Quick Facts:
• Class size:
usually 15 students
• Class length: 1
hour and 45 minutes each
• Capacity: 150
students, plus teachers, and chaperones
• Curriculum
Correlated to the California State Standards
• Typical day at
Pathfinder Science & Outdoor School
Pathfinder Ranch Science & Outdoor Education School
currently offers the following classes. Each description outlines the basic
themes and concepts that will be taught in each course, as well as a related
vocabulary list. This information can guide teachers in both pre- and
post-camp classroom preparations. Each class will be unique due to the
interests and knowledge of the students, as well as the teaching style of
the instructor.
Animal Ecology
Animal
Ecology provides opportunities for students to learn about animals in a
hands-on and interactive setting. Some of the topics covered during this class
include reptile/amphibian/mammal biology, examination of scat, food chain
concepts, animal adaptations, differences between carnivores, herbivores,
omnivores, and insectivores, and limiting factors. Students will learn about these topics through
active games, hikes, and hands-on experiences. They will also have the chance
to explore and learn about the animals in our nature center. In the nature
center, students will touch, hold, and feed some the reptiles, amphibians, and
mammals that live in our interactive classroom. The class provides many
opportunities for students to challenge their comfort levels and explore how
the actions and decisions of humans affect animals and their habitats.
Each class will include…
- Interdependence between animals and their
environment, including the roles of producer and consumer.
- Two to three ways that species adapt in order to
survive
- Limiting factors such as food, water, shelter and
space.
- Hand-on experience with animals in the Pathfinder Nature Center.
 California Science Content Standards
Grade 5: Life
Science 2. Plants
and animals have structures for respiration, digestion, waste disposal, and
transport of materials. As a basis for understanding this concept:
a. Students know many multicellular organisms have specialized structures
to support the transport of materials.
g. Students know
plant and animal cells break down sugar to obtain energy, a process resulting
in carbon dioxide (CO2) and water (respiration).
Investigation and Experimentation 6.Scientific progress is made by
asking meaningful questions and conducting careful investigations. As a basis
for understanding this concept and addressing the content in the other three
strands, students should develop their own questions and perform
investigations. Students will:
a. Classify objects (e.g., rocks, plants, leaves) in
accordance with appropriate criteria.
Grade 6: Focus
on Earth Science Ecology (Life Science) 5. Organisms in ecosystems exchange energy and nutrients
among themselves and with the environment. As a basis for understanding this
concept:
- Students know energy entering ecosystems as
sunlight is transferred by producers into chemical energy through
photosynthesis and then from organism to organism through food webs.
- Students know matter is transferred over time
from one organism to others in the food web and between organisms and the
physical environment.
- Students know populations of organisms can be
categorized by the functions they serve in an ecosystem.
- Students know different kinds of organisms may
play similar ecological roles in similar biomes.
- Students know the number and types of organisms
an ecosystem can support depends on the resources available and on abiotic factors, such as quantities of light and
water, a range of temperatures, and soil composition.
Archaeology
Archaeology allows the students to
explore the history of the people who lived in this area, from the Cahuilla Native Americans to the Gold Miners. Students will be able to become actual
archaeologists by digging up artifacts in our archaeology pit. They will be able to better understand what
it means to be an archaeologist and to be able to differentiate between
artifact, ecofact, and feature.
Each class will include…
- The process of scientific investigation into past
cultures
- History of Southern California populations, including Cahuilla Native Americans and gold miners.
- Participation in a simulated archeological dig.
California State Standards:
Grade 5: Science Investigation
and Experimentation 6. Scientific progress is made by asking meaningful
questions and conducting careful investigations. As a basis for understanding
this concept and addressing the content in the other three strands, students
should develop their own questions and perform investigations. Students will:
a. Classify objects (e.g., rocks, plants, and leaves) in
accordance with appropriate criteria.
f. Select appropriate tools (e.g., thermometers, meter sticks,
balances, and graduated cylinders) and make quantitative observations.
g. Record data by using appropriate graphic representations
(including charts, graphs, and labeled diagrams) and make inferences based on
those data.
h. Draw conclusions from scientific evidence and indicate
whether further information is needed to support a specific conclusion.
History and Geography 5.1 Students describe the major pre-Columbian settlements, including the
cliff dwellers and pueblo people of the desert Southwest,
the American Indians of the Pacific
Northwest, the nomadic nations of the Great Plains, and the woodland peoples
east of the Mississippi River.
Grade 6: Science Investigation and Experimentation7. Scientific
progress is made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and addressing the
content in the other three strands, students should develop their own questions
and perform investigations. Students will:
a. Select and use
appropriate tools and technology (including calculators, computers, balances,
spring scales,
microscopes, and binoculars) to perform tests, collect data, and display data.
g. Interpret events by sequence and time from natural phenomena
(e.g., the relative ages of rocks and intrusions).
 World History and Geography – Ancient Civilizations 6.1. Students
describe what is known through archaeological studies of the early physical and
cultural development of humankind from the Paleolithic era to the agricultural
revolution.
1. Describe the hunter-gatherer societies, including the
development of tools and the use of fire.
2. Identify the locations of human communities that populated
the major regions of the world and describe how humans adapted to a variety of
environments.
3. Discuss the climatic changes and human modifications of the
physical environment that gave rise to the domestication of plants and animals
and new sources of clothing and shelter.
Archery
Students
will join in camaraderie as they cheer each other on in an archery range
following commands and shooting at targets 15 feet away. This sport allows
students to distinguish the parts of a bow and arrow used by both Native
Americans and modern society.
Each class will include…
- Parts of a bow and arrow
- Archery technique and commands
- Safe use of archery equipment
- Brief history of the construction and use of the
bow and arrow
California State Standards:
Grade Five History and Geography 5.1 Students describe the major pre-Columbian settlements, including the
cliff dwellers and pueblo people of the desert Southwest, the American Indians
of the Pacific Northwest, the nomadic nations of the Great
Plains, and the woodland peoples east
of the Mississippi River.
- Describe how geography and climate influenced
the way various nations lived and adjusted to the natural environment,
including locations of villages, the distinct structures that they built,
and how they obtained food, clothing, tools, and utensils.
Grade Six History and Geography 6.1 Students describe what is known through archaeological studies
of the early physical and cultural development of humankind from the
Paleolithic era to the agricultural revolution.
1. Describe the hunter-gatherer societies, including the development of
tools and the use of fire.
Astronomy
The
Ultimate Universe is a fun and easy to understand guide to the science of
Astronomy. We begin our journey with stunning visual displays of the universe
with the latest in digital images and video from NASA. All this displayed on
our movie screen, complete with surround sound. We will see huge sunspot
eruptions, giant asteroids colliding with earth, along with the latest views of
Mars and Saturn. We will ask and answer many questions concerning the death of
the dinosaurs, constellations, galaxies and of course the truth about
UFO’s! During the second part of the
program (weather permitting), we will take advantage of Pathfinder’s dark
skies. The students will have the opportunity to take a guided tour of the
night sky through huge telescopes. The
class is typically led by special guest Tom Mathews.
Each class will include…
· An interpretive presentation
about the stars, planets, sun and other celestial objects
· An
opportunity to view the night sky (weather permitting).
· Historic
or cultural stories about the night sky.
California Science Content Standards
Grade 5: Earth
Science 5. The solar system consists of planets and other bodies that orbit
the Sun in predictable paths. As a basis for understanding this concept:
- Students know the Sun, an average star, is the
central and largest body in the solar system and is composed primarily of
hydrogen and helium.
- Students know the solar system includes the
planet Earth, the Moon, the Sun, eight other planets and their satellites,
and smaller objects, such as asteroids and comets.
- Students know the path of a
planet around the Sun is due to the gravitational attraction between the
Sun and the planet.
Campfire
Campfire is
a communal activity that occurs on the last night of a school’s visit. Depending on the weather, the location of the
campfire is either at our outdoor fire ring or inside near a fireplace. This is a collaborative
activity between Pathfinder Staff and the visiting school in which everyone is
encouraged to share school-appropriate stories, songs, skits, jokes and dances.
Each class will include…
- Dramatic performance
- Entertaining experience that promotes group
camaraderie
- Student Personal Challenge: Public speaking in
front of peers.
 California State Standards:
Grade Five and Six Theatre 1.0:
Students observe their environment and respond, using the elements of theatre.
They also observe formal and informal works of theatre, film/video, and
electronic media and respond, using the vocabulary of theatre.
Theater
2.0: Students apply processes and skills in acting, directing, designing, and
scriptwriting to create formal and informal theatre, film/videos, and
electronic media productions and to perform in them.
Grade Five and Six Music 2.0: Students
apply vocal and instrumental musical skills in performing a varied repertoire
of music. They compose and arrange music and improvise melodies, variations,
and accompaniments, using digital/electronic technology when appropriate.
Canoeing
 Canoeing is a
recreational class which offers students the opportunity to work cooperatively
to navigate their canoe around Lied Lake. This class is often combined with horseback
riding and gives students the opportunity to enjoy the water. Students are given an introduction to
paddling and water safety, and are required to wear a Personal Flotation Device
throughout their time on the water.
Each class will include…
- Parts of a canoe and paddle
- Paddling technique
- Safe use of a canoe
Nature Observation
The purpose
of this class is to awaken students to their environment and to their ability
to perceive it. In this modern world,
where people have learned to "tune out", it is very refreshing to
encourage and help students "tune in." Students become very alive when they realize
how much their senses can tell them about the world around them. In Nature Observation, we hope to embed a
sense of wonder that propels students to continually observe and appreciate
their natural surroundings.
Each class will include…
- Appreciation of the natural world through
hands-on exploration
- Sensory awareness activities using multiple
senses
- Time for independent exploration and reflection
Ethnobotany
Students learn about the historic
role plants played in the daily lives of local Native-Americans (the Cahuilla). Through
hands-on activities, demonstrations, and discovery hikes, students are
introduced to the many uses of local plants in the high-desert bioregion. They include soap-making, rope-making, food
products, containers, and various medicines. Students come away with an increased appreciation for the physical and
spiritual relationship that exists between a native hunting-gathering society
and the plants around them.
Each class will include…
- Knowledge of the Cahuilla people, including their traditional means of sustenance and medicine using
local plants.
- The importance of plants for food, clothing and
medicine in traditional and contemporary societies.
- Identification of at least three plants that grow
at Pathfinder Ranch and description of their uses.
California State Content Standards:
Grade 5 History
- Social Science 5.1 Students describe the major pre-Columbian settlements,
including the cliff dwellers and pueblo people of the desert Southwest,
the American Indians of the Pacific Northwest, the nomadic nations of the Great Plains, and the woodland peoples east of
the Mississippi
River.
1. Describe how geography and climate influenced the way various nations
lived and adjusted to the natural environment, including locations of villages,
the distinct structures that they built, and how they obtained food, clothing,
tools, and utensils.
2. Describe their varied customs and folklore traditions.
Grade 6 History
- Social Science 6.1 Students describe what is known through archaeological
studies of the early physical and cultural development of humankind from the
Paleolithic era to the agricultural revolution.
1. Describe the hunter-gatherer societies, including the development of
tools and the use of fire.
1. Identify the locations of human communities that populated
the major regions of the world and describe how humans adapted to a variety of
environments.
2. Discuss the climatic changes and human modifications of the
physical environment that gave rise to the domestication of plants and animals
and new sources of clothing and shelter.
Forest Ecology
Forest
Ecology opens students’ eyes and ears to the inner workings of a forest
community. Students investigate the
forest while exploring concepts such as limiting factors, photosynthesis, the life
cycle of a tree, tree structure, predator – prey relationships, the
interconnectedness of living things and human impact. Lessons actively engage the students in
learning the above concepts by having the students act out the different parts
of the forest, ranging from a tree competing for resources to a particular
layer of a tree and its function to prey camouflaging from a predator.
Each class will include…
- The process of photosynthesis
- Parts of a tree or plant including bark, leaves,
roots, cambium, xylem, phloem and heartwood.
- General characteristics of the forest or
chaparral habitat
- Explanation of symbiotic relationships between
species (may include mutualism, commensalism, or
parasitism)
California State Content Standards:
Grade 5 Life Sciences 2. Plants and animals have structures for respiration, digestion, waste
disposal, and transport of materials. As a basis for understanding this
concept:
a. Students know many multi-cellular organisms have
specialized structures to support the transport of materials.
e. Students know how sugar, water, and minerals are
transported in a vascular plant.
f. Students know plants use carbon dioxide (CO2)
and energy from sunlight to build molecules of sugar and release oxygen.
Grade 6 Ecology 5. Organisms in ecosystems exchange
energy and nutrients among themselves and with the environment. As a basis for
understanding this concept:
a. Students know energy entering ecosystems as sunlight is
transferred by producers into chemicals through photosynthesis and then from
organism to organism through food webs.
b. Students know matter is transferred over time from one
organism to others in the food web and between organisms and the physical
environment.
c. Students know that populations of organisms can be
categorized by the functions they serve in an ecosystem.
d. Students know different kinds of organisms may play
similar ecological roles in similar biomes.
e. Students know the number and types of organisms an
ecosystem can support depends on the resources available and on abiotic factors, such as quantities of light and water, a
range of temperatures, and soil composition.
Ecology 6b. Students know different natural energy and material resources, including
air, soil, rocks, minerals, petroleum, fresh water, wildlife, and forests, and
know how to classify them as renewable or nonrenewable.
Electives
Electives
are designed to give the students a choice of classes that are of interest to
them. The classes will vary depending on the interests and passions of
the current naturalists. Schools that chose electives will not know the
classes until they arrive at Pathfinder Ranch. Electives are done for two
class periods and are often a culminating activity. Some examples
of elective classes done at Pathfinder Ranch include: nature center
exploration, astronomy, long discovery hikes, Native American Folk-lore and
activities, various team challenges, high ropes course, recreational
classes, science experiments, or classes that were not offered during the
week. To help the students decide on an elective the naturalist will act
out commercials for the students at lunch the day prior and students will sign
up. Classes are capped in numbers but
each one is fun and educational!
Farms and Food
Farms and
Food explores the energy that moves through food chains and the biology of the
plants and animals we rely on for survival. This class brings students face to face with the Pathfinder Ranch
animals. Goats, pigs, chickens and sheep
help students learn the difference between wild and domesticated animals and
their adaptations. The critters will
also reveal the source of our favorite foods! Students will explore agriculture by learning about food plants and
their structures in the Ranch’s new garden and will have the opportunity to
complete a garden project.
Each class will include…
· Knowledge
of food and products that humans derive from domestic animals and plants
· A
visit to the Pathfinder Ranch animals and garden
· Structures
of plants (roots, stems, leaves, flowers, fruits, seeds) and examples of food
that comes from each
· Examples
of adaptations and physical features of farm animals.
California State Standards
Grade 5: Life Sciences 2. Plants and animals have structures for
respiration, digestion, waste disposal, and transport of materials. As a basis
for understanding this concept:
- Students know many multicellular organisms have specialized structures
to support the transport of materials.
- Students know how sugar,
water, and minerals are transported in a vascular plant.
- Students know plants
use carbon dioxide (CO2) and
energy from sunlight to build molecules of sugar and release oxygen.
- Students know
plant and animal cells break down sugar to obtain energy, a process
resulting in carbon dioxide (CO2) and water (respiration).
Grade 6: Energy
in the Earth System 4. Many
phenomena on Earth's surface are affected by the transfer of energy through
radiation and convection currents. As a basis for understanding this concept:
b. Students know solar energy reaches Earth through
radiation, mostly in the form of visible light.
Ecology (Life
Sciences): Organisms in ecosystems exchange energy and
nutrients among themselves and with the environment. As a basis for
understanding this concept:
- Students know energy entering
ecosystems as sunlight is transferred by producers into chemical energy
through photosynthesis and then from organism to organism through food
webs.
- Students know matter is
transferred over time from one organism to others in the food web and
between organisms and the physical environment.
- Students know the number and types
of organisms an ecosystem can support depends on the resources available
and on abiotic factors, such as quantities of
light and water, a range of temperatures, and soil composition.
Fresh Water Ecology
Fresh Water
Ecology gives students an accurate picture of how water moves through their
community and through the stages of the water cycle. Students will discover and explore the
amazing things that lurk beneath and within the pond and the impact that humans
have on their watershed. Students will
examine the water quality of the pond by collecting and determining macro
invertebrates. The lesson engages
students by allowing them to determine and integrate ways to recycle and reuse
water to stress the importance of the limited availability of fresh water and
where it is located.
Each class will include…
- The water cycle
- Rarity of fresh water and its importance to
nature and Southern
California human
society.
- Water quality assessment methods (abiotic, biotic and chemical)
- Methods of water conservation
California State Standards:
Grade 5: Earth Sciences 3. Water on Earth moves
between the oceans and land through the processes of evaporation and
condensation. As a basis for
understanding this concept:
- Students know most of Earth's water is present
as salt water in the oceans, which cover most of Earth's surface.
- Students know when liquid water evaporates, it turns into water vapor in the air and
can reappear as a liquid when cooled or as a solid if cooled below the
freezing point of water.
- Students know water vapor in the air moves from
one place to another and can form fog or clouds, which are tiny droplets
of water or ice, and can fall to Earth as rain, hail, sleet, or snow.
- Students know that the amount of fresh water
located in rivers, lakes, under-ground sources, and glaciers is limited
and that its availability can be extended by recycling and decreasing the
use of water.
Grade 6: Energy in the Earth System 4a. Students know the sun is the major source of energy for phenomena on
Earth's surface; it powers winds, ocean currents, and the water cycle.
Ecology 5e. Students know the number and types of organisms an
ecosystem can support depends on the resources available and on abiotic factors, such as quantities of light and water, a
range of temperatures, and soil composition.
Fire Ecology
If there’s
anything that makes the news in Southern California, it’s wildfires! This class, new in 2008, gives students a
chance to understand fire- why the chaparral landscape is prone to fire, what
weather and conditions lead to fires, and how fire both helps and hurts the
landscape. Students will have an
opportunity to collect data that helps them predict how fire might behave in
the Pathfinder Ranch landscape. Weather
permitting, they may have a chance to demonstrate the Fire Triangle by building
and extinguishing their own contained fires.
Each class will include…
§ The Fire Triangle
§ Investigation of chaparral and it’s characteristics
§ Analysis of current weather conditions and their impacts on
a potential fire.
California State Standards:
Grade 5: Earth
Sciences 4d. Students know how to
use weather maps and data to predict local weather and know that weather
forecasts depend on many variables.
Investigation and Experimentation 6. Scientific progress is made by
asking meaningful questions and conducting careful investigations. As a basis
for understanding this concept and addressing the content in the other three
strands, students should develop their own questions and perform
investigations. Students will:
- Plan and conduct a simple
investigation based on a student-developed question and write instructions
others can follow to carry out the procedure.
f. Select
appropriate tools (e.g., thermometers, meter sticks, balances, and graduated
cylinders) and make quantitative observations.
h. Draw conclusions
from scientific evidence and indicate whether further information is needed to
support a specific conclusion.
Grade 6: Heat (Thermal Energy) 3. Heat
moves in a predictable flow from warmer objects to cooler objects until all the
objects are at the same temperature. As a basis for understanding this concept:
b. Students know that when fuel is consumed, most of the
energy released becomes heat energy.
Investigation and Experimentation 7. Scientific progress is made by
asking meaningful questions and conducting careful investigations. As a basis
for understanding this concept and addressing the content in the other three
strands, students should develop their own questions and perform
investigations. Students will:
a. Develop a hypothesis.
b. Recognize whether
evidence is consistent with a proposed explanation.
g. Interpret events by sequence and time from natural phenomena (e.g., the relative ages of
rocks and intrusions).
Geology
The Geology curriculum seeks to use the local environment to teach
standards-based earth science knowledge and skills. Students will complete activities on the
Pathfinder campus to reinforce knowledge of earth science topics such as earth
structure and plate tectonics. Most
geology classes will also travel into the unique geologic setting of the San Jacinto Mountains (a heavily weathered batholith). This
environment presents a natural dynamic classroom to explore themes such as
weathering and plate tectonics. Thoughout the curriculum, students will be challenged with
investigation-based activities and encouraged to ask questions about geology.
Each class will include…
- Layers of the earth, including crust, mantle,
inner and outer core
- Plate tectonics, including transform, convergent
and divergent faults
- The ways in which rock is weathered and eroded.
- Difference between rocks and minerals
California State Content Standards:
Grade 5: Investigation and Experimentation
6. Scientific progress is made by asking meaningful questions and
conducting careful investigations. As a basis for understanding this concept
and addressing the content in the other three strands, students should develop
their own questions and perform investigations. Students will:
c. Classify objects
(e.g., rocks, plants, leaves) in accordance with appropriate criteria.
h. Draw conclusions from scientific
evidence and indicate whether further information is needed to support a
specific conclusion.
Grade 6: Plate Tectonics and Earth Structure
1. Plate tectonics accounts for
important features of Earth's surface and major geologic events. As a basis for
understanding this concept:
- Students know evidence of plate tectonics is
derived from the fit of the continents; the location of earthquakes,
volcanoes, and midocean ridges; and the
distribution of fossils, rock types, and ancient climatic zones.
- Students know Earth is composed of several
layers: a cold, brittle lithosphere; a hot, convecting mantle; and a dense, metallic core.
- Students know lithospheric plates the size of continents and oceans move at rates of centimeters per
year in response to movements in the mantle.
- Students know that earthquakes are sudden
motions along breaks in the crust called faults and that
volcanoes and fissures are locations where magma reaches the
surface.
- Students know major geologic events, such as
earthquakes, volcanic eruptions, and mountain building, result from plate
motions.
- Students know how to explain major features of California geology (including mountains,
faults, volcanoes) in terms of plate tectonics.
Shaping Earth’s Surface 2. Topography is reshaped by the weathering of rock and soil and by the
transportation and deposition of sediment. As a basis for understanding this
concept:
a. Students know water running downhill is the dominant process in shaping the landscape,
including California's landscape.
d. Students know earthquakes, volcanic eruptions, landslides, and floods change
human and wildlife habitats.
Resources 6b. Students know different natural
energy and material resources, including air, soil, rocks, minerals, petroleum,
fresh water, wildlife, and forests, and know how to classify them as renewable
or nonrenewable.
Investigation and Experimentation 7b. Interpret events by sequence and time from
natural phenomena (e.g., the relative ages of rocks and intrusions).
Horseback Riding
In Horseback Riding, students are introduced to trail etiquette, steering, and Western Style
riding. This introductory ride is ¾ mile long and loops though a forested
meadow, led by wrangler Mick Bolander. Along
the way, students will be encouraged to observe their natural surroundings from
a new viewpoint. Horseback
Riding is typically coupled with either Farms and Food or Canoeing. Half of the students ride while the others
participate in canoeing or Farms and Food and then switch midway through the
class.
Gold Mine Hike
The Gold Mine Hike is typically a culminating activity and is designed to last two class
blocks. Along the way naturalists will draw connections from the
different academic classes and create a deeper sense of understanding about the
natural world. Activities involving the five senses, nature observations,
and question-based exploration will create a medium for cross-curriculum
development and a stronger understanding of how the different classes
interconnect.
The Gold Mine is a strenuous 4-mile round trip
hike up the side of Butterfly Peak. Left
and forgotten gold mining tools and equipment litter the trail, old foundations
and cars provide for exploration and questioning. The hike ends at a
series of inactive goldmines with tracks. Using flashlights students can
explore the mines and learn about cave and bat ecology.
Herpetology
Herpetology is
the branch of zoology in which both reptiles and amphibians are found. In this class students will learn the
characteristics that classify Herps as well as the
adaptations which separate reptiles from amphibians. This class utilizes the rich herp habitat at Pathfinder Ranch as well as hands on
example animals in our nature center; class is both indoors and out and
involves limited hiking.
Instructors will cover…
- Characteristics of reptiles and amphibians
- Distinguish between omnivores, carnivores and
herbivores
- Endo- and Ectothermic characteristics
- Visit Pathfinder Nature Center
California State Content Standards:
Grade Five: Investigation and Experimentation 6. Scientific
progress is made by asking meaningful questions and conducting careful
investigations. As a basis for understanding this concept and addressing the
content in the other three strands, students should develop their own questions
and perform investigations. Students will:
a. Classify objects (e.g., rocks,
plants, leaves) in accordance with appropriate criteria.
h. Draw conclusions from scientific
evidence and indicate whether further information is needed to support a
specific conclusion.
Grade
Six: Ecology (Life Sciences) 5. Organisms in
ecosystems exchange energy and nutrients among themselves and with the
environment. As a basis for understanding this concept:
a .Students know energy entering
ecosystems as sunlight is transferred by producers into chemical energy through
photosynthesis and then from organism to organism through food webs.
b. Students know matter is transferred over time from one
organism to others in the food web and between organisms and the physical
environment.
c. Students know populations of
organisms can be categorized by the functions they serve in an ecosystem.
Lorax & Town Meeting
Lorax & Town Meeting begins with the Pathfinder thespians performing the classic
environmental fable of the Once-ler and the Lorax. At the conclusion of the story, the students take
part in a town meeting to determine the fate of the last truffula seed. Each study group represents different interested parties concerned about
their town’s future. The students are challenged to work together to present
their arguments, explore multiple perspectives of relevant environmental
issues, use public speaking skills, and work within a local town meeting
format. This class can be done as an evening program or as an all group
activity.
Each class will include…
- Public debate
- Discussion surrounding environmental ethics and
human impact on the natural world
- Demonstration of public policy and decision making
processes
California English-language Arts Content
Standards
Grade 5: Reading:
3.0. Students read and respond to
historically or culturally significant works of literature. They begin to find
ways to clarify the ideas and make connections between literary works.
Listening
and Speaking: 1.0 Students deliver focused, coherent presentations that convey
ideas clearly and relate to the background and interests of the audience. They
evaluate the content of oral communication.
Reading 2.0. Students deliver well-organized
formal presentations employing traditional rhetorical strategies (e.g.,
narration, exposition, persuasion, description). Student speaking demonstrates
a command of standard American English and the organizational and delivery
strategies outlined in Listening and Speaking Standard 1.0.
Grade 6: Reading 3.0. Students read and respond to historically or culturally
significant works of literature that reflect and enhance their studies of
history and social science. They clarify the ideas and connect them to other
literary works.
Listening and Speaking 1.0. Students deliver focused,
coherent presentations that convey ideas clearly and relate to the background
and interests of the audience. They evaluate the content of oral communication.
Listening and Speaking 2.0. Students deliver well-organized
formal presentations employing traditional rhetorical strategies (e.g.,
narration, exposition, persuasion, description). Student speaking demonstrates
a command of standard American English and the organizational and delivery
strategies outlined in Listening and Speaking Standard 1.0.
Mad Science Fair
he Mad
Science Fair is an evening program that reinforces the scientific method to
students and encourages them to think like scientists. As an all camp activity,
students are split into groups and rotated around stations that demonstrate
various ‘mad science’ experiments. One or two naturalists typically present
each experiment, and students will be able to observe 5-6 stations lasting 8-10
minutes each. There may also be opportunities for students to get hands on
experience with some experiments that pose no safety risks. Some of the
experiments performed by naturalists include egg in the jar, the can crush,
baking soda bombs, burning then dollar bill, static electricity which teach
about such scientific principles such as air pressure, density, solid, liquids,
gasses, the metric system, and chemical reactions.
Each class will include…
- Understanding and application of the scientific
method
- Conduct a variety of experiments demonstrating
principles such as (but not limited to) density, states of matter, air
pressure, and chemical reactions.
California State Standards
Grade
5: Investigation and Experimentation 6. Scientific progress is made by
asking meaningful questions and conducting careful investigations. As a basis
for understanding this concept and addressing the content in the other three
strands, students should develop their own questions and perform
investigations. Students will:
a. Classify objects (e.g., rocks, plants,
leaves) in accordance with appropriate criteria.
b. Develop a testable question.
c. Plan and conduct a simple investigation
based on a student-developed question and write instructions others can follow
to carry out the procedure.
d. Identify the dependent and controlled
variables in an investigation.
e. Identify a single independent variable in a
scientific investigation and explain how this variable can be used to collect
information to answer a question about the results of the experiment.
f. Select appropriate tools (e.g.,
thermometers, meter sticks, balances, and graduated cylinders) and make
quantitative observations.
g. Record data by using appropriate graphic
representations (including charts, graphs, and labeled diagrams) and make
inferences based on those data.
h. Draw conclusions from scientific
evidence and indicate whether further information is needed to support a
specific conclusion.
i. Write a
report of an investigation that includes conducting tests, collecting data or
examining evidence, and drawing conclusions.
Grade 6 Investigation and Experimentation 6. Scientific progress is made by
asking meaningful questions and conducting careful investigations. As a basis
for understanding this concept and addressing the content in the other three
strands, students should develop their own questions and perform
investigations. Students will:
a. Develop a hypothesis.
b. Select and use appropriate tools and technology (including
calculators, computers, balances, spring scales, microscopes, and binoculars)
to perform tests, collect data, and display data.
c. Construct appropriate graphs from data and
develop qualitative statements about the relationships between variables.
d. Communicate the steps and results from an investigation
in written reports and oral presentations.
e. Recognize whether evidence is consistent with
a proposed explanation.
Night Hike
Night hikes
typically begin by discussing how humans are not physically adapted for life in
total darkness. Experiments may be used
to help students understand the functions of our retina's rods and cones. Discussions on the use of our senses prep the
students for the investigations and discoveries that will take place on the
hike. Night hikes incorporate activities
that allow students to become comfortable with low light hikes, to use all five
senses to identify objects and sounds, discuss nocturnal adaptations, the solar
system, and constellations. Closing
discussions may ask students to compare how their alertness changed throughout
the hike, how people can use the darkness to their advantage, and how light
pollution affects us.
Each class will include…
- Sensory awareness activities
- Nocturnal adaptations of animals
- Identification of at least two major
constellations
- Student Personal Challenge: gaining confidence in
the dark
California Content Standards
5th Grade: Earth
Science 5. The solar system consists of planets and other bodies that orbit
the Sun in predictable paths. As a basis
for understanding this concept:
- Students know the solar system includes
the planet Earth, the Moon, the Sun, eight other planets and their
satellites, and smaller objects, such as asteroids and comets.
Orienteering
In
Orienteering, the students participate in hands-on activities that prepare them
to successfully navigate an orienteering course. The students begin by
exploring the parts, history, and uses of a compass. Then the students practice
taking bearings and working with a partner to navigate around obstacles. Once
the students have mastered the compass, they learn how to determine the length
of their pace and how to use pacing to determine distance. The class culminates
with real life experience on our orienteering course.
Each class will include…
- Parts and use of a compass
- Basic map reading
- Pacing technique
California Content Standards
Grade 5: Mathmatics: Number
Sense 2. Students perform
calculations and solve problems involving addition, subtraction, and simple
multiplication and division of fractions and decimals.
Mathematical Reasoning 2.0. Students use strategies, skills, and concepts
in finding solutions
2.1 Use estimation to verify the
reasonableness of calculated results.
2.2 Apply strategies and results from simpler problems to more complex
problems.
Grade 6: Mathematics: Number Sense 2.0. Students calculate and solve problems
involving addition, subtraction, multiplication, and division
Mathematical Reasoning 1.0. Students make
decisions about how to approach problems:
1.1 Analyze problems by identifying relationships,
distinguishing relevant from irrelevant information, identifying missing
information, sequencing and prioritizing information, and observing patterns.
1.2 Formulate and justify mathematical conjectures based on a general
description of the mathematical question or problem posed.
1.3 Determine when and how to break a problem into simpler parts.
Science: Investigation and Experimentation 7f. Read a topographic map and a geologic map for evidence provided on the
maps and construct and interpret a simple scale map.
Predator & Prey
Predator
and Prey is a large-scale food chain game of chase and capture that is played
with the entire school. Through this game, students achieve a better
understanding of what it means to be a predator and what it means to be a prey
animal. Students learn about what animals need to survive and how the food
pyramid works. Predator and Prey is a great way to start out the week because
it allows the students to explore the campus as well as get to know the other
students in their group. It also introduces them to topics that are central to
many of the classes. It can also be a very effective activity to conclude the
week because it reviews the key themes covered in many of the classes. Predator
and Prey is usually joined with Pit or other games. Both help the students
better understand the connections between all living things.
Each class will include…
- The roles of predator and prey species
- Knowledge of energy transfer through the food web
- Factors in animal survival: food, water and
shelter.
California Science Content Standards:
Grade 6:
Ecology (Life Sciences) 5. Organisms in
ecosystems exchange energy and nutrients among themselves and with the
environment. As a basis for understanding this concept:
- Students know energy entering ecosystems as
sunlight is transferred by producers into chemical energy through
photosynthesis and then from organism to organism through food webs.
- Students know matter is transferred over time
from one organism to others in the food web and between organisms and the
physical environment.
- Students know populations of organisms can be
categorized by the functions they serve in an ecosystem.
- Students know different kinds of organisms may
play similar ecological roles in similar biomes.
- Students know the number and types of organisms
an ecosystem can support depends on the resources available and on abiotic factors, such as quantities of light and
water, a range of temperatures, and soil composition.
Rock Climbing
 Whether students climb at the rock
wall or at our rock-climbing site, they will have a great time! They will learn all about safety equipment
they are using and that discover that climbing is one of the safest activities
at Pathfinder. This is a challenge by
choice activity, meaning that students will create a challenge or goal
individually. They will be encouraged to
meet or exceed their goal, but it is always up to the student when they are
ready to come down off the wall. Climbing
is a great team building activity, as everyone cheers on their classmates. Students leave this class with a sense of
satisfaction from reaching their goal and greater camaraderie with their
classmates.
Each class will include…
- Rock climbing equipment, technique and commands
- Safety precautions associated with rock climbing
- Student Personal Challenge: trying new things and setting personal
goals
Rock Point Hike
The Rock
Point Hike is a great culminating activity. The hike is designed to last
two class blocks. Along the way naturalists draw connections from the
different academic classes and create a deeper sense of understanding about the
natural world. Activities involving the five senses, nature observations,
and question-based exploration will create a medium for cross-curriculum
development and a stronger understanding of how the different classes
interconnect. This hike is designed to reinforce vocabulary, processes,
and new knowledge students have learned in their classes.
Rock
Point is a strenuous 3.5-mile round trip hike up to one of the
peaks in the San Jacinto Mountains. It
peaks at 5,200 ft above sea level and offers a spectacular view of the ranch
and National Forest. Typically, the hike lasts about 3.5 hours with
various resting spots and a 30-minute hang out on the top. Stops may include
batholiths and a small cave walk-though.
Survival Skills
In this
class, students learn how to avoid getting into a life-and death wilderness
situation, as well as how to survive one. They learn about essential hiking equipment, basic human needs,
panic-management, and signaling distress. Through group-oriented activities such as shelter-building, students
acquire first-hand understanding about the importance of teamwork in
challenging situations.
Each class will include …
- Wilderness safety, emphasizing the importance of being
prepared
- Shelter building
- Overview of essential equipment and techniques to
survive in the backcountry
Team Challenge
Team
challenge is an excellent class to bring your students together and build a
cohesive team. This class employs both
kinesthetic and cognitive challenges to engage students in communication,
cooperation and decision making. Because
of the nature of this class adults are often asked to be silent observers
allowing students to solve the challenges on their own. Naturalists guide students through all
activities and debriefs; allowing participants to come to their own conclusions
and solutions.
Each class will include…
- Elements of effective communication
- Importance of cooperation
- Creative problem solving
- Enhanced self-knowledge
- An opportunity to process the experience
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