Mastering In The Great Outdoors.

Lightning strikes, dead car batteries and losing your map — emergencies can happen at any time! While the odds of being lost or stranded outdoors are pretty low, knowing what to do in an emergency is important. As survivalists, students learn exactly what to do in an emergency through the team-based study of real-world survival skills.

From investigating the utility of tools to working through challenging situations, over this 12-day program, learners use ingenuity to gain crucial skills such as knot tying, water purification and compass navigation. Bringing STEM to the great outdoors, instructors love the hands-on, interactive and collaborative curriculum. With each thrilling activity, students gather their senses, put their new skills to the test and conquer every challenge Mother Nature throws their way!

Grades: 6-8
Students: Up to 30
Contact Hours: 12+

Subject Targets:

Physical Science, Life Science, Engineering Design, Math Connections 

Recommended Settings:

• Summer camps
• Elementary classrooms
• After-school programs

Each Activity Includes:

• Schedule
• Materials List
• Topic Background Information
• Group Discussion
• Optional Extension Activities

Curriculum Topics:

• Welcome to Survivor Camp
• Water
• Purification
• Edible Plants
• The Elements
• Navigation: Pace and Measure Distance
• Navigation: Compasses
• Navigation: Scavenger Hunt
• Knots & Shelters
• Signal
• Lost!
• Surviving Boredom

Reusability:

• Refill Kit Available. This product offers affordable consumable refill kits. See the materials tab for details. 

Training:

• Half hour free webinar training for purchases of $500+
• One hour free webinar training for purchases of $1000+
• Additional training available for purchase

Complete Program Includes:

• Instructor Guide: 1
• Printed Student Pages: 5 sets
• Curriculum Digital Download: 1
• Storage tub: 1
• Aluminum foil (50 ft): 1
• Bandanas: 7
• Cloth tape measure: 1
• Compasses: 10
• Dry erase marker: 5
• Dry erase page pockets: 5
• Magnets: 8
• Masking tape (60 yd): 1
• Paper clips: 100
• Paracord buckles: 30
• Permanent marker: 1
• Playing cards (1 deck): 2
• Pony beads: 400
• PET water bottles with caps: 5
• Scissors: 1
• String (450 ft): 1
• Tarps: 5
• Zip baggies (qt size): 100
• Plastic envelope (for holding student handouts): 1

Refill Kit:

Looking to use your Survivor Camp with the next pack of learners? This refill kit will get them back to honing their survival skills!

• Aluminum foil (50 ft): 1
• Masking tape (60 yrd): 1
• Paper clips (100 ct): 1
• Paracord (10ft, 10 ct): 3
• Paracord buckles: 30
• Permanent marker: 1
• Twine (450 ft): 1
• Printed set of Navigation cards: 1

Habits of Mind:

16 thinking habits developed by Art Costa and Bena Kallick to empower students to succeed in a 21st-century learning environment.

• Applying Past Knowledge to New Situations
• Creating, Imagining, Innovating
• Finding Humor
• Gathering Data Through All the Senses
• Listening with Understanding and Empathy
• Managing Impulsivity
• Questioning and Posing Problems
• Persisting
• Remaining Open to Continuous Learning
• Responding with Wonderment and Awe
• Striving for Accuracy
• Taking Responsible Risks
• Thinking about Thinking
• Thinking and Communicating with Clarity and Precision
• Thinking Flexibly
• Thinking Interdependently

21st Century Skills:

A set of widely-applicable abilities essential for success in the information age.

• Communication and Collaboration
• Creativity and Innovation
• Critical Thinking and Problem Solving
• Flexibility and Adaptability
• Information, Media, and Technology Literacy
• Initiative and Self-Direction
• Leadership and Responsibility
• Productivity and Accountability
• Social and Cross Cultural Skills

© 2018 Partnership for 21st Century Learning (P21), p21.org. All Rights Reserved. P21 was not involved in the production of this product and does not endorse it.

Next Generation Science Standards:

• NGSS MS-LS1-3: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
• NGSS MS-LS1-6: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
• NGSS MS-LS1-7: Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
• NGSS MS-PS1-4: Develop a model that predicts and describes changes in particle motion, temperature, and state of pure substance when thermal energy is added or removed.
• NGSS MS-PS3-3: Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
• NGSS MS-PS4-2: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
• NGSS MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account the relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
• NGSS MS-ETS1-2: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
• NGSS MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards were involved in the production of this product, and do not endorse it.

International Society for Technology in Education:

• ISTE-S.3.d Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
• ISTE-S.4.a Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
• ISTE-S.4.c Students develop, test and refine prototypes as part of a cyclical design process.
• ISTE-S.4.d Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
• ISTE-S.7.c Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.

© 2018 International Society for Technology in Education (ISTE). All Rights Reserved. ISTE was not involved in the production of this product and does not endorse it.

Common Core State Standards for Mathematics:

• CCSS.MATH.CONTENT.6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
• CCSS.MATH.CONTENT.6.RP.A.3.D Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.
• CCSS.MATH.CONTENT.6.G.A.4 Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.
• CCSS.MATH.CONTENT.7.NS.A.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
• CCSS.MATH.CONTENT.7.NS.A.3 Solve real-world and mathematical problems involving the four operations with rational numbers.

© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

Beth Schadd

Hailing from Wisconsin, Beth Schadd moved to Idaho in 2008 in search of adventure and a Master’s degree in Environmental Science and Education from the University of Idaho. As an educator, she has worked with children of all ages in the outdoors and the classroom, as well as coaching various sports. Beth has developed experiential curriculum for science centers, museums, day camps, and outdoor programs. In 2013, she traveled to China to lead outdoor and adventure camps. Prior to moving to Idaho, Beth worked in labs studying mosquitoes and environmental health, and managed clinical trials. Though she will always be a Cheese Head at heart, she has embraced the great outdoors of the West, enjoying snowshoeing, mountain biking and backpacking, and has become an avid stand up paddleboarder.

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