BY SCHOOLS
Availability by Season Fall Winter Spring
28 Souvenir Making
1
OVERVIEW OF THE OUTDOOR EDUCATION
PROGRAM AT TEEN RANCH
All programming at Teen Ranch is a cooperative venture between
the Teen Ranch staff and the visiting school staff. This enables us to
provide students with exposure to a broad range of activities and allows
pupils to see teachers in a whole new light!
The Teen Ranch “Outdoor Education Activities” guide is organized
into three main sections, detailing
i. Activities Taught by Teen Ranch Staff
ii. Activities Taught by Staff from Visiting Schools
iii. Activities Introduced by Teen Ranch Staff then Supervised by
Schools
Each activity is further coded to indicate which season(s) prove most
appropriate for the offering: fall , winter and spring .
In the spring/fall sessions …
Each standard week long excursion includes 2 riding opportunities,
recreational skating (at the Ice Corral), the Instincts for Survival game
and the choice of a souvenir craft. Where groups number 40 or fewer
students, a grooming and saddling session is also incorporated. These
are indicated in bold in the Table of Contents. In addition to these
staples, schools may select one specialized seasonal activity which is run
by qualified/certified Teen Ranch personnel.
To complement the above staples, organizers are invited to choose
from the menu of teacher run programs. All materials, instruction and
support for teachers is provided on site for the selections detailed in this
2
guide. Activities taught by staff from visiting schools represent a wide
array of interests and topics, though teachers are absolutely welcome to
let their unique gifts and talents shine in designing their own programs.
The number of teacher run selections required is determined by the
size of the school group.
Up to 40 students: Co-facilitate One Program
41-60 students: One Program
Over 60 students: Two Programs
Some school staff rotate through each of the chosen activities,
remaining with a set group of students. This suits teachers who wish to
be “Jacks of All Trades” or where there is a student who requires
monitoring by a consistent supervisor. Other teachers feel more
comfortable mastering one activity, and having the student groups rotate
through their station over the course of the week. Either works; the
choice lies entirely with the school.
In the winter session …
Each standard week long excursion includes only one riding
opportunity, recreational skating (at the Ice Corral or the frozen pond –
conditions permitting), the Instincts for Survival game and the choice of a
souvenir craft. Where groups number 40 or fewer students, a saddling
only session may be added. These are indicated in bold in the Table of
Contents. Schools may additionally select two - three specialized
seasonal activities (depending upon student numbers) which are run by
qualified/certified Teen Ranch personnel.
Regardless of season, all activity options will be discussed and
finalized during a preplan phone consult between visiting school
staff and the Teen Ranch School Programs Coordinator.
3
WESTERN RIDING PROGRAM – TRAIL RIDES
The riding program at Teen Ranch is
an introductory western riding course.
Students are taught the basics of western
horsemanship through classroom
instruction, complemented/reinforced by
two trail rides (one in the winter session).
All instruction is the responsibility of the
Teen Ranch staff.
Safety is paramount at Teen Ranch. Hooded stirrups, called
tapaderos, which cup the front part of the rider’s foot are standard
equipment featured on trail rides. This safety detail prevents the rider’s
foot from slipping through the stirrup, thus helping to avoid potentially
serious accidents. Certified riding helmets are also mandatory and are
provided by Teen Ranch. Regardless of weather, long pants are required
for riding.
In terms of supervision, each ride will include three Teen Ranch
staff members. Visiting school staff are also encouraged to accompany
the students on trail rides.
4
SADDLING & GROOMING SESSION
This activity is limited to groups of 40 or fewer, though it
can be incorporated into the schedule if larger groups wish to
limit themselves to only one trail ride per student.
Spa day! A tremendous treat for horses and students alike! Under
the guidance of the Teen Ranch staff, students will have the opportunity
to groom and tack up the horses for the afternoon riding session.
In this hands-on session, students will learn about various horse
brushing implements and their specific applications. They will brush the
horses’ coats, debur and untangle the manes and tails. Students will also
have the opportunity to use a hoof pick to clean the horses’ hooves.
Once the horses are “handsome”, students assist in the
tacking up of the horses. With supervision, they will apply the
blankets, pads and secure the saddles.
Afterwards, some time is dedicated to learning the unique
terminology surrounding equine coat colours. Students will also
learn how to measure a horse’s height in “hands” and thereby
determine whether their trusty steed is officially a pony or a horse.
RECREATIONAL SKATING
Students will enjoy a minimum of 3 recreational skating periods
at the Teen Ranch Ice Corral/frozen winter pond. Students are
encouraged to bring their own sharpened skates and helmets
(mandatory), though a limited supply of each is available on loan.
Where there is interest, a friendly game of modified hockey can be
organized, using provided plastic sticks and sponge pucks.
5
CLIMBING & BOULDERING WALLS
The Teen Ranch climbing wall allows students to
live out their comic book fantasies and release their
“inner Spiderman”. Under the supervision of trained
Teen Ranch staff, students will be helmeted, harnessed
and belayed as they ascend/descend the hand & foot
holds on the Barn Climbing Wall structure. Students
will conquer increasingly challenging ascents, testing
their flexibility, improving their use of the grips and bettering their
personal times.
As this activity is limited to 10 students per hour, it must be
coupled with a supplementary activity which runs simultaneously and
is overseen by school staff. Students participating in each switch at a
designated time and have the opportunity to enjoy both activities.
The most common/logical simultaneous
activity is the transverse bouldering wall which is
also located in the barn. With this challenge, the
element of height is eliminated and peer-spotting
and crash pads replace the need for belaying.
6
THE GIANT SWING
Students and staff suffering from “flying envy”
can take advantage of Teen Ranch’s Giant Swing.
Under the watchful eye of the Teen Ranch staff,
each participant is harnessed and hoisted up 65
feet by their teammates to the launching point of the Giant Swing. This
altitude can be modified according to personal preference. Once the
release is self-activated, one soars through the heights in true Superhero
fashion. Not for the faint of heart!
ARCHERY
Students will be introduced to some
terminology surrounding the sport of archery and
its equipment. Students will learn about proper
stance, aiming, drawing and release; and will then
enjoy the opportunity to practice their new skills,
shooting arrows at targets set up on giant hay
bales.
7
INSTINCTS FOR SURVIVAL
Thursday’s game of “Instincts for Survival” sees students taking on
either the role of animals having to survive in the woods or the role of
natural phenomena/variables (such as disease and elements) that affect
the animal population. Teachers will select students to fill the allotted
roles.
Animals (subdivided into herbivores, omnivores
and carnivores) will become sensitized to the
trials of surviving in the wild through their
pursuit of food and water while
evading predators through camouflage and taking shelter.
Disease and elements will strive to devastate the
animal population. Teachers are encouraged to
participate in the game as hunters and conservationists.
The Teen Ranch Staff are responsible for the set-up of the playing
area, the introduction as well as the follow up to the activity.
This immensely popular predator/prey game of tag is generally
played as a whole group, though where numbers exceed 60, it will
necessarily be divided into two sessions.
8
CROSS COUNTRY SKIING
When we are blessed with sufficient snow, students
may enjoy cross country skiing through the winter
wonderland of Teen Ranch’s track-set, groomed trails.
All equipment is provided, as is a series of graduated lessons to
introduce students to the skills involved in Nordic skiing. Flat work will
focus on form and achieving a “diagonal stride” while hill work will assist
participants in achieving balance and control.
SNOWSHOEING
Snow permitting, Teen Ranch visitors will
become acquainted with the 6,000 year old tradition
of snowshoeing. Outfitted with modern aluminum gear and led by
Teen Ranch staff, participants will be engaged in adventurous winter
hikes punctuated by interesting trivia and animal track identification.
WINTER TUBING
Students are invited to embrace the joys of winter
through tubing down Teen Ranch’s groomed, monitored
hill. Participants will enjoy a cardiovascular workout ascending the hill
with inflated rubber tubes in tow. Teen Ranch staff will be on hand to
propel the tubes down the course, monitoring for safety and fun.
Students will observe guidelines of both safety and courtesy regarding
proper seating within the tube, pacing and clearing the landing area in a
timely fashion.
9
MAP ORIENTEERING
OBJECTIVES OF THE ACTIVITY
To have students develop their understanding of orienteering as a
sport which involves the use of a map and compass to navigate
from point to point in the most efficient manner.
To provide students experience in planning an expedient route,
using a map as a guide.
To provide students with practical skills in using a map’s legend,
identifying landmarks en route to or in close proximity to markers
sought.
To have students become adept at using a compass to find
magnetic north and orient their maps accordingly.
COURSE I: INTRODUCTORY COURSE
Have students divide into pairs
Distribute “Course I: Introductory Course” maps to each pair of
students, along with a clip board, score card and pencil. For the
initial course, all maps are identical.
Have students identify, from previous learning, the salient features
of a map.
Review the symbols of the legend. Have them determine which
building represents the dining hall – the starting point of the
activity.
Instruct students in using a compass to find magnetic north. This
will aid them in orienting their maps.
10
Students must understand that their goal is to visit each of the
nine numbered markers featured on the map in as little time as
possible. Each set of partners should plan their route.
Show students the provided sample marker for this course (a letter
of the alphabet on a bright yellow background). They are found
posted on trees, buildings, fences etc.
Upon arrival at each station, the students must record the
corresponding posted letter as evidence of having found the
marker.
Upon completion, the students are to return. The bell will be rung
at an agreed upon time to summon those still tackling the
introductory course.
Students returning early can unscramble the mystery word
comprised of the found letters.
Score the students’ findings using the answer booklet provided at
Teen Ranch.
THE SECOND, COMPETITIVE ROUND
With the skills attained in the first course,
students are challenged to progress to the
next competitive level.
Teachers may choose from one of the two options detailed on the
next page.
Following each, the students’ findings are marked using the
answer booklet provided at Teen Ranch.
11
1) Horse Breeds – Course II
Remaining in pairs, each group receives their own unique map.
They set out to seek their personal set of 15 white markers, each
denoting a horse breed. While 30 such markers exist, students are
cautioned to only record the 15 represented on their own unique
maps! The activity is timed – the goal being to correctly find the
most markers in the least amount of time.
Or
2) Horse Breeds – Course III – Score Orienteering
Remaining in pairs, each group is challenged to independently
seek out and record up to 20 white markers, each denoting a horse
breed. Each marker is given a point value, depending upon its
distance from the start. Time allotted seldom allows for finding all,
so students must be strategic in maximizing their time/route to get
the highest possible score.
Hanoverian
12
WOODLAND SURVIVAL SKILLS
OBJECTIVES OF THE ACTIVITY
To have students co-operatively problem solve, in order to devise and
execute components of a wilderness emergency survival strategy.
To allow students to prioritize the necessities for sustenance of life.
To have students develop an appreciation of “the wild” as a provider,
rather than an ominous threat.
To provide students with the hands-on experience of constructing
shelters and building fires.
To engage students in the evaluation of their survival strategy.
Reinforce with students the necessity of always alerting someone as to
your whereabouts and estimated time of return.
To familiarize students with the condition, symptoms and treatment
of hypothermia.
To acquaint students with the international sign of rescue (3 of
anything).
INDOOR INTRODUCTION
Orally have students brainstorm potential
scenarios, which might prohibit a group of hikers
from successfully completing their route as per
plan, necessitating an unexpected delay.
13
Answers to elicit:
Injury/Illness
Inclement Weather
Becoming Lost … At this point, differentiate between:
“lost” – slightly misdirected, retraceable
&
“LOST” – more than half an hour off course
with no notion of where you are or where
you are headed. Light and temperature
conditions are also worsening. When
“LOST”, the only viable strategy is to
remain put until help arrives. Take heed of
the old adage, “hug a tree”!
Introduce to students a scenario where a pair of hikers have set out
on a day’s adventure, but are the victims of “Murphy’s Law”. All of
the aforementioned impediments occur, and the hikers are forced to
spend several nights without the appropriate provisions.
Pose the question, “What will they need to survive?” and indicate that
their responses will be ranked in order of urgency.
As responses are offered, record them on chart paper/white board.
Use the points raised on the following pages, “Survival Priorities: A
Simplified Rule of 3” as a basis for discussion and expansion.
14
SURVIVAL PRIORITIES: A SIMPLIFIED “RULE OF 3”
1) WARMTH: HYPOTHERMIA/EXPOSURE: LIFE THREATENING
WHEN THE BODY’S TEMPERATURE DROPS 3° F. FOR 3 HOURS
More people die of exposure/hypothermia in the
wilderness than of all other conditions/accidents
combined.
Common misconception: only occurs in the winter. Most
hypothermia occurs in temperatures ranging from 30-50° F in
wet conditions where the victim is overtaxed and
undernourished.
The prefix “hypo” in Latin means “not enough” (opposite of
hyper = “too much”). “Therm” relates to heat.
Normal body temperature is 98.6° F. Symptoms of hypothermia
are engaged at 95° F.
Danger lies in the fact that primary symptoms are easily
ignored and there is an absence of warning to the victim as
he/she degenerates. Eventually, chilling reaches the brain and
deprives it of the necessary function to judge and recognize
one’s own condition.
Symptoms: shivering, bluing of lips and nails as blood
concentrates to protect one’s core, slow/slurred speech,
irrational actions, memory lapses, loss of coordination and
exhaustion. To sleep is to die!
Prevention &/or Treatment: take shelter, light a fire, wrap in a
pre-warmed sleeping bag or benefit from a direct transfer of
body heat in a sleeping bag, warm dry layers of clothing, drink
plenty of warm liquids, eat sweets, stay active/alert.
15
2) WATER: DEATH BY DEHYDRATION THREATENS WITHIN 3 DAYS
WITHOUT FLUID INTAKE
Approximately 75% (three-quarters) of the human body is made
up of water.
Water is ideally boiled, filtered and/or chemically
purified prior to drinking.
Snow is an acceptable fluid, but should be melted prior to
consumption in order to warm it but also to gauge quantity. Snow
has remarkably little water in it!
Dehydration leads to hypothermia because water helps the body to
metabolize fuel.
3) FOOD: RANKS LOWER ON THE LIST OF PRIORITIES, AS WE CAN
SURVIVE IN THE NEIGHBOURHOOD OF 3 WEEKS WITHOUT
NOURISHMENT
One can survive 7-10 days without food in the wild with
moderate activity before it becomes life threatening, and
as long as 3 weeks in a state of rest/preserving energy.
If safe edibles can be found, it is always valuable given
food = calories = body heat.
4) SIGNAL: * GIVEN THE PRECAUTION HAS BEEN TAKEN OF
ALTERING SOMEONE AS TO WHERE YOU ARE AND YOUR
ANTICIPATED TIME OF RETURN, ONE CAN REST ASSURED THAT
A SEARCH WILL BE INITIATED. THE RESCUE CAN BE EXPEDITED
BY KNOWING THAT 3 OF ANYTHING IS AN INTERNATIONALLY
RECOGNIZED SIGN OF DISTRESS.
(Note: 911 – 3 digits, SOS – 3 letters, triangle – 3 sides and angles)
Anything bright and out of character with the surroundings (and
grouped in 3’s) will facilitate a rescue party’s search.
A whistle (the type without a pea/ball which might freeze) emits a
unique sound, unlike any other in nature. Blasts of 3 are an
excellent signal.
16
WOODLAND SURVIVAL SKILLS: GROUP ACTIVITY SHEET
Students are divided into groups of 4-6.
Distribute one “Woodland Survival Skills” activity sheet to each group.
A sample is featured on page 20 of this booklet. Copies are provided
at Teen Ranch.
Having read the scenario aloud, students are to cooperatively choose
10 items from the available list, and detail the intended use of each
selection. Collect upon completion.
The shelter and fire building components are completed once the
activity moves outdoors.
While students are engaged in their outdoor activities, the instructor
scores the 10 chosen items according to the evaluation sheet
provided at Teen Ranch.
Shelters constructed are assessed out of a possible 10 marks for
positioning, drainage and insulation. This may be done by group
evaluation and consensus or by the teacher supervisor.
Fires built are scored according to the number of matches required to
start and maintain them.
17
OUTDOOR ACTIVITY
1) SHELTER BUILDING
Consider location in terms of drainage, prevailing
weather, incline/accessibility and availability of
materials when choosing a site.
Students will find their architectural inspiration
from the surroundings or from previously built
shelters, which may be dissembled for materials.
One possible style is constructed as follows:
Identify a tree with a waist-high fork or “V” formation.
Building a shelter that is too high proves inefficient in terms
of time, energy and heat loss.
Securely angle a sturdy dead branch between this
intersection in the tree and the ground. This serves as the
main diagonal support beam for the structure.
Alternate placement of sticks and branches along either side
of the main beam, creating two angled walls. Alternating
sides results in an interlocked, sturdier construction.
Continue until all walls of the shelter are closed, except for a
small doorway opening.
If time permits, insulate the frame with a dense coat of leaves,
evergreen boughs (or snow) and secure with further sticks to weigh
the insulation down in the event of wind.
Inside, lay a bed of dry leaves and/or evergreen boughs.
Grade each shelter out of 10. Record on the “Woodland Survival
Skills” group activity sheet.
18
2) FIRE’S BURNING - TKF METHOD *(WHEN WEATHER PERMITS)
Clear an area and build a fire circle of rocks/stones.
Lay a loose bed of tinder: dry grass, dry leaves,
browned needles from evergreens, wispy dry twigs, fallen birch
bark (provided) and old nests. Do NOT compress – oxygen must
circulate through.
Use kindling to construct a teepee over the tinder. Kindling is
comprised of dry twigs/wood, no larger than a little finger in
diameter.
The teepee, much like the shelter, must have an access door only
in this case, the opening must be on the windward side.
To light the fire, crouch low and strike the match away from you.
Enter through the door with the match to light the tinder bed.
Take care not to smother the flame.
Fuel the fire with the smallest sticks, adding incrementally larger
sticks once the fire is established.
Extinguish the fire by smothering it with water or sand/soil.
Using a stick, spread the ashes to ensure no flame remains. Insist
that students not “stomp” on the fire – rubber soles melt very
quickly!
Based on the number of matches required to start each group’s
fire, record scores attained on the “Woodland Survival Skills” group
activity sheet. This is one of those life moments when less is
better!
FOLLOW UP
Explain rationale for scoring of items on the “Woodland Survival
Skills” group activity sheet, and determine each group’s survival
rating given the fictitious scenario.
19
WOODLAND SURVIVAL SKILLS
Situation: You and a companion are on a 10 day canoe trip in the secluded wilderness
of a national park. On day 4, you encounter a flash storm and lose all supplies, including
your canoe and guide maps. You hike for several hours in the steady drizzling rain, in the
hopes of meeting up with another group of adventurers, but find no one. You are now
firmly disoriented, but are somewhat reassured in that you left a trip agenda with the
park warden, and he/she will initiate a search upon your not returning on day 10.
Immediate trouble, however, is looming as your companion has been consistently
shivering, stumbling and is showing signs of slurred speech. Your friend stumbles yet
again, only this time it is over a rusty lamp. Miraculously, the WILDERNESS GENIE
emerges in a puff of smoke, granting you a wish of 10 items from the list below.
Chose thoughtfully; your survival depends upon it.
ITEM USE RATING
Cell Phone
Fine Steel Wool
Sponge
Whistle
3 Packages of Dried Food
Hatchet
ChapStick Lip Balm
Wool Sweater
Flashlight
Small Pot
Map of the Area
Waterproof Matches
Fluorescent Tape
Sleeping Bag
Compass
Iodine Tablets
Strips of Cotton Gauze Dressing
SHELTER RATING / 10 ASSESSED FOR POSITIONING, DRAINAGE, STURDINESS AND
INSULATION
FIRE BUILDING /5 {USING THE TKF METHOD}
1 MATCH = A SCORE OF 5 DEDUCT ONE POINT PER EACH ADDITIONAL MATCH REQUIRED
TOTAL SCORE
SURVIVAL RATINGS
57-62 POINTS: Excellent 39-44 POINTS: Fair 51-56 POINTS: Very Good 33-38 POINTS: Poor
45-50 POINTS: Good LESS THAN 33 POINTS: Dead
Group Members:
20
FABULOUS FROGS
OBJECTIVES
Many myths vs. facts surrounding frogs will be
delineated.
Students will gain an appreciation of frogs as excellent
environmental indicators, much like the proverbial “canaries in a
coalmine”.
Participants will gain an appreciation of how water quality factors
affect the frog population.
Students will actively engage in pond study, “capturing” frogs with
collection nets and digital photo images. All frogs are released.
Students will identify the species of frogs found and recognize the
unique call of each.
INTRODUCTORY STUDENT ACTIVITY SHEET
Students will first complete the fun “Frogs: Fact or Folklore?” quiz.
The teachers’ answer key (provided on the following two pages) is
reviewed together, dispelling many of the myths surrounding these often
misunderstood, curious creatures.
21
FROGS: FACT OR FOLKLORE? TEACHERS’ ANSWER KEY
TRUE OR
FALSE ?
FALSE
Kissing a frog will turn it into a prince.
Definitely not! In fact, it’s discouraged. Skin secretions taste
foul in order to ward off predators.
FALSE
Frogs and toads are completely different.
A toad is a frog; both being from the scientific order anura,
which means “without tail”. Minor variations: Frogs have
longer hind legs which are usually webbed while toads have
short hind legs best suited for walking. Frogs lay eggs in
clusters while toads generally lay their eggs in chain
formations. Frogs have moist skin while toads have dryer
“warty” skin.
FALSE
Touching a frog/toad results in warts.
All frogs have poisonous glands in their skin, but in most
cases, the fluids secreted are not toxic and do not cause
reactions in humans. Exceptions include the golden poison
dart frog of Columbia, whose skin is drenched in alkaloid
poison, and has toxins enough to kill 10 + people.
TRUE
Frogs shed their skin approximately once a week.
Yes! They twist and stretch to loosen their old skin and pull
it over their heads like a sweater. Then, they usually eat it!
Yum!
TRUE
Frogs’ skin has proven to be a medical/pharmacological
goldmine.
Many medically invaluable compounds have been derived
from frogs’ skin. A painkiller, called epibatidine, 200 times
more potent and less addictive than morphine, has been
derived from the Ecuadorian phantasmal tricolour poison
frog.
FALSE Frogs/toads living in cold climates live for only one season,
then die as winter sets in.
Frogs live 3-5 years in the wild. Over winter, frogs hibernate – their metabolism slows dramatically and they use their bodies’ energy stores to survive. During hibernation, aquatic frogs remain close to oxygen rich water, burrowing into muddy shores and pond beds. They’re not in a true “sleep” state, as they have been known to enjoy a slow swim. High concentrations of glucose in their systems act like antifreeze, preventing the frogs’ organs from freezing.
22
FALSE
A group of frogs is called a “fraggle”.
No, that’s a group of muppets! A group of frogs is called an
ARMY of frogs, and a group of toads is a KNOT.
FALSE
Frogs can turn their heads a full 100 degrees in either
direction, always on the alert for potential food sources.
Absolutely not! In fact, frogs can’t turn their heads at all
TRUE
Frogs/toads use their eyeballs to swallow their live prey.
Eating could potentially be difficult for many frogs/toads
given they have no teeth. To further complicate things, their
sticky tongues aren’t anchored in the back of their mouths
(like ours) and therefore can’t push food down. Fortunately,
the large bulging eyes that sit on the tops of their heads close
when their sticky tongues shoot out, then recess into the
head to push food down in the swallowing process.
TRUE
If you were a frog, you could jump a distance of 115 ft.
Frogs, with their strong hinds, jump 20 x their body length.
TRUE
Frogs have two “eyelids”.
One is visible. The second is the nictitating membrane that
covers and protects the eye while the frog is under water.
FALSE
Frogs drink the equivalent of their body weight in water
daily.
Frogs don’t drink/swallow water at all. Moisture is absorbed
through their permeable skin which must always remain
moist so oxygen can pass through it.
FALSE
Frogs have large ears which enhance their hearing.
Frogs have no external ears at all. Instead they have an
eardrum, called the tympanum, which sits just behind each
eye. It looks like a flat area surrounded by a ring of cartilage
TRUE
Frogs are likened to “canaries in a coal mine”.
Miners kept caged canaries in the mines as an “early
warning device” for toxic gases. If the air quality was
hazardous enough to weaken or kill the canary, it would pose
a threat to the miners. Canaries are more sensitive to deadly
fumes. Similarly, because of their permeable skin and
complex lifecycles, frogs are very sensitive to environmental
pollutants. The declining populations of many frog species
should be an awakening to all about environmental
contamination.
TRUE
One who studies frogs is a herpetologist, not a Kermitologist.
Shame about that!
23
INVESTIGATING FROGS: HOP TO IT!
Outfitted with nets, rulers, cameras and “Investigating Frogs: Hop
to It” student sheets (featured on the next page); pupils will, in groups of
no more than four, seek to “capture” three frogs for close investigation.
With minimal handling, students will photograph, observe, and record
specific physical characteristics of the specimens on the chart provided.
The frogs must be returned to their original environment.
INDOOR EXTENSION
Upon returning indoors, students will receive the laminated
handout “Amphibian Identifier” as a reference. Based upon the students’
observations, they will use this tool to identify the species of frogs
collected.
Students will then have the opportunity to listen to the CD
“Ontario Frog and Toad Calls”, so that they may learn the distinctive
calls of their findings.
24
INVESTIGATING FROGS: HOP TO IT! STUDENT SHEET
Your group, with the collection & recording materials provided, are challenged to
gently catch up to three different frog specimens. They must be treated with the
respect due all of God’s creatures, and returned to their original environment upon
observation.
SPECIMEN #1 SPECIMEN #2 SPECIMEN #3
Capture photos of your
specimen. Sometimes they
make a hasty getaway!
Record number of shots
taken.
Photos Taken
Photos Taken
Photos Taken
Body length in centimetres
Does the specimen have a
dorsolateral ridge?
If so, how far does it
extend?
Describe the frog’s primary body colour.
Describe any spots,
squares, or bands.
Detail any distinctive throat features.
Tympanum colour
Size of tympanum relative
to the eye
Colouring of upper lip
• #of front toes •webbed or toe pads/discs
• # of back toes •webbed or toe pads/discs
RETURN INDOORS - RECEIVE LAMINATED “AMPHIBIAN IDENTIFIER” HANDOUT
Based on the observed
features, identify the
species of your frog.
Latin name for the species
LISTEN TO CD: “ONTARIO FROG AND TOAD CALLS”
Describe in your own
words the call /croak
attributed to your
identified specimens.
25
WONDROUS WATERCOLOURS
OBJECTIVES
Students will experiment with and explore a variety of
techniques used with watercolour pencils, and apply them in
producing a work of art.
INTRODUCTION TO WATERCOLOUR PENCILS
Prior to commencing the art project per se, students will be
introduced to the techniques outlined below and have the opportunity to
practice the various effects on small samples of watercolour paper.
TECHNIQUE PROCEDURE
Picking Up Colour
A damp brush is loaded with colour directly from the pencil and applied to dry paper. Alternatively, a palette can be
created by colouring an intense spot on a working paper, then drawing from this using a wet brush. This latter
technique allows for more precision of colour saturation.
Dry Colour Application
Use a dry pencil on dry paper to outline then colour in experimenting with varying intensities. Activate the paint
with a wet brush. Work from lightest to darkest areas cleansing the brush often! As a variation to the brushed
effect, the art can be misted using a spray bottle.
Dry Mixing Colours
Apply 2 or 3 colours of dry pencil in a loose, crosshatched design within a desired area. Work to blend colours with a
wet brush.
Wet Paper
Application
Watercolour pencil is applied directly to dampened paper.
Ideal for larger areas.
Layering Colours
Once the original colour has dried within a chosen area, apply a second shade and mix with a dampened brush.
The result is less muddied (as compared to dry mixing).
Lifting Colour
To lighten an area, apply water to the target location and use a cotton swab to remove colour.
Refining
Edges & Details
Once dry, edges of the subject may be traced over with a
dry pencil to better define the parameters. Additional designs, patterns or fine details may also be added. A small
dampened brush can then be used to soften the effect. Alternatively, using a wet pencil will create darker, bolder
lines.
26
Following this introduction, students will each receive a sheet of
watercolour paper, a clip board and a pencil. They will be free to explore
the property in order to select a picture-worthy scene/subject to capture
in watercolour. Students will first draw a light sketch of the chosen
subject, outlining basic shapes and forms only. Thereafter, they will
return to the watercolour station indoors to complete their projects.
SPORTS MEDLEY
OBJECTIVES
To have students participate in a rotation of selected
sports/recreational activities in a small group format.
Depending upon season and weather conditions, staff will choose four
activities from a selection of sports and recreational options for the
students to participate in. Possibilities include: tennis, volleyball,
badminton, basketball, flag football, soccer, baseball, soccer-baseball,
frolf (frisbee-golf) or trampolining. Two of the selections run
simultaneously, with the student activity group split between the two
stations. They then switch. In the second hour of the block, the third
and fourth activities are introduced, and again, the two groups rotate
between them. This format ensures maximum participation on the part
of all students.
27
COOPERATIVE GAMES AND INITIATIVE TASKS
OBJECTIVES
Through participation in a series of challenges, a sense of
cohesiveness will flourish among group members
Students will engage in creative problem solving towards a
common goal.
Inclusion, positive communication and trust within the group
will be fostered.
A large variety of co-operative games/challenges are available at
Teen Ranch. Some can be conducted indoors while others are based in
the outdoor initiatives course area. These challenges span the gamut,
ranging from very active to more sedentary, contemplative tasks.
Depending upon the season and/or weather, a suitable “menu” of
cooperative activities will be determined upon the group’s arrival.
Teachers will be provided with detailed instructions and all materials.
While the students are unanimously engaged in the activities, the
role of the teacher is simply that of facilitator. The facilitator presents
the challenge and provides the skeleton guidelines for achieving the goal.
The teacher ensures the game unfolds safely and encourages the group,
but in no way directs/solves the activity. The challenge is to let the
games take on their own life. Upon completion of each task, the
facilitator fosters participant reflection about the group dynamic by
posing open-ended questions.
28
SOUVENIR MAKING
The best souvenirs are “make and take” treasures that reflect the
students’ personal experience. To this end, there are two possible
souvenir projects from which schools may choose.
Souvenir Medallions
Predrilled wooden discs are sanded and
then illustrated with images symbolic of the
students’ Teen Ranch experience. Discs are
finished with Podge and are strung so that they
may be worn. All materials are provided and no
additional cost is incurred with this choice.
Souvenir T-Shirts
Students each receive a white T-shirt which
they then design with images reminiscent of their Teen
Ranch experience. T-shirts, a selection of sample
patterns, transfer pencils, and fabric paints/markers
are all supplied. Kindly note, however, that the
considerable expense of such a project requires a
charge of $6.00 per T-shirt (see pp. 7-8 of the
“Outdoor Education Excursion Planning Guide)