Timing (time line) Morning or first break of the day

Learner Activities
To begin to think about their own personal definition of a wilderness area.

Teacher Activities
Read to students something that represents my idea of wilderness, possibly a poem or short story, any thing which highlights my take on wilderness As the group travels along during the day, point out which wilderness area they are passing through i.e.;

Resources

During the day

Listen.

Jagungal pass through on the first 2 - 3 days. Western fall is beside Koscius ko - !e don"t !alk through it. #ilot pass through on the last 3 days of the 2nd !eek. $yadbo !e pass though on the last !eek. %nother !ay to do this based on the ti&e fra&e ' ha(e is) instead of pointing out each day the !ilderness area !e ha(e passed through* get the group around a set of &aps and point out the areas instead. #oint out areas passed through already and those you ha(e not. 'f ti&e per&its* standing on top of a &ountain and looking out onto the landscape* is a good !ay for the group to (ie! a (ast section of

When the opportunity presents itself.

+or the group it is a good ti&e to share !hat their personal definition if a !ilderness area is. %long !ith sharing their

definition* the group should share the i&pacts they see and co&e to an agree&ent* does the group classify this (ie!ed area as a !ilderness one,area or not. -he point is to discuss. 0nd of the day. 1end of day debrief2 3roup discussion on !hat !as learnt today by each group &e&ber and the groups" connection to this area.

the !ilderness area. -hen present a fe! .uestions to the group* !hat i&pacts do !e see on this !ilderness one/ $ased on !hat you see* !ould you class this as a !ilderness one/ What is you personal definition of a !ilderness area, one/ %sk students about ho! today effected their connection to place. Did it help or hinder/