Outdoor Living Skills
Concepts:
 Outdoor living skills are the skills necessary to keep people safe and comfortable when interacting with the outdoor environment.
 There are many things that can be done to help minimize our impact on the environment.
 Nature is a complex, intertwined system, the smallest damage can have extensive repercussions.
Objectives:
 The students will state actions
Time: 1 Hour 45 Minutes
that can effect the environment.
 The students will demonstrate
Leave No Trace (LNT) practices
 The students will build an LNT
campfire, set up a shelter, select a campsite, and learn
about personal hygiene when
camping.
 The students will explain the 3
W’s of clothing and how this
system works.
Equipment:
 2 Sets of Wicking Layer (Pants/
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Shirts)
2 Sets of Warm Layer (Pants/
Shirts)
2 Sets of Waterproof/Shell
2 Pair Gloves
2 Hats
2 Tarps
8 Strings
Backpack
Paper
Clipboards
Pencils
Trowel
Fire Kit (Kindling, Tinder, Pan)
Note to Teacher:
In the field, you have a perfect opportunity to show students the effects of human impact. Being able
to show the lack of vegetation
around a disturbed area is a much
more effective way to teach the
“travel on durable surfaces” principle than hypothetically explaining
it. They will be more willing to accept LNT principles if they can see
how the environment can be impacted and how it affects their
lives.
Activities in Lesson:
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What Do You Take? (15 min)
Clothing Relay (20 min)
Selecting a Campsite (10 min)
Shelter Building (30 min)
LNT Campfire (20 min)
The Wilderness Bathroom (10 min)
Vocabulary
Bulk Firewood- large size of
wood used when making a fire,
also referred to as fuel.
Cat Hole– a hole dug in the
ground to be used to bury human waste when going to the
bathroom in the woods.
Giardia– any of various flagellated, usually nonpathogenic protozoa of the genus Giardia that
may be parasitic in the intestines
of vertebrates including humans
and most domestic animals. A
suspected cause of diarrhea in
humans.
Hypothermia– abnormally low
body temperature.
Kindling- size of wood used in
making a fire. This size of wood
ranges in diameter from pencil
lead to thumbnail.
Leave No Trace- an outdoor ethic designed to assist individuals
with their decisions when they
travel, camp, and utilize public
lands.
Mound Fire- a fire built on a
mound of nutrient deficient soil,
used to minimize the impact of
fire to the earth.
Pan Fire- a fire built in a pan,
used to minimize the impact of
fire to the earth.
Riparian Zone- the banks of a
river or stream.
Tinder- size of wood used in
making a fire. This size of wood
is the size of a pencil and smaller in diameter.
Wrist Wood- size of wood used
in making a fire, typically the size
of ones wrist in diameter.
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Outdoor Living Skills
What Do You Take? (15 min)
Materials: pencil, paper, clipboards
1. Begin by asking the students:
 Has anyone been camping before?
 Where have you been camping?
 What types of things did you bring camping?
2. Break the students up into groups of two or
three and hand out a pencil, paper, and clipboard to each group. Tell them to imagine they
are going on a one-week campout on the north
end of Bradford Woods. There are no access
points and they will be hiking in and out, no
cars, vans, etc. As a group, they should put together a list of 10 essential items to put in their
backpack. Let them know they do not need to
be specific about certain things. For example,
they do not need to list all of the different foods
that they would take. “Food” in this case is ok
and will only count as one item on the list. During discussion encourage them to elaborate on
each of these essentials. Give them a few
minutes to work and then have them come back
together to discuss their ideas.
2. Here are some ideas of what their list could
contain: first aid kit, compass, map, water or a
means to obtain it, food, clothing, knife, flashlight, shelter, whistle, sleeping bag, etc.
3. There are no right and wrong answers here;
everybody's thoughts should be different. Ask
the participants to explain the difference between wants and needs. (Needs: function/
survive, wants: comfort)
 Because of different comfort levels could
there be variation between peoples wants
and needs? (Yes, for example, we have
different tolerances to cold weather,
cleanliness, etc.)
 Do our choices of what to take on a camping trip effect the environment before we
even get there? (Yes, for example, repackaging food can help with trash and litter. Different soles on boots can affect the impact
on soil and vegetation.)
 How about once we get there? (Yes, for
example, if we use a stove for cooking rather than a fire, were the appropriate tools
necessary to build an LNT campfire
packed?)
4. Take time to discuss how you would pack a
backpack.
Clothing Relay (20 min)
Materials: 2 pairs of wicking, warm and waterproof layers, 2 pairs of gloves, 2 hats
1. Begin by explaining the concept of the 3 W’s
of clothing. Talk about the use of cotton materials compared to synthetic/wool.
2. Divide the group into two teams. Then divide
each team in half. Have each team face across
from one another in a single file line (each team
should look like they are about to play tug-o-war
with the clothes being where the center of the
rope would be). Each line should be at 10 yards
apart from their teammates across from them.
Put a pile of clothes on the ground in front of
one of each team’s lines.
3. You will need to have a wicking top and bottom, a warm top and bottom (preferably synthetic or wool), an outer shell pants/jacket,
gloves, and a hat for each team. These layers
should be large enough for the participants to
be able to put them on over existing layers. The
object is to get the student at the head of the
line to put on the layers in the correct order, say
the name of the layer, and explain the layer’s
function. Once all the layers are on, the student
should run across the area to their teammate at
the beginning of the other line, take all the layers off and turn them over to the teammate who
will repeat the process in its entirety.
4. After a team has won the race, ask the following questions:
 Why is layering important? (It allows for a
greater range of comfort, and protects
against the elements better.)
 What is hypothermia? (It happens when
your body begins to lose heat faster that it
can produce it.)
 How can you treat it? (The quicker you act
the better chance of recovery. Get the victim
out of the elements, into some type of shelter. Remove all wet clothes and replace with
dry clothing. You can give them warm, not
hot, liquids; preferably something like Jell-O
that will offer the body quick fuel for producing heat.)
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Outdoor Living Skills
Selecting a Campsite (10 min)
Materials: map
1. Create a hypothetical map to include hills,
water, trees, etc. Have enough copies for 3 or 4
groups. Go over the map explaining the different features on it. Have each group select a
spot on the map for their campsite and decide
why they chose to put their site there. Come
back together as a group to discuss their site
selections.
2. After the students have discussed their
campsite selection ask the following questions:
 Has anyone heard of LNT? (Leave No
Trace)
 Does where we decide to have our
campsite affect the environment? (Yes,
damage to vegetation, previous usage, etc.)
 Why do we not want to have our campsite
close to water sources? (Because of the riparian zone. This zone acts as a buffer and
by disturbing it you may limit it’s ability to act
as a filter. It is any area of land that is within
200 feet of a water source.)
 Why would a hard surface like slickrock be
better for a campsite than the forest floor?
(Studies have shown that surfaces most resistant to human impact are slickrock or
rock outcroppings; gravel bars and sandy
beaches; dry, grassy meadows; and open
forest with a grassy understory.)
Shelter Building (30 min)
Materials: 2 tarps, 8 pieces of string
1. Divide the group in half, and give each group
a tarp and four strings. Have one group build a
shelter big enough for the entire group and high
enough to cook under (cooking shelter). Have
the other group build a shelter that one or two
people could sleep under during bad weather.
Bring the groups together and present/discuss
both shelters.
2. After each group has visited each others
shelter ask the following questions:
 Do you think your shelter would really serve
its purpose?
 How else could you make a shelter?
 What could you use to make a shelter if you
did not have a tarp?
 Was it easy to build your shelter because
you had people to help you?
 How could you have built your shelter if you
were alone?
3. A demonstration of the proper way to hang
food should be given. Animals that gain access
to our food in parks are becoming habituated
and this is becoming a serious problem for
campers and animals. In the Great Smoky
Mountains, the black bears have become such
a problem that shelters in the park have to be
covered with chain link fence to protect hikers.
The LNT Campfire (20 min)
Materials: sticks
1. Discuss what you need to have a fire. Discuss the LNT principles of a campfire. Talk
about the four different types of wood needed to
build a fire (tinder, kindling, wrist wood, and
fuel). First demonstrate how to make each of
the three fires (lean-to, teepee & log cabin)
2. Then divide the students into small groups
and have them set up a fire, making sure they
remember to give their fire everything it needs
were it to actually burn. They can choose between the lean-to, teepee and the log cabin or
they may try all three if they like. Reconvene as
a large group and have each group present
their design, explaining why they built it the way
they did. Do not light each fire.
2. After each group has explained their fire,
gather all the wood they used to set up their
fires and build one fire for the group. If you do
not have enough wood, have the students gather more wood. Once you have enough wood for
your fire, build one in the fire pan, revisiting the
essential elements of a fire. You will be the only
person actually lighting a fire.
3. While building the pan fire, discuss how the
mound fire is built. A fire pan may be too bulky
to take on backpacking trips, so a mound fire
may be more practical.
4. While building the fire you will light ask the
following questions:
 Why do we use the mound fire or fire pan?
(To keep from damaging the ground beneath, for example the organic material,
vegetation, bacteria, roots, etc.)
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Outdoor Living Skills
 What are some other ways that fire can
affect the environment? (Fires scar the earth
permanently, smoke can scar rock faces for
a long period.)
 Why do we scatter the ashes instead of
burying them in a cat hole? (Spreading them
does not concentrate the effect, and will not
be as noticeable to the next traveler.)
The Wilderness Bathroom (10 min)
Materials: shovel
1. Begin by asking the students:
 Why would we want to dig cat holes for human solid waste? (So that our waste is not
noticeable to other animals and people.)
 Why is it important to build the cat hole 6 to
8 inches deep? (This layer of soil will break
down the waste more quickly.)
 Why do we not want to use soap in or
around the water? (Some soap contains
phosphates, which are powerful plant nutrients. This upsets the level of plant growth in
a river, and is an unnatural process.)
 Do we really need to pack out our toilet paper? (Toilet paper takes a long time to decompose and is not the most pleasing thing
to see scattered throughout the woods.)
2. Discuss some of the LNT ideas about hygiene. This can be a difficult section to talk
about, which is why it has become such a large
problem.
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Outdoor Living Skills
Evaluation
Notes
√ Students can state actions that can effect
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the environment.
Students demonstrated Leave No Trace
(LNT) practices.
Students built an LNT campfire.
Students set up a shelter.
Students select an appropriate campsite.
Students can list LNT personal hygiene.
Students can explain the 3 W’s of clothing
and how this system works.
Keep in Mind
This module was designed as a LNT outdoor
living skills module, not as a survival module.
There are a lot of decisions that will change
when a person’s life is in danger. For example,
the debris shelter is a survival tool that is not
low impact because of all of the sticks and
leaves needed to build it. If you are in a survival situation a debris shelter can be useful. However, this module is a way for people to learn
how they can help leave the environment as
undisturbed as possible for the next person.
Back in the Classroom
Have a park ranger from a nearby park visit
your class and discuss ways visitors to their
park can leave as little mark as possible. Investigate what other states are doing to reduce the
impact in their parks. Write to the governing
body for a particular park and suggest to them
ways they can reduce the impact. Make a display for your school that describes ways other
students can help reduce the impact when they
visit a park, even if it is in their neighborhood.
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Background
America’s Recreational Habits
Recreational use of America's wild lands has
exploded in the past forty years. In 1974, total
wilderness visitation was approximately 7 million-visitor days. In 1995, our wilderness lands
hosted close to 20 million visitor-days per year.
During a single night, as many as one thousand
people have camped in one valley of California's San Gorgonio Wilderness. Campsites in
the Boundary Waters Canoe Area Wilderness
of Minnesota have suffered an 80% loss of vegetation (Cole and Hampton 1995).
The World Health Organization estimates that
the average adult produces about one liter, approximately two pounds worth, of excreta (half
of that is solid) per day. For the sake of discussion, consider the Great Smoky Mountains National Park. More than 100,000 backcountry
overnight stays were counted in 1995. If most of
those visitors stayed in the park for twenty-four
hours, that means more than 100 tons of human solid waste and urination was left in the
backcountry of the Smokies in just twelve
months (McGivney, 1998).
This information is just one way to look at the
importance of LNT principles. Most damage to
wild lands is the result of lack of education, not
malice. In fact, it would be difficult to find a
more intelligent, caring group of individuals;
most backcountry users are anxious to do the
right thing. Yet good intentions alone have fallen short. We must try and show children the
importance caring for the environment during
recreational experiences and let them make
decisions on their own. Overcrowding is a big
problem in our parks today, half of all wilderness use happens in only 10% of the total 100
million acres of designated wilderness. If we
want our future generations to have the wilderness experience, we have to educate and practice these principles now.
As the amount of open space decreases, visitation at local, state, and national forests and
parks increases exponentially. The impact people have on the land degrades the quality of the
land making it unsuitable for camping or, perhaps more importantly, for the animals who rely
on it for their habitat. Following minimum impact
standards can greatly reduce the impact an individual has on an area. People often relate
minimum impact techniques to camping, but
there are many minimal things a person can do
during a simple walk in the woods, or even within their homes.
The idea of Leave No Trace was initiated by the
U.S. Forest Service in order to provide outdoor
recreators with practical information that would
help minimize their environmental damage. The
program has evolved and now combines the
talents and expertise of four federal land management agencies, the U.S. Forest Service, Bureau of Land Management, National Park Service, and U.S. Fish and Wildlife Service.
LNT Principles
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Plan Ahead and Prepare
Travel and Camp on Durable Surfaces
Dispose of Waste Properly
Leave What You Find
Minimize Campfire Impacts
Respect Wildlife
Be Considerate of Other Visitors
Selecting a Camp Site using LNT
Principles
The perfect LNT campsite should always be
located well out of view from the main trail and
at least 200 feet (about 75 paces) from water
sources. Studies have shown surfaces found
most resistant to human impacts are slickrock
or rock outcroppings; gravel bars and sandy
beaches; dry, grassy meadows; and open forest with a grassy understory. You will either be
camping in a pristine area or one that is popular. There are different criteria for selecting a
campsite in each kind of area:
 Popular areas— whenever possible set up
your tent at an established campsite where
impact from previous campers is clearly visible. Established campsites typically contain
a fire ring, and the ground shows signs of
trampling from people and/or pack stock. If
a site is so heavily used that the ground is
barren and eroded, and tree roots are exposed, camp somewhere else so the land
can heal.
 Pristine areas— where no established
campsites are available, camp at a spot that
appears to have never been used before
rather than in an area that shows modest
signs of human disturbance. Make your
116
Background
camp on a highly durable or resilient surface, such as slickrock, gravel, or a grassy
meadow. Only camp at a pristine site for
one night, and then move on. If you are
traveling with pack stock or in a large group
(12 or more), avoid camping in pristine areas altogether.
 The ideal low-impact fuel is loose twigs and
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LNT Campfires
Many people associate camping with sitting
around a campfire at night and consider a trip
incomplete without one. As we learn more and
more of the impact caused by fires, many agencies have banned campfires altogether and limit
campers’ cooking to backpacking stoves.
Should you decide to build a fire, it is important
to consider the following information and to
leave as little trace as possible.
Some reasons to build an LNT fire are:
 Fire rings. These represent the most obvious sign of human presence, and can prove
to be an eye sore to the public. Passing
travelers will often use a fire ring as a trash
bin, increasing the sign of human presence
significantly.
 Soil Damage. Fires cause a great deal of
damage to the environment. The heat from
a fire permanently scars the landscape by
altering the soil. Repeated fires within the
ring destroy organic matter and sterilize the
soil as deep as four inches. Building a fire
within the fire ring will keep the damage
centralized in one location.
 Consumption of fuel. Another problem with
campfires is their insatiable appetite for
wood. Campsites in extremely popular and
populated areas are usually left barren of
fallen wood and nearby trees are typically
stripped of branches lower than six feet.
This can cause a shortage of homes for
wildlife and rob the soil of its needed nutrients.
When constructing an LNT campfire:
 Make sure it is legal to build a fire in the
area where you are camped.
 Make sure there is no danger of it starting a
wildfire.
 Make sure plenty of downed wood is available for fuel, and that it is legal to collect
wood.
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branches that are no thicker than your wrist.
Never break off branches from standing
trees even if they appear dead.
At established campsites, build your fire in
the primary fire ring to concentrate impact.
In a pristine area where there is no fire ring,
build a minimum-impact fire in a selfcontained unit such as a fire pan or on a
mound.
Eliminate unsightly charcoal by burning
wood all the way down to ash.
Once the fire is out, scatter the ash.
There are two popular types of LNT fires the
pan fire and the mound fire:
 pan fire—needs to have a flame-resistant
metal tray with sides high enough (at least
three inches) to contain wood and ashes
Remove the top layer of topsoil and vegetation and set it aside. Elevate the pan with a
few rocks to protect the ground below from
heat, which can kill vegetation. Construct
the desired fire and burn it until there is only
ash is left.
 Mound fire—you will need a trowel, a large
stuff sack, and a ground cloth. Locate mineral soil if possible (streambeds, or anyplace where soil is frequently disturbed by
flooding) and use the trowel to fill the large
stuff sack. Lay down your ground cloth (a
large trash bag works fine) and begin
spreading soil on it. Try and form a circular,
flat mound at least 6 to 8 inches thick. The
thickness of the mound is critical in preventing any heat-caused damage to the surface
beneath the ground cloth, and to keep the
ground cloth from melting. Now construct a
fire on top of the mound and light.
Both pan fires and mound fires should be kept
small, using only small scraps of wood for fuel.
Make sure the fire is completely out and then
scatter the leftover ashes across a broad area
away from the campsite. The ashes should be
cool enough for you to run your hands through
them. If you build a mound fire, return the mineral soil to its original location.
There are multiple ways to actually build a fire.
The three illustrated in the back of this module
are the lean-to, teepee, and the log cabin. You
will need the four levels of wood for the fire.
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Background
 Tinder is the light, airy material that catches
fire quickly, burns hot, and burns long
enough to catch the kindling on fire. This
material MUST be absolutely dry. If you are
in a situation where finding dry tinder is a
problem sap from evergreens, pitch will
burn even in a downpour. The oils found in
the sassafras tree, which are flammable,
will also burn even when wet.
 Kindling is the next step in the building process; these are small pieces if wood that
range from the size of pencil lead to a pencil itself but no bigger.
 Wrist Wood is next, and it will range from
the size of a pencil to about the size of your
wrist. It is good to have a decent supply of
this wood because it is needed to have a
fire hot/big enough to start the next level.
 Bulk Firewood is too big to break and is on
what the fire will live.
often called “widow makers.” Make sure there
are no dead trees near your campsite to prevent accidents from happening (example: if one
were to fall on your shelter). A shelter, whether
it is a tarp or tent, should be set on a durable
surface. It should be set up at least 200 feet
(approximately 75 paces) away from the nearest water source. There are several different
tents available on the market: read the manufacturers directions before leaving on a trip.
Tarps can be set up in several different ways:
Illustration of a mound fire:
Log Cabin Fire: tinder goes in the center and
kindling over that.
Tee-pee fire: tinder on the bottom and the
kindling leans on it.
Lean-to fire:
Shelter
When choosing a place for shelter make sure
there are no dead branches in the trees above,
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Background
Water
There are several hazards that can be ingested
from natural water sources. To avoid the ingestion of these waterborne pathogens, you should
boil, filter, or treat water before drinking it.
One of the most common problems in our water
sources today, is a protozoon called Giardia.
Giardia is an intestinal parasite that remains
active in the human body for varying lengths of
time. Once you have ingested Giardia you are
always a carrier. Giardia is transmitted through
fecal matter and ingested orally, usually through
water.
LNT Personal Hygiene and the
Wilderness Bathroom
Human Waste Disposal
In regards to human waste, if there is an outhouse provided, use it to concentrate impact.
In most backcountry situations where there is
no outhouse, burying your waste in a shallow
cat hole is the best disposal method. The cat
hole should be located at least 200 feet away
from any water sources, campsites, and trails.
Maximum conditions for decomposition are
achieved when the hole is dug in organic soil,
which is rich in microorganisms, and in a spot
that is somewhat moist but receives a fair
amount of sunlight. Use a trowel to dig a hole
that is about 4 to 8 inches deep, and 4 to 6
inches in diameter. Once you have made a deposit, throw in some soil and stir it all with a
stick. Then place at least 2 inches of topsoil
back in the hole and camouflage the site. Pack
out toilet paper, or avoid the hassle by using a
natural wiping alternative such as snow, leaves,
or river stones. Tampons and disposable diapers must be packed out as well. Urine does
not need to be buried, but avoid urinating on
plants because animals are attracted to the
salty liquid.
The proper way to pick up toilet paper is to pick
it up using a bag as a glove, then pull the bag
over your hand so paper is inside the bag and
the hand does not touch the paper.
Washing
With the exception of hand washing, bathing
should be considered optional in the backcountry because it has inevitable environmental impacts. Any washing activities should take place
at least 200 feet from natural water sources
and, preferably, on a durable surface such as
gravel or slickrock. If you use soap, make sure
it is phosphate free and biodegradable. If you
do not use soap, washing in a natural body of
water is acceptable by LNT standards only if it
is a large lake or river. Minimize tooth-brushing
impact by using salt or baking soda instead of
toothpaste.
The Three W's of Clothing
The three W's of clothing stand for wicking,
warm, and weatherproof. The function of this
system is for the wicking layer to pull the
moister away from the skin, the warmth layer is
there to insulate, and the weatherproof layer is
to keep out the wind, cold, rain, etc. Layering is
important because it is very versatile. You get
too hot you have the option of removing clothing. Synthetic fabrics are important because
even when they are wet they retain a great deal
of their insulation qualities, unlike cotton that
retains hardly any.
3 W’s Song
(To the tune of “Do your ears hang low?”)
Are your clothes picked well?
Do they keep you nice and warm?
Will they keep you safe and dry
From a crazy weather storm
Do they wick the sweat to the layer in between?
Are your clothes picked well?
Are you dressed alright if
You had to stay the night?
Did you bring non-cotton socks
And a wicking pair of tights?
Will you stay warm and dry
119
Background
Til the early morning light?
Are you dressed alright?
If you get real cold it can
Make you really sick.
Hypothermia it’s called
And you won’t recover quick.
If you wear your layers
Wicking, warm, and waterproof
Then you won’t get cold!
Hypothermia
Hypothermia happens when your body begins
to lose heat faster than it can produce it. When
you begin to shiver, it is your body involuntarily
trying to produce heat. This is a natural process
and is not a bad process; just be aware of what
your body wants to do. Hypothermia is most
dangerous when the temperature is between
the 30's and 50's (Fahrenheit). We are usually
underdressed in this type of weather, and underestimate the power of being wet in this situation. Some signs of hypothermia are uncontrollable fits of shivering, slurred speech, loss of
feeling in arms and legs, and drowsiness. If you
notice any of these signs the more quickly you
act the better chance there is of recovery. Get
the victim out of the elements, into some type of
shelter. Remove all wet clothes and replace
with dry clothing. You can give them warm, not
hot, liquids, preferably something like Jell-O
that will offer the body quick fuel for producing
heat.
Proper Way to Hang Food
120
Standards
Grade 3
English/ Language Arts
3.7.2 Connect and relate experiences and ideas to
those of a speaker.
3.7.3 Answer questions completely and appropriately.
3.7.15 Follow three- and four-step oral directions.
Science
3.1.6 Give examples of how tools, such as automobiles, computers, and electric motors, have
affected the way we live.
3.1.8 Describe how discarded products contribute
to the problem of waste disposal and that
recycling can help solve this problem.
3.2.5 Construct something used for performing a
task out of paper, cardboard, wood, plastic,
metal, or existing objects.
3.3.6 Describe ways human beings protect themselves from adverse weather conditions.
3.4.6 Explain that people need water, food, air,
waste removal, and a particular range of temperatures, just as other animals do.
3.6.3 Explain how a model of something is different
from the real thing but can be used to learn
something about the real thing.
Social Studies
3.2.5 Explain that people are citizens of their community, state, and nation and explain the importance of good citizenship.
Grade 4
English/ Language Arts
4.7.1 Ask thoughtful questions and respond orally to
relevant questions with appropriate elaboration.
4.7.4 Give precise directions and instructions.
Science
4.1.6 Explain that even a good design may fail even
though steps are taken ahead of time
to reduce the likelihood of failure.
4.3.12 Investigate, observe, and explain that heat is
produced when one object rubs against another, such as one’s hands rubbing together.
4.6.1 Demonstrate that in an object consisting of
many parts, the parts usually influence or interact with one another.
4.6.3 Recognize and describe how changes made
to a model can help predict how the real thing
can be altered.
ate directions when referring to relative
location.
Grade 5
English/ Language Arts
5.7.1 Ask questions that seek information not already discussed.
5.7.2 Interpret a speaker’s verbal and nonverbal
messages, purposes, and perspectives.
5.7.3 Make inferences or draw conclusions based
on an oral report.
Science
5.1.5 Explain that technology extends the ability of
people to make positive and /or negative
changes in the world.
5.1.6 Explain how the solution to one problem, such
as the use of pesticides in agriculture or the
use of dumps for waste disposal, may create
other problems.
5.4.5 Explain how changes in an organism’s habitat
are sometimes beneficial and sometimes
harmful.
Grade 6
English/ Language Arts
6.7.1 Relate the speaker’s verbal communication
(such as word choice, pitch, feeling, and tone)
to the nonverbal message (such as posture
and gesture).
6.7.2 Identify the tone, mood, and emotion conveyed in the oral communication.
6.7.3 Restate and carry out multiple-step oral instructions and directions.
Science
6.3.12 Describe ways human beings protect themselves from adverse weather conditions.
6.3.13 Analyze and give examples of the consequences of human impact on the physical environment and evaluate ways in which technology influences human capacity to modify the
physical environment.
6.3.17 Recognize and describe that energy is a
property of many objects and is associated
with heat, light, electricity, mechanical motion
and sound.
6.4.13 Give examples of how human beings use
technology to match or exceed many of the
abilities of other species
Social Studies
4.3.2 The World in Spatial Terms: Estimate distances between two places on a map, using a
scale of miles, and use cardinal and intermedi121
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