NCAC COPE Program
Level I COPE & Climbing Foundation Lesson Plan
COPE and Climbing Syllabus
Level 1 Foundations
Table of Contents
Overview ....................................................................................................................................................... 2
CCF1-1: Getting Acquainted ........................................................................................................................ 4
CCF1-2: Leave No Trace .............................................................................................................................. 6
CCF1-3: Challenge by Choice© & Setting Goals ........................................................................................ 7
CCF1-4: Age Appropriate Guidelines .......................................................................................................... 9
CCF1-5: Warm-Up Activities and Initiative Games ................................................................................... 11
CCF1-6: Spotting ........................................................................................................................................ 13
CCF1-7: Dealing With Fear ........................................................................................................................ 15
CCF1-8: Safety Measures / Accident Prevention ....................................................................................... 16
CCF1-9: Life Safety Systems ..................................................................................................................... 17
CCF1-10: Climbing and Rappelling (Tower/Artificial surfaces) [Goshen only] ....................................... 19
CCF1-11: Equipment Control and Inventory.............................................................................................. 20
CCF1-12: Pre-use Inspections & Reporting ............................................................................................... 22
CCF1-13: Effective Teaching Using EDGE (Explain, Demonstrate, Guide, Enable) ................................ 23
Appendix A.
EDGE Lesson Plan.......................................................................................................... 25
Appendix B.
Learning Styles ............................................................................................................... 26
Appendix C.
Materials Summary ......................................................................................................... 30
Page 1 of 31
As of: 2013-09-22
NCAC COPE Program
Level I COPE & Climbing Foundation Lesson Plan
Overview
The material in this syllabus addresses 13 subject areas—all in COPE & Climbing Foundation; Level I—
with an expected objective1 delivery time of at least 17 hours (from Friday evening to Sunday noon).
Subject
Getting Acquainted
Leave No Trace
Challenge by Choice© & Setting Goals
Age Appropriate Guidelines
Warm-Up Activities and Initiative Games
Spotting
Dealing With Fear
Safety Measures / Accident Prevention
Life Safety Systems
Climbing and Rappelling (Tower/Artificial surfaces)
Equipment Control and Inventory
Pre-use Inspections & Reporting
Effective Teaching Using EDGE (Explain,
Demonstrate, Guide, Enable)
Duration
(hrs):
1.0
0.5
0.5
0.5
2.0
0.5
1.0
0.5
4.0
4.0
1.0
0.5
1.0
Start
End
Day
7:00 PM
8:00 PM
8:30 PM
9:00 PM
8:00 PM
8:30 PM
9:00 PM
9:30 PM
11:00 AM
11:30 AM
1:00 PM
1:30 PM
5:30 PM
11:00 PM
10:00 AM
10:30 AM
11:30 AM
Friday
9:00 AM
11:00 AM
12:00 PM
1:00 PM
1:30 PM
7:00 PM
9:00 AM
10:00 AM
10:30 AM
Saturday
Sunday
Climbing and Rappelling (Tower/Artificial surfaces) will be adapted as necessary to address the intended
camp; Camp WB Snyder (CWBS) does not have a tower or artificial surface, but Goshen Scout
Reservation (GSR) does.
Prerequisites



Registration with BSA
Satisfactory medical check
Good physical condition
Mapping to Standards
Subject
Getting Acquainted
Leave No Trace
Challenge by Choice© & Setting Goals
Age Appropriate Guidelines
Warm-Up Activities and Initiative Games
Spotting
Dealing With Fear
Safety Measures / Accident Prevention
Standard(s) Addressed
CC-6, CC-11, CC-12
CC-3
CC-22
CC-26
CC-23
CC-24, CC-31
CC-22
CC-8, CC-20, CC-27, CC-32, CC-34, CC-35, CC-36
1
The stated durations and schedule presume Level 1 instruction is during an entire week or two successive
weekends. A compressed schedule is possible, presuming that candidate will acquire “just-in-time” instruction in
order to achieve full competency.
Page 2 of 31
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NCAC COPE Program
Level I COPE & Climbing Foundation Lesson Plan
Subject
Life Safety Systems
Climbing and Rappelling (Tower/Artificial
surfaces) [Goshen only]
Equipment Control and Inventory
Pre-use Inspections & Reporting
Effective Teaching Using EDGE (Explain,
Demonstrate, Guide, Enable)
Standard(s) Addressed
CC-13, CC-14, CC-15, CC-25, CC-26, CC-29, CC-30, CC-31
CC-29, CC-31, CR-3
CC-17, CC-18, CC-19, CC-21
CC-4, CC-7, CC-8, CC-9, CC-16, CC-28, CC-30
N/A
Page 3 of 31
As of: 2013-09-22
NCAC COPE Program
Level I COPE & Climbing Foundation Lesson Plan
CCF1-1: Getting Acquainted


Course: COPE & Climbing Foundation; Level I
Time: 60 min (+ time for appropriate ice breaker activity)
Instructional objectives:




State the overall goals of this course
Get acquainted with other members of the class
Give a brief history of BSA COPE/Climbing programs
Explain the organization structure for the BSA COPE and Climbing programs
Training Aids and Equipment Required:

Flip chart and markers
Materials for Distribution:


BSA COPE & Climbing Reference Manual (#34371.pdf)
Outdoor Program Organizational Chart (on BSA flash drive)
Methods and Overview:


Mini-lecture and explanation
Group participation
Lesson plan:

Greet participants and introduce yourself
Course Goals
 Train instructors that will conduct and oversee COPE/Climbing operations and programs.
 Conduct training and exercises that teach appropriate behavior by staff members and participants.
 Cover logistics of the week, including uniforming and facilities.
 Set ground rules
o
Gravity affects everyone
o
You can die
o
Everyone is responsible for safety
o
You must follow all safety protocols
 Course expectations
o
Be open minded
o
There is safe, safer and safest ways to accomplish tasks
o
Requirements for successfully completion of the course.

Attend all classroom and field sessions

Participate in all sessions

You do not need to be a world class climber to successfully complete the course

You will need to be able to resolve incidents that may necessitate the use of
technical skills in the vertical realm

Be familiar with the BSA National Standards

Successfully pass the practical skills and/or written exam
Page 4 of 31
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NCAC COPE Program
Level I COPE & Climbing Foundation Lesson Plan
Getting Acquainted
 Introduce each staff member.
o
Have each staff member provide some background information about their Scouting and
climbing/COPE experience.
 Have participants introduce themselves
 Ice Breaker Games
o
Give participants and opportunity to get to know one another with ice breaker games that
encourage interaction among group members.
Brief History of BSA COPE and Climbing programs
 Briefly review the development of Challenge Courses and Climbing programs, highlighting the
BSA’s involvement.
 COPE (Challenging Outdoor Personal Experience) is a BSA program that utilizes a ropes/challenge
course.
 Challenge course have been around since the early 1900’s and were introduced to the BSA program
in 1975. Since that time they have been a key part of developing leadership and team building
throughout BSA.
 Climbing and rappelling have long been activities featured at many BSA camps and several highadventure bases. The BSA introduced the Climbing merit badge in 1996. Past history had shown that
most incidents and accidents have happened or occurred during unit climbing/rappelling activities. As
a result the Climb On Safely program was introduced in 1998. Additionally, BSA National Camping
School began offering a Climbing section in 2000.
Organizational structure BSA COPE and Climbing programs
 Distribute and review the example of a COPE and Climbing Organizational Chart
o
Show chart illustrating the Outdoor Program Committee structure at the national, region,
area, and local council levels
o
Identify where the students fall in the organizational chart
o
Emphasize that all of the program areas are focused on delivering the aims of scouting
(Character Development, Fitness, Citizenship)
o
Discuss how programs can work together to accomplish common goals through the
Outdoor Program Committee
Page 5 of 31
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NCAC COPE Program
Level I COPE & Climbing Foundation Lesson Plan
CCF1-2: Leave No Trace


Course: COPE & Climbing Foundation; Level I
Time: 30 minutes (with ongoing observation of practice after the formal session)
Instructional Objectives:


List the 7 ethical principles of Leave No Trace
Describe how the ethical principles of Leave No Trace apply to COPE & Climbing activities.
Training Aids and Equipment Resources:




Leave No Trace Situation-Solution Cards (print one copy per game/class)
Soft Paths by Bruce Hampton & David Cole (Stackpole Books, 2003)
North American Skills and Ethics Booklet by Leave No Trace
(http://lnt.org/sites/default/files/NA.pdf)
http://lnt.org/blog/leave-no-trace-rock-climbing (Video)
Materials for Distribution:

Leave No Trace for COPE & Climbing handout
Methods and Overview:


LNT Situation-Solution Game
Discussion
Lesson Plan:
Review 7 Principles of LNT
 Hand out the Leave No Trace for COPE & Climbing handout and briefly review the 7 principles of
Leave No Trace and the descriptions relating the principles to COPE and Climbing activities.
LNT Situation-Solution Game
 Hand out one Situation-Solution card to each member of the group and ask them to read the card. If
they have a situation card they need to find the matching solution card. If they have a solution card,
they need to find the matching situation card.
 When all of the matching cards have been found, tell them to stand by their partner and form a circle.
Have each partner first read the event and then the solution to the group and identify the Leave No
Trace principle that it best associates with.
LNT for COPE & Climbing Buzz Group Activity
 Break the class into groups of 3-4 people each and ask them to come up with a COPE or Climbing
activity and write a brief description of the activity on a flip chart. Have each group come up with 3
ideas that they might use to introduce the participants in their activity to Leave No Trace and
encourage them to practice those principles during the activity. Have each group briefly share their
ideas with the entire class.
Page 6 of 31
As of: 2013-09-22
NCAC COPE Program
Level I COPE & Climbing Foundation Lesson Plan
CCF1-3: Challenge by Choice© & Setting Goals


Course: COPE & Climbing Foundation; Level I
Time: 30 minutes
Instructional Objectives




List and apply Challenge by Choice© concepts.
List and apply goal-setting tools.
Understand and use the Full-Value Contract©.
Use the basic methodology of working with youths.
Training Aids and Equipment Required


COPE & Climbing Reference Manual
PowerPoint presentation and projector or easel, pad, paper, and markers
Materials for Distribution



How We Differ initiative game handout (enough for each participant)
My Personal Goals work sheet handout (enough for each participant)
The Full-Value Contract© Handout ( enough for each participant)
Methods and Overview



Group activity: Initiative Game that reinforces Challenge by Choice© and Full-Value Contract©
concepts
Group discussion: How to present Challenge by Choice© and Full-Value Contract© concepts
Homework Assignment: Setting Goals for this course
Lesson Plan:
Initiative Game
 Select an initiative game that can be used to reinforce the concepts of Challenge by Choice© and
Full-Value Contract
o
Blind Square
o
Hoops Around the Circle
o
All Aboard
 Facilitate the game so that members of the group are challenged enough that some may tend to “check
out” or become frustrated
 During the processing following the game, point out how Challenge by Choice© and Full-Value
Contract fit with the experience
Group Discussion
 Ask the class to identify ways that the concepts of Challenge by Choice© and Full-Value Contract
can be presented to groups and list them on the flip chart
Homework Assignment: My Personal Goals
 Hand out the Personal Goals Worksheet to each participant.
 Explain the concept of SMART goals. Discuss this if needed.
o
Specific
o
Measurable
Page 7 of 31
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NCAC COPE Program
Level I COPE & Climbing Foundation Lesson Plan



o
Attainable
o
Relevant
o
Time bound
Ask them to take some time before the next day to fill out the sheet with their personal goals for the
course.
Explain to them that these will be used by the training staff to make sure that the needs of training
participants are met.
Explain that the goals will be reviewed toward the end of the course to make sure that everyone walks
away with what they need.
Page 8 of 31
As of: 2013-09-22
NCAC COPE Program
Level I COPE & Climbing Foundation Lesson Plan
CCF1-4: Age Appropriate Guidelines


Course: COPE & Climbing Foundation; Level I
Time: 30 minutes
Instructional Objectives:

Identify age-appropriate activities for youth given BSA Age Appropriate Guidelines chart
Training Aids and Equipment Required:



BSA Age Appropriate Guidelines chart
(http://www.scouting.org/filestore/pdf/34416_Insert_Web.pdf)
Seven different identifying bandanas or other appropriate group identifiers
Age Appropriate Guidelines Activity Signs (on BSA flash drive)
Materials for Distribution:

Age Appropriate Guidelines, or Climb On Safely, or Guide To Safe Scouting
Methods and Overview:


Age Appropriate Guidelines game
Group Discussion: The Role of Guide to Safe Scouting
Lesson Plan:
Age Appropriate Guidelines Game
 Each person should have a copy of the Age Appropriate Guidelines as a reference
 Ask for six volunteers and assign them the following roles:
o
Tiger Cub Scout – orange bandana
o
Wolf/Bear Cub Scout – blue bandana
o
Webelos Scout – gold bandana
o
Boy Scout – red bandana
o
Older Boy Scout – khaki bandana
o
Varsity Scout – brown bandana
o
Venture Scout – green bandana
 Ask the rest of the participants to take an activity sign and stand in a large circle around the
participants representing the scout groups.
o
Belaying
o
Bouldering
o
Caving
o
Climbing – commercial or horizontal wall
o
Climbing – vertical wall or tower
o
Climbing – rock
o
Lead Climbing
o
Initiative Games
o
COPE
o
Canopy Tours
o
Rappelling
o
Snow & Ice Climbing
Page 9 of 31
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NCAC COPE Program
Level I COPE & Climbing Foundation Lesson Plan





Ask the participants who represent the scout groups to find activities that are appropriate for their age
group to participate in by standing next to a person who is holding a sign for that activity.
After each round, ask each person to explain why they are standing where they are and move any
people who are in the wrong place to a correct one.
In the next round, ask each person to choose another activity to stand next to and repeat the process. If
they can no longer find an activity that is appropriate for them, have them stand in a separate area
indicating that they are “finished”.
As each scout group representative moves to the “finished” area, take a moment to ask them to report
on all of the activities they have stood next to and why they feel they are “finished”. The Tiger Cub
Scout representative should finish first, followed by the Wolf/Bear Cub Scout and so on.
When all representatives are in the “finished” area, briefly discuss the Age Appropriate Guidelines
chart and the purpose for matching people with appropriate age and maturity to the respective COPE
& climbing activities.
Group Discussion: The Role of the Guide to Safe Scouting (GSS)
 Point out that the Guide to Safe Scouting is the foundation for all of the standards and publications of
the BSA (the “trump card”)
 If there are conflicts between other publications and the GSS, the GSS prevails
 Invite questions about the Guide to Safe Scouting as it relates to COPE & Climbing programs
Page 10 of 31
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NCAC COPE Program
Level I COPE & Climbing Foundation Lesson Plan
CCF1-5: Warm-Up Activities and Initiative Games


Course: COPE & Climbing Foundation; Level I
Time: 2 hours
Instructional Objectives:
At the end of this session, participants will be able to



Describe the purpose of warm-up activities and initiative games in a COPE or Climbing program.
Introduce a variety of warm-up activities and initiative games to a group.
Safely conduct a variety of warm-up activities and initiative games with a group.
Training Aids and Equipment Required:





BSA COPE & Climbing Reference Manual (#34371.pdf)
Cowtails and Cobras II by Karl Rohnke (Project Adventure Inc., 1989)
Book of Raccoon Circles by Jim Cain and Tom Smith (Kendall-Hunt Publishing Co., 2007)
Tips & Tools: The Art of Experiential Group Facilitation by Jennifer Stanchfield (Wood ‘N’ Barnes
publishing Co., 2007)
Official Internet edition of Raccoon Circle Activities from www.teamworkandteamplay.com
Materials for Distribution:

Copies of instructions of additional games
Methods and Overview:

Discussion and group activity: The Purpose of Warm-Ups and Initiative Games
Lesson Plan:
The Purpose of Warm-Ups and Initiative Games
The instructor facilitates a discussion of what might develop as a group participates in warm-up activities
and initiative games. The following are examples of key points that should be drawn out in the
discussion;



Group Knowledge. These activities provide the group with information about themselves as
participants and also about how other members of the group interact in various situations.
Group Skill Development. These activities help the group to understand the purpose of spotting and
to learn spotting techniques that are appropriate for course activities. Facilitator Knowledge. The
facilitator needs to carefully observe members of the group to get information that is useful for
subsequent activities (e.g., who is outgoing or reserved, natural leaders, conflict styles, group
consensus mechanisms).
Breaking the Bubble. Many participants have personal space boundaries that can get in the way of
group progress and effective spotting. Some activities are designed to help participants overcome
those boundaries.
Introduce the following purposes that warm-ups and initiative games might serve in a well-designed
COPE or Climbing program.


Warm-up activities
Cardiovascular warm-up (Ameba Tag, The Blob)
Page 11 of 31
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NCAC COPE Program
Level I COPE & Climbing Foundation Lesson Plan










Stretching/flexibility (Yurt Circle, Tangled Knot)
Icebreakers/get-acquainted activities (Name Game, Have You Ever)
Problem solving/mental warm-up (Warp Speed, Age Alignment)
Skills instruction and practice (Trust Duo, Human Spring, Trust Trio, Cookie Factory, Trust
Levitation, Trust Circle, Trust Fall. This sequence is designed to teach participants how to properly
spot others.)
Divide the class into groups, each with an assignment to use class resources (reference texts,
experienced class members, staff members) to design a sequence of activities that is appropriate for
one of the following client groups (assume eight members in each group):
o
Patrol leaders’ council from a Boy Scout troop
o
A coed Venturing crew
o
Adults from a corporate leadership team
o
Coed middle school group
After the discussion, each group will make a presentation of their sequence of activities and invite
class members to play the role of their group and take part in the sequence.
Explain that COPE and Climbing staff members should develop their own individual tool boxes, but
make sure that you don’t fall into a “rut” of always doing the same games. Choose appropriate
activities based on the needs of the group, and don’t be afraid to try new ideas.
Show the group the available resources for learning about the activities. Ask the participants about
additional resources that they know of, and post these on a chart on the wall.
Explain that, because practice is the best way to learn, so everybody is required to lead an initiative
game sometime during the course (so, suck it up and think about it).
Sometime during this session, facilitate a group activity that will introduce the group to difficulty
with communication and conflict. Blind Square or Traffic Jam are examples of activities that may be
used, but any activity requiring problem solving and extensive communication can be used. Discuss
the activity afterward
Page 12 of 31
As of: 2013-09-22
NCAC COPE Program
Level I COPE & Climbing Foundation Lesson Plan
CCF1-6: Spotting


Course: COPE & Climbing Foundation; Level I
Time: 30 minutes
Instructional Objectives:




Describe the purpose of spotting and safety concerns
Conduct trust activities to reinforce effective spotting
Demonstrate proper spotting techniques
Describe the instructor’s role in observing spotters and maintaining a safe program
Training Aids and Equipment Resources:



BSA COPE & Climbing Reference Manual
The Complete Rope Course Manual (Kendall-Hunt Publishing)
Ropes Course Safety Manual (Kendall-Hunt Publishing)
Materials for Distribution:

None
Methods and Overview:


Demonstrate proper spotting techniques
Practice spotting
Lesson Plan:
The Purpose of Spotting
 Protect head, neck, and spine
 Proper stance to ensure stability
 Communication
 Establish trust
 Spotting techniques and reactions vary with the type of activity
o
Climbing wall
o
Traversing activities
o
Swinging activities
o
Trust falls
o
Dynamic ropes
Spotting Instruction
1. Demonstrate the proper spotting stance
2. Ask the spotters to demonstrate their stance.

The facilitator should observe the spotters and provide suggestions and corrective action, if needed.
3. Introduce the spotting communication
a.
b.
c.
d.
Spotters ready?
Spotters ready!
_______ climbing.
Climb on _______.
Page 13 of 31
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NCAC COPE Program
Level I COPE & Climbing Foundation Lesson Plan
4. Students practice spotting




Remind spotters that they should be mentally alert and focused on the participant at all times.
Spotters must be positioned where they would be most effective in preventing injury.
Practice through a progression of games
o
Trust Duo
o
Trust Trio
o
Trust Circle
For climbing, one of the best ways to practice is to allow participants to boulder or walk along a low
ledge.
Role of Instructor
 The instructor must closely supervise the spotters at all times reminding them to stay alert and
focused on the participant.
Page 14 of 31
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NCAC COPE Program
Level I COPE & Climbing Foundation Lesson Plan
CCF1-7: Dealing With Fear


Course: COPE & Climbing Foundation; Level I
Time: 60 minutes
Instructional Objectives:
At the end of this session, participants will be able to


Describe the signs of hesitation and fear in participants.
Describe approaches to dealing with abnormal hesitation or fear situations in program settings.
Training Aids and Equipment Required:




BSA COPE & Climbing Reference Manual (#34371.pdf)
Processing the Experience by John Luckner and Reldan Nadler (Kendall-Hunt Publishing Co., 1997)
Islands of Healing: A Guide to Adventure-Based Counseling by Jim Schoel, Dick Prouty, and Paul
Radcliffe (Project Adventure Inc., 1988)
Tips and Tools: The Art of Experiential Group Facilitation by Jennifer Stanchfield (Wood ‘N’ Barnes
Publishing Co., 2007)
Materials for Distribution:

Situation Handouts (there are examples in the appendix, or use the group to come up with new
scenarios)
Methods and Overview


Group Discussion: Recognizing Fear
Group activity: Role-Play
Lesson Plan:
Group Discussion
 Discuss with the group the physical signs of fear and anxiety (see examples in reference manual).
 Discuss different approaches to how to deal with fear in participants, make sure not to exceed
challenge by choice.
 Discuss using the group for a positive outcome.
 Explain behavioral characteristics that a staff member must project when dealing with a participant
that is showing symptoms of fear.
 Ask members of the group to reflect on past experiences.
 Explain how the danger zone chart shows when getting too far outside your comfort zone no longer
promotes learning.
Group Activity
 Divide the group into small groups.
 Distribute the Situation Handout for dealing with fear, one situation for each group.
 Instruct the students to work as a group to determine a strategy for dealing with their particular
situation, and then present a role-play that acts out their strategy.
 Allow the groups 10-15 minutes to complete their preparation, and then have each group present their
role-plays.
Page 15 of 31
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NCAC COPE Program
Level I COPE & Climbing Foundation Lesson Plan
CCF1-8: Safety Measures / Accident Prevention


Course: COPE & Climbing Foundation; Level I
Time: 30 minutes
Instructional objectives:




Understand the process for participant screening.
Understand how to adapt programming for medical conditions.
Describe the importance of physical fitness.
Be aware of accident prevention plans and emergency procedures.
Training Aids and Equipment Required:


BSA COPE & Climbing Reference Manual (#34371.pdf)
National Camp Accreditation Program (NCAP) Standards, COPE & Climbing (#430-056) Appendix,
current edition
Materials for Distribution:


Blank Annual Health and Medical Record
Course specific emergency procedures
Methods and Overview:



Mini-lecture: Overview of the physical requirements of COPE/Climbing programs
Mini-lecture: Overview of participant screening process
Mini-lecture: Review of course specific emergency procedures
Lesson Plan:
Mini-lecture: Physical Fitness
 COPE and Climbing are strenuous activities requiring a moderate to high level of physical fitness.
 Brainstorm ways COPE and Climbing and activities challenge participants physically and mentally.
 Warm-up and stretching exercises decrease the likelihood of injury and help prepare participants
physically and mentally.
Mini-lecture: Participant Screening
 Participant Screening is the responsibility of Level 2 instructors.
 May include Camp Medical Officer if available
 Awareness of participant medical issues allows staff to modify activities to allow participation and
reduced the likelihood of injury due to pre-existing condition.
 Emphasize that all medical information is confidential.
Mini-lecture: Course Specific Emergency Procedures
 Review Program Specific Emergency Procedures
 Emphasize that all staff must follow the established procedures for the program/camp.
o
Each program should have local operating procedures that all staff must follow
o
Procedures include who has access to the course
 Emphasize that safety and accident prevention are everyone’s job.
Page 16 of 31
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NCAC COPE Program
Level I COPE & Climbing Foundation Lesson Plan
CCF1-9: Life Safety Systems


Course: COPE &Climbing Foundation; Level I
Time: 4 hours
Instructional objectives:







Tie and teach required knots
Properly put on a helmet, harness and/or tied seat
Properly evaluate the fit of a helmet, harness and/or tied seat
Set-up belay systems
Demonstrate and teach proper belaying technique
Demonstrate the verbal communication signals used with life safety (belay) systems
Demonstrate the functional components of a belay including belayer positioning, friction, and anchor
Training Aids and Equipment Required:




BSA COPE & Climbing Reference Manual (#34371.pdf)
National Camp Accreditation Program (NCAP) Standards, COPE & Climbing (#430-056) Appendix,
current edition
Association For Challenge Course Technology’s Challenge Course and Canopy/Zip Line Tour
Standards, current edition
Rope, webbing, harnesses, helmets, and hardware for assembling belay systems
Materials for Distribution:

None
Methods and Overview:


Lecture & Discussion: Components and principles of life safety systems
Round Robin exercise: Knot tying, belay system setup & belay practice, Fitting manufactured
harnesses & tying seat harnesses, zip line pulley set-up, P-lines and cable grabs, releasable rappel setup, belay transfers
Lecture & Discussion
 Give a presentation covering the common parts of life safety systems.
 Describe requirements for harnesses and when full-body or chest harnesses may be required.
 Describe requirements for helmets.
 Explain when personnel equipment may be used.
 Explain the difference of critical and non critical attachment points.
 Explain how rope shear, angle, sling configuration effect the overall strength of the belay system.
 Demonstrate proper use of different types of friction devices.
 Explain the different types of life safety systems and when each one may be appropriate
 Discuss what types of anchors are appropriate for the belayer’s location.
 Explain belay techniques used for self belayed climbing above the anchor.
 Show and describe different types of cordage.
 Explain common uses for the different types of cordage
 Teach the required knots.
o
Figure 8
o
Figure 8 follow-through
Page 17 of 31
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NCAC COPE Program
Level I COPE & Climbing Foundation Lesson Plan






o
Figure 8 on a bight
o
Double loop Figure 8 (optional)
o
Figure 9 on a bight (optional)
o
Bowline on a bight (optional)
o
Double loop bowline on a bight (optional)
o
Safety knot
o
Water knot
o
Grapevine hitch (double fisherman’s knot)
o
Alpine butterfly knot (optional)
o
Clove hitch
o
Killik hitch
o
Basket hitch (aka Cow hitch, Lark’s Head) (optional)
Teach how to put on a manufactured harness and (optional) tied seat harness and how to connect to
the belay rope.
o
Address potential youth protection issues with fitting harnesses on others
o
Address manufacturer’s recommendations for tying in and clipping in
o
Teach how to tie a chest harness
Teach commands used in belaying for climbing, traversing, and rappelling
Explain the different methods of belaying and teach proper belay technique.
o
Break Under Slide (BUS) (mandatory)
o
Chop (awareness)
o
Slip-slap-slide (awareness)
Teach proper technique for the back-up belayer.
Explain how to properly connect the belayer to an anchor or the use of a team anchor.
Explain the CHECK program and how it should be used.
Round Robin Activity:
Knot tying, belay system setup & belay practice, Fitting manufactured harnesses & tying seat harnesses,
zip line pulley set-up, P-lines and cable grabs, releasable rappel set-up, belay transfers




All participants are on the ground wearing a properly fitted harness and helmet.
Have participants build the systems.
Each participant should serve as back up belayer, belayer, climber and spotter.
During each exercise proper commands should be used.
Page 18 of 31
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NCAC COPE Program
Level I COPE & Climbing Foundation Lesson Plan
CCF1-10: Climbing and Rappelling (Tower/Artificial surfaces) [Goshen only]


Course: COPE & Climbing Foundation; Level I
Time: 4 hours
Instructional Objectives:
At the end of this session, participants will be able to:





Be able to explain the safety considerations for climbing/rappelling
Demonstrate the technique of belaying and how to teach and supervise belaying
Demonstrate the technique of climbing and how to teach and supervise climbing
Demonstrate the technique of rappelling and how to teach and supervise rappelling
Demonstrate facilitation of a top-rope climbing activity
Lesson plan: Climbing and Rappelling
Tower Rigging
 Evaluate the tower site and structure for safe operation
o
Discuss how there may be some areas that are out of sight where youth protection
considerations may arise
 Set-up a climbing rope on the tower
 Set-up a belay station with fixed ground anchors or belay team anchor
 Set-up a single line and double line rappel
Tower Operation
 Have the participants operate and supervise the tower exercise
 Apply the CHECK system and use proper communication
 Operate the tower stations that have been set-up previously for several climbs
 Rotate participants through climber, rappeller, and belayer positions
 Staff should be evaluating participants as they participate in the exercise
Climbing Technique
 Discuss the following climbing techniques:
o
Handholds (jugs or buckets; nubs; clings; underclings; crimps; pressure hold; finger, fist,
and hand jams)
o
Footholds (toe and foot jamming, edging, smearing, toe holds, heel hooks)
o
Combination holds (mantling, liebacks, chimney climbing, counterbalance)
o
Down climbing
o
Resting while climbing
 Discuss the fundamentals of route setting
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NCAC COPE Program
Level I COPE & Climbing Foundation Lesson Plan
CCF1-11: Equipment Control and Inventory


Course: COPE & Climbing Foundation; Level I
Time: 60 minutes
Instructional objectives:



Understand the importance of processes for recording daily use, check-out, inspecting, check-in and
storage of each piece of equipment used in the program
Maintain an Inventory of the types, numbers, and sizes of program equipment
Inspect and evaluate condition of equipment
Training Aids and Equipment required:





BSA COPE & Climbing Reference Manual (#34371.pdf)
National Camp Accreditation Program (NCAP) Standards, COPE & Climbing (#430-056) Appendix,
current edition
Association For Challenge Course Technology’s Challenge Course and Canopy/Zip Line Tour
Standards, current edition
Sample pieces of equipment.
Rope, webbing, and hardware exhibiting various kinds of damage from misuse and age.
Materials for Distribution:

Examples of manufacturer’s documents showing inspection criteria.
Methods and Overview:




Mini-lecture: Instructor’s Role in equipment inventory control and inspection
Discuss current standard for rope logs, equipment storage, and inventory control
Discuss gear marking techniques
Hands-on demonstration: Inspecting gear
Lesson Plan:
Mini-lecture: Instructor’s role in inventory control and inspection
 Refer to the equipment standards relating to equipment inventory control and inspection and highlight
the instructor’s role in this process
 Describe proper techniques for marking equipment
 Stress the importance of drying wet gear before storing to avoid damage to the equipment.
 Equipment is to be used only according to manufacturer’s recommendations.
Equipment Inspection
 Using the manufacturer’s recommendations, demonstrate how to inspect equipment
o
Rope
o
Webbing and slings
o
Harnesses
o
Helmets
o
Hardware (i.e. carabiners, friction devices, trolleys, spring loaded camming devices, etc)
Equipment Storage and Inventory Control
 Tour the equipment storage facility and point out where and how gear is stored.
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NCAC COPE Program
Level I COPE & Climbing Foundation Lesson Plan


Review equipment inventory control process and explain how it is used.
Review options for equipment inventory control.
Group Activity – Equipment Inspection
 Allow participants to examine and handle various pieces of equipment that have been permanently
retired due to damage by aging, misuse, and/or weathering.
 Offer as wide a variety of samples as possible—carabiners, ropes, webbing, helmets, harnesses, etc.
Include pieces of equipment in good condition, too, so that participants can compare them with
damaged gear.
 Encourage participants to find the damage themselves and to explain to the group why the damage
renders the item unsafe.
 Discuss the importance of following your local councils policy for retirement of unsafe equipment.
Page 21 of 31
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NCAC COPE Program
Level I COPE & Climbing Foundation Lesson Plan
CCF1-12: Pre-use Inspections & Reporting


Course: COPE & Climbing Foundation; Level I
Time: 30 minutes
Instructional objectives:
At the end of this session, participants will be able to:


Define the responsibility for Pre-use Inspection & reporting.
Properly inspect course, site, facility and equipment.
Training Aids and Equipment Required



Activity area to inspect
Pre-use inspection checklist
Sample report for items
Materials for Distribution:

None
Methods and Overview:


Mini-lecture: Instructor’s role in Inspection and reporting
Hands-on demonstration: Examining Course/Tower/Climbing Area
LESSON PLAN:
Mini-lecture: Instructor’s role in inspection and reporting
 Discuss pre-use inspection checklists, showing examples
 Discuss inspecting:
o
Auto-belay devices
o
Cables
o
Fixed connectors (i.e. cable clamps, quick-links, ferrules, bolts)
o
Area- approach trails, climbing surface, environmental conditions
 Items from the inspections requiring corrective actions are reported to COPE/Climbing committee for
resolution.
Group Activity: Pre-use inspection
 Using the pre-use inspection checklist, walk around the activity area and perform the pre-use
inspection
 Report items requiring maintenance using the proper report form
Page 22 of 31
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NCAC COPE Program
Level I COPE & Climbing Foundation Lesson Plan
CCF1-13: Effective Teaching Using EDGE (Explain, Demonstrate, Guide,
Enable)


Course: COPE & Climbing Foundation; Level I
Time: 60 minutes (with ongoing observation of practice after the formal session)
Instructional Objectives:



Identify learning style dimensions and how these affect retention of training material by participants
Identify the components of EDGE
Use EDGE methodology to design and implement a learning exercise for COPE or Climbing
Training Aids and Equipment Required


Learning Styles & Strategies by Richard Felder & Barbara Solomon (www.ncsu.edu/felderpublic/ILSdir/styles.htm)
Fundamentals of Training (http://www.scouting.org/filestore/training/pdf/511-037WB.pdf and
http://www.scouting.org/filestore/training/ppt/PPTdeckT3.ppt)
Materials for Distribution


EDGE Lesson Plan (Appendix A)
Learning Styles handout (www.ncsu.edu/felder-public/ILSdir/styles.htm) (Appendix B)
Methods and Overview



Learning Style Instrument Exercise & Discussion
EDGE explanation, demonstration, guidance & enabling exercise
EDGE lesson plan and training by participants
LESSON PLAN: Effective Teaching
Learning Style Instrument Discussion
 Prior to the course, assign participants to go on-line and take Learning Styles Instrument at:
http://www.engr.ncsu.edu/learningstyles/ilsweb.html. Have them bring a printed copy of the results
with them to the session. If this cannot be done practically, then have the participants self-select
where they think they might fall.
 Distribute the Learning Styles handout which explains learning styles according to four dimensions or
scales.
Learning Styles Line-up:
 Have the students line up according to their learning style scores in the Active/Reflective scale, with
the highest Active scores on one side of the room and the highest Reflective scores on the other side
with the rest of the participants positioned in between the two extremes according to where their
scores fall in relation to the others in the class. Discuss how this information might help the instructor
and students understand how different people learn. Ask the participants to offer some training
activities that would be good for the Active style learner, and then do the same for the Reflective style
learner.
 Repeat this activity for each of the other dimensions:
o
Sensing /Intuitive
o
Visual/Verbal
o
Global/Sequential
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NCAC COPE Program
Level I COPE & Climbing Foundation Lesson Plan

Wrap up the discussion by explaining that there are many creative ways for instructors to engage
students in learning. Learning styles can be determined by instruments such as the one just used in the
previous exercise, or can be determined by careful observation of the students as the teacher tries out
various teaching methods. Good teachers take into account how the preferences for learning of the
various learning styles either help or hinder students from understanding the things that are being
taught, and include activities that are geared to the learning styles of the students in their class.
EDGE Modeling Activity
Introduce EDGE:




Explain how to do the skill
Demonstrate how to do the skill
Guide as the person tries out the new skill or instructs you in doing the skill, giving feedback along
the way.
Enable them to use the newly learned skill on their own.
The idea of this session is to demonstrate the EDGE process by doing it with a simple knot tying task.
The task should have a little complexity to it in order to show how the EDGE process can work for any
teaching situation. Do the following:




Explain: Show the finished knot applied in a situation where you would be likely to see it used (e.g.
“figure 8 follow-through knot” on the end of a rope that is attached to a climbing harness). Explain
why the knot is used and the features of the knot that make it effective in that situation. At the end,
give them tips on what to look for to verify that the knot has been tied correctly.
Demonstrate: Tie the knot yourself in front of the participants while talking through every detail of
the task, including the inspection at the end to make sure that the knot has been tied correctly.
Guide: Have a participant walk you through how to tie the knot as you do the tying. Ask them to
explain every step in detail, and to have you go through the steps to verify that the finished knot has
been tied correctly.
Enable: Now ask the participant to tie the knot while explaining each step they take to tie the knot and
verify that the knot has been tied correctly.
At the end of the exercise, review the steps of EDGE and explain how what you did follows the EDGE
process. Review the steps of the EDGE process as follows:




Explain how to do the skill
Demonstrate how to do the skill
Guide as the person tries out the new skill or instructs you in doing the skill, giving feedback along
the way.
Enable them to use the newly learned skill on their own.
EDGE Lesson Plan and Training
Ask the participants to team up with another person and select a knot from the Knot List to teach to the
class. Have them write a brief lesson plan using Appendix A EDGE Lesson Plan
Page 24 of 31
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NCAC COPE Program
Level I COPE & Climbing Foundation Lesson Plan
Appendix A.
EDGE Lesson Plan
Knot (Circle one)




Double Fisherman’s Knot or Grapevine Hitch
Figure 9 on a Bight
Double Loop Figure 8 on a Bight
Double Loop Bowline
Lesson Plan Outline
Explain: _____________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Demonstrate: _________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Guide: _______________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Enable: ______________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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NCAC COPE Program
Level I COPE & Climbing Foundation Lesson Plan
Appendix B.
Learning Styles2
Richard M. Felder
Hoechst Celanese Professor of Chemical Engineering
North Carolina State University
Barbara A. Soloman
Coordinator of Advising, First Year College
North Carolina State University
ACTIVE AND REFLECTIVE LEARNERS




Active learners tend to retain and understand information best by doing something active
with it--discussing or applying it or explaining it to others. Reflective learners prefer to
think about it quietly first.
"Let's try it out and see how it works" is an active learner's phrase; "Let's think it through
first" is the reflective learner's response.
Active learners tend to like group work more than reflective learners, who prefer working
alone.
Sitting through lectures without getting to do anything physical but take notes is hard for
both learning types, but particularly hard for active learners.
Everybody is active sometimes and reflective sometimes. Your preference for one category or the
other may be strong, moderate, or mild. A balance of the two is desirable. If you always act
before reflecting you can jump into things prematurely and get into trouble, while if you spend
too much time reflecting you may never get anything done.
How can active learners help themselves?
If you are an active learner in a class that allows little or no class time for discussion or problemsolving activities, you should try to compensate for these lacks when you study. Study in a group
in which the members take turns explaining different topics to each other. Work with others to
guess what you will be asked on the next test and figure out how you will answer. You will
always retain information better if you find ways to do something with it.
How can reflective learners help themselves?
If you are a reflective learner in a class that allows little or no class time for thinking about new
information, you should try to compensate for this lack when you study. Don't simply read or
memorize the material; stop periodically to review what you have read and to think of possible
questions or applications. You might find it helpful to write short summaries of readings or class
notes in your own words. Doing so may take extra time but will enable you to retain the material
more effectively.
2
www.ncsu.edu/felder-public/ILSdir/styles.htm
Page 26 of 31
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NCAC COPE Program
Level I COPE & Climbing Foundation Lesson Plan
SENSING AND INTUITIVE LEARNERS





Sensing learners tend to like learning facts, intuitive learners often prefer discovering
possibilities and relationships.
Sensors often like solving problems by well-established methods and dislike
complications and surprises; intuitors like innovation and dislike repetition. Sensors are
more likely than intuitors to resent being tested on material that has not been explicitly
covered in class.
Sensors tend to be patient with details and good at memorizing facts and doing hands-on
(laboratory) work; intuitors may be better at grasping new concepts and are often more
comfortable than sensors with abstractions and mathematical formulations.
Sensors tend to be more practical and careful than intuitors; intuitors tend to work faster
and to be more innovative than sensors.
Sensors don't like courses that have no apparent connection to the real world; intuitors
don't like "plug-and-chug" courses that involve a lot of memorization and routine
calculations.
Everybody is sensing sometimes and intuitive sometimes. Your preference for one or the other
may be strong, moderate, or mild. To be effective as a learner and problem solver, you need to be
able to function both ways. If you overemphasize intuition, you may miss important details or
make careless mistakes in calculations or hands-on work; if you overemphasize sensing, you
may rely too much on memorization and familiar methods and not concentrate enough on
understanding and innovative thinking.
How can sensing learners help themselves?
Sensors remember and understand information best if they can see how it connects to the real
world. If you are in a class where most of the material is abstract and theoretical, you may have
difficulty. Ask your instructor for specific examples of concepts and procedures, and find out
how the concepts apply in practice. If the teacher does not provide enough specifics, try to find
some in your course text or other references or by brainstorming with friends or classmates.
How can intuitive learners help themselves?
Many college lecture classes are aimed at intuitors. However, if you are an intuitor and you
happen to be in a class that deals primarily with memorization and rote substitution in formulas,
you may have trouble with boredom. Ask your instructor for interpretations or theories that link
the facts, or try to find the connections yourself. You may also be prone to careless mistakes on
test because you are impatient with details and don't like repetition (as in checking your
completed solutions). Take time to read the entire question before you start answering and be
sure to check your results
Page 27 of 31
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NCAC COPE Program
Level I COPE & Climbing Foundation Lesson Plan
VISUAL AND VERBAL LEARNERS
Visual learners remember best what they see--pictures, diagrams, flow charts, time lines, films,
and demonstrations. Verbal learners get more out of words--written and spoken explanations.
Everyone learns more when information is presented both visually and verbally.
In most college classes very little visual information is presented: students mainly listen to
lectures and read material written on chalkboards and in textbooks and handouts. Unfortunately,
most people are visual learners, which means that most students do not get nearly as much as
they would if more visual presentation were used in class. Good learners are capable of
processing information presented either visually or verbally.
How can visual learners help themselves?
If you are a visual learner, try to find diagrams, sketches, schematics, photographs, flow charts,
or any other visual representation of course material that is predominantly verbal. Ask your
instructor, consult reference books, and see if any videotapes or CD-ROM displays of the course
material are available. Prepare a concept map by listing key points, enclosing them in boxes or
circles, and drawing lines with arrows between concepts to show connections. Color-code your
notes with a highlighter so that everything relating to one topic is the same color.
How can verbal learners help themselves?
Write summaries or outlines of course material in your own words. Working in groups can be
particularly effective: you gain understanding of material by hearing classmates' explanations
and you learn even more when you do the explaining.
SEQUENTIAL AND GLOBAL LEARNERS


Sequential learners tend to gain understanding in linear steps, with each step following
logically from the previous one. Global learners tend to learn in large jumps, absorbing
material almost randomly without seeing connections, and then suddenly "getting it."
Sequential learners tend to follow logical stepwise paths in finding solutions; global
learners may be able to solve complex problems quickly or put things together in novel
ways once they have grasped the big picture, but they may have difficulty explaining how
they did it.
Many people who read this description may conclude incorrectly that they are global, since
everyone has experienced bewilderment followed by a sudden flash of understanding. What
makes you global or not is what happens before the light bulb goes on. Sequential learners may
not fully understand the material but they can nevertheless do something with it (like solve the
homework problems or pass the test) since the pieces they have absorbed are logically
connected. Strongly global learners who lack good sequential thinking abilities, on the other
hand, may have serious difficulties until they have the big picture. Even after they have it, they
may be fuzzy about the details of the subject, while sequential learners may know a lot about
Page 28 of 31
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NCAC COPE Program
Level I COPE & Climbing Foundation Lesson Plan
specific aspects of a subject but may have trouble relating them to different aspects of the same
subject or to different subjects.
How can sequential learners help themselves?
Most college courses are taught in a sequential manner. However, if you are a sequential learner
and you have an instructor who jumps around from topic to topic or skips steps, you may have
difficulty following and remembering. Ask the instructor to fill in the skipped steps, or fill them
in yourself by consulting references. When you are studying, take the time to outline the lecture
material for yourself in logical order. In the long run doing so will save you time. You might also
try to strengthen your global thinking skills by relating each new topic you study to things you
already know. The more you can do so, the deeper your understanding of the topic is likely to be.
How can global learners help themselves?
If you are a global learner, it can be helpful for you to realize that you need the big picture of a
subject before you can master details. If your instructor plunges directly into new topics without
bothering to explain how they relate to what you already know, it can cause problems for you.
Fortunately, there are steps you can take that may help you get the big picture more rapidly.
Before you begin to study the first section of a chapter in a text, skim through the entire chapter
to get an overview. Doing so may be time-consuming initially but it may save you from going
over and over individual parts later. Instead of spending a short time on every subject every
night, you might find it more productive to immerse yourself in individual subjects for large
blocks. Try to relate the subject to things you already know, either by asking the instructor to
help you see connections or by consulting references. Above all, don't lose faith in yourself; you
will eventually understand the new material, and once you do your understanding of how it
connects to other topics and disciplines may enable you to apply it in ways that most sequential
thinkers would never dream of.
Page 29 of 31
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NCAC COPE Program
Level I COPE & Climbing Foundation Lesson Plan
Appendix C.
Materials Summary
Type
CF
Lesson
CCF1-1
Training Aids and Equipment Required:
Flip chart and markers
CF
CCF1-2
CF
CCF1-3
CF
CCF1-4
 Leave No Trace Situation-Solution Cards (print one copy per game/class)
 Soft Paths by Bruce Hampton & David Cole (Stackpole Books, 2003)
 North American Skills and Ethics Booklet by Leave No Trace
(http://lnt.org/sites/default/files/NA.pdf)
 http://lnt.org/blog/leave-no-trace-rock-climbing (Video)
 COPE & Climbing Reference Manual
 PowerPoint presentation and projector
 Easel, pad, paper, and markers
 BSA Age Appropriate Guidelines chart
(http://www.scouting.org/filestore/pdf/34416_Insert_Web.pdf)
 Bandanas (7; orange, blue, gold, red, khaki, brown, green)
 Age Appropriate Guidelines Activity Signs
CF
CCF1-5





CF
CCF1-6
Materials for Distribution
BSA COPE & Climbing Reference Manual (#34371.pdf)
Cowtails and Cobras II by Karl Rohnke (Project Adventure Inc., 1989)
Book of Raccoon Circles by Jim Cain and Tom Smith (Kendall-Hunt
Publishing Co., 2007)
Tips & Tools: The Art of Experiential Group Facilitation by Jennifer
Stanchfield (Wood ‘N’ Barnes publishing Co., 2007)
Official Internet edition of Raccoon Circle Activities from
www.teamworkandteamplay.com
 BSA COPE & Climbing Reference Manual (#34371.pdf)
 The Complete Rope Course Manual (Kendall-Hunt Publishing)
 Ropes Course Safety Manual (Kendall-Hunt Publishing)
Page 30 of 31
As of: 2013-09-22
 BSA COPE & Climbing Reference Manual
(#34371.pdf)
 Outdoor Program Organizational Chart
Appendix A.
Leave No Trace for COPE &
Climbing handout
 How We Differ initiative game handout
 My Personal Goals work sheet handout
 The Full-Value Contract© Handout
Age Appropriate Guidelines,
or Climb On Safely,
or Guide To Safe Scouting
Copies of instructions of additional games
None
NCAC COPE Program
Level I COPE & Climbing Foundation Lesson Plan
Type
CF
Lesson
CCF1-7
Training Aids and Equipment Required:




BSA COPE & Climbing Reference Manual (#34371.pdf)
Processing the Experience by John Luckner and Reldan Nadler
(Kendall-Hunt Publishing Co., 1997)
Islands of Healing: A Guide to Adventure-Based Counseling by Jim
Schoel, Dick Prouty, and Paul Radcliffe (Project Adventure Inc., 1988)
Tips and Tools: The Art of Experiential Group Facilitation by Jennifer
Stanchfield (Wood ‘N’ Barnes Publishing Co., 2007)
CF
CCF1-8


CF
CCF1-9
 BSA COPE & Climbing Reference Manual (#34371.pdf)
 National Camp Accreditation Program (NCAP) Standards, COPE & Climbing
(#430-056) Appendix, current edition
 Association For Challenge Course Technology’s Challenge Course and
Canopy/Zip Line Tour Standards, current edition
 Rope, webbing, harnesses, helmets, and hardware for assembling belay systems
CF
CF
CCF1-10
CCF1-11
<N/A for CWBS>
CF
CCF1-12
CF
CCF1-13
BSA COPE & Climbing Reference Manual (#34371.pdf)
National Camp Accreditation Program (NCAP) Standards, COPE &
Climbing (#430-056) Appendix, current edition
 BSA COPE & Climbing Reference Manual (#34371.pdf)
 National Camp Accreditation Program (NCAP) Standards, COPE & Climbing
(#430-056) Appendix, current edition
 Association For Challenge Course Technology’s Challenge Course and
Canopy/Zip Line Tour Standards, current edition
 Sample pieces of equipment.
 Rope, webbing, and hardware exhibiting various kinds of damage from misuse and
age.
 Activity area to inspect
 Pre-use inspection checklist
 Sample report for items
 Learning Styles & Strategies by Richard Felder & Barbara Solomon
(www.ncsu.edu/felder-public/ILSdir/styles.htm)
 Fundamentals of Training (http://www.scouting.org/filestore/training/pdf/511037WB.pdf)
Page 31 of 31
As of: 2013-09-22
Materials for Distribution
Situation Handouts (there are examples in
the appendix, or use the group to come up
with new scenarios)

Blank Annual Health and Medical
Record
 Course specific emergency procedures
None
Examples of manufacturer’s documents
showing inspection criteria.
None
 EDGE Lesson Plan (Appendix A)
 Learning Styles handout
(www.ncsu.edu/felderpublic/ILSdir/styles.htm) (Appendix B)