Surviving the Desert
Developed Christy G. Keeler, Ph.D.
Geographic Alliance in Nevada
Grade Level: 7-12
Time: 100 minutes separated into two days (plus homework reading requirements)
Overview: Using Grand Canyon as a case study, this lesson introduces students to desert
survival issues by having them read about desert survival, evaluate possible
hiking routes given Grand Canyon maps and related data, and develop a safety
pamphlet for use by those visiting and planning to hike in Grand Canyon region.
The lesson concludes by having students compare their instructional pamphlets
with actual safety and hiking pamphlets of Grand Canyon.
Connection to National Geography Standards
The World in Spatial Terms
(1) How to use maps and other geographic representations, tools, and
technologies to acquire, process, and report information.
(3) How to analyze the spatial organization of people, places, and
environments on Earth's surface.
Places and Regions
(4) The physical and human characteristics of places.
(5) That people create regions to interpret Earth's complexity.
(6) How culture and experience influence people's perceptions of places
and regions.
Physical Systems
(7) The physical processes that shape the patterns of Earth's surface.
Human Systems
(9) The characteristics and spatial distribution of ecosystems on Earth's
surface.
(12) The processes, patterns, and functions of human settlement.
(14) How human actions modify the physical environment.
Environment and Society
(15) How physical systems affect human systems.
The Uses of Geography
(17) How to apply geography to interpret the past.
(18) How to apply geography to interpret the present and plan for the
future.
Materials
 Computers for every six students (with printer access)
 A classroom computer with a projector
 Photocopied excerpts of the book chapters (See “Procedures”—“Before the
Lesson)
 Topographical maps of Grand Canyon
 http://www.grand.canyon.national-park.com/brightmap.htm

 http://www.bobspixels.com/kaibab.org/usgs/gc_gc_ed.htm
Hiking guides produced and distributed to all visitors by the National Park
Service about Grand Canyon (i.e., the information provided at the entrance to
the national park)—Enough for each group of six students to have a copy of
each circular AND the below trail maps of Grand Canyon (one of each for
each group of six)
 Grand Canyon Trail Guide: Bright Angel
(http://www.grandcanyonassociation.org/Merchant2/merchant.mvc?Scree
n=PROD&Store_Code=GCA&Product_Code=M10070&Category_Code=
&Search=trail+bright+angel&Search_Type=OR&Offset=49)
 Grand Canyon Trail Guide: Havasu
(http://www.grandcanyonassociation.org/Merchant2/merchant.mvc?Scree
n=PROD&Store_Code=GCA&Product_Code=M10085&Category_Code=
&Search=trail+bright+angel&Search_Type=OR&Offset=50)
Objectives
 Students will identify geographic structures of desert regions with specific
attention to Grand Canyon.
 Students will identify dangers associated with desert survival.
 Students will prepare cohesive plans for surviving desert climates and
physical geographical structures.
Procedure
Day One
Opening
Project a topographical map of Grand Canyon
(http://www.jcu.edu/philosophy/gensler/escalante.gif) and, in their
journals, have students propose routes for hiking from the rim to
the river, justifying their choices, and stating issues they might face
when making the trek.
Development
1. Discuss student responses during their review of the
topographical map, focusing on the abrupt elevation changes
common in Grand Canyon. Next, in lecture format, briefly explain
the geography of the region by addressing the history, geology,
flora, and fauna of the region while addressing the broader issue of
deserts. The following resources may prove helpful:
 http://www.destination360.com/northamerica/us/arizona/images/s/grand-canyon-maps.jpg
 http://away.com/gifs/states/az/m_gcnpov.gif
 http://www.arizona-leisure.com/grand-canyon-history.html
2. Ask students what issues they feel may be important when
hiking in Grand Canyon, recording their answers on the board.
3. Place students in groups of six and have each group begin to
design a pamphlet that could be given to travelers to Grand
Canyon who intend to hike in the park’s region. Specific attention
should address dangers of the Canyon and safety
recommendations. Groups should choose their design and begin
input basic information before the end of class.
**Have students use pre-made pamphlet templates (available in the
Project Gallery of Microsoft Word) to save time on design,
therefore allowing more time to focus on content.
Closing
Inform students that for homework they will read information
about dangers affecting individuals either hiking in deserts or
visiting Grand Canyon. They must come prepared with their
homework for class tomorrow.
Homework
Distribute copies of the following chapters and book sections to students
to read for homework. Provide each student with a different reading to
ensure the class completes all readings. Every student in each group of six
should have a different reading and both the Desert Survival and Death in
Grand Canyon books should be represented in each group. Student must
prepare a brief assignment including the following items:
 The name of their reading
 A brief description of what they read
 Five tips for hiking in desert regions or Grand Canyon
extrapolated from their reading
The readings include:
1. Desert Solitaire by Edward Abbey (http://www.amazon.com/DesertSolitaire-EdwardAbbey/dp/0671695886/ref=sr_1_1?ie=UTF8&qid=1249049554&sr=8
-1)—“Water” and “The Heat of Noon: Rock and Tree and Cloud”
[Note: The “Water” chapter includes some inappropriate language.
Additionally, both chapters require high reading levels and may
include adult content.]
2. Desert Survival: Tips, Tricks, and Skills by Tony Nester
(http://www.amazon.com/Desert-Survival-Tips-TricksSkills/dp/0971381119/ref=sr_1_1?ie=UTF8&qid=1249049606&sr=81)—Assign each of the following sections, one for each student:
 “Physiology of Humans in the Desert”
 “Desert Hazards”
 “Anatomy of a Survival Situation”
 “The Basic Skills of Survival”
 “Outfitting Your Vehicle”
 “Obtaining Water in Arid Regions”
 “Desert Survival Shelters”
 “Firemaking Skills”
 “Knife Uses and Safety”
 “Signaling for Rescue”
3. Over the Edge: Death in Grand Canyon by Michael Ghiglieri and
Thomas Myers (http://www.amazon.com/Over-Edge-Death-GrandCanyon/dp/097009731X/ref=sr_1_1?ie=UTF8&qid=1249049638&sr=
8-1)—Assign all chapters EXCEPT those on suicide and murder.
Assign at least one student to each of the following book sections:
 Chapter One (Falls): Chapter Introduction AND “Falls from the
Rim,” “Falls within the Canyon”
 Chapter Two (Environmental Deaths): Entire chapter
 Chapter Three (Flash Floods): Entire chapter
 Chapter Four (Killer Colorado): Chapter Introduction AND
“Lethal Errors Made While Running the River,” “River Crossers
Who Didn’t,” “Swimmers Who Drowned Elsewhere in the
Colorado,” “Swimmers Who Drowned between Phantom and Pipe
Creek” AND “Swimmers Who Drown Elsewhere in the
Colorado,” “Accidental Swimmers Who Fell in from Shore” AND
“Mysterious Disappearances Who Drowned from Camp,”
“Lessons of Safety & Survival from the Grand Canyon Colorado”
 Chapter Five (Air): Entire chapter
 Chapter Six (Freak Errors and Accidents): “Rock Falls,”
“Venomous Creatures,” “Freak Errors and Accidents”
 Epilogue (Lessons): Entire section
*In larger classes, have multiple students read the same passage, but limit
the number of students per passage to ensure an even distribution of
readings.
* If there are not enough books for students to take home to complete the
readings, copy chapters or chapter sections for each student. In some
cases, it is possible to copy two pages on a single side of paper, for a total
of four pages per piece of paper. Require students return their reading
passages for use with future classes.
Day Two
Opening
As students enter the classroom, have each student choose one tip
for hiking in desert regions or Grand Canyon from their homework
assignment and write it on the board. [For smaller classes, have
each student write two tips on the board.]
Development
1. Have students continue on their pamphlets. Halfway through the
class period, have students print out their pamphlets. (They will
turn these in for grading after class.)
2. Provide each group with hiking guides from Grand Canyon (see
“Materials”) and have them review these to identify hiking and
survival tips. Each group will create a T-chart titled “Pamphlet
Comparisons.” On the left, they will write “Recommended
Improvements for Our Pamphlet” and the right will write
“Recommended Improvements to Their Pamphlets.” Student
groups will complete the T-chart and turn it in along with their
pamphlet.
Closing
Have a brief discussion about what students learned through this
two-day unit.
Assessment
1. Provide credit based on student ability to actively collaborate with a group to
complete the pamphlet and their ability to collaborate in the whole class group for
the project analysis.
2. Grade the quality of student responses on their homework assignment.
3. Grade students on the quality of information included in the pamphlet and their
T-charts, taking into account the collaborative nature of the assignments.
Extending the Lesson
 Have students replicate this lesson for a national park in another region and
ecosystem of the United States.
 Have students evaluate their group pamphlet and create a new pamphlet on
their own. The pamphlet should combine content from the original groupgenerated pamphlet, class discussions and lecture, and official park
documents.
This lesson is available at http://keelerthoughts.blogspot.com/2009/07/surviving-desertlesson-plan.html