New Jersey School of Conservation
Session
Descriptions
Sessions
are organized into 4 curricular areas:
Environmental
Sciences
Social
Sciences
Humanities
Outdoor
Pursuits
All sessions are designed to last 2 hours, unless
otherwise specified. However, session length can
generally be adjusted down to 1 1/2
hours.
Optimal group size is 10 students, unless otherwise
noted.
CLICK
ON THE SESSION NAME FOR A LESSON PLAN
The
Environmental Sciences
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Beaver
Ecology:
This field study investigates the natural history
of the beaver in North America. Discussions
focus on adaptations for survival and reproduction
as well as ecological relationships with other
wildlife species. The session includes a hike
to a beaver community to get a first-hand look at
dams, lodges, and other evident of the beaver’s
influence on the natural landscape.
Core
Curriculum Content
Standards:
3.3.A, 3.4.A, 5.1.A, 5.5.A&B, 5.10.A&B,
6.6.E
Black Bear
Ecology:
This
session on the Black Bear (Ursus
Americanus)
concentrates on adaptations, ecological
relationships, conservation and management, and
the general life history traits of this
species. Participants will have the
opportunity to examine a black bear pelt and
skull, to discuss the natural history of black
bear in New Jersey, to learn about the research
techniques that have been employed to study
these large omnivores, and to look for bear
signs while hiking around the forested SOC
campus. In the field, students will
observe evidence of bear activity, examine a
live-trap used for capturing black bear,
investigate several den sites, and cover the
data that bear researchers record. The session
will conclude with an examination of the issues
surrounding the interface of black bears and
humans, and the impact humans have on the
availability of black bear habitat.
Core
Curriculum Content
Standards:
3.3.A, 3.4.A, 4.2.D, 5.1.A, 5.5.A&B,
5.10.A&B, 6.6.E, 9.1A
Entomology:
Entomology is the study of insects. This field
activity focuses on the fascinating, yet often
overlooked, world of insects. Students will capture
insects from a variety of different habitats using
nets, traps and lures. Students will learn the
anatomical characteristics of insects, their life
cycles, their value to the wildlife community, and
the tremendous impacts they have on our lives.
Core
Curriculum Content
Standards:
3.3.A, 3.4.A, 5.1.A, 5.5.A&B, 5.10.A&B,
6.6.E
Environmental
Health Indicators:
A field hike which involves students in
investigating TEN signs of a healthy environment:
1) Quality air; 2) Quality water; 3) Quality soil;
4) Diverse native plant life; 5) Diverse native
animal life; 6) Evidence of native plant/animal
reproduction; 7) Abundance of vegetation; 8)
Evidence of temporary succession changes; 9)
Evidence of cycling/recycling of key environmental
nutrients; and 10) Absence of negative impacts on
life environments. Students are directed to
specific examples of each of these environmental
health signs and are shown some background and
skills to help monitor for those same health signs
back in their home community. Idealized
natural communities are defined that could be used
a means for comparing environmental health in more
"altered" environments.
Core
Curriculum Content
Standards:
2.1.A, 3.3.A, 3.4.A, 4.1.A&C, 5.1.A&B,
5.3.A&B,5.4.B, 5.5.A,B&C, 5.6.B,
5.8.A,B,C&D, 5.10.A&B, 6.6.E, 9.2.A&C
Fish Ecology
This hands‑on field‑oriented class introduces
students to the field of Ichthyology, a branch of
zoology that concentrates on the study of
fish. Students will learn to appreciate the
scientific, historical, aesthetic and recreational
values associated with fish. All participants
will actively engage in the capture,
identification, weighing, measuring, and releasing
of the fish in Lake Wapalanne. The ecological
importance of fish, threats to their populations,
and conservation measures will be summarized.
Core
Curriculum Content
Standards:
3.3.A, 3.4.A, 4.2.A&D, 5.1.A, 5.3.B,
5.5.A&B, 5.6.A, 5.8.B, 5.10.A&B,
6.6.E
Forest
Ecology - Discovery Hike:
This session introduces the students to the forest
community and its importance as a multiple-value
resource. The relationship of forests to
watersheds, water quality, air quality, soil
development, products, and recreation are
stressed. Typical session activities include
trail observation of forest trees and ecosystems, a
forest-values survey, and a hike to one of the
local forest management demonstration areas.
Tree volume measurements are typically made to
compare product vs. non-product values of forest
trees and woodland areas.
Core
Curriculum Content
Standards:
3.3.A, 3.4.A, 5.1.A, 5.5.A&B, 5.10.A&B,
6.6.E
Forest
Ecology - Tree Identification:
Students will be introduced to methods for
classifying trees. After learning how to use
a dichotomous key, groups of students hike along
the tree course to identify 10 common trees by
examining their leaves, bark, and branching
patterns. After each group finishes recording
the species on the course, the instructor and
students will re-examine each tree for accuracy in
identification, and learn about its value to humans
and wildlife.
Core
Curriculum Content
Standards:
3.3.A, 3.4.A, 3.5.A, 4.2.A, 5.1.A, 5.5.A&B,
5.10.A&B, 6.6.E
Herpetology:
Herpetology is the study of reptiles and
amphibians. This session is a practical field and
classroom approach to understanding reptiles and
amphibians, particularly frogs and salamanders.
Session activities include a brief discussion of
the similarities and differences between reptiles
and amphibians and their value to the wildlife
community. Students will have the opportunity to
look for and collect live specimens of the
different species of frogs and salamanders on SOC
grounds. Field guides and taxonomic keys will be
used to identify the various species that are
collected. The session will end with a discussion
of the importance of herptiles in natural
communities, the threats they face, and what each
of us can do to minimize those threats.
Core
Curriculum Content
Standards:
3.3.A, 3.4.A, 5.1.A, 5.5.A&B, 5.10.A&B,
6.6.E
Interpretive
Hike:
This free-form session takes advantage of whatever
is of interest during a hike through Stokes State
Forest. Anything and everything goes on these
student-lead hikes. Topics of discussion inevitably
include: plant-animal interactions, nutrient
recycling, soil building, wildlife micro-habitats,
evolution and coevolution, natural selection,
forest regeneration, etc.
Core
Curriculum Content
Standards:
2.5.A; 3.4.A; 5.5.A&B; 5.8.A,B,&C;
5.10.A&B
Natural
Areas Inventory:
A session that deals with the recognition and
assessment of important features in a natural area
for the purpose of justifying continued protection
of that area and areas like it. Students are bussed
to a unique natural area within Stokes Forest
called Tillman's Ravine. By means of a trail hike
through the Ravine, students are encouraged to
perceive numerous "unique" natural features in the
area. At the conclusion of the trail hike, students
are asked to highlight those natural features that
were perceived to be most unique. Through this
exercise, students learn a valuable technique for
assessing the importance of natural features in any
area.
Tillman's Ravine is off campus and requires
transportation.
Please call the Coordinator of School Programs
(Jennifer Correa-Kruegel) for transportation
information. Recommended time: minimum of 2 hours
(2 1/2 is better), to allow for round-trip travel
to and from the Ravine. This session can be
combined with a trip to Sunrise Mountain and/or a
cemetery investigation at the historic Tillman's
Cemetery at the base of the ravine (see
Interdisciplinary Population
Studies
description under the Social Sciences).
Core
Curriculum Content
Standards:
3.4.A; 5.1.A; 5.5.A&B; 5.8.A,B,C,&D;
5.10.A&B; 6.6E; 9.2A
Ornithology:
An introduction to field ornithology. Bird
identification, behavior and habitats are stressed,
as well as the interrelationships between birds,
humans and the environment. Typical session
activities include a discussion of bird adaptation
in relation to habitat and niche; identifying and
observing birds at one of the New Jersey School of
Conservation feeding stations; and a field
discovery hike along a trail that uses simulated
wooden birds designed to give students practice in
locating and identifying common species of
birds. The twelve stations along this trail
highlight a variety of birds and habitats.
The trail is “teacher friendly” in that the
accompanying teacher’s manual provides photographs
and information about each bird along the trail.
The students also discuss the role birds play in
the environment, and the importance of birds from a
human perspective.
Core
Curriculum Content
Standards:
3.3.A, 3.4.A, 5.1.A, 5.5.A&B, 5.10.A&B,
6.6.E
Stream Geo-Ecology
(formerly River Ramble):
A session dealing with rivers and streams, how they
cross and alter the landscape, and how they
influence the life forms inhabiting that landscape.
The concepts of
watershed
and
floodplain
are stressed, why knowledge of them is important in
a state like New Jersey, and what citizens can do
to adapt their activities to protect watersheds and
floodplains. Most activities occur during a hike
along the Big Flatbrook and typically include a
valley-profile exercise, a watershed simulation
using a special rope, a pollution stimulation
exercise, a close look at stream-valley plants and
animals, and human management practices. This
session cannot be easily carried out during snow
and ice conditions, from December through February.
Core
Curriculum Content
Standards: 3.3.A;
3.4.A; 5.1.A&B; 5.5.A&B; 5.7.A;
5.8.A,B,C,&D; 5.10.A&B;
6.6.E
Water Ecology
(formerly Beyond the Trout Stream):
A quality approach to water as a key human
resource. Session activities include a brief
description of water on the planet and how it
relates to all life and a survey of stream water
quality using water test kits and aquatic organism
sampling. The majority of the class is conducted on
the
Big Flatbrook
during Spring and Fall.
Core
Curriculum Content
Standards:
3.3.A, 3.4.A, 5.1.A&B, 5.5.A&B, 5.6B, 5.8B,
5.10A&B, 6.6.E, 9.2.C
Water Ecology - Winter
Version
(formerly Stuff of Life):
This session is similar to our regular
Water Ecology
session, but focuses on the unique properties of
water that help to define life on earth:
universal solvency, capillary action, surface
tension, and changing density at low
temperatures.
Activities include a demonstration of each of these
unique properties. Participants will have the
opportunity to drill a hole through the ice on Lake
Wapalanne and sample the water temperature at
various depths to illustrate the
temperature/density properties of water. If time
permits, students will sample various aquatic
organism from the outflow of the lake to document
water quality. The current status of water in New
Jersey and what citizens can do to use it more
wisely and less wastefully will be discussed.
Core
Curriculum Content
Standards:
3.3.A; 3.4.A; 4.1.A; 4.2.D; 4.4.A;
4.5.A,B,C,&D; 5.1.A&B; 5.3.A&B;
5.5.A&B; 5.6.A; 5.8.B; 5.10.A&B;
6.6.C&E
White-tailed Deer
Ecology:
This session concentrates on the white-tailed deer
population in New Jersey, focusing mainly on
adaptations, ecological relationships, population
dynamics, history, and management. Participants
will have the opportunity to observe evidence of
white tailed deer activity while learning about
their natural history and ecology. The students
will understand predator-prey relationships and how
human interference has altered the life cycle of
deer. Students will discuss the effects of the
growing deer populations on forest regeneration,
farm crops, and automotive damage, and will propose
management strategies for the ever abundant
population of white tailed deer.
Core
Curriculum Content
Standards:
3.3.A, 3.4.A, 4.2.D, 5.1.A, 5.5.A&B,
5.10.A&B, 6.6.E, 9.1A
Wildlife
Ecology:
This session concentrates on the inherent values of
wildlife in our current culture and the critical
interface that exists between wildlife and human
populations. The importance of wildlife
species to the survival of human populations in
both the past and present is stressed.
Important ecological processes carried out by
wildlife species are covered as well as an
examination.
of specific human/wildlife interactions.
Activities in this session include: an exploration
hike to observe native wildlife in their natural
habitats; a food pyramid and web simulation; and a
habitat search for wildlife signs.
Core
Curriculum Content
Standards:
3.3.A, 3.4.A, 5.1.A, 5.5.A&B, 5.10.A&B,
6.6.E
Wildlife
Challenge:
An active simulation game in which groups of 20-30
students rotate through 2 or more games in which
they role-play specific animals or other living
organisms struggling to survive. A brief
discussion after each game allows students to
rediscover concepts, such as limiting factors,
carrying capacity, biodiversity, and habitat
conservation, which are addressed in other NJSOC
sessions.
Core
Curriculum Content
Standards:
2.5.A,C,&D; 3.3.A; 3.4.A; 3.5.A; 4.1.A; 4.4.A;
5.3.D; 5.5.A&B; 5.10.A&B;
6.6.E
Web of Life:
An exciting game of predator and prey.
Students simulate how the food pyramid operates in
nature. As herbivores, omnivores, and
carnivores, they scavenge the NJSOC campus in
search of their basis needs while avoiding
predators, humans, pesticides, etc. In
addition to learning about the structure of
survival and bioaccumulation, students learn that
1) everything is connected; 2) everything goes
somewhere; 3) nature knows best; and 4) there is no
such thing as a free lunch; what Barry Commoner
called the Four Laws of Ecology.
Group size of 30 or more needed.
Core
Curriculum Content
Standards: 2.5.A,C,&D;
3.3.A; 3.4.A; 4.1.A; 4.4.A; 5.5.A&B;
5.10.A&B; 6.6.E
Winter Ecology:
Field hike and activities stressing the ecological
conditions of winter and how plants, animals, and
humans are influenced by, and react to such
conditions. Students will be reminded about why the
seasons occur on our planet followed by how plants
and animals adapt to the seasons. Possible topics
covered through field observations and activities
include: a micro-climate/habitat investigation and
the energy and environmental implications of winter
to humans. Obviously, this session is most
appropriate during December through February.
Core
Curriculum Content Standards Progress
Indicators:
3.3.A, 3.4.A, 4.1.A, 4.2.D, 5.1.A&B,
5.3.A&B, 5.5.A&B, 5.9.A, 5.10.A&B,
6.6.E
The
Social Sciences
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Colonial America
Living Skills:
Situated in a primitive hand hewn log cabin
reflective of the Sussex County area, this indoor
session focuses on the lifestyle, folklore and
history of Colonial American and Early American
living skills. The concentration is on the
textile arts. Students learn about wool spinning,
weaving, natural dyeing, and such cloth recycling
techniques as quilting and rug making. They will be
able to try spinning, weaving and rug-making
themselves. The impact of both this era and the
later Industrial Revolution on natural resource use
is also discussed.
Core
Curriculum Content
Standards:
2.5.A&D; 3.3.A; 5.10.A&B; 6.1.A;
6.4.A,B,C,&D; 6.5.A; 6.6.E
Early
American Woodworking:
Conducted in one end of the 150 year old Carriage
House at the New Jersey School of Conservation, the
overall purpose of this session is to give students
a feeling for Early American use of wood and forest
resources, as well as an understanding of the
implications of this use in influencing our
contemporary attitudes toward forest resources.
Typical activities include a discussion of wood
crafts which may at one time have been important to
the participants home community; a display of
various objects relating to these crafts; a brief
survey of five to six trees significant to early
American woodworkers; a demonstration of several
primitive woodworking tools; and an opportunity for
participants to use these tools to fashion their
own wood "what's-it."
Core
Curriculum Content
Standards:
2.5.A, 3.3.A, 4.2.A, 5.1.A, 5.5.A&B,
5.10.A&B, 6.1.A, 6.4.A&D, 6.5.A&B,
9.2.C
Homelife in
Colonial America:
Focusing on the lifestyle and history of some
Colonial and Early American living skills, this
hands-on session considers impacts on natural
resource use. However, the emphasis is on food
preparation and open hearth or wood stove cooking.
Children's games, herbal medicines and
superstitions are also considered. The students
will make a fire and prepare and eat an apple
cobbler or a corn bread. The ingredients cost $5.25
per class.
Core
Curriculum Content
Standards:
2.5.A&D; 3.3.A; 5.10.A&B; 6.1.A;
6.4.A,B,C&D; 6.5.A; 6.6.E
Interdisciplinary
Population Study
(formally
Graven Images):
In this cemetery study, students will recreate a
past way of life and examine the early history of
this area. Math studies, tombstone art and
symbolism, ideas for creative writing, population
dynamics and early settlement patterns are included
as are the techniques of tombstone rubbing. The
session is conducted on-site at a cemetery near the
New Jersey School of Conservation. This session is
off-campus. Please call Dr. FitzGerald to arrange
for a bus.
Core
Curriculum Content
Standards:
3.1.H; 3.3.A; 4.1.A,B&C; 4.4.A; 6.1.A;
6.4.A&D
Lenni
Lenape Culture and Customs:
This session will focus on the Lenni Lenape, the
original inhabitants of New Jersey. Concentrating
on their daily life style and interactions with the
natural environment, we also study Lenape customs,
mores, anthropological investigations, legends and
dealings with Europeans. Artifacts are available
for examination and interpretation, including
several Eastern Woodland games, which the students
will have the opportunity to play.
Core
Curriculum Content
Standards:
2.5.A&D; 3.3.A; 5.10.B; 6.1.A; 6.4.A,B,C&D;
6.6.E
Maple
Sugaring:
This session will involve students in the process
of maple sugaring from identifying a sugar maple
tree to boiling down sap. The session will
also include tree physiology. Students will
examine Native American, Colonial, and modern
sugaring technology and the sue of local versus
global resources. Students will perform
inquiry-based experiments to discover why a maple’s
sap runs, make tap holes using a colonial auger,
and taste maple sap and syrup. (THIS SESSION
IS OFFERED ONLY FROM MID-FEBRUARY THROUGH
MID-MARCH)
Core
Curriculum Content Standards:
3.3.A; 5.1.A; 5.5.A; 5.6.B; 6.1.A;
6.4.A,B,C,&D; 6.5.A; 6.6.E
Metalsmithing:
The folklore behind early American metalsmithing
and the ecological dilemma of the 1990's are
combined to provide a unique look at the problems
that have faced our nation for nearly two
centuries. Students will experience the joy of
bending and hammering red hot metal in
blacksmithing and fashioning tin in whitesmithing
as they produce an artifact of colonial America.
Consideration will be given to consumptive uses of
non-renewable, yet recyclable, resources and some
of the environmental impacts of mining. Please wear
long sleeved shirt and long pants.
Core
Curriculum Content
Standards:
2.5.A; 5.4.A; 5.10.A&B; 6.1.A; 6.4.A,B,C&D;
6.5.A&B; 6.6.E
Stone
Wall Study:
This session is designed for curious individuals
who wish to investigate, in depth, one of the
abundant remnants of the farming industry in Sussex
County. Using a stone wall near the SOC campus, the
students perform micro-climate studies, soils
analysis, explorations of floral and faunal
communities, historical investigations, geology and
mathematical calculations. This session involves a
2.5 mile round trip hike to the stone wall.
Core
Curriculum Content
Standards:
3.3.A; 4.1.B; 4.2.D; 4.4.A; 4.5.A; 5.1.A&B;
5.3.A&B; 5.4.B; 5.5.B; 5.6.B; 5.8.A&D;
6.1.A; 6.6.A,B&E
The
Humanities
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Art in Nature:
In this session, students will have an opportunity
to aesthetically interpret the natural environment
using various media of the fire arts, such as
charcoal and water colors. An investigation of the
habitats of the New Jersey School of Conservation
campus will help students to appreciate the natural
environment and will be followed by sketching and
coloring experiences in line, form, and texture. In
addition, there are lesson plans available for
specific art projects. If you wish these, please
contact the Coordinator of School Programs in
advance of your residential experience in order to
secure the necessary equipment and supplies.
Core
Curriculum Content
Standards:
1.1.A&B, 1.2.D, 1.3.D, 1.4.A&B,
1.5.A&B, 3.3.A
Creative
Communication:
This hands-on field session provides students with
a sensory experience in descriptive writing,
utilizing the natural environment as inspiration.
Students will explore the mechanisms of
communication and the means by which it is
accomplished among and between life forms.
Vocabulary building and established verse formats
are some techniques used to motivate the students
and help them to develop their use of language and
ability to communicate their observations about the
natural environment.
Core
Curriculum Content
Standards:
3.1.F; 3.2.A,B.C.D; 3.3.C&D; 3.4.A;
5.1.A
Forest Resources and
Papermaking:
The renewability of the forest resource, the
utilization of forest products in daily life, and
environmental concerns such as recycling,
reforestation, habitat alterations and water use
are integrated into this session. The students will
each produce a sheet of recycled paper using simple
techniques and basic equipment. A concluding
discussion helps students to become aware of the
environmental impacts of their own habits of using
paper.
Core
Curriculum Content
Standards:
1.2.D, 3.3.A, 5.1.A, 5.2.A&B, 5.10.A&B,
6.1.A, 6.6.E
Lapidary:
Focusing on the demonstration and practice of
the various techniques of shaping and polishing
semi-precious gemstones, this indoor session
will include some very basic mineralogy. The
aesthetic properties, historical information and
folkloric aspects of gems, especially of the
birthstone gems, will also be considered as will
some methods of using polished precious stones.
Each student will assemble a jewel to take home
at a cost of $1.50 per student.
Core
Curriculum Content
Standards:
1.1.A&B, 1.2.D, 1.5.B, 3.3.A, 4.2.A, 5.6.A,
5.8.A, 6.5.A
Sensory Awareness in
Nature
(Formally
5-Alive):
In this field session, the students will explore
the use of their senses in developing and enhancing
their abilities to observe, appreciate and
interpret the natural environments on the SOC
campus. A series of active exercises is included to
help students increase their usage of their own
individual senses. The imaginative applications of
sensory impressions to the students' artistic and
linguistic development will also be included.
Core
Curriculum Content Standards Progress
Indicators:
3.3.A, 5.1.A, 5.5.A, 9.2.C
The
Outdoor Pursuits
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Adventure
/ Challenge Activities
Classes in this area are intended to help students
build confidence individually and in groups.
Teamwork,
critical and creative thinking, and increased
social skills are the primary objectives of these
sessions.
Action Socialization Experience:
An A.S.E. is a problem-solving situation that
stimulates immediate participation in the activity.
These experiences encourage small groups of
students to cooperatively decide on a solution to a
carefully designed problem and then carry out their
plan of action as quickly and efficiently as
possible. Students have approximately 15
minutes at each station. As a result, the students
realize that through communication and cooperation
they are able to solve numerous challenges.
Visiting teachers /adults are the facilitators for
the actual activities. Prior to the ASE class time
an ASE Meeting is mandatory for all those adults
who are managing a station. During this ASE
meeting, SOC staff will review the safety
procedures and objectives of ASEs. This ASE meeting
is mandatory. If facilitators are not present
for the entire ASE meeting, that session will not
be available to the students. Typical
apparatus used in the A.S.E. session include:
Trolleys, Spider Web, Volcano, etc. Time: 1½-2½
hours. Maximum number of students: 10-100 in a
maximum of 10 field groups. Field groups should be
between 10-13 students per field group.
Core
Curriculum Content
Standards:
2.1.E; 2.2.A,B&E;
2.5.A,C&D; 2.6.A; 3.3.A;
3.4.A&B; 9.1.B;
9.2.A,B,C,D&F
Group Initiatives:
Are similar to ASE's in that the students must work
cooperatively to solve challenging problems.
However, without the time constraints of the ASE's,
the SOC trained facilitator can determine not only
which activities are appropriate, but also how much
time to allow for completion. Some of the
activities in this session may include: Beam,
Cargo Net, Toxic Waste, Traffic Jam, etc.
Before any visiting teachers can lead this
session, they must successfully complete an on-site
training seminar prior to their school’s
visit
Core
Curriculum Content
Standards:
2.1.E; 2.2.A,B&E;
2.5.A,C&D; 2.6.A; 3.3.A;
3.4.A&B; 9.1.B;
9.2.A,B,C,D&F
Climbing Wall:
The climbing wall is a 20-foot high wooden
structure with blocks for hand and foot
holds. A belay rope is attached to the
student and is taken in by the instructor as the
climber ascends so that there is little risk to the
climber. Success on the wall is measured by the
climber's motivation to do his or her best, not in
terms of the height the climber achieves. Note: ten
students require approximately two hours to climb
the wall. An SOC instructor must be at the wall at
all times during this session. Since both Climbing
Wall and Confidence Course are intended to increase
self-confidence and therefore similar, no single
group should expect to participate in both of these
sessions.
Before any visiting teachers can lead this
session, they must successfully complete an on-site
training seminar prior to their school’s
visit
Core
Curriculum Content
Standards:
2.1.E; 2.2.B; 2.5.A,B,C,D&E;
9.2.C,D&F
Confidence
Course:
This session takes students through sequential
activities that require both trust in the group
members and confidence in one’s self. As the
group demonstrates its ability to compassionately
care for the individual members, the SOC trained
facilitators lead the group through increasingly
challenging activities. Cable Bridge, Confidence
Course, Wild Woosey, Wind in the Willows, Cargo Net
and Beam may be some of the activities in this
session. Since both Climbing Wall and Confidence
Course are intended to increase self-confidence and
therefore similar, no single group should expect to
participate in both of these sessions.
Before any visiting teachers can lead this
session, they must successfully complete an on-site
training seminar prior to their school’s
visit
Core
Curriculum Content
Standards:
2.1.E; 2.2.C,D&E; 2.5.A,D&E;
9.2.B,C&D
Wilderness Education
Activities
The main objective of these lessons is to develop
outdoor skills. These are skills that will allow
students to enjoy our natural resources with
minimum impact.
Orienteering:
Introduction to and practical application of map
and compass skills. Following a lesson on how to
use a compass, participants will put their new
skill to use on one of our orienteering courses.
Time: 1½-3 hours.
Core
Curriculum Content
Standards:
2.2.A&E, 2.5.A, 2.6.A, 4.1.A, 4.2.A&D,
4.5.A&C, (5.8.D and 6.6.A if topographical maps
are used), 9.1.B, 9.2.A&C
Eco Discovery:
is also an excellent introductory orienteering
activity. By interpreting symbols from the
campus map, students become acquainted with the SOC
facility. Research suggests that students who are
uncomfortable or unfamiliar with an area may have
difficulty focusing on the content of a class until
they have achieved a minimum level of comfort with
their new setting. Eco Discovery may best provide
students with the opportunity to reach their
comfort level. Time: 30-60 minutes.
Core
Curriculum Content
Standards:
2.2.E, 2.5.A&D, 3.1.E&G, 4.1.A, 6.6.A,
9.2.C
Survival:
Staying alive in the woods requires one to remain
calm and make the best possible use of what is
available in the area to obtain the basic
necessities of life. Although the emphasis is on
basic survival concepts shelter building, starting
a fire, finding drinking water, and foraging for
food are among some of the subjects that may be
covered. Time: 1½-2½ hours.
Core
Curriculum Content
Standards:
2.1.E&F; 2.2.B; 2.5.D;
9.2.A,B,C&F
Hiking:
No matter what the season, there are many things to
be seen while walking the trails of Stokes State
Forest. A New Jersey School of Conservation staff
member will help you plan a hike based on the needs
and abilities of your group. Time: 1 hour to all
day. An all day hike can be arranged to meet
your needs in any one of the four teaching areas or
a combination of: the Sciences, Humanities, Social
Studies, or Outdoor Pursuits. An all day hike
emphasizing Outdoor Pursuits may include trail
techniques, emergency preparedness, as well as some
natural history interpretation. Have students bring
their own day-packs and water bottles on hikes when
lunches are carried. Group size: 10-25.
Core
Curriculum Content
Standards: 2.5.A,
2.6.A, (6.6.A if map-reading is included) if
natural history, geology, etc. are included: 5.5,
5.8, 5.10.
Canoeing:
This session is intended for small field groups to
learn canoe strokes. As an academic course students
will learn and practice many of the basic paddling
techniques for effectively moving a canoe across
the water. Take note that cold or windy weather can
make this session nearly impossible for
inexperienced paddlers therefore between November
and April this course is not available. Time: 1-2
hours. Group size: 6-16.
Core
Curriculum Content
Standards:
2.1.E; 2.2.B; 2.5.A,B,C,D&E;
9.2.C,D&F
Outdoor
Recreational Activities
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The
primary objective of these activities is fun.
Visiting groups to the SOC are in residence for 3-5
days. During this period students need time
away from academics to release pent-up energy in a
structured manner. The outdoor recreational
activities fill this need. Because the emphasis is
on fun, we must be aware of those times when the
weather conditions are too severe for the students
to have fun. Alternative plans for indoor
activities are advised.
Archery:
The major part of this session concentrates on
teaching shooting skills. Safety is
emphasized at all times during the course of the
lesson. Archery is not available during the winter
months. Time: 1–1½ hours. Group size: 6-24.
Core
Curriculum Content
Standards:
2.1.E; 2.2.B; 2.5.A,B,C,D&E;
9.2.F
Boating:
Although the major emphasis of this session will be
on canoeing, the proper use of rowboats will also
be covered. In canoeing, a variety of skill
can be taught, including: proper techniques for
loading and unloading from a dock, carrying, as
well as various paddle strokes. This session is
intended to give students an opportunity to
experience canoeing or row boating in a
recreational rather than an academic setting. Time:
1-2 hours. Group size: Wapalanne Dock maximum = 52,
Sequoya Dock maximum = 32.
Core
Curriculum Content
Standards:
2.1.E; 2.2.B; 2.5.A,B,C,D&E;
9.2.C,D&F
New
Games:
'Play hard, play fair, nobody hurt' is the motto of
New Games. These active outdoor games can be played
by any number of people in any age group. This new
approach to game playing is less competitive and
features games that go from mildly active to highly
active. The games are easy to teach and can be
enjoyed by teachers as well as students. Time: up
to 1 hour. Group Size: 30-60.
Core
Curriculum Content
Standards:
2.1.E; 2.5.A,B,C,D; 9.2.C&D
Woodcutters
Frolic:
This recreation activity can involve from 50 to 100
people for 1-2½ hours. Small groups of
students (10-15) rotate through stations at
15-minute intervals. Each station consists of an
activity common to our early wood cutting settlers,
such as flap-jack flipping, log roll, wood stack,
water carrying, and many others. Ideally,
visiting teachers come to the session 15 minutes
before the students. This enables us to prepare
them to supervise the individual activities. (1
teacher for every 2 groups.) In foul weather, we
recommend having a contingency plan. Veteran school
systems should be able to independently manage this
activity with SOC only providing equipment
support.
Core
Curriculum Content
Standards:
2.5.A,B,C&D; 9.2.C&D
Winter
Outdoor Recreation Activities
Curling:
Curling is a Scottish ice sport that is somewhat
like shuffleboard played on ice. The curler slides
two or three stones (heavy wooden blocks) along the
ice trying to stop them in the center of a target
40 feet away. Time: 1 hour. Group Size: 2-12.
Core
Curriculum Content
Standards: 2.1.E;
2.2.B; 2.5.A,B,C,D&E; 9.2.F
Ice
Fishing:
Participants fish with tip-ups (a special fishing
rig) baited with minnows. Minnows must be
supplied by the participants. Sometimes short
jigging rods with metal lures are more effective in
tempting the largemouth bass. All fish must
be returned to the lake after being caught.
Note:
SOC only has six tip ups at most. Please make
special arrangements with the Coordinator of School
Programs, Jennifer Correa-Kruegel, prior to
scheduling this activity. Time: 1 to 2 hours. Group
Size: 10-15.
Core
Curriculum Content
Standards:
2.1.E; 2.2.B; 2.5.A,B,C,D&E;
9.2.F
Ice
Skating:
As long as the ice on the lake is thick enough
(more than 4 inches), student participants who
bring their own skates may enjoy skating on the
south end of the lake.
A flag indicating the condition of the ice is
displayed near the Wapalanne Dock - green indicates
safe ice, whereas red indicates that the ice is not
safe.
Most of the time, our staff will clear snow from
the lake. However, if for some reason this is not
possible, snow shovels are available for clearing
the ice of snow.
Core
Curriculum Content
Standards: 2.1.E;
2.2.B; 2.5.A,B,C,D&E; 9.2.F
Ski
Touring:
As soon as the snow reaches sufficient depth (~ 6
inches) we can ski on the closed roads in the
forest. Ski touring can be as exciting and is
certainly much less expensive than down hill
skiing. We have several pairs of skis at the school
in a variety of sizes. Time: minimum of 2 hours.
Group Size: 10-15.
Core
Curriculum Content
Standards:
2.1.E; 2.2.B; 2.5.A,B,C,D&E;
9.2.F
Snowshoeing:
When the snow is more than eight inches deep,
snowshoeing is feasible. The shorter bear paw shoes
are better for travel through the dense
forest. The Michigan shoes, with upturned
fronts, are used by leaders to break the trail.
Snowshoes are not as fast as skis, but they will
take you to places you can't get to on skis. Due to
the extremely rocky terrain we normally snowshoe on
the frozen lake. Only after a very heavy snowfall
will we snowshoe on the trails through the
forest. Time: 1½-3 hours. Group
Size: 10-30.
Core
Curriculum Content
Standards:
2.1.E; 2.2.B; 2.5.A,B,C,D&E;
9.2.F