3-7 grade camp
Goals in Curriculum: The main goal with younger kids is to give them a positive and fun experience in the woods so they will build that association with the wilderness. Activities will be centered around excitement and fun. As the kids get worn out through the day quieting relaxing and meditative activities replace the focus.
Day 1- Fire
Morning- meet with kids. Go over safety and rules including rules for conduct. Matt will lay down his law and consequences of actions, etc. Finish with talking about the woods, survival, etc.
Go for a short hike, entering at Matt's camp area. Along the way, talk about anything that grabs their attention, ie. plants, tracks, etc.
Midday- Fire will be the focus. First fire materials will be gathered for a group bow drill then build it and proceed to make fire.
Eat lunch around the fire and perhaps play some stalking games.
Evening- The rest of the day will be spent wandering and exploring wherever we take ourselves. Many skills may be covered at this time. A sacred area sit will finish the day.
Night (optional) hang out at fire, play games, sing songs, etc.
Day Two- Shelter
Morning, Midday and Evening
The whole day will revolve around shelter building, logistics, etc. Many breaks will be taken to keep kids attention focused and not allow them to burn out. If shelter is finished early, another wander will be taken with a focus on animals, shelters, etc.
Sacred Area Sit-
Evening (optional) More hanging out by the fire, playing more games, etc.
Day Three- Water
Morning-spend time down at water, exploring and talking about pollution, talk about means of finding clean water and purifying water.
Midday- Lunch break , play more awareness or blindfold games. Start work on coal burning a large bowl and making cordage.
Evening- gather water, purify it, and make a tea with rock boiling, end with a sense (Tea ceremony, meditation, sacred area) Evening (optional) night wander
Day Four- Mud Day
Bring bathing suits and old towels.
Morning- tracking and trailing animals. Hunting ethics. Throwing sticks. More in-depth stalking techniques.
Midday- Lunch break, then get muddy, talking about camouflage. Play stalking games.
Evening- Blindfold stalking games, string walk, sacred area.
Evening campfire, night stalking game.
Day Five- Plants and closing
Morning- Teach about big 4 edible plants. (Oak, pine grass, cattail) prepare wild edible lunch. Talk about plant safety.
Midday- Lunch wild edibles. 5 min fire
Evening- Closing ceremony sacred area.
Rainy Days- If rain is light, things will continue as planned. If rain is hard, a tarp can be set up to allow for works on crafts, etc. Schedule may be changed around i.e.. a rainy day is a perfect day for shelters.
At the end of the program...
Students will be fully capable of assuring their own survival in most wilderness environments with minimal gear. This includes the ability to create a bow drill fire by friction in (in favorable weather conditions), finding and building shelter, finding and purifying water for drinking and obtaining food.
Students will be able to provide for their own comfort and avoid injury in the wilderness. Students will be able to find a specfic location in the woods no matter where they are, and will be able to define the term "lost". They will become aware of the dangers of exploding rocks, ticks, Poison ivy, thorns, infection, sharp objects, hypothermia and panic, and be able to identify countermeasures.
Students will look deeply both within and without themselves; By the end of the week, they will have increased their level of empathy and ability to do what is necessary for the well- being of all life they effect. They will demonstrate this by being able to track animals, identify plants, and quiet the mind with meditation. They will be able to understand the voices of nature, identify the difference between the background sounds of nature when in danger, and when a peace.
Above all, students will be given a new awareness of choice and a new way to view and interact with the world. They will be able to declare responsibility for their situation vis-a-vis the qorld, and to take responsibility to create an environment in which they can thrive.