Camp at School
2013
1
Campus Outdoor School Guidelines
2013-2014
Fifth Grade Teachers,
The students who remain on campus should have a similar experience to those who are
attending camp. The following schedule, activities, and camp follow-up lessons are
suggested for those students not attending Outdoor School at Collin County Adventure
Camp. Realize there are more activities than you can complete. Choose the ones that
will best benefit your students.
The Holifield Science Learning Center provides an optional educational experience
including lessons which teach specific grade level TEKS, and serves as an introduction
to lessons which are completed back at school. Because of the academic focus, a
classroom teacher should accompany students on this trip. Please avoid sending a
substitute who is unprepared and only serves as a person in charge of supervision.
Our goal is for all students to have a positive experience from their outdoor school
education. As you know, the teacher’s preparation of lessons, energetic attitude, and
enthusiasm will ensure this for students.
Please bring your school camera on the trip to Holifield for evidence gathering.
Students may also bring cameras to enhance their experience.
Thank you for all that you do each day. Your hard work and efforts are greatly
appreciated.
Brian Thomas
Outdoor Education Coordinator
2
Campus Outdoor School Schedule
Day 1: (These activities could be completed after others depart for Collin County
Adventure Camp.)
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Team Building
o Choose activities from Team Building Activities-Campus Activity
 Use these activities throughout Campus Outdoor School as needed or
during transitions.
Camp Songs
o Teach songs to students throughout Campus Outdoor School and use as
needed for transitions.
Nature Scavenger Hunt-Campus Activity
Introduce Mission Possible
Day 2: (These activities could be completed at campus during the afternoon following
the trip to Holifield Science Learning Center.)
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NSI Scenes-Campus Follow-up Lesson
Soil Layers-Campus Follow-up Lesson
Biodiversity Illustration-Campus Follow-up Lesson
Day 3: (These activities could be completed during this one full day on campus.)
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Solar Ovens & S’mores-Campus Activity
Leaf Silhouettes & Diagrams-Campus Follow-up Lesson
Deposition & Erosion-Campus Follow-up Lesson
Food Web-Campus Follow-up Lesson
Constellation Models-Campus Activity
Allow for wrap up time for students to discuss their camp experiences, complete
unfinished activities, etc.
Team Building Activities
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Campus Activity
Materials:
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Toxic Waste
o Rope, bungee cord, 2 buckets
Mine Field
o Cones
Noodle Ball
o Swimming Noodles (cut horizontally into halves)
o Marbles
Survival Scenarios
o Index cards
Great Egg Drop
o Box of supplies to build an egg package (use materials gathered from
classroom)
Balloon Tower
o 100 balloons
o Masking tape
Teacher Tips:
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Gather materials and read teambuilding activities prior to having students
participate in them.
Suggested activities can be used as needed during transition times or as time
allows.
Directions:
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Attached are instructions for the following team building games. You may use
these or others of your choice throughout Campus Outdoor School.
o Balloon Towers
o Toxic Waste
o Mine Field
o Noodle Ball
o Survival Scenarios
o Great Egg Drop
Before and after completion of these activities, students should discuss the
importance and purpose of teambuilding.
Extensions:
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o Students could write a quote to represent their team. (Sample quotes
included)
o Students could write a songs, make up a cheer, or create a video about
teamwork.
Team Building Activities
Balloon Tower:
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The group is to build the tallest, freestanding structure they can in 15 minutes
using only balloons and masking tape. (You can vary the amount of balloons
used in this activity.)
The following discussion questions can be used after the students have
presented their structure.
Toxic Waste:

Equipped with a bungle cord and rope, the group of students must work out how
to transport a bucket of “Toxic Waste” and tip it into the neutralization bucket.
Mine Field:
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Object are scattered in a sectioned off area outside the campus. In pairs, one
person verbally guides their partner, who is blindfolded, through the minefield.
Noddle Ball:
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Using a swimming noodle, that has been cut horizontally into 2 pieces; the
students take turns transporting marbles from Point A to Point B.
Survival Scenarios:
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Your plane just crashed…your group needs to choose the 12 most useful items
to survive.
Record answers on chart paper and share reasoning for objects chosen.
Great Egg Drop:
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Design an egg package to save an egg from breaking when dropped. Follow by
the Great Egg Drop-off.
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Discussion Questions:
The following discussion questions can be use after completing any of the Team
Building Activities:
o
o
o
o
o
What worked in the process? What hindered the process?
Was leadership displayed? Did you observe leadership in the group?
What role did you play in the exercise?
What did you learn about yourself and others?
Did everyone feel like they had an active role? Did you feel as if your
ideas were heard and considered?
Team Building Quotes
“A boat doesn’t go forward if each one is rowing their own way” Swahili
proverb
“Wearing the same shirts doesn’t make a team.” Buchholz and Roth
“Talent wins games, but teamwork and intelligence wins championships.”
Michael Jordan
“It is better to have one person working with you than three people
working for you.” Dwight D. Eisenhower
“We are most effective as a team when we compliment each other without
embarrassment and disagree without fear.” Author Unknown
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“None of us is smart as all of us.” Ken Blanchard
“There is no I in Teamwork.” Author Unknown
“The way a team plays together as a whole determines its success. You
may have the greatest bunch of individual stars in the world, but if they
don’t play together, the club won’t be worth a dime.” Babe Ruth
“In teamwork, silence isn’t golden, it’s deadly.” Mark Sanborn.
Camp Songs
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Boom Chicka Boom
I said a boom chicka boom (echo)
I said a boom chicka boom (echo)
I said a boom chicka Rocka chicka Rocka chicka boom (echo)
Oh yeah (echo)
Uh huh (echo)
One more time (echo)
___________ style (echo)
Different styles: Loud, Whisper, Southern, Valley Girl, Opera, Attitude, British, Rocket,
Harley, Janitorial, Teacher.
Flea Fly II
Flea! (echo) Flea, Fly! (echo) Flea, Fly, Flo!(echo) Feista!(echo)
Cooma-lada, Cooma-lada, Cooma-lada Feista. (echo)
Oh, no, no, no, not the Feista. (echo)
Eenie Meanie, Decimeanie, Ooh Walla walla Meanie. (echo)
Exameanie, Zalameanie, Ooh Walla walla!(echo)
I said aBeet Billy Oaten Boaten, Bo-bo ba-deeten dotin, Hot Chihuahua, Mm-mm!
(attempted echo, since little kids only usually get the 'Mm-mm!'.)
Haha. Fun fun.
Tarzan
Leader: Tarzan (beat chest and shout in manly voice)
Group: Tarzan
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Leader: Swingin' on a rubber band (swing)
Group: Swingin' on a rubber band
Leader: Tarzan (beat chest and shout in manly voice)
Group: Tarzan
Leader: Got hit by a frying pan
Group: Got hit by a frying pan
Leader: Ouch that hurts
Group: Ouch that hurts
Leader: Now Tarzan has a tan (slide back of hands on arms)
Group: Now Tarzan has a tan
Leader: And I hope it don’t peel
Group: And I hope it don’t peel
Leader: Like a banana (arms up and open like a banana)
Group: Like a banana
Leader: Jane (girly voice)
Group: Jane
Leader: Speeding on her bullet train
Group: Speeding on her bullet train
Leader: Jane (girly voice)
Group: Jane
Leader: Got hit by an arrow-plane
Group: Got hit by an arrow-plane
Leader: Ouch that hurts
Group: Ouch that hurts
Leader: Now Jane has a pain (hold side)
Group: Now Jane has a pain
Leader: And Tarzan has a tan (slide back of hands on arms)
Group: And Tarzan has a tan
Leader: And I hope it don’t peel
Group: And I hope it don’t peel
Leader: Like a banana (arms up and open like a banana)
Group: Like a banana
Leader: Cheetah (Low raspy voice show muscle)
Group: Cheetah
Leader: Booping to da beat-a (make fists and bring arms in a circle in front of you)
Group: Booping to da beat-a
Leader: Cheetah
Group: Cheetah
Leader: Got eaten by an amoeba
Group: Got eaten by an amoeba
Leader: Now Cheetah is velveeta
Group: Now Cheetah is velveeta
Leader: And Jane has a pain (hold side)
Group: And Jane has a pain
Leader: And Tarzan has a tan (slide back of hands on arms)
Group: And Tarzan has a tan
Leader: And I hope it don’t peel
Group: And I hope it don’t peel
Leader: Like- a- bananaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa
Group: LIKE A BA-NAN-AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA
Like a banana
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Princess Pat
The Princess Pat (Egyptian style)
Lived in a Tree (hands out in front of you; go up and down)
She Sailed across (ocean motion)
The seven seas (hold up 7 fingers; make a c with you hand)
She sailed across (ocean motion)
The channel two (draw a box with fingers and then hold up 2 fingers)
and she took with her (both hands over shoulder like holding a bag)
Arrigabamboo (shake hands/arms all the way down)
Arrigabamboo (shake hands/arms all the way down)
Now What is that? (shrug)
It's something made (bang hands together)
by the Princess Pat (Egyptian style)
It's red and gold (Twirl hand around like you're waving a string at your waist)
And puple too (bring your voice up. Hands folded up to cheek)
That's why it's called (Get loud; cup hands around mouth)
Arrigabamboo (shake hands/arms all the way down)
Now the Captin Jack (salute X 2)
Had a mighty fine crew (salute X 2)
He sailed across (ocean motion)
The channel two (draw a box with fingers and then hold up 2 fingers)
But his ship sank (Hold nose and sink down)
and yours will too (point finger and shake hand in scolding motion)
If you don't take (both hands over shoulder like holding a bag)
Arrigabamboo (shake hands/arms all the way down)
Arrigabamboo (shake hands/arms all the way down)
Now What is that? (shrug)
It's something made (bang hands together)
by the Princess Pat (Egyptian style)
It's red and gold (Twirl hand around like you're waving a string at your waist)
And puple too (bring your voice up. Hands folded up to cheek)
That's why it's called (Get loud; cup hands around mouth)
Arrigabamboo (shake hands/arms all the way down)
Funky Chicken
I want to see your funky chicken (leader)
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What’s that you say (Campers)
I want to see your funky chicken (leader)
What’s that you say (Campers)
Chorus:
Ooh ahh ahh ahh, ooh ahh ahh ahh
Ooh ahh ahh ahh, ooh, one more time
Ooh ahh ahh ahh, ooh ahh ahh ahh
Ooh ahh ahh ahh, ooh 1234
(Do actions with chorus, ie flop like a funky chicken)
Repeat verse using Frankenstein, Schwartzenager, Superman, Ballerina, Sumo Wrestler, Surfer
Dude, Egyptian…
There Was a Great Big Moose
There was a great big moose!
He liked to drink a lot of juice.
There was a great big moose!
He liked to drink a lot of juice.
Singin' oh way oh
Way oh way oh way oh way oh
Way oh way oh
Way oh way oh way oh way oh
The moose's name was Fred.
He liked to drink his juice in bed.
The moose's name was Fred.
He liked to drink his juice in bed.
Singin' oh way oh
Way oh way oh way oh way oh
Way oh way oh
Way oh way oh way oh way oh
He drank his juice with care,
but he spilled some in his hair.
He drank his juice with care,
but he spilled some in his hair.
Singin' oh way oh
Way oh way oh way oh way oh
Way oh way oh
Way oh way oh way oh way oh
Now he's a sticky moose
Because he's all covered in juice!
Singin' oh way oh
Way oh way oh way oh way oh
Way oh way oh
Way oh way oh way oh way oh
Coast to Coast
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From coast to coast, (Repeat)
Camp ______is the most. (Repeat)
From Coast to coast (Repeat)
Camp ______is the most. (Repeat)
Na na na na na (Repeat)
Na na na na na na (Repeat)
Na na na na na na na (Repeat)
Na na na na na (Repeat)
From
From
From
From
East to West, Camp ______ is the best
State to state, Camp ______ is really great
City to City, Camp ______ is really pretty
Town to town, Camp ______ is getting down
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Nature Scavenger Hunt
Campus Activity
TEKS:
5.2 C Collect information through detailed observations and accurate measuring.
Materials:
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Plastic or paper bags
Camera or phone
IC Notebook
Pencil
Hand Lenses
Collecting Nets
Teacher Tips:
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Choose the outdoor area on your campus before the hunt begins to gauge how
much time will be needed to complete this activity.
Vary the items listed below based on your campus location, items the students
will be able to find, and time of year.
Use the ideas listed or items you choose to develop a scavenger hunt list.
Students could list items in their IC Notebook.
Caution students to only collect things from the ground and stress that no living
items, glass or sharp- sided items should be collected.
Things to See:
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Insects, such as a butterfly, dragonfly, grasshopper, or beetle
A spider web
Frogs, toads, and lizards
Wildflowers, wild berries
Feathers or abandoned birds’ nest
Things to Collect:
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Pinecones, dandelions, seeds
Leaves
Fossils
Rocks
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Things to Photograph:
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Birds, butterflies, squirrels, or other small animals
Unusual sights
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Mission Possible
Directions for teachers:
During your school’s visit to the Holifield Science Learning Center,
students will be given the task to assume the role and look at
things from the perspective of a Native Texas Animal.
Exploring the Forest Trail, students will look through their
animal’s “trained eye” to observe their relationship with the
environment and within an ecosystem.
Students will participate in this activity in preparation to complete
the Post Camp Lesson-Mission 3-Creating a New Species which is
located in the Elementary Curriculum Planner. It is important to
pre-read this lesson prior to visiting HSLC. This will ensure the
success of Mission 3 that will be complete after all students have
returned from both camps.
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Mission Possible
Dear Campers,
We are looking forward to seeing you today at
Camp Holifield. Your mission requires you to
look at things from the perspective of a unique
Native Texas Animal. At different spot and
locations along the trail your guide will ask you
to use your “trained eye” and imagine what this
animal would see, need, or do. Your animal
will be assigned to you upon your arrival.
Remember, if you have any questions please
ask your trail guides and they will help you.
This is a very important mission.
Good luck with this task, campers!
Mr. Thomas and Mr. Taylor
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NSI Scenes
NSI questions
Campus Follow-up Lesson
TEKS:
5.3 A In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence,
logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of
those scientific explanations, so as to encourage critical thinking by the student.
Materials:
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Holifield Science Notebook
Pencils
Teacher Tips:
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You will need to take pictures during activities on pgs. 9, 14, 16, 18, 19, 20, and
26. The trail guide will direct you to take pictures of items needed to complete
the campus portion of follow-up lessons.
Print or electronically display pictures that were taken of the NSI scenes at the
HSLC.
This lesson is a follow-up lesson that should be completed after visiting the
HSLC.
Directions:
Holifield Science Learning Center:

While at the HSLC, 5th grade students will have the opportunity to observe 2 NSI
scenes that will be displayed during their lunch break. Students will be asked to
write a description of the scene on p. 25 of their Holifield Science Notebook.
Campus Follow-up:
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Display the pictures taken of the 2 NSI scenes. Ask the students to record their
answers on p. 25 of their Holifield Science Notebook. As a class, facilitate a
discussion about students’ answers and thoughts to the following question:
o Based on the clues that were present in each scene, what do you think
happened?
o This lesson is designed to enhance students’ thought processes used to
formulate multiple answers to the same question.
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Forest Adventure
Soil Layers
Campus Follow-up Lesson
TEKS:
5.4 A Collect, record and analyze information using tools, including calculators, microscopes, cameras, computers,
hand lenses, metric rulers, Celsius, thermometers, prisms, mirrors, pan balances, triple beam balances, spring scales,
graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks; timing devices,
including clocks and stopwatches; and materials to support observations habitats or organisms such as terrariums
and aquariums.
Materials:
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Holifield Science Notebook
Pencils
Teacher Tips:
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You will need to take pictures during activities on pgs. 9, 14, 16, 18, 19, 20 and
26. The trail guide will direct you to take pictures of items needed to complete
the campus portion of these lessons.
Print or electronically display pictures that were taken while visiting the fossil
station at HSLC.
The rock observed would come from the bedrock layer. At that depth the rock is
not exposed to weathering so the fossil remains intact.
This lesson is a follow up lesson that will be completed after visiting HSLC.
Directions:
Holifield Science Learning Center:

While at HSLC, 5th grade students will have the opportunity to observe a diagram
of soil layers, and a specimen of a fossil as they visit the Fossil Station during
their lunch break. Students will be asked to label the diagram and illustrate the
rock observed on p. 19 on their Holifield Science Notebook.
Campus Follow-up:

Ask the students to answer the questions on p. 19 of their Holifield Science
Notebook. As a class, facilitate a discussion about students’ answers and
thoughts about the questions.
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Forest Adventure
Biodiversity Illustration
Campus Follow-up Lesson
TEKS:
5.3 A In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence,
logical reasoning, and experimental and observational testing, including examining all sides of experimental and
observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to
encourage critical thinking by the students.
Materials:
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
Holifield Science Notebook
Pencils
Teacher Tips:
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This is a follow up lesson that should be completed after visiting the HSLC.
Directions:
Holifield Science Learning Center:
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What at the HSLC, students will have the opportunity to observe and discuss
diversity in the land and animals.
Campus Follow-up:
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Ask students to answer questions and complete a journal entry on p. 18 of their
Holifield Science Notebook.
Using the discussion questions answered, facilitate a group discussion about
diversity and biodiversity.
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Solar Ovens
Campus Activity
TEK:
5.7 C Identify alternative energy such as wind, solar, hydroelectric, geothermal, and biofuels.
Materials:
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Pizza Box
Aluminum foil
Plastic wrap
Tape
Tape
Pen or pencil
Scissors
Ruler
Paper plates, graham crackers, chocolate bars, and marshmallows for making
S’mores
Teacher Tips:
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As a group, build one solar oven students will use to cook S’mores.
Students build a Solar Over in OI 1 as a culminating activity. If your campus
goes to camp after OI 1 is taught, they could use a student’s oven that has
already been made, or if your campus goes before this activity the one made can
be used as a sample.
 Be mindful of student allergies when making S’mores.
 Remember that solar ovens could get very hot, so caution should be used when
using them.
Directions:

Have students discuss why solar ovens are important, when they could be used,
and how they work. Using the directions below make a solar oven.
o First, take a pizza box and draw a square around the lid of the pizza box
about two inches from the edges. Cut along only three edges: the front
and sides of the pizza box. Do not cut the fourth side that runs along the
back of the pizza box.
o Fold along the uncut line so that you form a flap. After folding the flap
back, wrap it in a piece of aluminum foil and tape it down. Make sure
that the shiny side is facing out and that there are no wrinkles in the foil.
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o Next, open up the pizza box and cover the insides with foil. Make sure to
cover the bottom and the sides of the pizza box. Have the shiny side of
the foil facing up and overlap the pieces to cover any gaps. Tape into
place.
o While the pizza box is open, cover the hole made by the foil-covered flap
with plastic wrap. Before cutting a piece of plastic wrap, tape down one
side and then unroll the plastic wrap across the hole. Make sure the
plastic wrap is the right size and that it is taped tightly so that no air can
get out.
S’MORES
Campus Activity
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To make S’mores with the students follow the directions below.
o Place a paper plate in the center of the oven.
o Have students make a S’mores and place them on the paper plate.
o Close the oven, open the flap, and set the box in the direct sunlight with
the flap propped open with a ruler and facing the sun.
o You can place a thermometer in the solar oven to check and show
students the temperature. The S’mores will take about 30 to 45 minutes
to cook, so as they are cooking you could complete an outside activity.
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Forest Adventure
Leaf Silhouettes & Diagrams
Camp Follow-up Lesson
TEKS:
5.2 C Collect information by detailed observations and accurate measuring.
Materials:
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Paper or plastic bag (for collecting leaves)
Hand lenses
Thin sheets of white paper
Crayons
Holifield Science Notebook, pgs. 9-10
Pictures of leaves taken during trip to the HSLC
Teacher Tips:
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Don’t allow the leaves dry out; brittle leaves will be hard for students to work with when
they are brittle.
If weather does not permit a nature hike for leaf collecting, the students could bring a
plant leaf or tree leaf from home.
If possible, have students collect a variety of different leaves.
Directions:
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Have students refer to pgs. 9-10 of their Holifield Science Notebook. Facilitate a group
discussion brainstorming the variety of leaves they observed during their visit to HSLC.
Show any pictures of leaves that were draw or taken during the visit.
Take students on a nature walk to gather leaves.
After the leaves are gathered, ask students to find a way to group their leaves, make a
simple graph of their findings in their IC Notebooks, and discuss their observations.
Students may use hand lenses to view the leaves more closely.
Use the following process to have students make leaf rubbings:
o On a piece of plain white paper, position leaves vein side up in a pattern, lay
another sheet of plain white paper over the tops of the leaves, select the crayons
that you would like to use to create your rubbing and peel off the wrappers, turn
a crayon on its side and gently rub over the top sheet of paper.
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Forest Adventure
Deposition and Erosion
Campus Follow-up Lesson
TEKS:
5.4 A Collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers,
hand lenses, metric rulers, Celsius, thermometers, prisms, mirrors, pan balances, triple beam balances, spring scales,
graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks; timing devices,
including clocks and stopwatches; and materials to support observations of habitats or organisms such as terrariums
and aquariums.
Materials:
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Holifield Science Notebook
Pencils
Pictures of zones and erosion and deposition patterns taken during visit to the
HSLC.
Teacher Tips:
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
You will need to take pictures during activities on pgs. 9, 14, 16, 18, 19, 20, and
26. The trail guide will direct you to take pictures of items needed to complete
the campus portion of these lessons.
Print or electronically display pictures that were taken while at the stream table
at the HSLC.
This lesson is a follow up lesson that will be completed after visiting the HSLC.
Directions:
Holifield Science Learning Center:

While at the HSLC, 5th grade students will have the opportunity to observe a
stream table that has been divided into 3 sections containing sand, mulch, and
soil. Water will be (or has been) poured onto each type of material to
demonstrate the erosion and deposition patterns caused by the force of moving
water. Students will be asked to identify the zones of erosion and zones of
deposition, and record what they observe by drawing illustrations on p. 20 of
their Holifield Science Notebook or by taking a photograph.
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Campus Follow-up:

Display the pictures taken at the stream table, and discuss the zones of erosion
and deposition. Ask the students to record their answers to the two questions
on p. 20 of their Holifield Science Notebook. As a class, facilitate a discussion
about students’ answers and thoughts to these questions.
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Constellation Models
Campus Activity
Materials:
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1
1
1
1
1
piece of aluminum foil approximately 5” X 7” per student
rubber band per student
safety pin per student
paper towel tube
to 2 flash lights
Teacher Tips:

To better facilitate this activity students could bring a labeled flashlight and
paper towel roll from home.
Directions:
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Using the classroom projection device, as a class visit the following web site to
learn about constellations.
o http://stardate.org/nightsky/constellations
As a large group, facilitate a discussion with students about how they could
design a line drawing that would create a model of a constellation. Draw the
model discussed.
Using a circle of paper or foil slightly larger than the diameter at the end of the
paper towel tube, students should make a line drawing of an object that will be
their constellation. When finished, students should gently poke small holes at 6
places along the line drawing.
Use rubber bands or tape to attach the paper to one end of the tube.
Insert a flashlight at the opposite end.
Have students show their constellations and explain what it represents.
When complete, create a night sky using multiple flashlights.
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