Resident Counselor Handbook Balarat Office Phone Number: 720-424-2940
Name _______________________________________________________ School ______________________________________________________ Balarat Dates: ____________________________________________________________ ____________________________________________________________ ____________________________________________________________
BALARAT OUTDOOR EDUCATION CENTER, DPS COUNSELOR EVALUATION FORM Student:
High School:
Date:
Balarat Teacher:
Elem. Teacher:
Elem. School:
Please check the appropriate box. Unsatisfactory
Positive Role Model •Uses appropriate language & conversation topics for kids •Follows counselor rules (listed in handbook) •Upholds 5th grade Balarat rules (lodge, trails, mealtimes) •Stays quiet when teacher is instructing
Comments:
Enthusiastic, Positive Attitude •Acts as team player with staff and counselors •Gives best effort throughout program
Comments:
Assertive •Assists Balarat teacher •Asks for needed help in teaching •Gets kids organized in lodges and on trail •Stays in touch with Balarat teacher •Is timely
Comments:
Knowledge of Material •Bus Program •Ecology Hike •Teaching Modules •Has/uses handbook
Comments:
Good Group Management •Is friendly, fair, and firm •Supervises kids when requested
Comments:
Progressing
Proficient
Mastery
To be a great counselor …
Be Prepared
Dress appropriately. Have what you need to keep you warm and dry. Shorts are not permitted for fifth graders or high school counselors. Also, please do not go barefoot anywhere at Balarat. Bring sandals or house shoes, if you like, to wear in the lodges. Know your material. Review your counselor handbook before you come to Balarat, and keep it with you while you are teaching. Balarat staff will be available to answer questions, but you will often be on your own while you are teaching. Be prepared. Be ready to go (day pack packed, shoes on, materials gathered, etc.) before the fifth graders. Students are much more cooperative when you can give them your full attention and keep them busy.
Be a Positive Role Model
Set a good example. Your actions, attitudes, and opinions will be mirrored by the students. As you have accepted the responsibility of being a counselor, you need to be conscious of your actions and how they will be perceived by the fifth graders. Follow the same rules that the fifth graders do. If they aren’t allowed to chew gum, then neither are you! Same thing goes for candy, IPODS, Cell Phones, Electronics, Game Boys, etc. Keep your romances a secret. Fifth graders should never know there is a couple at Balarat. Keep details about your personal life to yourself, even if the kids are curious. Help the fifth graders feel safe. The students trust you to take care of them and set limits. Never touch a child some place that is normally covered by a bathing suit. Don’t embarrass the kids. Don’t use derogatory language (such as “shut up”), tickle, play fight or wrestle with the fifth graders. Same rules as school—no weapons, no smoking, no drugs, and no alcohol.
Be Responsible
Put the needs of the fifth graders first. Remember this class is a community service class. Although you are receiving credit and valuable experience, this is first and foremost a program for the fifth graders. Keep it safe. Never leave students alone. Don’t let them climb on rocks, run, throw objects, beat on each other or anything else that is unsafe for fifth graders. Supervise the students. Be present and on time to each meal. Make sure there is a counselor or teacher at each table. Stay with your assigned group the entire instruction period. Ask the Balarat teacher for permission to be away from the group or lodge area. Help the students get the rest they need. Assist with getting the fifth graders to bed and remain with them until they are asleep. You can then sit in Elk Lodge for a short break. Please take advantage of the restrooms in Elk Lodge to get ready for bed, and then return to your lodge by 10:45p.m., in bed by 11:00p.m. Days with fifth graders are long and intense – you need your rest as well. Go beyond the call of duty. When you see a need, fill it! Jump up to help stack chairs, ask students to line up and to listen. You don’t need to wait until the staff asks for your help.
Be a Caretaker
Take care of the Balarat site. Site preservation is an important part of the Balarat educational program. Stay on trails for the site orientation and all other times unless the activity prescribes. If, for some reason (educational, etc.), you should need to leave the trail, have your group be extra careful of the environment. Do not gather materials except as okayed by Balarat staff. Take care of your module materials. Instruct students how to use thermometers, turtles, etc. so that they don’t harm them. Clean up your instructional area after teaching, and put all the materials back in the bin or cabinet, or hung up, where you found them. Clean up after yourself. Although high school counselors are allowed to bring hot water heated supplementary food, you should not use this as a license to make a mess. The kitchen should not be used as a cooking or meeting place for counselors. You are responsible for cleaning up any spills. The microwave is not available to counselors. Keep the lines free. With the permission of the Balarat staff, counselors may use the telephone in the kitchen to touch base with their parents. Keep calls short (under two minutes) so they do not interfere with the possibility of emergency calls. Beverages. If you want hot coffee, tea, or cocoa, Balarat will provide hot water, but you must provide your own mug and instant coffee, tea, or cocoa.
PUTTING IT ALL TOGETHER TIPS FOR TEACHING AND GROUP MANAGEMENT GET THEIR ATTENTION: Try these techniques: —Silent Coyote —Clap and have students repeat your clap —Simon Says —“If you can hear me, touch your chin …” —Do not tell the students to “shut up.” Only give instructions when students are listening and quiet. Full eye contact is essential for fifth graders to pay attention to what you are saying. Make sure everyone can see and hear you. Wait until the back of the line catches up before teaching on the trail. SET IT UP Preface directions with “Not now, but in a minute, we will …” Be specific about what you want the students to do. Give step-by-step directions. Ask them to repeat the directions back to you to make sure they understand them. Anticipate certain behaviors and give better choices, e.g. “Walk slowly down the trail towards to the water pump,” “Don’t dip your fingers in the wax,” “When you go inside please stay away from the stove,” etc. Help the students take turns: line up, number off, by birthdays, reverse alphabetically, etc. Be prepared. Be ready to go and have a plan in your head. BE CONSISTENT Don’t promise anything that you can’t deliver (i.e. “you’re going home if you …”). Enforce the rules that you set up. Treat each student equally. KEEP CONTROL Remember “ducks and ducklings”—insist that the kids stay with you. If the kids run ahead, stop them and make them line up behind you again. Slow things down before the fifth graders get out of control. If it’s unsafe (i.e. kids not spotting, playing with fire, assaulting each other with tipi poles, etc.) stop the activity until the kids can regain self-control. Fill all the time allotted for your module. Know the material and time-filler games so that you do not run out of activities. ASK FOR HELP Know when you’re getting frustrated. Don’t yell or do something you might regret later. Ask the Balarat or classroom teacher for help with misbehaving students. Report misbehavior to the classroom teacher during module transitions. It’s hard to remember all the details the first time you teach module. Please ask the Balarat staff questions before you start a module—we’re here to help! EARN RESPECT Treat the fifth graders with respect and it will be returned to you. Little things like “please” and “thank you” go a long way. Give lots of praise. Be professional and even-tempered. Dressing warmly, being well-rested, and staying hydrated and nourished will help you stay calm and tolerant of fifth graders and their fifth grader behaviors. Beware of “regressive pull.” Being around younger kids can cause you to start acting like them. Remember the power difference between you and them. They are looking to you to set limits, keep them safe, and to help them with self-control.
Take these things on the bus with you: Completed Teacher/Parent Permission form. Day pack (two straps, no wheels). Lunch and snack for the first day. o Sandwich and fruit packs best. o No pop or cans. All trash has to go back in your day pack until we reach the lodges. o No nuts or seeds in shells. A leak-proof water bottle. Do not freeze it! Warm jacket or coat. Raincoat, waterproof jacket, or plastic leaf/lawn bag. Sweater or sweatshirt. Wear a long sleeve shirt and pants (nylon “swishy” pants work best in rain and snow). Warm hat and gloves or mittens. Comfortable shoes for hiking (waterproof boots most months). Extra dry socks. Small note pad. Pencils (sharpened) or pens. Sunscreen, sunglasses, and lip balm.
What to bring to Balarat
Pack in duffel bag: Change of shirt and pants. Extra pair of sneakers or boots. Pajamas. Socks (at least two pair, heavy acrylic, nylon, or wool for cold weather). Underwear (one change, long johns if cold weather). Toilet articles: o Toothbrush and toothpaste o Soap o Comb or brush o Washcloth and small hand towel (showers are not available at Balarat) o Small package of tissue Sleeping bag or blankets and sheets. Optional items: Sandals or slippers/house shoes (to wear in the lodge). Binoculars. Field guides on plants, animals, etc. Camera and film.
DO NOT BRING: Matches Pop
Knives Money
Flashlight Cell phones
Electronics Cigarettes
Gum or Candy
BUS PROGRAM Before you arrive at the school: It is important to have your whole team participate in the bus program. Break the bus program into several different sections. Each member needs to be responsible for a section of the program. Go over your section and make sure you know what information you are covering. Upon arrival at the school: Go inside, check in with the office to let them know you are in the building, and find out where your class is. Find your class and introduce yourself to the teacher. When appropriate, introduce yourself to the class and begin helping them load their duffle bags. Please remind the teacher and students to keep daypacks with lunch, water bottle, hat, coat gloves, etc. separate from duffle bags. In cooperation with the teacher, have students take a bathroom break and escort them to the bus. Assist the bus driver in loading bags and keep students on the sidewalk. On the bus: Seat children two per seat from front to rear, leaving the first row of seats open for counselors. Once the students are seated you can help them stow their daypacks and coats in the overhead racks. Make sure all the students have their seat belts snugly fastened (ask them to match colors of belts). Once everyone is settled, let the driver know you are ready to go. Starting the bus program: Begin by re-introducing yourselves, your teammates, and your driver. While delivering the bus program, go up and down the aisle, giving everyone a chance to interact. Overview of the bus program:
We will be talking with you on the trip to Balarat—playing games, asking you some questions and looking for special sights along the way.
Discuss environment:
What is "environment"? Name some things you can find in our environment right now. Will our environment be the same at Balarat? Will our environment stay the same from here to Balarat? What changes do you expect to see in the environment as we travel?
Introduce the Scavenger Hunt:
change colors.
We are going to play a game on our bus ride. It’s a Scavenger Hunt that will help us look more closely at the environment. Your job is to try to find everything on the list by the time we arrive at Balarat. Each time you see something on the list raise your hand, tell us, and we will cross it off the list. We have three colored pens for marking items. We’ll use red for urban items, purple for rural, and green for mountain. You tell us when you think we should
Read each item on the list aloud. Play Scavenger Hunt: Start playing as soon as possible, so that kids can begin to look for the items that will be seen in Denver. For each item that kids find, ask a simple question to get them thinking about these parts of our environment (Sample questions on next page). Play a Name Game: Start near the Broomfield exit of US-36. Use this slow section in the Hunt to get to know kids' names. To play: Pass an object (e.g. a hat) around the bus from front to rear and let kids tell their names. When they've finished, counselors take turns guessing kids' names. Hunt clues will be noticeable again close to Boulder. You may continue with the Name Game, but remind kids to keep looking for items on the Hunt card. Continue with Scavenger Hunt: When you reach the prairie dog town, tell the students about the different rooms in the prairie dog “house” and other animals that depend on prairie dogs for survival (i.e. dung beetle, eagles, ferrets, etc.). See the prairie dog page in this handbook. After leaving the prairie dog town, introduce the concept of interrelationships. See the interrelationships page for more information. Past Jamestown, ask questions about the Hunt:
Where did we see the things marked off in red? (city) Where did we see the things marked in purple? (rural/country areas) And the ones marked in green? (mountains)
?
SAMPLE SCAVENGER HUNT QUESTIONS
Platte River Stadium Skyscrapers School Air pollution Six Flag Elitch’s Billboards Short McDona1d's Sign
Why was Denver built near the river? Why is it called Sports Authority at Mile High? Why do we need these tall buildings in a city? How can you tell it is a school? What causes air pollution? Is it everywhere? What other river flows into the Platte River close to here? (Cherry Creek) What happened exactly her in exactly here in 1859? (Denver was founded) Where do we usually see billboards?
Why is this sign short in Boulder, but they're tall in Denver?
University of Colorado
What is the school mascot? (Buffalo) Why? (They used to live here.)
Pink Castle
What is this building? (NCAR -National Center for Atmospheric Research)
Barn Wild animals Farm Animals Prairie Dog Predator Animal Habitat Field Flat Red Rock Devil's Thumb Steep Canyon Curvy Road Left Hand Creek Left Hand Creek Montane (Coniferous) Forest Mine Opening Old Firehouse
Where do you find barns? What are they for? Do we have wild animals in Denver? Do we have farm animals in Denver? Use board to teach about their homes. Which predators live on the prairie? Which animal could live here? Why don't you see these in Denver? What are these called? (Flatirons) Why is it called "Devil's Thumb"? What formed this canyon? Why are the roads curvy here? Where is this water coming from? (Snow melt, springs) Were trees in Denver like this? What were the miners looking for? What lives in the old mine now? (bats) Why is it important for a small town like Jamestown to have this? Why is it a "volunteer" fire department?
BUS PROGRAM INFORMATION A very abridged history of Jamestown and Balarat Beginning in the 1500’s, Ute and Arapahoe tribes occupied the area around Boulder, crossing what is now the Balarat Outdoor Education Center. In the 1830’s and 1840’s, trappers and mountain men traversed the banks of James and Left Hand Creeks. Gold was discovered in 1864 at the Buckhorn mine on James Creek. In 1866, 600 people lived in and around Jimtown. The U.S. Postal Service changed the name of the town from “Jimtown” to “Jamestown” when the first post office was established in 1867. In 1876, tellurium gold ore was discovered in the area, the Smuggler Mine was started, and the town of Balarat was established. If you were to continue on the road to the left past the current front gate , you would eventually arrive at the Balarat site. Nothing is there now, but in 1876, Balarat had 30 houses, a post office, and the Chipmonk Store. Balarat is an Australian aboriginal word, literally meaning “elbows at rest” or, less literally, “a good place to camp.” Ballarat is a major gold mining town in Victoria, Australia. Reportedly, one of the miners at the Smuggler Mine had previously worked in the Australian minefields and gave the new town its name. In 1883, Jamestown had 3,000 residents. In 1960, after World War II, a major flood, and the closing of most of the mines, only 107 people remained. In 1968, Roger Calvert donated land to the Denver Public Schools for an environmental education center. In 1975, the first fifth-grade residential program at Balarat took place. Students from Whiteman Elementary stayed in Elk Lodge. Balarat today is 720 acres, with a maximum elevation of 8100 feet atop Buck Point.
Source: Jim Wright, Four Decades at Balarat: A History of the Denver Public Schools Balarat Outdoor Education Center: 1962-2002.
Ecology is the scientific study of the relationships of organisms to their environment and to one another. Interrelationships between organisms take on four main forms: Commensalism: In this association one member, usually the smaller, derives benefit from the association, whereas for the other member, the association is neither beneficial nor harmful. The relationship can be that of sharing space, substrate, defense, shelter, transport or food. Most often these associations are facultative, that is the commensal will not die if it does not enter into the association. Mutualism: As the name would suggest this is an association in which both organisms derive mutual benefit. Parasitism: One member lives in or on another living organism, obtaining from it part or all of its organic nutriment, usually to the detriment of its host. Predator/Prey: The predator depends on the prey for its food, while at the same time, the prey depends on the predator for keeping the prey’s population healthy and within reasonable numbers.
INTERRELATIONSHIPS
Here are some examples for you to teach the fifth-graders about during the bus program and ecology hike: Prairie dogs/dung beetle (mutualism): The dung beetle obtains food and nesting material for its larvae from the prairie dogs’ bathroom, while providing a clean-up service for the prairie dog. Prairie dogs/eagles (predator/prey): Prairie dogs have many predators including: hawks, owls, eagles, ravens, coyotes, badgers, ferrets and snakes. Old Man’s Beard/Douglas Fir (commensalism): This lichen prefers this tree for its substrate (place to attach) because of the bark’s pH level. It takes no nutrients from the tree and does not harm it in any way. Ponderosa Pine/Mistletoe (parasitism): The mistletoe obtains its food from the sap of the Ponderosa Pine, weakening the tree in the process. Ponderosa Pine/Mountain Pine Beetle (parasitism): Ever wonder what those squiggly lines are in the sticks lying around Balarat? They are Mountain Pine Beetle tunnels! The beetles crawl into the bark of the pines and dry out (and often kill) the trees to make a perfect nursery for the next generation of beetles. Mountain Pine Beetles also carry “blue-stain fungus” on their foreheads which then infects the tree. Ponderosa Pine/Blue-Stain Fungus is another example of parasitism. Bears/Kinnikinnik (mutualism): Bears love bearberry! Bears get a yummy meal and then later on leave the Kinnikinnik seeds elsewhere with a big pile of fertilizer to start a new plant. Lichen — Algae/Fungus (controlled parasitism): The algae uses chlorophyll to photosynthesize food for itself and for the fungus. The fungus protects the algae from too much sun and not enough moisture while sucking sugars through the algal cell walls. Rodents/Snakes (predatory/prey): Most of the ground holes seen at Balarat were dug by rodents, not snakes (snakes don’t dig very well!). A snake can slither down a hole for a nice meal, and then take over the chipmunk’s hole as its own home. Woodpeckers/Bluebirds (commensalism): In the spring, bluebirds return to Balarat from their winter homes in Mexico. They often move into snags (dead trees) in a nice hole left by woodpeckers from previous years. Bluebirds depend on these abandoned nests for their homes. Due to loss of habitat, may places, Balarat included, have put up bluebird boxes to provide additional homes for these beautiful birds.
TALKING POINTS TREES Ponderosa Pine packets of 2 or 3 pointed needles that porcupines eat grow on sunny dry (south facing) slopes base of needles taste like oranges bark smells like vanilla in spring, summer, and fall bark looks like puzzle pieces Douglas Fir flexible branches with flat needles feel “furry” often used for Christmas trees mostly grows on cooler, shady (north facing) slopes Rocky Mountain Juniper small, snakeskin-like needles strips of bark pulled off and used by Native Americans to make baskets or rope only type with separate male and female trees (females have blue berry-like cones) Aspen is deciduous tree (loses its leaves in winter) leaves turn beautiful gold or yellow in fall grows in groups or groves because smaller trees grow up from roots of larger tree in area branch scars look like eyes – “spirits of the forest watching over you and keeping you safe while in the woods” white powder on bark can be used as sunscreen Wax Currant berries are great animal food and used to make currant jelly CONES “mousetail” cones on Douglas Fir (tell story) female cones larger, stronger and sturdier (to protect seeds) than “wimpy” male cones PLANTS Kinnikinnik grows close to the ground, has shiny leaf that stays green year round produces a red berry that bears love to eat (sometimes call “Bearberry”)
Mullein has velvety soft leaves but is NOT Indian toilet paper (actually causes a rash on tender body parts) is used to make a tea good for sore throats has a 2 tier life cycle – 1st years grows close to the ground, 2nd year grows a tall seed stalk Sage is sacred to Native Americans – gathered, dried and burned in ceremonies (funerals – to send the spirit on to the next world OR to clean a new home of evil spirits before moving in) is used as a spice especially in turkey and stuffing Lichen is made up of 2 things that live together and help each other out (interrelationship) algae provides food for fungus and fungus provides a home for algae used by Native Americans to make dyes for yarn hundreds of different kinds of lichen a patch the size of a quarter is 50 years old Dwarf Mistletoe is the “vampire plant” – sends roots down inside the tree and lives on the “lifeblood” if the tree mistletoe benefits but the tree is harmed (interrelationship) Old Man’s Beard is a type of lichen mostly grows on the north side of the tree old Man’s Beard is benefited and tree is neither helped nor harmed (interrelationship) Tracks deer and elk have 2 “toes” called clouts – helps them run fast and be sure footed “dog” (canine) tracks show claws, “cat” (feline) tracks do not because cats retract their claws when they walk line between footprints of field mice is where they drag their tails rabbit tracks look kind of like tricycle wheel prints
MONTANE ECOLOGY HIKE At Balarat, you can study Montane (low mountain) Ecology (The study of the relationships between living things and their environment). List four ABIOTIC (not alive and never were) items you learned today. Liste cuatro no Biótico (no vivo y nunca era) artículos que usted aprendió hoy. 1. ______________________________
2. _________________________________
3. ______________________________
4. _________________________________
List five plants you learned about on the Montane Ecology Hike. La lista cinco plantas que usted aprendió acerca de en la Excursión a pie de la Ecología de Montane. 1. ______________________________
2. _________________________________
3. ______________________________
4. _________________________________
5. ______________________________ Name six animals you saw or evidence of the presence. El nombre seis animales usted vio o la evidencia de la presencia.
GUIDE TO TRAIL TEACHING TREES Ponderosa Pine Large evergreen with clustered needles in groups of 2-3. Bark is reddish-gray, deeply furrowed, with smell of vanilla. Trees in overcrowded forests are commonly infested with mistletoe (brown parasitic plant) and bark beetle (bores through the bark to lay eggs). The Abert’s squirrel uses this tree for food and shelter. The cone is large and woody with spines.
Douglas Fir Short needled evergreen, needles individually on branch. Needles flat with blunt tips "friendly fir"; sour taste.
Aspen Leaves flutter in wind ("trembling Aspen"); deciduous. Whitish bark covered with yellow dust—rub off for Native American sunscreen. Tender tree—scars easily with black scars; often eaten by elk. Inner bark contains salicylic acid, a compound found in aspirin.
Juniper Female junipers identified by presence of berry-like cone. Edible, with seed in center; used to flavor gin. Tree: Rocky Mountain Juniper—Upright with scale-like leaves. Shrub: Common Juniper—low and spreading, sharp needles, evergreen.
Limber Pine Evergreen, with short needles in groups of 5. Flexible branches.
SHRUBS Rocky Mountain Maple Typical maple leaf shape. Grows near water. "Helicopter" seeds.
Wax Currant Waxy leaves , reddish brown bark, very sour red berries. Used in jams and jellies as well as food for wild animals. Bitterbrush Small tangled seeds are eaten by chipmunks, bush itself is used for food by
shrubs with leaves; usually found in arid regions; pocket gophers and ground squirrels, while the browsing animals, especially mule deer.
COMMON PLANTS Yucca
Dominant evergreen plant of Montane Shrubland; spear-like leaves; also called "Adam's Needle" and “Soap weed.” Tall stalk supports flower pod.
Mullein Light green "fuzzy" plant that was brought from Europe by the settlers. Used as a remedy for sore throat and as a cough medicine. The flower stalk was used as a torch or candlewick when dipped in fats or oils and burned. Plant also called Adam's flannel, velvet plant, or lamb’s ears.
Kinnikinnik Low growing and spreading evergreen, leathery leaves and prominent red berries are eaten by game birds, especially grouse. Mule deer browse on the foliage. Literally translated from scientific name it means Bearberry.
Wild Rose A thorny bush with pink flowers. Identified by the thorns or the red fruit called rose hips. The hips are high in vitamin C and provide food for various animals and birds, especially in winter when ether food is covered by snow. The thickets of roses provide protection and nesting areas for a variety of birds.
Prickly Pear A common cactus of dry or overgrazed areas. The plant with its flowers and seeds provide food for 44 kinds of animals. Deer and other browsers can eat the thorny pad without injury.
Yarrow A fern-like plant with a white flower. Also called the nosebleed plant as it has the ability to stop bleeding. Also said to be used by Achilles to stop the bleeding of his soldiers' wounds. The plant is eaten by grouse, rabbits, and hoofed browsers.
Stonecrop A.k.a. “Balarat Bananas.” A fleshy plant with a yellow flower. Leaves resemble a bunch of bananas.
Wild Strawberry Ground-spreading plant with three-fingered leaves. Flowers are white with five petals. The fruit is eaten by a wide variety of birds and animals, some of which are: grouse, sparrow, grosbeak, rabbit, skunk and mule deer.
Miners Candle Grey stalk with stiff hairs; prickly to touch. Resembles a candle with dripped wax.
Lichen Two plants that help each other survive: fungus and algae. Many different colors and growth forms denote different varieties of lichen. Usually found on rocks and tree bases. A branch-like lichen commonly found on Douglas firs is known by the name “Old Man’s Beard.”
Dwarf Mistletoe Parasitic plant on branches and main stems of coniferous trees. Fruit contains single seed which is explosively expelled in midsummer to late fall. Seeds are very sticky and readily adhere to objects they come in contact with. Germinate in early spring preying on the host tree. Entire process from seed to seed reproduction takes 6 years. Mistletoe infections cause branch distortions (witches' brooms) and reduce wood quality. Ultimately, mistletoe kills the host conifer. Eaten by various birds and mule deer. Two kinds of mistletoe: (1) affects broadleaf trees in South (Christmas ornament, and (2) affects coniferous trees (dwarf Mistletoe).
Gumweed
Also known as resin weed and tattoo plant; ragged looking yellow flower, heads of plants very sticky during Ju1y, August and early September. To make tattoo (only in August and September) roll flower head on skin to transfer sap, then rub with soil to complete tattoo. Some of the many medicinal uses include: antispasmodic, sedative, relief for poison ivy, kidney and liver relief, smallpox, measles, throat and lung relief, pneumonia, toothache and blood purifier.
Vocabulary: Abiotic: The non-living, never been living, and never will be living parts of the environment. Also known as the “L.A.W.S.” of Nature: Land, Air, Water, and Sun. Carnivore: A meat-eating organism. Circumference: The measurement around the outside perimeter of an object. Community: A naturally occurring group of organisms living in an area. Deciduous: Trees and shrubs that shed their leaves in the fall each year. Diameter: The measurement through the middle of a circle. Ecosystem: Interaction of a community with its physical environment. Environment: An organism's surroundings. Food Chain: The linear transfer of food from one organism to another. Food Web: Interconnecting food chains. Habitat: The place where an organism is commonly found Herbivore: A plant-eating organism. Insectivore: An insect-eating organism. Niche: An organism's role in its natural environment. Omnivore: An organism that eats plants and animals. Population: A certain group of organisms living in an area at a certain time. Predator: An animal that hunts and eats other animals. Prey: An animal that is eaten by another animal. Producer: A living organism that can make its own food from sunlight. Radius: This measurement is half the diameter. Succession: The gradual change of a community from one type to another.
Trappers and Traders Living History Module Intro In 1803 the United States purchased a large amount of land from France. It was called the Louisiana Purchase and more than doubled the size of the country. The trappers were the first settlers to explore this new area. They had come west to make a living mainly by trapping beavers and selling their hides, also known as “pelts”. The fur from the pelts was used to make top hats which were very popular at the time and were also very expensive. (show leg-hold trap) This is the kind of trap they used for the beavers. The trappers would place this trap in shallow water and stake it down. When the beaver got its leg caught in the trap it would try to swim to the surface to breathe but would not make it and drown. Trappers might set out 20 or 30 traps in an area and would have to check on them every day. So, in order to remember where they put them, they made really good maps. As a result, much of this new territory was mapped by the trappers. Trappers learned much about survival from the Native Americans already living in the area. They learned how to use herbs for medicine, what to eat to stay healthy and what kinds of shelter to build. They also traded with the Indians and sometimes lived with them. The trappers needed a mobile home or one they could create from local materials as they had to move on when all the beavers in one area were trapped. So, some of them used tipis or built “wikiups.” They didn’t eat the beaver meat but would perhaps kill deer or elk or trap small animals using a trap called a snare. Sometimes when it was too cold to go out and trap they would make candles from the tallow (fat) of the animals they trapped. They could use these candles to trade for other supplies they needed. Take snares and students outside to set snare traps. First, show them the “wikiup” and describe how it was made. Then demonstrate how to set the snares. Allow students 5 minutes or so to set snares working in pairs. If they do not get the snare set, have them hang it on a tree as if it was set. Leave snares and return to trapper shack. Tell students they are going to make a map of the area around their trap. Take out the sample map and ask students to identify the important parts of the map (compass, legend or key, symbols). Tell students to use a blank page in their journals to draw a map. Tell them to first draw a “compass rose showing “NORTH”. Then tell them to draw a box in the corner of the map and label the box “KEY.” Tell students that while they are making maps they will take turns dipping candles like the trappers did. Demonstrate how the candles will be dipped. Tell each student to dip every set of wicks once, making sure to avoid getting their fingers in the hot wax. All three groups that rotate to your session will work on the same candles. Make sure to always watch the propane stove to ensure that the water in the double boiler does not totally boil away. If you need to re-light the burner, as a Balarat teacher for assistance. Students should then return to the area of their trap and begin making a map. While students are working, select them two at a time to come in to dip the candles.
Living Pioneer History Module Intro The pioneers were people who came out west mostly after 1862 when the “Homestead Act” was passed. This was an opportunity for people to find some land, build a home on it and (after living there for 5 years) it would be theirs. This cabin we are in would be for a family of 4 or maybe 8 people. They would have slept on mats stuffed with straw in a “loft” that would have a ladder leading up to it. There were many chores to do and everyone helped. Food was either raised in a garden or from farm animals. Some people also hunted for meat. It was a long way to town but people would make the trip occasionally to stock up on supplies like flour and sugar. And kids had to walk all the way to school each day. Have students sit down at the center table, and remove the Tupperware bins from the storage chest. Explain to students that they will be baking biscuits for their group, and they will need to think about how the pioneers cooked and cleaned. Send two students to get a bucket of water from the pump and get it in on the stove to warm up. Take one plastic bag out to mix the dry ingredients. Explain that although the pioneers didn’t have plastic bags, they might have had a cloth pastry bag to use. (There should already be a bag with those ingredients ready for you.) Watch to ensure that students are measuring correctly. Add water and vegetable oil to the dry ingredients, and have students knead the outside of the bag to mix. Cut a small hole in the bottom corner of the bag and begin to squirt out small piles of dough, one for each student. Place the pan of biscuits in the oven. Check them every couple of minutes, turning the pan if necessary. Keep an eye on the firebox to make sure the fire doesn’t go out. While students are waiting for the biscuits to bake, they can help the next group by taking out a new bag and putting the dry ingredients in it. Set this bag aside for the next group. EAT BISCUITS!!!! When students are finished, or even while biscuits are cooking, have students try to identify the uses of some of the artifacts in the room. Use the laminated guide to figure out what the artifacts are for yourself, and have students come up with ideas about how those artifacts were used. Highlight things such as the icebox, washboard, kitchen implements, etc. Have students do clean-up chores: washing and drying measuring utensils and baking pan, cleaning the table, sweeping the floor, and discarding dish water.
Native American Living History Module Intro The Native Americans that used this area were mostly of the Arapahoe and Cheyenne nations. They were considered “Plains Indians” and got most of what they needed to survive from the bison. They used all parts of the animal when they killed one. They used the hides for rugs, clothing or tipi covers. They used the meat to eat and the bones to make weapons and tools. The bladder was used as a canteen and the stomach for cooking. The hooves were drinking cups and the hollow horns were used for storage. No part of the animal was wasted. Many things in their lives were based on ceremony or on things that were sacred to them. The number “4” was special because of the 4 seasons and 4 directions. The Dineh (Navajo) also have 4 sacred mountains and 4 sacred colors. The direction “East” was important because that is where the sun rises that brought them warmth and helps plants grow. Many times they built their homes with the door facing East. Moving “clockwise” was important as they felt the sun moved clockwise through the sky. One elder is said to have gotten the idea for a round home (tipi) from looking at bird nests and recognizing this was a great home for the birds. These people needed a mobile home to follow the bison herds as well as to come up here for winter camp. They would come to the mountains to hunt deer, elk and other small animals. And also to gather wild fruit and herbs. Begin by asking the students what items were necessary to build a tipi (Lodgepole Pines for the poles, bison hide for the cover, and sinew or yucca twine for rope). Have students walk over to the travois (French word for “travel”) to get the numbered poles. Show them how to carry them safely, and have them take the poles to the tripod, which should already be set up. Have students place their poles in numeric order, holding onto them after they place the. The poles can be placed between the three tripod poles in this fashion. 8 Tipi cover Lifting pole Goes here
3
X
N 2
7
1 6
4
W
E
5 N
S
As the students hold their poles, have the rest of the group take the rope and walk around the tipi clockwise for a total of four times. The reason for this is that the sun appeared to go across the sky in the same direction, and that the number four was important to the Native Americans (four directions, four seasons etc.).
Once the rope is secured around a pole, have students gather around the tipi cover, and have them decide where the door will be and how to place it on the tipi frame. Have students fold the cover over the pole that it is tied to, and have them lift it and place it as a group. Then they can unfold it around the frame, and use the stick “buttons” to close the cover. Have students enter one at a time if they would like to peek inside, ask them about the smoke flaps and the eastern orientation of the door. Show students the hide on the stretcher and explain the “tanning process”. Hides had to be “tanned” or preserved to use them. They would use the brains of the animal and mix them with ashes from a fire. This would be rubbed into the hide and allowed to dry. The hide was then ready to be used. Next, have students follow you over to the big tipi. Have them get in a line with the boys first and girls second, since the women built and maintained the tipi. The men, who would spend their days hunting, would enter first as guests. When entering, have them enter and walk around the middle as “the sun would go around,” or clockwise. They can sit on the benches. Have students compare this tipi to a real tipi. (Real ones didn’t have wooden floors, did have fur blankets on the floor, had a fire ring, and had a liner and dried grass stuffed behind it for insulation.) Use one firestarter set and demonstrate how to wrap the bow around the stalk dowel, and how to place the dowel between the hand piece and the fireboard. Demonstrate for a moment, then hand out supplies to students so they can try it. Students can them disassemble the small tipi in the exact opposite order and replace poles on the travois and return to the ranch house.
Search and Solve Compass Course Make sure students have their papers, pencils and compasses. Review pacing, and how to count out paces (e.g. “One-pace, two-pace, etc.”). One pace is two steps. Walk the group to a starting point on the compass course (Balarat teacher will tell you which place to start). Tell students to read the bearing for the point after their starting point from the worksheet (i.e. if your group starts at point eight, “In the Woods,” the first bearing you take will be 234°).
If this is your starting point …
Then 234° is your first bearing. The students should turn the compass rose until the bearing matches up with the Direction of Travel Arrow. Have them hold the compass against their bodies, with the direction of travel arrow pointing the same way as their nose and toes. They should then rotate their entire bodies until the red arrow is pointing to the “N” (“red Fred in the red shed”).
Explain that they will need to walk in that direction, for the exact number of paces on their sheets, in order to find the clue on the sheet. They should pick an object (rock, tree, or other immovable object) towards which to walk. Let students begin walking toward the first point. When everyone has counted up to his/her paces from the “My Paces” column, show them the actual point. Ask students who did not come close why they think they were off target. Make sure they are looking up while walking, and double-checking the bearing halfway through the paces. Have students answer the questions on the sheets, one question at a time, all together. Continue on to the next point. If you started in the middle of the course, return to the top of the page at point #1 and continue until you get back to your own starting point. (The course is laid out in a circle, and each group will be starting at different points on the circle.) Continue the course until it is time to return (check time with Balarat teacher).