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Camp at School 2017

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Campus Outdoor School Guidelines

2017

Fifth Grade Teachers,

The students who remain on campus should have a similar experience to those who are

attending camp. The following schedule, activities, and Holifield prep lessons are

suggested for those students not attending Outdoor School at Collin County Adventure

Camp. Realize there are more activities than you can complete. Choose the ones that

will best benefit your students.

The Holifield Science Learning Center provides an optional educational experience

including lessons which teach specific grade level TEKS. Because of the academic focus,

a classroom teacher should accompany students on this trip. Please avoid sending a

substitute who is unprepared and only serves as a person in charge of supervision.

Our goal is for all students to have a positive experience from their outdoor school

education. As you know, the teacher’s preparation of lessons, energetic attitude, and

enthusiasm will ensure this for students.

Please bring a camera from your campus to help collect data. Students may also bring

cameras to enhance their experience.

Thank you for all that you do each day. Your hard work and efforts are greatly

appreciated.

Keith Griffin

Outdoor Education Coordinator

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Campus Outdoor School Schedule

Day 1: (These activities could be completed after others depart for Collin County

Adventure Camp.)

Team Building

o Choose activities from Team Building Activities-Campus Activity

Use these activities throughout Campus Outdoor School as needed or

during transitions.

Camp Songs

o Teach songs to students throughout Campus Outdoor School and use as

needed for transitions. Many of the songs can be accessed through YouTube.

Nature Scavenger Hunt-Campus Activity

Build a camp site in the classroom.

o Use this as a home base for the next 3 days. Allow them to bring sleeping

bags or even small tents to complete their work in. You could create a small

camp fire out of paper/art supplies to make it more authentic.

Day 2: (These activities could be completed at campus during one full day at the

campus.)

Forest Adventure -Biodiversity Pre-Lesson

Leaf Silhouettes & Diagrams-Campus Pre-Lesson

Constellation Models-Campus Activity

S’mores-Campus Activity

Day 3: (These activities could be completed at the campus during the afternoon

following the field trip to the HSLC.)

Explore the Holifield SLC Field Guide (Could be done morning of field trip)

Holifield SLC Memories (4th Grade letter)

Science Debrief (What have you learned, what do you wonder?)

Reflect on what makes camp at school memorable.

Allow for wrap up time for students to discuss their camp experiences, complete

unfinished activities, etc.

I have added some fun games at the end that you can play throughout your campus

camp experience. Enjoy Campers!

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Team Building Activities

Campus Activity

Materials:

Toxic Waste

o Rope, bungee cord, 2 buckets

Mine Field

o Cones

Noodle Ball

o Swimming Noodles (cut horizontally into halves)

o Marbles

Survival Scenarios

o Index cards

Great Egg Drop

o Box of supplies to build an egg package (use materials gathered from

classroom)

Balloon Tower

o 100 balloons

o Masking tape

Teacher Tips:

Gather materials and read teambuilding activities prior to having students

participate in them. (The PE department could have some of these materials.)

Suggested activities can be used as needed during transition times or as time

allows.

Directions:

Before and after completion of these activities, students should discuss the

importance and purpose of teambuilding.

Extensions:

o Students could write a song, make up a cheer, or create a video about

teamwork.

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Team Building Activities

Balloon Tower:

The group is to build the tallest, freestanding structure they can in 15 minutes using

only balloons and masking tape. (You can vary the amount of balloons used in this

activity.)

The following discussion questions can be used after the students have presented their

structure.

Toxic Waste:

Equipped with a bungle cord and rope, the group of students must work out how to

transport a bucket of “Toxic Waste” and tip it into the neutralization bucket.

Mine Field:

Object are scattered in a sectioned off area outside the campus. In pairs, one person

verbally guides their partner, who is blindfolded, through the minefield.

Noddle Ball:

Using a swimming noodle, that has been cut horizontally into 2 pieces; the students take

turns transporting marbles from Point A to Point B.

Survival Scenarios:

Your plane just crashed…your group needs to choose the 12 most useful items to

survive.

Record answers on chart paper and share reasoning for objects chosen.

Great Egg Drop:

Design an egg package to save an egg from breaking when dropped. Follow by the

Great Egg Drop-off.

Discussion Questions:

The following discussion questions can be use after completing any of the activities:

o What worked in the process? What hindered the process?

o Was leadership displayed? Did you observe leadership in the group?

o What role did you play in the exercise?

o What did you learn about yourself and others?

o Did everyone feel like they had an active role? Did you feel as if your ideas were

heard and considered

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Camp Songs

Boom Chicka Boom

I said a boom chicka boom (echo) I said a boom chicka boom (echo) I said a boom chicka Rocka chicka Rocka chicka boom (echo) Oh yeah (echo) Uh huh (echo) One more time (echo) ___________ style (echo) Different styles: Loud, Whisper, Southern, Valley Girl, Opera, Attitude, British, Rocket, Harley, Janitorial, Teacher.

Flea Fly II

Flea! (echo) Flea, Fly! (echo) Flea, Fly, Flo!(echo) Feista!(echo) Cooma-lada, Cooma-lada, Cooma-lada Feista. (echo) Oh, no, no, no, not the Feista. (echo) Eenie Meanie, Decimeanie, Ooh Walla walla Meanie. (echo) Exameanie, Zalameanie, Ooh Walla walla!(echo) I said a- Beet Billy Oaten Boaten, Bo-bo ba-deeten dotin, Hot Chihuahua, Mm-mm! (attempted echo, since little kids only usually get the 'Mm-mm!'.) Haha. Fun fun.

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Baby Bumble Bee

(Song)

I’m bring home my baby bumble bee Won’t my mommy be so proud of me I’m bring home my baby bumble bee Ouch! It stung me! I’m smashing up my baby bumble bee Won’t my mommy be so proud of me I’m smashing up my baby bumble bee Ugh! What a mess! I’m licking up my baby bumble bee Won’t my mommy be so proud of me I’m licking up my baby bumble bee Eww! I feel sick! I’m puking up my baby bumble bee Won’t my mommy be so proud of me I’m puking up my baby bumble bee Yuck! What a mess! I’m sweeping up my baby bumble bee Won’t my mommy be so proud of me I’m sweeping up my baby bumble bee Well, I won’t do that again!

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Princess Pat

The Princess Pat (Egyptian style) Lived in a Tree (hands out in front of you; go up and down) She Sailed across (ocean motion) The seven seas (hold up 7 fingers; make a c with you hand) She sailed across (ocean motion) The channel two (draw a box with fingers and then hold up 2 fingers) and she took with her (both hands over shoulder like holding a bag) Arrigabamboo (shake hands/arms all the way down) Arrigabamboo (shake hands/arms all the way down) Now What is that? (shrug) It's something made (bang hands together) by the Princess Pat (Egyptian style) It's red and gold (Twirl hand around like you're waving a string at your waist) And puple too (bring your voice up. Hands folded up to cheek) That's why it's called (Get loud; cup hands around mouth) Arrigabamboo (shake hands/arms all the way down) Now the Captin Jack (salute X 2) Had a mighty fine crew (salute X 2) He sailed across (ocean motion) The channel two (draw a box with fingers and then hold up 2 fingers) But his ship sank (Hold nose and sink down) and yours will too (point finger and shake hand in scolding motion) If you don't take (both hands over shoulder like holding a bag) Arrigabamboo (shake hands/arms all the way down) Arrigabamboo (shake hands/arms all the way down) Now What is that? (shrug) It's something made (bang hands together) by the Princess Pat (Egyptian style) It's red and gold (Twirl hand around like you're waving a string at your waist) And puple too (bring your voice up. Hands folded up to cheek) That's why it's called (Get loud; cup hands around mouth) Arrigabamboo (shake hands/arms all the way down)

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Funky Chicken

I want to see your funky chicken (leader) What’s that you say (Campers) I want to see your funky chicken (leader) What’s that you say (Campers) Chorus: Ooh ahh ahh ahh, ooh ahh ahh ahh Ooh ahh ahh ahh, ooh, one more time Ooh ahh ahh ahh, ooh ahh ahh ahh Ooh ahh ahh ahh, ooh 1234 (Do actions with chorus, ie flop like a funky chicken) Repeat verse using Frankenstein, Schwartzenager, Superman, Ballerina, Sumo Wrestler, Surfer Dude, Egyptian…

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There Was a Great Big Moose

There was a great big moose! He liked to drink a lot of juice. There was a great big moose! He liked to drink a lot of juice. Singin' oh way oh Way oh way oh way oh way oh Way oh way oh Way oh way oh way oh way oh The moose's name was Fred. He liked to drink his juice in bed. The moose's name was Fred. He liked to drink his juice in bed. Singin' oh way oh Way oh way oh way oh way oh Way oh way oh Way oh way oh way oh way oh He drank his juice with care, but he spilled some in his hair. He drank his juice with care, but he spilled some in his hair. Singin' oh way oh Way oh way oh way oh way oh Way oh way oh Way oh way oh way oh way oh Now he's a sticky moose Because he's all covered in juice! Singin' oh way oh Way oh way oh way oh way oh Way oh way oh Way oh way oh way oh way oh

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Coast to Coast

From coast to coast, (Repeat) Camp ______is the most. (Repeat) From Coast to coast (Repeat) Camp ______is the most. (Repeat) Na na na na na (Repeat) Na na na na na na (Repeat) Na na na na na na na (Repeat) Na na na na na (Repeat) From East to West, Camp ______ is the best From State to state, Camp ______ is really great From City to City, Camp ______ is really pretty From Town to town, Camp ______ is getting down

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Nature Scavenger Hunt

Campus Activity

TEKS: 5.2 C Collect information through detailed observations and accurate measuring.

Materials:

Plastic or paper bags

Camera or phone

Pencil

Hand Lenses

Collecting Nets

Paper/Notebook

Teacher Tips:

Choose the outdoor area on your campus or set up an area in the classroom

before the hunt begins to gauge how much time will be needed to complete this

activity.

Make sure to have scientific tools out for students to use while exploring.

(example: ruler, hand lens, balance, triple beam balance, magnet)

Vary the items listed below based on your campus location, items the students

will be able to find, and time of year.

Use the ideas listed or items you choose to develop a scavenger hunt list.

Students can list items in their notebook or on paper.

Caution students to only collect things from the ground and stress that no living

items, glass or sharp-sided items should be collected.

Things to See:

Insects

A spider web

Frogs, toads, and lizards

Wildflowers, wild berries

Feathers or abandoned birds’

nest

Things to Collect:

Pinecones, dandelions, seeds

Leaves

Fossils

Rocks

Things to Photograph:

Birds, butterflies, squirrels, or other small animals

Unusual sights

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Forest Adventure

Biodiversity Pre-Lesson

TEKS: 1B, 2B, 2D, 2F, 3A, 3D, 9A, 9B, 9C

Materials:

Lesson Plan from OCEARCH

Copies of pre-assessment and Interview sheets

Teacher Tips:

Plan ahead and set up a time for an interview with a local naturalist, zoo keeper,

or other. You could also prepare the interview and have them interview their

guide at the Holifield Science Learning Center.

Directions:

Facilitate a group discussion about diversity and biodiversity.

Holifield Science Learning Center:

While at the HSLC, students will have the opportunity to observe and discuss

diversity in the land and animals.

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Forest Adventure

Leaf Silhouettes & Diagrams

Pre-Lesson

TEKS: 5.2 C Collect information by detailed observations and accurate measuring.

Materials:

Paper or plastic bag (for collecting leaves)

Hand lenses

Thin sheets of white paper

Crayons

Teacher Tips:

Don’t allow the leaves dry out; brittle leaves will be hard for students to work with when

they are brittle.

If weather does not permit a nature hike for leaf collecting, the students could bring a

plant leaf or tree leaf from home.

If possible, have students collect a variety of different leaves.

Directions:

Take students on a nature walk to gather leaves.

After the leaves are gathered, ask students to find a way to group their leaves, make a

simple graph of their findings in their notebooks, and discuss their observations.

Students may use hand lenses to view the leaves more closely.

Use the following process to have students make leaf rubbings:

o On a piece of plain white paper, position leaves vein side up in a pattern, lay

another sheet of plain white paper over the tops of the leaves, select the crayons

that you would like to use to create your rubbing and peel off the wrappers, turn

a crayon on its side and gently rub over the top sheet of paper.

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Constellation Models

Campus Activity

Materials:

1 piece of aluminum foil approximately 5” X 7” per student

1 rubber band per student

1 safety pin per student

1 paper towel tube

1 to 2 flash lights

Teacher Tips:

To better facilitate this activity, students could bring a labeled flashlight and

paper towel roll from home.

Directions:

Using the classroom projection device, as a class visit the following web site to

learn about constellations.

o http://stardate.org/nightsky/constellations

As a large group, facilitate a discussion with students about how they could

design a line drawing that would create a model of a constellation. Draw the

model discussed.

Using a circle of paper or foil slightly larger than the diameter at the end of the

paper towel tube, students should make a line drawing of an object that will be

their constellation. When finished, students should gently poke small holes at 6

places along the line drawing.

Use rubber bands or tape to attach the paper to one end of the tube.

Insert a flashlight at the opposite end.

Have students show their constellations and explain what it represents.

When complete, create a night sky using multiple flashlights.

Extension: Look for resources in the library to read about/explain some of the

mythology behind the constellations.

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Non–heated S’more

The activity below was designed for the students to be able to enjoy a s’more. The

solar oven is now an engineering activity with the curriculum. Therefore, an alternate

method for creating a non-heated s’more is to do the following:

What you will need:

8 chocolate or regular graham cracker squares

3 tablespoons chocolate-hazelnut spread or Hershey bars

3 tablespoons marshmallow crème

Step by step:

1. Place graham cracker squares on a work surface; spread 4 squares with

chocolate-hazelnut spread. Spread remaining graham cracker squares with

marshmallow crème. Place graham crackers, marshmallow sides down, on top of

chocolate-hazelnut spread. Place on a microwave-safe plate.

Optional heated in microwave

2. Microwave, uncovered, on 100% power (high) for 30 seconds. (If you want to

heat the s'mores one or two at a time, microwave one s'more on 100% power

[high] for 10 seconds or two s'mores for 20 seconds.) Serve at once. Makes 4

s'mores.

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Holifield Memories

(4th Grade Letter)

TEKS: 5.18B write formal and informal letters that convey ideas, include important information,

demonstrate a sense of closure, and use appropriate conventions (e.g., date, salutation,

closing)

Materials:

Pencil

Paper/Computer

Holifield Field Guide

Teacher Tips:

You may want to review with the students what the parts of a letter are.

Directions:

Complete the directions on page 22 of the Holifield Field Guide.

They may have started this at the HSLC. They need to collect and record four things they

found to be memorable while on the field trip. They will use this information to write a

letter to a 4th grade student describing their experience at the HSLC. In their letter they

could include their favorite activities, time spent on the forest trails, any animals they

saw, the super cool and smart staff, or any other fun memories they may have had with

their peers.

Keep these letters and decide with the 5th grade team what you are going to do with

them. (examples: revise and edit, send to another campus, send to your fourth grade

students.

Please review for appropriate content if you are going to send them to any other

student.

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Camp Games

Finger Bingo

The goal is to get all five fingers up and then yell out “Finger

Bingo”.

Start by have the kids put the boards up. This is done by

having them put one of their fists in the air.

How to play: Say statements or ask questions and if the kids

did that or know the answer they will put a finger up. When

they get all 5 fingers up, they yell out “Finger Bingo”. When

a student does this have them come to the front and list all

five things that were call out. Or if it was a question then

they must then say the answer.

Example of a game:

If you had pizza this weekend put a finger up.

If you have an older brother, put a finger up.

If you can tell me who won the Cowboys game last night, put a finger up.

If you didn’t brush your teeth this morning….

(Wait till they put their fingers up then say, “eewww!”)

If you can tell me a boy superhero and a girl superhero, put a finger up.

If you can tell me all the vowels in the alphabet.

If you have more than 3 pets….

(When a winner is claiming this one, have then tell what pets they have.)

If you can tell me the 3rd planet in our solar system.

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Mr. and Mrs. Right

Description Have everyone stand. Read the story. When you say "right" everyone takes a step to the right.

When you say "left" everyone takes a step to the left.

This is a story about Mr. and Mrs. WRIGHT.

One evening they were baking cookies. Mrs. WRIGHT called from the kitchen, "Oh, no, there is

no flour LEFT! You will need to go RIGHT out to the store."

"I can't believe you forgot to check the pantry," grumbled MR. WRIGHT. "You never get

anything RIGHT!"

"Don't be difficult, dear," replied Mrs. WRIGHT. "It will only take twenty minutes if you come

RIGHT back. Go to Fifty-first and Peoria, and turn LEFT at the stop sign. Then go to Sixty-first

Street and turn RIGHT, and there it will be on your LEFT," declared Mrs. WRIGHT as her

husband LEFT the house.

Mr. WRIGHT found the store and asked the clerk where he could find the flour. The clerk

pointed and said, "Go to Aisle four and turn LEFT. The flour and sugar will be on your LEFT."

Mr. WRIGHT made his purchase and walked RIGHT out the door. He turned LEFT, but he

couldn't remember where he had LEFT his car. Suddenly he remembered that he had driven Mrs.

WRIGHT'S car and that his car was in the driveway at home RIGHT where he had LEFT it. He

finally found the RIGHT car and put his purchase RIGHT inside.

Eventually, a weary Mr. WRIGHT found his way home. Mrs. WRIGHT had been waiting

impatiently. "I thought you would be RIGHT back," she said. "I LEFT all the cookie ingredients

on the kitchen counter, and the cats got into the milk. You'll just have to go RIGHT out again."

Mr. WRIGHT sighed. He had no energy LEFT. "I am going RIGHT to bed," he said. "Anyway, I

need to go on a diet, so I might as well start RIGHT now. Isn't that RIGHT, dear?"

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Procedure:

Pair up all the kids. Use any creative method to pair them up (number off, give them a letter, pick a card, etc.)

Everyone must play rock, paper, scissors with someone else. The person who won stays and keeps looking for another opponent. Whoever lost must become that person’s “fan club”, and cheer for them.

Eventually, there should only be two people left with everyone else behind one or the other. There is a final rock, paper, scissors duel between them.

The last two players, whoever loses or wins, get to pick their partners starting the next round.

Ultimate

Rock, Paper, Scissors

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Tied in Knots

This is a kid favorite teamwork game. The level of reasoning may differ, but everyone figures it out and has fun. Have an even number of people stand in a circle. Each person places one hand in and grabs someone else's hand. Then, do the same with the other hand. Make sure you are holding the hands of two different people. Untie the knot of hands without letting go of the hands you are holding onto. This involves twisting, turning, stepping over, ducking under and lots of laughing.

Remind this kids to go slow and to be safe.

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Yelling and Screaming

Have the kids form one line. When you say go one kid at

a time takes in a larger breath and then starts to scream.

While they are screaming they try and see how far they

can run on one breath. When they have to take a breath or

stop screaming they have to sit down where they are.

*Best if played when outside and running in the grass.