Table of Contents - The Westminster Schools

Table of Contents
Preface
3
I. Introduction
Discovery Philosophy
Discovery Program Objectives
The Experiential Process and Integration
Safety Philosophy
General Policies
Discovery Environmental Ethics and Practices
Session Related Jobs/Responsibilities
Outdoor Leader Levels and Qualifications
Session Outline
4
5
6
7
8
10
11
13
14
15
II. Activities
Briefing and Debriefing
Games and Initiatives
Name Games
Ice Breakers
Active Games
Low Level Initiatives
Trust Activities
Low Course Initiatives
Full Day Initiatives
18
18
21
22
23
25
26
29
33
36
III. High Elements
Pole Course
Trapeze
Zip Line
Artificial Climbing Wall
Bouldering
37
38
45
47
50
54
IV. Expedition
Issue Process
Food Issue
Gear Issue
Backpacks
Sleeping Bags
Shelter Set-up
Stoves
Lanterns
Vehicles
Camping and Life on Trail
Sleeping Warm and Dry
Trail Techniques
56
57
57
58
59
63
64
70
72
74
74
76
78
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Water Treatment
Cooking In The Backcountry
Foot Care
Map and Compass
The Whistle Talk/ Staying Found
Solo
River Crossing
Backcountry Thunder and Lightning
Caving / Spelunking
Base Camp Expedition
Program Area Information and History
V. Appendix
Discovery History
Quotes
Emergency Procedures
Missing Person Procedures
Accident/Incident Reporting
Reports
Instructor Session Report
Accident/ Incident Report
Discovery Staff Evaluation
Expedition Packing List
Backpacking- Warm Weather
Backpacking- Cold Weather
De-issue Checklist
First Aid Kits- Inventory Checklist
More Games
Notes
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83
85
87
90
91
93
97
102
106
109
114
114
115
119
120
120
121
122
123
124
127
127
128
129
131
132
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Preface
The Westminster Discovery Program Outdoor Leadership Manual is the product of many
years of experience. This document is the basic curriculum for Discovery New Staff
Training. This is not a rule book but a point of reference to use when planning Discovery
Sessions or prepping for a particular class. It is important that you bring this with you to
planning meetings and each afternoon session. You will be given a compact, light weight,
“Instructor Field Guide” to take with you into the field. Now that the expectations are put
into writing, it is up to you to put them into practice!
The writing and compilation of this document is the result of extensive research. The
Association of Experiential Education Manual of Accreditation Standards for Adventure
Programs, the NOLS Wilderness Educator Notebook and Leadership Educator Notebook,
several Outward Bound schools’ instructor’s manuals, and the DISCOVERY, Inc. Safety
Policy were used in the compilation of this document. It is designed for specific use by
the Westminster Discovery Program at The Westminster Schools in Atlanta, Georgia.
© 1984, revised 1991 by David C. Kolb. Revised by Don Snider, 1992, 1994, 1995,
1997 (with help from Noel Maloof), 1999. Revised by Discovery Faculty (Don Snider,
Henry Wood, Heather McCarey) in 2002 (with help from Glynnis Roberts). Revised in
2005 by Henry Wood with help from Dyan Pelosi. Revised in 2007 by Meghan Brown,
Emily Horne, Kris Light, and Don Snider. All rights reserved. This document cannot be
copied in whole or in part without permission.
3
I. Introduction
You have one of the hardest jobs at Westminster. It requires a level of responsibility
and maturity that many people in today’s society purposefully avoid. We expect you to not
only design and run learning activities for Westminster ninth graders, but also to actively
look after their physical, mental, and emotional well being. For many students their
Discovery experience is one of the most powerful experiences they have during their High
School years. We firmly believe that there is no more challenging job at the school, and
none with more rewards. This manual is your primary resource for everything you will be
expected to know and do as a Discovery Instructor, from philosophy to cleanup. The
policies and procedures in the manual also set the safety standards for Discovery. You are
expected to know them and abide by them at all times. The foundation of everything we do
is safety and awareness. The more familiar you are with the program and activities that
makeup the Discovery experience, the more comfortable you will become with making
critical decisions about program design. At every level of the program you must always be
asking yourself such questions as: ―What could go wrong here? How can I cover all
possibilities in my briefing? Where should the staff be positioned to spot?‖ As you gain
experience these questions will become second nature and your eye for potential problems
will become more focused. However, until that time you need to always be extra vigilant.
There is no replacement for good judgment. The information in this manual will
never replace your awareness and prudence. You are the Discovery program, in a very real
sense, because you bring to life the philosophy, objectives, policies, and procedures of this
manual. We expect a lot from you and will always hold you to a very high standard of safety
and integrity. In return, we pledge to give you honest, direct evaluation, support in your
professional development, and our deepest appreciation for a very difficult job done well.
4
Discovery Philosophy
I went to the woods because I wished to live deliberately, to confront only the essential facts of life, and see if I
could not learn what it had to teach, and not, when I came to die, discover that I had not lived. Thoreau
During a Discovery session students learn about themselves, others, and their
environment by participating in activities designed to involve a wide variety of critical
thinking skills. Every ninth grader at Westminster must complete a Discovery session in
order to meet a graduation requirement.
All Discovery programs contain four cornerstone objectives:
Self-Awareness
Responsibility
Compassion
Environmental Awareness
Whatever the topic of instruction, these four objectives are incorporated into the lesson,
with the final goal being to educate the whole person. Ninth graders are presented with a
series of activities, both individual and group oriented, which are designed to develop
communication, trust, problem-solving, leadership, stewardship, confidence, and
interpersonal skills.
Classes are held outside all year long so students learn to appreciate and respect the
natural world. Participants are not forced to do any activity; they are encouraged by staff and
peers to try their best. Activities might include backpacking, rock climbing, caving, ropes
course events, emergency response training, wilderness living skills, and other related
activities. These program elements provide personal challenges for an individual and a
medium for trust and interdependence for a group. Students will realize they can do things
they never thought possible. The main goal of the Discovery Program is to provide a vehicle
for positive growth through challenge and exploration in a supportive environment.
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Discovery Program Objectives
1. To provide students with opportunities for self-discovery through participation in
activities which are challenging and fun.
2. To improve the self-concept of students by their successful confrontation with
psychological, physical, and mental challenges.
3. To develop within students an increased sense of responsibility, tolerance, respect, and
trust for others through participation as a member of a small group of people who remain
together throughout the program.
4. To develop leadership by placing students in positions of responsibility. These
opportunities will be carefully selected by Discovery staff as challenging, yet appropriate, for
the individual student concerned.
5. To develop the skills necessary for safe participation in adventure-related activities.
6. To demonstrate the need for some structured authority, and a certain amount of
acquiescence, through participation in activities where respect for rules and procedures is
necessary.
7. To help students take responsibility for their learning by participation in challenging
activities which require rudimentary mastery of specific skills.
8. To enhance physical well-being through a series of programmatic elements which require
physical exertion over extended time.
9. To improve faculty-student rapport by having classroom faculty participate in Discovery.
The shared experiences of exhilaration, discomfort, joy, and apprehension assist in the
development of fellowship.
10. To develop a better appreciation of the interdependence of all life forms and the
realization that some responsibility for the conservation and preservation of nature rests
with each one of us. This goal is accomplished through participation in experiential
education programs and service projects in the outdoors.
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The Experiential Process and Integration
Discovery is an ―outdoor, adventure-based, experiential education‖ program. By the
time ninth graders arrive to work with us in the required program, all have been involved in
a day of Discovery in the seventh grade, and 75% of the class has also been part of two days
of programming in the sixth grade. Those students who have been here since pre-first (about
25% the class) have been actively involved in experiential programs on a regular basis for
eight years. Discovery faculty also work with classroom teachers in the Junior High (in Bible,
English, and Science) and in all ninth grade English classes.
So what does all of that mean for us? Well, first of all, it means that most of our
students arrive on the first day with a sophisticated understanding of our expectations and an
appreciation for the experiential process from having already been participants in
experiential programs. This means that we have the challenge of designing and running a
more complex, articulated, powerful program in order to meet their heightened expectations.
Secondly, it means that we have an opportunity to re-define the classic ―experiential
education‖ process. We talk a lot about the basic ―action-reflection‖ experiential model of
the process in Discovery. The ―action‖ part is comprised of the games, initiatives, ropes
courses, and expedition. ―Reflection‖ through de-briefings, journals, and solo complete this
basic model.
A more complete model involves the idea of the ―focus‖ that the participants bring
to the program. The ―focus‖ is the mindset that the participants begin the program with.
This is followed by the action phase, the de-brief, and finally helping the students ―transfer‖
what they’ve learned back to other parts of their lives (Joplin).
Because you, as student staff, come from the same situation as the participants, you
have a unique opportunity to establish a ―focus‖ based on your previous experiences in the
ninth grade and familiarity with current goings-on at the school. Having a good sense of
where the ninth graders are (in school and developmentally) and an overview of the
Discovery Program, you should be able to ―frame‖ each exercise in ways that are unique to
that particular group.
Finally, because experiential programming permeates the ninth grade academic
program, we define our last step as ―integration‖ rather than ―transference.‖ Your job is to
help the ninth graders make the connection between classroom-based ―experiential learning‖
and what we do in the outdoors, and help them integrate the two. We are not looking for
ways in which they can transfer what they have learned as much as we are helping them find
ways to integrate what they’ve learned within the broader context of learning at Westminster.
Your intimate knowledge of the school, the teachers (and their unique styles), and the
rhythm of the school year can help bridge that gap in a ways that the faculty can’t. This
insight and your ability to add this extra dimension to Discovery is what makes the student
leadership part of Discovery such an important part of everything we do.
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Safety Philosophy
The Westminster Discovery Program emphasizes perceived risk activities and
minimizes the actual risk through equipment, training, awareness, and information. The
Discovery Program uses programmed stress activities to teach interpersonal skills. A student
may be anxious about jumping off of a secure perch 30 feet above the ground in order to
reach a swinging trapeze. The stress in this activity is the student making the decision to
jump or climb back down the tree. Either way the student comes away feeling s/he tried
hard to do the event. This feeling will foster a sense of self-confidence. The perception of
risk is very real to the student even though the belay rope will easily catch a fall in the hands
of the belayer.
Staff must be sure that students have a clear understanding of the environmental
hazards that exist in their specific course area and ways for the group to collectively develop
an attitude of ―group safety‖ where everyone is looking out for themselves and each other.
All activities begin with a safety briefing which informs participants about objective
hazards they need to be aware of such as steep rock faces, moving water, poison ivy, bees
nests, sun exposure, or anything else which might have an adverse effect on the participants.
Safety briefings also address subjective hazards to include the personal responsibilities of
the group members toward each other and themselves.
In addition to awareness of accident potential, safety attitude also includes the
ability to assess your group and determine whether or not certain activities are
appropriate for the individuals involved. Staff will be trained in the ability to recognize
when participants are in danger physically, mentally, and emotionally, and will alter the
plan accordingly in order to better match the group dynamic. To learn and practice these
skills will prevent the potential of a miseducative experience, and create a safer risk
taking environment
All staff members must develop a keen sense of awareness towards safety. The
development of this characteristic will result in the goal of accident prevention. Solid safety
knowledge knows what factors are needed to create the accident potential (when
objective and subjective hazards can lead to an accident, i.e., lightning on exposed ridges, or
not dressed warmly enough in cold windy weather). Both objective and subjective hazards
are to be considered when planning and supervising activities. Safety awareness identifies
these factors early and eliminates them. This elimination is the result of a proper safety
attitude which is created by the professional conduct of the staff at all times. Accident
potential is then transformed into accident prevention.
Staff members will be trained in all activities they are responsible for leading. The
training will be sequential and include classroom work, readings, mentoring in the field by
more experienced students and faculty, and a final approval by the Director for promotion.
Training will include specific procedures, objectives, and safety considerations of each
activity area. Through training and supervised work, staff will develop the awareness needed
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to detect and prevent possible accidents. All student staff will be closely evaluated during
classes and critiqued by faculty when debriefing the session. A written evaluation of each
student staff member’s performance will be written by the Discovery faculty at the end of
each session.
Safety awareness must permeate every aspect of Westminster Discovery Program.
The Discovery staff is responsible for their own personal safety as well as that of the
students. All activities are closely monitored by professional staff members. Student staff are
trained and tested on safety policies and procedures. Adherence to the written policies, as
well as to the concept behind them, is a condition of participation in and employment by the
Discovery Program.
9
General Policies
1.
Safety policies and procedures set forth in this text apply to all faculty, staff, and participants when
engaged in any Discovery Program activity regardless of skill level.
2.
Adherence to these policies and procedures is a condition of employment, as well as participation.
3.
The Session Director will brief staff prior to each program regarding safety considerations, including
potential student medical problems.
4.
The Session Director may delete any activity from a program which s/he believes cannot be done
safely. No activity will unreasonably jeopardize the health and safety of an individual.
5.
A course outline which includes program activities chosen intentionally for educational outcomes
will be submitted to the Director for approval prior to program.
6.
Only authorized participants and assigned staff may participate in Discovery programs. Approval
from the Director of Discovery is required for any additional participants
7.
A safety briefing will take place prior to any activity (safety briefings are included in the Instructor’s
Handbook for each Discovery activity).
8.
Prior to and during any Discovery activity, instructors will continually assess the group and ensure
the planned curriculum is appropriate for the physical, mental, and emotional safety of the
participants. Additionally, they will monitor whether or not session objectives are being met through
the planned activities. The course outline may be altered in lieu of the above assessment, but must be
approved by the Discovery faculty working with the group.
9.
No individual will be placed in a position of responsibility for the safety of others without having
received specific training and having satisfactorily been evaluated by professional adult staff.
10. Program use areas will be reconnoitered prior to use.
11. Whenever individuals are moving through wilderness areas, the minimum group size will be two.
12. Only authorized participants, Discovery staff, and persons authorized by the Director will be allowed
to use Discovery program equipment.
13. An appropriate student/staff ratio (as determined by the Director), will be maintained at all times.
14. When conducting activities in poor weather conditions, staff need to consider whether or not the
activity is appropriate. Staff should take into consideration the ability and physical well being of
their group, the educational value of the activity in diminished conditions, and have precautions in
place in case someone becomes injured or ill in such conditions.
15. Briefing and debriefing should take place in order to insure that the outcomes of the activities reflect
the goals of the program.
10
Discovery Environmental Ethics and Practices
Environmental Awareness is one of the four cornerstones of the Discovery
Program. Awareness, however, is only the first step in helping students develop a sound
environmental ethic which will lead to conscientious practices in their daily lives. It is
important that all aspects of the program model such practices and ethics.
In all of our programs we will abide by the principals of ―Leave No Trace.‖ Those
seven principals are:
•
Plan Ahead and Prepare - We can avoid unnecessary impact on the environment if
we have the right equipment, shelter, and food. For example, there is no need to build a fire
if we have stoves and fuel to cook our food and if we have proper clothing for the
conditions.
•
Travel and Camp on Durable Surfaces - During backpacking trips it is important
to point out impacted camp sites and to maintain travel on the designated trails as much as
possible. Camp sites should be located 200 feet from water (about 70 paces). Groups will use
established campsites, and will conduct campsite sweeps upon leaving, looking for trash and
other signs of impact.
•
Dispose of Waste Properly - Pack out everything that you bring into wild country.
Store food properly to keep wildlife out. Pick up all spilled food. Wash out and bring back
recyclable items (glass, aluminum, and card board), and deposit in appropriate containers at
base. For human waste, a cathole is dug 6 to 8 inches deep (in active soil) and at least 200
feet from water, camp, or trails. Use toilet paper sparingly. Use a waterless antiseptic hand
cleaner for hand cleanup instead of water.
•
Leave What You Find (except for trash) - Treat our natural heritage with respect.
Leave plants, rocks, and historical artifacts as you find them. Use existing campsites or bare
areas to camp. Do not build structures, furniture, or dig trenches.
•
Minimize Campfire Impacts - The Discovery Program carries stoves for all
cooking. Whenever we do have a fire, use the existing fire ring, use only dead
twigs and branches for kindling and, in base camp camping, buy firewood for larger pieces.
Make sure that the campfire is put out completely and remove all unburned trash.
Students learn about environmental awareness at a fish hatchery near the Chattooga River
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Respect Wildlife - Discovery will minimize the impact on wildlife by encouraging
students to be quiet while hiking in the woods. Students should never feed animals and
should pick up any food scraps or crumbs in order to prevent the habituation of animals
to humans. Discovery will also protect wildlife and food by storing food and trash
properly (i.e. bear hangs).
Be Considerate of Others - Discovery should try very hard to avoid calling
attention to itself while in the mountains. We are typically a relatively large group and
therefore run the risk of disturbing other visitors’ ―wilderness experience.‖ We should
observe the following methods:
1. Be courteous. Yield to other users on the trail.
2. Step to the downhill side of the trail when encountering pack stock.
3. Take breaks and camp away from trails (when possible) and other visitors.
4. Let nature’s sound prevail. Avoid loud voices and noises.
If we travel to program areas where indigenous cultures lived or still live (such as the
Cherokee land in North Carolina or the Apache of New Mexico and Arizona), it is
important that we stress respect for the spiritual, ceremonial, sacred, and private nature of
those peoples (including any artifacts that might be found). The most likely conflict which
we may run into is with ―mountain‖ people in North Georgia and North Carolina. They are
easy ―targets‖ for our ―sophisticated‖ city kids who lack the sensitivity to see beyond the
accents and bib coveralls. Let’s help our students be respectful of those differences and
guide them to find connections with their own lives and values.
Wise stewardship of our natural resources, respect for others, awareness of the
impact of our actions, and a willingness to accept responsibility for our use of them are the
guiding principles behind our environmental ethic. Our job is to help students develop those
same characteristics during their time with us in Discovery.
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Session Related Jobs/Responsibilities
Session Director (SD)
The session director will be either the assistant director of discovery, the ninth Grade
program coordinator, or the director. The director must approve, in writing, any others for
this position. The session director reports to the director. The session director is the most
important staff position on a ninth grade Discovery session. S/he is responsible for the
organization and administration of the session, supervision of students and faculty, overall
safety, leadership, education of and interaction with the ninth grade students, staff training
(during the session), and evaluation of the session.
The session director must review pertinent Westminster Discovery safety policies
with all staff prior to the session start. S/he must be familiar with all program areas. S/he
must also document all accidents, near misses, and any safety related problems during the
session.
The session director should see her/himself as a trainer. Opportunities for on-thejob staff training must be sought out and can occur at the pre-session orientation, during all
programming on campus, and especially on expedition.
It is expected that the session director will be an active, dynamic, supportive leader.
S/he makes final decisions after consultation with the staff and is responsible for the morale
of ninth graders and staff (both adult and student). S/he is the representative of the
Westminster Schools and of the Discovery Program and as such is expected to carry out all
aspects of the program in a manner consistent with the mission and the goals of the School
and the Discovery program.
Discovery Faculty
Discovery faculty members (including part-time faculty with sufficient training and
experience) are primarily responsible for supervising and evaluating the performance of
student staff, instructors, and assistant instructors. The faculty is also responsible for
insuring the safety of each activity and providing first-aid when needed. Faculty will review
activities with outdoor leaders and provide feedback on sequencing, objectives, and safety
concerns. Discovery faculty are expected to be familiar with all Discovery goals, safety
policies, and procedures and to make sure that student staff understand and follow safety
policies and procedures for each activity.
Chaperone/Guest
Chaperones are adults who are invited to participate either during an entire
Discovery session or on a Discovery expedition. They are under the direct supervision of the
session director and serve to support the Discovery faculty and outdoor leaders in working
with groups, debriefing, and other areas which don’t require any specific safety training.
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Outdoor Leader Levels and Qualifications
The Discovery outdoor leader is the cornerstone of the Discovery Program. While
the program was created as a freshman program, the chance for upperclassmen to learn and
develop as outdoor educators is rarely repeated in other high schools around the country. In
order for the outdoor leader to gain the most out of this program, they must be highly
motivated and seek out every learning opportunity that Discovery provides. Attending staff
trainings and working sessions is not enough to become a good outdoor educator. In order
to develop a wide breadth of experience, staff will be expected to attend seminars and
Discovery adventure trips which are offered throughout the year. Staff should expect to be
both written and orally evaluated during a session. This allows the staff to work on the areas
where they need improvement and to know their strengths.
There are several levels that outdoor leaders go through during their tenure. Below
are the expectations and how to achieve each level. These levels build upon each other.
Therefore, staff must complete the requirements of Assistant Instructor before becoming an
Instructor and so on.
Assistant Instructor – Is assigned to a session to assist the Instructor. This is viewed as a
training role taken after completion of new staff training.
- Must have successfully completed an entire new staff training course.
- Must have current CPR.
- Must have successfully completed a pre-season refresher day prior to working that
semester.
Instructor – Is the lead instructor for a group of ninth graders during a Discovery session.
They will be able to organize and lead the activities of a session including the expedition.
- Must be able to articulate the philosophy of Discovery.
- Plan and orchestrate a session that reflects the desired outcomes of the program.
- Must have worked as an assistant instructor for 2 sessions (including expeditions)
and received positive evaluations.
- Must have current CPR and have Discovery first aid training
- Must be able to brief and debrief a majority of Discovery activities.
- Must receive a recommendation from Discovery faculty.
Senior Instructor – Has the same responsibilities as an instructor but is also responsible for
other staff and their development. Senior instructors are good at developing a plan in
accordance with the needs of their group. Senior instructors must be able to give feedback to
other staff, assist them in developing lesson plans, and provide them with next steps for
improvement.
- Must be able to brief and debrief all Discovery activities.
- Instructed 4 sessions, with positive evaluations
- Successfully completed advanced training provided by Discovery or other
comparable program. (i.e. Discovery Adventures Trip, Outward Bound, NOLS,
Moondance, etc.)
- Design and run a staff training
- Recommendation of Discovery faculty
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Session Outline
Standard Discovery sessions meet Tuesday through Friday the first week, Monday
through expedition the second week. Staff report at 3:00 p.m. on the session planning day, to
plan the session with the Discovery faculty. Usually, the planning day is the day prior to the
start of the session. This should also be a time for identifying the session’s themes, instructor
goals/development, and to discuss current risk management issues. Staff will also report at
3:00 p.m. on Discovery days in order to plan that day’s activities and to set up the activities
prior to the students’ arrival. Each day, ninth grade students arrive at 3:45 p.m. and are
released at 5:45 p.m. Seven afternoon meetings precede the expedition which leaves at 1:45
p.m. on Thursday and returns by 4:00 p.m. the following Sunday. Discovery is considered a
regular part of a student’s school day, so Friday’s absence from classes is excused.
The typical design of a session is based on a flow which begins with group-building
activities (name games, problem solving initiatives, and trust building sequences), moves
through individual and group challenges (high and low ropes course activities and
backpacking), and culminates with personal reflection and self-assessment. Recognizing that
each group progresses at a different pace and that some groups begin ready to work at a
higher level, it is the responsibility of the Outdoor Leaders to work with the adult faculty to
design and modify a sequence that is best for each group. It is also the responsibility of the
Outdoor Leaders to design on-campus activities that prepare their students for the
challenges of the backpacking expedition. This not only includes thorough clothing checks
and a skills day, but also structuring briefings and debriefings, while on campus, in a way that
students begin to think about how they will work together once they are in the backcountry.
A standard outline of the session might include:
1. Session Planning Meeting: Usually the day before the session begins. This is an
opportunity for all the staff who will be working the session to come together and plan the
basic framework of the session. This meeting not only serves to design a program for the
participants, but it also exists for staff to discuss their own professional goals, voice new
ideas, and state comfort level with activities and program areas. In this meeting staff should:
o Identify professional goals and goals for participants
o Plan a session outline (maybe even a theme) with ideas for activities that will
facilitate the Discovery Program Objectives
o Review potential hazards of program areas
o Review safety policies and procedures of program activities
o Decide on an expedition location based on experience level. This a good time to
look at maps, discuss risk management in the area, evacuation routes etc.
o Review any medical concerns with the participants, and program alterations that
may result.
o Relay any new Discovery news or changes in policy that have resulted from staff
meetings, attending conferences, or meeting with school administrators.
If all of this information is not covered, staff can utilize the time before and after each oncampus program day to review and prepare for that day, discuss changes in the planned
15
outline due to group assessment, and give feedback / suggestions based on staff
performance.
2. Team building/group dynamics. Through a succession of carefully chosen initiatives and
low ropes course activities, ninth graders are challenged to learn about each other, develop
an awareness of the variety of strengths and talents within their group, and develop trusting,
supportive relationships. The instructors choose activities which will move the group in a
sequential manner from relative strangers to a functioning team. Instructors closely supervise
the safety and well being of each participant during each activity.
3. High Ropes. The high ropes activities during Discovery give participants opportunities to
find the courage within themselves that allows them to overcome perceived limitations. As
with all Discovery activities, high ropes are a self-challenge. It is important that each
participant is encouraged to try his/her best, but is never pushed beyond that fine line
between ―try‖ and ―trauma.‖ Instructors provide a complete safety briefing prior to the
beginning of high ropes events. Instructors also monitor all knots, clip-ins, and belays.
Support, encouragement, and the involvement of the rest of the group as ―psychological‖
belayers are important aspects of every high ropes activity.
4. Skills Day and Pack-out. This is the time for participants to learn about the equipment
they will be responsible for during their expedition. Instruction is given in care, maintenance,
and usage of all camping equipment. Instructors make certain that each ninth grader
understands the safety aspects of proper equipment set-up and usage. This typically requires
two full afternoons to complete.
The first day can be spent teaching map and compass skills, stove use/maintenance
and safety, tent/tarp set-up, backpack packing, and a personal gear and clothing
check (see Backpacking Curriculum for specific topics). Be sure to have the students
practice these skills after you have demonstrated it. If students do not get hands-on
experience you will be re-teaching it the first night in the field!
The next day, which is typically the last on-campus activity day, should be spent
issuing personal and group gear and packing out food (see Issue Process).
5. Expedition. Expeditions begin with packing the mini-buses, double checking to make sure
all equipment is packed, and briefing students about whistles and the buddy system prior to
loading them into the buses. The groups will drive to the course area that afternoon. Often,
the staff chooses to eat at a fast food restaurant on the ride up rather than trying to cook in
the dark once they arrive in camp. Typically the groups will camp in a group campsite near
the bus on Friday night. During times with more daylight, it is sometimes possible to hike
the group in a short distance and spend that first night on the trail. Each expedition includes
instruction in camp craft skills (campsite selection, tents, tarps, stoves, cooking, sleeping bag
use, etc.), and backcountry travel skills (map and compass/navigation, trail technique, First
aid kits and basic first aid, etc.). The expedition is the culmination of each Discovery session.
It is the final test of teamwork and group development. Every effort is made to challenge,
support, and encourage students to make the most of the whole experience.
6. Solo. On every expedition there will be a period of reflection (solo) during which students
are asked to review their participation during the session and spend some time on deeper
16
self-assessment. This period is critical in the experiential process because it allows for
structured time during which the emotions from the activities can be reviewed and then
integrated into each person’s insights and life experiences. The solo concludes with the
group coming back together and discussing their experience in what can be a powerful
debrief.
7. Cleanup. To reinforce the lessons of pack-out, students learn how to clean and take care
of the equipment they have just used. Instructors work closely with the Discovery faculty to
ensure that all equipment is cleaned and stored in its proper place, ready to be issued to the
next session’s students (see De-issue Process).
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II. Activities
This section describes many of the games and activities that you can plan during a
Discovery session. The Discovery Activities Binder located in the Discovery office.
Remember that these are all dynamic ideas. Feel free to alter them, apply different frames, or
add challenges. Be sure to talk with your Discovery faculty about any new ideas, or ask them
questions about how an activity can be designed to best fit a group’s needs. You must assess
what your objectives and outcomes are prior to deciding what game to choose. Keep in
mind what you and your co-instructor discussed during your planning meeting and refer to
the planning packet that you have put together. Try to anticipate how these games may play
into the entire session including the expedition. Next, use the Briefing and Debriefing tools
below to help you work on the delivery of the activities. The techniques described here are
not just applicable to this section. These briefing and debriefing methods can and should be
applied to all Discovery activities on or off campus. It is these tools that will ensure that our
objectives and outcomes are met.
Briefing
Giving a thorough and clear briefing can be the key to a successful initiative, activity,
and even session. There are five main goals that you should keep in mind while briefing a
group:
Set out the rules of the activity. Be clear about what the rules are for the initiative or
activity. This means that you must know all of the rules/guidelines yourself before
briefing an activity. If you do not know all of the rules/guidelines, look in the handbook
or ask a faculty member.
1. Set the tone of the experience. Your tone during the briefing will be directly
reflected in the attitude and actions of the group. It is important that you find a
balance between being excited about the activity and being focused on the task at
hand. It is also important that you not only set out the rules of the activity, but
engage the students in your briefing. You could do this by telling a creative story or
by running a theme throughout the initiative. However you choose to brief the
activity, keep it exciting and interesting!
2. Set objective goals for the group. Make sure that the group knows exactly what
they are trying to accomplish. Are they trying to build a bridge across a creek or
make a world class dinner?
3. Set safety precautions for the group. Make sure that the group understands any
safety precautions that should be taken. You must be extremely clear about this.
4. Be sure to frame your briefing around the entire session. If your session is
going backpacking, brief activities such that they relate to the expedition. Framing is
when you bring in subjective goals of the activity. Encourage the group to think
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about goals such as teamwork, communication, or overcoming individual fears prior
to the activity so that you may return to these themes in your debriefing.
Remember, when you are briefing a group of students, you are giving a presentation of your
ideas, thoughts, and attitude. It is important that you keep public speaking skills in mind:
1. Before you start your briefing make sure you have the full attention of your audience.
A good way to get this is to ask the students to sit in a circle. Do not talk until the
entire group is listening to you.
2. Make sure you speak clearly. Your briefing should go in a logical order. If you need
to, write down everything you want to say in your briefing before the students get
there.
3. Speak UP! Make sure that your group can hear you.
4. Communicate with your co-staff. Make sure that everyone knows who will brief the
activities before the students arrive.
Debriefing
Debriefing is a formal process of reflection engaged in by a group and led by a
Discovery staff member. Sometimes an evening debrief around a campfire with the entire
group is just right, and other times a meeting of smaller groups is more appropriate. Discuss
with the session director the format you favor, time of day, place, and size of group rather
than just assuming a debrief will take place after dinner.
Debriefing is an essential part of any initiative or activity. This is a time when an
individual or the group can reflect upon the activity and the group interactions that occurred,
and can begin to integrate their learning into the rest of the program and their lives. It also
creates closure and completeness. Debriefing can be one of the hardest jobs for Discovery
Staff. Here are some considerations to take into account in order to help you facilitate a successful debrief:
1. Be an active watcher during the activity. Take mental or even written notes of any
group interactions that you could use to help initiate conversation during the debrief.
2. Listen carefully to what is being said. Don’t just nod in anticipation of what you
think will be said. No matter how many times you have lead a debrief and are certain
about what people are going to say, remember that for each student this is a rare and
unique experience for them. Listen to each one as if she/he was the first one you
ever heard!
3. Don’t go in blind. Have an idea about what you want to cover in your debrief. Are
there specific questions you want to ask? Is there a specific incident that needs to be
covered? Don’t be afraid to continue with more probing questions to engage
students in thinking reflectively about broader issues which may be arising.
4. Watch the non-verbal reactions in the rest of the group. See who is nodding in
agreement and who is nodding off. Be prepared to follow-up with students who are
showing strong nonverbal cues. You don’t always have to go in a circle.
5. Be flexible. Allow students to take the conversation in the direction that they need
to as long as the discussion stays focused on the activity being debriefed.
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6. Avoid asking yes/no questions.
7. Is everyone participating? Try to create an environment that encourages people to
participate. Be aware of your students’ personalities and comfort levels and know
when to offer the chance for students to ―pass.‖
8. Keep a sense of humor. Debriefs do not always have to be serious, especially if
nothing ―significant‖ happened during the activity.
9. Don’t open up a subject you do not have the time or skills to deal with.
10. Be a role model for appropriate sharing.
11. Not every activity needs to be debriefed. Assess your group and determine whether
a debrief would add to their experience.
12. Find a positive way to reach closure of the debrief. Don’t leave things hanging. If
after closure you notice that someone is still troubled or was reluctant to speak out in
a group, seek that person out for a little ―one-on-one‖ debrief.
13. Use different types of processing techniques in order to tap into different learning
styles. You do not have to stick with the traditional question and answer debrief.
Here are some other debriefing ideas:
a. Pair up and share the experience with a partner. Return to the group and tell
your partner’s story. This is a good exercise for listening and communication
skills.
b. Have the group tell the story of the day/initiative/activity by having each
member say one sentence then pass it to the next member. This can be an
interesting view on different people’s perspectives.
c. Make a sculpture out of anything to represent the experience.
d. Map: participants may draw a ―map of the journey‖ or ―river of life,‖
metaphorically letting their drawings and or symbols stand for their
experience. This is a good one for sharing life and course experiences
creatively.
e. Journaling: Any time you can have students write in their journals about the
experience is great. Ask a couple of specific questions and then send them
off to write about them for 15 minutes or so. Or, have them record their
version of what just happened. Have students report back or paraphrase
what they wrote.
f. Human sculpture: One group member uses one or more other members to
construct a human sculpture that reflects how they felt at a certain point of
the activity. Highs or lows, going off the swing, falling off the platform, etc.
g. Pass around a candle, stick, or stuffed animal to be used as a talking stick or
microphone as each person takes a turn speaking.
h. M&M’s!!! Pass around a bag of M&M’s. Participants are told to take some,
but not to eat them yet! Each person says something about the event or
experience before eating the candy.
i. Debriefing cards: use these great cards with pictures on them to help you
debrief. Either lay out several cards on the ground and ask each student to
choose one, or pass around the deck and get each student to pick the top
card. Then ask the students to relate their card with the day’s experience.
j. Some questions to spark conversation:
-Were the group goals met?
-Name one person (it could be you) whom you are proud of and tell why.
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-What are some strengths of the group you would like to carry to other
activities?
-What are some weaknesses you would like to leave behind?
-How did the activity help you realize how you are alike or different from
others in your group?
Games, Initiatives, and Low Course Challenges
(General Safety Policies are listed at the beginning of each activity)
General Safety Policies
1. Rules and procedure for each event will be followed.
2. Events and equipment will be checked prior to use.
3. The staff will review the rules and procedures of the initiative prior to use.
4. The instructor will supervise all events and insure adequate spotting.
5. Participants are not allowed on events unless the group has been briefed and is
performing that event.
6. There will be no human pyramids more than three levels high.
7. A belay will be used for events where spotting is inadequate due to height.
8. The event site will be cleared of any hazards prior to use.
9. Instructors will stop the exercise and/or correct students to insure safe execution of the
event.
10. Jewelry and shop objects will be removed prior to participation in initiatives and games.
11. Only Discovery equipment will be used.
12. Individual events will not be timed, unless otherwise stated.
13. No gum chewing.
14. A ratio no larger than one faculty and one outdoor leader to 10 ninth graders will be
maintained.
List of Initiatives
Name Games
Bumpity Bump Bump
General Name Game
Group Juggling
Peek-a-who
Ice Breakers
Have you Ever
Hog Call
Human Scavenger Hunt
Moonball
No Person is an Island
The Whole Truth
Active Games
Ankle Biters
= can be used as rainy day activity
Elbow Tag
Low Level Initiatives
A-Frame
Acid Pour
All Aboard
Spider’s Web
TP Shuffle
Traffic Jam
Trust Activities
Flying Carpet
Human Ladder
Trust Fall
Willow in the Wind
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Low Rope Initiatives
Islands
Mohawk Walk
Nitro
Swinging Balance Beam
The Wall
Whale Watch
Full Day Initiatives
Nancy Creek Crossing
Liter Rescue
Name Games
Bumpity Bump Bump Bump
Objective: To have fun and learn names.
Description: Students stand in a circle with someone in the middle. The middle person goes
around the circle trying to state everyone’s name.
Rules: Have everyone stand in a circle with the instructor in the middle. The instructor
walks up to a student in the circle and says ―left,‖ ―right,‖ or ―you.‖ The student in the circle
then has to say the name of the person to their left, right, or their own name, depending on
the command the instructor gave. The student in the circle must say this name before the
instructor says, ―Bumpidity, bump, bump, bump.‖ If the student is not able to do this then
he or she becomes the person in the middle and the game continues. To make the game
more difficult the person in the middle can say, ―two to the right‖ or ―three to the left.‖
Group Juggling
Objective: To learn names in the group and to develop communication and cooperation.
Description: The group stands in a circle facing in. One ball is tossed around the circle.
Every time the ball is tossed to a new person the person throwing the ball must say the name
of the person they are throwing it to.
Rules: The group stands/sits in a circle facing in. The instructor starts with one ball and
throws the ball across the circle to another group member, calling out the person’s name at
the same time. That person then does the same until the ball has made it all the way around
the circle and back to the instructor. No one can receive the ball twice (have them cross their
arms when they have gotten the ball). Have the students remember the order that they threw
the ball in. On the next go-round, the instructor adds in several balls to the activity until as
many balls as possible are being juggled around the group. This can move into warp speed
where the students try to figure out how fast they get one ball around the group in the same
order. Remember, tossers must say the name of the student on the receiving end of their
throw. Balls may not be hurled forcefully at anyone.
Equipment: 1 to 8 tennis balls (stuffed animals, koosh balls…).
No Name Game
Objective: To have fun and learn names.
Description: Students sit in a circle and go around the circle saying their name and
something interesting about themselves.
Rules: Form a circle with everyone facing in. Sit down and explain the game. Start with
yourself and tell the students that they need to say their name and 1) something that rhymes
with their name 2) their favorite ice cream, car, etc. 3) someone (famous or otherwise) that
they’d like to have lunch with. After the first person goes, the second person says the first
person’s name and the fact they stated, as well as their own name and fact. This continues
until it goes all the way around the circle and ends as it began, with the instructor.
Peek-a-who
Objective: To have fun and learn names.
Description: The group is broken up into two ―teams.‖ Half of the group stands on one
side of a tarp or sheet that the instructors are holding up while the other half stands on the
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other side. The two sides then proceed to have a ―name war‖ and try to win everyone over
to their side of the tarp.
Rules: Break the group in half. Hold a tarp or sheet (that you can not see through) up
between the two halves. Each half of the group should be on one side of the tarp and should
not be able to see the other half. Have each side of the group send one person to the tarp.
There will be one person on either side of the tarp but they will not be able to see each
other. On the count of three, drop the tarp so that the two people can see each other. These
two students must each try to be the first person to say the name of the person they are now
facing. The student who says the other student’s name first ―wins‖ that person over to their
side of the tarp. This continues until everybody has been ―won‖ to one side of the tarp. You
can vary this by sending more than one person up to the tarp at a time. You can also have
students stick hands or feet under the tarp to be identified rather than having their whole
face identified.
Equipment: One large opaque tarp or sheet.
Ice breakers
Have You Ever
Objective: To have the group get to know everyone better.
Description: The group stands in a circle facing in. Each member of the group stands on a
poly spot. The instructor stands in the middle of the group ask the group a question such as
―Have you ever been to Alaska?‖ If a student answers the question with a ―yes,‖ then he or
she must find a new poly spot to stand on. The person left without a poly spot becomes the
new person in the middle who asks the group questions.
Rules: Have every student stand in a circle facing in. The circle should be large enough that
people can run in the middle of it. Have each student take a poly spot and stand on top of it
in the circle. The instructor should stand in the middle of the circle and ask the group a
question such as, ―Have you ever been to Alaska?‖ The person in the center of the circle
must ask a question that they can answer ―yes‖ to. After the person in the center asks the
question, anyone who can answer the question with a ―yes‖ must find a new poly spot to
stand on. The poly spot must be at least one poly spot away from their original spot. The
person in the center also tries to find a poly spot to stand on. The student who ends up
without a poly spot takes the spot in the center of the circle and continues to ask the group
questions. The game continues in this fashion.
Equipment: Poly spots: one less than the number of members in the group.
Hog Call
Objective: To have the group become more comfortable with each other. Great game to
play to break the group into smaller groups/pairs.
Description: Have the group get into pairs and then pick a matching set of words (i.e.
peanut-butter, penalty-kick). Each student needs to pick one of the words as their own.
Rules: 1. Have the pairs separate to opposite sides of the field (or room) and put on
blindfolds.
2. At a given signal the group members start to yell their word and find their partner.
3. Make sure that students have their hands up in a ―bumper‖ position when they are
blindfolded.
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4. Spot and guide the blindfolded students so they do not run into any obstacles.
*This game can also be played by giving each student an animal. The student must make the
sound of that animal and find other people who are the same animal as they are.
Equipment: Animal names if you want to hand them out to the students, blindfolds.
Human Scavenger Hunt
Objective: To get to know each other better. To get the group more comfortable with each
other.
Description: Each student must fill out a Human Scavenger Sheet by finding other students
that fulfill the requirements that are written on the handout.
Rules: Give each member of the group a Human Scavenger Sheet and a pen or pencil. On
the Human Scavenger Sheet there are statements such as ―has ridden a horse,‖ or ―has a
twin.‖ Each student must go around the group and find someone who has fulfilled each
statement. Give the students five to ten minutes to complete the hunt. After the hunt has
been completed, gather the students together and talk about who has completed each
statement.
Equipment: Enough pens and Human Scavenger Sheets for every member of the group.
Moonball
Objective: To develop teamwork and communication.
Description: Students are given a beach ball and challenged to keep the ball in the air for as
long as possible. Have the students set a goal: "How many times do you think you can hit
the ball without it touching the ground?"
Rules: A player cannot hit the ball twice in succession. The group should count out loud
after each hit.
Equipment: One giant beach ball per group.
No Person is an Island
Objective: To have fun and get to know the members of the group better by sharing
personal stories.
Description: Members of the group stand on squares that have a statement on them such
as, ―I have met someone famous.‖ The fact that the student stands on must be true for the
student. After each student has claimed a square, the group sits down and each member of
the group shares his or her fact and why it is true.
Rules: Have each member of the group stand around a tarp that has a grid taped onto it. In
each square of the grid there is a statement such as, ―I know someone famous,‖ or ―I have
been on TV.‖ Have students find a square to stand on that has a fact on it that is true for
them. A student cannot stand on a square if no other student is standing on a surrounding
square. In other words, the square that a student stands on must be connected to a square
that another student is standing on. After each student has found a square to stand on and
the entire group is connected, have the group sit down and share the story that makes the
fact they stood on true.
Equipment: One large tarp with a grid taped onto it (the Maze tarp works great), enough
printed ―facts‖ to fill each square of the grid. Suggested facts: has met someone famous, has
been on T.V., speaks a foreign language…
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The Whole Truth and Nothing but the Truth
Objective: To have fun and get to know the members of the group better.
Description: Each student gets a note card and pen and writes their name and three
experiences they have had that they think no one else in the group is aware of. The
experiences are read out and the group tries to guess who the experience belongs to.
Rules: 1. Have three volunteers stand up and give facilitator their cards.
2. Facilitator will read ONE experience from the cards.
3. The group will try to guess who actually had the experience by questioning the three
volunteers.
4. Each volunteer will try to convince the group that THEY had the experience, whether this
is the truth or not.
5. After several minutes of interrogation, ask each member of the group to state who they
think actually had the experience.
6. After each member in the group has guessed, ask the person who truly had the experience
to step forward.
Good debrief questions: Did anyone surprise you? Why did you ask the questions you did?
What did you look for in the volunteers’ answers? When you were a volunteer, what was
going through your mind as you answered the questions?
Equipment: One note card and pen for each student.
Active Games
Ankle Biters
Objective: To have fun and get the group more comfortable with each other.
Description: Each player is given a sword (foam pipe) and three lives. The object is to be
the last warrior standing. Each player tries to eliminate the other players by hitting them
below the waist with their sword. Each hit subtracts a life. After being hit below the waist
three times (you can’t be hit three times in a row by the same person) the afflicted warrior
immediately loses the use of his or her legs and metamorphoses into an Ankle Biter. As soon
as a player becomes an Ankle Biter, he/she must remain stationary and kneeling. Their new
job is to pivot from a kneeling position as they try to hit the ankles of the remaining warriors
with their swords. The game continues until all but one warrior has been turned into an
Ankle Biter.
Rules: 1. Ankle Biters can only pivot from a kneeling position.
2. Players may only hit below the waist.
3. Clear the area of debris.
4. Set specific boundaries that everyone must stay within (the closer the boundaries, the
quicker the game).
Equipment: Enough foam pipes for everyone in the group.
Elbow Tag
Objective: To have fun and get the group more comfortable with each other.
Description: This is a wild and fun tag game where ―home base‖ becomes group team
members.
Rules: 1. Have everyone in the group get a partner.
2. Partner will link together by connecting arms at the elbows.
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3. Break up one pair of students. One student of this pair is going to be ―it‖ and is going to
chase the other student of the pair.
4. The other pairs are standing around the field with arms linked while the ―it‖ is doing the
chasing.
5. The student being chased can run up to a pair and link arms with one of the students in
the pair. When this happens, the student who was being chased is now safe.
6. As soon as the chased student links arms with a pair, the student in the pair who the
original chased student did not link arms with becomes the new chased student.
7. As soon as the ―it‖ student tags the chased student, the roles are reversed. The original
chased student must count to ten and then transforms into the new ―it‖ and must chase the
original ―it‖ student.
8. Make sure that boundaries have been set and are clear.
9. Make sure that there are no major obstacles or debris within the boundaries.
Variations: To make the game even more chaotic, allow pairs to run around the field, making
it harder for the chased student to find a ―home base.‖
Low Level Initiatives
A-Frame
Objective: To build cooperation, communication, and teamwork.
Description: Students must use the materials provided (ropes and three boards) in order to
move one person from point A to point B. The students cannot touch the ground between
points A and B. There can only be two points of contact with the ground at all times.
Rules: 1. ―A-frame‖ must maintain at least one point of contact with the ground at all times
and never move more than two.
2. Only one person can touch the boards when the group is in motion from point A to point
B.
3. Ropes cannot touch restricted areas.
4. No helpers can be within five feet of the student moving from point A to point B when
the student has started to move.
5. Check area for obstacles.
6. Be in a position of control.
7. Spot students on ―A-frame‖ as the frame starts to walk.
Equipment: Five 18’ ropes, two long boards, one short board
Acid Pour
Objective: To build cooperation, communication, and teamwork.
Description: Students are to pour ―acid‖ from one #10 can into another using the rubber
band and strings. The cans are inside a 3’ circle, which is inside a 20’ roped off area.
Rules: 1. No part of any student may go in the roped off area.
2. If the ―acid‖ is tipped over, they start again.
3. Check the area for obstacles.
*If this is used for indoors as a rainy day activity, use a solid material such as ping pong balls
for acid rather than water.
Equipment: 1. One 3’ rope, one 20’ rope.
2. Two #10 cans (one with H2O).
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3. One or two large rubber bands made from bike tires (optional).
4. One 10’ p-cord for every student (or every other student).
All Aboard
Objective: To develop communication and teamwork.
Description: Students are to get the whole group on the platform at the same time for a)
one minute, b) the count of 10 by an instructor, c) for the duration of a song they must sing
(row-row-row your boat)
Rules: 1. All feet must be off the ground.
2. If the student feels they are falling from the platform, they should step down.
3. Students can stack two high.
4. Check the area for obstacles.
5. Spot as students get on each other’s back.
6. Make sure you are in a position of control.
7. Spot the group.
8. Make sure platform is on level ground.
Equipment: One 2’ by 2’ board (you can start with larger squares and try progressively
smaller ones).
Spider’s Web
Objective: To work on communication and teamwork. To get the group more comfortable
with each other.
Description: The entire group must get through the spider’s web without touching the web.
Rules: Students will try to get through the web one at a time without touching it.
1. Only one student at a time can cross the web.
2. If the web is touched, the spider comes out and the entire group must start over.
3. Once an opening has been successfully used by a group member it is closed for
further use.
4. No one can go over the top of the web.
5. No jumping, dropping, or leaping.
6. One person can go under the web.
7. There must be a staff member on either side when the web is started.
8. If the group uses a student’s back, they must step on hips or between shoulders to
prevent back problems.
9. Be sure to clear the area of debris and obstacles.
10. The leaders must always be in a position of control to catch the head and neck of the
person being passed through the web.
11. Be sure that there is adequate spotting.
12. There will be no diving though the web.
Equipment: One spider web (this can be made out of p-chord that is strung between two
points).
Touch my Can
Objective: To develop teamwork.
Description: The entire group must touch a soda can (number ten can, cup, tennis ball, etc.)
without touching each other. One person’s nose must be touching the object. The object can
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get progressively smaller, winding up with a film canister. (Note: the more people, the
greater the challenge.)
Rules: The entire group must touch the object but cannot touch each other. Be sure to tape
the pop-top and hole of any soda can you use in order to prevent students from getting cut.
Equipment: Soda can, number ten can, film canister, etc. (various objects that decrease in
size).
TP Shuffle
Objective: To develop communication and team work.
Description: The group lines up on a log in ―alphabetical‖ order. They must then
completely reverse positions without stepping off the board.
Rules: If anyone steps off, the whole group must begin again.
Tell the students to step down if they are going to fall. Clear the area of any obstacles. The
instructor should always stay in a position of control.
There are many variations to this game. For example, you can give students an animal and
have them line up from smallest to largest without talking (they could either act out the
animal or make the animal’s sound).
Traffic Jam
Objective: To develop communication and problem skills.
Description: Students are divided into two groups. There is a line of poly-spots on the
ground made of enough poly-spots for every member of the group to stand on one with one
extra spot left over. One half of the group will stand to the right of the center poly-spot and
the other half will stand to the left of it. Each student should stand on their own poly-spot
with the extra empty spot in the middle of the two groups. Both groups should face the
middle of the line towards the extra spot. Using the following moves (described in the rules)
the groups must switch sides.
Rules: 1. Every student must be on a poly-spot at all times.
2. A student can move into an empty space in front of them.
3. A student can move one space at a time.
4. A student can move around a person facing them into an empty space.
5. A student cannot move backwards.
6. A student cannot move around a person on their own team.
7. Only one student can move at time.
Equipment: Enough poly-spots for everyone in the group to have one, with one extra spot
left over.
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Trust Activities
Proper Spotting Technique:
Feet should be shoulder width apart with one foot slightly in front of the other. Knees
should be bent. This stance gives the spotter optimal balance. The spotter should have one
hand in front of his or her face to protect against flying hands or feet, and the other hand
placed slightly higher. It is not the spotter’s job to catch his or her partner if she or he falls.
Rather, it is the spotter’s job to make sure that the partner lands softly on the ground and
that the partners head, neck, and spine are protected.
(An example of a nice trust sequence: teach proper spotting technique—person to person
trust fall—willow in the wind—flying carpet—trust fall)
Proper spotting is essential on the wall activity
Flying Carpet
Objective: To develop trust within the group.
Description: A student is lifted up above the group’s head and carried like that for several
yards and then lowered down.
Rules: Students form a tight circle with everyone facing in, hip-to-hip. Have one participant
stand in the middle with his or her feet together, arms crossed, eyes closed, and stiff joints. It
is very important that the student in the middle stands as straight and rigid as possible. After
using the commands listed below, the student in the center will gently fall backwards into
another student’s arms. The student who ―catches‖ the falling student should be
predetermined and in spotting position. After the student in the center has fallen backwards,
the rest of the group moves in and lifts this student to shoulder level and carries him or her a
short distance. The group will then gently lower the lifted student to the ground, feet first.
There are several rules that should always be followed:
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1. The student to be lifted must remain stiff, with his or her eyes closed, and feet
crossed.
2. The instructors need to position themselves in order to catch the head and
shoulders, should the lifted student be dropped.
3. Most of the support should be in the torso/trunk area.
4. Students should be lowered slowly, feet first.
5. No one should let go of the lifted student until he or she is standing on his or her
own.
6. Instructors should remove any obstacles in the area.
7. Instructors should always make sure that the group is focused and in control at all
times.
8. Commands:
9. Faller: Spotters ready?
Spotters: (when ready) Ready.
Faller: Falling.
Spotters: Fall on.
This initiative can be done in conjunction with Willow in the Wind. (Variation: If the
group is small or the person is heavy, just have the group lift the person to their
shoulders.)
Human Ladder
Objective: To develop trust and cooperation within the group.
Description: Students create a horizontal ladder for other group members to climb or walk
across.
Rules: 1. Break the group up into pairs. Pairs should be made up of students who have
about the same body size.
2. Each pair of students is given one ―rung‖ of the ladder (a wooden dowel or piece of
PVC pipe).
3. Half of the students stand shoulder to shoulder with their partners standing directly
across from them in another line, also standing shoulder to shoulder.
4. Students will stand with their feet in a spotting position and will hold their ―rung‖
with their partner at about waist level. This forms the ―ladder.‖
5. Do not allow students to hold the rungs above their shoulders.
6. Have one student volunteer to be the climber. The climber starts at one end of the
ladder and climbs onto the first rung. The climber then proceeds to move from one
rung to another.
7. As soon as the climber passes by, the students holding that rung may leave their
position and walk to the end of the ladder, adding another run to what becomes an
infinitely long ladder.
8. The students should not remove the rung until the climber is completely off of it.
9. Instructors should make sure that the group remains focused at all times.
10. Instructors should be spotting the climber during the entire initiative and help the
climber off of the ladder when he or she is finished.
30
Person-to-Person Trust Fall
Objective: Develop trust within the group and to teach proper spotting techniques.
Description: Students get into pairs. Each pair practices falling back and being caught by
the other person.
Rules: Have each student get a partner. In this activity proper spotting techniques are used,
but the arms are lowered to make a better spot for a ground spotting activity. Have one
person be the spotter while the other person is the ―faller.‖ The faller must stand with his or
her feet together, arms crossed with a straight back at all times. The partner stands directly
behind the ―faller‖ in spotting position. After saying the commands listed below, the ―faller‖
slowly falls back towards the spotter. The spotter gently catches the ―faller‖ and carefully
places them back on their feet. The spotter and ―faller‖ should then switch positions.
Commands: Faller: Spotter Ready?
Spotter: (when ready) Ready.
Faller: Falling.
Spotter: Fall on.
Trust Fall
Objective: To develop trust within the group by having each participant fall into the arms
of the group.
Description: Begin by having one student stand on a table or platform approximately 3 to 4
feet off the ground. Their back should be facing the group, and their eyes should be closed.
They must remain straight and stiff during the entire initiative. Divide the group in half, into
two lines, facing each other, shoulder to shoulder. Their feet should be shoulder width apart
with one slightly in front of the other. Have the spotters hold their arms out in front of
them, extended from the elbows, palms up. After using the commands listed below, the
student falls backward, remaining stiff. The group catches him or her and then sets him or
her down feet first.
Rules: 1. The group must be in a spotting position, arms bent at the elbow in front of them,
before the student gets on the platform.
2. The group should keep their heads back so that the student won’t hit them when he or
she falls.
3. The student should cross his or her arms on his chest so they won’t hit the group.
4. The faller needs to remain straight during the entire initiative; the faller should NOT bend
at the waist.
5. Divide strength equally within the group. Make sure strong group members support the
area where the torso and bottom hit.
6. Every one in the group needs to remove watches and glasses.
7. Instructors should make sure that the area is cleared of any obstacles.
8. Make sure that the group is ready before the student gets on the platform.
9. The instructors should place themselves in a position of control. There should be one
staff at the end of the line looking towards the faller and one staff member standing behind
the possible weakest link.
10. Teach students to ―give with their legs to absorb weight,‖ to lessen stress on the back.
11. Commands: Faller: Spotters ready?
Spotters: (when ready) Ready.
Faller: Falling.
Spotters: Fall on.
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Willow in the Wind
Objective: To develop trust within the group.
Description: Students stand in a tight circle, facing in, hip-to-hip. There should be one
person inside the circle who will be the ―faller.‖ Every one in the circle will be in ground
spotting position (Proper spotting technique with arms lowered to an appropriate height.).
After saying the commands listed below, the ―faller‖ will gently fall backwards. The
members of the group in the circle will gently and slowly roll the ―faller‖ around the circle.
Rules: 1. The ―faller‖ must keep his or her feet stationary at all times. Feet should be firmly
planted on the ground.
2. The ―faller‖ needs to stand as straight as possible throughout the entire initiative with his
or her arms crossed.
3. Group members in the circle need to be in spotting position at all times.
4. Do not allow group members to throw the center person.
5. When the instructor motions, the group should gently place the ―faller‖ back on his or her
feet, OR move into a Flying Carpet.
6. The instructors must remain in control of the group at all times.
7. Commands: Faller: Spotter Ready?
Spotter: (when ready) Ready.
Faller: Falling.
Spotter: Fall on.
32
Low Course Initiatives
Islands
Objective: To develop teamwork and communication within the group.
Description: The group must get all of the members from the small island to the large
island by using the boards provided and by crossing over the middle medium size island.
Rules: Every member of the group must start on the small island. The group is given two
boards, neither of which is long enough to reach the other islands. Using the boards and
each other, the group must move to the larger island by crossing over the middle, medium
size island. Jumping to different islands is not allowed. If a member in the group or a board
touches the water around the island, the entire group must start over. Instructors should
spot students as they pass from island to island.
Mohawk Walk
Objective: To build communication and teamwork within the group.
Description: The entire group must move from point A to point B by walking on top of a
series of cables without falling off.
Rules: 1. Start the group at one end of the series of cables and explain to them that the
entire group must make it to the other end of the cables.
2. The entire group must move together.
3. If any student feels like he or she might fall off, that student should STEP off the cable in
order to prevent a bad fall.
4. Instructors should walk along the length of the cable and spot students walking on the
cable.
5. You can either have all of the students start over every time a student steps off the cable,
OR you can tell the group that a certain number of falls will be allowed during the game.
They should try to get to point B in the least number of falls. If that number exceeds the
number the instructor set forth in the beginning, then the entire group must start over.
Nitro
Objective: To develop communication, cooperation, and problem solving skills.
Description: Using only the items they are wearing, students must retrieve the swinging
cable without stepping over the boundary lines. They must then get the whole group and a
can of water over the area within the boundaries without touching the enclosed area or
spilling the water.
Rules: 1. Students must not touch the area between the boundaries or knock off the
bamboo poles that are the boundary lines. If they do, the entire group must start over.
2. The can of water must be brought over without spilling, or the entire group must begin
again.
3. No jumping, dropping, or leaping from the cable.
4. There must be two staff spotters on the far side to catch incoming students until there are
enough students on the far side to fill this role.
5. No sticks or rocks can be used to retrieve the cable.
6. Students should not throw the cable across the area. They should let it drop from their
grasp.
7. The instructors should be in a position of control at all times.
33
8. Be sure that all obstacles and debris have been cleared from the area.
Variations: Have students land on an All Aboard.
Swinging Balance Beam
Objective: To build group communication.
Description: One student at a time will step onto the beam and, trying to balance, will walk
down to the end, turn around, and come back to the start. The student then steps off the
beam.
Rules: 1. Teach proper spotting technique to the students.
2. As a student walks across the log, the rest of the group will be spotting him or her on
either side of the beam.
3. The balancing student can grab onto the spotter’s heads to keep from falling off the beam.
4. No jumping, dropping, or leaping from the beam.
5. Students must walk around the beam, not between the tree and the beam as they could get
a leg crushed.
The Wall
Objective: To develop problem solving, trust, and team work.
Description: The group must plan a way to get every member over a 12.5’ high wall.
Rules: 1. At Tull Hall, anytime a student is coming off the backside of the wall, all students
must go to the back to spot.
At the Summer Camp, anytime a student is coming off the backside of the wall, several
students must hold the ladder for the student as he or she climbs down.
2. Everyone who is not directly involved with the event must be spotting.
3. Once a participant has gone over the wall, they can no longer help any other student over
the wall. They become ―ghost spotters‖ and can only spot the student who is going over the
wall.
4. Students cannot climb the sides of the wall or use any natural items or clothing to get
over.
5. Activity only takes place on one side of the wall at a time. If a student is climbing off the
wall, then no other student should be climbing up it.
6. No jumping, dropping, or leaping.
7. Students are not allowed to stick any fingers in the cracks of the wall.
8. The will be no stacking more than three levels high.
9. No more than four people can be on top of the wall at once.
10. The feet of those on top of the wall must remain on the platform.
11. A student at the top of the wall can only hang over the wall if hanging is done by the
armpits, facing the wall, anchored by a person at each shoulder.
12. Before allowing the group to begin, instructors should make sure that all of the students
understand the rules.
13. The instructors should always maintain a position of control so they can ―catch‖ a fall
and protect the head and back.
14. Make sure that spotters stay alert, are in the correct position, and are always spotting
anyone going up the wall.
Whale Watch
Objective: To develop teamwork and communication
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Description: The group must balance themselves on the whale watch without it touching
the ground.
Rules: 1. Split the group in half and position each half at each opposite ends of the
platform. The students must maintain a balanced whale watch for at least 10 seconds.
2. Be sure that no one is standing at the sides of the whale watch so that no feet are
smashed.
3. Have students exit and enter the whale watch from the center.
Variations:
1. With the whale watch balanced, have the 50/50 divided group standing on opposite
ends attempt to change ends without letting the platform make contact with the
ground.
2. Do a blindfold walk to the whale watch. Place the blindfolded students on the whale
watch and have them balance the group.
35
Full Day Initiatives
Nancy Creek Crossing
Objective: To develop teamwork, communication, and cooperation within the group.
Description: Students build a rope bridge across Nancy Creek and send as many students as
time allows across the bridge.
Rules: Split the group in half. Half of the group stands on one side of the creek while the
other half stands directly across from them. Half of the students have the ropes while the
other half across the creek has webbing, p-cord, and carabiners. Brief the activity by telling
the students that they must build a bridge across Nancy Creek. The bridge must be built
between the two trees designated by a Discovery staff member. In addition to building a
bridge, the group must also build a safety line that the person crossing the bridge can be
hooked into. This means that the group must also build a harness for the person crossing the
bridge. Large ropes cannot be thrown across the creek and cannot get wet.
Safety: There should be at least one Discovery staff member on either side of the creek. A
Discovery staff member must approve the trees that the students use to build the bridge.
Before any student crosses the bridge, a Discovery staff member must check and approve all
knots and harnesses. The group cannot throw the large ropes from one side of the creek to
another. Tell the students that the rope must not get wet. Students cannot throw large rocks
or carabiners across the creek. Make sure that the safety line the students build is not at neck
level. Make sure that students help the bridge-crosser on and off of the bridge.
Equipment: One 40’ dynamic climbing rope, 4 carabiners, enough webbing to make a
harness, 30’ of p-cord (can be in pieces), and large ropes to use as foot bridge.
Litter Rescue
Objective: To develop teamwork, communication, and cooperation within the group. To
prepare the group for an emergency in a wilderness setting.
Description: The group must figure out what is wrong with a patient and then give the
patient the first aid he or she needs. They must then organize and carry out an evacuation of
this patient in a litter.
Rules: The entire group must give the patient proper first aid care for his or her injuries.
They must then organize and implement a plan to evacuate the patient. The patient must be
securely fastened to the liter with plenty of padding. The patient should tell the group if they
are in pain or are uncomfortable with the way the group is handling the situation. Before the
group evacuates the patient, an instructor must make sure the patient is secure within the
liter. Have the group carry the patient from point A to point B. You can make the initiative
more challenging by asking the group to cross Nancy Creek or to travel off of the trails.
During the liter carry, make sure that the entire group is helping and that the brunt of the
weight does not lie on one or two people.
Equipment: Litter, old sleeping bags, sleeping pads, tent poles, old clothing, first aid
handbook, webbing, ropes.
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III High Elements
Objective:
a. To provide opportunities to develop self-confidence by confronting fears.
b. To provide an opportunity to test balance and coordination and fear of heights.
c. To teach students to be responsible for the physical and emotional safety of other
members in the group.
Briefing and Debriefing:
All of Westminster’s High Challenge elements have the potential to be powerful
teaching tools that will help students face fears and overcome them with the support of
their group mates. Because of the intense nature inherent in these activities, it is
necessary to set the right tone and discuss with the group the idea of mental and
emotional safety. Make sure the group understands that while this activity is fun, it is
also requires focus and seriousness, as there may be serious consequences for
negligence. The more you say here, the easier the management of the group will be, the
better the activity will run, and the more you will get out of your debrief.
In addition to the specific safety briefings described below, introduce the concept of
challenge by choice. Some students may feel extremely uncomfortable with the idea of
climbing. It is your task to create a comfortable, encouraging environment for students
to challenge themselves. You absolutely can not force anyone into getting off the
ground, but you can request that everyone try. One technique is to have the students set
a goal. For some, it might just be taking one step up. Your goal should never be to get
everyone to the top or to the highest level. What is important is that everyone felt they
took a risk, stepped out of their comfort zone, and into their learning zone. If students
absolutely refuse to climb, belay, or even put on a harness, remind them that this is still
a team activity and that they must find a way to participate ( ground belaying, back up
belaying, encouraging, safety manager, etc.)
The [ropes course]High Challenge process is not finished until you have given the
students time to reflect on this experience (see Experiential Education Philosophy). This can
be accomplished in many ways. Try to tie the debrief in with your briefing and the
themes that you have been working on throughout the session. Have the students
journal and share their experience. If you only have time for a conversation, try to direct
it towards the overcoming of fears and link it to times in their life outside of Discovery
where they can push themselves to overcome something they think they can’t. Talk
about the support of the group, and how a lot of people were pulling for one. This is
often difficult to accomplish due to a rushed schedule but it is extremely important
For more specifics on framing (briefing) and debriefing, review the section on these
topic in section II of this manual
37
Pole Course
A. Tube Net
B. Burma Bridge
C. Postman’s Walk
D. Semi- Suspension Bridge
E. Two Wire Walk
F. Grapevine Traverse
G. The Beam
H. Wild Woosey
I. Swing Platform
J. Giant Swing
a.
b.
c.
d.
Safety Policies
High Ropes events may be postponed because of unfavorable weather conditions.
Only locking steel carabiners will be used on running belays on the pole course.
The crab claw lanyards will be attached to the harness with a locking carabiner.
The carabiner will be attached through the belay loop on the harness.
38
e. Harnesses will be worn correctly with the buckles facing out and properly threaded.
The harness should be snug enough to allow no more than 4 fingers to slide
between the harness and the body.
f. Rescue equipment will be available on the swing platform.
g. Only locking steel carabiners UIAA rated at 22 kN or above (longitudinal) will be
used on running belays
h. Instructors will be anchored at two separate anchor points at spotting stations off
the ground or will be anchored into running belays above platforms.
i. A qualified staff person will do a final check of a student’s harness, helmet, and
crab claws prior to the student entering the tube net.
j. A staff member will supervise all belay switchovers.
k. Faculty will perform a hands-on check before the student is unhooked from a
platform static belay (giant swing)
l. All students will have completed ground school under the supervision of a qualified
staff person prior to participating in the pole course.
m. Students will not put their hands in the loops, or wrap the hand lines around their
wrists on the giant swing.
n. Students will wear helmets on all high element activities.
o. Students will be hooked in continuously from the moment their hips are above the
tube net.
p. Students will stay behind designated boundary lines unless they are participating in
the event.
o. Everyone inside of the ropes course fence will wear a helmet whenever anyone is
on the course.
p. No gum chewing while on the course.
q. A ratio no larger than one adult and [student staff] one instructor, and one assistant
instructor to 10 ninth graders will be maintained.
r. Students will clip crab claws into orange L.E.A..P. anchors, NOT STAPLES, when
climbing utility poles.
s. Jewelry and sharp objects will be removed prior to participation in initiatives and
games.
t. Only Discovery equipment will be used.
Procedures and Flow
Before any student is allowed to go onto the ropes course, they must first be fitted with the
proper safety equipment and learn and understand the rules and commands of the ropes
course. This process normally takes between 45 minutes and one hour.. Make sure that it has
been decided who is teaching the individual classes and that you are prepared.
1. Equipment
Before putting on any of the equipment, make sure participants have removed jewelry, sharp
objects, and have properly secured long hair and baggy clothing that could get caught while
climbing. This will help prevent accident or injury while climbing
a. Helmets. Introduce the use of helmets and demonstrate proper fit and adjustments.
The helmet should be firm on the forehead, not tight on chinstrap.
39
b. Harnesses. Introduce the harness and demonstrate proper fit. Put on leg by leg.
Never drop or step on harness. The harness must go outside of the top layer of clothes
and the buckles must be visible. Instruct the students to tighten waist belt FIRST
(above the iliac crest) before tightening the leg loops. This will enable the student to
get the waist belt in the correct spot. The harness should be snug enough to allow no
more than 4 fingers to slide between the harness and the body.
c. Crab claws. Discuss different lengths of lanyards, strength of steel carabiners, and
note that the screw gates on the carabiners on each set of crab claws are two different
colors (one orange/one purple). Demonstrate how to adjust the crab claw lanyards by
sliding the prussic knot. Demonstrate how to wear the crab claws. Crab claws should
be attached to the harness with a locking carabiner, which must go through the belay
loop.
2. Ground School
As soon as everyone has their helmets and harnesses adjusted, take them over to
Ground School. Tell people not to sit down while wearing their harnesses, as it causes
wear and tear on the leg loops. A student staff should demonstrate and teach the
following:
a. Proper places to clip in on the ropes course,
b. What a squeeze check is and when it needs to be done; it does not need to be
done when a student is climbing the staples (teach the ―screw down so you don’t
screw up‖ motto to ensure students are flipping and locking their carabiners).
c. How to prevent double unclippings.
d. How to climb the utility poles:
1. All carabiners must be clipped into LEAP anchors, not staples.
2. Do not screw down the locking sleeve of the carabiners when
climbing staples
3. Make sure that carabiners are clipped into two different LEAP
anchors
4. Make sure that the carabiners are clipped into 2 separate LEAP
anchors above the climber’s waist
e. How to transfer carabiners by color by using the following command system:
Person on course: “Glynnis, transferring Orange.”
Ground Belayer: “Watching, Josh.”
After the person on the course hears ―Watching…‖ they unlock and move the
carabiner to new cable, clip in, flip the carabiner, and screw gate closed (not too
tight).
Person on course: “Squeeze check Orange, Glynnis.” (Squeezes
gate, next one needs to have gate opposed to first carabiner)
Ground Belayer: "Thank you, Josh.”
Repeat for silver carabiner.
Make sure that ground belayers know that they must be watching the transfers at all
times. If they cannot see the carabiners, they should move or ask the person on the
course to do another squeeze check.
40
Students must then demonstrate the following skills to an instructor before they are
cleared to climb:
1. Leading Edge Climbing (using the LEAP anchors to access the element)
2. Safe transfer from one belay system to the next (transferring from utility
pole to belay wire or from wire to wire)
You can use a retired climbing rope strung between two of the poles and the extra
LEAP anchors on the bottom of the utility poles for this assessment.
3. Divide Group Into Pairings
This next step does not have to come immediately after Ground School. You may choose to do this
prior to Ground School. Either way, you need the students divide into groups of two.
These will be the partnerships that the students will work with while on the course or
on the ground. There are many ways to make this happen. Challenge the students not
to gravitate to friends or people that they normally do things with. One suggestion is
to have students line up in order of how confident they are about the upcoming
activity. Using one as the least confident (or afraid) and ten as the most confident, have
them line up. Then fold the line in half and there are your pairings. You now have the
most confident paired with the least confident, second most confident person paired
with the second least confident, etc. This is only one of many possibilities. Try to think
of other ways to do this and experiment with getting teams that will benefit the
students in the long run.
4. Briefing
Take this time to review safety policies, and make sure students understand their
responsibilities during the activity. Set the tone and emphasize the need for focus. You also
can now explain the different elements and in what order you want the students to do them
(see Element Description and Procedures below).
5. Staffing Supervision Requirements
At this time you should be ready to begin the ropes course. The staff must get into
their positions. These jobs are as follows:
Staff Required:
A qualified Discovery faculty at the giant swing will supervise everything from a
bird’s eye view. The primary responsibilities of the faculty are getting participants
safely across the wild-woozy, and both into and safely off of the giant swing. The
faculty also needs to be aware of everything happening on the course and on the
ground. They are also responsible for calling and organizing an evacuation of the
course in case of lightning, and for conducting any rescues.
One qualified instructor will remain on the ground in order to provide thorough
harness and helmet checks, run the Giant Swing Ladder Crew, manage the students
who are left on the ground, and keep an eye on the transfers. In organizing the ladder
crew you must have them move the ladder to the swing, hold it steady, stop the
swinger by grabbing hold of his or her crab claw, and spot the person as they exit the
giant swing. This is a tough job. The most experienced and competent instructor
41
should do this job. It is very important that the instructor that is in this position knows
exactly what is expected of him/her.
A third staff member (not necessarily an instructor) will be stationed on the pole
course at the junction of the cat walk and the Earthquake Bridge. This person is
responsible for watching transfers, making sure that the proper commands are being
performed, and assisting students who are having troubles. This role is especially
important when the Discovery Faculty member is assisting a student on the giant
swing and unable to supervise the entire course.
6. Beginning the Course
1. Student goes over to tube net with partner (ground belayer) for a final hands on
(head-to-toe) check of equipment with a staff person.
2. Staff person will check the harness, helmet, and crab claws of the climber, and
review commands with the climber and the ground belayer.
3. Staff person will instruct ground belayer on holding the tube net until the climber
has clipped into the first event.
4. Climber must be clipped into the ropes course (orange hanger) before his or her hips
are out of the tube net.
5. Climber can go either to the right or the left. (See below)
Remember, climbers on the course should be encouraged to challenge
themselves as much as possible by not holding onto their crab claws. Both crab
claws should be over one shoulder, never on each side of the head. Carabiners
will be locked and opposed at all times while on a running cable.
Element Description and Procedures
See diagram for reference
A.
Tube Net- Student climbs up the tube net. Encourage the student to
―chimney‖ up it with one foot braced against the utility pole and the other
braced on the netting behind them. This will prevent them from becoming
fatigued early in the course. When the student is close to the top of the tube
net they must clip their crab claw to the first orange hanger they encounter.
Then they will climb on top of the platform. The tube net can also be used as
a means to exit the course for students unwilling to use the Giant swing.
At this point the student must choose whether to go across the Burma Bridge,
Postman’s Walk or up the utility pole to the Two Wire Walk. Due to the usual time
constraints it is often necessary and most efficient to have the students alternate the
directions that they proceed from here. In other words, you can have the first
student go across the Burma Bridge and the second go across the Postman’s Walk or
up to the Two Wire Walk. Then continue to alternate the students in order to
maintain the flow. This will allow both students to arrive at the Wild Woosey at the
same time!
B.
Burma Bridge- Student connects to the belay cable and walks across the Burma
Bridge.
42
C.
D.
E.
F.
G.
H.
I.
J.
Postman’s Walk- After connecting to the belay cable, the student must cross by
standing on the lower rope and holding the upper rope with his/her hands.
Semi-Suspension Bridge- Student must figure out how to cross the bridge when
the hand rail runs out!
Two Wire Walk- Student must walk with one foot on each wire without using
his/her crab claws. The problem is, the wire is one continuous loop and
moves when weight is changed.
Grapevine Traverse- Student must traverse by standing on one rope and using
the vines as hand holds.
The Beam- Walk across the log without the aid of crab claws. Use the Force,
Luke!
Wild Woozy- 2 Students must cross spreading wires using each others counter
pressure for balance.
1. Students will not interlock fingers.
2. Both lanyards of the student’s crab claws need to be behind the student.
Giant Swing Platform- This is a way-station (and a rest) for students who have
finished the wild woozy and are waiting to go off of the Giant Swing.
Giant Swing - Let gravity do all the work and swing from a seated position.
Procedures:
1. Discovery faculty is clipped in at the end of the wild-woozy.
2. Waiting students should be clipped into the running belay above the
platform.
3. Clip swinger into two different anchors on pole.
4. Swinger moves onto swing seat.
5. Swinger attaches seat belt around thighs (make sure the buckle clicks).
6. Pull up swing assembly.
7. Swinger clips swing carabiner through the belay loop of the harness and
locks it.
8. Unclip retrieval carabiner and lower to the ground - right front (on the
outside of the cable).
9. Unclip ―Silver‖ carabiner and attach above Delta (never on hand loops!).
10. Unclip ―Gold‖ carabiner and attach above opposite side of Delta.
11. Crab claw lanyards should be put between the student’s legs to keep them
out of the way.
12. Swinger holds red and blue hands cords; students should not put hands
through cords.
13. Make sure crab claw rope loops are not around feet or hooked on any
obstructions.
14. When swinger is ready, undo seat belt.
15. Swinger moves to edge of seat and takes off.
16. Exit from the giant swing –
a. Swinger lowers one of the crab claw lanyards to the side of his/her body.
b. Person on the ground uses the lowered lanyard to slow down the swinger.
c. Two people will hold the ladder while an instructor
supervises the unclipping from the swing.
d. Make sure that the swing’s big locking carabiner is still attached to the
swing. Attach the retrieval line to the side of the delta.
43
Once the debrief has been done put away harnesses, helmets, and crab claws. Take
crab claws up to ―Jabba the Hut‖ and hang on hooks. Wipe inside of helmets with
Lysol. Hang helmets from appropriate hooks on back wall. Make sure that use of the
equipment is logged in the Usage Book.
Rescue Procedures
Equipment
The pole course rescue bag will contain the following:
1) 120 feet long dynamic rope, 7 mil minimum diameter
2) Rescue figure 8
3) 2 locking steel carabiners
4) 2 daisy chains
5) 4 aluminum carabiners
6) etrier
7) shears
Procedure
Almost all rescue cases on the Pole Course will result in the student or staff being lowered
from a particular element through attachment to a Rescue 8.
Prior to ascending to the platform, tie a figure 8 on a loop on one end of the rescue
rope. Attach a locking steel carabiner to the rope on that end. Approximately one
arms length from the end, attach the rescue 8 with a locking steel carabiner.
In case of an emergency where the person must be lowered directly from the element:
Connect the locking steel carabiner with the rescue 8 to the belay wire of the element
that the person is being rescued from.
Next attach the locking steel carabiner to their belay loop and lock it.
Remove crab claws from the belay wire making sure not to hit the person with the
carabiners.
Visually and verbally clear the space under the element prior to dropping the rescue
rope. Drop the rope.
An Outdoor Leader will provide a standing hip belay for lowering the participant.
Hand check carabiners to make sure they are locked.
Belayer initiates commands with ―On belay‖. Faculty member says ―Ready to
Lower‖. Belalyer says ―Lowering‖.
Spot the participant’s head as they pass the lower portion of the element.
The belayer monitors the speed of descent to make sure the participant is
comfortable and safe, until she/he is on the ground and standing on their own.
Faculty member will keep an eye on the whole process and assess the next step
depending on the emotional condition of the participant.
44
Trapeze
Safety Policies
a. A trained instructor, supervised participant, or supervised group will belay the trapeze.
b. The belay runs through a friction pole and must be checked by a faculty member.
c. The student climbing and the two students holding the ladder will wear helmets.
d. A double figure eight on a bite will be used to attach the carabiner to the climber.
e. The carabiner will be attached through both loops on the back of the full body harness.
f. Before climbing the trapeze pole, each student must be checked by a trained instructor
and must use the command system with the belayer.
Procedures/Flow
1. Briefing
This is your time to go over the safety policies stated above, as frame the trapeze experience.
Make sure everybody understands their responsibilities, and is committed on maintaining
focus throughout the activity.
2. Equipment
Before putting on any of the equipment, make sure participants have removed jewelry, sharp
objects, and have properly secured long hair and baggy clothing that could get caught while
climbing. This will help prevent accident or injury while climbing
a. Helmets. Introduce the use of helmets and demonstrate proper fit and
adjustments. Helmets should be firm on forehead, not tight on chinstrap.
b. Harnesses. Introduce the full body harness. Demonstrate proper fit and
adjustments. Put on leg by leg. Never drop or step on harness. Must go on outside
of top layer of clothes and buckles must be visible. Clip a non-locking carabiner
through chest loops for adjustment. Tighten all adjustable straps, legs and chest.
c. Belay rope. Explain that the belay works by using friction created in the friction
pole. The rope should be attached through both loops on the back of the full
body harness by using a double figure eight on a bite and a steel carabiner.
3. Ground School
a. Demonstrate how slack is pulled through the friction pole. If allowing the students
to belay as a group, show them proper belay stance, correct rope positioning
(between upper thigh and lower back), appropriate spacing down the line, and how
to mind the rope by guiding it into the rope bucket.
b.Explain the route up to the platform. Students must climb the rope ladder, then
the staples before reaching the platform. Two students wearing helmets will hold
the rope ladder initially to stabilize it. They should not look skyward while doing
this .
c. Describe the belay commands:
Belayer: ―On Belay.‖
Climber: ―Climbing.‖
Belayer: ―Climb.‖
45
4. Getting Started and Going
a. The climber must not leave the ground until he/she has completed the commands,
has been checked by a trained Discovery staff member, and has two ladder
holders.
b.When the climber gets on the platform, the belayer must be careful to take up the
slack without pulling the climber off. Participants should be encouraged to go as
high as possible and if they are balking at jumping for the trapeze ask them to at
least step off, so that they initiate the experience. Never force or pull someone off!
c. When the person jumps, the belayer should quickly take up the slack by taking a
step back while pulling the belay rope through the pole.
d. Slowly lower the jumper to the ground to be a staff person, who will meet the
jumper and ensure a soft, secure touchdown.
Remember, some staples on the tree are slippery, so the belayer must be alert for a
possible early peel off. Variations: 1) blindfold the climber 2) have several members
of the group belay.
Site Management – Staffing
Required
A qualified Discovery staff member at the belay station and an instructor to check knots,
help adjust full body harnesses, double check harnesses and helmets before student climbs,
supervise ladder holders, and maintain crowd control.
46
Zip Line
a.
b.
c.
d.
e.
f.
g.
Safety Policies
The Discovery faculty will be clipped into two separate anchors on the zip
platform.
The crab claw lanyards will be attached to the harness with a locking carabiner.
The carabiner must go through the belay loop of the harness.
Students will be hooked into two different staples above the waist when climbing
the tree to the large platform.
Students will be clipped into the running belay over the Two-Line Bridge.
Each student must have a final hands on (head to toe) check of his/her harness,
helmet, and crab claws by a trained Discovery staff member prior to climbing onto
the element.
Every student participating in the activity must be wearing a helmet.
Rescue equipment will be available at the zip platform with the Discovery faculty.
Procedures and Flow
1. Briefing
This is your time to go over the safety policies stated above, as frame the trapeze experience.
Make sure everybody understands their responsibilities, and is committed on maintaining
focus throughout the activity.
2. Equipment
Before putting on any of the equipment, make sure participants have removed jewelry, sharp
objects, and have properly secured long hair and baggy clothing that could get caught while
climbing. This will help prevent accident or injury while climbing
a. Helmets. Introduce the use of helmets and demonstrate proper fit and
adjustments. They should be firm on forehead, not tight on chinstrap.
b. Harnesses. Introduce and demonstrate proper fit of harness. Harnesses should
sit above the hipbones. Put on the harness leg by leg. Never drop or step on
harnesses. Harnesses must go on outside the top layer of clothes and all buckles
must be visible. Harnesses should fit snug enough to allow no more than 4 fingers to
fit between the webbing and the body.
c. Crab Claws. Crab claws must have two locking steel carabiners of different colors
(one silver/one gold). Attach crab claws with a locking carabiner through the belay
loop on the harness.
3. Procedure
1. A Discovery staff person will perform a final hands-on check of ―zipper’s’‖
harness, helmet, and crab claws.
2. ―Zipper‖ will ascend the ladder with two students holding the ladder steady.
3. When the ―zipper‖ reaches the first staple in the tree, s/he will clip into the
staple and continue to ascent to the platform. The ―zipper‖ must be clipped
into two separate staples above his/her waist.
4. On the platform, the ―zipper‖ will clip into the safety line above the platform
with both carabiners.
47
5. The ―zipper‖ moves to the end of the platform and clips into the running
belay above the Two Line Bridge, making sure to do a squeeze check for
each carabiner.
6. The ―zipper‖ crosses the Two Line Bridge until he/she reaches the
Discovery faculty at the zip platform.
7. When the ―zipper‖ reaches the platform, the faculty member will hook
him/her into two separate anchors on the tree.
8. The ―zipper‖ should be sitting on the platform. The ―zipper‖ is then clipped
into the pulley assembly and the retrieval line is lowered to the ground.
9. The Discovery Faculty then unclips the ―zipper‖ from the tree anchor and
attaches the crab claw carabiners to the ―zipper’s‖ harness.
10. The ―zipper‖ then slowly slides off the zip platform.
11. When the ―zipper‖ has stopped, students help him/her unclip from the zip
line. Make sure that the carabiner is still attached to the pulley assembly.
12. Attach the retrieval line to the pulley system.
13. A student should walk up the hill towards the zip platform with the retrieval
line. This student should walk past the zip platform until the Discovery
faculty are able to grab hold of the pulley system.
14. The process continues with a new ―zipper.‖
Site Management – Staffing
Required
A Discovery faculty member on the zip takeoff platform. The faculty member’s job is to
oversee the entire zip line. This includes the Two Line Bridge and the ladder used to take
―zippers‖ off of the zip line. Faculty members must also clip ―zippers‖ into zip pulley
system.
One student staff at bottom of ladder checking harnesses, helmets, and crab claws prior
to the ―zipper‖ entering the element. This student is also in charge of retrieving
harnesses from the zip take off ladder to the zip entrance ladder in order for new
―zippers‖ to use them. This student is also in charge of the ground site management; he
or she must make sure all students on the ground have on their helmets and that all
students are well behaved. Lastly, this student is in charge of maintaining a steady flow of
students up to the zip line platform.
One student staff stationed on the first platform, clipping students into the safety line
above the platform and into the running belay above the Two Line Bridge. This student
must be clipped into the safety line above the platform.
Rescue Procedures
Equipment – The zip line rescue bag will contain the following:
1) 120 feet long dynamic rope, 7 mil minimum diameter
2) Rescue figure 8
3) 2 locking steel carabiners
4) 2 daisy chains
5)4 aluminum carabiners
6) an etrier
48
The two most likely rescue scenarios on the zip line involve either the zip pulley jamming or
a participant ―freezing‖ on the zip platform. Prior to ascending to the platform, tie a figure
8 on a loop on one end of the rescue rope. Attach a locking steel carabiner to the rope on
the figure 8 end. Approximately one arms length from the end, attach the rescue 8 with a
locking steel carabiner.
Freezing on the platform – Connect the locking steel carabiner with the rescue 8 to the
backup safety loop anchor cable around the tree. Visually and verbally clear the space under
the zip take-off tree prior to dropping the rescue rope. Drop the rope. An outdoor leader
will provide a standing hip belay for lowering the participant. Hand check carabiners to
make sure they are locked. Belayer initiates commands with ―On belay‖. Faculty member
says ―Ready to Lower‖. Belalyer says ― Lowering‖. Spot the participant’s head as they pass
the platform. Belayer monitors the speed of descent to make sure the participant is
comfortable and safe until she/he is on the ground and standing on their own. Faculty
member will keep an eye on the whole process and assess the next step depending on the
emotional condition of the participant.
Jammed pulley - If the zip pulley becomes jammed (usually happens when a ―zipper‖
jumps off of the platform instead of sliding smoothly) there are several things to try to get
the pulley back on track:
1. Gently toss the retrieval rope up the zipper and have them attach it to the cable near
their position. Bounce the cable to unstick the jam.
2. Slide the retrieval rope down the cable from the zip platform to the ―zipper‖. Have
them attach the carabiner on the end of the rope to the pulley. Pull the whole
system back towards the take off platform.
3. Slide the retrieval rope down the cable with an etrier attached. Have the zipper
attach the etrier to the cable on the take-off platform side. Have them stand in a
loop in the etrier to take their weight off of the pulley. When the pulley is freed they
can continue the zip freely while you retrieve the etrier.
49
Artificial Climbing Wall
Introduction
At times instructors may find it appropriate to use the Smith Climbing Wall as part
of Ninth Grade Discovery. The climbing wall provides a great opportunity for the freshmen
to work together and develop trust. It may also provide an opportunity for students to
challenge their fear of heights and feel a sense of accomplishment. Due to the size of the
climbing wall it is best to use it with smaller groups. Large groups become chaotic and
people may lose their concentration. Only climbing wall certified instructors have the option
of using the wall as part of their session.
It is important for the instructor to be able to teach the following curriculum in the
following sequence in order to maximize your time on the wall and the freshman’s
understanding of indoor climbing. It is the instructor team’s responsibility to be prepared for
all of these classes prior to starting the day’s activity!
Safety Policies
a. Only students who have been instructed in belaying, proper use of knots, harnesses
and climbing movement will be allowed to use the Wall.
b. All students will belay with a backup belay until they have been officially checkedoff by a qualified faculty member.
c. All climbing will be supervised by a trained instructor.
d. The wall should be inspected by a faculty member for any changes or safety issues
that might have occurred, prior to use.
e. All roped climbing will be belayed using a mechanical belay device (i.e. ATC)
f. Only commercial climbing harnesses will be used when climbing.
g. Only the Discovery faculty will inspect and approve personal climbing harnesses.
h. Routes should be selected and maintained that reflect and are appropriate for the
skill level of the climbers.
i. Climbers should climb no faster than the belayer can belay. Climbing should be
steady and in control.
j. Participants who are not climbing will stand a safe distance away from the wall to
avoid falling objects
k. Climbers will clip in with a locking carabiner to a double figure 8 on a bite.
l. No jewelry, gum, drinks or food will be allowed in the Wall area.
m. Climber must wear proper footwear when climbing (i.e. climbing shoes, tennis
shoes, etc.). There should be no climbing in sandals or dress shoes.
n. Proper climbing signals will be used at all times.
o. Spotter will be utilized during bouldering instruction. Proper spotting will be
taught prior to bouldering practice.
p. Horseplay or unsafe climbing will be cause for loss of climbing privileges.
q. Bouldering will not be allowed above the spotter’s shoulders
r. The indoor climbing wall can be a part of the 9th grade Discovery Program.
s. The door to the climbing wall will be locked when not in use. Access will be
limited to approved faculty only.
t. A list of checked-off belayers will be kept in the locker outside of the climbing
wall.
50
Procedures and Flow
1. Briefing
This is the time to introduce the wall. Show your students where the equipment is found and
issue shoes, harnesses, belay devices, locking carabiners, and chalk bags. You should also
give a thorough safety briefing, review the safety policies and frame the challenge experience
for the students.
2. Equipment
Before putting on any of the equipment, make sure participants have removed jewelry, sharp
objects, and have properly secured long hair and baggy clothing that could get caught while
climbing. This will help prevent accident or injury while climbing
a. Harness – Demonstrate how the Petzel harnesses are put on. Explain the
different parts to the harness. Note that the Petzel harness buckles do not need to be
doubled back. Make sure that the hip belt fits over the hips in order to prevent
students from falling out of it. Harnesses should be secure and allow for no more
than four fingers to be slid and turned between the harness and the climber.
b. Shoes – If your group decides to use climbing shoes, instruct them on the proper
way to fit and lace climbing shoes. For the purposes of beginner climbers, the shoes
should fit snuggly but still comfortably. Tight shoes are for more advanced climbing
and sadomasochists!
c. Ropes and Knots – Discovery uses a double figure 8 on a bite clipped to a
locking carabiner in order to tie into the rope. Demonstrate how to tie the knot and
give them an opportunity to practice it. Be sure to teach them to ―dress‖ their knots.
Also teach them how to make a back-up safety knot with the remaining tail.
3. Belay School
The instructors should demonstrate a clear and organized belay school. You will now
run a complete demo of a climb from safety checks to lowering. As always, position your
students in way that everyone can see what is going on! Create the order of events when
preparing to climb.
a. Roles: There are three members of the belay team – the belayer, the climber, and
the back-up belayer.
Belayer demonstrates the proper way of loading a belay device with the
break hand being the dominate hand. They must also show that they can
perform steps one through four shown below. While the climber goes up the
route, the belayer takes in the slake in the rope. There should never be slack
in the rope. It is a lot like fishing! Always feel your climber on the other end
of the rope.
Climbers should demonstrate how to properly tie into the climbing end of
the rope and use the commands properly.
Backup Belayers stand behind the belayer, holding onto the brake hand
side of the rope. They will take in rope at the same time as the climber moves
upward. If the belayer accidentally removes their brake hand when the
climber falls, the back-up belayer is there to catch the falling climber.
51
b. Belay Motion – Discovery uses the BUS method of belaying: this stands for
Break, Underhand, Slide. Demonstrate this with the students and allow them to
practice before they actually belay. See illustration.
Guide Hand
Step One
Step Two
Step Three
Step Four
Brake Hand
Step One- Guide hand grabs the rope approximately 24 inches above belay
device. Brake hand garbs rope approximately two inches below the belay
device.
Step Two- Holding the same spot of the rope, slide the rope through the
belay device in the direction towards the brake hand. The brake hand side of
the rope should trend in the direction of the braking position (down).
Step Three- Keeping the brake hand in the same position, move the guide
hand to a spot on the rope just below the brake hand.
Step Four- Now, slide the brake hand back up to the original position, two
inches below belay device. Then return guide hand to its original position (24
inches above belay device) and repeat.
c. Safety Checks: Prior to climbing the belay team must check the following:
1. The belayer shows that the belay device is threaded correctly and the
locking carabiner receives a squeeze check. They should also show that their
harness has been put on correctly and the buckle is double backed if
necessary.
2. There are no twists in the rope.
3. The climber is properly tied in to the end with a dressed knot and the right
amount of tail. Climbers’ harness has been put on correctly and the buckle is
double backed if necessary.
4. The team insures that they have a back-up belayer.
d. Belay Commands and Climbing Sequence
Now the team members commit themselves to a contract. The ―Primary‖ belayers
are accepting the responsibility of keeping the climber safe from falling. The
52
belayers will not remove their break hands from the rope under any
circumstances. The contract begins with the belayer and ends with the climber.
Belayer, ―On Belay, Johnny.‖
Climber, ―Climbing Frankie.‖
Belayer, ―Climb, Johnny.‖
Discuss with your students the terms that may be used while the climber is climbing
such as up rope, slack, watch me, etc.
Once the climber has reached the top or wants to be lowered to the ground, the
team returns to the contract.
Climber, ―Tension, Johnny!‖
Belayer responds by removing any slack that might still be in the rope.
Climber, ―Lower me, Johnny.‖
Belayer responds by backing up their break hand with their guide hand and
slowly lowering the climber.
When the climber reaches the ground the contract is ended when…
Climber, ―Belay Off, Johnny!‖
Now it is safe for the belayer to remove his/her brake hand from the rope.
4. Climb!
Once this entire sequence has been demonstrated and the students have been given an
opportunity to practice, it is time to climb. Be sure to have the students follow the rules
exactly as they were taught. Failure to follow the rules may result in a student being
dismissed from the wall.
Site Management – Staffing
Required: One Discovery Faculty member and one additional instructor are necessary for a
group of 10 participants. Staff will either belay or supervise the supervise the belay. In
addition they will check knots, harnesses, and manage the group appropriately for maximum
safety.
53
Bouldering
Safety Policies
a. Bouldering should be used in teaching climbing movement, spotting, trust and
judgment.
b. Students will be taught the importance of spotting and proper spotting techniques
prior to their first bouldering session.
(1) Students will be spotted by no less than one spotter.
(2) Climbers will be instructed not to boulder higher than spotters shoulders,
unless top out terrain is 3rd class or easier.
c. Staff will be familiar with bouldering area, topouts, and any objective hazard
specific to the climbing site.
d. Staff should clear any objects (i.e. sticks, logs, loose rock, bees, poison ivy, etc.) on
the boulder or around the landing zone before students attempt a boulder
problem. If staff are unable to move the object the staff member should make
students aware of hazard and should take steps to minimize the risk (i.e. use crash
pads to cover bad landings, spot in a way the keeps climber off hazard or choose
new bouldering problem!).
e. Staff should consider the ability level of their student group and choose boulder
problems that are appropriate for their climbing ability.
f. Staff should keep in mind the value of progression from easy problems to more
difficulty ones in order for students to warm up before pulling strenuous moves, as
well as gaining confidence and learning technique.
There are two main opportunities for bouldering in Discovery. The first is as
a warm up activity on the artificial climbing wall. The second is on some Discovery
expeditions at sites we have historically used and know well. These include
Rocktown at Cloudland Canyon and some smaller areas at Standing Indian.
Bouldering is a good chance to teach a climbing movement class. It allows
your students the chance to practice movement while they are unencumbered by
ropes, harnesses and belaying.
Before beginning the activity, students will be taught the importance of
spotting and spotting techniques. Good spotting is important for this activity to be
run safely. It also helps students to develop trust in their fellow teammates. Teach
the climbers to be spotted by no less than one spotter while bouldering. Instruct
your students not to boulder higher than the spotters shoulders unless the top out
terrain is third class or easier.
Other things to remember:
- Before letting your students boulder on a new problem, be sure to clear any
objects (i.e. sticks, logs, loose rock, bees, poison ivy, etc.) on the boulder or
around the landing zone before students attempt a boulder problem. If you are
unable to move the object, then you should make students aware of hazard and
should take steps to minimize the risk (i.e. use crash pads to cover bad landings,
spot in a way the keeps climber off hazard or choose new bouldering problem!).
- You should consider the ability level of their student group and choose boulder
problems that are appropriate for their climbing ability.
54
-
You should keep in mind the value of progressing from easy problems to more
difficulty ones in order for students to warm up before pulling strenuous moves.
This also allows students to gain confidence and learn good technique.
55
IV. Expedition
Safety Policies
a. Discovery will maintain a 1:7 instructor to participant ratio when in a ―wilderness‖
context on expeditions with groups that are shadowing each other on the same route
(effective September, 2006). When a group travels alone, the ratio will be 1:6.
b. A ratio of no more than 10 9th graders to one faculty and at least one instructor will be
maintained at all times on regular Discovery session Expeditions.
c. Groups will not divide unless it is an emergency situation, it is approved by the Session
Director, or it is a scheduled activity such as Solo. In an emergency situation, the divided
groups will have a minimum of three persons in each party.
d. Discovery faculty and outdoor leaders will plan ahead for each expedition appropriate to
the anticipated weather conditions. Winter sleeping bags, four season tents, thicker
sleeping pads cold weather menus, and cold weather packing lists will be used when winter
conditions may be expected. Expeditions may be altered, rescheduled, or cancelled in
situations where extreme weather may be a factor.
e. Each person will carry a whistle.
f.
Shoes or approved footwear will be worn at all times except when inside a tent.
g. A roster of participants, list of group medical concerns, directions to program site, and a
schedule will be left with a pre-designated individual prior to any off-campus activity.
h. First-aid kits and appropriate rescue equipment will be readily accessible to instructors.
i.
One Discovery faculty per group will carry emergency procedures for the area and the
medical forms for the participants. All staff will be knowledgeable in these procedures, and
all Discovery faculty will be aware of group medical concerns.
j.
Students will be briefed on specific environmental hazards of the program use area and
emergency procedures for that area.
k. No flames of any kind are allowed in tents, around climbing equipment, in vehicles, or on
solos.
l.
All Faculty members will carry fire building equipment, maps of the area, compass (when
appropriate), and flashlight.
m. All ―Student-led‖ groups will be led by a trained Outdoor Leader who has achieved the
rank of Instructor or Senior Instructor. All safety policies and procedures for the Program
will be followed. In addition, ―student-led‖ groups will be accompanied and supervised by
an adult employed by the Westminster Schools, (to include Full time Discovery faculty,
―Part-time‖ Discovery faculty and others hired, all of whom will be under the supervision
of the Director of Discovery) during travel and base camp activities (such as cooking,
bouldering, etc.).
n. When hiking, the group will stay within visual contact of all members. The group should
travel at the pace of the slowest member. If a member of the group becomes physically or
56
mentally incapable of participating in the activities the instructors should assess the
situation and determine the best course of action (including but not limited to taking a
break, adjusting the planned itinerary, or evacuating the individual.)
o. Instructors will verify that participants have the required equipment prior to the departure
day. Additionally, Discovery faculty will OK the use of any personal gear substitutes for
equipment that Discovery provides (backpacks, sleeping bags, etc.)
p. All Outdoor Leaders will carry their own one-person tents and will set up their tents next
to the students.
Skills /Packout
The main purpose for skills day is to train students to use the equipment that they will
need for shelter and food preparation during their Discovery expedition. In addition to this
training they will plan and pack their food for the expedition, as well as, pack their group
gear. Discovery Faculty has the discretion to organize the skills day and packout sequence in
the most effective manner for their particular group. The five main areas of instruction
during packout are tarp/tent set-up, stove use, backpack packing/fitting, food packaging,
and clothes check. This may take a group 2-3 days to complete.
Issue Process
Issue day should take place as the last on-campus day activity. It is a day that is
dedicated to prepping for the expedition. You will issue food and equipment to your
students and organize for the Friday departure. It is very important that you are organized
and have a plan before you begin this day. Therefore, you should plan on being at the
Discovery Office no later than 3:00 p.m. Use the previous days for menu planning and
deciding what gear you want to take. It can be very stressful if you do not have your ducks in
a row! Most likely, there will be 2-3 groups issuing at the same time. Make sure to coordinate with the other instructors about the day’s schedule and where you will have your
group.
The two main tasks for issue day will be food and gear issue. You should have
previously taught your students skills, such as pack packing prior to this day so that they will
know what to do with all of the equipment issued to them. Some groups have time to go
over the individual clothing on this day. If you choose to wait until the last day to check
clothes, your students may not have enough time to find replacement clothes if what they
brought is not appropriate. Make sure to at least read through the clothing list with
your students early in the session!
Food Issue
Discovery uses a ―Bulk Ration‖ system. This means that we buy food in large quantities,
store it in large bins, and then issue it in amounts that are specific to the individual course’s
size and needs. Buying in bulk has many advantages. It reduces packaging waste, is more cost
effective and allows for better long term storage. Most importantly, it allows students to
learn the skill of rations planning for an expedition.
57
* For more information on food packing, see “Discovery Cookbook”
Before you take students into the food room you should have already organized the
following details:
- The menu is already planned and quantities are posted on the board.
- Food room is clean to set the standard for how it should be left once issue is
finished.
- There are clean scoops and the scales are out.
- You should have 2-3 purple bins to pack your food. If you want to leave the last
day’s lunch in the bus, label one bin as ―VAN FOOD.‖
Once your students are in the food room you should brief them on these following points:
1. Give the students a thorough tour of the food room. Show them where the various
types of food are located, what is in the fridge, where plastic bags are located, empty
jars, etc.
2. Explain the menu board. Tell the students how you arrived at the quantities and the
importance for packing the exact amount shown by the food type. If you pack less
than what is indicated you will be short of food. If you pack too much you will carry
extra weight. One of the staff members or a TRUSTED student should stand by the
board throughout food issue and check off items that have been assigned and
bagged.
3. Explain the clean up procedures (sweeping, mopping, washing scoops, recycling,
etc.). Set the standards high!
4. Be sure to tie loose knots in the plastic bags! If they are too tight it will be difficult to
untie in the field.
5. Have students pour powder foods over the sink. When they spill it is difficult to
clean.
6. Once food is bagged it should go into the purple bin.
Now it is time to pack the food!
As instructors it is your job to stay actively involved during food issue. Answer
student questions and make sure that tasks are being done with quality. Once you have
packed all of the food and the food room is clean, take the bins down to the garage and pack
the food into backpacks. You can issue stuff sacks from the gear room for food. That way
you can divide the rations evenly amongst the group.
Gear Issue
Prior to gear issue you should have already filled out the Gear Issue Sheet found in
the Discovery Office. These sheets should be kept on the issue clip boards in the gear room.
Make sure to collaborate with your co-instructor on what types of gear you want your
students to take before your students show up. For example, do you want to take
Whisperlites or Trangia stoves? Tarps or tents? Mark the categories as you issue each item in
order to insure that you do forget anything.
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Here is a suggested progression for gear issue:
1. Issue backpacks. Be sure to match students with the proper size pack. You may
choose to fit the pack now or wait until later (See pack fitting).
2. Issue sleeping bags. This includes a compression stuff sack, a sleeping bag system
(summer bag, winter bag, fleece liner-combination depends upon season and
forecasted weather), cotton liner, ensolite pad, and plastic ground sheet if tarps are
used.
3. Issue cup, bowl, and spoon. Have students pack these in the top lid of their
backpack.
4. Now have the students divide up the group gear. This should be in a central pile or
bin and should include the food if you have already bagged rations. Students can
work this out amongst themselves. Give them some indication, however, on ratio of
body weight to pack weight. No one should carry more than 50% of their body
weight. Even this is too much for the standard Discovery weekend backpacking trip!
5. At this point, have your students pack these items into their backpacks. Hopefully
you will have checked the student’s clothing and they can pack that as well.
6. Store your packed packs in a neat pile in the gear room. Make sure that your gear
does not get mixed up with another group’s!
Here are some other tips!
Consider labeling packs with the student’s name. You can use masking tape
found on the work bench. That way each person knows whose pack is
whose.
Leave the filled out issue sheet on a clip board hanging in the gear room.
One less piece of paperwork you have to lug around.
Check your Whisperlite stoves before you leave! These stoves require
maintenance. Light them up and see if they burn a strong blue flame. You
don’t want to get into the backcountry and discover that your stove is bunk.
Make sure you inventory the stove bag so that you have all the needed parts.
Be clear and directive with your instructions! This does not have to be
complicated.
Backpacks
One of the first items of equipment that you should issue to your students is a
backpack. Discovery issues three different packs made by a company named Lowe Alpine,
the Sirocco I, Sirocco II, and the Contour IV. Between these three packs you should be able
to fit all of your students in a pack that fits them well. Prior to a Discovery backpacking
expedition, you should teach your students how to fit their backpacks properly. If a student
carries 40 pounds in a poorly fitted pack for an entire weekend he/she is going to focus on
that awful sack of potatoes on their back! However, if your students’ packs fit comfortably
they will be happier and have more energy to learn what you have to teach them and to
enjoy being in a beautiful place. So, make sure that you work in time to fit all of your
students’ packs.
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To learn how to put a student in the correct size pack you will first need a good
understanding of the anatomy of a backpack.
Backpack Anatomy 101
Haul Loop
Top Load Adjustment Straps
Shoulder Strap
Frame Adjustment System
Sternum Strap
Hip Belt
Lower Load Adjustment Straps
Top Lid
Back Pocket
Compression Straps
Sleeping Bag
Compartment
Water Bottle Holder
Ice Axe Loop
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Pack Fitting
To fit a pack correctly you must match the distance between the shoulder straps and the hip
belt on the backpack to the torso length of the student (measured from the iliac crest or top
of hipbones to the C7 vertebra- the protruding vertebra at the base of the neck). This is
accomplished by moving the shoulder straps up and down via the Frame Adjustment
System. The center of the Hip Belt should fit on the top of the hipbone. With the hip belt in
place adjust the shoulder straps until the
Headroom
spot where they attach to the frame is
approximately two to three inches below
C7. Once this is done a properly fitted
backpack should have these ? qualities.. 2..
The Load Adjustment Straps are pulled
to 45 degree angles
The shoulder straps have contact with
the shoulder from the connection to the
pack to below the arm pit
no more than 30 % weight on shoulders
Sternum Strap is buckled (optional)
50 to 70 percent of the load rests on the
hips
Lower Load Adjustment Strap is tight
Backpack Packing 101
If you are going to take folks backpacking, you’re going to have to teach them how
to pack their backpack. One way for your students to have a better time in the woods is for
them to have a well packed backpack. Backpacks that are packed correctly carry better,
allowing you to have more energy to enjoy the natural world. It also makes your group look
like they know what they are doing when they pass those rag-tag gypsy-types that call
themselves backpackers on the trail!
Always remember, when packing your pack that ounces equal pounds and
pounds equal PAIN! You might say to yourself, ―that crazy creek chair only weighs about
½ a pound and the extra cotton shirt only weighs 6 oz.‖ But when you begin to add all those
extras up you will soon be in need of a visit to the chiropractor. Take only what you really
need and limit your ―luxury items‖ to only one or two things.
One of the most important rules of pack packing is put everything on the inside of
your pack! Many backpackers string cups, water bottles, ball caps, and camp shoes on the
outside of their backpacks to the point where they look like newlyweds driving off for their
honeymoon. Not only does this method cause one to become snagged on branches, make
lots of noise walking down the trail, or potentially lose important equipment, but it looks
amateur! There will be some times when you cannot fit everything on the inside. When this
is the case, choose a piece of gear that can be securely lashed down such as a sleeping pad or
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the tent poles. Have these items inside of a protective stuff sack so that they do not become
broken. If properly lashed, these items will not cause you despair when hiking on or off trail.
The A,B,C,& D’s of Pack Packing!
Accessibility – It is a bummer to have to unload your entire pack at lunchtime to find the
peanut butter that you packed near the bottom. Therefore, it is important to anticipate what
pieces of equipment you will need throughout the day when packing your pack in the
morning. Think about the gear that you only use at camp. Hmmm…sleeping bag, tarp, those
extra warm fleece pants, pots and stoves, etc. What are the things that you will need during
the day – map, hat, water bottles, snack food, headlamp, rain gear, a warm layer, etc. Put the
things that you will not need towards the bottom of your pack and things that you will need
towards the top. Utilize the top lid to help you organize those items that you want accessible,
as well as any side pockets that might come with your pack.
Balance – No one wants to carry a pack that is top heavy or that lists to the side. Make sure
that you center the heaviest equipment just behind the lumbar region of the pack. This keeps
the weight closer to your center of gravity and allows the pack to carry the way its designers
intended it to. Try to put the lighter but bulkier items in the bottom and top thirds of the
pack. Avoid putting heavy water and fuel bottles in outside pockets which also throws off
your balance. Instead, use your top lid or place them just inside your pack on top.
Compactness – In order to get everything into your backpack, you should try to fill every
cubic inch of dead air space that you can. Use compression stuff sacks to pack down your
bag and those bulky warm camp clothes. Try to fill pots, cups, and bowls with food or other
items so that space doesn’t go unused. Instead of putting everything in a stuff sack, consider
breaking those items up and putting them in spots where they fit best. A tent fly packs much
easier if it is crammed into the nooks and crannies that are created by other items. You
should also teach your students how to use the compression system on their backpack.
Using the compression straps and load adjustment systems will make your pack much less
bulky and it also gives the pack more rigidity causing it to carry better.
Dry – At the end of a long rainy day, you will be looking forward to a hot drink and a warm
and dry place to curl up. The last thing that you will want to do is climb into a soggy sleeping
bag! Make sure that the items that need to stay dry, such as a sleeping bag, clothes and maps,
are packed in stuff sacks lined with heavy-duty garbage bags. For smaller items you can use
zip lock bags. Remember! You do not have to waterproof every item in your backpack. It is
of no consequence if your stove and cook pots get wet, so don’t bother with these items.
Besides, these sorts of things usually puncture the plastic bags anyway.
Other Considerations:
- Pack fuel below your food! Even if small amount of fuel leaks from your fuel bottles it can
contaminate all of your food. So minimize this risk by putting fuel bottles down next to your
sleeping bag. Make sure that it will not be punctured if the backpack is dropped on the hard
ground.
- Develop your personal organizational style so that you are efficient and know where
everything is located. Share your personal tips with your students.
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Sleeping Bags
Sleeping bags are located in the hanging bins above the cabinets in the Discovery
gear room. Discovery stocks two different sleeping bags that work to suit three different
temperature conditions that you may encounter in our course areas. REMEMBER! It is
important that you monitor the weather during the week prior to your expedition so that you
can best choose what bag or combination of bags you should issue to the students. There
are two main types of sleeping bags on the market today, synthetic and goose down.
Discovery’s bags are insulated by Polar Guard 3D® which is a synthetic material. Discovery
chooses to use synthetic bags because they are more durable and insulate better than down
when wet. These bags will also dry quicker when they get wet than down will. If a student
wants to use their personal sleeping bag make sure that a faculty member checks it out first.
We do not allow down or Snoopy, slumber party bags on our expeditions.
The first bag that Discovery has is the Mountain Hardware 3D Upgrade. This is a
40 degree bag that is intended to either be a summer bag or can be zipped into another
sleeping bag (if zippers match) in order to increase the warmth range by 20 degrees. It’s
shape is known as semi-rectangular. This means that it does not have a hood for your head.
This allows the bag to be much cooler when the weather is warm. The 3D Upgrade is used
during early fall and late spring courses. They are also used during summer school sessions.
The second bag is the Mountain Hardware Trekker. The Trekker is a 20 degree bagalso known as a three season bag. It is a mummy shape allows you to tuck your head inside.
Using the draw cord, you can pull the hood tightly around your face so that it traps heat in
better. These bags are used in the mid fall and mid spring courses.
Third, both of the sleeping bags described above can be zipped together to make a
seriously, warm winter bag. If done properly, they can keep your students warm down to
zero degrees! Typically, we use this combination only during winter intensives and the first
spring session. Be sure to teach the students how the zippers, hood and draw string work so
that they can take better care of themselves.
The third bag is the Winter Bag. These bags are usually used on our Cloudland
Canyon caving trips, but can also be used on late fall/winter backpacking trips. These are
the large green and black bags. The bag sizes are written on the bottom inside of the bag.
You should match your students to the correct size bag so that they can sleep as warm as
possible (a short person in a long bag will be very cold as they will have a lot of extra space
to heat up). Make sure that students know that the green should be on the outside. These
bags have a hood and a drawstring system to keep precious body heat inside the bag. Be
sure to show the students how to use the drawstring and hood before they go to bed on the
first night. As the winter bags are rather bulky, make sure you have the students use the
large winter compression stuff sacks to store their bags.
No matter what sleeping bag system you use, you will need to issue ALL students a
cotton liner. This liner goes inside of the sleeping bag to form a barrier between the student
and the bag. This will lengthen the life of the bag dramatically because instead of washing
the sleeping bags after each expedition we only have to wash the liners. Washing sleeping
bags frequently breaks down the loft or insulation of the bag.
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Step One
Shelter Set-up
Students should know how to
properly set-up whichever shelter is being
taken on their expedition. Discovery uses
tarps, Kivas, Trango 4 tents and mountain
shelters. Tarps and kivas are light while
Trango 4’s provide more protection from
the elements and are warmer during
colder sessions.
Note: It is important to remember to inventory
and check all shelters that you issue both before
you leave for expedition and when you return!
Using the trucker's hitch, tie off mid-line
of tarp to 2 trees, approximately 15 feet
apart. Be sure that your space is large
enough for the tarp to fit
Tarp Set-Up
Students will be taught the standard Aframe tarp set-up. The only knot that
needs to be taught is the trucker’s hitch.
Students will set-up tarps between two
trees. Each side of the ―mid-line‖ will be
tied off with truckers hitches to adjust
tightness. The four corners and two side
tie-outs should be staked out
appropriately using the truckers hitch to
set the tension. Tarps should be taut
enough to bounce a coin off. Students
will be shown the top and bottom side of
the tarp (bottom side has more obvious
seams). Tarps are stored in a stuff sack
with 8 stakes. Approximately 8 feet of
parachute cord will be attached to each
grommet on the tarp.
Trucker’s Hitch
Step Two
Stake out 2 corners on opposite sides of
the mid line. Make sure to pull p-cord in
the direction that the tarp corner is
pointing.
Step Three
Figure
1http://www.douglasbsa.com/knots/truckers.htm
l
Now stake out the opposite side of the
tarp.
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Step Four
Trango 4’s consist of 4 main parts
Tent body, fly, 5 poles and 15 stakes.
Step One
Tie off the "awning" on both of the
narrow ends of the tarp. Then stake out
the side tie outs at a 90 degree angle. Both
of these tie outs increase surface area
under the tarp. The tension adds more
water proofness.
Tent Set -Up
Students will be assigned to a tent group.
In their tent group they will put up their
assigned 4 person tent. Proper care of the
tents will be taught, as well as how to set it
up and take it down. Each group is
responsible for making sure that the
zippers, tent poles, rain fly, parachute
cord, and stakes are all in good shape and
are packed back into the stuff sack with
the tent. A tag with the names of each
person in the group will then be attached
to the stuff sack for base camp
expeditions. Backpackers will divide up
the tent components and pack them as
part of their group gear.
The tents that Discovery uses are
Mountain Hardware® Trango 4’s. They
are what is known as four-season tents.
In other words, they are meant to be used
when cold temperatures, high wind and
heavy precipitation is anticipated. Four
season tents tend to be a heavier and
warmer than three-season tents and tarps
due to the more durable material and lack
of ventilation. Therefore, these tents are
only taken out during our winter trips.
Lay out tent flat on the ground. Make sure
to pull all grommets and p-cord out from
under tent.
Step Two
Insert purple poles into the grommets
with purple tabs. These are the tabs
located at the 4 corners of the tent. The
poles should cross in the center.
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Step Three
located on directly, opposite sides of the
tent. Then cross the poles by laying them
down on the opposite sides.
Step Five
Connect the center clip where the two
poles cross. This keeps the two poles
together and does not allow them to fall
to the side while you perform step three.
Connect the remainder of the clips to the
poles. Be sure to properly connect the
wire gate clips to the crossing poles. Then
place the vestibule pole (the gold pole) in
the double grommeted, purple tabs.
Step Six
Note: The clip connects the crossing poles.
The places where tent poles cross and are
held together are the strongest points in
the pole system. The wire gate of the clip
adds increased strength.
Step Four
Place the fly over
the tent body. Be
sure that the front
vestibule is on the
same side as the
vestibule pole.
Attach vestibule
pole to vestibule
using the Velcro
straps and clips
located underneath
the fly. Now connect the fly to the body
using the clip system shown below.
Place the other 2 purple poles into the
grommets with the black tabs. These are
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Note: Fly and tent body can be tightened
or loosened via the pull straps that are
attached to the fly and body.
corners tabs (purple). Then stake out the
side tabs (black). Next, stake out the
Final Step
vestibules. Be sure to stake each point out
tight. This will increase the overall floor
space inside the tent, as well as, increase
the tents resistance to wind, rain and snow
loads.
Note: By tying out the p-cord attached to
the tabs between the poles you will
increase the tents ventilation capabilities.
This will aid in the prevention of
condensation build-up.
Now it is time to stake out the tent and
vestibule. Begin by staking out the four
Staking the shelter down correctly
increases your bomb proofing
To correctly place a
stake you must angle it
away from the direction
of pull with the ―tooth‖
of the stake facing away
from the shelter.
Notice how the stake
on the right is placed in
line with the direction
of pull. This stake will
pullout easily when rain
and wind tug on it.
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Kivas
Kivas are one pole tarps that sleep 3
people. They look a bit like a tipi. Most of
the time these shelters are reserved for
staff to sleep under but at times they may
be used for the freshmen if the numbers
do not work out. Like a tarp, Kivas do not
have a floor. Therefore, it is important to
remember to issue ground sheets.
Kivas are not simple to set up. You must
follow these steps exactly if you want the
kiva to work as it is designed.
Stake out the other two corners with
purple tabs. Make sure that you pull these
corners tight against the other stakes. The
tarp should look like a pentagon.
Contents: The kiva consists of 10 stakes,
one pole and the tarp.
Step Three
Step One
Lay out the tarp flat on the ground. Pull
out all 5 corners neatly. There are three.
corners (the ones with the black tabs) that
have black webbing attached to them. The
corner that has two pieces of webbing
attached will be the first to be staked out.
Now stake out one of the corners with
only one piece of webbing attached. Pull
the corner out until the webbing is tight
before staking. Then pull the third corner
out tight against the webbing AND
against the corner that you stake second.
This should form a triangle. See photo above.
Place the pole inside the center of the kiva
and extend it until the kiva is up and tight.
Now zip the door closed. Using a
trucker’s hitch, stake out the sides of the
kiva with the p-cord attached to the small
purple tabs. You may also need to tighten
the corners down to increase the kiva’s
tautness. Note: To increase the height of
the kiva and the airflow, you may choose
to stake out the five corners with p-cord
and trucker’s hitches
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Mountain Shelter
The Mountain Shelter is an 8 person tipi. Discovery uses them on expeditions where cold
and wet weather is anticipated. Typically, only staff and faculty are allowed to sleep in them.
However, they are a great cooking shelter for students when it is raining. See faculty for
instructions on how to setup a mountain shelter.
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Stoves
Students should be able to demonstrate how to assemble, light, and safely use the stove that
will be taken on their expedition. This should be taught on campus prior to leaving for the
field. When using any camping stove, make sure that you are in a well ventilated
environment. Do not use these stoves inside of a tent or unventilated area. In times of poor
weather, Discovery staff may decide to cook underneath of a tarp or inside of the Mountain
Shelter. This should only be done under the supervision of a faculty member!
Things to tell students!
-
Avoid walking through the kitchen unnecessarily. This could result in a tipped over
stove or pot of boiling water.
Do not try to take the stove apart until it has sufficiently cooled off.
Store extra fuel outside of the kitchen.
Avoid placing the stove directly in the dirt. It is important to keep the stoves free of
dirt and grime that could clog the jet and fuel line. If this happens you will be
spending part of your night cleaning stoves instead of cold-hard chillin!
Snow Peak- GigaPower BF Stove
The Snow Peak canister stove is the stove used most often on Discovery courses. It looks
similar to the WhisperLite but uses an Isobutane/ Propane mix that comes in a pressurized
canister. There is no need to pump or clean this stove! To put the stove together, all you
need to do is remove the stove from it’s box, unfurl the legs (all 4 of them) and screw the
fuel line into the treaded nipple located on top of the fuel canister. Caution!!!- Make sure that
the valve is turn off (righty, tighty) before you attach the fuel can to the stove.
To light the stove, you need to turn the valve to the left until you hear the hissing sound of
fuel escaping. Then, squeeze the auto-igniter until it makes a spark close to the burner. This
should ignite the stove. If auto-igniter does not work due to moisture or failure, use a lighter
instead.
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GigaPower BF Stove- notice the auto-igniter for one touch ignition
MSR Whisperlite
The MSR Whisperlite is one of the most commonly used stoves in the outdoor industry. It is
fairly simple to use and maintain in the field once you are familiar with it. This stove burns
on white gas which is very flammable. Make sure you use the red bottles for white gas. The
stove uses about three quarters of a liter per day in the summer and one third of a liter in the
winter.
MSR Whisperlite- a great stove for cold weather courses!
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To set up and light the stove:
1- Place the pump onto the fuel bottle. Make sure that the pump has a rubber gasket where
it connects with the bottle. Then see that the pump is on securely, but beware of crossthreading and destroying the plastic threads on the pump.
2- Place the lower wind screen on the stove body and then extend the legs.
3- Connect the fuel line on the stove body into the fuel tube on the pump. Snap safety bail
around the pump in order to avoid a fuel spill.
4- Place stove on a level spot that has been cleared of leaves and debris that could catch on
fire.
5- Pump 15-20 times to pressurize fuel bottle.
6- Turn valve on a ½ turn and wait until fuel begins to enter priming cup. Turn off valve.
7- Light fuel in priming cup. The flame will now heat up the generator. This allows for the fuel to turn
into a vapor once it passes through the hot generator. Once it is a vapor the fuel will burn easily out of the
jet without flaming up too high.
8- Once the fuel in the priming cup has burned out, you may turn the valve back on. When
you hear the fuel hissing out of the jet you should light stove on top of the burner.
Caution! If the stove is not sufficiently primed there will be liquid and vapor fuel coming out of the jet. It
sounds like a loud, squirting hiss. Do not light stove at this point. If you do you will create the flaming
tower of inferno! Instead, turn the stove back off and re-prime.
Lanterns
Discovery uses the Snow Peak lanterns on expeditions. These lantern are very fragile and
should be carried by staff or faculty only! Like the camping stoves, use lanterns in ONLY
well ventilated areas. Students should not be allowed to take lanterns into their tents
unsupervised.
The lantern is fairly easy to put together and operate. First one must check to make sure that
the lantern’s mantle and globe is in tact. The globe is the glass cylinder that surrounds the
mantle. The mantle is the white cloth-like orb inside of the globe. The mantle should not
have any tears or cracks in it. If the mantle needs to be replaced, there should be spare
mantles inside of the lantern box. To replace the mantle see a Discovery faculty member. If
the globe is broke, be very careful not to cut yourself on the broken glass. Make sure that the
globes are operational prior to leaving for the expedition as we do not carry replacement
globes into the field.
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Once this has been check, you need to
make sure that the valve is completely
closed. Now, attach the lantern to a
isobutane/propane canister using the
threads. Once the lantern is snuggly
attached, turn valve to the left until you
can hear the sound of fuel escaping. Then,
bring a lit lighter to the holes located
underneath the lantern. The flame needs
to go up through the hole and into the
globe. The mantle should light. The
mantle may burn an orange color until it
has had time to head up. Then the mantle
should turn into a brighter, white flame.
Before you break down the lantern, make
sure that it has sufficient time to cool off
prior to returning it to it’s box.
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Vehicles
Vehicles will be parked at the Summer Camp when you arrive. There will be a lot
happening in a short period of time so show up ready! The first thing that will need to
happen is packing the vans. Your equipment should already be packed and organized in the
garage. Now just put it in the back of the van. Try not to block the emergency exit door!
Your next responsibility is to get the freshmen in the vehicle and do head count. This is
extremely important. You will need to perform a head count every time the group gets back
into the vehicle and it is leaving!
Once on the road your primary job is to help with ―crowd control‖. Make sure that
the students are not distracting the driver and are safe and comfortable.
IT IS MANDATORY THAT EVERY STUDENT WEARS A SEAT BELT!!!!!!!!!
This is a great time to sit with your co-instructor and finalize your plans for the weekend.
When the faculty member locks up the vehicle prior to heading out, make sure that you
know where the key is stashed in case of an emergency.
Camping and Life on Trail
Camping Safety Policies
a.
Students will be instructed on good campsite selection (i.e. safe site – widow-makers, lighting
potential, flash flood potential – and according to good LNT practices).
b.
Students will be instructed on proper use of camp stoves . It is important to review the safety
aspects of stove use and the hazards found in a backcountry kitchen.
c.
There should be an instructor in the kitchen at all times when stoves are burning.
d.
Good hygiene will be emphasized when camping.
e.
Students should learn proper food preparation, packing the right quantity and how to maintain
appropriate energy levels through eating.
f.
Hydration should be emphasized throughout the course.
g.
Students should learn how to properly dress for a variety of environments and activities.
h.
Instructors should review the students clothing prior to leaving on a trip in order to assure that
each group member has the appropriate gear.
i.
All students will be provided with methods for purifying water in the backcountry. Instructors
will also teach the students how to employ these methods (water filter, iodine or bleach).
j.
Proper supervision of the students should be maintained while in camp.
When on an expedition one should be able to choose an appropriate campsite that falls
in line with the Leave No Trace Principle of ―camp and travel on durable surfaces‖ and is
safe from objective hazards. It is important to remember that when choosing a campsite you
are not just looking for a place to sleep but also a place to cook, teach, and socialize.
Remember to spread these spots out so you do not concentrate the impact of 12 to 14
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people in a 20 square foot area. You should teach this class on the first night in the field in
order to give your students an opportunity to choose their sites the rest of the expedition.
Here are some topics you should cover when teaching your students how to choose a site:
-
Durable vs. fragile surfaces – Most of the campsites that we use here in the Southeast are
heavily impacted, established sites that have been used for years. When given the
choice we should choose impacted sites first. However, there are times when we use
campsites that have seen little to no use prior to our arrival. When choosing a
―pristine site,‖ you should first look for rock slabs, sandy areas, and duff. If you must
camp on vegetation, avoid woody stemmed or moist broad leaf plants, which are far
less durable than grasses.
-
Be sure that your site is free from natural dangers such as low branches that might injure
someone’s eye, widow-makers (dead trees or branches that might fall on top of the
tent during a storm), game trails, and sites vulnerable to lightning strikes.
-
Choose a site that allows your group to be comfortable. Use the leeward side of boulders and
tree lines to protect your kitchen and tent sites from wind and weather. Find sites
that are flat for sleeping. Look for sites that have pretty views!
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Sleeping Warm and Dry
On the first night of the expedition you will need to teach your students how to
properly use their sleep kit. What you will issue them to sleep in depends upon the weather
and the time of year that you are working. In the fall and spring, they should be equipped
with a ground sheet, sleeping pad, summer sleeping bag, and a cotton liner. During the
winter sessions, the students should be issued either a winter bag or a summer bag with a
fleece liner. You should make sure that they turn the summer bags inside-out so that the
dark blue color is showing. This will extend the life of these bags.
The system is as follows:
- Place ground sheet down first. This is to keep your sleeping bag and pad dry if you
are sleeping on wet ground. Make sure that the sheet does not extend outside of the
tarp. If it does it will channel rain water right to you and make things soggy. Yuck!
- Now put the sleeping pad down. Not only does the pad add comfort for your nights
sleep but it also combats heat loss from conduction with the cold ground. If it is
really cold out, advise your students to put more items underneath themselves for
more insulation.
- Line the inside of the sleeping bags with a cotton liner. This way we only need to
wash the liners instead of the sleeping bags themselves (however, we do wash the
bags a couple of times a year!).
- Students should be taught how to use the zippers and draw strings on the particular
bag that they are using. This may sound basic but, believe it or not, students have
spent cold nights on Discovery trips because they did not know that their mummy
bag had a hood on it!
What do I wear?
This is a commonly misunderstood topic in the art of staying warm at night. The old
wives tale said not to wear anything at all in order to be warm. This just isn’t entirely true! It
is, however, based on the fact that if you wear all of your warm layers to bed on a chilly night
you will probably become too hot in your sleeping bag and begin to perspire. When this
happens you become wet. Then, as the evening goes on, the temperature drops and your
metabolism (which produces heat in the first place) begins to run low on food, you begin to
cool off. Moisture is a good transporter of heat and therefore, despite all those clothes that
you are wearing, you get cold!
One way to avoid this is to not wear all of your clothes to bed. The most important
item of clothing to wear to bed is a wool or fleece hat. Our scalps are a poor insulator of
heat. There is little insulating fat there and many blood vessels come near the surface of our
skin. So cover up that noggin. I suggest that in the winter you wear at least a base layer of
polypro tops and bottoms to bed, and some warm, dry socks. If this is not enough then put
on another layer. If you are cold, put on clothes! Try to regulate your body temperature
through layering. Remember, avoid becoming too hot or too cold.
What are some other tips for sleeping warm and dry?
A sleeping bag only insulates what is put in it. If you put a warm turkey in it, it will keep
it warm. If you put an ice cube in it, it will keep it cold. Therefore, it is important that
you are warm before you enter into your sleeping bag.
Here are some tips to sleeping warm –
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EAT! It’s cold out and your body is burning lots of calories to stay warm. You are
not going to get fat! Emphasize to your students the importance of eating a full
dinner prior to going to bed. This will give your body the calories it needs to heat
you.
DRINK! Water, water, water! Your body cannot keep itself warm if it isn’t properly
hydrated. You should be drinking 3-5 liters per day depending on the severity of the
cold and the activities you are performing. Hot teas and cocoa just before bed are
great for keeping you warm. It has also been suggested that eating or drinking
something salty right before bed will help you retain the water you drink during the
night.
EXERCISE! The best way to warm up is to do something that will get the blood
flowing. I like sit-ups, jumping jacks, and rounds of toe twister!
PEE! You wake up and it is dark and cold out. You are warm in your bag but you
have a bladder that is in need of being emptied. Bad luck for you! But if you stay in
your bag, not only will you be unable to sleep, but you will get cold too. Your body
needs to maintain its core temperature which is around 98 degrees F. If you have a
liter of water in your bladder your body will spend calories keeping that warm too.
Furthermore, your bladder is at the core of your body. Therefore, it will work to
keep this useless urine warm before it will keep you toes warm! So fight the urge to
stay in your bag and be uncomfortable. Face the cold and warm up those toes!
EXTERNAL HEATING – If you have students who just cannot get warm you can
make hot water bottles for them. Just put boiling water into a lexan water bottle.
Wrap the bottle up in a T-shirt so that it will not burn the student with direct contact
and place it in the bag. Remind the student that as soon as this bottle has cooled
down it should be taken out of the bag so that you will not spend any energy trying
to keep it warm. Voila! Warm freshman!
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Trail Techniques
This section will cover some points that you should teach to your students about trail
travel while on expedition. You won’t be able to teach all of this information on the first day,
but you should try to make an effort to teach this curriculum early on in the course. Getting
the students equipped with the proper skills early allows them more time to put them to
good use!
Energy Conservation
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Avoid sprinting out of the gate just to become tired early.
Avoid moving so slow that you end up wearing your backpack more than you need
to!
Take breaks, but not too many and not for too long. Breaks are important for
resting, but taking too long allows warm muscles to cool down and it also wastes
time. You can rest once you get to camp.
Managing Students on the Trail
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The group members should always be in sight of each other.
Travel the pace of the slowest person. It can help to put the folks who are struggling
or walk slower in the front of the group. That way the fast folks do not leave anyone
behind.
Make sure there are a couple of people in charge of the map. Everyone should be
reading the map but you will need someone to carry it and look at it from time to
time while you are walking.
Have a time keeper – Have the group decide their walk to break ratio (ex. walk 50
minutes: break 10 minutes). Assign a person with a watch to hold the group to this
plan.
Have a point and a sweep person. The point person does the path finding and the
sweep makes sure that the group remains together. The sweep should also make sure
that nothing and no one is left behind when leaving camp or break sites.
Hydration and Nutrition
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You need fuel for a car to run; the same holds true to your body!
Students should drink between three and four liters of water per day, not including
hot drinks.
Encourage your students to drink water throughout the day.
REMEMBER! Lunch begins right after breakfast and ends at dinner. Many small
meals burn better than one big lunch dumped into your belly.
Have all of your students eat a solid breakfast prior to hiking. After a long day
students must eat dinner in order to help them recover.
LNT on the Trail
Camp and travel on durable surfaces!
-
Try to avoid hiking in groups larger than a standard Discovery group. This number is
typically 13 (students, staff, and faculty), which is already an enormous group. The
―recommended‖ group size in the wilderness areas that we operate in is 10. If you
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run into another Discovery group, take a break or pass. Try to avoid becoming one
large group. Not only is this hard on the land but, most importantly, it is a high social
impact to other backcountry users.
Do not cut switchbacks!
Take breaks off of the trail so that other visitors do not have to walk around you.
This will avoid beating up the sides of the trail.
Avoid walking around muddy or wet spots in the trail. This causes unnecessary
widening of the trail.
If you are traveling off trail on fragile vegetation, have your group spread out.
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Water Treatment
While on Discovery Expedition your students will be provided with the training and
the equipment to properly treat the water that they drink in the field. This will need to be
taught to them either prior to leaving school or on the first night of the trip. You should give
them a thorough class on the pathogens that they are protecting themselves against and
methods to reduce the risks.
There are 3 main ways to treat your water:
#1. Chemicals
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The standard water treatment system used at Discovery will be the use of Potable
Aqua iodine tablets. Students should add 2 tablets per liter of water. Have them
shake their water bottles for a couple of minutes to aid in the tablets dissolving, then
allow the water to stand for 30 minutes. It is important to remind the students to
bleed the threads of the water bottle or flush the tube of their camelbacks to ensure
that all drinking surfaces are treated. The water is ready to drink.
You can also use iodine in a pill form (Potable Aqua) or in a crystalline iodine form
(Polar Pure). Follow the directions on the package. Both take approximately 20-30
minutes to treat a liter of water.
Chlorine treatments such as Halazone and Aqua Mira all work well. (see directions
written on container)
Chip and Trent pump water in Colorado
#2 Boiling
Boiling kills protozoa, bacteria, and viruses. You only need to bring the pot of water
to a rolling boil (212 degrees F or 100 degrees C) to take these little suckers out!
#3 Filter
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Filters strain out little creatures down to 0.2 microns in size. They do a great job
getting protozoa and bacteria. Due to the tiny nature of viruses, a filter without a
chemical element in it (such as iodine) will not kill them.
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Filters will clog very easily, so it is important to filter out of a cook pot if water is
shallow. This prevents sand and dirt from clogging the filter unnecessarily.
Look for students who are allergic to iodine. Often, people who are allergic to
shellfish are actually allergic to iodine. If you have someone who is allergic to iodine,
issue your group one of the Sweetwater filters in the gear room.
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Micro-organisms in Backcountry H2O
Protozoa – Protozoa are single-cell creatures. They are the largest or the waterborne
pathogens. Their size ranges from 2 to15 microns. The two types of protozoa that most
concern backcountry users are Giardia Lambia and Cryptosporidium.
Giardia Lambia – This is the one that we are most concerned with here in the Southeast.
Giardia is approximately 2 to 15 microns in size but can fit through a 5 micron diameter
hole due to its flexibility. It is spread through fecal and oral transmission. Animals such
as beavers and muskrats are guilty of spreading the protozoa because they live in aquatic
environments. Livestock, domestic pets, and humans are responsible as well. Basically,
when one of these creatures defecates in the water they infect that water. If someone
gets giardia they will not become ill until 1 to 4 weeks after exposure. It takes time for
the cysts to multiply in the intestinal tract before the body reacts to their presence.
Symptoms include: diarrhea, flatulence, weight loss, fatigue, and abdominal cramps.
Cryptosporidium – Approximately 4-6 microns in size but can fit through a 3 micron
hole. Due to a hard shell, they are more difficult to kill and are safe from iodine and
chlorine. The only way to kill them is to either boil the water or filter it. The symptoms
of cryptosporidium are the same as giardia only with less flatulence and accompanied by
a low-grade fever.
Bacteria – Bacteria range from 0.2 to 10 microns in size. Types of water-borne bacteria are
cholera, Escherichia Coli, and campylobacter. These bacteria are found in developing
countries due to poor water treatment (feces contaminated water). E-coli is associated with
traveler’s diarrhea.
Viruses – Viruses are very small and cannot be treated by filter alone. They must be boiled
or treated with chemicals such as iodine and chlorine. The biggest concern here is
contracting hepatitis A, which causes fatigue, loss of appetite, stomach pain, and nausea.
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Cooking In The Backcountry
Safety Policies
a.
Cooking areas will be clearly designated. They should be at least 6 feet in diameter. Stoves
will be centrally located in the area; this way they will not be easily knocked over during use.
b.
c.
Stoves and lanterns will be fueled outside the cooking area. Fuel bottles will be stored away
from stoves and lanterns when in use.
Cooking will be supervised by staff.
d.
Stoves and lanterns will be only operated by staff and students trained to do so.
e.
Proper sanitary measures will be taken at all times.
f.
Food serving will be done using the cooking group’s equipment. Spoons and bowls for
individual use will not be used for serving food.
g.
For car camping, liquid waste will be poured into the sump hole or other approved method of
disposal. Solid waste will be placed in a trash bag or burned in the fire. On backpacking trips,
all solid waste will be packed out.
h.
All water, unless taken from approved sources, will be appropriately purified.
i.
The only people allowed in a cooking area are those people assigned to that particular cooking
group or supervising staff.
j.
Cardboard, glass, and aluminum will be sorted and returned to School for recycling.
Cooking in the wilderness is a great experience for our students. It creates a sense of
empowerment and self-reliance. At the end of a long day there is nothing better than a hot
drink and a bowl of tasty food eaten in a scenic place. You need to remember that your
students have probably not cooked for themselves very often, and certainly not on a camp
stove. Therefore, it is important that you spend the appropriate amount of time with them
so that they learn how to cook well.
One of the first things that you should give your students is a food identification
class in order for them to know what types of foods they are traveling with. You should also
develop a system so that students know what items they are specifically carrying. This will
save you time when you sit down to lunch and no one seems to know who has the peanut
butter. Some instructors label each individual food bag with the contents, but this seems to
get confused after the first meal and the food has been switched around. Another method is
to keep a group journal and record who is carrying certain food items.
Most importantly, teach them the proper techniques for cooking rice, pasta, soups,
quesadillas, etc. Students should learn how to prevent burning or undercooking their food.
Nothing brings morale down more than uncooked rice or burnt oatmeal! They should also
be taught what’s in the spice kit and how to use it. That little bag of seasoning goes unused
far too often. Instill the belief that food is not merely fuel but something to look forward to
and an outlet for creativity!
There should be an instructor in the kitchen at all times. The kitchen is the place
where most backpacking accidents occur. Burns from boiling water, Whisperlite stoves,
or cuts from chopping vegetables are only a few possible injuries that can occur in a
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backcountry kitchen. All students in the cooking area should be wearing closed-toe
shoes. When using the stoves, encourage students to crouch or kneel rather than sit
so they can move easier in case of an emergency. Remind students to move carefully
around lit stoves- one way to enforce this rule is to only allow cooks and supervision
in the “cooking area”. Make sure students use a cutting board when cutting or
chopping and that they cut away from themselves.
Be sure to provide some sort of structure so that all group members have an
opportunity to work in the kitchen. A rotation seems to work best. Avoid gender stereotypes
such as girls cooking and cleaning while the boys play in the woods banging on trees with
sticks! This only creates a division in the group when it is cohesiveness that they should be
striving for.
It is not only valuable for them to begin learning how to cook for themselves but it
requires teamwork and co-operation in order to create a tasty meal. Find the appropriate
balance between teaching, risk management, and giving the students enough room to make
mistakes and learn from them. While you may not want to eat poorly cooked food, do not
underestimate the power of a burnt meal after a long day to teach students about natural
consequences! Here is one more opportunity for your students to put into practice the tools
that you have equipped them with up to this point.
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Foot Care
The great outdoor educator Johnny Hikealot once said, ―When you are on the trail,
you are traveling under diesel power!‖ He pointed at his feet and said, ―dees’ll get you in and
dees’ll get you out!‖
It is important to remember to take care of your feet. Remind your students daily of
the importance of preventative foot care. Encourage your students to speak up when they
first get a ―hotspot‖ (a burning sensation that is the first sign of a blister) so that you can
treat it. It is much easier to prevent blisters in the first place than it is to treat them once they
have occurred. Be proactive!
Teach your students how to properly put on socks and lace their boots. Often, folks
leave wrinkles in their socks, particularly when they are using a double sock system. Your
students should make sure to roll their socks and sock liners on, starting with the toe, and
make sure that there is no extra material that will rub blisters. Avoid cotton socks because
they stay wet which makes your skin tender and susceptible to blisters. Socks should also be
free of foreign objects such as dirt and burrs which might also rub. Lacing your boots is
another important step in blister prevention. Some people think that to maximize the ankle
support in your boot you must lace them tight. This is a terrible presupposition! Lacing
boots tightly is a sure-fire way to get blisters. The tighter that they are laced, the more
friction and heat they will create. This heat and friction will quickly cause blisters. To
demonstrate this point, have your students rub their hands together with a lot of pressure.
The friction creates heat which will eventually cause a burn or blister. Now have them rub
their hands together with no pressure. They will agree that there is less friction and therefore
less chance of blisters.
Stages of blisters and treatment
The first stage is a hotspot. A hotspot feels like a slight burning or rubbing point. It is
usually only a small red spot on the foot. The easiest way to treat a hotspot is to place a piece
of athletic or duct tape over the top of it. Make sure that the tape is secure in order to
prevent it from slipping and doing more damage to the foot. If the hotspot is in an advanced
stage, try covering it with a piece of mole skin. Cut a round piece of mole skin that will cover
the entire area. Then tape it down to increase its ability to stay in place.
The second stage is a blister with a water bubble. If the blister is the size of a nickel or
smaller, you should avoid popping it. A closed blister is less prone to infection because it is a
closed wound. To treat this blister, you should cut a donut shaped piece of mole foam large
enough to encircle the bubble without touching it. This will provide protection and padding
that will stop the rubbing. It will also prevent the bubble from being popped. Now tape the
donut in place. If the blister is larger than a nickel you should drain it because it will most
likely pop on its own. Drain the blister using a sterilized needle. This blister should then be
treated as a soft tissue injury (see below).
The third stage of a blister is an open blister or a soft tissue injury. A blister that has
popped is likely to become infected without proper care. You should treat these blisters as
described above, only you must first use an antibiotic ointment and non-stick gauze to treat
the injury. Clean the injury daily with an antiseptic solution such as iodine or zephiran, put
ointment on injury, and cover it with a band aid or non-stick gauze. Then cover it with a
mole foam donut and tape in place. Another option is to use 2nd Skin®. 2nd Skin® is a watery
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and slimy material that can be cut into what ever shape you may need. It is then placed
directly on the blister. Then place athletic tape over the top to keep it in place. If you want to
keep hiking, you should also put the mole foam donut on in order to give the blister extra
protection.
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Map and Compass
Navigation in the backcountry is one of the primary responsibilities of a Discovery
group while on expedition. This allows students to practice the skills of teamwork and
communication that they learn on campus. By working together to determine their location
and where they need to travel they will have genuine experiences using these skills. It is
important for your students to gain a working knowledge of how to use a map and compass
in order for them to navigate. You should teach a basic class to your students before they
leave for the field. Review the different aspects of a topographical map (i.e. colors, cardinal
directions, the legend, scale, latitude and longitude, etc.). Then do an exercise that will
reinforce these map features. Possibly have the students navigate around campus using a
topo map of that area or have them sculpt in the sand land features that are on a map.
Consider waiting until you are in the field before you teach a more advanced map
class that would include advanced topographical features, determining distances, and
triangulation.
Map Features
Drainage
Steep Slope
Ridge line
Hilltop
Road
Low Angle Slope (on top of a ridge)
Saddle
Map Colors
Green- Thick vegetation, forest
Blue- Bodies of Water (rivers, streams, lakes, ponds)
White- Clearings, open ground
Black- Human-made objects (houses, roads, trails, bridges, etc.) and names, elevations, bench marks
Brown- Topographical Lines (Dark Brown- Index lines, Light Brown- topo lines)
Here’s an example of a class that you may use in the field:
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Step #1:
Put away the map! ―Ground yourself in reality.‖ Observe your surroundings with a 360
degree look. Seek a good view.
Things to look for:
Features – Learn to identify these land features in reality. Ridges, saddles, glaciers, peaks,
lakes, clearings, cirques/bowls.
Distance – from you to identifiable features. Get accustomed to the scale of the area that
you are in. How fast do you and your group walk?
Direction – Know cardinal directions of the features around you. ―Where is the sun right
now?‖
Elevation – Your elevation relative to the features that are around you. ―Are we higher or
lower than the peaks around us?‖
Step #2:
Orient the map (use a compass if you are in thick vegetation).
Try to find your surroundings on the map. Decipher contour lines. What do they mean in
reality?
Peaks - show up as bulls eyes
Saddles - reversed parentheses
Drainages/valleys - appear like V’s that point towards peaks (uphill)
Ridges - look like valleys, only they point downhill
Slopes - steep vs. shallow
Step #3:
Develop an argument or case for your location. Find areas on the map that show all the
things we see in reality.
Step #4:
Share and hear with the other folks in your group. Synthesize the best arguments and come
to an agreement on where you are and the best way to travel to where you are going.
Common Mistakes!
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The group thinks that they have traveled further than they actually did.
Only a couple of students are reading the map and not all opinions are presented. If
the 2 map readers are wrong and the whole group goes the wrong way then there is
no one to blame but the entire group!
The map is not oriented correctly at the beginning of the map check! This will really
throw a wrench into your plan.
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The Compass
The compass is an important tool when navigating in the backcountry.
Unfortunately, this device can easily be used incorrectly. Many times this little guy has
thrown off people’s ability to navigate accurately. Therefore, it is important that you know
how to use it and when you don’t need it. Described below are the different features of the
compass, how to orient a map with a compass, and how to shoot and follow a bearing. Make
sure that you are comfortable using a compass before you put this into the hands of ninth
graders!
The Parts of a Compass
Orienting The Map With A Compass
Probably the most useful purposes of a compass here in the Southeast is for
orienting the map. You will definitely develop your map skills quicker if you try to orient the
map by using topographical features, but sometimes the vegetation is just too thick!
Step 1
Set the bezel of the compass so that North or 360 degrees lines up with the direction of
travel arrow.
Step 2
Find the magnetic declination shown at the bottom of your USGS map.
Step 3
Line the side of the base plate up with the magnetic north line of the magnetic declination
angle.
Step 4
Now rotate map until the north-seeking needle is boxed inside the orienteering arrow.
Voila! Your map is oriented.
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The Whistle Talk
Before you enter into the backcountry you should issue students whistles. These are
added precaution to ensure the safety of our students. When you issue these whistles you
need to clearly explain the following guidelines:
1. Students will wear a whistle at all times while on a Discovery Expedition.
2. Whistles should be blown ONLY in the case of an emergency.
3. Give examples of an emergency- Becoming lost or separated from the group,
becoming injured when away from the group, if you are approached by a stranger
who is potentially threatening during solo, etc.
4. If lost, students should blow three short blasts on their whistle, then wait and listen
for sounds from the search party. Students should keep following this pattern until
found.
Staying Found
The title of this section is called Staying Found for a reason. As it is with all things in
the backcountry, being proactive and always knowing where you and your participants are at
all times is the first line of defense against becoming lost. Here are some hints for staying
found.
1. The ―Buddy System‖- Have the students pair up with a buddy. These buddies will
look after each other throughout the expedition. This will help when getting in and
out of the vans, going to the bathroom, beginning to hike after a break, etc. This will
ensure that students always have one of their peers looking out for them in addition
to you and your faculty member.
2. When you get into camp, point out obvious land features that students will recognize
if they become disoriented or last.
3. Establish boundaries that students are not to go beyond without their buddy or an
instructor.
4. If you are leaving camp with your buddy, tell an instructor where you are going and
when you will be back.
5. When leaving camp for a longer period of time, take a ―life support pack‖ with you.
Make sure that you have layers, food, water, map and headlamp.
6. At night, wake up a tent mate and tell them that you are going to the bathroom. This
way if you do not return there is someone who knows that you are missing.
7. When on the trail, have the map out and always know where you are on it. This is
much easier than taking it out periodically and trying to locate your position.
8. Make sure that the group hikes together. You should never be out of eye sight or
hear shout from other members of the group.
9. If you become lost and are away from the group
Stay put. Do not continue wandering around and changing locations.
Stop, take a deep breathe and stay calm
Look around and look for landmarks that you recognize
Blow your whistle and yell out. Make sure that you also stop and listen for noise
from the people looking for you.
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Solo
One of the most powerful moments in the Discovery session is the expedition solo
time. This is an opportunity to get the students to look inward and reflect upon their
Discovery experience, their relationships with friends and family, their place in the world, or
any other important line of thinking that may spring into their minds. The power of this
activity stems from its absence in everyday life. It is a rare occurrence for the participants (or
any of us) to have a two hour experience where they are alone with only their thoughts and
no other distractions. It is a chance to listen to an inner voice that is often drowned out in
the lifestyle of grades, activities, and everything else that comes with being a teenager.
Safety Policies and Procedures
1.
Briefing of the solo will be done by the outdoor leaders and will include, but is not limited to,
safety guidelines (dependent on location), emergency communications, length of solo,
boundaries, location of staff, what to do if approached by strangers, and appropriate behavior.
Briefings will also include educational framing (questions to ponder, journaling prompts, etc.)
an explanation of the purpose of the activity
2.
A solo experience will be permitted as part of a previously approved course outline.
3.
After students have been assigned sites, a sketch map will be made with the approximate
location of sites and students’ names. We need to do this or ditch this.
4.
Staff will be positioned in a site to provide maximum security to participants. Students requiring
special attention (for medical condition, maturity level, or any other reason) will be placed in a
spot appropriate to their supervision needs.
5.
No swimming or boating will be permitted during Solo.
6.
Students will take necessary equipment for ordinary safety hazards and extreme weather
conditions.
7.
All students will be brought to a designated location in the event of a missing student or other
emergency.
8.
All solo experiences will be followed by a group debrief.
Briefing the Solo
Your briefing of the solo is essential to the success of this activity. You will be in
charge of not only relaying safety information and procedures, but also selling the activity as
a valuable reflection time. Your briefing should include:
1.
Alleviate Anxiety: The idea of sitting alone in the woods for a couple of hours
will be a terrifying prospect for many students. It is important that they feel
challenged, not in danger, in order to get the most out of this. One way to calm them
is by talking about it early on in the expedition. Students don’t like to have these
things sprung on them. Let them know that you will know where they all are at all
times, and that you are within hearing distance. Answer any concerns they may have
calmly, no matter how silly they sound.
2.
Safety: Review with them the safety policies of the solo. It is key that they stay
where they are placed! Review the emergency whistle communications (Three
short blasts), and review situations where it would be appropriate to use them (if you
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3.
4.
5.
6.
get lost, are in some form of immediate danger). Weather conditions may change,
and sitting still always makes a body colder. Make sure they bring a sleeping pad,
warm layer, hat, rain gear, snack, water, journal, pen, and WHISTLE !
Behavior expectations: Let the students know that it is important for them to
remain where they are, be safe, and remain quiet. This will ensure that they will not
infringe upon another person’s experience.
Tell them how long: Tell them the length of time for the solo and mean it. If you
tell them two hours, don’t let it go over. The length of solo is dependent on when
you start. Daylight remaining, weather, temperature, and time to cook dinner are all
factors in determining length of solo. Let students know that time often goes by
slower during these activities, and that they should stay put until you go and get
them, even if they think that its been too long.
Set the Tone: You may get a lot of questions about why this is necessary. The
better you answer these questions and frame the experience, the better it will be
received. If you had a meaningful solo experience, or had apprehension at first, let
them know. You can read quotes (in the Appendix) about the benefit of solo
reflection, admiration of nature, appreciation of life, etc. Talk in a softer tone to
bring the volume down.
Give them something to do: There are tons of things you can do for this. Give
them journaling topics. Have them write a letter to self that can be sealed and mailed
later. Have them write a letter to their family. Write about another member of the
group and what you appreciate about them. Make a gift or a sculpture from the
objects you find in your solo area. Write a poem. Draw a map of the Discovery
session. Give them specific questions to think about and answer.
Deliver them to their Spots: Divide the group up and distribute them amongst the staff
present. Each staff member should have three or four students. Decide ahead of time which
direction you will be going. A small amount of preparation and spotting will go far here.
Know the area, and have an idea for solo spots already. That way when its time to split up, it
can happen quickly. Pick spots that are out of sight from anyone else, easy to get to,
aesthetically interesting and within earshot from the main camp area where the staff will be.
Be Present and Alert: Although it may feel like a break to have everyone gone, this is still a
time to be alert and vigilant. Monitor approaching weather and keep an ear out for whistles.
You may also take this time to do some solo time yourself.
Go Get Them and Debrief: Many students will be relieved and excited to be coming back
to camp. Make sure they know ahead of time that there will be a debrief. This is an
important time for students to share their experience and thoughts from the solo. There is
no set way to do it. It depends a lot in your framing of the experience, but you can use any
debrief technique you want. Be creative, and think memorable! Use this as a chance to share
some of your observations of the group and thank them for taking this risk.
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River Crossing
Safety Policies
a.
Before attempting a river crossing, students should receive a class on river crossing techniques
(i.e. tripod method, eddy method, stick method, etc.), methods to reduce risks, river
hydrology/dynamics, objective hazards such as strainers and big drops, up and downstream
hazards, etc. and subjective hazards such as fatigue, haste, or groups members being afraid.
b.
Faculty and staff should consider the physical and emotional ability/limitations of the students
when choosing an appropriate river crossing.
c.
When appropriate, faculty and staff should place themselves as “spotters” downstream of the
crossing site in case a student is swept downstream and needs to be pulled back to shore.
d.
Students should be encouraged to scout to find the best possible crossing and not just the
closest.
e.
Students should be instructed on what makes an appropriate dry-crossing, such as logs or rock
hopping. It should be emphasized that often the consequences of loosing one’s balance and
falling off of logs and rocks are more severe than a wet crossing.
f.
It is possible for students to perform river crossings without the supervision of instructors.
However, students need to have previously demonstrated good judgment and river crossing
techniques several times under the supervision of the instructors.
g.
If students are crossing rivers without the supervision of instructors the instructors should be
familiar with the crossing that the students are going to make.
h.
Students should understand that everyone in the group needs to be comfortable with the chosen
crossing site, technique being used, and leadership before river crossing is attempted.
i.
Students should cross the stream at a deliberate and steady pace. Students should not travel
faster then the slowest person in order to maintain the group cohesion necessary for a safe
crossing.
j.
Students should be instructed as to when it is appropriate to unfasten hip belts and sternum
straps when crossing rivers and streams.
k.
Instructors should be familiar with everyone’s swimming ability prior to attempting a river
crossing.
l.
Faculty should be familiar crossing rivers with groups and be able to safely manage crossings in
a variety of conditions.
Crossing rivers in the backcountry requires experience and judgment. It is also a
great opportunity for groups to practice teamwork, organization, and leadership. However,
rivers have the potential to be very dangerous if taken lightly. While river/creek crossing in
the southeast seems minor when compared to the rivers out west, they still present a threat.
As instructors, you should be prepared to safely manage your group across them. Once you
have taught your students river crossing skills, you should allow them to practice under close
supervision. Here are some key points you should cover when teaching this class:
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River Features: In order to choose a crossing site, one must be able to read a river and
know some of the basic principals of river hydrology. By studying the river you will learn
where the current is fastest, deepest, and what objective hazards to look out for.
- Current – Current is caused by the gradient and shape of the riverbed. If a river
begins to drop elevation quickly the water flows faster. When rivers are flat and wide
they are slower. The current is typically stronger when it flows through narrow
channels or on the outside of bends.
- Depth – The depth of the river is affected by the amount of water that is draining
into it. When rainfall is heavy, creeks rise. Some rivers are dam controlled and either
flow at a consistent level, or rise and fall depending upon the scheduled releases by
the dam. Water is typically the deepest in slow sections, the outside of bends where it
has washed away the sand, and in areas where you cannot see the bottom. White,
foamy water is an indicator
of shallow water that has a
heavy current.
- Eddy – Eddies are spots
downstream of large
boulders or other
obstructions where the
current of the river is
blocked. Here, there is
either no current at all or it
is flowing in the opposite
direction of the main
current. These can be
islands of safety when
crossing a river. People
can actually ―eddy hop‖
when crossing rivers in
order to get a break from
the swift current in the
main channels.
- Strainers – Strainers are
downed trees and logs that
become jammed on rocks
and along the banks. They
allow water to flow
through but ―strain out‖
solid objects transported by the water. Becoming entangled with a strainer is a grim
situation indeed and should be avoided at all costs. Therefore, you should avoid
crossing just upstream of strainers.
- River bottom – The bottom of the river is an important consideration when
choosing a place to cross. Smooth and sandy river bottoms are much more pleasant
and make it easier to maintain your balance than slick boulder strewn bottoms.
Scouting – When you have determined that you must cross a river, you should begin
looking for the right spot for your group. Often, people become too focused on the
place that is directly in front of them instead of walking up and downstream looking for
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a better site. If a trail leads you to a river it does not always make it the safest or best
place to cross. Therefore, it is important to scout for a good location. This is a great
opportunity to practice judgment and decision-making once the students know what to
look for in an appropriate crossing site.
You are looking for the following:
- A wide, shallow spot where the current is slow.
- Good entrance and exit points. Avoid undercut banks or steep rocky areas.
- What hazards lay downstream? Are there any strainers, rapids, or waterfalls that
would injure someone in the event that they were swept away?
- Scout before you reach the river by looking at your map. A map can give you a lot of
information when looking for a place to cross. You can determine if a river drains a
large area or not, what the gradient of the river is by looking at the topographical
lines, and if it is better to cross several of the river’s smaller tributaries upstream or
the main river itself.
Crossing Techniques – One other factor to crossing a river is deciding what technique
to use. Sometimes you may be able to find a spot that allows for a ―dry crossing‖
(walking on top of rocks and logs) while other situations demand that you use a ―wet
crossing‖ (wading) technique.
Dry Crossing – While it is nice to keep your feet dry, it is important for you and your
students to know the limitations of dry crossings. When rock hopping, watch out for
slick rocks and never leap between them. Anticipate the sequence of steps prior to
walking out there. Consider using a hand line that will help folks balance. The same goes
for crossing logs because they can be slick. Find logs that are thick, stable, and dry. Ask
your students what the consequences would be if one were to slip while rock hopping or
if someone fell off. Many backcountry travelers have broken bones and even drowned
while trying to prevent wet feet.
Wet Crossing – Water that is ankle to mid-calf can usually be crossed without the
assistance of other group members. It is, however, nice to use a trekking pole or a large,
strong stick to provide more stability on slick rocks and to feel for underwater obstacles.
When water becomes mid-calf to mid thigh, you should consider a buddy system. Here,
two people can use each other for support. From mid-calf to waist deep, things get a bit
tricky. Consider looking for an alternate crossing spot. If this is not an option, you
should use the ―eddy method.‖ This is where the group stands in a line facing upstream.
Place the larger people in the front. Each person has their hands on the backpack of the
person in front of them. The leader uses a stick to help them lean into the current. The
leader breaks the current creating an eddy and making it easier for the people behind to
cross. In unison the group takes small side steps until they are across. Good planning
and communication are an essential element to this technique.
Other Considerations:
-
The group should arrive at a consensus. Everyone in the group needs to be
comfortable with the site and the technique that is chosen.
What shape is your group in at that time of day? If it is early in the morning the
group may be better off than crossing at the end of a tough day. Is there trust in the
group or is there a subjective hazard that might cause something to go wrong?
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-
-
What is the swimming ability of the group? Be sure to know who cannot swim.
When crossing with heavy packs, try to shift weight around the group until everyone
is comfortable with their loads. Consider ferrying loads for folks who are really
concerned.
Practice creek crossings without packs before having them do it with heavy loads.
Use spotters when someone being swept downstream is a possibility. Place people
downstream in places where they will be able to pull a swimmer out of the water.
Remind your students to unbuckle their hip belt and sternum strap when crossing
water where they could potentially drown if they fell in. This procedure allows the
hiker to remove their backpack easily in the event that someone is washed
downstream and needs to be able to swim. Backpacks have been known to hold
people down underneath the water
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Backcountry Thunder and Lightning
Safety Policies
a.
In the event of lightning, instructors should abide by standard lightning protocols.
b.
Students will be instructed in lightning protocols, lightning position, calculating distances of
storms, etc., prior to leaving Westminster on ninth grade expeditions.
c.
When instructors get a “15 count” (lightning is 3 miles away), they should be moving their
students into lightning position. Students should be in lightning position at “10 count” (2 miles
away).
d.
When hiking, instructors should avoid prime lightning times and areas and plan their day
accordingly.
e.
If thunderstorms occur when hiking and storms are still in the distance, instructors should try to
drop elevation if they are in an exposed place. If caught by lightning while hiking, students
should spread out approximately 20 feet apart and sit on top of an insulating material.
f.
Lightning procedures in camp may vary due to campsite location, but will always include being
in lightning position on an insulating material.
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Caving / Spelunking
Caving provides a unique experience that is unlike any that most of our students
have ever experienced. The opportunity to enter into the womb of mother earth and explore
the underground passageways of these caves is a tremendous occasion. Caving allows us to
teach about cave formation and local geology. It is the definition of experiential learning
because students get to see firsthand what stalactites, columns, and rim stone dams are, and
watch the slow drip of water which creates them over the eons. Students develop a real
appreciation for the fragile nature of this environment and how humans can destroy in an
instant what nature has taken millions of years to build.
Caving also provides personal challenges as well. Students are immediately faced with
fears of complete darkness and tight spaces as they crawl through passages that are just
barely larger than their body size or enter into rooms the size of the basketball arenas in the
Turner Gymnasium.
As an instructor, it is your responsibility to help interpret this experience with the
students. First, you must provide a thorough briefing at the beginning of the activity. This
sets the tone for the experience. It is also the time to set up safety systems like counting off
and the buddy system, which not only provides for physical safety but also reassures
students and supports their emotional safety. Once you are inside the cave, you should
teach cave genesis and discuss the various cave fauna (see below). You should also make
time for activities such as silent ―lights out,‖ ―blind crawls,‖ choice readings, and cave naps.
After you have returned to the earth’s surface, it is important that you debrief the student’s
activity. This provides the students with the chance to verbalize their personal experience in
the cave and hear the experiences of others. By weaving these personal reflections into this
activity, you amplify the caving experience and extract all the possible learning that our
students can take away from it.
Safety Policies
1. The faculty in charge of a caving party must be personally familiar with the cave
system to be used.
2. Staff to student ratio will be 2 outdoor leaders and one adult per group of 10
participants maximum. In addition, two of the staff must be trained and qualified
instructors familiar with the cave.
3. Each group member will wear an approved helmet which has been properly adjusted
to fit. Participants will also wear whistles and carry at least one extra source of
dependable light.
4. Caving parties will take emergency lighting, extra batteries, matches, first-aid
equipment, and a safety rope.
5. Equipment will be checked by the Discovery faculty person prior to entering the
cave.
6. Students will be briefed prior to entry on environmental hazards and proper
procedures for moving as a group through the cave.
7. Groups will count off periodically to insure that everyone is still with the group. It is
especially important to count off after leaving an area where a group has stopped to
rest.
8. In vertical caves all existing ropes and ladders will be checked by a Discovery faculty
member prior to student use.
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Procedures/Flow
Cave Briefing: (I through III must be covered prior to entering the cave)
I. Name of Cave
II. Type of Cave – A solution cave, typical of the majority of caves found in the Eastern
U.S. Formed by weakly acidic ground water slowly dissolving the calcium or sulfate in
rocks such as limestone, gypsum, dolomite, and marble. This dissolving process
eventually creates passages, tunnels, and sometimes very large caverns.
III. Safety
A. Numerical sequence
B. Responsible of person ahead and behind of you
C. First Aid pack is always with the last person (sweep)
D. Backup light sources (check) – demonstrate head lamp use
E. Helmets at all times
F. Don’t get spread out as a group
G. Review spotting procedures
IV. Cave Formations and Life
A. Features of Solution Caves
1. Dripstone features – formally called ―speleotherms‖ (Greek for ―cave
deposit‖). These formations are created when water containing a large
amount of ―dissolved‖ minerals (such as calcite or gypsum), flows through
the ground in the absence of air and eventually enters an air filled cavern and
thus permits the deposition of the minerals with every passing ―drip‖ of
water. (Note: Not all caves have formations. Their presence is due in part to
the amount of mineral concentrations found in the upper layers of the rock
that is being dissolved.)
2. Types of Dripstone Features
a. Stalactites - hang down from the ceiling.
b. Stalagmites - built up from the floor.
c. Column - connection of stalactite and stalagmite.
d. Curtains or Draperies - thin sheets formed along sloping ceiling or wall.
e. Flowstone - successive sheets of deposited minerals on the flow caused by
flowing water.
f. Rim stone Dams - raised deposits found around pools or former pools of
water. Deposits build up as water laps over the edges.
g. Cave Coral - small clusters or knobs formed by slow seepage of water.
3. Other Features – usually the result of mechanical forces of erosion
a. Cave Fill- material that has been washed into and deposited in the
passages of a cave.
b. Breakdown - deposited from the collapse of the walls and/or ceiling of
the cave, ranging in size from small flakes and chips to enormous blocks.
This occurrence is generally prevalent in the early history of the cave.
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B. Ecological Characteristics
1. Environmental Zones (3) – found from entrance to interior.
a. Twilight - outermost zone that is lighted by entrance opening to the
outside and in which the temperature and humidity are affected by the
outside environment.
b. Middle - no presence of light, but the temperature fluctuates due to the
presence of an air current flowing in and out of the interior portions of the
cave to and from the entrance(s).
c. Deep Inner - characterized by a relatively low temperature that reflects the
average temperature of the geographic area (in this area around 50° F. to
52°). Also, there is a very high relative humidity (near 100%) that remains
constant.
2. Cave Fauna – 3 categories of life within the cave
a. Trogloxenes - animals that may use the ―twilight‖ portions of the cave,
but complete the majority of their life cycle outside of the cave (i.e. bears,
foxes, raccoons, etc.)
b. Troglophyles - inhabit the middle and deeper zones and although they
may migrate out of the cave to find food, they nevertheless return to
complete their life cycle within the cave, (i.e. bats, some spiders, crickets,
etc.)
c. Trilobites - inhabit the ―deep inner zone‖ for the duration of their life
cycle and are dependent upon the limited amount of food available. Since
they spend their entire life in total darkness, these creatures many times
develop these common characteristics:
1. Loss of sight - development of other sensory structures is necessary
for survival
2. Loss of pigmentation - cave creatures often have bodies that appear
white or translucent (i.e. ―blind‖ fish, crickets, crayfish, etc.)
(Virginia Cave Survey 1985)
Cave Travel Considerations
Remember that the mouths of caves are frequently littered with debris washed in
during rain. The most dangerous items for us to be on the lookout for are broken glass and
rusty items. Alert students to these hazards before entering the cave. Remind students to
avoid crawling on their knees whenever possible – crab walking or duck walking work well
and save a lot of wear and tear on the knee cap. In vertical caves all existing ropes or ladders
must be checked thoroughly by the Discovery faculty member prior to student use. Proper
instruction will be provided at the top and proper spotting at the bottom of all ropes or
ladders.
Be careful of all cave formations, and remember to tell students to leave everything
as they found it. Do not remove any rock pieces or fauna from the cave! Do not disturb the
bats. Shine your light to the side of any bats you spot to point them out, rather than shining
a light directly on them. A quick flash of light could be enough to disturb them and send
them into flight.
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Hypothermia is a major medical concern in cave travel. Because of the high
humidity, frequently wet conditions, and physical exertion of caving, we need to be especially
alert to the possible onset of hypothermia. Never push to go deeper or further in if you see
students are beginning to get cold. Remember, you still have the return trip out and in many
cases uncertain weather when you emerge from the cave. At the end of the caving
experience, have students remove the batteries from their headlamps, clean off any excess
dirt, and turn the headlamps in to the assistant instructor. Get students into warm, dry
clothes ASAP. Each bus should have a water jug for drinking and washing up. Make sure
that students get re-hydrated.
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Base Camp Expeditions
Safety Policies and Procedures
1. Groups will not divide unless it is an emergency situation, it is approved by the session
director, or it is a scheduled activity such as Solo. In an emergency situation, the
divided groups will have a minimum of three persons in each party.
2. Each person will carry a whistle at all times outside the tent.
3. Shoes or other approved footwear will be worn at all times except when inside a tent.
4. A roster of participants, directions to program site, and a schedule of activities will be
left with a pre-designated individual prior to any off-campus activity.
5. First-aid kits and appropriate rescue equipment will be readily accessible.
6. Faculty will carry emergency procedures for the area and the medical forms for all
participants including staff.
7. Students will be briefed on specific environmental hazards of the program use area and
emergency procedures for that area.
8. No flames of any kind are allowed in tents, around climbing equipment, or in vehicles.
9. Faculty will carry maps of the area, compass (when appropriate), and flashlight.
10. There will be at least one Discovery faculty member or designated adult chaperone per
student group.
11. A buddy system will be in place at all times; if someone needs to ―go‖ in the middle of
the night they must wake someone else up to go with them.
12. All day hikes will be led by qualified staff and a first aid kit will be carried.
13. Medications will be given to the session director prior to departure with clearly written
instructions regarding dosage and times to be taken. It is the session director’s
responsibility to make sure all medications are taken properly. Items which require
immediate use, i.e. inhalers or personal epi-pens will be carried by the individual
student, but the session director must be notified about their use.
Procedures/Flow
While still on campus, students will be briefed about the safety policy regarding
whistles and the use of the buddy system. A whistle will be issued to each student as they
enter the bus. Expeditions begin with the bus ride to the camping site. Proper conduct in the
bus is a safety issue. While the Discovery faculty is responsible for driving, instructors are
responsible for conduct in the bus. ninth graders are frequently excited and anxious about
the upcoming weekend, so this is a good time to talk with them about what to expect and to
give them a general overview of the weekend.
•
Upon arrival at the camping site, trailers/bus should be unloaded in a
systematic, organized manner and shelter (tents and tarps) should be set up first
thing. Instructors are responsible for circulating among the groups to help with set up. It is
important to let the ninth graders assume the responsibility for setup, so instructors should
serve as the final check and not as an active participant in actual setup. It is crucial, however
that the tents and tarps be set up properly. Experiential learning is never to be confused with
the ―sink or swim‖ method of instruction. Work with each group to help them get it right. If
it pours in the middle of the night and a tent collapses, you are the one who winds up
dealing with cold, wet students. Careful supervision can prevent a lot of potential problems.
Briefing and debriefing each activity during expedition is a crucial part of the
instructor’s role. The first night’s debriefing sets the tone for the rest of the weekend.
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During the next 3 days, instructors will be responsible for all safety briefings,
demonstrations, and supervision of activities (food preparation, dish line, caving, rock
climbing, etc.).
•
While tarps and tents are being set up, the first night’s dinner will be prepared
by the Discovery faculty. Because we frequently arrive at our campsite near or after dark,
this is a good way to make sure that everyone gets a good, hot meal for the day. As with all
aspects of camping, proper food preparation, consumption, and clean-up are important
safety issues. Pay attention to people’s eating habits – make sure that they are getting the fuel
needed to be able to enjoy the expedition’s activities.
•
Dish line/clean up will be set up, briefed, and monitored by a staff person.
The sump hole will be set up near the dish line and clearly marked. Only liquid waste goes
in the sump hole, all solid waste go in the garbage. There well be 3 separate dish line stations:
1. Warm, soapy water for washing; 2. Hot rinse; 3. Disinfectant rinse (1 capful of Clorox
per 5 gallons of water); make sure that dishes are left in the disinfectant rinse for at least 2
minutes. Make sure that pots and pans are being scrubbed clean after each meal and that
everything is rinsed well; soap is a powerful laxative. Separate all glass, aluminum, and
cardboard for recycling. Clean all glass jars, crush all cardboard boxes and aluminum and
bimetal cans, and clearly separate them from the rest of the waste. Also stress personal
hygiene, hand washing especially.
•
The first night’s briefing will include a reminder of safety policies regarding
whistles, buddies, and shoes outside of tents. In addition, it is important to set the
―lights out‖ time and the final ―everybody quiet‖ time. Discuss how to stay warm in sleeping
bags (wear a hat and sleep in a simple layer like boxers and polypro). Too many layers cause
sleepers to sweat, which cools off the body. An evening reading can really help to establish
the tone for the rest of the expedition. Set a wake-up time and brief everyone about
tomorrow’s activities, what to expect, and anything they’ll need to do to prepare for the
activities.
•
Tucking people in for the night gives you an opportunity to check in with
folks informally about how the day has gone. Use this opportunity also to double-check
their sleeping system. Make sure that everyone has a sleeping pad, that their sleeping bag is
not inside out (yes, it happens all the time), and they know how to work the draw-string.
This is also a time to be checking for candy, ―Walkmen,‖ etc. Try to ease people into getting
ready for sleep – a wild tag game is not the best activity just prior to ―lights out.‖ Remember,
no coed tents! Once everyone is in their tents, your job is to circulate between tents until
everyone is quiet and asleep. Take turns with other staff, but someone must always be out
circulating until things are under control.
•
The morning of Day 2 (Saturday), is usually the first time students use their
stoves. Staff need to be circulating at all times, helping each cooking group set up the stoves
and supervising the morning’s food preparation. A staff member will also be setting up the
dish line for the morning. Keep an eye out for who winds up cleaning the dishes for the
group, and make sure that the fun gets spread around. As you are circulating, remind people
about the day's activities and what they'll need to bring to the morning meeting. A morning
reading or ―thought for the day‖ is a great way to get everyone focused prior to loading up
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the buses and heading out. Before leaving camp for the day, make sure that all tents are
zipped closed, group bins are closed securely, tarps are tight, and all food is put away.
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Program Area Information and History
Southern Nantahala Wilderness
Geologic History
The gentle Southern Blue Ridge Mountains have a rich history involving collisions,
molten magma intrusions, and peaks 20,000 to 30,000 feet high. The mountains we travel
through now have traveled themselves through a journey lasting 500 million years, which has
molded and formed them into the wilderness we now explore.
The Southern Blue Ridge Mountains were formed during three separate orogenies,
or mountain building periods. The first orogeny, the Taconic Orogeny, occurred 500 million
years ago when the protocontinents collided. 120 million years later, 380 million years ago,
the Acadian Orogeny occurred. During this orogeny, which lasted about 20 million years,
immense metamorphism occurred in the rock. The word ―metamorphism‖ is Greek for
―changed form,‖ which is exactly what was occurring to the geology of the area during this
time. Igneous rocks, formed during volcanic activity, and sedimentary rocks, formed during
deposition of material, were being changed due to intense pressure and heat created deep
within the earth’s crust. The metamorphic processes occurring during this orogeny changed
the original rocks’ textural features, and even chemical makeup. During this time much of
the current bedrock of the Southern Blue Ridge was going through ingenious intrusion as
well, meaning it was being injected by molten material. While the Taconic and Acadian
Orogenies played a part in forming our current mountains, most geologists agree that it was
the Alleghenian Orogeny that had the greatest impact on the mountains we explore today.
During the Alleghenian Orogeny, what is now eastern North America smashed into current
Northwestern Africa, forming the super continent of Pangaea, which means ―all lands.‖
During this process, the mountains that were to become the Southern Blue Ridge Mountains
rose to an elevation of 20,000 to 30,000 feet, a height equivalent to the present day
Himalayas. Geologists believe that the 260 million years of time and weathering since the
Alleghenian Orogeny has eroded 4 to 5 miles from these magnificently elevated mountains.
Erosion is a continuous process that is still shaping the landscape of the Southern Blue
Ridge Mountains.
Cultural History
The leaves of the forest floor have cushioned many feet prior to our stiff Gortex
boots. Some of these feet have traveled through the land without a trace, while others have
left a footprint that imprinted the very nature of the wilderness. The land throughout the
Southern Nantahala’s has seen many peoples cross its mountains and wade through its
rivers. Historians believe that the first people to walk through this land were a nomadic
people who hunted and gathered in the Southern Blue Ridge Mountains about 12,000 years
ago. These nomadic people never made a home in the mountain knolls, but instead settled
into the valleys where they could farm the arable land. In fact, the Cherokees themselves
never made a home in the rugged mountains. The land was too steep, too high, and too cold.
Mountain streams were not large enough to provide enough fish for the tribe and flood
planes were not wide enough to provide enough arable land for farms. The Cherokee did
explore the land looking for game and edible plants and roots, which is why much of the
land throughout the Southern Nantahala’s has names originating from the Cherokee tongue.
Nantahala stems from the Cherokee word Nun daye li, which was the name of a Cherokee
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settlement on the banks of the Nantahala River, and means ―midday sun.‖ The Nantahala
gorge that surrounded this Cherokee settlement had banks so steep that it was not until
midday that the village received sunlight.
The Cherokee, along with Sioux tribes, lived throughout the mountain valleys up
until the early 1800’s when white settlers began to establish homesteads on the land. In 1828,
these settlers discovered one precious mineral that was to change the course of 1,000s of
Indian lives: GOLD! With the discovery of gold in the Southern Nantahalas, prospectors
began to flood the mountains with their mining equipment, homes, families, and dreams of
wealth. This flood of settlers pushed many Indians off the land. During the winter of 1838,
President Jackson ordered the US Army to remove any remaining Cherokee Indians from
the rolling mountains. Thousands of Indians lost their lives due to famine and frost in what
would later be called the Trail of Tears. By the 1870s, most of these white settlers had
moved further west where there was more arable land. However, dreams of gold were
replaced with plans for timber, and by the early 1900s much of the land was being forested
by both large scale logging companies and private land owners. By the 1960s, even the old
growth forest that remained on the steeper mountain slopes had been logged. It wasn’t until
1977 that the Forest Service started to express interest in protecting the land from
commercial uses, and started to acquire large acreage from the Vogel Land Company,
Irvington Investment Company, and the Nature Conservancy. The Forest Service even
acquired 1,196 acres of land from the Girl Scouts who use to run a camp in the area, which
included the 5,000 foot Big Scaly. The Girl Scouts chose to sell this land to the Forest
Service rather than a ski resort who was also interested in the purchase. In 1984, Congress
declared 23,714 acres of the southern Nantahala a wilderness area. This wilderness area
spans into both Georgia and North Carolina and covers 37 square miles of land. The
Southern Nantahala Wilderness includes four peaks over 4,000 feet in elevation: Big Scaly at
5,060 feet, little Bald Knob at 5,050 feet, Ridgepole Mountain at 5,060 feet, and Standing
Indian at 5,499 feet.
Legend of Standing Indian
It was fall. Rich colors filled the mountain slopes with warmth as the Cherokee
village prepared for the cool mountain weather. One evening, as members of the village
crowded around the fire, they heard a screech so fierce and so loud that it shook the very
ground on which the village stood. Suddenly, a vicious winged monster filled the sky with its
ferocious call and foul odor. The creature circled the fire once, twice, then swooped down
toward the fire and, with its sharp talons, snatched up a little boy screaming in fear. The
village stood staring at the sky as the monster flew away, carrying the screaming child into its
cave lair high in the cliffs of a nearby mountain. Immediately, the chief of the village sent a
warrior into the mountains to stand guard by the monster’s lair. The village prayed with deep
anguish to the Great Spirit, asking for help in slaying the ferocious monster. After days of
prayer, the Great Spirit sent an enormous lightening bolt that shattered the monster’s lair
and much of the mountain top. The lightening was so great that it killed the beast and its
offspring. It also destroyed the forest on the mountain top, creating a grassy bald where the
monster’s lair once stood. The Indian Warrior sent into the mountains to stand guard over
the monster’s lair was also killed by the lightening and turned into stone, some say as
punishment for being a poor sentry. Over the years since the warrior’s death, most of the
stone statue has been worn away. The only thing that is left is the grassy bald and a pillar of
stone with the shape of an ill defined head.
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Chattooga River/ Ellicott Rock Wilderness Area
This is a 8,274-acre tract of unspoiled mountain land that surrounds the point at which
Georgia, North Carolina, and South Carolina come together. The first boundary, a small
scenic area, was identified and established in 1966. It and a much larger area were made a
part of the National Wilderness System in 1975 and thus became fully protected by
guidelines of the 1964 National Wilderness Protection Act.
This primitive land is isolated and well protected, allowing a wilderness experience within its
rocky, mountainous terrain.
The National Wild and Scenic Chattooga River flows through the wilderness, cascading from
2,381 feet to 2,100 feet within its boundaries. Fork Mountain, 3,294 feet above sea level, is
the second-highest point in South Carolina.
This wilderness has several unique plant communities, a number of rare and endangered
plants growing alongside the trails, evergreen forests with dense understory of mountain
laurel, streamside rhododendron which defies human penetration, a diverse population of
large and small animal life, and many fish, including the eastern brook trout.
Hiking is the only method available for exploring the interior of Ellicott Rock Wilderness.
The automobile-access roads merely provide a way to get to the trailheads. No horses,
bicycles, or motorized vehicles are permitted. Camping is allowed within the wilderness, but
campsites must be over .25 mile from an approach road and 50 feet from a stream or
maintained trail.
Trail Routes
Day 1: Overnight at Burrell’s Ford
On a normal expedition, the first night is spent at Burrell’s Ford (11 on map) campground.
The trail from the parking lot to the established campsite is approximately .5 miles down a
paved path. There is easy access to the Chattooga at all campsites for water needs.
Day 2: Slatten Branch to Ellicott Rock (Option 1)
Take down camp at Burrell’s Ford and proceed to Sloan Bridge Picnic Area, Slatten Branch
Trail (6, 4). The students will need to be dropped off in the parking lot and one bus will be
left in this parking lot. The other bus will be shuttled back to Burrell’s Ford by Discovery
faculty so that it can be used to shuttle back to Sloan Bridge at the end of the expedition.
The trail head for the Sloan Bridge Trail is up the road from the parking lot and on the left.
This trail has a few vertical gains and drops, but is fairly flat for the most part. You will meet
up with the Bad Creek Trail at 6.3 miles and then pass Ellicott Rock at 8 miles. Once you
hit the Chattooga River you will meet up with the Chattooga River Trail (7) which you will
follow for approximately 1.5 miles until you come across the ―Forty Thousand Dollar
Bridge.‖ There are plenty of campsites just across this bridge.
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If you find your group moving slowly, there are also two large campsites along the
Chattooga River Trail (one just before you cross Bad Creek and one just after) which can be
a good place to camp for the second night.
Day 2: Ellicott Rock from Bull Pen Road
This shorter hike is a good option for trips in the late fall/winter when day light is at a
minimum or if you have a group that would benefit from a shorter hike on the second day.
From Burrell’s Ford, return to 107 and travel past the Sloan Bridge parking lot into North
Carolina. Bull Pen Road (1108) will be first main road on left after crossing into NC. The
parking lot is approximately 2 miles down Bull Pen Road on the right. The trail head for the
Bad Creek Trail (3) is on the left just before the parking lot. As you begin hiking, you will
cross a small bridge over a stream. THIS IS YOUR ONLY GOOD WATER SOURCE
until you hit the Chattooga River in approx. 3 miles, so make sure that students stop
here and get water if necessary. Follow the Bad Creek Trail past the fork with the Slatten
Bridge Trail (keep straight; don’t go uphill to the left). You will pass Ellicott Rock at
approximately 3 miles. Once you hit the Chattooga River you will meet up with the
Chattooga River Trail (7) which you will follow for approximately 1.5 miles until you come
across the ―Forty Thousand Dollar Bridge.‖ There are plenty of campsites just across this
bridge.
Day 3: Walhalla Fish Hatchery
Depending on where you make camp on the second night, you will head back to the
Chattooga River Trail until you meet up with the East Fork Trail (9) which will take you to
the Fish Hatchery. The total mileage round trip from the trail intersection is approximately
4 miles. There is a great picnic spot right next to the fish hatchery and there is also a stand
of old growth hemlock right near the hatchery that can be fun to point out.
Day 4: Spoon Auger Falls
Continue on the Chattooga River Trail to the exit point near Burrell’s Ford Campsite
(approximately 1.7 miles). Along the way the group can visit Spoon Auger Fall’s if time
permits. The trailhead for this is on the left and marked with a wooden sign. This is a short
hike up to a picturesque waterfall and a fun way to end the expedition. At the trail terminus,
one Discovery faculty will wait with the group as the other two shuttle the second bus and
the personal vehicle back down to the students
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Cloudland Canyon
Geologic History
Most people perceive the beach and the mountains to be opposing environments.
The beach is flat, sandy, and at sea level, while the mountains rise well above sea level,
offering challenging steep slopes and towering trees. However, as one travels through the
geologic history of Cloudland Canyon, it becomes clear that without the beach, the
mountains that we know would never have been formed.
Cloudland Canyon is part of the Cumberland Plateau which contains rocks that date
from the Paleozoic Era, 340 to 280 million years ago. These rocks were originally deposited
in open sea and coastal environments when shifting tides, rain, and wind deposited layers of
sand and sediment. Over several million years the sediment was compressed and hardened
into solid rock. This rock has been folded and shaped by erosion and countless earthquakes.
The canyon itself is in the shape of a ―Y‖ rotated 90 degrees to the right. The west
canyon has been created by Daniel Creek, while the east canyon has been formed by the
rushing waters of Bear Creek. These two creeks merge together to form Gulch creek, which
flows through Sitton Gulch. At some parts of the canyon, the walls of the canyon plunge
1000 feet deep. As one travels down through the canyon, over 300 million years of geologic
history can be seen and studied. The youngest rock is hard sandstone found on the top of
the canyon walls. As one travels down into the canyon, the canyon walls consist of rock that
becomes older and older. The rock at the bottom of the canyon consists of soft, porous
limestone that was created from the remains of sea plants and creatures that lived 340
million years ago.
Cultural History
Today, one travels throughout Northwest Georgia over ribbons of asphalt that
connect small mountain towns. These asphalt ribbons have taken the place of the trade
routes of the Cherokee Indians who lived and traveled on the land over 2,000 years ago. Few
Cherokees made permanent homes in rugged northwest Georgia due to its harsh terrain.
However, the Indians hunted throughout the land and set up trade routes that connected
many river villages. These Indians were forced out of the area by President Andrew Jackson
during the winter of 1838 in what would later be known as the Trail of Tears.
During the 1830s, white settlers began to establish themselves on small, remote
farms. However, the land near current day Rising Fawn remained extremely isolated from
the rest of Georgia. In fact, Trenton, the County Seat of Dade County, which encompasses
the area of Cloudland Canyon State Park, was only accessible from Tennessee or Alabama
until the completion of US136 in 1939. This isolation from the rest of the state made the
mountain people of Dade County fiercely independent. In fact, in 1860 Dade County
seceded from the Union weeks before the rest of the state. It was not until July 4, 1945, 80
years after the end of the Civil War, that Dade County formally rejoined the Union. From
the 1880s to late 1940s, mining was one of the major industries in the area. Many of the
mining companies were aided by prison labor provided by the state. In 1938, the state
acquired the 2,100 acres that became Cloudland Canyon State Park.
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V. Appendix
History of Discovery
The Discovery Program was founded in 1980 when High School Principal Charlie
Breithaupt invited Ralph Puckett to design and run a required program for ninth graders.
Discovery as an Outward Bound adaptive program, based on the philosophy and ideas of
Kurt Hahn, the founder of not only the Outward Bound Schools, but also the Salem School
in Bavaria, the Gordonstoun School in Wales, and the United World College system,
currently in five locations around the world. Kurt Hahn’s clearest statement of his
philosophy is: ―I regard it as the foremost task of education to insure survival of these qualities: an
enterprising curiosity, an undefeatable spirit, tenacity in pursuit, readiness for sensible self-denial, and above
all, compassion.‖
Dave Kolb served as the director from 1984 to 1991. At that time Don Snider
assumed the directorship and Beth Singleton came on board to become the ninth grade
coordinator. For almost ten years, Discovery was run by Don, Beth, and part-time
instructors. Henry Wood joined the faculty as assistant director in the spring of 2001 and
Heather McCarey became ninth grade program coordinator later that fall. Over the next
couple of years, Discovery went through several changes. One such change was that the
expeditions went from car camping experiences to a backcountry one. The switch to
backpacking was decided because it provided students with an extended wilderness
experience. This gave students the opportunity to slow down their pace of life, face the
challenges and thrive in a foreign environment, learn simplicity, and develop an appreciation
for the natural world. Discovery also began to develop a more sophisticated student staff
training to accommodate the added skills required to manage people in these remote
environments. In the fall of 2004, Dyan Pelosi replaced Heather as ninth grade coordinator.
The Discovery Program, while required of all ninth graders at Westminster, also runs
programs in several other areas of the school. In 1998, Amy Woodson joined the Discovery
faculty part time in order to coordinate
programs in the Elementary School. By the
fall of 2004, Westminster saw the need to
expand those programs and create a full
time position in the Elementary School. The
Junior High also has four day-long
programs, as well. The future of Discovery
lies in the continued commitment to
integrate experiential education into all
aspects of Westminster from pre-first
through twelfth grade, faculty,
administration, and the Board of Trustees.
Discovery students paddling off the coast of Alaska
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QUOTES
Living in the Present
Look to this day,
For it is the very life of life.
In its brief course lie all the verities and realities of your existence:
The bliss of growth, the glory of action, the splendor of beauty.
For yesterday is but a dream and tomorrow is only a vision, but
Today well lived makes yesterday a dream of happiness and every tomorrow
A vision of hope.
Look well therefore to this day,
Such is the salutation of the dawn.
The SUFI (1200 BC)
This is the beginning of a new day.
God has given me this day to sue as I will.
I can waste it or use if for good.
What I do today is very important because I am exchanging a day of my life for it.
When tomorrow comes, this day will be gone forever, leaving something in its place I
I have traded for it.
I want it to be a gain, not a loss, a good, not an evil. Success, not failure, in order that I shall not forget the
price I paid for it.
Woodrow Wilson
to be nobody-but myself-in a world which is doing its best, night and day, to make you everybody elsemeans to fight the hardest battle which any human can fight, and never stop fighting.
ee cummings
Choose life-only that and always, and at whatever risk. To let life leak out, to let it wear away by the mere
passage of time, to withhold giving it and spreading it is to choose nothing.
Sr. Helen Kelly
Self Reliance
So why do we do it?
What good is it?
Does it teach us anything?
Like determination? Invention? Improvisation?
Forsight? Hindsight?
Love?
Art? Music? Religion?
Strength or patience or accuracy or quickness or tolerance or
Which wood will burn and how long is a day and how far is a mile and how delicious is water and smoky
green pea soup?
And how to rely
On your
Self?
Terry and Kenny Russel
On the Loose
Compassion
It is better to light a candle than to curse the darkness.
Eleanor Roosevelt
It is the weak who are cruel. Gentleness can only be expected from the strong.
Leo Rosten
Teamwork
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This is the story about four persons named Everybody, Somebody, Anybody and Nobody. There was an
important job that needed to be done and Everybody was asked to do it. Everybody was sure that
Somebody would do it. Anybody could have done it but Nobody did it. Somebody got angry about that
because it was Everybody’s job. Everybody thought Nobody realized that Everybody wouldn’t do it. It
ended up that Everybody blamed Somebody when actually Anybody should have known that Everybody
was so blame.
Anonymous
Solo
It’s surprising how many people go through life without ever recognizing that their feelings toward other
people are largely determined by their feelings towards themselves, and if you’re not comfortable within
yourself, you can’t be comfortable with others.
Sydney Harris
It is in solitude that we realize that being is more important having and that we are worth more than the
result of our efforts. In our solitude we discover that our life is not a possession, but a gift to be shared.
William Faulkner
Courage
Do not follow where the path may lead, go instead where there is no path and leave a trail.
Unknown
―Come to the edge.‖
―It’s too high.‖
―Come to the edge.‖
―We might fall.‖
―Come to the edge.‖
And they came.
And he pushed them.
And they flew.
Oscar Wilde
I believe that courage is all to often mistakenly seen as the absence of fear. If you descend a rope from a
cliff and are not fearful to some degree, you are either crazy or unaware. Courage is seeing your fear, in a
realistic perspective, defining it, considering alternatives, and choosing to function in spire of risks.
Leonard Zunin
Contact: the First Four Minutes
Ask yourself for one moment what your feelings have been on the eve of some act involving courage,
whether it has been physical courage as it is commonly called, or moral or intellectual…what has
happened to you? If it has really called fourth courage, has it not felt something like this?
I cannot do this. This is too much for me. I shall ruin myself
if I take this risk. I cannot take the leap, its impossible. All of
of me will be gone if I do this and I cling to myself.
And then supposing the Spirit has conquered and you have done this impossible thing , do you not find
afterwards that you possess yourself in a sense that you never had before? That there is more of you?...So
it is throughout life...you know, ―nothing ventured noting won‖ is true in every hour, it is the fiber of
every experience that signs itself into the memory.
J.N. Figgis
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Expedition
Efficiency is intelligent laziness.
David Dunham
We do not receive wisdom; we must discover it for ourselves after a journey that no one can make for us
or spare us.
Marcel Proust
It is not down on any map, true places never are.
Herman Melville
I’d rather wake in the middle of nowhere than in any city on earth.
Steve McQueen
Adventure is not in the guidebook and beauty is not on the map. Seek and ye shall find.
Terry and Kenny Russel
On the Loose
For me there is only traveling on paths that have heart. There I travel, and the only worthwhile challenge
is to traverse its full length. And there I travel, looking, looking breathlessly.
Carlos Iastandu
Was it worthwhile? For us who took part in the venture it was so beyond. We have shared a high
endeavor. We have witnessed scenes of beauty and grandeur. We have built a lasting comradeship
among ourselves and we have seen the fruits of that comradeship ripen into achievement. We shall not
forget those moments of great living upon that mountain.
Sir John Hunt
Environment
Compared to the rest of the world, the developed nations consume 12 times more energy, 10 times more
steel , and 15 times more paper.
Stead and Stead, 1992
About four of every five miles traveled by Americans is by car.
Makower, 1992
Americans send enough aluminum to landfills every year three months to rebuild the U.S. commercial air
fleet.
Stead and Stead, 1992
Despite perceived feelings of superiority over nature, humanity remains fully and totally dependent upon
the natural world. We need the bounty of nature to survive on this planet. We need fresh air to breathe,
the clean water to drink, the fertile soil to provide our sustenance.
Daniel Sitarz
You shall enter the living shelter of the forest.
You shall walk where only wind has walked before.
You shall know immensity and see continuing the primeval forces of the world.
You shall know not one small segment but the whole of life: strange, miraculous, living
Dying, changing.
You shall dare delighting to pit your skill, courage and wisdom against colossal facts.
You shall live, lifted up in light.
You shall move among clouds.
You shall see storms arise and drenched and deafened shall exalt in them.
You shall top a rise and behold a creation.
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And you shall need the tongues of angels to tell what you have seen.
Ansel Adams and Nancy Newhall (edited)
My help is in the mountains
Where I take myself to heal
The earthly wounds
That people give me.
I find a rock with sun on it.
And a stream where the water runs gentle
And the trees, which one by one give me company.
So I must stay for a long time
Until I have grown from the rock
And the stream is running through me
And I cannot tell myself from one small tree.
Then I know that nothing touches me
Nor makes me run away.
My help is in the mountains
That I take away with me.
Nancy Wood
Climb the mountains and get their good tidings.
Nature’s peace will flow into you as sunshine flows into trees.
The winds will blow their own freshness into you, and storms their energy.
And cares will drop off like autumn leaves.
John Muir
Striving/Endurance
Giving up is a final solution to a temporary problem.
Holocaust Survivor
When you get into a tight space and everything goes against you, till it seems as though you could not
hand on a minute longer. Never give up then, for that is just the place and time that the tide will turn.
Harriet Beecher Stowe
When the morning’s freshness has been replaced by the weariness of midday, when the leg muscles quiver
under the strain, the climb seems endless and suddenly nothing will go quite as you wish, it is then that
you must not hesitate.
Dag Hammerskjold
Markings
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Emergency Procedures
1.
2.
3.
4.
Survey the scene. Plan what will be done prior to action if victim is inaccessible.
Make sure injured, you, and other personnel are not exposed to further risk.
Do a primary survey as soon as injured is reached.
Perform life sustaining first-aid. Do a secondary survey. Stabilize injured by
maintaining airway and body temperature.
5. Evaluate whether or not an evacuation can be accomplished with available resources. If
so, go to paragraph 7.
6. Send a messenger party
a. Three person minimum
b. Leave at least two people with victim
c. Send complete written information, to include a map with location of injured, with
the messenger party. Include money for telephone. The Patients Report form
should also go out with the messenger party.
d. Party should take essential equipment and be prepared to spend night out, (on long
backpacking trips).
e. Party should mark their route to prevent them from getting lost.
f. Party should not split up
7. Group with injured/ or walking evacuation
a. Monitor vital signs.
b. Set up temporary camp if needed.
c. Assure group members are cared for by assigning one person to look after the
group.
d. Assign one person to look after the injured at all times.
e. Keep a log of all symptoms, treatment, and medication being sure to record
observations and time.
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Missing Person Procedures
Search procedures will begin no later than 30 minutes after an unscheduled loss of contact with a
participant
1. Begin documenting immediately. Use the Missing Person Form located in the trip binder.
a. Begin a written log of events, including maps of the area
b. Determine the place and time the student was last seen
c. Write a participant description including name, age, height, weight, hair, clothing, and
equipment
2.
Trace routes and trails looking for possible wrong turns, trail intersections, animal trails, etc. Send
out groups of three equipped with gear, food, and water. Search members should yell for missing
person and listen for response.
3.
If primary searches are unsuccessful, begin a line search. Searchers will stay within voice distance
of one another and proceed forward, calling the missing person’s name. Searchers should predetermine the search area depending on environmental factors
4.
If line search is unsuccessful, contact local search and rescue as outlined under #6 in Emergency
Procedures in the Field
Accident/Incident Reporting
Types of Reportable Accidents/Incidents
• Accident resulting in death, serious injury, or severe property damage.
• Near miss in which accident or injury did not result because of fortuitous
circumstances.
• Injury which requires hospitalization.
• Injury which may have repercussions from the injured or parents.
• Injury which requires observation by injured, parents, or medical personnel
because of possible future complications.
• Incident such as assault, stealing, or other illegal or grossly immoral behavior.
• Incident or illness resulting in student being removed from remainder of program.
• Any incident where a student is lost or missing will be reported immediately to the
discovery director.
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Accident/Incident Reporting Procedures
1. Accidents/Incidents described above should be reported to the Discovery
director as soon as is practical. In his absence the assistant director should be
notified.
2. The person reporting should have: WHO? WHAT? WHEN? WHERE?
HOW? and WHY? information to relay to the director. Notification should not
be delayed because of incomplete information.
3. Additional reports should be made when necessary to report change in status. An
abundance of information is better than not enough.
4. A complete written accident/incident report should be submitted as soon as
practical to the Discovery director who will submit it to the appropriate dean and
the High School principal.
5. Accidents or Illness not described above will be reported within 24 hours of the
program's end.
Review
The session director will review all accident reports. S/he will insure
completeness. The report will then be submitted to the director who will then
approve the report or require further action.
Reports
Instructor's Session Report
At the end of each session Instructors will submit a brief summative report on the
session to the session director. The report will include:
a. A short narrative description of how the session went, the flow, any problems,
etc.
b. A list of any exceptional students.
c. A list of any problem students
d. Logistics evaluation - transportation, food, equipment; any recommendations.
e. A short self-assessment, to be reviewed during the evaluation time with the
session director.
Accident/Incident Report
The session director is responsible for filling out any Accident/Incident reports
which will be submitted to the director of discovery, the High School principal, and the
school nurse. Your responsibility is to provide a short narrative description from you point
of view about what happened. Your perception and insight on safety issues is crucial to
running safe, fun programs, so it is important that we hear from you any time there is an
incident or accident.
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Instructor Session Report
Most of these issues are covered during the debriefing at the end of each session. Having them in a written
format will help us document what went on and give you the opportunity to reflect in another context. Please
be candid, and specific in your responses. This report is due the Friday after returning from expedition. Please
turn it into the session director. Thank you for you help. The more we help each other, the better the program
becomes, and the more we learn. Use the back of this page for more space if needed. DUE BY THE
FRIDAY AFTER EXPEDITION.
Session Number:
Session Director:
Evaluate the following aspects of the past session:
Preparation On campus activities - Initiatives, High Ropes, Packout
Expedition - Logistics, Food, Vehicles, Activities
Course Area- Is this area appropriate for Discovery’s needs. What objective hazards are
presented? Note any addition information that might help future expeditions.
Outstanding or Troublesome ninth Graders, (include potential staff)
Discovery faculty -
Session director -
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ACCIDENT / INCIDENT REPORT
An ―Incident Report‖ is to be filled out after any incident that had the potential injury, or
damage to, or loss of property, (any ―near miss‖). The purpose of this report is not to lay
blame, but to help us better understand the dynamics which can leas to possible injuries or
damage to equipment. All injuries/and or evacuations will be recorded on the Accident
Report Form.
This form should be submitted to the Director of Discovery within 48
hours of the incident, or if on expedition, within 48 hours after the
returning trip.
Date of Incident:
Time of Day:
Weather Conditions:
Activity
Briefly describe the incident (including all information which you deem
relevant
Recommendations/Insights:
Today’s Date: Name of person filling out report:
1copy to the ―Safety Notebook‖
1 copy attached to the Session Director report at the end of the session
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Discovery Staff Evaluation
Name:
Position:
Course Worked:
Course Dates:
Expedition Area:
Evaluators Name:
Using the scale below, please rate the staff member in each of the following
categories. At the end of each category there is additional space for brief comments
that may have been discussed during the debrief. Once this form is complete a copy
should go to the staff member, the Session Report notebook, Staffing Files (Henry’s
Desk) and in the Staff Evaluation Folder on the U:Drive. This form should be
accompanied by a Course Description Form.
SCALE
1. Does not meet basic expectations in this area.
2. Meets basic expectations with close supervision- needs improvement.
3. Consistently meets the basic expectations of staff members position.
4. Exceeds expectation of this level- demonstrates high degree of skill/
experience.
5. Exceeds expectation of instructor level- Staff member coaches and instructs
junior staff.
N/A- Not Applicable
U/O- Unable to Observe
Organization and Preparedness
Shows up to meetings on time………………………………………...
Plans afternoon sessions efficiently/ stays on task……………………
Contributes good ideas/ vision/ tone for session……………………...
Completes all necessary paperwork in a timely manner………………
Knows how to organize the equipment needs for afternoon activities..
General Level of Proficiency: Below AI, AI, Instructor, Senior Instructor
Comments:
Teaching/ Presentation Style
Gives confident and knowledgeable presentations……………………
Presents with organized, well thought out progression/ flow…………
Effectively uses voice and body language…………………………….
Has energy and enthusiasm during presentations……………………..
Checks for student understanding……………………………………..
Effectively frames and debriefs each activity…………………………
Uses appropriate humor, jokes and stories…………………………….
Transfers Discovery experience to student needs at Westminster…….
General Level of Proficiency: Below AI, AI, Instructor, Senior Instructor
Comments:
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Leadership and Interpersonal Skills:
Maintains a supportive working relationship with co-instructor and faculty
member……………………………………………………………………
Maintains a good relationship with the freshman. Role models appropriate behavior.
Staff member is a leader………………………………………..
Communicates clearly…………………………………………………….
Solicits and accepts constructive feedback……………………………….
Gives constructive feedback to co-instructor, faculty and program……...
Works well with freshmen- looks after individual needs………………...
Provides leadership opportunities for freshmen………………………….
Balances friend vs. leader………………………………………………...
Coaches junior staff………………………………………………………
Can articulate the philosophy of Discovery and it’s relevance at
Westminster……………………………………………………………….
General Level of Proficiency: Below AI, AI, Instructor, Senior Instructor
Comments:
Risk Management/ Judgment:
Pays attention to all members of the group………………………………
Weather knowledge (lightning, hypothermia awareness)..………………
Accurately assess group’s ability and plans accordingly…………….......
Knows his or her limits…………………………………………………..
Consistently role models safe behavior………………………………….
Has a basic knowledge of first aid (i.e. treats student blisters, minor soft tissue
Injuries, emphasizes hydration and calorie intact, etc.)……………………...
7. Knows evacuation plans and procedures for course area……………….
General Level of Proficiency: Below AI AI Instructor Senior Instructor
Comments:
Low Ropes, Games and Initiatives:
Plans initiatives and games with progression and group needs in mind.
Is knowledgeable of games and initiatives…………………………….
Makes students aware of hazards and risks involved with the initiatives
General Level of Proficiency: Below AI, AI, Instructor, Senior Instructor
Comments:
High Ropes:
Can teach Harness, helmets, crab claws………………………………..
Can teach ground school………………………………………………..
Effectively brief the ropes course setting a tone for learning and safety
Can supervise activities while in the pole course………………………
Effectively performs harness checks, run ground activities (i.e. ladder),
keeps students who are on the ground organized and on task…………
Can set up ground school, stores gear neatly and records appropriate
information in usage logs……………………………………………….
Can run the zip line at Tull Hall…………………………………………
Can set up and run the trapeze……………………………………….....
General Level of Proficiency: Below AI, AI, Instructor, Senior Instructor
Comments:
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Expedition:
Route planning and course area knowledge………………………………
Map, compass and G.P.S. knowledge…………………………………….
Backpack packing and fitting……………………………………………..
Camp craft (stoves, cooking, shelter, water treatment)……………….......
Can teach sleeping warm and dry………………………………………....
River crossing……………………………………………………………..
Foot care…………………………………………………………………..
Camp site selection………………………………………………………..
Can teach and role model Leave No Trace Principles…………………….
Knowledge of local natural/ human history……………………………….
Trail techniques (energy conservation, managing students on trail, etc.)…
Transfers activities back to Westminster…………………………………..
General Level of Proficiency: Below AI, AI, Instructor, Senior Instructor
Comments:
Logistics:
Knows where equipment is stored and works to keep it neat and clean……
Understands the issue process and records all gear issued to students……..
Can explain the rations planning system and manages students in the food room.
........................................................................................................................
Keeps group gear neat and organized in the garage…………………………
Is organized during de-issue. Anticipates de-issue while still in the field or on the
van……………………………………………………………………………
Records missing or lost equipment on issue sheet…………………………
Leaves equipment/ food room is clean and ready for the next group to
issue…………………………………………………………………………
Utilizes the cookbook to record quantities taken out and returned on
expedition……………………………………………………………………
General Level of Proficiency: Below AI, AI, Instructor, Senior Instructor
Comments:
Overall:
What Level Should this staff member work their next session?
Additional Comments:
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Expedition Packing List
Backpacking
Warm Weather
This is a list of items that you will need to provide yourself. REMEMBER that you will be
carrying these things on your back. Therefore, it is important that you only bring the items
on this list and nothing else.
It is also important that you minimize the cotton clothing that you bring. Cotton does not
dry and transfers heat off of your body, leaving you cold! Therefore, it is important that you
wear synthetic clothing.
You will need to bring your clothing to Discovery before the final pack-out day so we can
make sure you have everything you need.
Upper Body
1 wool/ fleece hat
2 T-shirts (must be polypropylene/artificial material )
1 long underwear top NOT COTTON
1 fleece jacket or pull-over
1 rain jacket/ shell
Lower Body
1 pair long underwear bottoms NOT COTTON
2 pairs wool/ synthetic socks NOT COTTON
1 pair of shorts
1 pair fleece pants (running tights or expedition weight long underwear will be fine)
1 pair nylon wind pants/rain pants
Boots: Boots are preferable for hiking. Mid-weight to light-weight with sturdy sole and good
ankle support.
1 extra pair of shoes (spare dry pair)
3 pairs of underwear (2 sports bras for girls)
Toiletries
Toothbrush
Toothpaste
Contacts/ spare glasses (if applicable)
Personal hygiene products
Flashlight (small, you have to carry it)
Two water bottles (2 liters each)
Other Gear
Bandana
Sun block
Backpacks, sleeping bag, sleeping pad, tents: Westminster will provide all gear except
personal clothing. If you have some of your own gear and want to bring it you must have it
approved by Discovery faculty.
Optional Gear
Sunglasses
Baseball cap
Camera
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Backpacking
Cold Weather
This is a list of items that you will need to provide yourself. REMEMBER that you
will be carrying these things on your back. Therefore, it is important that you only bring the
items on this list and nothing else. Backpacks, sleeping bag, sleeping pad, tents: Westminster
will provide all gear except personal clothing. If you have some of your own gear and want
to bring it you must have it approved by Discovery faculty.
It is also important that you minimize the cotton clothing that you bring. Cotton
does not dry and transfers heat off of your body leaving you cold! Therefore, it is important
that you wear synthetic clothing.
You will need to bring your clothing to Discovery before the final pack-out day so we
can make sure you have everything you need.
Upper Body
1 wool/ fleece hat
2 T-shirt (must be polypropylene/artificial material )
1 long underwear top NOT COTTON
1 fleece jacket or pull-over
1 expedition weight fleece or wool sweater
1 rain jacket/ shell
1 pair waterproof warm gloves
1 pair polypropylene glove liners
Lower Body
1 pair long underwear bottoms NOT COTTON
2 pairs wool/ synthetic socks NOT COTTON
1 pair of shorts
1 pair fleece pants (running tights or expedition weight long underwear will be fine)
1 pair nylon rain pants
Boots: Boots are preferable for hiking. Mid-weight to light-weight with sturdy sole and good
ankle support.
1 extra pair of shoes (spare dry pair)
3 pairs of underwear (2 sports bras for girls)
Toothbrush
Toothpaste
Contacts/ spare glasses (if applicable)
Personal hygiene products
Flashlight (small, you have to carry it)
Two water bottles (2 liters each)
Sunglasses
Baseball cap
Toiletries
Other Gear
Bandana
Sun block
Optional Gear
Camera
Fleece vest
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Neck gaiter
Fleece socks
De-issue List
Instructors: Here is a list of things to do during your student’s de-issue.
Work together with the other instructor team and come up with an efficient division
of labor.
Remember- What you do not have your students do YOU will be responsible for
during the Instructor’s De-issue Day!
1. Tarps- tarps must be dry before being stored in the tarp cabinet.
- If tarps are wet, please hang outside to dry.
- Each tarp should have 8 stakes and 1 rope.
2. Stoves- stoves are stored in “cooking cabinet”
- Make sure to do a thorough inventory of the stove bags to insure the
correct parts are in stove bag. (stove body, pump, both wind screens,
repair kit)
- Clean wind screens in washroom.
- Clean stove body.
- Pour excess fuel back into fuel cans and return to fuel cabinet.
- Return fuel bottles to cooking cabinet.
3. Sleeping Bags and Liners
- Summer bags should be turned inside out.
- Any wet bags should be dried before returning to bins.
- Check all bags for damage (i.e. ripped material, broken zippers,
broken draw strings, etc.)
- Any unusually dirty bags should be set aside for cleaning.
- Put used liner bags into one bag to be washed.
- Store sleeping bags in bins according to correct size
4. Sleeping Pads
- All pads must be returned dry.
- Brush off dirt and leaves from pads.
- Neatly stack pads above cabinet on right side of garage.
5. Ground Sheets
- Make sure that all ground sheets are dry.
- Clean off any dirt and leaves either by washing in large blue bin with
water or (if dry) brush off with brush.
6. Water Filters
- Make sure that pumps are working- repair damaged pumps.
- Pump water from bleach rinse tub in sink through pump in order to
kill any bacteria.
- Dismantle pump and place on drying rake.
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-
On Instructor de-issue day- reassemble dry pump and return to bin.
7. First Aid Kits
- It is the instructor’s responsibility to inventory the first aid kit used on
your expedition.
- Replace any materials that are missing from checklist.
- Initial and date inventory sheet found in first aid kit.
8. Cooking Utensils
- All cooking utensils must be washed in the sink in the washroom.
- Use the soap, rinse, bleach system described above the sink.
- When done washing, place items in drying rack to dry.
- On instructor de-issue day, return dry equipment to the cooking
cabinet in the garage.
9. Clean backpacks
- If backpacks are dry then brush off dirt with a dry brush.
- When packs are wet you must hang them up to dry and staff will brush
packs off on de-issue day.
- Return packs to the pack area- be sure to hang according to size!
10. Put all trash in dumpster
11. Sweep garage & sweep and mop food room.
12. Consolidate opened iodine bottles
13. Clean the van
14. Fill out “Left Over Food” column in cookbook
15. Re-Stock foot kits
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Discovery Expedition First Aid Kits
First Aid kits should checked before and after your expedition by the Discovery Student
Staff. Make sure that everything on this list is in your kit. Re-supply materials are found in
the cabinet mark FIRST AID in Discovery office bathroom. Sign the lines below to indicate
that you have checked your kit.
Kit #________
Inventoried when kit is issued______________________________________________
Emergency Bag
___1 Face Mask
___2 5x9 in. Combine
Dressing
___2 pr. Gloves
___2 Roller Gauze
___1 Roll Tape
___Trauma Sheers
Athletic Injuries
___1 roll 1st WrapCoban SelfAdherent wrap
___1 Ace Bandage
___1 Triangular Bandage
___1 roll Tape
Ouch Pouch
___4 3x3 Gauze
___10 Band aid- assorted
sizes
___Bactine
___2 sheets Moleskin/
___1 Mole foam
___Tincture of Benzoin
___1 pr. Tweezers
___6 Alcohol Swabs
___10 Antibiotic
Ointment packs
___Second skin
___1 Flushing Syringe
Paper Work
___WMA First Aid
Notebook
___SOAP Note
___First Aid Kit
Inventory Sheet
Medications
___2 Epi-pens exp.
Date_______
___10 packs
Hydrocortizone
___Benadryl
___Visine
___Eardrops
___Advil
___Tylenol/non-aspirin
pain reliever
___6 pks. Of Advil Cold
and Sinus
___6 Imodium A-D
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More name games
Fruit Whomper
Have the group form a big circle sitting cross legged and have everyone go around and say their
name with a fruit using the same letter as the first letter of their name. For example, Apple Annie or
Strawberry Sally. Then have one person in the middle with a foam pipe. The middle person’s goal
is to smack or ―whomp‖ the floor in front of someone before they call out another person’s full
fruit name. So the middle person heads for Apple Annie and Annie calls out Strawberry Sally before
the floor is smacked in front of her. The whomper then has to run for Strawberry Sally, and so on.
If the floor is whomped before that person calls out another fruit name, then that person is now in
the middle and the new whomper.
Pass the Imaginary Object
Have the group form a circle. Everyone goes around the circle and says their name and a fun fact.
The person who goes first passes an imaginary object to someone else in the group, stating their
name as they pass the object. For example, ―Josh, I am throwing a muddy pig over to you!‖ Then
Josh has to catch the ―pig‖ and say ―Thanks Matt.‖ Each person comes up with a different object
for the new person to catch.
Name Association
Have the group form a circle. Go around the circle and have each person say their name and a
favorite thing they like to do. They have to ―act out‖ the activity as they say it. (E.g. ―I’m Sally and
I like to cook,‖ as she pretends to stir a pot of soup). After the first person goes, the second person
has to say ―That’s Sally and she likes to cook (while they act it out) and I’m Joe and I like to
skateboard (while acting it out)‖ The third person has to say/act out all three, and so on. The last
person has the hardest task, since they have to repeat everyone in the group.
More ice breakers
Birdie on a Perch
Have everyone in the group get a partner. Have them choose one partner to be the birdie and one
to be the perch. Next, have the birdies form a circle and turn to the right so they are looking at the
next person’s back in front of them. Then, have the perches form a circle around the birdies and
turn to the left, so they are facing the opposite direction. Explain to the group that when the music
starts, (you have to sing to a tune) the birdies will walk around their circle clockwise, while the
perches walk around their circle counter clockwise. Then, when you yell ―Birdie on a Perch!‖ the
birdies have to physically be on the perch. So this means that the birdies might jump on their backs
or the perches might carry the birdies in their arms, etc. But the birdies feet cannot be touching the
ground. The last birdie to be on their perch is out. Then you can keep playing until there is one
team left. Another variation is to yell ―Perch on a Birdie!‖ And the perches have to now jump on
the birdies.
Note: Make sure you are playing on level ground and there are no obstacles around the area. Also
be sure everyone is wearing tennis shoes. This game tends to be a little rough as people are running
to their partners.
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Character Party
Before the game starts, come up with a list of characters (one for each person in your group). The
characters can be movie stars, stereotypical people, certain professions, etc. They can also be
behavior-based such as loud mouth, class clown, shiny happy person, bad attitude person, etc.
When the game begins, each person gets a character but they don’t let anyone see who they are. The
party starts and as everyone mingles, they act out their character. Let everyone have a chance to
meet the others at the party.
Debrief question ideas:
Did you like how people responded to you?
Who bothered you?
Who did you like being around?
What can we learn from this – what qualities do we want/not want with us on our
expedition?
This activity is a nice one to do before the full value contract.
Host a Party
Assign one person to be the party host. This person then walks away so they can’t hear or see for a
few minutes. During this time, the rest of the group comes up with 3 or 4 party guest roles. This
could be anything from a crazy mad scientist to a specific movie star character. It could even be
someone in the group (be careful with this one to be sure not to embarrass anyone/hurt anyone’s
feelings). Once the party starts, the guests come through a designated imaginary door and ring the
doorbell. After mingling for a bit while the guests are acting their part, the host must guess who the
party guests are. Once they guess all of them, the game begins again with a new host. With a high
energy group, this game is very funny!
Hungarian Hand Clap
Everyone sits in a circle, cross legged and knee to knee. Each person places their palms on the
knees to the right and left of their own knees (on each side of them). One person starts by slapping
(gently) their hand down on the knee. The slaps go around the whole circle clockwise, in order of
the hands lying on the knees. The slaps should be quick and should go around the circle a few
times. If someone stalls for too long, or slaps out of sequence, that hand is out. They remove just
that hand and the game continues, ignoring the empty space. Variation: When someone makes a
double slap, the direction changes to counter-clockwise. It’s a fun game that usually makes everyone
laugh.
Big Booty
This is a classic! Everyone forms a circle (standing). One person is Big Booty, and everyone else is
a number clockwise around the circle (1-10 if there are 10 in your group). The game starts with a
chant – ―Big booty uh-huh, big booty big booty big booty‖ Then Big Booty says:
Big Booty and a number - ―Big booty number 4‖
Then number 4 says their number and someone else’s number
―Number 4 number 7‖ and so on. Big booty is also a number so someone can say ―number 4 big
booty‖
The whole time there is a rhythm that must be kept and the whole group is slapping knees and
clapping hands – from knee to hand over and over.
If someone shouts their numbers out of rhythm or stalls to mess up the rhythm, they are out. You
may need to do a couple practice rounds first.
Elbow Tag
Have each person in the group grab a partner. The partners then link elbows and spread out in a big
grassy area. Have one pair unhook elbows, with one becoming ―it‖ and the other being the runner.
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To escape from the ―it,‖ the runner can hook up with any pair, and whoever is on the other side of
who s/he hooked arms with becomes the new runner. The ―it‖ continues chasing until s/he tags
the runner, then the runner becomes ―it‖ and the old ―it‖ is the runner and has a chance to hook up
with a pair. You can also have 2 sets of ―its‖ and 2 ―runners‖ to get the game going faster.
Evolution
The instructor explains the stages of ―life‖ and how to act at each stage. This can be something like:
Egg, Chicken, Dinosaur, Elvis
Everyone in the group starts out as an ―egg.‖ This means that they have to squat and walk around
in a squatted position. In order to move up to chicken stage, they have to ro sham bo another egg
and win. If they win, they become a chicken, where they can walk with bent legs and flap their arms
like chicken wings. You can only challenge another of your kind. So if a chicken wants to move up
to a dinosaur, they have to win roshambo with another chicken. Dinosaurs have to roar and run
around. Elvis have to impersonate Elvis. You can also create a final character. Once you win in the
final stage, you are out and you can watch. Play until at least some people have moved to the final
stage and it seems appropriate to stop.
Monster
Have the entire group join themselves together to form a monster that walks with both hands and
feet on the ground. The monster must have one foot more than the number of group members and
one less arm. Once the monster is created it must move five feet and make a sound. The group
should have a chance to consult for a few minutes first. Variation: A small monster...a group breaks
into groups of three. Each small group must form a monster that has only 2 hands and 2 feet on the
ground. Once formed the monster must move 20 yards.
The Helium Stick
Divide the group in half and have them line up facing each other. Have each person place their
index finger underneath a tent pole or long, straight stick (at eye level). While still holding the stick,
tell the group that they must lower the stick to the ground. The group members cannot talk, each
person has to touch the stick with only their index finger and everyone must be touching the stick at
all times. This activity is much harder then it seems!
Yurt Circle
Have the group form a circle and hold hands. Have everyone lean back while supporting each
other’s weight. The group should all be able to lean back completely. Then the group counts off,
(1,2,1,2, etc.). Have the 1’s slowly lean outward while the 2’s lean inwards while supporting one
another’s weight.
More Get to know you games
Fantasy Game
The group divides into 2 teams. Each person writes down a ―fantasy.‖ It can be about what they
want to do with their life, who they want to meet or be something they have always dreamed of
doing.
For example:
I’ve always wanted to be a rock star touring the world with my band
I want to be a famous climber like Jimmy Chin (Henry’s fantasy)
The instructor collects all the fantasy papers for team 1 and puts them in a hat. Collect the fantasy
papers for team 2 and put them in a separate hat. Next, the instructor reads out the first fantasy
from team 2 hat. Team 1 takes a guess at who wrote the first fantasy. If they guess correctly, that
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person comes over to their team. The game goes on until all the papers are read, or until one team
has the majority of the people. The team with the most members at the end of the game wins.
2 Truths and a Lie
Have the group form a circle, sitting down since this one takes a while. This one is good for before
bedtime final circle. Each person tells 2 truthful statements and one lie about themselves.
Encourage people to think of some interesting facts about themselves that nobody knows. Not just
something like ―I have a brother.‖ For example:
I speak 3 languages,
I have 4 tattoos,
I love to cook Italian dinners and listen to opera music
The group then has to guess which one is a lie. They can ask questions about each statement before
they guess. It’s a great way to learn more about each person in the group.
Pairs Introductions
Each person finds a partner and spends 2 minutes interviewing each other. Then, they must
introduce each other to the group telling 3 things they learned about their partner.
3 Questions
Everyone must think of three questions such as ―favorite cartoon character‖ or ―if you could be a
type of food...‖ and then must go around in a 5-minute period and collect answers from at least 4
people. Then everyone sits down, each person introduces themselves and people shout out how that
person answered the questions.
“Hello Stranger”
Divide the group in half and make two circles-- one circle on the inside facing out, and the second
circle around them so each person is facing someone. Have each person introduce themselves to
who they are facing and say one fun fact about themselves. Next have the inside circle move 2
spaces to the left. Then have the inside people pretend they just won a million dollars and have the
new pair role play. You can then have the outside circle move 1 person to the right and have the
new pair act like they are in 2nd grade and haven’t seen each other all summer. Instructors can
come up with all sorts of variations on this game to make it apply to the specific group and make it
fun.
Low energy games
The Snort Game
Have the group form a standing circle. One person begins with a snort (piggy, inhale style snort – if
anyone can’t make a snort noise, have them improvise a sound) and passes it to the person on their
left or right. The person receiving the snort can either pass it back to the person that gave it to them
or turn the other direction and pass it along. The point of the game is that the person who is giving
the snort and the person receiving the snort cannot laugh. If they do laugh, they are out and can try
to make the snorters laugh from the outside of the circle (no touching though). The rest of the
people in the circle are allowed to laugh, as long as it’s not their turn.
Best of the Best
Spilt into groups. Send up representatives who can do the ―weirdest body trick‖ or ―best animal
imitation...‖ for a panel of judges and for the group. Use applause meter.
The Pulse
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A group stands in a circle, holding hands. One person stands in the middle with his/her eyes closed
as the group silently decides who will start with the pulse. The selected person sends around a pulse
that each person passes along by squeezing the next person’s hand. The person in the center then
opens his/her eyes and tries to find who has the pulse. The group tries to pass the squeeze without
the center person seeing it. The person in the center at any point can point to a person who ―has‖
(received the pulse without passing it on) the pulse and if s/he is correct, that person is in the center.
Hopes And Fears
Materials: two hats, paper, pencils
Everyone receives two small pieces of paper and writes down one hope and one fear that they have
about the trip on separate pieces of paper. All fears are read at once and addressed accordingly, and
then all hopes are read together, keeping anonymity intact so no one feels put on the spot.
Create the Perfect …
Split the group into small groups of 3 to 4. Give each group the task of creating ―The Perfect
_______‖ (fill in the blank with friend, parent, teacher, leader, politician or any other important
figure that may pertain to the group). The groups can either draw a picture of the person and label
important parts which make them perfect, write a story or description about the person, or act out a
skit about the person (pick one that corresponds with the resources, skills and/or preferences your
group has). After giving the small groups sufficient time to create their perfect person, reconvene as
a large group and have them share. If time and interest allows, you can, as a large group, collaborate
on what makes a perfect ________.
Land Management 101
Objectives:
Having a firm understanding of how our government manages public lands is an important step in
developing the pillar of Environmental Awareness. In order to protect our public lands we must first
know where they are located, who is responsible for taking care of them, individual agency’s
mandate and mission, and the history of these agencies. You should teach an overview of land
management and then narrow the scope down to the area that your expedition happens to be
operating.
Agencies, Mandates, Acreage:
Federal agencies administer roughly 727 million acres or 32 percent of the U.S. land area which
translates into 2.2 billion acres. This land is managed by 4 primary agencies whose mission depends
upon the type of land and the resources that it encompasses.
U.S. Forest Service: (Department of Agriculture, established in 1905).
Mission- multiple use management of national forests and grasslands.
Acreage- 192 million acres
Bureau of Land Management: (Department of Interior, established in 1946)
Mission- Multiple use management of federal public lands. The BLM inherited lands that had very
little timber and were not wanted by the NPS. For the most part they manage mining and grazing.
The BLM mission statement reads, ―It is the mission of the Bureau of Land Management to sustain
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the health, diversity and productivity of the public lands for the use and enjoyment of present and
future generations.‖
Acreage: 262 Million acres
National Park Service: (Department of Interior, Established 1916).
Mission: "...to promote and regulate the use of the...national parks...which purpose is to conserve the
scenery and the natural and historic objects and the wild life therein and to provide for the
enjoyment of the same in such manner and by such means as will leave them unimpaired for the
enjoyment of future generations…‖ National Park Service Organic Act, 16 U.S.C.1.
Acreage: The National Park System encompasses approximately 83.6 million acres, of which more
than 4.3 million acres remain in private ownership. The largest area is Wrangell-St. Elias National
Park and Preserve, Alaska. At 13,200,000 acres it is 16.3 percent of the entire system. The smallest
unit in the system is Thaddeus Kosciuszko National Memorial, Pennsylvania, at 0.02 of an acre.
U.S. Fish and Wildlife: (Department of Interior, Established 1956)
Mission: To administer a national network of lands and waters for the conservation, management,
and where appropriate, restoration of the fish, wildlife, and plant resources and their habitats within
the United States for the benefit of present and future generations of Americans.‖
Acreage::
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Notes
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