| Sixth Grade
Two Possibilities
After an introduction and explanation of the day, small groups of students try their hand at survival skills and teamwork. The idea is to create an imaginary situation away from civilization in which adults are not present. Groups need to strategize the most efficient way to survive using a lot of trial and error. Adults are available to “judge” the results and for consultation. At the end of the day group scores are added up and equated to the number of days they have lasted thus far. The survival needs are:
- Water – The group should devise a way to acquire potable water. Methods will vary depending on time of year and weather.
- Shelter – For the most points the group should construct a one-person structure that is stable, out of natural materials. Teamwork is demonstrated by how substantial the shelter is. Time limits their ability to weatherproof the shelter. So, reasoning through, with an adult judge, the best way to keep out the weather and stay warm will boost the point total.
- Food – A wild caught animal or gathered nuts or insects might be worth a “food unit.” Points for the food category pile up as number of food units increases. Other examples might be opening a can of unidentified food or finding a strategically “laid” mutant chicken eggs.
- Fire – each group is provided with 5 strike-anywhere matches as part of their “found” survival tools (a can of food, a length of rope are other components). Building a fire and cooking a real chicken egg gets a group full credit. Return unused matches for points or, if needed, buy more matches with points.
- Catastrophe – an artificial catastrophic scenario is presented to the group. Full points come from having the entire group make it. An example of a catastrophe might be the need to cross a shark-infested stream, using special portable islands, without touching the water.
Some of the basic principles that can be presented and later processed in class are:
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Scientific methodology through logical reasoning and trial and error. For example, given that heat rises, should the match be placed under the fuel or over it?
- Changes of state and the properties of materials. For example, why does blowing on a tiny fire put it out, but help a bigger fire? Why do twigs light easier than sticks despite the recent rain? What is the best natural material for insulating a shelter and why?
Energy Day
Student groups rotate to different stations (About four students per group) and record what happened and chart the progression of energy transformations.
For example, they might encounter an adult sitting in a chair and eating a graham cracker. Food was created by the conversion of sunlight (light energy) into sugar (chemical energy) within a plant. Food is chemical energy (potential) and it is used by our body to:
create heat (thermal - kinetic),
grow (chemical - potential),
reproduce (chemical), and
move/do work (mechanical - kinetic).
Other examples might be to have the group build a fire and figure out what is going on or watch a lumberjack use a chainsaw to cut wood.
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