Coming Back Alive:

Camping in Bear Country

Cameron Ware

IDT525 – Spring 2014

Individual Project
 Executive Summary

Title: Coming Back Alive: Camping in Bear Country

Description: This instruction will provide learners with knowledge to successfully camp in
areas know to inhabit bears.

Target Learners: This lesson is developed for college age (18-22) students who have never
camped before.

Project Goal: The goal of this instruction is to give the learner tools and techniques to safely
establish a campsite in an area where bears might be. Upon completion of the training the
learners will be performing at the application level of Bloom’s taxonomy.

Rationale: Camping can be a very enjoyable activity. Those who are interested in
participating in such an activity should know how to do it safely.

Scope of Project/Delivery System: This instruction is developed as instructor based training.

The training will occur in small classroom setting. Although this could be developed as web-
based or self-paced instruction, having the instructor in the room to provide examples, share
experiences or further explain a topic is invaluable and cannot be replicated as well via other
forms of instruction. Ideally the training is completed shortly before venturing out on the
camping trip.
 Front-End Analysis

Needs Assessment

Problem Statement (Rationale)

On average there are only a couple of deaths from bear attacks each year in North
America, however many are still concerned as to why deaths continue to occur. People who
work, live or participate in recreational activities (hiking, camping) in what is deemed “bear
country” should be educated about how to avoid an encounter with a bear. There are some
trainings’ available but these are mostly from groups or organizations based in Canada. The
desire is to develop a classroom based training which could be given to any size group of
people who are anticipating going into bear country.

Statistics

There are approximately 540,000 black bears in the United States as of 2011. Figure
1 shows their distribution by state. (http://hopamerica.com/u-s-black-bear-population-by-
state/)

Figure 1. Black bear population by state

 Brown bears (which include the grizzly bear) are significantly fewer in North America,
numbering only a few thousand in the lower 48 states. Most of the brown bears live in
Alaska, Canada or Yellowstone National Park.
(http://www.bearsoftheworld.net/brown_bears.asp)

Desired Performance

The learner will learn about bear safety, specifically techniques on how to avoid being
attacked by a bear if they are doing any activity in or around where bears might be prevalent.
The training will focus on the outdoor activity of camping in bear country not with living or
working in such an area.
It is desired the lesson be interactive such that no matter the age or background of the
learner the learner will be engaged throughout and have a desire to complete the training.

Current Performance

There are thousands of people who enjoy a variety of outdoor activities that could
result in them being face to face with a bear. The background and age of these people is
limitless. There will be those who this is their first time ever doing something in this
environment while others will be continually living or working in such a place.
Task Analysis
Learning Goals and Objectives

Learning Goal

Create a campsite that would minimize the chance of encountering a bear.

Task Objective Assessment

0.1 Discriminate different Given pictures of different bears the learner From the following pictures select which is a
kinds/types of bears will be able to discriminate one type of bear black bear.
from another by selecting the desired bear
with 75% accuracy.
0.2 Discriminate where Given a map of the North American continent On the given map illustrate where brown
different bears are the learner will be able to discriminate where bears are likely to be found.
geographically a particular kind of bear is likely to be found
by selecting the correct area of the map with
75% accuracy.
1.0 Classify the "bear Given paper and pencil the learner will be In the space provided on the paper draw and
safety triangle" able to classify the bear safety triangle by label the bear safety triangle
correctly drawing/illustrating the triangle on
the paper with all appropriate labels with 80%
accuracy.
1.1 Discriminate 200' from Given a field with at least four different Gaging distance can be challenging, from the
other distances distances marked off the learner will be able start point select the marker which signifies
to discriminate which distance is 200’ from 250’.
any that are not by visual discrimination with
100% accuracy.
1.1.1 Classify what a "pace" Given a flat, level surface (such as a sidewalk, Knowing one’s pace can be a very useful tool
is hallway, or field) at least 50’ long the learner when away from standard measuring devices.
will be able to classify what a pace is by Demonstrate you know your pace walking
walking the appropriate number of paces as three paces from the start point.
instructed by the instructor counting each
pace as it is walked with no errors.
1.2 Discriminate Upwind Given a fan positioned on a desk or table and
from Downwind on, to simulate the wind, the learner will be
able to discriminate upwind from downwind by
positioning them self in the correct location
when prompted by the instructor at least two
times with no errors
2.0 Demonstrate making Given the signal from the instructor the
noise to deter a bear learner will demonstrate making the proper
from coming close kinds of noise to deter a bear from coming
close to the campsite by having a
conversation with another learner of the
instructor at the appropriate volume with no
errors.
2.1 Classify the proper Given recordings of conversations at different
volume to use volume levels, paper and pencil, the learner
will be able to classify the proper volume that
should be used by selecting the correct
recording with no errors.
2.2 Classify the type of Given recordings of conversations and other
noise to make types of sounds the learner will be able to
classify the correct type of noise the camper
should make by selecting the correct
recording with no errors.
3.0 Demonstrate selecting Given an open field (or parking lot) and
a campsite marker flags the learner will be able to
demonstrate selecting an appropriate place
for a campsite by marking the trail, a water
source and where the campsite should be in
relation to these other points with marker
flags with no errors.
3.1 Identify the proper Given an open field with a point marked as
distance to be from the the trail the learner will be able to identify the
trail proper distance a campsite needs to be from
When one is camping know which way the
wind is blowing can impact many decisions
the camper makes. Using the fan as your
source of wind position yourself upwind of the
fan.
When told to being by me begin having a
conversation at what you think the appropriate
volume level would be helpful for allowing a
bear to maintain its distance
You are now going to listen to a few
recordings. Write down which recordings
provide an example of the proper volume to
use.
You are now going to listen to a few
recordings. Write down which recordings
provide an example of the appropriate kind of
noise to make.
You see in front of you a marker. This is
marking the trail. You want to select an area
for your campsite. Go out and place a marker
 the trail by putting them self the appropriate where you think an appropriate location would
distance from the marked point with no errors. be.
3.2 Identify the proper Given an open field with a point marked as a Now this marker is marking a potential water
distance to be from a water source the learner will be able to source. Again go out and place a marker
water source identify the proper distance a campsite needs where you think an appropriate location for a
to be from a water source by putting them self campsite would be.
the appropriate distance from the marked
point with no errors.
4.0 Demonstrate stowing Given paper and pencil and a list of items the You have a list of items. First sort the list by
food and smellables learner will be able to demonstrate the proper smellable and non-smellable items. Next for
location(s) to store all the items by describing any items that need to be stored in a special
the location each of the items would be stored location describe
in (in as much detail as possible) with 80%
accuracy.
4.1 Classify the proper Given pictures of various potential smellable
location to stow items storage locations the learner will be able to
classify which locations would be appropriate
by selecting the correct location(s) with no
errors.
4.1.1 Identify the proper Given pictures of appropriate trees for
location in a tree smellable storage and a pencil the learner will
be able to identify the correct location for each
tree by marking the location on the picture
with any appropriate labels with 75%
accuracy.
4.1.2 Identify the proper Given pictures of ground storage locations the
location on the ground learner will be able to identify the proper
locations from once which are not proper by
selecting the correct picture(s) with no errors.
4.2 Classify what is Given a group of 15 items commonly found on On the table in front of you are 15 items
considered a smellable a camping trip the learner will be able to commonly found on a camping trip. Write
identify which item(s) are considered down which items would be considered
smellables from the ones that are not by smellables
 selecting the correct item(s) with 80%
accuracy.
5.0 Demonstrate proper Given an open field (or parking lot) with
food preparation markers to identify different locations, with the
location sleeping area marked, the learner will be able
to demonstrate where the proper location for
a food preparation area would be by placing a
marker at the appropriate location with no
errors.
5.1 Classify the proper Given a map with a campsite marked the On the map provided there is a campsite
location to prepare food learner will be able to classify the proper marked. Mark the location where food
location for preparing food by marking the preparation should occur. Be sure to label the
map with any such locations with no errors. distance between the two points.
Learner Analysis

Learners will be college students who want to go hiking and/or camping in an

area where bears might be. They can be from any background but probably more men
than women. It is suspected the majority will be late teen to early twenties people who
may have a little hiking or camping experience but are now wanting to venture into
different areas or maybe do overnight trips. Who exactly the learner is going to be is
ultimately yet to be determined.

Characteristics
Learners want to stay alive
Learning environment
Learners are novices in
regards to these types of
outdoor activities
Learners think bears are
dangerous
Another subject matter
Strengths
Description ID Implication
If going camping or out on Learners will be interested
a hike it is desirable to in the material and
have a good time and get motivated to learn in order
back home at the end to survive
Small group of learners in Personal interaction
a small classroom between the instructor and
the learners allowing for
quick problem resolution
Weaknesses
The learners would be There is a lot of information
preparing for their first to remember and sort
activity of this kind through. This information
must be presented in a
manner to be memorable
Most people have been Could be less likely to
educated to believe that believe the research behind
bears are inherently the training and what they
dangerous are being taught to do
Learners are college Importance of the
students who are in the information must be
midst of learning a vast stressed so it is
amount of information in remembered but in relation
their classes to the activity

Context Analysis
The current learner context is in a classroom setting. Ideally there will be a
maximum of 15 students being taught at a given time. This will allow for a lot of
instructor/learner interaction, allowing the instructor too easily and quickly address any
questions or misunderstandings the learners may have. The surrounding environment is
able to be controlled and therefore should be free of distractions and should have a
minimal effect on the learners.

Description
An instructor is present
during training
Minimizes additional
materials needed to provide
necessary information.
Advantages
ID Implication
The learners have the opportunity to
readily ask questions.
An instructor based lesson does require
some material on hand but the material for
this lesson should be able to be prepared

and not require much modification later

Allows content to be updated
fairly easily as needed.
Learning environment does
not vary
Skills are assessable
The same content may not
Disadvantages
on
Due to using little digital content what is
used can be easily rearranged/ reworked
to include or dispose of information as
necessary.
All the students will be in the same
environment
The learners will be assessed upon
completion of the lesson
Different instructors may present the

always be presented in the information differently.

same manner
Being in the same room can Distractions and interruptions can prevent
be distracting concentration which dictates a need to
specify target environment.

Assessment Instruments

Formative Assessment Blueprint

Content Outline Knowledge Comprehension Application

1.1 Explain how to make
noise such that a bear
would know you are in
Avoid Bears
the area
20% 1
1.2 Explain how to choose a
 campsite to minimize the
chances of a bear
coming into camp
20% 1
1.3 Explain the different
methods to store food
and other smellable
items to avoid attracting
a bear
40% 2
1.4 Explain the methods for
food preparation and
consumption, including
location
50% 5 20% 1
2.1 Explain why staying
calm is paramount to
survival
20% 1
2.2 Explain what to do with
children and pets in
order to keep them safe
and not exacerbate the
situation
20% 1
Getting Away 2.3 Explain how to talk to the
bear you encountered
and why this is helpful
20% 1
2.4 Explain how to back
away or get around a
bear
20% 1
2.5 Explain what to do to
ensure the bear still has
somewhere to exit
50% 5 20% 1
Total
100% 10
Formative Assessment Questions

FA_1 (1.1): Which of the following is the best way to hike down the trail?
A) Quietly making as little noise as possible
B) As loudly as possible to avoiding seeing any wildlife
C) While having a conversation or singing a song so the wildlife knows you’re there
but to hopefully not disturb them
D) Backwards so you can see where you’ve come from so you know how to get
back
FA_2 (1.2): When choosing a place to set up camp which of the following do you want
to look for? (Choose all that apply):
A) Trees that are all scratched up
B) A preexisting fire ring
C) A clearing right next to the trail
D) An area between some live trees with not much ground growth
E) Somewhere about 50-100 yards from the trail
F) Somewhere about 50-100 yards from a source of water
G) Next to some dead trees
FA_3 (1.3): There are commercially available products that can keep food safe from
bears? T or F
FA_4 (1.3): When getting ready to bed down for the night what needs to be put away?
A) Everything that has a scent
B) Just the food, other things that smell are ok
C) Everything except the snack you plan to have in the middle of the night
D) Nothing has to be stored, the bears will stay away since you’re there
FA_5 (1.4): When preparing a meal when camping it is best to…
A) Make and eat the meal right next to or inside your tent
B) Pick an area outside of camp but still within view of the tents
C) Select an area downwind of the sleeping area
D) Just eat protein bars and drink water so you don’t have to cook
FA_6 (2.1): Despite probably being difficult, staying calm is ______ likely aggravate the
bear. Choose the correct response (more or less)
FA_7 (2.2): If you were to happen upon a bear it is best to do what with any children or
pets
A) Let them make as much noise as possible to hopefully scare the bear away
B) Pick them up if possible and try to keep them as quiet and calm as possible
C) Have them run away as quickly as possible
D) Have them run at the bear since the bear is less likely to attack a child
FA_8 (2.3): It has actually been found that talking calmly to a bear will help it not
become aggressive. T or F
FA_9 (2.4): Select from the following any that are true in regards to getting away from a
bear
A) Walk directly at the bear until it runs away
B) Slowly back away, maintaining sight of the bear
C) Turn around and run as quickly as possible
D) If you must pass the bear, give the bear as must room as possible
E) Stand your ground until the bear retreats
FA_10 (2.5): It is best to always allow an exit route for a bear so it doesn’t feel like it’s
trapped which might cause it to become aggressive. T or F

Summative Assessment

The final assessment of this lesson will be a hands on exercise which will
evaluate the effectiveness of the training. The students will have to correctly enact the
newly learned behaviors or techniques in order to evaluate terminal objective 1.0.
During the exercise the instructor will introduce different challenges the students will
have to overcome, specifically for evaluating terminal objective 2.0. Students will be
graded on a five (5) point scale for each enabling objective (1.1, 1.2, etc.). A score of
one (1) or two (2) would show the student was unable to satisfactorily complete the
objective. A score of three (3) or more will be considered passing. The top of the rubric
will have each learning task and below a summary of each score. There is a place for
the instructor to write any comments for the student next to each objectives score. Each
terminal objective will be evaluated after completion of each enabling objective. The
score will be an average (not arithmetic mean) of the enabling objective scores. This
allows the instructor to weight each section as they see fit. In order for the student to be
considered passing the student must have a passing score for each terminal objective
and no more than one none-passing score in the each enabling objective section. If the
student earns a score of <3.0 for more than one enabling objective the terminal
objective score must be <3.0 for that terminal objective.
Summative Assessment Rubric

1.0 Avoid bears 2.0 Getting Away

1.1 Making Noise 2.1 Stay Calm
1.2 Campsite 2.2 Children & Pets
1.3 Stow Food/Smellables 2.3 Talking to the bear
1.4 Food Preparation 2.4 Backing Away
2.5 The bear’s exit

Objective Score Comments

1.1
1.2
1.3
1.4
1.0
2.1
2.2
2.3
2.4
2.5
2.0

Scoring criteria:
5.0 - Student performed the objective with no faults (this would be above average)
4.0 - Student performed the objective with a couple minor flaws but shows good
understanding of the concept (this would be average)
3.0 - Student performed the objective with a few flaws but shows understanding of the
concept. May have required a little instructor interaction (this would be below average)
<3.0 - Student was unable to perform the objective and/or show little to understanding of
the concept. (this would be unsatisfactory)
Design

Underlying Instructional Method

Students will begin this lesson with little to no knowledge of the subject matter.
Students will be acquiring knowledge, ultimately reaching the application level of
Bloom’s Taxonomy.
For the students to be able to reach this level of learning the students will be
engaged in a cognitivist method of instruction. This will allow them to be introduced to
the concept, be presented examples of how the concept is used in the scenario and
ultimately will be given the opportunity to apply what they have learned to an actual
scenario reinforcing the original concepts.

Global Instructional Strategies

1. The students will have little, if any, previous knowledge but are college level
students so the instruction should be written at an appropriate level.
2. Some of these concepts are very visual in nature, so pictures should be provided
whenever possible to assist with explanation and understanding.
3. This is instructor led training so the instructor is in the room to provide amplifying
information should the need arise therefore the slide need only present the basic
information.
4. Some of the concepts being presented may be contrary to what the students
have previously been taught. The instructor should be ready to acknowledge this
and present research to support the concept being taught.
 The Matrix

Content Outline Learning Objective Bloom’s Potential Possible Instructional FA Items Delivery
Taxonomy Difficulties Cause(s) Strategies System
Selection
Making Explain how to make Comprehension  What is the right  Learner lack of  Emphasizing the Multiple choice
Noise noise such that a bear amount of noise experience importance of question about
would know you are in  What is the right  Information the information appropriate
the area kind of noise retention  Remind learners noise making
these (FA_1)
techniques can
keep them alive
 What are the
1.0 Avoiding Bears

Campsite Explain how to choose Question about

a campsite to minimize selection criteria proper
the chances of a bear campsite
coming into camp selection
(FA_2)
Stow Food/ Explain the different  What is a smellable Multiple choice Classroom
Smellables methods to store food  How to pick a question about Based
and other smellable sturdy tree smellable items Instruction
items to avoid (FA_4)
attracting a bear
Food Explain the methods  What’s upwind and Multiple choice
Preparation for food preparation downwind question about
and consumption, food
including location and preparation
waste/extra disposal (FA_5)
Stay Calm Explain why staying  How to stay calm in Selceltion
Getting

calm is paramount to such an extreme question about

Away
2.0

survival situation how staying

calm is likely to
effect a bear
 (FA_6)
Children/ Explain what to do  Convincing a child  Multiple choice
Pets with children and pets or pet to stay quiet question about
in order to keep them what to do with
safe and not children or pets
exacerbate the (FA_7)
situation
Talking to Explain how to talk to  Why would talking  T/F question
the Bear the bear you to a bear be helpful about talking to
encountered and why a bear
this is helpful (FA_8)
Backing Explain how to back  Wanting to get  Selection
Away away or get around a away but not question about
bear leaving site of the getting away
bear from a way
(FA_9)
The Bear’s Explain what to do to  Staying calm and in  T/F question
exit ensure the bear still the same location about not
has somewhere to exit allowing to take its trapping a bear
time to leave on its (FA_10)
own
Materials to be developed

1) Real story - acquire a real bear attack in which the attacked survives. Story would be
printed to be read by the instructor
2) Statistics - have statistics prepared to share following the story. Should include
average number of bear attacks each year. Also include similar average for other
potential death scenarios (i.e. struck by lightning, car accident, drowning) to show
bear attack significantly less likely
3) Slides (pictures) (power point or equivalent):
a) Two slides with learning objectives. One slide each for 1.0 and 2.0.
b) Slides with different campsite locations in relation to the trail, water source.
Pictures should also have topographical information. If possible actually pictures
of the different selections to allow for 3D representation of the different options
c) A slide for each formative assessment question to be shown at the end of each
section.
d) A slide with any commercially available bear proof food storage containers
e) A slide with “self-made” storage container. A burlap (or similar) sack tied ~15’
above the ground with a rope strung over a tree branch. The bag should also be
~10’ below the branch and ~10’ from the tree trunk. The branch should be strong
enough to not bend (flex) under the weight of the bag but not strong enough to
support a bear.
f) A slide with different techniques (methods) for staying calm in a stressful
situation (i.e. focusing on breathing, heart rate, not focusing on the bear, thinking
about ways to safely remove yourself or the bear from the situation)
g) Slides which show different food preparation areas in different proximity to
sleeping areas (i.e. one prep area right next to sleeping area, another with prep
area away from sleeping area, one or two more which are variants of the others)
h) Have available to the instructor two or three scenarios which show how staying
calm assisted to defuse the situation. If provided in the original references
include the methods used to stay calm.
i) A slide with what different actions a bear might take if it encounters a human and
what it actually means (e.g. the bear standing up - just to see or smell better, not
an aggressive posture).
j) Slides of pictures of trails and areas around the trail showing possible exit routes
for a bear that doesn’t involve the path the hiker is using
Instructional plan

Content Topics Instructional Instruction Instructional FA Items

Event
Bear Safety E1. Gain Attention Share a real story of a bear
attack in which the person
(people) survive.
Share statistics about bear
attacks to show they are very
uncommon but the need to
understand how to avoid
them is real.
Strategies
Use a real story as an
attention getter, a
motivational strategy
and to assess any
initial level of
knowledge.

Using the story, ask the

learners what the attacked
did correctly or incorrectly.
E2. Inform of Clearly present the learning
learning objectives objectives:
“In the lesson , you will
learn:”
 Techniques to best avoid
encountering a bear
 What to do if you do
encounter a bear”
1.0 Avoiding 1.1 Making E4. Present Stimuli Present information about Demonstrate by
Bear Noise proper amount and kind of talking in different
noise to make while hiking or volumes and walking
in camp around the room
E5. Provide Present what-if type scenario changing the amount
Guidance if improper method is of noise the feet make
followed
 E6. Elicit Check for understanding Display a slide with Multiple choice
Performance question question posed to
the learners on a
slide asking
proper amount of
noise to be made
E7. Provide Display correct answer
Feedback If learners are incorrect, re-
emphasize correct technique
1.2 Campsite E4. Present Stimuli Present information about Discuss the different
E5. Provide proper campsite selection: criteria for selecting a
Guidance what to look for, how far camp site. Show
away from water pictures of how the
different criteria might
look
E6. Elicit Check for understanding Display a slide with Selection question
Performance question where learners
are asked to
select all the
appropriate
responses about
choosing a
campsite
E7. Provide Display correct selections.
Feedback Discuss why the different
characteristics are desirable
if the learners are unsure
1.3 Stow E4. Present Stimuli Present information about Define what a
Food/ what a smellable is smellable item is.
Smellables E5. Provide Have learners list all the
Guidance different smellable items they
E6. Elicit might have with them on a
Performance camping/hiking trip
E7. Provide Review what the learners
Feedback came up with. Discuss
 why/why not an item is a
smellable. Share any
unidentified items common
to this kind of trip
E4. Present Stimuli Present information about Show pictures of
E5. Provide proper storage of smellable different storage
Guidance items techniques
E6. Elicit Check for understanding T/F question
Performance about storage
products
Multiple choice
question about
what smellable
items need to be
stored
E7. Provide Display correct answers.
Feedback Discuss any questions about
what smellable items are or
why they need to be stored
1.4 Food E4. Present Stimuli Present information about Show pictures of food
Preparation E5. Provide food preparation and preparation areas in
Guidance cleanup methods. Focusing relation to the
on location more than sleeping area
methods
E6. Elicit Check for understanding Multiple choice
Performance question about
food preparation
location
E7. Provide Display correct answer.
Feedback Discuss any questions food
preparation methods or
locations
2.0 Getting 2.1 Stay E4. Present Stimuli Present information about
Away Calm why staying calm is
important to staying alive
 E5. Provide Present actual scenarios Present methods
Guidance (stories) where staying calm (techniques) for
has helped negate the staying calm
situation. Focusing on the
methods used to stay calm
Discuss what actions bear
might do if a bear encounters
a human
E6. Elicit Check for understanding Selection question
Performance about staying
calm and its effect
on the bear
E7. Provide Display correct answer.
Feedback Discuss any questions about
staying calm
2.2 Children/ E4. Present Stimuli Present information about
Pets what to do with children or
pets should you happen
upon a bear while hiking
E5. Provide Discuss possible challenges
Guidance to be faced with attempting
to keep children or pets quiet
E6. Elicit Check for understanding Multiple choice
Performance question about
what to do with
children or pets
E7. Provide Display correct answer.
Feedback Discuss any questions what
to do with children or pets
2.3 Talking to E4. Present Stimuli Present information about
the Bear E5. Provide how to talk to a bear if one is
Guidance encountered

E6. Elicit Check for understanding T/F question

Performance about effects of
 talking to a bear
E7. Provide Display correct answer.
Feedback Discuss any questions about
talking to the bear
2.4 Backing E4. Present Stimuli Present information about
Away E5. Provide how you should properly
Guidance back away from a bear
encountered on a trail
E6. Elicit Check for understanding Selection question
Performance about how to back
away from a bear
E7. Provide Display correct answer.
Feedback Discuss any questions about
backing away from a bear
2.5 The E4. Present Stimuli Present information about Show different picture
Bear’s exit E5. Provide what to do to ensure the of trails and
Guidance bear still has an exit path surrounding area for
the learners to identify
and exit path for a
bear
E6. Elicit Check for understanding T/F question
Performance about allowing a
bear to have an
exit path
E7. Provide Display correct answer.
Feedback Discuss any questions about
letting the bear leave on its
own
E8. Assess Preferably at a later date but Using the summative Summative
Performance at least not immediately assessment rubric assessment rubric
following the lesson learners assess learners on
should participate in an the techniques
outdoor activity in which they learned and
will be asked to demonstrate effectiveness of
these techniques implementation
E9. Enhance Learners will get back the
Retention rubric from the summative
assessment with instructor
comments