Mt Difficult lesson Plan
1-2 October 2009
Mt Difficult Walk Lesson Plan.
Troopers Creek to Roses Gap
Aims:
1. To introduce students to an overnight camping experience similar to those done within Latrobe University Centre for Excellence in
Outdoor and Environmental Education.
2. To contribute to the students growing knowledge of the environment.
3. To have an enjoyable experience.
4. To increase students knowledge of navigation.
Teaching plan:
DAY 1
9:30am
to 9:45
Topic
/Activity
Content – Teaching
points (WHAT)
Method of
teaching (HOW
& WHEN)
Supervision and
group
organisation
Safety Issues
Equipment
Arrive at
Troopers
Creek,
Introduction
to camping
area
-Where are we, and
where are we going
- Uses of the area
- Difference in
vegetation to Mt.
Stapleton Camping
Ground
-Look at the maps
and the route we
will follow
-Discuss possible
uses of the area
(Troopers creek
camping ground)
-Group will
stand in a circle
and participate
in the
discussion,
about area and
vegetation
Trees, other
people, Vehicles
Maps, Group
personal gear,
first aid
1
2
9:45 –
12:45pm
Walk from
Troopers
creek
camping
ground to Mt.
Difficult
Camping area
12:451:15
Lunch
-Walking safely,
how to wear packs
and about hotspots
and blisters
-Talk about and
point out the
differences in
vegetation (sandy
soils, native
species)
-Show students
correct way to fit
packs
-Help students
adjust packs
where needed
-Discuss what hot
spots are and
what to do if
students get them
- Either whole
group or 2 split
groups will look
at the map and
discuss the route
(lead by the
leader)
- Discuss the
formation of ‘Wind
Swept Rock’
- Change in
vegetation types
(soil density, rock
formation, flora/
orchids)
- Talk about the
formation of the
rock, explore the
rock
- Discuss and
provoke
conversation
about vegetation,
as we ascend Mt.
Difficult
- Group will
walk in a group,
leaders will
count group on a
regular basis
- When
exploring rock,
students will
spot each other.
Rocky terrain,
steep outcrops,
fallen trees,
waterfall
crossing (stream
size),
-leaders will
Trees, rocky
count group on a outcrops, knives
Maps, Group
personal gear,
first aid,
compass
Food, Water,
First aid kit,
Mt Difficult lesson Plan
1-2 October 2009
regular basis
-Set boundaries
1:15 –
1:45
Tree Game /
Grokking
1:454:30
Walk from
Mt. Difficult
camp site to
Briggs Bluff
Camping area
(294 056)
Set up camp
- Teach setting up of
flys with inners
- Talk about tree
safety
4:30-5
5- 5:10
Toileting
5:106.00pm
6-7pm
Naturalist
activity (Bec)
Dinner
See Tree
game/Grokking
lesson plan
-Re visit the use of
landscape features
for navigation.
-Teach how to toilet
hygienically and in
an environmentally
sound way (15cm)
- Encourage
- Group will
students to use
walk in a group,
knowledge learnt leaders will
on previous days
count group on a
to observe
regular basis
features
-Demonstrate,
-Set boundaries
setting up of fly
-Set safe
with inner
cooking area
-Discuss tree
-Check tent
dangers (lean,
sights
dead limbs, sick
trees, etc)
- Discuss correct
-Group will sit
toileting
in a circle.
procedure, and
the system we
will use.
See naturalist lesson plan
knives
Rocky ground,
wind,
Maps, Group
personal gear,
first aid,
compass
Trees, rocks,
Personal gear,
first aid, other
group gear,
Water.
Trees, rocks,
wind
Trowel, toilet
paper, hand
sanitiser
-leaders will
Trees, rocky
count group on a outcrops,
regular basis
knives, stoves,
-set boundaries
Food, Water,
First aid kit,
knives, cutlery,
stoves, fuel, pots
3
4
7pm
Free time
Day 2
7:30 –
8:00am
Breakfast
8-9
Pack up
camp
9-10
Walk to the
Briggs Bluff
and back
Expanding on
environmental
knowledge or
navigation
knowledge
-Discuss about land
use
-Students will
have this time to
sketch, write, talk,
etc.
-We will
encourage the
students to think
about and add to
what they have
learnt throughout
the day
- Group
discussion on the
bluff, leaders
provoking
conversation
using questions
-Set students
boundaries
-Leaders ensure
that no student
goes anywhere
alone
-Discuss an
appropriate
sleep time with
group
-Rocky
outcrops, cliffs
-Leaders will
count group on a
regular basis
-Set boundaries
-Leaders will
count group on a
regular basis
-Set boundaries
-Leaders walk
dispersed
throughout the
group.
-Leaders will
count group on a
regular basis
-Set safe areas,
Trees, rocky
outcrops, knives
Cliff, rocky
outcrops,
slippery rocks
and woks,
-Pencils and
notepads
Food, Water,
First aid kit,
Cutlery
Personal gear,
first aid, other
group gear,
Water.
Water, first aid
kit, sleeping
bag, shelter,
stove, map
compass,
whistle, phone,
Mt Difficult lesson Plan
1-2 October 2009
10-12
Walk from
campsite to
Roses gap
- talk about
navigation
-talk about
vegetation, rock type
- Open discussion
of topics
-Allow student to
navigate this
section of the
walk
-Ask students
questions about
the vegetation
not too close to
edge of cliff.
-Leaders will be
dispersed
thought group
-Group will
walk in a group,
-Leaders will
count group on a
regular basis
Rocky outcrops,
steep terrain,
water fall
crossing(stream
size)
Maps, Group
personal gear,
first aid,
compass
Aim Monitoring and Evaluation
Aim 1
Monitoring Strategy
Students participate in the overnight experience.
Evaluation Strategy
Observe participation of each individual on the trip.
5
Aim 2
Monitoring Strategy
Observe student’s comments and questions in reference to
the environment.
Evaluation Strategy
Pop quiz on the environment during the last section of the
walk.
Aim 3
Monitoring Strategy
Observing students smiling and laughing during the activity
Evaluation Strategy
Listening to nightly conversations between peers
Aim 4
Monitoring strategy
Ask students questions about navigation in general
Evaluation Strategy
Observe students leading the navigation on the trip, and their
use of the map and reliance on arrows.
Safety and risk management: Completed with contribution of all group members.
See the comprehensive safety plan. Listed below are some dangers specifically common to bushwalking,
Risk Assessment and Management Matrix (Adapted from: Brown, 1999)
Activity Type: Bushwalking
Recognized
Dangers
6
Risk Items
(potential accident,
Activity Location: Mt Difficult
Risk Assessment
(rate probability and
Activity Date: 1-2/10/2009
Control Strategies (to reduce or eliminate
Mt Difficult lesson Plan
1-2 October 2009
(hazard/peril)
injury or other loss)
magnitude as high,
medium or low e.g.:
Prob High Mag Low)
risk)
A. ENVIRONMENT (factors that impact on the activity)
Rocks
Students could fall
off them causing
injury. Students
could hit their head
on a rock, causing
injury.
Sun
Sunburn
Choose safe routes, without loose rocks .
Where walking or scrambling over rocks have
students spot each other and leaders assist
students, when our route goes over rocks.
Probability= high
Ensure everyone wears sunscreen, long
sleeved shirts and hats where possible.
Remind students to reapply when we take
regular breaks.
Magnitude= med
Dehydration
/Heatstroke
Cliffs
Probability=low-med
Magnitude=med
Students could fall
off a cliff causing
serous injury.
Probability=High/low Take breaks in shade and make sure students
drink regularly.
Magnitude= low/high
Probability =low
Magnitude=high
Set safe areas at the top of cliffs. Do not allow
students to wonder around cliff tops.
7
B. EQUIPMENT (resources that impact on the activity)
Packs
Ill fitting packs
causing soreness or
muscle injury.
Probability= medium
Magnitude= medium
Fit packs to students at start of walk. Discuss
ways to adjust them if they feel uncomfortable.
Keep an eye on how students are going and ask
them if they are uncomfortable. Whenever
necessary stop to adjust packs.
Shoes
Blisters from ill
fitting shoes
Probability= high
Talk to students and explain what hotspots
are. encouraging students to stop and fix
hotspots as soon as they occur, before they
develop into blisters. Make sure students wear
proper socks with their shoes.
C. PEOPLE
8
Magnitude=low
Mt Difficult lesson Plan
1-2 October 2009
Previous injuries
Students with
previous injuries,
such as knee
reconstructions,
may have trouble
with walk and could
re-injure
themselves
Probability= medium
Magnitude=medium
Look at student’s medical forms that they are
providing; be aware of any student s existing
or past injuries. Make sure they know to let the
leaders know if they are having any trouble.
9