NUCLEAR HOLOCAUST

http://wilderdom.com/games/descriptions/NuclearHolocaustW...

NUCLEAR HOLOCAUST: WHO SHOULD SURVIVE?

Scenario: World War 3 has just occurred and you and 9 other people nd yourselves to be the only people left on the earth. You manage to all make it to a bunker, however, you all realise that if 3 of you wish to survive for many years, 7 of you will have to leave soon because there are not enough resources for all of you to survive. If all of you stay, then you will all live only for a maximum of 2 years. In your bunker, you have the following facilities: sewage system water seeds some clothes a few books some medical facilities but no operating material a greenhouse In your group of ten, each of you have a chance to speak. You must present your case. Explain why you think you should live. Argue for your life unless you really want to sacrice for others. Listen to others arguments as well. In the bunker, the following roles will be played out. Each person in the group of ten will play one of the following roles. a. scientist b. priest c. married couple who are drug addicts d. a single pregnant woman with a 5 year old girl e. an army ofcer who has mental instability of some sort but is useful nonetheless f. an elderly woman g. a disabled person h. lawyer i. a man on welfare who was too lazy to find work j. doctor You have ten to fteen minutes a s a group, to: allow each person to speak decide whether some will leave and the others stay decide who will leave and who will stay When that is complete, you are to answer the following question in your journal. Debrief: Explain why you feel the choice was made. What inuenced your decision? Did anyone emerge as a leader? Why? How did this inuence the choices?

REASONS FOR YOUR GROUP'S DECISION

CHARACTER
DOCTOR SCIENTIST PRIEST MARRIED COUPLE ADDICTED TO DRUGS

REASONS TO KEEP ALIVE

REASONS TO SACRIFICE THEM

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NUCLEAR HOLOCAUST

http://wilderdom.com/games/descriptions/NuclearHolocaustW...

SINGLE WOMAN, PREGNANT, WITH A CHILD ARMY GENERAL WITH PSYCHIATRIC PROBLEMS ELDERLY WOMAN DISABLED PERSON LAWYER WELFARE MAN

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Islands Live Teacher's Guide - Island Survival

http://www.sitesalive.com/oil/tg/private/oiltgsurvival.html

Island Survival
Summary In this activity, students will participate in a simulation of life on a deserted island. They will be challenged to use their critical thinking skills and knowledge of oceans and islands to survive and ultimately return to safety. Objectives At the conclusion of the lesson, students will be able to: understand options for meeting basic human needs and develop a plan for meeting such needs work cooperatively with classmates to solve real-world problems relating to survival Time: 35 periods Background This activity consists of a simulation of survival on a deserted island. Students will have some time before their trip to prepare and plan, but will have to rely on their wits and what they have learned previously about oceans and islands to survive various hardships and ultimately to escape from the island. It is important that you teach some basic survival facts, such as the role of water, shelter, warmth, and food in increasing a persons chances for survival. For example, there is no substitute for fresh water; people can survive only days or even less without it. It is also important to note that drinking ocean water will only hasten illness because the salt in ocean water increases dehydration. Shelter and warmth are also key for survival. Prolonged exposure to sun, rain, or cold can lead to a person developing either hypothermia (a condition that stems from the body becoming too cold) or hyperthermia (a condition that stems from the body becoming too hot), both of which can cause severe illness or even death. Note that the risk of hypothermia is present even in tropical climates as it can occur any time a persons body temperature is less than 98.6 degrees (its normal temperature) for an extended period of time. Food is another key element in survival, as it directly relates to a persons state of health and energy. Without health or energy, it is near impossible for a person to survive in an extreme situation and, ultimately, to escape. Teacher's Notes This activity requires some advance preparation. To begin with, you will need to acquire

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Islands Live Teacher's Guide - Island Survival

http://www.sitesalive.com/oil/tg/private/oiltgsurvival.html

a map of a small island, then draw in divisions, making five sectors (north, south, east, west, center). You can use a map of Eleuthera or another actual or imaginary island, absent any towns or other manmade objects. It is also necessary to create a set of "challenge" cards in advance. Some content suggestions are provided, but feel free to add to or subtract from the list. In the actual simulation, have each student group select challenge cards from a box, then replace the cards after reading them, so that there need be only one set of challenge cards for the entire class. In planning for the simulation, you may want to incorporate this lesson into a thematic unit on survival using popular childrens literature, such as Swiss Family Robinson, The Cay, Island of the Blue Dolphins, or Robinson Crusoe (see Activity 10 in this guide). Also consider showing clips from the movie Cast Away, in which the character played by Tom Hanks is marooned on a deserted island and uses a variety of common items in clever ways in order to survive. You may wish to end the game after the first student group has escaped from the island. Alternately, consider setting a specific time limit (e.g., 2 class periods) for the simulation. If you wish to allow all student groups to escape, have those groups that escape early either split up and join the remaining groups or complete a writing assignment related to the activity, such as the one described in the Extend the Experience section.
Elementary: To simplify the game for younger students, or if time is tight: (1) have the entire class work as one group, encouraging all suggestions, voting on a strategy each turn, and keeping score on an overhead transparency; (2) allow students to keep any escape challenge cards that they receive to use them on later turns; (3) add more beneficial challenge cards and remove some of the negative ones; (4) do not require students to choose a site for their shelter and remove any shelter location related cards; and/or (5) combine some resource categories, such as food and water or shelter and warmth. Middle School and High School: Students should be able to complete the activity without major difficulty. If one of the emphases of the class is history, consider having students select items and develop survival strategies that would apply to a specific time period.

Vocabulary Dehydration, hyperthermia, hypothermia Materials Island map divided into 5 sectors, Island Survival Worksheet (provided), "challenge" cards (suggestions provided), box for challenge cards, box for names of items to bring to the island, small slips of paper, journal writing materials, pens or pencils Procedure Part I: Preparation

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Islands Live Teacher's Guide - Island Survival

http://www.sitesalive.com/oil/tg/private/oiltgsurvival.html

1. Begin by asking students to consider what they would need to survive if marooned on a deserted island. They should consider items in each of the basic categories of survival: water, food, shelter, warmth, and good health. Ask students how they might ultimately be able to safely return to civilization. Some possible answers might include waiting to be rescued, making a raft, or signaling a passing plane or ship. 2. Inform students that they will be participating in a simulation of island survival. Have students work in groups to develop a list of five things that they would bring to an uninhabited subtropical island to help them survive for up to one year. All items must fit in a single, zipped-up, medium-sized backpack. Students are not permitted to bring any type of firearm or telecommunications device that would allow them to communicate with the outside world. However, each student will be allowed to bring a journal and a pen or pencil as well as the clothes that they are wearing that day (these are not counted among the five items). 3. Have each student group write each item from their final list on an individual slip of paper, then place the paper slips in the class item box. If possible, add a few extra slips of paper to the box, listing common items whose use on an island may be unclear (e.g., umbrella, hand mirror, soccer ball, rubber bands, paper clips, string, cassette tape, etc.). 4. At the end of class or as homework, assign each student to write a journal entry describing the items that their group selected and explaining why they chose them. Part II: Planning 5. Have each student group select two items from their original list, then pick three items from the item box without looking. These are the items that they will bring with them to the island. 6. Provide each student group with a copy of the island map (see Teachers Notes for map details). With the map and their list of items, have students work with their group to develop an island survival plan. What will they do first? What will they eat and drink? Where will they sleep? How will they protect themselves? How could they eventually escape from the island? Have each student summarize their groups plan in a journal entry. Part III: Island Survival Simulation 7. Begin the simulation. In this final phase of the activity, students will implement their plans. Start by handing out a copy of the Island Survival Worksheet to each student. Then, read the worksheets Survival Scenario aloud, making sure that students understand the

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Islands Live Teacher's Guide - Island Survival

http://www.sitesalive.com/oil/tg/private/oiltgsurvival.html

rules and ultimate goal of the exercise. 8. Next, have students record their initial resource points in the first blank horizontal row of their worksheet Resource Tracking Charts. These points are based on the five items that each group brought to the island with them. All groups begin with at least five health points (five points plus any additional health points for medicine, a first aid kit, etc.). In addition, here are recommended point values for some of the most likely initial items:
Initial Items Each food item Resource Points +1 food

Fishing rod or other device to catch/find food +3 food Packet of crop seeds Each water/drink container Each tool useful in constructing a shelter Each blanket or piece of extra clothing Matches or sleeping bag Tent Bottle of vitamins or medicine First aid kit Binoculars Mirror Survival manual +3 food in Round 3 +1 water +2 shelter +1 warmth +2 warmth +2 warmth, +2 shelter +1 health +3 health +1 escape +1 escape (daytime only) +1 for each resource

Note: Allow students to attempt to justify additional resource points for their initial resources. Be judicious in awarding extra points, but accept reasonable arguments. 9. In the third step of the simulation, have each group choose between two initial exploration strategies: (1) quick search or (2) thorough search. If a group initially chooses to do a quick search, it may do a thorough search on a later turn. However, once it has done a thorough search, a group cannot do a quick search later on. Have each group commit to a strategy before reading them the point results of their chosen strategy (see the provided strategy table for point allocations). 10. Have students record their strategy choice in their journal, then place their resource additions or losses in the upper left corner of the appropriate square in the second row of their Resource Tracking Charts. When done, have students record their cumulative scores for
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Islands Live Teacher's Guide - Island Survival

http://www.sitesalive.com/oil/tg/private/oiltgsurvival.html

each category in the center of the square by adding their exploration results to their initial resources. For example, if their initial resources were +1 water and they chose to do a thorough search, they would now have +6 for water resources. 11. Have each group select one of the five sectors on the island to set up a camp. They should mark this location on their map with an X. They should also specify whether they are camping on the beach or inland. When they eventually build a shelter, they also need to specify its location. Once built, the shelter will remain at this location unless they adopt a strategy to move it elsewhere. 12. From here on, the simulation proceeds for each group in a series of rounds. Each round represents one month of island time. In each round, a group should first choose a challenge card from the challenge box without looking. The card may result in the loss or gain of resources, or in an opportunity to escape. Each student group should then adopt a single strategy, which may also result in the loss or gain of resources or in an actual escape. As the teacher, you will have to decide how many resource points to reward or remove for a particular strategy. Some common strategies and recommended point gains/losses are as follows:
Strategy Explore island quickly Explore island thoroughly Resource Points (gains and losses) +1 water, +1 shelter, +1 food (first turn only) +5 water (spring found), +3 food, +3 shelter, -1 health (can do only once, on first or second turn) +2 shelter (must specify where shelter is located) +3 shelter (must specify where shelter is located) +2 water (if rains in future round) +2 food (one time only for each) +3 water (one time only) +2 food, +1 water, +2 shelter (one time only) -1 shelter, +2 escape (night only), +1 warmth +3 food +2 food no change in points

Build a reed or stick shelter Build a log or stone shelter Build a water barrel Search for wild vegetables or fruit Search for water Search for lumber/coconut trees Maintain a fire at night Make a rod or net to catch fish Make a spear to catch fish Move a shelter to another area of the island

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Islands Live Teacher's Guide - Island Survival

http://www.sitesalive.com/oil/tg/private/oiltgsurvival.html

Build a raft or boat Float on a log Use a mirror to reflect sunlight Make a message on the beach with rocks Signal using a flashlight Send up a flare Use binoculars Maintain a lookout Toss a bottle with a note in it into the ocean

-3 shelter, + 3 escape (water only) +1 escape +1 escape (day only) +1 escape (day only) +1 escape (night only) +2 escape +1 escape +2 escape +2 escape, two rounds later

Have students record each point change in the upper left of the appropriate square on their Resource Tracking Charts before adding up their cumulative points in the center of the square. Also, be sure to have each group subtract one point for food and one point for water in each round. 13. Groups should proceed independently, and use the time in between rounds to discuss potential future strategies and record the results of their previous strategies in their Resource Tracking Charts and journals. This cycle of rounds repeats until the groups escape, lose, or class time runs out. Note: If students participate in more than five rounds, have them continue their Resource Tracking Charts on the back of their worksheets. 14. Have students write a final journal entry summarizing their experiences and what they have learned. Extend the Experience Pose the following question: You are able to bring one small item from the island back home with you as a reminder of your time there. It may be something that you brought in your backpack, something that you made on the island, or an object that you just picked up on the island. Explain which item you will bring home and why.

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Survival Exercise Scenarios - Description of a Group Dynamics...

http://wilderdom.com/games/descriptions/SurvivalScenarios.html

Games Index Team Building

Survival Scenario Exercise

Description of a Group Dynamics Team Building Exercise
Equipment

Wilderdom Store gear, books, kits

Overview - Group Survival Scenario Exercise

A classic group communication and decision making exercise, with many variations. Works for a wide variety of ages and purposes, indoors or outdoors. There are two classic types of "paper & pencil" group survival scenarios (selecting equipment and selecting people). In each case: Provide instructions & hand out materials Set a time limit (~15-30 minutes) Let the group go - answer questions, watch, & observe! Debrief
Scenario Type 1: Choose Survival Equipment

Scenario briefing (1 per group) List of items/people (1 per person) Expert list (number optional) Free downloads listed below
Summary

Your plane crashed...your group needs to choose the 12 most useful items to survive... Choose / rank equipment items in terms of their relative survival value: Participants choose/rank the items individually Discuss choices/rankings in small group and come to a group consensus Score answers against "expert" opinion Possible scenarios: Lost at sea or island survival (shipwreck) Desert (plane crash) Space or Moon
Scenario Type 2: People Survival Scenario (Who will be saved?)

A classic group communication & decision making exercise. People get intensely engaged because the "survival stakes" are high and none of the decisions are easy. Works for a wide variety of ages and purposes, indoors or outdoors.
Group Size

5-10
Time

A nuclear bomb has been dropped...a radiation-free shelter is available, but can only take 6 people; choose who will survive... Choose / rank people in terms of who will get to live or die in situations with limited survival resources: Participants role play characters (a bit like a Murder Mystery) Can lead to high emotions; people get

Total ~45-100 mins 5-10 minutes briefing 15-30 minutes exercise time 5-10 minutes scoring (for select equipment scenarios) 20-30 minutes debrief & discussion

Survival Scenarios (free)

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Survival Exercise Scenarios - Description of a Group Dynamics...

http://wilderdom.com/games/descriptions/SurvivalScenarios.html

intensely engaged, particularly when choosing who will survive, and none of the decisions are easy. No right answers - any so-called "correct" answers are based on debatable values (e.g., ageism, sexism, racism) Highlights individual's dispositions, group processes and decision making Possible scenarios: Nuclear war shelter Oxygen dwindling (space, moon, mars) Lifeboat / Sinking ship (sea)
Variations

Choose Equipment Scenarios Plane Crash & Winter Survival Simulation Game (classic rank 15 survival items exercise) Lost at Sea [.pdf] (classic 2 page summary guide - p.1 is the activity list of items; p.2 has the answers) Lost at Sea [.pdf] (more detailed Lost at Sea description plus with generic theory and debriefing material) Lost at Sea [.pdf] (a third version, with medium-level detail) Survival on the Moon (classic survival in space exercise) Survival on the Moon Space Survival Challenge Choose People Scenarios Plane Crash Survival Scenario Nuclear Holocaust: Who Should Survive? Complex Scenarios Wilderness Survival (involves 12 multiple choice questions about what to do in survival situations; work individually and then in groups, receiving points for good decisions)

Appoint a time keeper in each group and encourage them to be the person who monitors the progress of the group towards achieving consensus within the time frame. To emphasise individual versus group decision making, split the session into three parts: Individuals make their own selections first, on paper (5-10 minutes) Groups (or sub-groups) then discuss and create a group decision Compare individual and group performances, e.g.,: For equipment scenarios, group decisions are usually more accurate than individual answers, helping to illustrate the importance of collaborative group decisionmaking. For people scenarios, score individuals according to how close the group's decision was to their own selections of who is to live and die (an indicator of each person's influence over the group).
Possible Debrief Questions

How were decisions made? Who influenced the decisions and how? How could better decisions have been made? How was conflict managed? How did people feel about the decisions? How satisfied was each person with the

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Survival Exercise Scenarios - Description of a Group Dynamics...

http://wilderdom.com/games/descriptions/SurvivalScenarios.html

decision (ask each participant to rate his / her satisfaction out of 10, then obtain a group average and compare / discuss with other groups' satisfaction levels) What have you learnt about the functioning of this group? How would you do the activity differently if you were asked to do it again? What situations at work/home/school do you think are like this exercise?

Caveman meets Modern Camper by Frik, 2003

Island Survival (indepth, elaborate scenario and scoring for longer scenario exercise; well explained for school settings) Westward Ho! Westward Ho! (classic description with scoring rubric) Westward Ho! (classroom exercise) Westward Ho! (basic computer adventure) Westward Ho! (lesson plan) Oregon Trail (computer software download)
Survival Scenarios (kits)

Lost at Sea Human Synergistics Ideas and Training

Related Links

The real thing: What will the end of society be like? The real survivors: Survival training for selection of NASA astronauts Psychology of extreme expeditions

Last updated: 11 Feb 2009

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Westward Ho!

http://score.rims.k12.ca.us/score_lessons/westward_ho/

Teachers Notes

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Westward Ho!

http://score.rims.k12.ca.us/score_lessons/westward_ho/

Westward Ho!
You have just signed on with a wagon train, for the arduous trip to California to start a new life in what you have heard is a wonderful land. You are gathering provisions for the long journey that lies ahead, and essentials you will need in California. You will need to be prepared for everything that could happen along the way, as the wilderness along the trail is dangerous. You will need many supplies, but they are expensive, and must t into your wagon. You will also need to pick the best route by which to travel, and a date for departure that ensures you will arrive at your nal destination before the winter arrives. You will need to choose wisely, to ensure your survival. Settlers emigrating west along the California/ Oregon Trail experienced incredible hardships, and survived many perils with the help of careful planning, cooperation, and a great deal of luck.

Task:
Teamwork along the California/Oregon trail was very important. To ensure their survival settlers had to work together. You will also be working with other pioneers in your own wagon train (groups of 4-6). Using the Internet, your wagon train will research the items on this list. Your destination Departure date The route you will follow to your destination A set of "rules for the road" A list of provisions that you can pay for with the money you have

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Westward Ho!

http://score.rims.k12.ca.us/score_lessons/westward_ho/

Process:
1. Choose one of the emigrant parties: The Stevens/Townsend Party The Lansford Hasting The Bidwell/Bartleson Party The Donner Party The Edwin Bryant Party 2. Decide which members of your wagon train will assume the following roles Trail Boss - The taskmaster who keeps the group aware of when the project needs to be completed. The trail boss decides when the train will depart, and arrive at its destination, Scribe - Records all of the wagon train's decisions. Banker- Purchases all supplies that the wagon will carry, and makes sure that he/she has enough money to pay for all the necessary supplies Cartographer- creates a map of the route the wagon train will take, labels & marks mountains, rivers, and points of interest. Reporter - Lead's the presentation to the class.

3. As a group, draw up a list of the provisions the group will need to take for their trip westward. Those items that are essential are to be highlighted. Weights of various staple foods will need to be researched (our, sugar, coffee, corn meal etc.) In planning which supplies to take with you, remember that you may only take what you can carry in your wagon. Make sure that you have enough room in your wagon to carry your supplies. The wagon dimensions are 4 feet
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Westward Ho!

http://score.rims.k12.ca.us/score_lessons/westward_ho/

x 10 feet, and at least 1000 lbs. of food is needed for a four person family. Be careful not to over pack your wagon, as an overburdened wagon cannot keep up with the rest of the train. You also need decide which animals you want to pull your wagon, and plan to bring supplies for them as well. You may choose from the following animals. Mules, sure footed most expensive Horses, pull wagon faster Oxen, slowest, strongest and can handel most endurance, but can handel less load (Oxen drink 20 - 30 gallons of water a day. Each wagon is pulled by eight oxen) 4. Each group will submit a: Departure and expected arrival date, and location. List of rules and regulations the party will follow on the trail, signed by all party members List of provisions to be loaded in the wagon Map showing route the party will be taking

Internet Resources:
Supplies and Provisions: Prairie Schooners: http://www.endoftheoregontrail.org/wagons.html Fantastic Facts About the Oregon Trail

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Westward Ho!

http://score.rims.k12.ca.us/score_lessons/westward_ho/

http://www.isu.edu/~trinmich/Facts.html "Jumping Off": Preparing for the Adventure of a Lifetime http://www.isu.edu/~trinmich/Jumpingoff.html Pioneers: What Did They Take With Them? http://tqjunior.thinkquest.org/6400/supplies.htm Mapping Your Route Emigrant Road http://www.emigrantroad.com/contents.html Links to Trails West http://www.over-land.com/trwest.html Links to the Oregon Trail http://www.over-land.com/trore.html

Tying it All Together In your presentation, describe your chosen route to the class. Explain why yours was the best route to take. Use a poster for projecion of your map while describing your route. Also explain the rules that your wagon train agreed to travel and live by and why you chose them. Tell the class which supplies your wagon train chose to bring.

Evaluation
You will be evulated based on
1. 2. 3. 4. 5.

Qualty of map Plausabitly of route Clarity of effectiveness of rules Choice of supplies Delivery of report

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Westward Ho!

http://score.rims.k12.ca.us/score_lessons/westward_ho/

Here is the Scoring Rubric

Conclusion
Many people died along the jouney West or had to abandon the endeaver. After this experience, what do you think was the major cause for failure of whole wagon trains and of individuals riding the trail?

Reection
Your group planning and implimentation of this activity is similar in some ways to the processes followed by the pioneers.
1. What did you learn from this process about the things you are best at

contributing to a group presentation?

2. What websites were most useful and why? 3. What information did you need that you could not nd? What did you

do?

Extension Activity
Go to the computer lab and play Oregon Trail. This is a computerized game with many components of this lesson. The game forces you to make additional decisions, such as food rations, pace of travel, ways to cross rivers, family members, and ways to manage various illnesses that commonly aficted persons traveling along the trail.

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Wilderness Survival
Directions: Following are twelve questions concerning personal survival in a wilderness situation. Try to imagine yourself in the situation depicted. Assume you are alone and have a minimum of equipment, except where the question tells you differently. The season is fall. The days are warm and dry, but the nights are cold. Working alone, select what you believe is the best of the three choices given under each item. After you have completed this task individually, you will again consider each question as a member of your team. Your team will have the task of deciding by consensus, the best answer for each question. Do not change your individual answers, even if you change your mind during the team discussion. Question 1. You have strayed from your party in trackless timber. You have no special signaling equipment. The best way to attempt to contact your friends is to: a. call for help loudly, but in a low register. b. yell or scream as loudly as you can. c. whistle loudly and shrilly. 2. You are in snake country. Your best bet to avoid snakes is to: a. make a lot of noises. b. walk softly and quietly. c. travel at night. 3. You are hungry and lost in wild country. The best rule for determining which plants are safe to eat (those you do not recognize) is to: a. try anything you see the birds eat. b. eat anything except plants with bright red berries. c. put a bit of the plant on your lower lip for five minutes; if it seems all right, try a little. Your Answer Team Answer

Wilderness Survival: A Consensus - Seeking Task, the 1976 Annual Handbook for Group Facilitators, University Associates, 1976.

Question 4. The day becomes dry and hot. You have a full canteen of water (about one liter) with you. You should: a. ration it -- about a cupful a day. b. not drink until you stop for the night, then drink what you need. c. drink as much as you think you need when you need it. 5. Your water is gone; you become very thirsty. You finally come to a dried-up watercourse. Your best chance of finding water is to: a. dig anywhere in the stream bed. b. dig up plant and tree roots near the bank. c. dig in the stream bed at the outside of a bend. 6. You decide to walk out of the wild country by following a series of ravines where a water supply is available. Night is coming on. The best place to make camp is: a. next to the water supply in the ravine. b. high on a ridge. c. midway up the slope. 7. Your flashlight glows dimly as you are about to make your way back to your campsite after a brief foraging trip. Darkness comes quickly in the woods, and the surroundings seem unfamiliar. You should: a. head back at once, keeping the light on, hoping the light will glow enough for you to make out landmarks. b. put the batteries under your armpits to warm them and then replace them in the flashlight. c. shine your light for a few seconds, try to get the scene in mind, move out of the darkness and repeat the process. 8. An early snow confines you to your small tent. You doze with your small stove going. There is a danger if the flame is: a. yellow. b. blue.

Your Answer

Team Answer

Wilderness Survival: A Consensus - Seeking Task, the 1976 Annual Handbook for Group Facilitators, University Associates, 1976.

Question c. red. 9. You must ford a river that has a strong current, large rocks and some white water. After carefully selecting your crossing spot, you should: a. leave your boots and pack on. b. take your boots and pack off. c. take your pack off, but leave your boots on. 10. In waist deep water with a strong current, when crossing the stream, you should face: a. upstream. b. across the stream. c. downstream. 11. You find yourself rimrocked; your only route is up. There is mossy, slippery rock. You should try it: a. barefoot. b. with boots on. c. in stocking feet. 12. Unarmed and unsuspecting, you surprise a large bear prowling around your campsite. As the bear rears up about ten meters from you, you should: a. run. b. climb the nearest tree. c. freeze, but be ready to back away slowly.

Your Answer

Team Answer

Wilderness Survival: A Consensus - Seeking Task, the 1976 Annual Handbook for Group Facilitators, University Associates, 1976.

WILDERNESS SURVIVAL ANSWER AND RATIONALE SHEET

Here are the recommended courses of action for each of the situations on the Wilderness Survival Work Sheet. These answers come from the comprehensive course on woodland survival taught on the Interpretive Service, Monroe County (New York ) Parks Department. These responses are considered to be the best rules of thumb for most situations; specific situations, however, might require other courses of action. 1. (a.) Call help loudly but in a low register. Low tones carry farther, especially in dense woodland. There is a much better chance of being heard if you call loudly but in a low key. Help is a good word to use, because it alerts your companions to your plight. Yelling or screaming would not only be less effective, but might be passed off as a bird call by your friends far away. 2. (a.) Make a lot of noise with your feet. Snakes do not like people and will usually do everything they can to get out of your way. Unless you surprise or corner a snake, there is a good chance that you will not even see one, let alone come into contact with it. Some snakes do feed at night, and walking softly may bring you right on top of a snake. 3. (c.) Put a bit of the plant on your lower lip for five minutes; if it seems all right, try a little. The best approach, of course, is to eat only those plants that you recognize as safe. But when you are in doubt and very hungry, you may use the lip test. If the plant is poisonous, you will get a very unpleasant sensation on your lip. Red berries alone do not tell you much about the plants edibility (unless, of course, you recognize the plant by the berries), and birds just do not have the same digestive systems we do. 4. (c.) Drink as much as you think you need when you need it. The danger here is dehydration, and once the process starts, your liter of water will not do much to reverse it. Saving or rationing will not help, especially if you are lying unconscious somewhere from sunstroke or dehydration. So use the water as you need it, and be aware of your need to find a water source as soon as possible. 5. (c.) Dig in the stream bed at the outside of a bend. This is the part of the river or stream that flows the fastest, is less silted, deepest, and the last part to go dry. 6. (c.) Midway up the slope. A sudden rain storm might turn the ravine into a raging torrent. This has happened to many campers and hikers before they had a chance to escape. The ridge line, on the other hand, increases your exposure to rain, wind, and lighting, should a storm break. The best location is on the slope. 7. (b.) Put the batteries under your armpits to warm them, and the replace them in the flashlight. Flashlight batteries lose much of their power, and weak batteries run down faster, in the cold. Warming the batteries, especially if they are already weak, will restore them for a while. You would normally avoid night travel, of course, unless you were in open country where you could use the stars for navigation. There are just too many obstacles (logs, branches, uneven ground, and so on) that might injure you-and a broken leg, injured eye, or twisted ankle would not help your plight right now. Once the sun sets, darkness falls quickly in wooded areas; it would usually be best to stay at your campsite. 8. (a.) Yellow. A yellow flame indicates incomplete combustion and a strong possibility of carbon monoxide build-up. Each year many campers are killed by carbon monoxide poisoning as they sleep or doze in tents, cabins, or other

Wilderness Survival: A Consensus - Seeking Task, the 1976 Annual Handbook for Group Facilitators, University Associates, 1976.

enclosed spaces. 9. (a.) Leave your books and pack on. Errors in fording rivers are a major cause of fatal accidents. Sharp rocks or uneven footing demand that you keep your boots on. If your pack is fairly well balanced, wearing it will provide you the most stability in the swift current. A waterproof, zippered backpack will usually float, even when loaded with normal camping gear; if you step off into a hole or deep spot, the pack could become a lifesaver. 10. (b.) Across the stream. Errors in facing the wrong way in fording a stream are the cause of many drownings. Facing upstream is the worst alternative; the current could push you back and your pack would provide the unbalance to pull you over. You have the best stability facing across the stream, keeping your eye on the exit point on the opposite bank. 11. (c.) In stocking feet. Here you can pick your route to some degree, and you can feel where you are stepping. Normal hiking boots become slippery, and going barefooted offers your feet no protection at all. 12. (c.) Freeze, but be ready to back away slowly. Sudden movement will probably startle the bear a lot more than your presence. If the bear is seeking some of your food, do no argue with him; let him forage and be on his way. Otherwise, back very slowly toward some refuge (trees, rock outcrop, etc.)

Wilderness Survival: A Consensus - Seeking Task, the 1976 Annual Handbook for Group Facilitators, University Associates, 1976.