Class Title: Outdoor Survival

Objectives:
1. Students list the five basic survival needs.
2. Students demonstrate the survival techniques of shelter-building and fire-starting in a
simulated survival situation.
3. Students describe the basic health threats of hypothermia and frostbite in the outdoors and
describe appropriate actions and treatments.
4. Students give a presentation on group dynamics and how they accomplished their survival
technique goals.

Conceptual Framework:
Students will experience the skills, preparation, and organizational tools needed to survive 24
hours in a remote situation.

Materials List:
tarps, ropes, orange bags, fire-starters(matches in a waterproof container, flint and steel, battery
and steel wool, metal match), coffee cans, complete survival kit, frostbite poster, hypothermia
chart, copies of group worksheet, pencils, and clip boards.

Cross-Curriculum Connections:
Beaver Ecology – The need for water purification to protect yourself from Giardia.
Ojibway Lifestyles - Daily living focused on the basic survival needs.
Bog Stomping - Cranberries are a possible food source for vitamin C.
Wild Munchies - Plant choices for all four seasons.
Orienteering - Map and Compass in survival kit and safety barriers.

Recreational Activity Connections:

Challenge Course - Team building skills.
Skiing/Snowshoeing/Canoeing/Climbing/Fishing/Hiking - All potential outdoor survival
situations.

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Class Procedure Outline:

I. Introduction: What is an Outdoor Survival Situation?

A. Discussion of Survival Needs with the Survival Triangle
1. PMA
2. Stay Alive
a. Shelter/warmth
1. Hypothermia
2. Frostbite
b. Water
c. Food
3. Get Found
a. Discussion of Signaling
4. Fire’s Role in a Survival Situation
B. Introduction/Examination of Survival Kits
C. (Optional) Presentation Sheet Assignments
II. Simulated Survival Situation
A. Build a Shelter
B. Build a Fire
C. Water Purification
D. Explore Options for Food and Water
III. Review of Survival Needs

Vocabulary:
survival - continuing to live.

remote situation - away from immediate help.

hypothermia - loss of body heat faster than it can be made.

positive mental attitude (PMA) - ability to think clearly and the will to survive.

giardia - parasite that causes fever, cramps, and chronic persistent diarrhea.

tinder - material that catches fire easily.

dehydration - loss of water from the body.

kindling - small pieces of wood ignited by tinder.

fuel wood - larger pieces of wood to maintain fire.

frostbite - freezing of body tissues.

quinzhee - snow shelter in the form of a cave.

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Class Procedure

I. Introduction: What is an Outdoor Survival Situation?

Assess your students through an introductory question, such as, "How many of you go camping,
hiking, canoeing, etc?" After you've figured out their level of experience go through the
following survival situation and have the students pick out the individual situations and the needs
that go along with each. Emphasize the order of the basic survival needs in each situation.
Keep in mind that a survival situation can have a simple solution. This introduction serves as
both a review for them and helps you determine how much of the Pre-Activity material they
retained.

Situation 1: It’s a beautiful spring day and Joe and Jenny are out canoeing on a beautiful scenic
waterway. Since they both had Outdoor Survival at LEC, they both brought their
personal survival kits. Suddenly the canoe strikes a huge fresh beaver-cut log that
is barely below the surface of the water. The canoe tips over.
Solution 1: They must have a Positive Mental Attitude (PMA).

Situation 2: Once they get to shore, they realize that they are both cold despite the warm
spring day.
Solution 2: They must get a fire going and put on dry warm clothes to get warm again.

Situation 3: Once they are warm and dry, they decide to continue down the river. During the
course of the afternoon, the sun becomes hidden by clouds and thunder rolls in the
distance.
Solution 3: It could be as simple as putting on rain gear or setting up a shelter.

Situation 4: After the storm passes, they continued their way. Two miles from their takeout,
they start getting into some really fun whitewater, and since they are both
experienced paddlers, they ran it with ease until they got stuck on a rock and the
canoe filled with water and bent like a banana around a boulder. Although it was
still light out, they realized that sunset was quickly approaching.
Solution 4: They are going to have to spend the night and walk out the next morning when it’s
light and they can follow the riverbank.

A. Discussion of Survival Needs with the Survival Triangle

Once students understand what a survival situation entails, move on to a discussion of survival
needs. This is accomplished with the SURVIVAL TRIANGLE. The triangle has three sides,
and there are three survival needs one must consider when in a survival situation: PMA, Stay
Alive, and Get Found.

Draw a triangle on the board. Tell students that each side represents a general category of the
actions a person must take in a survival situation. Choose one side to explain or ask students to

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share their ideas of what the three sides represent. Involve students during this discussion to
keep them engaged through this important information.

The three sides of the triangle can be discussed in any order.

1. Triangle Side: PMA (Positive Mental Attitude)

First, it is important that you admit that you are in a bad situation. Then you need to do
everything you possibly can to improve your chances of survival. Without a PMA, you will not
take care of your other needs. Eighty to ninety percent of your survival chances depend on your
initial attitude.

2. Triangle Side: Stay Alive

Staying alive takes into consideration all your physical needs in a survival situation. The body’s
physical needs include shelter/warmth, water and food.

The Rule of 3’s

One way to introduce the body’s physical needs is with the Rule of 3’s. Tell students that your
body needs something within 3 minutes, or you won’t survive. Your body needs something
within 3 hours, or things start to look bad; you need something within 3 days; you need
something within 3 weeks. Ask students what your body needs and when, and then give them
time to discuss their ideas with the people sitting near them. Write the answers on the board as
students share them out loud. Be prepared to share some of the following background
information on each physical need.
3 minutes = air
3 hours = shelter/warmth
3 days = water
3 weeks = food

a. Shelter/Warmth: This is always important, whether you are in Northern Minnesota

or the Desert Southwest. Shelter protects your body from cold and hot temperatures,
wind, and moisture. Shelter does not add heat, but it helps to conserve heat in 3 ways.
First as an insulator it traps heat given off by your body or other heat sources. Second it
protects you from wind, one of the chief stealers of body heat. Third, it will keep you dry
from rain or snow.

Shelter is as simple as the clothes on your back. A raincoat protects you and is your own
personal, portable shelter. On windy, wet, colder days, you must pay immediate attention
to keeping warm by building a shelter. Shelter building is an important component in this
class.

1. Hypothermia Discussion
Hypothermia is the body's inability to produce heat to maintain homeostasis or an
even heat in the body's core. In other words, you lose heat faster than you make it.
Acute hypothermia is the result of cold water. Chronic hypothermia is a result of
land temperatures.

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The Results of Hypothermia
98.6o: Normal body temperature
96.6o: Shivering begins, body is exercising itself to generate heat
94.6o: Physical coordination impaired, stumbling, slurred speech, falling behind
92.6o: Mentally incompetent, dazed and confused, hallucinations, dilated pupils
90.6o: Unconsciousness sets in
88.6o: Possibility of death is certain

Most hypothermia victims get in trouble when it is well above zero. Spring and
fall are the worst times since the temperature is unpredictable. Many victims are
involved in cold water immersion.

First Aid For Hypothermia

For mild cases bring the victim inside, cover him in a warm blanket, and give him
warm liquids.

Moderate to Severe Cases:

1. Prevent additional heat loss by removing wet clothes gently.
2. Allow the body temp to return to normal slowly. If you are camping, put the
person in a sleeping bag with another person. Do not use hot items to warm
someone with hypothermia; this may cause burns.
3. Maintain an open airway.
4. If the victim is fully conscious, slowly give the victim warm sugary liquids
such as cocoa or warm tea.
5. No smoking.
6. No alcohol.
7. Seek Medical Care.

Prevention of Hypothermia
Dress in layers, peel off layers as needed and put them back on as you get colder.
An example – Synthetic long underwear, wool sweater or fleece, nylon jacket or
parka. Something to remember: 75% of your body heat is lost through you head
and neck!

Demonstrations (if time permits):

1. Ask a person to hold a bag of ice while you talk. At the end of five minutes or
so, ask him to write his name.
2. Penny pick-up contest: Use two buckets, one with iced water and one with just
water. Ask two participants to race, trying to pick up as many pennies as they can
out of their corresponding bucket.

2. Frostbite Discussion
Frostbite is the freezing of the skin's tissue. Treatment is to warm the affected
area slowly. DO NOT RUB, or you can increase the damage to the tissue. Never
rub with snow! Soak affected part in body temperature water.

1st Degree- cold, red, swollen, and sore

2nd Degree- blisters, very sore, frosty white in color
3rd Degree- Frozen solid, unmoving, no feeling

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 *Note: The easiest way to generate heat in the winter time is simply to exercise.

b. Water: It is possible to live for 3 days without water. After about 3 days, your
body becomes less efficient and living becomes a great struggle. During a winter
day, your body can lose between 3-4 quarts of water through breathing, sweating, and
normal skin evaporation. If you need to use snow as a water source it should be
melted before you drink it so you don't lose the precious heat your body is struggling
to make.

c. Food: Humans can live up to 30 days without food in a warm climate. The body
will use the reserves of fat and muscle to keep itself alive. During the winter, the
number of days you can live without food is shortened because the body needs more
fuel to generate heat. In winter, most people would die of hypothermia before they
would die of starvation. After a few days without food, you will be very weak, but
remember that the other needs are more crucial to your immediate survival.

3. Triangle Side: Get Found

If you have a Positive Mental Attitude and you’re still alive then it’s time to consider the third
side of the Survival Triangle: Getting Found. Discuss signal options, highlighting simple means
such as starting a fire or using a whistle. Show a signal mirror that was purchased at a camping
supply store, and make the connection to always being prepared.

4. Fire’s Role in a Survival Situation

Write the word “fire” in the center of the triangle. Fire plays an important role in our simulated
survival situation and students should understand how it relates to PMA, Staying Alive and
Getting Found. Discuss the connections in class.

B. Introduce and Examine Survival Kits

At this time, take out LEC’s survival kit and show/discuss its contents. Explain the usefulness of
each item. Once you have examined the entire kit, take out one of the kits that the students will
be using for their survival simulation [orange pack, tin can, tarp, rope(s), and initial heat source].
Tell them that they will be using these items to make warmth, build a shelter, and purify water.
The instructor divides the class into groups of no more than five students each. Each group
receives one of the survival kits. It is up to the group as to how the contents of the kit are used.

C. (Optional) Presentation Sheet Assignments

During the activity, students are expected to fill out the form describing their shelter location
choice, use of natural materials and features, as well as how their group worked together overall,
and they should be prepared to orally present this information to the rest of the group.

II. Simulate Survival Situations

Now is the time to move outdoors and give a try at survival in the elements. Practicing these
techniques will increase the student’s chance of survival, should a situation arise. Activities
include shelter building, fire building, and water boiling.

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A. Shelter Building
Creativity in shelter building is the key. Geographic formations such as rocks and hillsides can
be utilized in constructing these shelters. Other considerations are wind direction for placement
of the door, morning sun for added heat, and water drainage in a heavy rain. Participants may
build lean-to shelters that should accommodate only one or two people in shapes that resemble
tents or log cabins--all of which work. Remind the class that since this is a simulation, they will
use only dead plant material. Also remind the class that safety is crucial. You don't want the
shelter collapsing in the middle of the night.

B. Fire Building
When building a fire, there are 4 different materials that should be discussed and collected.
1. Initial heat source: For our purposes, a match will do. Demonstrate how to ignite a fire with
other materials (lighters, magnifying glasses, magnesium starters, battery and steel wool, metal
match, flint and steel, etc.).
2. Tinder: Small, match-sized wood and birch bark, which can easily be lit with a match (other
examples include paper, dryer lint, pine needles).
3. Kindling: Pencil-sized wood that can easily be lit by tinder.
4. Fuel Wood: Wood that will keep the fire going. A general rule to use with groups is, “If you
can't break it, don't take it,” which helps to prevent huge bon fires.

Helpful Hints: Dry Wood in the Rain? Check under and use the lower branches of evergreens or
standing trees. Use the candle to get the wood going in harsh or wet conditions. Encourage
participants to keep fires small. Large fires demand more fuel wood, and that means we use
more energy collecting wood. Also, larger fires can get out of control.

C. Water Purification
Before surface water can be consumed, it must be purified to prevent bacteria, viruses, and other
microorganisms from raking havoc in your insides. Giardia is caused by a microorganism that is
closely associated with beavers.

Water can be treated in several different ways:

1. commercial water filter
2. chemical treatment, such as iodine (drops or tablets)
3. boiling

In the winter, water can be obtained by melting snow. Have the group fill a can with snow and
melt it over the fire to see how much water actually is in snow. During the other three seasons,
water can be obtained directly from the lake, but it must be boiled to kill any parasites or
bacteria.

D. Explore Options for Food and Water

1. Survival Foods
If time allows, the instructor could point out a few foods that are available year-round:
Pine needles: One of the bodies first needs is Vitamin C, which can be obtained through pine
needles, either raw or boiled for a tea.
Aspen or birch: The inner bark can be utilized as a source of carbohydrates. For best results, it
should be boiled until tender. It is also a proven pain killer, as it is the original source of asprin.

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Labrador Tea: Boiled for tea as a source of Vitamin C.
Wintergreen: Boiled for tea as a source of Vitamin C and a pain killer.
Acorns/Seeds: Can be utilized for the fat/oils that will help keep you warm.
Cattails: Roots can be eaten raw or boiled.

2. Fire Starting Without Matches

Fires can be started without matches in several different ways. A demonstration of a
few techniques may prove valuable if the need arises (damp weather could hinder
these techniques).
a. Steel Wool and Batteries
Align any batteries together to get a charge of 3 volts or more (9 volt batteries work
great). Then take a good strand of steel wool(grade 0000) and make a connection
between the (+) and (-) terminals. The wool will begin to burn. Quickly stick the burning
wool into some dry tinder and blow into a good flame.
b. Magnifying Glass
By focusing the sunlight to a fine point on some dry tinder, enough heat should be
generated to produce a flame that could be used to build a fire.
c. Magnesium and Flint
Magnesium is a metal that burns easily and with very intense heat. Scrape some
metal off the magnesium block and apply a spark. This will produce a quick, hot flame
that can be used to start the tinder. An interesting point that can be made is that
Army-issued snowshoes are made of magnesium in case the soldier gets lost and
needs a survival aid.

3. Wilderness Survival Video

Have the students view the survival video in the LEC video library. After the video, discuss the
actions those in trouble did wrong, and what might be the better way to prepare for the situation.

III. Review/Conclusion
To wrap up the class, answer any questions generated during the simulation. Also review what
they have learned during the class. How were the survival needs addressed during the
simulation? Have the group list off items they would want in a survival kit that could have made
the exercises easier. What qualities are important in a group member to survive? Could they
survive a life-threatening wilderness situation now?

Assessment of the Objectives:

Most of the evaluation that we do is informal -- it occurs throughout the class and in the
conclusion of the class.

At Laurentian Environmental Center:

1. Have participants orally list the basic survival needs at the beginning of the class.
2. Have participants demonstrate the survival techniques of shelter building and fire starting in
the simulated survival situation and complete the supplied group worksheet.
3. Have participants orally describe the basic health threats of hypothermia and frostbite and
describe appropriate actions and treatments.
4. Have participants present the completed group worksheet as a summary presentation to the
entire group.

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 OUTDOOR SURVIVAL GROUP
SITUATION REPORT
Names: ________________________________________________________

What were some of the things you considered in choosing your site?

What natural materials and land features were incorporated into your shelter?

Describe how you used the following:

Orange Bag-

Tarp-

Ropes(s)-

Tin Can-

Matches-

Describe how your group arrived at its decisions, what conflicts occurred, and how these
conflicts were resolved.

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 Survival Kit

I. Every Kit Should Include:

* Instant body protection from weather elements
(garbage bag)
* Instant energy food(candy)
* A means of signaling (whistle, mirror)
* A means to start a fire
* A means of cooking or heating water, or iodine tablets to purify
water
* A means of patching bodily injuries
* A flashlight and extra batteries

2. Essentials Stored in a Waterproof Bag

* Matches in waterproof container and lighter
* Tinder (cotton balls, 0000 steel wool, pinecones)
* Candle
* Shelter (two large, heavy garbage bags)
* Rope or heavy string
* Whistle
* Extra food

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 * Chapstick with sun block
* Knife
* Map
* Compass
* First aid supplies (band-aids, gauze pads, tape, ace wrap, safety pins,
disinfectant, moleskin for blisters)

3. Remember: Your survival kit should be designed to keep you comfortable for
24 hours or longer.

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You Can Survive!!
1. The best thing to remember is not to put yourself in a survival situation -
many times this can be done by proper preparation. Good preparation should
include:
* Let someone know where you are going, your itinerary, and when you expect to
return.
* Be familiar with your area so you are less likely to get lost - know what direction
you should head if you get confused and know the natural boundaries (lakes,
ridges, etc.) surround you.

2. Things to remember:
* Most people are rescued within 24 hrs.
* Stay put and wait for rescue.
* International sign for distress: three of anything - three fires, three shots, etc.

3. If you are in a survival situation:

* S- stop where you are
* T- think of the essentials you need
* O- observe what is available for you
* P- plan what you will do and in a priority order

4. Basic Needs in Order of Priority:

* P.M.A. - A Positive Mental Attitude can determine 80 - 90 % of your survival
chances.
* Air - you can live three minutes without air.
* Shelter/Warmth - provides protection from the elements; hypothermia is the most
likely cause of death in survival situations
* Water - you can live up to three days without water
* Food - you can live up to three weeks without food

5. Basic Fears to Prepare For:

* Death * Punishment
* Unknown * Ridicule
* Animals * Discomfort
* Being alone * Personal guilt
* Darkness * Weakness

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Logistics & Safety Considerations:
Optimum # of Students: Maximum 20; 5 groups of four students

Where: West corner of NE bay.

Distance: Approximately 1/8 mile.

Difficulty of terrain: Moderate to Difficult. Bay-side site has a steep hill and a rocky trail.

Safety Considerations: Students lifting logs, cuts on hand from ferns, potential burns from
fire, poison ivy, rolling rocks and logs, and the lake.

Special Needs Considerations:

Mobility impairment (ambulatory and wheelchair bound): An alternate site can be improvised to
allow easier access.
Hearing impaired: Use translator.
Mental disabilities - mild to severe: See safety considerations.

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Appendix:

MN Graduation Standards:
Note: In order to fully complete these standards, pre and post activities must be completed.

Read, View, Listen I.1 Read, view, and listen to complex information in the English
language.
Literal Comprehension- Comprehend the literal meaning of information received through
reading, viewing, and listening sections.
1. Read, view, and listen to non-fiction and fiction sections:
a. identify main ideas and supporting details
b. retell main events or ideas in sequence
c. pronounce new words using phonics
d. demonstrate techniques of improving and expanding vocabulary
e. demonstrate age-appropriate reading rate

Read, View, Listen I.2 Read, view, and listen to complex information in the English
language.
Interpretation and Evaluation- Interpret and evaluate information in reading, viewing, and
listening sections.
1. Read, view, or listen to age-appropriate non-fiction and fiction selections:
c. make predictions based on information in the selection
e. understand ideas not stated explicitly in the selection

Writing and Speaking I.1 Write and speak effectively in the English language.
Writing- Write for a variety of academic and technical audiences.
1. Write a story based on direct experience or observation.
a. a problem solved, a conflict solved, or a lesson learned
b. a description of a setting using vivid details
c. a flow of action leading to a logical ending
d. a character sketch

Writing and Speaking I.2 Write and speak effectively in the English language.
Speaking- Speak to an audience or interact with a group.
1. Plan and carry out an event in a small group
b. implement a group work plan
c. demonstrate a variety of cooperative group roles in discussion situations
d. take responsibility for obtaining, organizing, and using materials
2. Prepare and give a demonstration to an audience
a. describe a step- by- step procedure to complete an action
b. use visuals to illustrate ideas
c. demonstrate effective delivery techniques
d. answer questions from the audience concerning demonstration

Decision Making I.1 Use information to make decisions.

Personal Health and Nutrition- Use a decision-making model to promote personal health,
nutrition, and safety.

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1. Know strategies for preventing accidents.

Read, View, Listen M.1 Read, view, and listen to complex information in the English
language.
Non-Fiction: Reading, Viewing, and Listening- Comprehend, interpret, and evaluate
information from a variety of non-fiction formats
in reading, viewing, and listening.
1. Comprehend information from selections which address some abstract or complex ideas:
a. identify main ideas and supporting details

Read, View, Listen M.2 Read, view, and listen to complex information in the English
language.
Fiction: Reading, Viewing, and Listening- Comprehend, interpret, and evaluate information
in fictional reading, viewing, and listening selections.
1. Interpret fictional works by making connections to relevant prior knowledge, including
personal experiences, other fiction, and knowledge of non-fiction information

EE Scope and Sequence (K-8):

Goal: Learners should be provided with experiences that will assist in the development of
personal appreciation, sensitivity, and stewardship for the environment.
Gr. K- Students will observe the environment through the use of all their senses.
Gr. 3- Students will recognize the inherent value of a location and demonstrate an
appreciation of that location.

Disciplines Incorporated:
Speech, Writing

Instructor Resources:
See bibliography for resources.
Green Binder at LEC.

Bibliography:
American Red Cross. 1993. Emergency Response. Mosby - Year Book, Inc. St Louis,
Mo.

Angier, B. 1956. How to Stay Alive in the Woods. Macmillan Publishing Company.
New York, New York.

Fry, A. 1981. Wilderness Survival Handbook. Saint Martins Press. New York, New
York.

McDougal, L. 1992. Practical Outdoor Survival. Lyons and Burford. New York,
New York.

Cherry, B. 1992. How the Lost Survive. Sports Afield.

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Pre-Activity:

Objectives:
1. The students will become sufficiently familiar with the vocabulary words to complete
the crossword puzzle.
2. The students will describe how being unprepared for outdoor travel can be life-
threatening.

Outline:

I. Vocabulary list
II. Lost Hiker Story
III. Suggested Reading
IV. Assessment of Objectives

Materials/Equipment:
Student copies of crossword puzzle, Lost Hiker story

I. Vocabulary List:
survival - continuing to live.
remote situation - away from immediate help.
hypothermia - loss of body heat faster than it can be made.
positive mental attitude (PMA) - ability to think clearly and the will to survive.
giardia - parasite that causes fever, cramps, and chronic persistent diarrhea.
tinder - material that catches fire easily.
dehydration - loss of water from the body.
kindling - small pieces of wood ignited by tinder.
fuel wood - larger pieces of wood to maintain fire.
frostbite - freezing of body tissues.
quinzhee - snow shelter in the form of a cave.

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Outdoor Survival Crossword Puzzle
1 2 3 4

6 7 8 9

10 11

12

13 14

15 16

Across: Down:

1. Freezing of the body tissues 2. Away from immediate help (2 words)

5. Loss of body heat faster that the body 3. To consume food
can make it 4. Ability to think clearly and the will to
7. To give up survive
8. Fuel for the body. 6. Comfortable in temperature
10. Continuing to live 7. Snow shelter in the form of the cave
12. Material that catches fire easily 8. You will need more then you think to
13. Larger pieces of wood to maintain fire stay warm through the night
(2 words) 9. Loss of water by the body
15. A sharp tool 11. Parasite that causes fever, cramps,and
16. Small pieces of wood ignited by tinder chronic, persistent diarrhea
14. Nearly 70% of the human body

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 Outdoor Survival Crossword Puzzle Key
Across Down

1. Frostbite 2. Remote Situation

5. Hypothermia 3. Eat
7. Quit 4. PMA
8. Food 6. Warm
10. Survival 7. Quinzhee
12. Tinder 8. Firewood
13. Fuel Wood 9. Dehydration
15. Knife 11. Giardia
16. Kindling 14. Water

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19
II. Introduction: What is an Outdoor Survival Situation?

Ask the students to describe a survival situation. Most students will have some idea of
what a survival situation is. Some may describe a disaster movie or scene they have seen
on TV, or they may have a story from their past. Encourage students to share their stories
of what they think a survival situation is. From these stories, have the participants define
Outdoor Survival. Survival usually means making it through a life-threatening situation.
In Minnesota, this could encompass getting lost in the woods, being stranded in a car
during a blizzard, capsizing a boat on a chilly day, etc.

Lost Hiker Story

Tell the class to imagine a small fanny pack (about the size of a shoe box), or better yet
bring one in to show them. Explain that while they are listening to the story, they should
think of things they may want in this pack to ensure survival for at least one night. At the
end of the story, ask the class to share some ideas. This will be done after you have read
the following story.

Story: How the Lost Survive, by Bruce Cherry

The eerie feeling begins in the pit of your stomach and starts to spread. You've been
hiking steadily for several hours, and the late afternoon sun is hidden behind a thick,
overcast sky. The wind is sweeping down from the northeast and carries with it the smell
of rain. It's late October and the Minnesota air is crisp. Camp is somewhere over in that
direction, you say to yourself, somewhere beyond that low timbered ridge that rises up
from the hazel brush. Maybe four or five miles away, maybe more.

You've been walking all afternoon, following your nose with no particular destination in
mind, just cruising the autumn woods looking for animal sign. The morning started out
balmy with blue skies and no wind. You dressed accordingly, wearing long pants, a
flannel shirt, and sneakers. The only gear that you've brought with you is a pair of
binoculars and a roll of toilet paper.

But now things are falling apart. You push on toward the low timbered ridge that is
barely visible in the twilight. Calm down you tell yourself, the guys will have a nice
campfire going and I can chase the chill from my bones with some hot drinks. Your
breath turns to fog the moment it leaves your lips. Man it’s getting cold!

You're walking into the wind and feel the first raindrops smack into your face. The
timbered ridge that you need to cross now is hidden in darkness somewhere over in that
direction. Or maybe it's over in this direction. You turn around and try to get your
bearings. It's just too dark now. The ridge must be in this direction, you finally decide.
You increase your pace in desperation. The sweat builds up beneath your flannel shirt
and trickles down the small of your back.

You come to a stream that tumbles down a rocky hillside and disappears into the ravine
below. It's dark now -- too dark to see anything farther away that your hand. You push
on, feeling your way over the moss-covered boulders that lie in the streambed. You're
almost across. Suddenly, your feet and head switch positions. You hit the water with a
splash, and in your fright, let out a scream. You're so wet and cold and scared now that
you notice that the wind is stronger and the rain has turned to sleet. I’ve got to get back
to camp, you tell yourself, got to get back to camp. You're shivering, and the
uncomfortable, eerie feeling that you experienced earlier has exploded into sheer panic.

Man its cold! Keep moving, got to keep moving. If I lie down now I'll freeze to death.
Keep moving, just keep moving. You start to run. Keep moving. Just keep moving.
Gotta get back to camp. Got to keep moving. You're talking out loud now, talking to the
black, soulless Minnesota night, hoping that some divine power will intervene and point
the way home. Keep moving, keep moving. Your fingers and feet are numb with cold,
and you stumble over a fallen log and land on your face in the frozen mud. Exhausted
and out of breath, you begin to shake uncontrollably. "Where am I?", you cry out
weakly. "Where the heck am I?"

Now start the list of ideas that the students have. To formulate the list of survival needs
on a marker or chalk board, have the students give examples as you see fit. Your board
should have the wants on the left and the needs on the right. It could look something like
this:

Wants Needs
matches warmth
flashlight water
extra socks shelter
compass food
knife Positive Mental Attitude (PMA)
toilet paper
garbage bag
rope
whistle
chapstick
first aid supplies
etc.

Now ask the students to prioritize the items in the "Needs" category. The following
information will help you with that.

Survival Needs
Utilizing the class list, prioritize the five basic needs in the order below for survival.
Discuss the relevant information regarding each need as it comes up in the activity. Be
sure that the students know that to survive, the needs must be met in the order from 1 to
5. To emphasize this point, imagine the needs in the reverse order; for example, if you
don't have shelter you quickly loose warmth, which causes a deterioration in your
positive mental attitude.
*Note: PMA, warmth, and shelter are the 24 hour concerns and must be met in order to
survive.

1. PMA (Positive Mental Attitude): First, it is important that you admit that you are in
a bad situation. Then you need to do everything you possibly can to improve your
chances of survival. Without a PMA, you will not take care of your other needs. Eighty
to ninety percent of your survival chances depend on your initial attitude.

2. Warmth: This is always important, but on windy, wet, colder days, you must pay
immediate attention to keeping warm. Hypothermia is the body's inability to produce
heat in order to maintain homeostasis, or an even heat in the body's core. In other words,
you loose heat faster than you make it. Acute hypothermia is the result of cold water.
Chronic hypothermia is a result of land temperatures.

a. Hypothermia Discussion
98.6o: Normal body temperature
96.6o: Shivering begins, body is exercising itself to generate heat
94.6o: Physical coordination impaired, stumbling, slurred speech, falling behind
92.6o: Mentally incompetent, dazed and confused, hallucinations, dilated pupils
90.6o: Unconsciousness sets in
88.6o: Possibility of death is certain

Most hypothermia victims get in trouble when it is well above zero. Spring and fall are
the worst times of the year, since the temperature is unpredictable. Many victims are
involved in cold water immersion.

First Aid For Hypothermia

For mild cases bring the victim inside, cover him in a warm blanket, and give him warm
liquids.

Moderate to severe cases:

1. Prevent additional heat loss by removing wet clothes gently.
2. Allow the body temperature to return to normal slowly. If you are camping, put the
person in a sleeping bag with another person. Do not use hot items to warm someone
with hypothermia; this may cause burns.
3. Maintain an open airway.
4. If the victim is fully conscious, slowly give the victim warm, sugary liquids such as
cocoa or warm tea.
5. No smoking.
6. No alcohol.
7. Seek Medical Care.

Prevention of Hypothermia
Dress in layers, peel off layers as needed, and put them back on as you get colder.
An example - Poly pros, wool sweater or fleece, nylon jacket or parka. Things to
remember: 75% of your body heat is lost through you head and neck!
Demos if time permits:
1. Ask a person to hold a bag of ice while you talk, and at the end of five minutes or so
ask her to write her name.
2. Penny pick-up contest: Use two buckets, one with iced water and one without ice. Ask
two participants to race, trying to pick up as many pennies as they can out of their
corresponding bucket.

b. Frostbite
Discuss frostbite, which is the freezing of the skin's tissue. Treatment is to warm
the affected area slowly. DO NOT RUB, or you can increase the damage to the
tissue. Never rub with snow! Soak affected part in body temperature water.

1st Degree- cold, red, swollen and sore

2nd Degree- blisters, very sore, frosty white in color
3rd Degree- Frozen solid, unmoving, no feeling
*The easiest way to generate heat in the winter is simply to exercise.

3. Shelter: Shelter does not add heat, but it helps to conserve heat in 3 ways. The
first is as an insulator that traps heat given off by your body or other heat sources.
The second is to provide shelter from wind, which is one of the chief stealers of body
heat. A shelter will also help keep you dry from rain or snow.

4. Water: It is possible to live for 3 days without water. After about 3 days, your
body becomes less efficient and living becomes a great struggle. During a winter
day, your body can lose between 3-4 quarts of water through breathing, sweating, and
normal skin evaporation. If you need to use snow as a water source, it should be
melted before you drink it so you don't lose the precious heat your body is struggling
to make.

5. Food: Humans can live up to 30 days without food in a warm climate. The body
will use the reserves of fat and muscle to keep itself alive. During the winter, the
number of days you can live without food is shortened, because the body needs more
fuel to generate heat. In winter, most people would die of hypothermia before they
would die of starvation. Do not let the large number of days deceive you; after a few
days, you will be very weak. Just remember that the other needs are more crucial to your
immediate survival.
III. Suggested Reading
Gary Paulson’s book Hatchet is an excellent reading that can be used to prepare students
for the Outdoor Survival class. Discussion on this story can add to the simulation they
will be participating in while at LEC.

IV. Assessment of Objectives:

1. Assess the crossword puzzle.
2. Through the discussion of the Lost Hiker story and through the class-generated list on
the board, the students will have listed the five basic survival needs in order.
Post Activity:
After the excitement of the LEC trip has subsided, it is time to put the knowledge and
concepts learned to work. Often students have trouble making the connections
between the environment at LEC to their own community. The following activities will
assist your students in expanding their knowledge and making the connections to their
own world. Thank you for helping us to make the LEC experience a valuable one, for
you and your students.

Objectives:
1. Students will explain the proper way to handle a survival situation by ending the story
of a party in trouble.

2. Students will demonstrate proper preparation by assembling survival kits for their
parents’ vehicles.

Outline:

I. You Decide the Fate!

II. Emergency Car Kit
III. Assessment of Objectives

Materials/Equipment:
Student copies of You Decide the Fate and copies of Emergency Car Kit instructions
TEACHERS COPY!
I. You Decide the Fate!
Note: The following is the teacher's copy. Information for evaluation is underlined.

It is early April in the North Woods of Minnesota. The temperature is an unusual 70

degrees when you take off with a group of friends on a spur of the moment hike through
the Superior National Forest (a remote forested area), without any real plan and without
letting anyone else know where you are going. As you drive along the highway, Bonnie,
who is not the outdoor type, fixes her make-up and slips her compact mirror into the back
pocket of her designer jeans. You decide that there is not much sense in over- packing,
so you and your friends leave warm and waterproof jackets and hats in the vehicle. You
are planning on a short walk to the top of a nearby bluff that overlooks a beautiful beaver
meadow. Nobody in your party has ever climbed this particular bluff. There is news of
some rare migrating birds coming through the area, so you bring binoculars and bird field
identification books.

When you begin the hike, the bluff is in plain view. However, as you continue to climb,
the brush becomes thicker and the view is blocked. At one point you think you have
reached the top, but you are disappointed to find that you are at the edge of a steep cliff.
Your group decides to stop, tighten shoe laces, and rest. While you pull out your pocket
knife and peel an orange, Ray gulps down his can of pop and Mary opens the box of
granola bars. Just about the time Sue finishes her cigarette (a habit she has been trying to
quit), Mary begins to shout, "There! A peregrine on that other cliff!" This really excites
John, who has a special interest in birds of prey. John insists that they should all check
out the cliff and see if there is a nest. The rest of your group, though tired and sweating
from the day-long hike, decides that they will go.

It is a steep climb down though the ravine, and Sue twists her ankle. The ankle begins to
swell and she screams in pain when weight is put on it. Your group decides to head back
to the vehicle, but you each point in a different direction to indicate its location. You
argue for awhile and before long, the first drops of rain smack on your bare heads. The
temperature is dropping fast and so is the sun.

Have the students finish the story in two or three well-written paragraphs, ending it with
the successful survival of the party. They must follow the story line and commit to the
situation and the supplies at hand. Students should examine the story for possible tools
for survival and situations of concern. Some examples: tinder from the field guides,
Sue's lighter from her cigarettes, and the binoculars for signaling (reflection) a search
plane. After the stories are completed, feel free to openly discuss where the party went
wrong and what would have been the proper preparation for a hike in April. This
exercise is meant to be flexible, so do with it what you feel would work to get the point
across.
 You Decide The Fate!
It is early April in the North Woods of Minnesota. The temperature is an unusual 70
degrees when you take off with a group of friends on a spur of the moment hike through
the Superior National Forest (a remote forested area), without any real plan and without
letting anyone else know where you are going. As you drive along the highway, Bonnie,
who is not the outdoor type, fixes her make-up and slips her compact mirror into the back
pocket of her designer jeans. You decide that there is not much sense in over- packing,
so you and your friends leave warm and waterproof jackets and hats in the vehicle. You
are planning on a short walk to the top of a nearby bluff that overlooks a beautiful beaver
meadow. Nobody in your party has ever climbed this bluff. There is news of some rare
migrating birds coming through the area, so you bring binoculars and bird field
identification books.

When you begin the hike, the bluff is in plain view. However, as you continue to climb,
the brush becomes thicker and the view is blocked. At one point you think you have
reached the top, but you are disappointed to find that you are at the edge of a steep cliff.
Your group decides to stop, tighten shoe laces, and rest. While you pull out your pocket
knife and peel an orange, Ray gulps down his can of pop and Mary opens the box of
granola bars. Just about the time Sue finishes her cigarette (a habit she has been trying to
quit), Mary begins to shout, "There! A peregrine on that other cliff!" This really excites
John, who has a special interest in birds of prey. John insists that they should all check
out the cliff and see if there is a nest. The rest of your group, though tired and sweating
from the day-long hike, decides that they will go.

It is a steep climb down though the ravine, and Sue twists her ankle. The ankle begins to
swell and she screams in pain when weight is put on it. Your group decides to head back
to the vehicle, but you each point in a different direction to indicate its location. You
argue for awhile and before long, the first drops of rain smack on your bare heads. The
temperature is dropping fast and so is the sun.

What would you do? Finish the story, ending it with the successful survival of the party
in two or three well-written paragraphs. The only rules are that you must follow the
storyline and commit to the situation and the supplies at hand. Examine the story for
possible tools for survival and situations of concern. Be prepared to openly discuss
where the party went wrong and what would have been the proper preparation for a hike
in April.
II. Emergency Car Kit

This activity will help the students in learning how to properly organize for emergency
situations. The students may want to give their kits as gifts for Father's Day or Mother's
Day, etc. Each student will need to scavenge the following items at home. None of the
items should be costly; in fact, most items will be readily available at home.

Each kit should contain the following:

- One large coffee can with a plastic lid (punch three holes near the top edge so it can be
hung from the mirror and used for cooking).

- Work gloves/ mittens, scarf, and stocking cap all tied to the outside of the can with a
string.

- Bright red or orange cloth for signaling

- Matches and candles (stubs are fine)

- Can opener

- Tissues or paper towels

- Small knife (parent permission)

- Can of solid fuel (sterno)

- Aspirin

- Spoons

- Flashlight and spare batteries

- Food (candy, honey, instant coffee, cocoa, soup, raisins, or any high calorie
snacks, canned food) Remind students that these items will need to be changed yearly.

III. Assessment of Objectives:

1. Students will have written two or three paragraphs, ending the story with the successful
survival of the characters, and they will have been prepared to orally discuss the
conclusion.

2. Students will have made a vehicle survival kit.