Low Course Lop 2014

4-H Challenge Course
at Camp Long
Low Course Facilitator Manual (2014)

This manual is a reference for facilitators of the WSU Extension 4-H Challenge Course at Camp
Long. It is not a replacement for training. All users of this facility must abide by the policies set
forth by 4-H and the Association for Challenge Course Technology. Facilitators are responsible
for choosing activities appropriate to their participants goals and ability level. Safety and
personal responsibility should always be emphasized. Wrongful use of equipment may result in
serious injury, disability, or death.

Camp Long
5200 35
th
Ave. S.W.
Seattle, WA 98126

(206) 684-7434
Fax (206) 684-7435

http://www.seattle.gov/parks/Environment/camplong.htm
Email: camplong@seattle.gov

This manual is the compilation of activities and ideas from many resources, including
WSUE 4-H, Camp Waskowitz, and Vision Leadership, Inc. publications and facilitators.

Compiled by:
Melissa Haddock
Vicky McCarley
Ken Turner
Scott Vander Wey

Edited by:
Erika Ikstrums, 2014

CHAPTER PAGE ELEMENT LOCATION
HISTORY 1
Camp Long 1
Partnerships 3
SAFETY 5
Emergency Procedures 5
Spotting Techniques 7
Spotting Sequence 9
Command Sequence 12
RESOURCES 13
Facilitator Responsibilities 13
Facilitator Check List 14
GRABBSS Assessment Tool 15
4-H Pledge 16
Full Value Contract 17
LOW ELEMENTS 19
Map 20
Columbia Gorge Crossing 21 South of Fire Circle
Columbia Highlands 23 West of Cabin 6
Deception Pass 25 North of East Shelter
Galloping Gertie 27 West of Cabin 6
Humpback Breach 29 Near Cabin 7 and Compass Circle
Mohawk Walk 31 Below Glacier at Pacific Crest
Olympic Nurse Log 33 Near Cabin 10
Orca Breach 29 Near West Shelter
Osprey Roost 35 East of East Shelter
Ozone Hole 37 East of Comfort Station
Puget Sound Convergence Zone 39 East of Comfort Station
Relationship Traverse 41 Below Glacier at Pacific Crest
Salmon Migration 21 Between Cabins 5 and 6
San Juan Islands 43 Near Cabin 2
Tension Traverse 45 Below Glacier at Pacific Crest
Trust Fall 47 North East Corner of Parade Ground
APPENDIX 49

Establishment
Camp Long was created for the purpose of bringing people close to nature and providing safe
and enjoyable outdoor camping and climbing experiences. In 1937, Seattle Park Board
members Archie Phelps, Judge William Long, Ben Evans of the Seattle Park Department, and a
committee of seventeen people representing various youth groups was formed and began
planning the camp, and called on the services of Clark Schurman who had previously designed a
wilderness camp. Schurman was also a recognized expert in camping and mountaineering, a
lead guide on Mt. Rainier, and a Boy Scout Troop Leader.

Since Camp Long was conceived during the depression years, funding was difficult to secure.
With the application of persuading, maneuvering, finagling, scrounging, snaffling, and even a
little benevolent larceny... and man power supplied by the Works Progress Administration
(WPA), the park plan became a reality.
Camp Long Park was designed so that
urban children who cannot afford the
cost of going to the mountains will get at
least a taste of outdoor life. In 1940,
the Parks Board officially adopted the
name Camp William G. Long. The park
was dedicated on November 8, 1941
...to youth: for camp and climbing skills
and education by supervised groups.

Outdoor Skills
Clark Schurman designed the climbing rock at Camp Long to imitate the conditions that a
climber might face when climbing a real glacier. Schurman called it Monitor Rock after its
intended purpose to "warn, remind, advise and instruct." After Schurmans death in 1955, the
rock was renamed "Schurman Rock" to honor Clark Schurmans contribution to Camp Long and
mountaineering. In 2003, the Seattle Park Foundation helped to restore the rock to its original
glory. The Glacier Slab and the Compass Circle both bear plaques from the WPA era. In recent
years, Eagle Scouts have maintained the Compass Circle and designed two compass courses for
group use. A challenge course was later added in two installments: the low course in 2011 and
the hub and spoke high course in 2012.

Cabins
There are ten rental cabins at Camp Long, named
in honor of Washington State peaks: Rainier,
Constitution, Pilchuck, Pinnacle, Constance,
Olympus, Glacier, St. Helens, Baker, and Adams.
The cabins have six full sized beds in bunk bed
formation. Many of the cabins and paths at Camp
Long were updated to accommodate individuals
with disabilities and wheel chairs.

1 Camp Long History
Lodge
The lodge was built using stones retrieved from
the repaving of East Madison Street. The
granite stones were originally used as ballast
from the holds of European sailing ships
picking up goods in Seattle. The ballast was
removed as the ships were filled with other
materials. This ballast was then used for road
paving and eventually found its way into the
lodge. Wood from an old school building and
an abandoned Civilian Conservation Corps
camp was liberated for use in the lodge.
Today a painting of Mt. Rainier by Clark
Schurman hangs in the main hall, and
paintings of the mountains that used to hang
in the cabins are located in the porch library.

Facilities
Rental facilities at Camp Long include the lodge with two meeting rooms and kitchen space, ten
rustic outdoor cabins, two covered picnic areas, group fire ring, and the climbing rock and glacier
slab. Cabins are available eight months of the year. There are several wooded trails through the
68 acre park.

Programs
Youth, family, and special populations enjoy fun, interactive programs year round at Camp Long.
These include rock climbing classes, skill building on the challenge course, and specialized
programs, such as summer camps for youth and adults with disabilities. Volunteer naturalists
run environmental science programs for elementary-aged students. Boy Scouts, Girls Scouts,
school and youth groups also reserve Camp Long for special programs.

History Camp Long 2

WSU Extension
Land Grant universities were formed to bring applied education and opportunity to the common
man and women, especially in agriculture and the mechanical arts. The Morrill Act of 1862
provided the initial land grants and public funding to establish and open these institutions, but
the knowledge base available to the students and producers at that time was found to be static.
A commitment at the Federal level led to the Hatch Act of 1887, which provided a source of
research funding that enhanced the body of
knowledge available for the classroom and the
communities. Today, many land grant universities
have grown to become distinguished research
institutions.

It later became evident that, even with public
education, many producers and citizens were not
accessing the Universities and probably never
could nor would. Consequently, this resulted in
the Smith-Lever Act of 1914 and the
establishment of the Cooperative Extension
Service. Extension programs provide non-credit education and degree opportunities to the
public. These programs aim to foster inquiry, learning, and the application of research in order to
increase knowledge, economic well-being, and quality of life. Extension is recognized for its
accessible, learner-centered, relevant, high quality, and unbiased educational programs.
Extension collaborates with communities to find solutions for local issues and to create a culture
of life-long learning.

Washington State University employs a special contribution of teaching, research, and service
(Extension) as the states land grant institution. Its partnerships include the Agricultural
Research Center; state and federal partnerships with major centers in Puyallup, Prosser, and
Wenatchee, and additional smaller centers; and Extension, a state-federal-county partnership in
public service and outreach. Additionally, the university operates the states Small Business
Development Center. WSU Extension programs focus on agriculture, natural resources, youth,
family, community, and environmental issues.

WSU 4-H
Established in the early 1900s, 4-H was designed to be the youth component of Extension. It
has since grown to become the nations largest youth development organization. For 30 years,
Washington State University has served as the
states connection to 4-H. The student focused
curriculum is based on the experiential
learning model, and is supported by adult
volunteers. 4-H aims to strengthen youth
critical life skills, including decision making,
self-confidence, positive risk taking, self-
esteem, teamwork, and leadership. 4-H
supported activities encompass the
disciplines of agriculture, technology, personal
development, and adventure recreation.
3 Partnerships History

Seattle Parks
In 2010, Seattle Parks signed a Memorandum of
Agreement with WSU Extension to build a ropes
challenge course. King County 4-H funded the low
course and one high element, Mount Challenger. The
first phase of construction was completed in September
2011.

By January 2012, the planning had begun to build a high
course. The Department of Neighborhoods Large
Matching Funds contributed $70,000 and the King
County Youth Sports Facility Grant provided $50,000.
This contribution totaled to $120,000, enough to fund
building the The Enchantments hub and spoke high
course and the Camp Long Challenge Collaboration.
Phase two construction was completed in September
2012.

The challenge course follows 4-H curriculum, supporting
youth development in communication, decision making,
self-efficacy, team work, and leadership. Participants
first experience team building challenges on portable elements and the low course before
returning to test individual and group skills on the high elements.

Challenge course facilitators at Camp Long come from several organizations, including Seattle
Parks and Recreation, ARC Seattle, and 4-H. Partner organizations can also facilitate their own
groups for a discounted rate once their staff has been trained on the course.

ARC
Seattle Parks and Recreation partners with the
Associated Recreation Council (ARC) to offer a
variety of recreational and lifelong learning
programs, classes, and activities to citizens
throughout Seattle. ARC, incorporated in 1975 as
an independent nonprofit organization, supports
this work through the ARC Board of Directors and a
system of 38 advisory councils. Citizen volunteers
on the board and advisory councils help to enhance
the mission and vision of Parks by providing a
connection to the community and advocating for the
success of citywide recreation services.

Sources
City of Seattle. (2014). About ARC. Retrieved from http://www.seattle.gov/parks/arc/
Casavant, K. (2004). Living in a Land Grant University: Transportation, Teaching and Service
[PDF document].
National 4-H Council. (2014). About 4-H. Retrieved from www.4-H.org/about
WSU Extension. (2014). About WSU Extension. Retrieved from http://extension.wsu.edu/about
History Partnerships 4

Emergency Contacts

Ken Turner Sheila Brown
Challenge Course Manager Camp Long Supervisor Parks Duty Officer
Office: 206-399-2205
Cell: 206-617-0288
Office: 206-423-4868
Cell: 206-915-6249
Pager: 206-982-4583

Camp Long Contact Info

Address 5200 35
th
Ave SW Seattle, WA 98126
Cross Street SW Dawson & 35
th
Ave SW
Office Landline Phone 206-684-7434

In Case of an ACCIDENT:
1. Immediately stop activity
2. Stabilize patient(S)
3. Gather other participants
4. Apply first aid as needed using first aid kits
5. Send two people to the lodge to call 911 and await emergency services
6. Notify in this order: Challenge Course Manager, Camp Long Supervisor, Parks Duty
Officer (note: Manager or Supervisor will contact WSU 4-H staff)

Notes on Calling 911
If calling from a cell phone, tell the dispatcher you need to speak to Seattle (Fire, Police,
EMS, or Fire Rescue).
Be prepared to give your name, location, and the nature of the emergency.
Ensure emergency services have a clear access route to the emergency. Call front desk
for assistance.
Take reasonable precautions to ensure that patients are safe from further injury.
Cell phones may not work on the course.
A pay phone is located south of the lodge on the sidewalk.

5 Emergency Procedures Safety

Forms
Minor incident or close call: indicate near miss on Day Use Form
Major incident: 4-H Incident Report
Manager or Supervisor will complete Parks Incident Report using the 4-H Incident Report

Serious Accident or Fatality
Do not assign blame or take responsibility
Do not talk to the media
Forward all news sources to Joelle.Hammerstad@Seattle.gov or 206-684-8020

Lockdown/Shelter in Place
Designated by police or security
Go to Lodge immediately
Lock doors and windows, cover windows
Gather in basement away from windows
Account for all participants

Element Damage
If an element is damaged or needs to be closed:
o Grab orange CLOSURE/EMERGENCY RESPONSE tool box located in the West
shed
o Use yellow tape to close off the element
o Let Challenge Course Manager know ASAP
o Indicate closure on Day Use Form

Weather Closures
The Challenge Course is CLOSED when:
o Lightening is 3 miles away (15 seconds). Remain closed for 20 minutes after the
storm passes.
o Winds of 20-25 mph
o Significant tree cracking
Be conservative. If you are concerned, go indoors. You have access to portable elements.

Natural Disasters
Gather everyone by the Fire Circle south of the Parade Ground
Account for all participants

Safety Emergency Procedures 6

What is Spotting?
Breaking the fall
NOT catching the participant
Protecting participants head, neck, and spine
Spotters are also responsible for protecting themselves (e.g. from an elbow to the face,
flailing arms, kicking)

When is Spotting Required?
Any time a person is off the ground, at least two spotters are required.
Ideally, there are two spotters per 180 of a participants fall zone.
Some elements require more spotters or special spotting formations (e.g. Relationship
Traverse, Trust Fall).

Types of Spotting
Non-spotting activities: Spotting is not required. Participants pay attention to personal
safety via self-awareness. (e.g. tag)
Self-spotting/step off safely (SOS): Participants step off the element to avoid falling. (e.g.
balance activities, Mohawk Walk)
Facilitator spotting: Facilitators spot part of the activity. (e.g. Nitro Crossing)
Participant spotting: The entire group spots any participant who is off the ground until
they are securely standing on their own power on the ground. (e.g. Hole in Space)
Cocoon spotting: Two to four people spot each side of and move with the participant.
(e.g. Galloping Gertie with a small group)
Zipper: Two rows of spotters stand shoulder to shoulder, facing each other, 3 feet apart.
Arms extended straight from the elbow, palms up, with one arm from each opposing
spotter between their own. Leg farthest from the faller is forward, other leg is back.
Knees bent. Tilt head back to avoid getting hit by the faller. Eyes on the faller. (e.g. Trust
Fall)

Facilitator Spotting Self-Spotting Participant Spotting

7 Spotting Techniques Safety

Bumpers Up: Basic Spotting Position
Hands up, elbows bent, palms facing the participant.
Fingers together. Paws not Claws, Spoons not Forks.
Feet spread shoulder a part width for stability. One leg forward (nearer to the
participant), other leg back (supporting most of the spotters weight). Knees bent.
Follow the climbers torso as they move.
Eyes on the climber!

Intentional Falling Position
Falling and lifting are part of the spotting sequence. It is important that the faller have good form
to prevent harming the spotters or themselves.
Ankles and knees together.
Arms tight to chest: Cross arms, clasp hands, and fold in OR cross arms to chest and
grasp shirt collar.
Body straight as an arrow, stiff as a board. Do not fold in the middle.
Head tipped back, back arched, toes lifted, lean back with shoulders.

Safety
Sequence elements based on your groups ability to spot safely. Work up the spotting
sequence to more challenging activities.
Do not tell groups they will complete certain activities. This prevents them from becoming
frustrated if you change the sequence.
Always review spotting specific to each element.
Spot both lifted participants and lifters.
Anyone not climbing or lifting must spot.
Participants may NOT stand on lifters mid-back, neck, or joints! Upper-back, shoulders,
lower-back, and hips are fine.
Lift with the knees, not the back.
Participants heads should NOT be lower than their feet (End Over End is an exception).
Check for sharp or protruding objects in pockets and on the ground.
No clapping until participant is on the ground.
The facilitator is ultimately responsible for ensuring that safe spotting takes place.

Cocoon Spotting Zipper Arms

Safety Spotting Techniques 8

Progression of Spotting Activities
The following activities form the Spotting Sequence (also, Trust Sequence or Support Sequence).
These activities can be done independently or as preparation for low elements which require
spotting. Do not force a group to do more than they can handle safely.

The following four activities MUST be successfully completed by groups prior to attempting
Osprey Roost, Ozone Hole, Puget Sound Convergence Zone, and Trust Fall.

1. Bumpers Up
Have participants stand in a circle in
spotting position. Facilitator goes
around and pushes on hands to test
stability.

2. Support Leans
1. Divide into groups of three.
a) One person is the faller,
and takes the intentional
falling position.
b) Two people are spotters,
standing closely side by
side with Bumpers Up.
2. Command sequence.
3. Participant falls backward and is
supported by the spotters.
4. Spotters gently push the faller to a
stable standing position.
5. Spotters hands remain on the
fallers shoulders until the faller
says, Set.
6. Check in with the participant.
Always start with short falls and
gradually increase the falling
distance.

9 Spotting Sequence Safety
3. Wind in the Willows
1. Group stands in a tight circle, shoulder to
shoulder, with one participant in the middle.
3. Participant takes intentional falling position,
and is encouraged to close their eyes.
4. Participant leans back into the spotters.
5. Spotters GENTLY move the participant
around the circle.
6. When movement is completed, return the
participant to a stable standing position.
7. Spotters hands remain on the participants
shoulders until the participant says, Set.
Minimum 10 people.
Participant is encouraged to close their
eyes.
Have a predetermined flight plan (e.g. north,
east, south, west, around the circle
clockwise).

4. Levitation
1. Spotters divide into two groups on either
side of a participant.
3. Participant leans back into spotters.
4. Spotters form zipper arms under the
participant, paying special attention to
supporting the head and neck.
5. Spotters lift the participant up.
6. Spotters gently rock the participant back
and forth.
7. Participant says, I am ready to stand.
8. Spotters lower the participant feet first and
return them to standing.
9. Spotters hands remain on the participants
shoulders until the faller says, Set.
Minimum 10 people.
Participant is encouraged to close their
eyes.
Participants head should never be lower
than their feet.
Variations: Spotters walk the participant
around in a circle. Spotters can lower the
participant to the ground while rocking them
back and forth. Be mindful to lift with knees,
not back. Assist participant back to
standing.

Safety Spotting Sequence 10

The following activities are optional but enjoyable trust-building exercises.

Ranger-Bear-Basket
Everyone is a Park Ranger and in their mind selects two people to be a bear and a picnic
basket. Everyone must stay between their bear and picnic basket with Bumpers Up at all
times. (Variations: President-Secret Service-Hit Man, Movie Star-Bodyguard-Paparazzi)

Moon Jumps
1. Divide into groups of three.
a. One person is the jumper, holding their arms against their body, elbows bent at
90.
b. Two people are spotters, standing on either side of the jumper, grasping the
jumpers forearm and upper arm.
3. The participant jumps up and is assisted by the spotters.
a. The first jump only supports 10% of the jumpers body weight.
b. The second jump supports 25%.
c. The third jump supports 50%.
This is a good exercise before The Wall.
This activity is not always necessary for the trust sequence.

End Over End
1. Spotters cluster tightly around one participant.
3. Participant leans back into spotters.
4. Spotters flip the participant in a complete circle.
5. Spotters lower the participant feet first and return them to standing.
6. Spotters hands remain on the participants shoulders until the participant says, Set.
Minimum 10 people.
The participant can fall forwards or backwards. Decide during command sequence.
Someone should be responsible for supporting the participants head and
communicating possible danger to the group.
Participant is encouraged to close their eyes.
This activity is not always necessary for the trust sequence. Consider for a greater
challenge.

Trust Fall
This is the pinnacle of the trust sequence, and a high-risk activity. Groups must be high
performing and have successfully completed three levitations prior to the Trust Fall. See the
Trust Fall description in the Low Elements section.

11 Spotting Sequence Safety

Command Sequence
Any activity requiring spotters also requires the use of a command sequence. This is a series of
questions and answers between the climbing/falling participant and the spotters. The purpose
of this sequence is to ensure the entire group is paying attention and ready for action. The
sequence always begins BEFORE the participant steps onto the element or is lifted off the
ground. Note: Participants choosing their level of participation can still complete the sequence
by stating the way they would like to be supported.

Participant is standing next to the
element, ready to begin.

Participant:

My name is_____ and I choose to do this
activity. Do you support me?
Spotters: Yes, we support you!
Participant: Spotters ready?
Spotters have bumpers up.

Spotters: Ready!
Participant: Climbing/Falling
Spotters: Climb on/Fall on
Participant completes action and is
standing on their own power.

Participant: Set.
Spotters relax.

Safety Command Sequence 12

Challenge Course facilitators play a vital role in experiential education. They provide
opportunities for participants to grow, explore, and take risks in unique environments. Their
behavior directly influences participant behavior, thus requiring facilitators to be professional,
nonjudgmental, organized, and patient. The three primary roles of facilitators are safety,
learning, and record keeping.

Requirements
Portable, low, and high element facilitator certification
First aid and CPR certification
4-H membership

Professional Conduct
Professional dress: No advertising, derogatory language, or offensive advocacy. Closed toed
shoes are a must.
Respect participant confidentiality
Do not impose personal values or beliefs
Do not engage in inappropriate behavior or relationships with participants

Safety
Number one priority!
Physical and emotional
Be aware of participant readiness and abilities
Allow participants to choose their challenge
Facilitate within your competency
Communicate objectives, risks, and
consequences of each activity
Directly supervise participants on all elements
Stop activities if unsafe situations occur
Accidents are a combination of environmental
factors and human factors
Most accidents happen between 11 a.m. and 4
p.m. Watch out for hunger and fatigue.

Learning
Facilitators are responsible for the quality of
participants experiences
Plan sequences to achieve participants goals
Debrief experiences so participants can carry
lessons learned into the future

Record Keeping
Record all incidents, near misses, and first aid
supplies used
Complete and submit all required paperwork in a timely manner
13 Facilitator Responsibilities Resources

Pre-Event
Confirm with Challenge Course Manager: group arrival time, size, goals, program
duration, and special considerations.
Meet with co-facilitator at least 45 minutes before group arrives.
Plan sequence.
Site inspection: Walk the elements you plan to use that day. Check for hazards.
Check out facilitator keys from the Lodge office.
Gather any games equipment you will need.
Grab a first aid kit.
Make sure you have pre/post-event surveys.

Start of Event
Meet group. Collect waivers and group enrollment form.
Pre-event survey.
Assess weather and group preparedness.
Welcome group.
o Acknowledge WSU Extension and 4-H partnership
o Introduce facilitators
o Overview of the days schedule
o Site description and use:
Locations of: kitchen, restrooms, water fountains
Safety: emergency procedures; no drugs, alcohol, smoking, or gum
Personal care: clothing/layers, close-toed shoes, breaks, fuel and
hydration. There is extra rain gear stored in the West shed.
Caution: Jewelry, watches, baggy clothing, and things in pockets can
potentially get caught or cause harm. Long hair should be tied back.
o Name game
o Warm-up/stretch
o Health check
o Full Value Contract and non-negotiables
o Quick silly game

Begin Sequence

End Sequence
Final reflection and closing.
Post-event survey.

After Event
Lock up all elements.
Return game stuff to shed.
Return first aid kit (mark anything used on the Day Use Form).
Gather evaluations and fill out (jot form) Day Use Forms.
Put waivers and evaluations in manila folder with group name and date on it.
Return keys and folder to Managers office or Lodge office.

Resources Facilitator Checklist 14

The GRABBSS Assessment Tool is used to evaluate an individuals or groups readiness to
participate. This includes physical, mental, and emotional levels of being which may change
during the day. When successfully applied, participants develop trust, communication, and
problem solving skills while working toward their goals in a safe environment.

Goals:
o How does the activity or sequence relate to the individuals or groups goals?
o This information is stated on the groups registration form.
o If uncertain or want clarification, call the group.
o Talk about personal and group goals at the start of the day or before each event.

Readiness:
o Is the group ready for this activity? What is their skill level?
o Observe to determine.
o Respect group needs over facilitator wants.

Affect:
o What is the general feeling of the group? Do they empathize?
o Check in, talk to the group.
o Observe to determine.

Behavior:
o How is the group acting?
o Watch behavior: body language,
verbal, conflicts.
o Ask yourself, How can I keep this
group going?
o Possible solutions: fuel and hydration,
big field game or QSG to release
energy.

Body:
o What kind of physical shape are they
in?
o Physical fitness
o Body shape and size
o Ability and disability

Stage:
o Where are they in Stages of
Development?
o Forming-Storming-Norming-Preforming

Setting:
o Weather vs participant clothing.
o Social/cultural/religious
considerations
o Location rules
15 GRABBSS Assessment Tool Resources

I pledge my Head to clearer thinking, my Heart to greater loyalty, my Hands to larger service,
and my Health to better living for myself, my club, my community, my country, and my world.

Meaning
Head:
o Managing and thinking
o Decision making
o Knowledge that is useful throughout life
o To plan and reason
Heart:
o Relating and caring
o Strong personal values
o Positive self-concept
o Concern for others
o To be kind, sympathetic, and true
Hands:
o Being and living
o Giving and working
o World force preparedness
o Useful skills
o Science and technology literacy
o To be helpful, skillful, and useful
Health:
o Healthy lifestyle
o To enjoy life, resist disease, and work efficiently

Purpose of the Pledge
Head, Heart, Hands, and Health are the four Hs in 4-H, and they are the four values members
work on through fun and engaging programs. It is the responsibility of 4-H members to better
themselves, and thus improve their communities and the greater world. This is achieved through
building life skills and learning by doing. Youth learn, grow, and work alongside adult
volunteers and mentors to create positive changes.

Source
National 4-H Council.
(2014). About 4-H.
Retrieved from
www.4-H.org/about

Resources 4-H Pledge 16

A Full Value Contract (FVC) must be created at the start of any groups participation on the
Challenge Course. The purpose of this contract is to establish rules fostering a positive learning
environment. Make sure everyone participates in this process and agrees on the contract
together, or else the meaning is lost. Everyone has a different interpretation of what it means to
feel safe and supported. If the group later acts unsafe, remind them of this agreement. Rules
should be made by participants and not by their leadership.

Whatever FVC your group utilizes, consider these concepts:

To Work Together.
I will work with my group in order to achieve both my personal goals and the groups
goals. I will support the group in achieving our goals.

To be Safe Emotionally and Physically.
I will take care of myself and my groups physical and emotional safety. This includes
having a positive attitude, respecting each other, avoiding put-downs, and following
directions.

To Give & Receive Honest Feedback, & to Listen.
I will tell others what I am thinking and feeling, and I will listen to what others have to say
to me.

To Grow.
I will try new things and step out of my comfort zone. I will take appropriate risks which I
can learn from.

To Have FUN!
I will play and have fun in a safe manner and with a positive attitude.

THERE ARE TWO NON-NEGOTIABLES:

Choose Your Challenge:
All participants can be fully engaged by
choosing their level of involvement in all
activities. Even if a participant opts out
of an activity, they can still support the
group. You can volunteer, but not be
volun-told!

Emotional/Physical Safety:
The Course has inherent risk, so
facilitators and participants must
protect against harm. Harm can be
physical (falls, cuts) or emotional
(blame, exclusion, name calling).
17 Full Value Contract Resources

Examples of Full Value Contracts

Play Safe, Play Fair, Play Fully

Have the group discuss what it means to play safely, to play fairly, and to play fully. Allow
everyone the opportunity to share examples. This includes emotional and physical safety, not
cheating, following facilitator rules, and being fully invested (e.g. not distracted by cell
phones).

Five Finger Contract

Each finger on your hand represents a FVC concept. After defining what each finger means
and agreeing to abide by these rules, have the group shake hands or give high fives.

Pinky: Emotional and physical safety. Watch out for the little guy!
Ring: Commitment to being here and being fully invested. Support the group by
giving, receiving, and applying feedback. Communicate in a way to facilitate growth.
Middle: No discounting others (shield this finger from the group) or yourself (shield
this finger from yourself). No put downs; only put ups!
Pointer: Take responsibility for your actions. Dont point this finger in blame at others.
Thumb: Be positive. Give encouragement throughout the day.

Growth Tree

In several stages, the group will draw a tree on a piece of paper. The roots, trunk, and leaves
each represent a concept which supports the groups experience and goals. When the tree is
completed, hang it in a visible location.

Roots: Who supports us? Group
brainstorm, one person writes. This
can include organizations, people,
and knowledge.
Trunk: How do we support each
other? Each participant writes
something on the trees trunk.
These traits can be examples how
to play safe, play fair, and play fully.
Leaves: What do you contribute?
Each participant traces their hand
and labels it with their name and a
trait they will share with the group.

Variations: Roots and trunk are individual strengths, leaves are things we would like
to develop (e.g. goals), and falling leaves are behaviors we want to leave behind. For
multi-day sessions, have the group individually list traits on index cards during the
first day. Later, the facilitator can select appropriate cards to present to the group.
This saves time and prevents negative qualities from being promoted.
Resources Full Value Contract 18
Challenge courses are designed to foster the development of communication, decision making,
teamwork, and self-efficacy skills. Because these skills are transferable to real life, programs are
targeted at youth 5
th
grade and older and corporate audiences. These lessons may be difficult
for younger audiences to understand due to their level of cognitive development.

The facilitator to participant ratio is 1:15, with a maximum of 60 participants on the course. This
materializes as 4 groups rotating elements throughout the day. Camp Long values quality
experiences over the quantity of customers served. Larger groups must seek approval form the
Challenge Course Manager. Several elements at Camp Long are duplicated to support multiple
groups. Cabin use may cause the closure of some elements. Check with the Challenge Course
Manager.

Low elements take place no more than 12 feet off the ground and often require participant
spotting. The accident potential on low courses is statistically higher than on high courses.
Always review safety and spotting specific to each element. Clear each element of potential
hazards, such as fallen branches, large stones, and bee hives, prior to use.

There are numerous ways to run each element. Altering the challenge can make each task more
interesting or appropriate for groups goals. Imposing special limitations can also encourage
diverse interactions and highlight issues in the group's dynamic. It is okay to interrupt an
initiative to add limitations.

Elements can be altered by:

Activity
o Choose your challenge
o Complete the task in the same order it was started in
o Metaphors
o Objective
o Penalties
o Time limit

Handicap
o Behaviors to act out
o Glued to a buddy
o Limited lifting techniques
o Restricted arm and leg use

Speech
o No speaking to opposing teams
o No statements, only questions
o Silence
o Speak through another person
o Talking during planning time only
o Talking stick

Vision
o Blindfold
o Observe and share findings
19 Low Ropes Elements

Map 20
Location:
Columbia Gorge Crossing: South of fire Circle
Salmon Migration: Between Cabins 5 and 6
Other names:
Nitro Crossing, Rope Swing
Task:
The group will move from one platform to the other, crossing a gorge, by swinging on a rope.
They cannot touch the ground in the gorge. Typically, a bucket of water (nitroglycerine) is also
carried to the other side.
Set-Up:
o Supplies: 2 platforms (stored on site, locked to trees); thick white rope, carabineer,
bucket, water (Adventure Barn)
o Check the rope for fraying and damage.
o Clip the rope to the hanging wire:
Lean the platforms against each other in a tent shape under the hanging cable.
The lip of one platform should fit inside the bottom of the other (hint: one
platform is slightly longer than the other).
Have participants get in Bumpers Up around the platforms, with their front foot
on the base of the platforms (this holds the setup steady).
Have a participant stand on top of the platforms to clip the rope to the cable with
a carabineer.
o Set up platforms with ample space between them. For reference, line them up with the
colored stakes (leading, middle or back edge of platforms lined up with stakes, distance
based on group).
o If platforms are not used, lay ropes on the ground to designate start/end zones.
Safety:
o KNEES ONLY in the loop. DO NOT let participants place feet or other limbs in the loop.
They could fall and be dragged.
o DO NOT wrap rope around hands or other limbs.
o One person swings at a time.
o Maximum 2 step running start.
o Command sequence.
o Participants spot the launching and
landing.
o Facilitators ghost spot the swing.
o Spotters should be on the downhill side.
o Review proper lifting as needed.
o Watch when participants swing
belts/jackets to first get the rope, and
when the rope is swung back and forth
between groups.
o This activity often takes more upper body
strength then other elements, and is
harder than it looks.
21 Columbia Gorge Crossing/Salmon Migration
Facilitators ghost spot the swinging participant.
Metaphor:
Historically, the Columbia River Gorge was a very difficult crossing for explorers and those
traveling West to finally cross into Central Washington.
Variations:
o Many Indiana Jones metaphors possible.
o Divide into two groups which must pass by each other.
o Rubber spot can be used to touch down in the center while swinging.
Processing Questions:
What Happened?
o I would like each person to contribute a descriptive word or sentence about this
challenge.

So What?
o What kind of planning was necessary for this event?
o What was your teams greatest challenge on this event and why?
o How did your team overcome the challenge?
o Did you change your plan along the way?
o Did any roles become apparent during this exercise? Describe and explain why they were
important.
o Did every group members ideas get fair consideration?
o When solving difficult problems with your team, are there occasions when it is
advantageous to have people involved who have diverse opinions or perspectives? Give
some examples or explain.

Now What?
o What did you do well or what did you learn that you would like to take to the next
challenge?

Columbia Gorge Crossing/Salmon Migration 22
DO NOT place feet in the loop! KNEES ONLY in the loop!
Location:
West of Cabin 6
Other names:
Meuse
Task:
Groups use wooden boards to cross from one side to the other. If a board falls to the ground,
the board is lost to the group. If a participant falls off a board, they (or the entire group) start
over. (hint: Participants will have to make T-junctions with boards to get across the
Highlands.)

Set-Up:
o Supplies: 6 4x4 boards (stored at Salmon Migration or in the Adventure Barn)
o Place boards at the designated start.
o Cement stumps may shift. Check spacing.
Safety:
o Recommended for 8
th
grade and up.
o SOS activity- Step off Safely.
o Boards can only be used if they fit exactly three inches or more on the cement stumps.
o Boards SHOULD NOT be used on a diagonal- they only cover one inch.
o No jumping or running on the boards or stumps.
o Boards are HEAVY.
o Remind participants of the hazards of getting a board to the head, or pinching fingers
between a board and cement.
o Boards cannot be used as trekking poles or walking sticks.

T-junction Correct!
Diagonal Do not allow!

23 Columbia Highlands
Metaphor:
The Columbia Highlands, located in the North East corner of Washington, are a corridor between
the Cascade and Rocky Mountain Ranges from which wolves, grizzlies, and large other species
roam back and forth.
Variations:
o Two groups can cross each other going opposite ways, each group having only 3 boards.
o If balance issues are a concern, let the group use a ski pole for 1 use only.
What Happened?
challenge.

So What?
o Were you a leader or follower in this activity?
important.
advantageous to have people involved who have diverse opinions or perspectives?
o Were there communication challenges encountered as the group got spread out of the
boards?

Now What?
o What will you take from this experience for the rest of the day here?
o What communication challenges can you work on at your workplace?

Columbia Highlands 24
Location:
North of East Shelter
Other names:
3-D Zig-Zag
Task:
The entire group must cross from the closest stump to the furthest stump without touching the
ground. If a participant falls off a board, they (or the entire group) start over. There is some
deception here, as the boards are of different lengths and the stumps are spread out at different
distances.
Set-Up:
o Supplies: 6 boards marked with red and blue tape (stored in the nearest restroom. B111
key needed to access.)
o Place boards at the designated start.
Safety:
o Recommended for 8
th
grade and up.
o No jumping or running on the boards or stumps.
o Boards can only be used if they fit in notches exactly.
o Boards cannot be used to lay flat across other boards.
o Boards cannot be used as trekking poles.
between a board and a stump.
o Recommended facilitator spotting or allowing participant spotters.

25 Deception Pass
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Metaphor:
Deception Pass (between Whidbey Island and mainland Washington State) generates extremely
strong currents, especially at max. ebb and flow. Boats up to 30 feet in size get tossed around in
the strong waters.
Variations:
o Two groups can cross each other going opposite ways, each group having only 3 boards.
o Three groups can cross each other going opposite ways, each group having only 2
boards.
o If balance issues are a concern, let the group use a ski pole for 1 use only.
What Happened?
challenge.
o What happened to communication as the group spread out?

So What?
important.
o Were there communication challenges encountered as the group got spread out of the
boards?

Now What?
o What will you take from this experience for the rest of the day here?
Deception Pass 26
Location:
West of Cabin 6
Other names:
Wobbly Log
Task:
Galloping Gertie is a swinging log attached at both ends to a free-swinging wire. Participants
must walk from one end of the log to the other without stepping off.
Set-Up:
o Check log for cracking and splintering.
o Ensure that the log is dry for participant use. Wipe off with a towel.
Safety:
o Minimum group size: 7
o Used early in the spotting sequence. Teach Bumpers Up and test participants hands.
o Need a minimum of 6 spotters around the participant at any time.
o Consider cocooning with 10 or fewer participants.
o Spotters should twist their bodies slightly to avoid taking the log in the shins, and step
back far enough to not get hit by log, but close enough to spot.
o Everyone should be made aware that participants can use spotters hands and shoulders
for support.
o Step off safely if a fall is unavoidable.
o No jumping or running on the log.
o No clapping until the participant is on the ground.
o Command sequence.

27 Galloping Gertie
Metaphor:
The Tacoma Narrows Bridge connects the city of Tacoma to the Kitsap Peninsula over the
Tacoma Narrows Strait of Puget Sound. At its conception in 1940, it was the 3rd longest
suspension bridge in the world, but collapsed only 5 months later in wind gusts of 40 mph. Like
the bridge, we all have paths we need to walk that sometimes are unstable and wobbly.
Variations:
o Participants state a challenge in their lives and ask for support before crossing.
o Have participants state a goal before crossing.
o Participants may choose to use spotters hands or shoulders for additional support, or
attempt without support for additional challenge.
o Challenge the entire group to sit on the log at the same time without touching the
ground.
What Happened?
o How did it feel to be on the log?
o How did it feel to give support? Receive support?

So What?
o Were you able to challenge yourself as fully as you felt comfortable?
o How many of you felt good about how your teammates supported you?
o How many of you think you can trust your teammates more than you realized?

Now What?
o How do you ask for support at work? Home?
o How do you support others at home, work, etc.?

Galloping Gertie 28
Location:
Humpback Breach: Near Cabin 7 and Compass Circle
Orca Breach: Near West Shelter
Other names:
Whale Watch
Task:
Have the entire group step onto and balance the platform. Various activities can be completed
on the platform.
Set-Up:
o Remove all 4 leg locks from the corners.
o Check for centeredness of the fulcrum.
o Ensure that surface is dry for participant use. Wipe off with a towel.
o Check for cracking, splintering, and protruding screws.
o Cabin 7 usage may cause the closure of Humpback Breach at times- ask Camp Long
staff.
o If multiple groups will use this element, lock at least 2 legs on opposite sides between
group rotations.
Safety:
o Establish a safety area around platform everyone stays at least 2 feet away from the
platform until they are stepping on. This is to protect knees.
o Participants may ONLY ENTER AND EXIT AT THE FULCRUM.
o Consider spotting participants getting on and off, especially with youth.
o DO NOT JUMP ON OR OFF PLATFORM.
o This element has a teeter-totter effect. What would happen if someone steps off on the
side with others on the ship?
o Step off safely if a fall is inevitable.
o Feet must be completely on platform, no piggy backing.
o No holding onto the platform.
o Remind participants this is an issue of balance not weight.

29 Humpback/Orca Breach
Leg locks are secured at each corner.
Remove the padlock, pin, and block prior to use.
Metaphor:
Both the Orca and Humpback Whales are native to the Pacific Northwest marine ecosystems.
Whale watching is a major tourism attraction of the San Juan Islands.
Variations:
o Numerous tasks can be completed by the group while balancing: rotating the whole
group around the platform, fitting the group on the last 2 boards of each end, both sides
switching places, standsitstand, singing Row-Row-Row Your Boat, everyone jumping
up at the same time.
o On Post-Its, folks list their goals and post them on the end of the platform.
o For advanced groups, put a ball on the platform and have the group move the platform to
move the ball.
o Incur a penalty for the platform touching the ground.
o Have the group choose a challenge to perform while exiting.
o Consider playing a QSG that involves close contact before this element so participants
adjust to being in close proximity to others.
What Happened?
challenge.

So What?
important.

Now What?
o What did you do well or did you learn that you would like to take to the next challenge?

Humpback/Orca Breach 30
Balancing at the fulcrum while completing an objective. Out of balance!
Location:
Below Glacier at Pacific Crest
Task:
The entire group will traverse the wires from one end to the other, without falling off. If someone
falls off, they (or the entire group) start over. Participants may use a rope (attached to a post on
one end) to assist them by holding tension or wrapping the rope around another post.
Set-Up:
o Supplies: black hand rope, carabineer (stored in the Adventure Barn)
o Clip the carabineer with the black rope attached to one of several eyebolts above the
longest stretch of wire (done by facilitator with participants spotting).
Safety:
o Participants can hold onto each other, but CANNOT interlock fingers.
o No jumping or running on the wires.
o Do not tie the rope off to vertical support beams with a knot.
o Do not hold on to the hardware, wires, or yellow covers (the posts are fine to hold).

31 Mohawk Walk
Metaphor:
Often it is better to travel in rope teams on glaciers to prevent falls into crevasses or down steep
slopes. There are several areas of the Pacific Crest Trail which are like walking on a knife edge.
Variations:
o Tension traverse can also go along the Relationship Traverse cables.
o If balance issues are a concern, let the group use a ski pole.
o Consider playing a QSG that involves close contact before this element so participants
adjust to being in close proximity to others.
What Happened?
o What compensations and considerations must be made between those who could see
and blindfolded?
o What happened to communication as the group spread out on the wires?

So What?
o How did you offer support at this activity?
o How did you need support at this activity?
o Was it equal? Or were you giving/ taking more?

Now What?
o How do you give support at work? How are you supported at work?

Mohawk Walk 32
Location:
Near Cabin 10
Other names:
Telephone Pole Shuffle, TP Shuffle
Task:
The entire group will step up on the log and sort themselves into a new order (alphabetical,
birthday, height, school, etc.) without falling off the log.
Set-Up:
o Check log for cracking and splintering.
o Ensure that the log is dry for participant use. Wipe off with a towel.
o If very wet consider using a different element.
Safety:
o DO NOT pull other participants off the element.
o NO interlocking fingers
o No jumping or running on the log.
o Consider spotting if folks try to traverse each other.

33 Olympic Nurse Log
Metaphor:
Giant Western Red Cedars, Sitka Spruce, and other large trees might collapse in our maritime
forests, only to become a nutrient bed for new trees to grow along. These downed nurse logs
may slowly decompose over 100 years.
Variations:
o When someone touches the ground, that individual must go to the end of the line and
start again, or the whole group goes back.
o Divide into two teams which must pass each other on the log.
o Blindfold the leader of the group and have other participants position that person.
o Make everyone silent for a second attempt after the group has a success.
o Time the group. Touching the ground incurs a 15 second penalty.
What Happened?
o What happened that the time improved? Or what happened that the time didn't improve.
Be specific. If they say that they communicated better, ask what exactly was said that
improved communication.

So What?
o Did any roles become apparent during this exercise? Describe and why they were
important.
o Was everyone able to communicate while along the log?
o How is communication challenging at work or home?
o When solving difficult problems on your team, are there occasions when it is
o Were there communication challenges as the group got spread out on the log?

Now What?
o How do you balance your needs with expectations placed on you at work?

Olympic Nurse Log 34
Location:
East of East Shelter
Other names:
Giants Finger, Giants Thumb
Task:
The challenge is to get the tire up and over the pole without participants or the tire touching the
pole (like the game Operation). Of course we cant leave the tire there, so we must with equal
caution remove the tire.
Set-Up:
o Supplies: one tire (stored in the East Shed near the picnic shelter)
o There are several tires. Choose based on the groups ability: bike (easiest), motorcycle
(medium), and Vespa (expert).
o Check pole and tire for splinters, wiggling, rust.
o East picnic shelter usage may close Osprey Roost due to proximity- ask Camp Long staff.
Safety:
o This element is LATE in the spotting
sequence. Participants must be proficient
with spotting and lifting techniques before
using this element.
o The group must levitate at least three
people prior to this activity.
o Minimum of 2 spotters for every person
off the ground.
o There should be a circle of spotters for
every lifted participant.
o Spotters should be aware that the lifted
participants may fall in any direction.
o Spot participants, lifters, AND the tire.
o The tire must be UNDER CONTROL at all
times. NO THROWING OR DROPPING the
tire.
o Review proper lifting.
o Group pyramids CANNOT be more than 3
people high.
o If groups build pyramids, be mindful of
feet on necks and spines.
o No additional aids (ropes, boards, etc.)
may be used.
o Command sequence.

35 Osprey Roost
Metaphor:
The Osprey is a bird of prey in the Falcon family and is also known by the names sea hawk and
fish eagle. Osprey are common in Washington State and can be found worldwide, except in
Antarctica. Since fish make up 99% of their diets, they are found near water sources and usually
breed by freshwater lakes and coastal brackish waters. The group is a team of Ornithologists
who need to measure the base of the Ospreys tree without disturbing the nest.
Variations:
o Younger teams could be allowed to touch the pole.
o Osprey bird calls on an IPhone are a nice touch!
o For small groups, tie a bow around the bottom of the pole for the tire to reach.
o Write goals on Post-It notes and stick them HIGH on pole.
o Start with the tire on the pole, remove it, touch tire to the ground, and return it to the
pole.
o Consequences if the tire touches:
1st time: If the tire touches the pole, everyone must carefully get back down to
the ground and start over.
2
nd
time: If the tire touches again, the team must start over and send new tire
holder(s) up.
Team members can lose voices
What Happened?
o What happened during this activity? Success? Frustrations?
o What did you have to take into account in your planning process?
o How did your plan work?

So What?
o What was it like to be in each of the positions?
Bottom, top, spotting, etc.?
o What support did you give in the activity?
o What support did you need?

Now What?
o We have only a couple more initiatives today with
this group. How can we use what happened here?
o How do you give support in your workplace?
o How do you ask for support?

Osprey Roost 36
Location:
East of Comfort Station
Other names:
Hole in Space
Task:
Participants must get through the tire with or without their team members aid, while all group
members spot actively and efficiently.
Set-Up:
o Supplies: 2 carabineers (stored in the lock box behind The Wall)
o The tire is always locked at the highest setting. Unlock the padlocks and replace with
locking carabineers at the desired staple height. Tire must be lifted to release tension on
cable/lock/carabineer to set tire height.
Highest Tire= Lowest Staple: high performing adult group
Middle Tire= Middle Staple: middle/high school
Lowest Tire= Highest Staple: youth
Tire can be lowered even more by using additional steel locking carabineers.
o Lock the carabineers before starting.
o To minimize tire/cable movement, you may attach a steel carabineer between the lower
tire cable and the lowering cable on post.
Safety:
o DIRECTIVE FACILITATING is recommended for this activity.
o This element is LATE in the spotting sequence. Participants must be proficient with
spotting and lifting techniques before using this element.
o The group must levitate at least three people prior to this activity.
o Spotters:
Minimum of 4 spotters on the entry side, and 6 on the exit side. Participants will
have to start on the opposite side to help spot as needed.
One spotter should be designated to support the participants head.
Participants may KICK their legs when starting. Spotters should HOLD feet to
offer support, minimize kicking, and protect themselves.
o Climbers:
It is recommended going HEAD FIRST through the tire.
Participants can fall out FAST once through the tire.
Encourage participants to go slow. Safety over speed!
DO NOT grab wires.
Be aware of loose clothing, jewelry, and piercings getting pulled up or caught on
the tire.
Some participants might prefer to wear gloves.
o Command sequence.

37 Ozone Hole
Metaphor:
The global ban of CFCs is one of the rare global environmental challenges that humans have
worked together to fix. The Ozone Hole is estimated to repair itself. The giant tire can represent a
participants personal challenge or goal.
Variations:
o At lower levels, the tire can be used like Spider Web where participants cannot touch the
tire (use spotting/levitation sequence).
o Participants state a goal or challenge during the command sequence.
What Happened?
o What Happened?
o What did it take to get through the tire?

So What?
o How did it feel to be lifted through the tire?
o Did you feel supported? How did you support others?

Now What?
o Now how can you meet your personal challenge/goal?
o What support will you need to do this?

Spotters support a climber and hold his feet to
prevent kicking.

Making it through.

Ozone Hole 38
Location:
East of Comfort Station
Other names:
The Wall
Task:
The entire group must get up and over the wall. One side of the wall is smooth; the other side
has a platform to stand on when going over the top.
o Starting: No one is on top of the wall (except facilitators).
o During: Participants cannot lift from the ground after theyve been over the wall.
o Ending: The last participant has to get over the wall without being lifted.
Set-Up:
o Ensure that platform surface is dry for participant use. Wipe off with a towel.
o Check for splintering and cracking. The wall is unsafe if a standard pencil can fit between
boards.
o Check for protruding screws.
Safety:
o HIGH RISK ACTIVITY. Groups should be high functioning.
o Maximum 5 people on top platform at once.
o Spotters:
Recommend 3 (required 2) spotters for every person off the ground.
Everyone MUST SPOT, even if they have gone over the wall.
Spotters should form a half circle around the wall.
Participant can fall in all directions and straight down. Spot from all angles.
Platform spotters should never have their belt line cross over top of the wall.
Platform spotters should pull limbs, NOT clothing.
Spot people coming down the ladder.
o Climbers:
Climbers must always keep their body close to the wall.
NEVER kick/walk up the wall! Standing jumps are okay.
NEVER attempt to stick fingers in between boards.
Climbers head should NEVER be lower than their feet.
o Only ONE person goes up or down at a time- wall and ladder.
o Walk down the ladder facing IN.
o DO NOT climb other sides of the wall.
o Be aware of loose clothing, jewelry, and piercings getting pulled up or caught.
o No additional aids (ropes, boards, etc.) may be used.
o Command sequence.

39 Puget Sound Convergence Zone
Metaphor:
Rain and wind storms often wrap around both sides of the Olympic Mountains and converge
over Seattle or to the north, near Everett.
Variations:
o Have each participant state a personal/professional challenge in their lives.
o Have groups post personal goals as high as they can on the wall with Post-Its.
o Have groups rescue a teddy bear from sitting on top of the wall (no one goes over the
wall).
o Rotate spotters on top of the wall.
o The first two and last two people over the wall must be of both genders.
o Limit the number of people going over the wall.
What Happened?
o What Happened?
o What was it like?
o How did it feel to be the one climbing the wall?
o On the bottom? On top?

So What?
o How did you receive support from your teammates?
o How did it feel to give support to your teammates?

Now What?
o In regard to your personal challenge, what support will you need in life to overcome it?
o Do you have enough support to overcome your challenge?

Half circle of spotters around the Wall.

Puget Sound Convergence Zone 40
Location:
Other names:
Low V, Wild Woozy
Task:
Pairs will lean on each other for support to traverse the diverging cables. They will go as far as
they can before returning safely and without falling.
Spotter Set-Up:
o Start with one spotter North (at the apex), and two spotters South (diverging side), East,
and West (outside the cables).
o As the pair moves South,
Add one spotter North and one spotter South.
East and West spotters can reduce to one and then none.
o As the pair returns North,
North and South spotters reduce by one.
Add spotters East and West.
Safety:
o Minimum group size: 9 (7 spotters!)
o SPECIAL SPOTTING SEQUENCE. See set-up.
o PRACTICE spotting positions on the ground first.
o Facilitator rearranges spotters as the pair moves.
o Spotting:
North and South spotters form a ZIPPER under the pairs hands.
North and South spotters closest to the participants must FACE them and spot
TORSO and ELBOWS.
Participants are more likely to fall BACKWARD when they are standing upright,
and fall FORWARD when leaning in with their hips.
o Pairs DO NOT interlock fingers.
o DO NOT climb over wires.
o Command sequence.

41 Relationship Traverse
The changing spotter positions as the pair traverses.
Image courtesy of Vision Leadership, Inc. (2011)
Metaphor:
As vital as a summit attempt might appear, it is more important to return safely with your
partner from the mountains.
Variations:
o Handholds: Palm to palm, wrist to palm, or hands to shoulders.
o Commitment metaphor.
What Happened?
o What Happened?
o What compensations and considerations must be made between the pair to be
successful?

So What?
o How did you communicate with your partner?
o How did you recognize when your partner or you needed to go back?
o Did you respect your partners decision to go back, or persuade them to continue till they
fell?
o Did you allow yourself to be pushed beyond your limits?

Now What?
o If you are in a friendship that collapses, what part is your responsibility? Share some
examples from your life.
o What could you do differently?

Spotting outside the V. Forming a zipper under the traversing pair.

Relationship Traverse 42
Location:
Near Cabin 2
Other names:
Islands
Task:
Move the entire group from the beginning stump to the farthest platform, without touching the
ground.
o The group must get to platform 1 while participants stay connected (hands, buddy ropes,
etc.).
o After two people have reached platform 1, they can disconnect. Participants on stumps
must remain connected.
o Once participants reach platform 1, they can start moving to platform 2 with the
assistance of boards. The boards cannot touch the ground.
Set-Up:
o Supplies: 3 boards (stored in the Adventure Barn)
o Place the boards on platform 1.
Safety:
o Recommended for youth.
o Consider spotting at the end when participants make a bridge.
o One spotter on each side of the bridge.
o Participants DO NOT interlock fingers.
o Do not allow boards to go above heads!
between a board and a stump.
o NO jumping between stumps and boards.
o NO forming teeter totters with boards.

43 San Juan Islands
Metaphor:
The San Juan Islands are made up of 4 major islands and many small islands between
Washington State and Vancouver Island.
Variations:
o Metaphor for kids: They are standing on turtles that will go back under the water.
o If participants cannot hold hands, have them hold old climbing rope.
o You may use 1 or 2 All Aboard platforms instead of boards if you have a large group.
o If a board falls to the ground, it is lost to the group.
What Happened?
challenge.

So What?
important.

Now What?
o What did you do well or did you learn that
you would like to take to the next
challenge?

San Juan Islands 44
Location:
Task:
Each participant will traverse the wire as far as they can before returning and without falling off.
Holding tension on a rope helps participants balance.
Set-Up:
o Supplies: black hand rope, carabineer (stored in the Adventure Barn)
o Clip carabineer of black rope on an eyebolt above one wire of the Relationship Traverse.
Safety:
o Need a minimum of 6 spotters around the participant at any time.
o Consider cocooning with 10 or fewer participants.
o Step off safely if a fall is inevitable.
o Spotters should protect themselves from swinging rope and stray elbows.
o Falling backward is more likely.
o Command sequence.

45 Tension Traverse
Metaphor:
Many people hike the Pacific Crest Trail solo as a rite of passage. While they alone must face the
weather and terrain, these adventurers are supported by others who help them train, prepare,
and send supplies along the 2,650 mile journey.
Variations:
o Tension traverse can go along the Relationship Traverse or Mohawk Walk cables.
o Participants state a goal or challenge before traversing.
What Happened?
o How did it feel to be on the log?
o How did it feel to give support? Receive support?

So What?
o Were you able to challenge yourself as fully as you felt comfortable?
o How many of you felt good about how your teammates supported you?
o How many of you think you can trust your teammates more than you realized?

Now What?
o How do you ask for support at work? Home?
o How do you support others at home, work, etc.?

Tension Traverse 46
Location:
North East Corner of Parade Ground
Task:
Participants stand on a raised platform and fall backwards into the groups arms.
Set-Up:
o Ensure that platform and stairs are dry for participant use. Wipe off with a towel.
o Participants may choose to fall from any step on the platform. General height guidelines:
Four feet: youth and junior high groups
Six feet: high school and adult groups
Safety:
o DIRECTIVE FACILITATING is required for this activity.
o HIGH RISK ACTIVITY. Groups should be high functioning.
o Facilitator:
Stand between spotters and platform to oversee organization.
Check spotter alignment before every fall.
One person on the platform at a time (unless directly supporting the faller).
One faller at a time.
Warn that gasps and sudden noises may distract fallers and spotters.
o Spotters:
ZIPPER SPOTTING.
DO NOT cross arms or hold hands during a fall (okay during set-up).
Remove eye glasses, jewelry, watches, empty pockets, and turn caps backwards.
Adjust group order for different body types (place strong spotters to catch the
fallers torso/heaviest area).
Give a little to soften fallers landing.
o Faller:
INTENTIONAL FALLING POSITION
Start with a smaller,
confident faller.
Remove eye glasses,
jewelry, loose clothing,
and empty pockets.
o Command sequence.

47 Trust Fall
Falling Procedure:
1. Clear site of ground debris, wet surfaces.
2. Place spotters in zipper formation.
3. Explain zipper spotting technique, catching, and safety.
4. Explain intentional falling position, safety, and consequences of poor form.
5. Facilitator in front and spotter in back check zipper alignment.
6. Faller initiates command sequence from the ground.
7. Faller steps onto platform.
8. Faller checks spotter alignment.
9. Fall and catch.
10. Spotters lower the faller feet first and return them to standing.
11. Spotters hands remain on the fallers shoulders until the faller says, Set.
12. Check in with the faller.
Metaphor:
Raindrops fall for several minutes before landing in the Cedar River Watershed and beginning a
new journey through the water cycle.
Variations:
o Encourage participants to close their eyes.
o Participants state a goal or challenge before falling.
o Participants may choose which step to fall from.
o Encourage nervous participants to stand on the platform, even if they choose not to
jump. They may change their minds when the pressure is lifted.
What Happened?
o What happened?
o What did it take to fall safely?

So What?
o How did you receive support from your teammates?
o How did you give support?
o How many of you think you can trust your teammates
more than you realized?
o Which role was easier, trusting or being trusted?

Now What?
o Do you have enough support to overcome your
personal challenge?
o What support will you need in life to overcome your
challenge?

Trust Fall 48
Each spotter has two opposing
arms between his own.

49 Appendix
A Healthy Watershed (Columbia Gorge)
Metaphor: Every area of the earth where water falls on land is called a watershed. The group must cross this
particular watershed without negatively impacting it. A bucket of water simulates pollution.
Background: We all live in a watershed. A watershed is any area of land that water flows across or under on its way to a
river, lake, stream or bay. The water may travel over city streets, farm fields, forests, suburban lawns, or it seeps into the
soil and travels as groundwater. As the water travels it picks up pollutants, contaminants, pesticides, oil all things from
human activities and carries these materials with it on its path and eventually into nearby bodies of water or
underground.
Watersheds are separated from each other by high points - hills or mountains. Connecting the high points creates a
ridgeline, much like a peak of a roof. Ridges divide areas, so that on one side of them, water flows in one direction, and
on the other side, it flows in another direction. Whatever body of water the water flows into names the watershed.
Watersheds come in all sizes. Watersheds are like Russian nesting dolls: a small one fits into a bigger one, which fits into
a bigger one. The Duwamish River has several smaller rivers or streams and each of these smaller streams defines a
watershed - like Longfellow Creek, the watershed we are standing in right now. Longfellow Creek Watershed is about
2,685 acres in West Seattle. The creek flows for approximately 4.2 miles through heavily urbanized areas into the West
Duwamish Waterway. Currently, the upper 4,900 feet of the creek has been diverted into underground pipes and
roughly one third of the total creek flow drains through pipes beneath shopping centers, houses and roads.
Seattle contains many urban creek watersheds, as well as two large regional watersheds. Preserving and improving the
health of our watersheds is essential for providing healthy and livable community. The regional watersheds supply
Seattle and surrounding communities with drinking water, and serve as a home for wildlife. Urban creek watersheds also
help to filter storm water before it enters lakes, the Duwamish River and Puget Sound.
What Happened? Success? Frustrations? What did you have to take into account in your planning process? How did
your plan work? Did you change your plan along the way? Why should we be concerned about our local watershed?
What kind of planning is necessary to restore or keep your local watershed clean? How much do you think other people
are concerned about it your classmates? Family? Nearby businesses?
So What? What was your teams greatest challenge on this event and why? How did your team overcome the challenge?
Did every group members ideas get fair consideration? What are some of the challenges that humans face in our
watershed? How about wildlife? How have humans impacted watersheds over time?
Now What? Can you think of examples pertaining to working together to keep a watershed clean or restore it to its
original condition? What can you do? How could you get involved? Local groups are working all around Seattle to slow
storm water from rushing into our creeks, prevent pollution from entering the creeks, and restore important native
plants to protect the creeks. Do a Google search for your neighborhood and see if you can join in all ages are welcome.

Columbia Gorge
Metaphor: The Columbia River Gorge, an 80-mile long, 4000 ft. deep canyon of the mighty Columbia River, has been a
resource for human survival for more than 10,000 years. Used as a major travel corridor by Native Americans, explorers
and pioneers, the Gorge was instrumental in settling the Pacific Northwest.
Historically, crossing the gorge was extremely hazardous. In this activity, your hazards in crossing the gorge are very
different today. As a team of scientists you are working in partnerships with agencies, organizations and private citizens
to create a network of restored habitat that favors salmon and the other species that once thrived here. As you are
researching and evaluating human impacts on this watershed, you must cross the gorge and river without impacting it
yourself.
Background: The Columbia Gorge is part of the huge Columbia River Watershed which covers nearly 260,000 square
miles, an area the size of France. The Columbia River, North Americas 4th largest river, runs over a thousand miles from
British Columbia in Canada to the rivers mouth at the Pacific Ocean. Each stream or river that feeds into the Columbia
River also has its own watershed - the area of land that drains only to it.
What Lewis and Clark first saw as they paddled the river is very different from what is there today. Riverbanks were lush
with forests, hardwood trees intermingled with giant conifers. There were numerous channels and pockets of wetlands,
along with prairies bursting with native grasses and wildflowers. Now, 200 years later, the Lower Columbia estuary - one
of the largest estuaries in the world has been greatly impacted by human development. Forests have been cleared for
pasture, massive dams on the Columbia have altered the river's flow, and urban areas abound.

The Columbia River is much more than the water flowing between its banks. Like any river, it is ecologically inseparable
from its watershed -the land area that delivers runoff, sediment, and dissolved substances to a river and its tributaries.
In turn, the health of the watershed affects the temperature, flow rate, aquatic life, and other physical components of
the river.
This river system hosts numerous wildlife species. Salmon provided the core subsistence for natives; today the various
species are dwindling due to negative human impact. In addition to salmon, the lower Columbia River estuary is an
important feeding and breeding grounds for shellfish (oysters, clams, crab and mussels) and sturgeon. It is also one of
the most important sites on the Pacific Flyway for migratory birds. Over 175 species of birds use the lower Columbia.
What Happened? Success? Frustrations? What did you have to take into account in your planning process? How did
your group communicate? In a scenario as this, why is communication so important? What kind of planning would be
necessary for restoration? Where and how would you begin? What kinds of frustrations or challenges might there be?
So What? What were your challenges on this element? How did your team overcome them? Did each group members
ideas get fair consideration? What are some of the challenges that wildlife face along a river? (Dams, pollution, loss of
habitat) What are some ways humans can improve the situation? What are the challenges that humans face in habitat
restoration? Are there any losses/sacrifices for humans? (Electricity from hydroelectric dams, agricultural land, urban
development)
Now What? What can you do? How can you make a positive impact? (Learn about your local watersheds and how you
can get involved join a work planting or invasive removal party.)Are you willing to make sacrifices to conserve
electricity or water? How?
Ecosystem Balance (Galloping Gertie)
Metaphor: Healthy ecosystems require equilibrium, a balanced state. As you attempt to stay balanced on the wobbly
log, think of an ecosystem and all of the parts that come into play to keep it balanced. A good example would be a
temperate forest, as we have in this area of the country - what is needed to keep it balanced? In this activity, the
individual on the log, as well as the spotters are all part of the system.
Background: An ecosystem is a self-sustaining or self-sufficient biological system. Eco means home. There are
numerous examples of systems in our lives sports teams, clubs, etc. The human body itself is a system, different parts
perform different functions, but each is connected and crucial to the whole system. A natural ecosystem is capable of
maintaining itself because of the delicate but complex interactions of its living (plants and animals) and non-living (light,
water) components.
The measure of the health of an ecosystem is its biological diversity, or biodiversity. In a balanced and healthy
ecosystem, there is a wide range of species present. When an ecosystem is healthy, there is a balance between the
inhabitants and the resources available to them. This balance ensures their survival.
Throughout the history of the Earth, the delicate balance found within ecosystems has been disrupted by natural
disasters such as fires, floods, storms, volcano eruptions, and so on. Major disruptions cause dynamic changes as the
ecosystem adjusts to the new conditions. There are examples in Earths history of catastrophic events that have wiped
out entire ecosystems (Ice Age), but this happened over a long period of time.
Human activities have greatly impacted the many ecosystems around the world in a very short period of time. The
natural world is complex and the idea of balance in nature is not completely understood by humans. There may be more
chaos than we think. But we do know that humans are smart enough to figure out ways to avoid negatively impacting
the ecosystems of our planet and practice more harmonious behavior. Each one of us can take responsibility in many
different ways.
What Happened? Were you able to go across the log without falling off? How did if feel on the log? How much of a
challenge was it for you? How did you feel about your own state of balance? What are some examples of different
ecosystems? (Coral reefs, deserts, old-growth forests, temperate rainforests, and grasslands) How have humans
impacted them? Can you think of examples of how nature stays in balance and is sustained in our own temperate forests
here in Washington? (Food chains/predator prey relationships, trees providing oxygen, homes, food). What about
disruptions in balance? (Invasive plants, cutting down trees, pollution) What are those impacts on a forest?
So What? How many of you felt good about how your teammates supported you? How many of you feel that you are a
part of an ecosystem? Do you feel a connection to nature? In what way? Do you know where your food and water
comes from? How many of you feel like you contribute to or support the balance in nature? In what ways?
Now What? How did you ask for support in this activity? What are some ways that you can contribute to the helping
nature stay balanced? (Support local wildlife, join habitat restoration efforts, and educate yourself and others about
habitat loss).
Edge of Survival (Mohawk Walk)
Metaphor: Thousands of plants and animals are currently living on the edge and are in danger of becoming extinct. As
the group traverses the cable, have them consider the ramifications of a plant or animal (species) walking the tightrope
of life, attempting to survive against many odds.
Background: To become extinct is to be gone forever. An endangered species is a population of organisms that faces a
high risk of becoming extinct because it is either few in numbers, or threatened by environmental changes or
predation. Species can become extinct quite naturally but natural extinction usually takes a very long time -
sometimes several million years.
The rate of extinction has speeded up unnaturally over the last 400 years, rising sharply since 1900. As the human
population has increased, wild habitats have been taken over for our use. The main threats to species are habitat loss
and climate change. The extinction of at least 500 species of animals has been caused by humans, most of them in this
century.
Scientists (and world citizens) are realizing the importance of maintaining our planet's biodiversity - the richness
(variety) of animal and plant life, its abundance and wild habitats. In 1973, the U.S. Congress passed the Endangered
Species Act. It established a list of endangered species and prohibited their trade. The Convention on International
Trade in Endangered Species (CITES, pronounced SIGH-tees) is a multinational agreement that took effect in 1975. It
prevents international trade of endangered or threatened animal and plant species and the products made from them
(by the end of 2000, 152 nations had signed the agreement).
Some examples of ES in our own community are the Puget Sound Orca population and certain species of salmon.
Composed of three family groups of whales that have been named J, K and L pods, the orcas spend several months of
the summer and fall each year in Puget Sound. Their numbers are steadily declining. Certain salmon species face one
of the same major challenges that the Orcas face pollution.
What Happened? What were your considerations in order to get the group across the wires? How do you think
balancing on the wire is a metaphor for endangered species? What are some of their challenges?
What happened to communication as the group spread out on the wires? What kind of communication is necessary for
protection of plants and animals? (Countries can work together to create international laws, US passed Endangered
Species Act). Could communication be improved between countries? How?
So What? How did you offer support for each other through this activity? How did you need support in this activity?
Was it equal? Or were you giving/ taking more?
Do you believe that plants and animals, especially endangered species, should have our support? Why or why not?
What are human responsibilities as they relate to plants and animals? What do you think would happen if there were no
laws regarding ES?
Now What? What can you do? Learn about ES to know what their issues are and ways that people or organizations can
help. Educate your classmates, friends and families, Plant areas that will help provide habitat either at home or join a
neighborhood work party. Help to restore creeks to their natural state. Others?
Galloping Gertie
Metaphor: The first Tacoma Narrows Bridge spanned 5900 feet across Puget Sound between Tacoma and the Kitsap
Peninsula. At its conception in 1940, it was the 3rd longest suspension bridge in the world, but collapsed only 4 months
later in wind gusts of only 40mph. Galloping Gertie became famous as "the most dramatic failure in bridge engineering
history."
We all have paths we need to walk that sometimes are wobbly. But planning and foresight can help us to cross those
unstable bridges, even making them more stable.
Background: When Galloping Gertie splashed into Puget Sound, it created ripple effects across the nation and around
the world. The event changed forever how engineers design suspension bridges. Gertie's failure led to the safer
suspension spans we use today.
The bridge earned the nickname "Galloping Gertie" from its rolling, undulating behavior. Motorists crossing the 2,800-
foot center span sometimes felt as though they were traveling on a giant roller coaster, watching the cars ahead
disappear completely for a few moments as if they had been dropped into the trough of a large wave.
The original bridge was a suspended plate girder type that caught the wind, rather than allowing it to pass through. As
the wind's intensity increased, so did Gertie's rolling, cork-screwing motion -- until it finally tore the bridge apart. There
were a number of causes, but the basic problem was that engineers hadn't yet learned to account for wind loads in their
designs.
But, during the planning phase, the engineers reduced the proposed depth of the concrete and steel girders beneath the
roadway from 25 to 8 feet. One engineer commented the men who held the purse-strings were the whip-crackers on
the entire project. We had a tried-and-true conventional bridge design. We were told we couldn't have the necessary
money without using plans furnished by an eastern firm of engineers, chosen by the money-lenders." Eldridge and
other state engineers had protested NY designer Leon Moisseiff's design with its 8-foot solid girders, which he called
"sails." This loosened the stiffness of the road, and made it much more susceptible to wind. Today, wind-tunnel testing is
fairly standard for bridge designs.
What Happened? What went into your planning process? How did if feel on the log? Giving support? What are some
important issues in large scale planning? (Thinking ahead what could go wrong, listening to diverse opinions, getting
accurate information).
So What? Did you feel good about how your teammates supported you? What are elements of support necessary for
planning in a group process? What may have gone different if money was not an issue in building Gertie?
Now What? What are the lessons learned in the collapse of GG? What could have been done differently? How can you
be more prepared to make important decisions that affect you or others? Can you see any value now in the things you
are taught in school to prepare you for your future? (science, math, etc.)What are some examples of ways you can
improve yours and others lives using tools learned now?
Nurse Log
Metaphor: Nurse Logs are prominent in a healthy Pacific Northwest forest. They provide a home for new seedlings and
slowly decompose into soil over time. In this activity participants will act as plants attempting to colonize the downed
log. The facilitator can change conditions at any time, making it necessary for people to move around on the log to
compete for resources (add shade, more sunlight, heavy rains, predators, etc).
Background: Nurse logs are created when a trees falls, either after standing as a dead snag or during a storm or lightning
strike. In the high moisture environment of our forest communities, the dead tree will begin to decompose very quickly,
which makes many nutrients available for other plants, hence the name nurse log. The gap in the forest canopy
created by the fall of the tree allows sunlight to reach the forest floor, and soon the log begins to sprout a covering of
mosses and colonizing plants. These nurse logs keep the plants away from the forest floor, which has many foraging
animals and greater competition among plants. Over time, various shrubs will become established and even the seeds
of the forest trees will begin to germinate, forming seedlings, on the nurse log.
You can find nurse logs in forests in Seattle, such as Seward Park and Schmitz Park. But the greatest examples are found
in the Olympic Rain Forest. Giant Western Red Cedars, Sitka Spruce and other large trees might collapse in our maritime
forests, only to become a nutrient bed for new trees to grow along. These downed nurse logs may slowly decompose
over 100 years.
What happened during this activity? Successes? Frustrations? What did you have to take into account in your planning
process? How did your plan work?
What challenges do plants face in a forest? How do natural or human processes affect plants in a forest? (Lack of
sunlight, drought, logging, predation, etc.)What happened as conditions changed? How were you impacted? How? Did
you benefit or not?

So, what? What support did you give in the activity? What support did you need? What was it like to be in varying
positions? What was your teams greatest challenge on this event and why? How did your team overcome the
challenge? Were there communication challenges encountered as the group got spread out on the log?

Nurse logs are like the elders supporting the young. What is their value? Do you see value in the elders surrounding you?
What value?

Why should we care about forests and plants? What is their value? What is their function?

How are forests treated in our society? Should they be protected? Why and by whom? Do people or groups have
differing ideas about the value of forests? What are the different points of view?

Now, what? What, as a citizen, do you feel is your responsibility towards a forest?
What are ways that you may be able to support a local forest? Discuss restoration efforts in Seattle, Green Seattle
Partnership.

Orca Breach
Metaphor: Orca or Killer whales are huge mammals that make their home in Puget Sound and other Washington salt
water. Whale watching by boat has become popular and tourism has grown around the whales. Orcas need safe and
undisturbed waters. As you work to balance the platform and not have it touch the ground, think about the balance to
protect the whales and promote them as a tourist attraction.
Background: The Orca or Killer Whale is the largest member of the dolphin family. Orcas are toothed whales with one
blowhole, and a distinct black and white coloration. They are often a top predator in their respective ecosystems.
Female Orcas can reach a length of up to 25.26 feet (7.7 meters) and males can reach a length of up to 29.52 feet (9.0
meters).
Orcas are found worldwide but the ones in the Pacific Northwest waters are the most well-known whales in the world as
a result of photo-identification studies, and other non-invasive research. A precise census of the resident killer whale
population is conducted annually on both sides of the US-Canada border, a feat virtually unknown for any other wildlife
species.
The resident whales that call this region home range from the waters of Southern Vancouver Island to the Strait of Juan
De Fuca and the Puget Sound. They are comprised of groups of genetically related clans or extended family groups.
These clans have established territories and predictable patterns of movement within those territories. They travel in
pods; a group of related families. Occasionally two or more pods join together temporarily and can consist of up to 100
whales. Residents feed almost exclusively on salmon.
These magnificent marine mammals can be seen off the shores of the San Juan Islands especially in spring when salmon
are running, and sometime in Puget Sound in winter. Whale watching has grown in the local tourist industry which is
very good for the economy. There are many whale watching boats that take tourists out to see the whales.
Although our whales are protected under the ESA there are still major threats to their survival. Pollution is one -
Northwest Orcas are the most contaminated marine mammals in the world, due to the high levels of toxic chemicals
that accumulate in their tissues. Decreased prey from humans overfishing impacts them greatly. And the effects from
vessels traffic and sound (tour boats and larger vessels) interrupt foraging behavior, or scare away prey.
What happened during this activity? Success? Frustrations? What did you have to take into account in your planning
process? How did your plan work? What was needed? What kinds of activities are needed in planning for a healthy Orca
population in Puget Sound? How would science or research play a role? Why should we maintain the whale population?
So, what? What was it like to be in each of the positions? Bottom, top, spotting, etc? What support did you give in the
activity? What support did you need?
Can the whales be protected but humans still have their rights for recreation? Tourism? Fishing? How? What do you
think it is like to be at the top of the food chain where toxins can be more concentrated? Are there any similarities
between humans and the Orcas?
Now, what? How do you ask for support? How do you advocate for an animal? What can you do?
You can find out more by doing your own research and educating your family and friends and schoolmates.
Have a fundraiser and send money to organizations that work to protect the whales. Other?
Osprey Roost (Giants Finger)
Metaphor: Ospreys prefer tall trees or snags with unobstructed views for nesting. The search for tall, semi-isolated sites
has often led to ospreys nesting on man-made structures, including antennas, channel markers, chimneys, windmills and
utility poles. To aid in the reestablishment of ospreys in many areas, and sometimes to keep them off man-made
structures, nesting platforms have been erected.
In this case, a group of ornithologists will take nest measurements to help in the building of nesting poles and platforms.
The tire is their delicate measuring instrument and it needs to go up and over the tree without touching the tree so as to
not damage the instrument.
Background: The Osprey is a large bird of prey measuring 22-25 inches with a wingspan of 4-6 feet. The female is
slightly larger than the male. Adult plumage is dark brown above and white below. The white head has a dark crown
with a characteristic dark brown streak on each side. In flight, the osprey can be identified by long, narrow wings with a
crook at the wrist where dark patches are also apparent.
Ospreys are also known by the names sea hawk and fish eagle though it is neither a hawk nor an eagle but in a family of
its own. Ospreys were given those names since fish make up 99% of their diets and they are found near water. Ospreys
are found throughout Washington State and breed on every continent except Antarctica.
Like many other birds of prey, osprey populations declined during the 1960s and 1970s due to the rampant use of DDT
and other dangerous pesticides. The decline of this species was caused by DDT-induced eggshell thinning, which reduced
the reproductive output of breeding pairs. Environmentalist and writer, Rachel Carson alerted citizens, scientists, and
politicians to the fact that DDT was working its way up the food chain and thinning the eggs of birds of prey in her classic
book Silent Spring. Fortunately, DDT was banned in the U.S. in 1972 and birds of prey have been rebounding. In 1983,
the osprey was downgraded to "Threatened" from its 1976 listing as "Endangered", and in 1999 it was downgraded from
"Threatened" to "Special Concern."
Because Ospreys eat fish exclusively and are at the top of the food chain, they are widely studied and monitored. Their
health is a good indicator for pollution and showing how contaminants may be affecting predatory species.
What happened? Success? Frustrations? What did you have to take into account in your planning process? How did your
plan work?
How do you think humans (scientists, citizens, politicians, and environmentalists) were successful in banning DDT? What
was needed? What do you think their planning process was like?

Which kinds of frustrations do you think these different groups had to overcome? Are there interests or people that
might not have wanted the DDT ban? Who do you think they were and why wouldnt they want it?

So, what? What was it like to be in each of the positions? Bottom, top, spotting, etc? What support did you give in the
activity? What support did you need?
Should birds of prey have our support? Who speaks for them?

Now, what? What, as a citizen, can people do to make changes such as enacting laws that ban DDT? What are ways that
people can support each other in making policy change? What kinds of things do you do to make positive change?

Ozone Hole
Metaphor: Reducing the ozone hole and banning the use of CFCs (Chlorofluorocarbons) is one example of a global
environmental issue that humans have worked together to fix. Getting through the tire can represent the challenge it
took for individuals and governments to work together to solve this issue.
Background: Ozone is a gas that occurs naturally in the Earths atmosphere. Most of it is concentrated in the ozone
layer, a region located in the stratosphere several miles above the surface of the Earth (beginning between 6-10 miles
(Mt. Everest is 5.5 miles high) and extending to about 30 miles.). The remaining ozone is in the lower region of the
atmosphere, commonly called the troposphere. The ozone hole is not technically a hole, but is actually a region of
exceptionally depleted ozone in the stratosphere over the Antarctic. Although ozone represents only a small fraction of
the gas present in the atmosphere, it plays a vital role by shielding humans and other life from harmful ultraviolet light
from the Sun.
Human activities in the last several decades have produced chemicals into the atmosphere, such as chlorofluorocarbons
(CFCs) used in aerosol cans and for refrigeration, which have contributed to the depletion of Ozone. When scientists
realized the destructive effect these chemicals could have on the ozone layer, an international agreement called The
Montreal Protocol was put in place and signed by over 25 countries to limit such emissions. Since 1987, more countries
have either agreed to sign the treaty or have begun to phase out CFCs.
As a result, it is expected that the ozone layer will recover in the coming decades. However, ozone is also a greenhouse
gas in the upper atmosphere and, therefore, plays a role in Earth's climate. The increases in primary greenhouse gases,
such as carbon dioxide, may affect how the ozone layer recovers in coming years. Understanding precisely how ozone
abundances will change in a future with diminished chlorofluorocarbon emissions and increased emissions of
greenhouse gases remains an important challenge for atmospheric scientists.

What Happened? What did it take to get through the tire?

What similarities in your group process can you see with countries coming together to address the ozone hole?

How can the actions you all used to get through the tire be applied in solving the ozone hole or other environmental
challenges?

So What? How did it feel to be lifted through the tire? Did you feel supported? How did you support others?

What do you think it takes to negotiate a solution such as the ban on CFCs? Do you think all countries are participating?
Why or why not? (Developing countries such as China and India argue that they have the right to enjoy the same
conveniences that developed nations have and that they are not responsible for the ozone damage).

What might it take to encourage other countries to participate? How does spotting translate in a multi-country,
complex treaty? What types of support might help other countries?

Now What?
What might have changed since the writing of the Montreal Protocol in 1987? What will need to continue?
Do you think there will or could be amendments to the treaty? Why or why not?
What can you do as a world citizen to help resolve environmental problems? What kind of support do you need? What
resources do you have to help you?

Puget Sound Convergence Zone (PSCZ) - The Wall
Metaphor: Rain and wind storms often wrap around both side of the Olympics and converge on top of Seattle or to the
north near Everett.
Background: The Puget Sound Convergence Zone is a weather phenomenon that occurs when there are northwest
winds in the upper atmosphere, along with cold air.
These winds run into the Olympic Mountains, almost like hitting a wall, get split and then converge again over Puget
Sound. When the air splits, part of the air flow will be deflected east down the Strait of Juan de Fuca, while the other
part will be go down the western side of the Olympics.
When the northern branch reaches the I-5 Corridor and the Cascade Mountains, it will then be forced to the south.
Meanwhile, when the southern branch reaches the I-5 corridor and Cascade Mountains past the southern side of the
Olympics, it will then turn to the north.

Eventually, the south-flowing branch and the north-flowing branch will converge. When that happens, the air has
nowhere to go but up. Rising air, or updrafts, will lead to condensation. That will lead to cloud formation and storm
development. These weather changes are usually rain showers, or depending on how strong the winds are -
thunderstorms, hail, or heavy snow.
But just outside the Zone on either side, the weather tends to be rather calm. Many times in Seattle, the sun will be out,
but you can see the dark ominous clouds to the north.
There tends to be a calm zone on either side because once those winds shoot up inside the Zone, they tend to subside
on either side (much like a fountain -- the water shoots up the middle, then comes down on the sides). As air sinks, it
tends to dry out, thus usually breaking up the cloud cover around the Zone.
What Happened? What was this experience like? How did it feel to be the one climbing the wall? The ones on the
bottom? On top? Spotting?
So What? How did this wall of mountains impact you directly? Did it ever feel overwhelming? Did you ask for
support? How did you ask for support and give support to your teammates in this activity?
Now What? How was this challenge similar to life? Have you experienced convergence zones or storms? How about
feeling split over something in your life? What are some of those challenges?
How do you respond to the storms and sudden changes in your life? Can you see them as opportunities? How can you
navigate through the storms and come out ok?
In thinking about the support that you received in this challenge, how does that relate to overcoming your own personal
challenges? Where do you look for support? What types of support would you like to have in your life? How do you give
support to people (friends, family) in your everyday life?

San Juan Islands

Metaphor: Islands are defined as areas of land (not a continent) that are completely surrounded by water. But an island
can also be anything that is isolated, or surrounded by something different from itself, like a small green space with
forest in a big city. To wildlife this is a habitat island.

In this challenge, imagine that you are juvenile foxes or coyotes in an urban area like Seattle, where these animals do
live. You are mature enough that you must leave your den area and parents and set off to find food and a mate to
continue your species survival. You must navigate through the urban environment and arrive safely at another suitable
habitat island. You must stay connected, simulating the survival of your species until you reach the next island. But
after a while on that island your own offspring will need to move on. To get to the next island you become humans
building a bridge for those animals so they can continue to exist.

Background: Human development has impacted habitat areas for wildlife. Habitat islands are fragmented areas that
provide some habitat for particular wildlife, but are surrounded by less suitable areas such as roads, buildings, shopping
malls, air strips, etc. They are like islands in a sea of urban development.

The term habitat islands comes from the theory of island biogeography which states that larger islands contain larger
habitat areas and opportunities for more different varieties of habitat thus supporting more biodiversity. This is true for
both genuine water islands and for habitat islands.

When habitat is fragmented or broken into smaller pieces, as in a large city like Seattle, the migration and dispersal of
a species, which is extremely important for sustaining population health and survival of the species, is disrupted.

Land use managers use wildlife corridors or green corridors to restore and maintain connectivity between habitat
islands. These corridors are an area of habitat connecting wildlife populations separated by human activities. They allow
the movement of individual wildlife species between areas of core habitat therefore increasing the number of species
that can be supported. They are zones of green that attract wildlife and may act as pathways between neighboring
natural areas.


What Happened? Ask each person to contribute a descriptive word or sentence about this challenge.
What was it like staying connected on the stumps? How were your needs different from those around you?

What do you think a wild animal experiences in an urban environment? What are their challenges? How does wildlife
navigate through traffic, noise and crowds of people? How are their needs different than ours? How are they the same?

So What? What are some of the challenges in planning for land use in an urban environment? Are everyones needs
met? Why or why not?

Is planning an important part of advocating for wildlife? How and why?

What are the different roles in planning corridors and habitat for wildlife? What information would a team need for this
kind of planning?

What are some examples of differing perspectives on the issue? How could they be resolved?

Now What? Whose responsibility is it to maintain wildlife areas? Are there things that you can do or ways that you can
be involved that would be helpful for wildlife? What have you learned in your groups dynamics that you could put to use
in assisting wildlife and their habitats?

Symbiosis (Relationship Traverse at Pacific Crest)
Metaphor: Symbiosis is taken from the Greek words syn meaning 'with' and biosis that means 'living', and describes
the long or short term relationship of two species living together. As a pair works together to traverse the two diverging
cables they will represent 2 species living and working together to survive.
Background: Symbiosis is a close ecological relationship between the individuals of two different species. There are
three main types of symbiosis: mutualism- which benefits both species, commensalism which benefits one species
while the other species is not affected, and parasitism - which benefits one species and harms the other. Most of the
symbiotic relationship activities are associated with food, protection and reproduction.
Many relationships in nature are interdependent. Every organism depends on another organism in some way. Some
examples of symbiotic relationships are the bumble bee and the flowering plants, the lichen (algae and fungus
together algae can make food by photosynthesis and the fungus retains water and minerals), human beings and the
intestinal bacteria that help digestion, the sea anemone and clownfish (remember Nemo?), etc.
One of the most mutualistic symbiotic associations is between mycorrhizae and plants. The fungal hyphae (long
filaments) intertwine with the roots of the plant. The hyphae help the plant roots absorb water and minerals from the
soil. In exchange, the plant roots supply the fungi with organic nutrients. This helps both organisms survive.
What Happened? What were your considerations in order to stay together and not fall off? What were some of the
factors that contributed to your success or failure?
Why do you think symbiosis occurs in nature?
What happened to your communication as you spread out on the wires? Did you communicate only by speaking or in
other ways? Was there significance in how you communicated? Did you communicate with the rest of your group?
How?
Is communication essential in a symbiotic relationship? Do different species communicate?
So What? How did you offer support for each other through this activity? How did you need support in this activity?
Was it equal? Or were you giving/ taking more?
Do humans live in symbiotic relationships? Examples? (breathing oxygen, obtaining food from plants and protecting
plants from habitat loss or predation, bacteria in our intestines, treating domesticated animals like cows well before we
take their lives in order to eat, giving our pets a good life while they provide us with companionship). Are we ever in
parasitic relationships? In what ways?
Now What? Are there ways in which humans may impact symbiotic relationships? Positive or negative? Do you think
that we can live in symbiosis with wildlife?

The Wall - Scaling the Wall of Climate Change
Environmental Metaphor: Climate change is a real threat to all of us on Earth. But dealing with it is like scaling a HUGE
wall it can feel overwhelming and may cause us to not face difficult issues. Many people put up their own walls or
barriers to avoid having to make changes or difficult choices.
Think of climbing over this wall as taking steps to work on affecting Climate Change. Can you do it?

Background Information: The effects of global warming and climate change on Earth and its inhabitants are already
happening in parts of our planet. There are many observations of increasing air and ocean temperatures, widespread
melting of snow and ice, and rising sea levels. The US is experiencing record breaking heat across our country, causing
severe droughts and forest fires.
Earth's climate has changed regularly for hundreds of millions of years, sometimes getting colder and sometimes
warmer. It has been naturally regulated by a combination of orbital forces that determine how much sun hits the earth,
as well as the total concentration of different natural gases in the atmosphere. These natural processes are still
occurring today. The Earths natural greenhouse effect, where gases high in our atmosphere trap heat, is a good thing.
Without it, Earth would be much too cold to support the huge diversity of life that it does.
Most scientists believe that the climate change happening now is much more rapid than ever before and caused by
systematic global warming. As humans use energy in escalating quantities - by burning fossil fuels to run our cars or
create our electricity, we are emitting too much carbon dioxide (the same gas our bodies breathe out) into our
atmosphere. This makes Earth's greenhouse gas thicker. As a result, more of the Sun's heat gets trapped inside the
atmosphere and the planet warms up. In the last 150 years or so, humans have increased the carbon dioxide in the
atmosphere by around a third.
This is going to make our climate much more erratic. That could mean heavier rainfall, more snow in some places, longer
periods of drought, more storms and hurricanes, and more frequent heat waves. Unless we tackle the problem soon, it
could transform the planet we live on, making it harder for us to live, especially in developing countries, and force many
species into extinction.

What happened? Success? Frustrations? What did you have to take into account in your planning process? How did your
plan work out? Did you ever feel overwhelmed during this challenge?
So, what? What was your role? What was it like to be in each of the positions? Bottom, top, spotting, etc? How did you
give support and ask for support?
Now what? What kinds of challenges do you think that humans have to overcome regarding climate change?
Think of some tools that you used as a group to scale this wall together? How would those tools apply to resolving
climate change?

Who are the players in solving climate change? (Scientists, politicians, environmentalist, citizens) How do you think
different roles impact the process for slowing climate change?

What is your role? What kinds of things can you do to make positive change?
(Become informed, know the issues, talk to your friends and family, turn off lights and electrical appliances when you
dont need them, bicycle, walk, or take the bus instead of using a car, wear a sweater instead of turning up the heat,
open your windows instead of using the air-con, drive more fuel efficient cars, write to politicians, corporations, start a
club at school.)

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