Wilderness Cluster Course 1

Wilderness Cluster Course 45 minute “classes”
WLD 1100: Outdoor Cooking Theory

Lesson 1: (1-8) Introduction: students will be introduced to the world of outdoor cooking through
a series of videos, texts, and instruction
Lesson 2-3: (1, 2, 6) Sanitation Station: Students will research and create an outdoor sanitation process
cheat sheet
Lesson 4-5: (3-5) Le Outdoor Restaurant: students will create a menu with 5 items on it that outlines
how each recipe will be cooked and what the macro/micro nutrients of at least one of these foods is.
They will describe what type of outdoor excursion each food option is ideal for and how to package it.
At least 3 of these must be traditional Indigenous meals. Using the Eating Well with Canada’s Food
Guide: First Nations, Inuit, and Metis food guide
Lesson 1: Stage 1: Desired Results

General WLD 1100: Outdoor Cooking Theory
Outcome(s)
Specific 1. Describe and Demonstrate factors relating to safety and sanitation in an outdoor cooking
Outcome(s) environment
2. Describe factors relating to the safe handling of tools, equipment and products
3. demonstrate food choices in relation to Eating Well with Canada’s Food Guide
4. describe a variety of outdoor cooking methods and the advantages and limitations of each
5. demonstrate knowledge and skills in the planing, preparing and evaluating of basic food
recipes in an outdoor environment
6. describe proper ways to manage, minimize and contain waste in an outdoor environment
7. demonstrate basic competencies
8. make personal connections to the cluster content and process to inform possible pathway
choices
Learning Students will be able to describe scenarios when outdoor cooking would be applicable
Intentions Students will be able to identify effective outdoor cooking methods
Students will be able to research information about traditional Indigenous foods of different regions
Stage 2: Assessment Evidence

Formative Effective Outdoor Cooking Summative N/A
Assessment methods worksheet Assessment
Traditional Foods worksheet
Stage 3: Learning Experience

Prior to Students will bring in their own Resources to Cooking Terms
Lesson: perspectives and baseline Bring: Effective Outdoor Cooking w/s
knowledge Traditional Foods w/s
Time: Content/Description Notes/Materials

5 minutes Hand out the course outline
Body:
10 minutes ● Activity 1: Explanation of Course
o This is an FNMI infused outdoor education course
o It is a 5 credit course that involves theory and practice
o There is one 3000 level credit through this cluster
o You will be responsible for completing outside “class”
work to accommodate this being a short time frame
o It will involve two field trips over one weekend. These are
not overnight trips (note: you could make it an overnight
trip if desired and if resources are available)
15 minutes ● Activity 2: Introduction to Outdoor Cooking Theory
o This portion will be a bit dry as it is the theory required
before completing WLD 2100 Outdoor Cooking Practice
o The recipes and sanitation booklet made through this
portion will be used during 2100, however.
o Handout the terms list for students (Key and Worksheet
found below). These are words and phrases that will be
used over the course and will be useful to know the
definitions of
o Allow students to google answers and discuss amongst
each other (work in partners)
o Discuss each answer to ensure students have proper idea of
what each word/phrase is
10 minutes ● Activity 3: When and How to Outdoor Cook
o Students will fill out the worksheet after general discussion
o Ask students what types of outdoor cooking they have done
and create mind map on the board.
▪ likely: barbeque (propane and gas), open flame, spit
roast, coals, smoking
▪ add if not said: solar, pit
o match the term to the picture
● Activity 4: Foods from different Nations
o handout the worksheet “Foods from Different Nations”
o Students will research different popular (modern or
traditional) foods from different Indigenous groups
throughout Canada and the United States. They can simply
google :Indigenous cuisine” or “Traditional North
American foods”
o They can write these recipes by hand or hand them in
digitally
2 minutes Conclusion:
● Next class there will be a discussion about the types of food made
and the nutrients that those foods provid(ed) to the people.
Name: _______________________
WLD 1100
Terms to Know
Hygiene:
Sanitization:
Cross-Contamination:
Spoilage:
WHMIS symbols (draw and describe):

Macronutrients
Micronutrients:
Smoking:
Nutritional Requirements:
WLD 1100
Terms to Know KEY
Hygiene:
conditions or practices conducive to maintaining health and preventing disease, especially through
cleanliness
Sanitization:
to free from dirt, germs
Cross-Contamination:
the process by which bacteria or other microorganisms are unintentionally transferred from one
substance or object to another, with harmful effect
Spoilage:
the deterioration of food and perishable goods
WHMIS symbols (draw and describe):

AVW
Macronutrients
carbohydrates, proteins, lipids, alcohol. The class of chemical compounds in which humans consume in
the largest quantities and which provide humans with the bulk of energy
Micronutrients:
include vitamins and minerals helping with energy production, immune function, blood clotting, bone
health, fluid balance, and growth.
Smoking (cooking):
process of flavoring, browning, cooking, or preserving food by exposing it to smoke from burning or
smoldering materials
Nutritional Requirements:
the levels of particular nutrients in the lowest amount that is necessary to maintain a person in good
health
Name: ________________________
WLD 1100
How and When to Cook Outdoors
Match the term to the picture
a. Open Fire d. solar
b. Coals e. Pit
c. Gas (propane or white gas) f. Smoking

Name: _____________________
WLD 1100
Foods from Different Nations
You must research 5 different foods from traditional First Nations, Metis or Inuit population. You can google
phrases like “traditional First Nations foods”, “Metis cultural foods”, “Inuit cuisine” or something similar. This
should turn out names of different foods that these groups use to eat, or ones that are popular traditional foods.
You can then google the recipes for these foods. After you have found the recipes, write the instructions below
(or print them off and bring all 5 to class)
Use this checklist to ensure you have included everything:
❏ Googled foods from FNMI cultures

❏ Found the recipes for 5 different foods
❏ Written out or printed these 5 recipes

Lesson 1: (1-8) Introduction: students will be introduced to the world of outdoor cooking through a
series of videos, texts, and instruction
Lesson 2-3: (1, 2, 6) Sanitation Station: Students will research and create an outdoor sanitation
process cheat sheet

Outcome(s)
Learning Students will be able to discuss how traditional foods created sustainable diets
Intentions Students will be able to research outdoor cooking sanitation techniques

Formative Sanitation Station outline Summative Sanitation Station booklet
Assessment Assessment

Prior to Students have learned about Resources to Traditional Cooking Practices Book
Lesson: effective outdoor cooking Bring: Sanitation Station Outline
techniques
5 minutes Collect the recipes from previous day
Hand out First Nations Traditional Foods Fact Sheet booklets
Body:
15 minutes ● Activity1: Traditional Cooking Practices
o Using the First Nations Traditional Foods Fact Sheet ( First
Nations Health Authority: Health through wellness) book,
guide students through some of the traditional foods of
some BC First Nations groups.
o This book will also be useful later on as the students learn
about macro and micro nutrients and how a Traditional
Diet could sustain entire populations
25 minutes ● Activity 2: Sanitation and the Great Outdoors
o Print out or Push the following resources out to your
students. These three websites detail the importance of
sanitation while handling food outdoors, how to keep food
safe when camping, and the connection between outdoor
cooking and hygiene, accordingly.
▪ https://www.fda.gov/food/buy-store-serve-safe-food
/handling-food-safely-while-eating-outdoors
▪ https://www.fsis.usda.gov/wps/portal/fsis/topics/foo
d-safety-education/get-answers/food-safety-fact-she
ets/safe-food-handling/food-safety-while-hiking-ca
mping-and-boating/ct_index
▪ https://www.ems.com/f/ea-camp-sanitation-and-hyg
eine.html
o Get students to highlight important sections of each article.
This will help them be able to answer the questions/
prompts on the “Sanitation Station” outline
o Remind students that they will be creating some of the
recipes that they and their peers found so to be adjusting
their booklets to the needs of traditional cooking practices.
● Outline is due next class
Name: ____________________________
WLD 1100
Sanitation Station Outline
You must create a cheat sheet for in the field outdoor cooking!You must research answers to the prompts
below. You can jot down bullet point answers to hand in for review at the beginning of next class. You will
have the 45 minute period to work on your booklets so that part is not homework. Just get the research portion
done so you can create your booklets.
Using what you have researched, you must outline the following:
❏ 2 ways to purify water

❏ 1 natural
❏ 1 man made
❏ explanation of proper sanitation of equipment
❏ explanation of proper sanitation of workspace
❏ Emergency treatment for cooking accidents (burns, cuts)
❏ Proper food storage to prevent spoilage
❏ Proper food storage to prevent animals from getting into your food
❏ WHMIS cheat sheet
❏ How to manage waste in an outdoor environment
❏ How to minimize waste in an outdoor environment
❏ How to contain waste in an outdoor environment
These 10 things will be printed out, laminated, and put on a steel key ring for you to take with you on our mini
excursion later in the course. Attach your research to this page.

Lesson 2-3: (1, 2, 6) Sanitation Station: Students will research and create an outdoor sanitation
process cheat sheet

Outcome(s)
Learning Students will be able to analyze their research
Intentions Students will be able to create a “Sanitation Station” booklet

Formative Sanitation Station outline Summative Sanitation Station Booklet (due next class)

Prior to Students have conducted Resources to Sanitation Station booklet outline
Lesson: research about traditional foods, Bring: Sanitation Station Example
cooking methods. and sanitary
requirements and processes
5 minutes Get students to gather into groups of 2-3 people. These 2-3 people will
work together to create the booklet
Body:
15 minutes ● Activity 1: Outline Discussion
o Students will discuss the information they found and will
highlight commonalities and discuss the differences found
30 minutes ● Activity 2: Sanitation Station Booklet
o students will use Google Slides to create their booklets
o using the “title and Two Columns” format, students will
erase the title and extend the columns to reach the top of
the page.
o Each prompt will then take up half a page and can include
pictures. These must be detailed so when they are in the
field they will be able to utilize the information they have
provided
o There must be a table of contents included at the beginning
of the booklet along with a title page
o This assignment is due at the start of the following class
● remind students of the expectation of this assignment
● It is due digitally at the beginning of the next class. They will be
printed out, laminated, and put together. They must be presented in
the order you want them in the booklet

cheat sheet
Lesson 4-6: (3-5) Le Outdoor Restaurant: students will create a menu with 5 items on it that
outlines how each recipe will be cooked and what the macro/micro nutrients of at least one of
these foods is. They will describe what type of outdoor excursion each food option is ideal for and
how to package it. At least 3 of these must be traditional Indigenous meals. Using the Eating Well
with Canada’s Food Guide: First Nations, Inuit, and Metis food guide

Outcome(s)
Specific 3. demonstrate food choices in relation to Eating Well with Canada’s Food Guide
Outcome(s) 4. describe a variety of outdoor cooking methods and the advantages and limitations of each
Learning Students will be able to describe the foods that can be transported on an excursion
Intentions Students will be able to identify the macro and micro nutrients of at least 1 food item
Students will be able to create a menu with 5 items on it
Students will be able to create a menu with 5 items on it of which 3 are traditional FNMI foods

Formative discussion Summative Sanitation Station Booklet from class prior
Assessment Portable Foods w/s Assessment
Nutrition of Foods and how to
cook them w/s

Prior to Students have conducted Resources to extra traditional foods fact sheets
Lesson: research about traditional foods, Bring: Eating Well with Canada’s Food Guide:
cooking methods. and sanitary First Nations, Inuit and Metis diagram
requirements and processes. Nutrition of foods and how to cook them
Students have also created cheat w/s
sheet booklets about sanitary
practice
5 minutes take in the Sanitation Station booklets
Get students to take out First Nations Traditional Foods booklet
Body:
20 minutes ● Activity 1: Eating Well with Canada’s Food Guide: First Nations,
Inuit and Metis diagram
o students will pick one food from each section of the
diagram that pertains to one of their traditional recipes and
will then research the nutritional facts (re: macro and micro
20 minutes nutrients) of that certain food.
● Activity 2: How to cook it
o Students will identify an appropriate way to cook each of
their recipes using any combination of the outdoor cooking
methods identified in their “How and When to Cook
Outdoors” sheet
o They must include the recipe name and all of the cooking
components
o They must also list the required tools to complete their
meal (pots, pans, wood, etc.)
● This w/s is due at the beginning of next class
Name: ______________________________
WLD 1100
Nutrition of Traditional Foods and How to Cook Them
In your group, identify 4 foods from the Eating Well with Canada’s Food Guide: First Nations, Inuit and Metis
diagram that are integral ingredients in one of your traditional recipes and list them below:
1.
2.
3.
4.
Now, identify the macronutrients and micronutrients of the foods listed above
1.
Macronutrients:
Micronutrients:
2.
Macronutrients:
Micronutrients:
3.
Macronutrients:
Micronutrients:
4.
Macronutrients:
Micronutrients:
Using the 6 of the 15 recipes (as a group) that you researched previously, write down an appropriate
combination of outdoor cooking methods that you will use to make these recipes. If there are multiple
components to your recipe, include how you intend to cook those as well.
Recipe One:
List any required supplies for your outdoor cooking experience:
Recipe Two:

Recipe Three:
Recipe Four:

Recipe Five:
Recipe Six:


cheat sheet

Outcome(s)
Learning Students will be able to create a menu with 5 different recipes on it
Intentions Students will be able to identify the ingredients needed and approximate cost
Students will be able to collaborate

Formative Collaboration Summative Nutritional Foods and How to Cook them
Assessment Menu outline Assessment w/s

Prior to Students have outlined Resources to Menu outline
Lesson: traditional recipes and their Bring:
nutritional value. Students have
identified how to cook these
foods
5 minutes Collect copies of Nutritional Foods and How to Cook Them w/s
Body:
30 minutes ● Activity 1: Menu Outline
o Students are required to produce an outline of their menu
prior to the actual creation of this menu
o Outline will basically be a recipe card booklet and needs to
include:
▪ the 5 recipes they intend to create
▪ The ingredient list for all 5 recipes
▪ approximate cooking times
10 minutes ● Activity 2: Menu Creation
o the actual menu will include how they intend to plate and
serve these foods, along with how they intend to transport
and prepare these foods. They must also indicate what type
of excursion this food would be best for (backpacking,
long-term camp, short term camp, mobile camp, stationary
camping, winter camping, summer camping)
● There will be 45 minutes to work on these menus in the next class
Name: ____________________
WLD 1100
Menu Outline
This will form the basis of your menu! Fill in every portion of the following page:
Recipe Name:
Recipe:
Approximate Cooking Time:
Required Cooking Materials:
Required Ingredients:
Second Recipe Name:
Recipe:
Third Recipe Name:
Recipe:
Fourth Recipe Name:
Recipe:
Recipe Name:
Recipe:

cheat sheet

Outcome(s)
Learning Students will be able to create a 5 course/meal menu that consists of traditional Indigenous foods
Intentions

Formative Menu outline Summative Traditional Foods Menu

Prior to Students have outlined Resources to Menu outline
Lesson: traditional recipes and their Bring:
nutritional value. Students have
identified how to cook these
foods and have outlined a menu
containing these foods
5 minutes Look over outlines
Hand out menu outlines
Body:
40 minutes ● Activity 1: Menu Creation
o Students can do by hand or digitally.
o They need to include:
▪ a brief history of the peoples where the food comes
from (4-5 sentences)
▪ ⅗ recipes are traditional
▪ 5 recipes in total
▪ A flow to their dishes
▪ how they will be presented
▪ the nutritional value of each recipe
● This assignment is due the next class but students are encouraged
to utilize time and complete it now
● A note on accessing legal sized paper:
1. on google slides divide page in half (hamburger style)
2. Write your information as though it is a separate page
3. Play around with the slide layout to ensure that it is in the order
you wish it to be in. These papers will be folded into a booklet
(like a menu)
4. When completed, go to print the document
5. Adjust paper size to “legal”
6. Ensure scale is set to “fit to page”
7. Print document
● gather those menus that are done, remind students that they do not
have more class time to complete
Name: ____________________
WLD 1100
Menu
You are required to complete a menu that contains 5 different recipes, their nutritional value, a brief biography
about the peoples of whom the food originates, and a flow of presentation of the dishes. Each recipe and
biography should fit on half of a legal sized paper.
Necessary information:
❏ 5 different recipes
❏ 3 out of the 5 recipes are Indigenous inspired dishes
❏ Nutritional value of each recipe is included under the recipe itself
❏ Recipe background is presented on recipe page
❏ Indicate how the recipe will be serves
Example:
Fry Bread
4 cups all purpose flour

½ teaspoon slat
1 tablespoon baking powder
1 ½ cups warm water
4 cups shortening for frying
Prep: 15 minutes Cook: 15 minutes Ready in 30 minutes
1. Combine flour, salt, and baking powder. Stir in 1 1/2

cups lukewarm water. Knead until soft but not sticky.
Shape dough into balls about 3 inches in diameter.
Flatten into patties 1/2 inch thick, and make a small hole
in the center of each patty.
2. Fry one at a time in 1 inch of hot shortening, turning to
brown on both sides. Drain on paper towels.
To be served warm with fruit jam
When traditional staple foods were restricted and Indian Agents

controlled food allowances, Indigenous people across North America
created their own versions of Fry Bread. These recipes utilized the food
given to them by the Agents (flour, salt, baking powder, oil substances)
and are filled with very little nutritional value. This has become a staple
at Powwows and celebrations due to its “treat-like” taste and high
caloric value
WLD 2100: Outdoor Cooking Practice

Lesson 1 (2-3): creation of shopping list that combines everyones ingredients for a grand trip to
the super market
Lesson 2 (2-5): trip to the super market
Lesson 3 (1-5): Food creation (culminating activity)
Stage 1: Desired Results

General WLD 2100: Outdoor Cooking Practice
Outcome(s)
Specific 1. Demonstrate safety and sanitation in an outdoor cooking environment
Outcome(s) 2. Apply knowledge and skills in the planing, preparing and evaluating of basic food recipes in
an outdoor environment
3. Demonstrate proper ways to manage, minimize and contain waste in an outdoor environment
5. Identify possible life roles related to the skills and content of this cluster
Learning Students will be able to create a shopping list that details the ingredients required for everyone’s recipes
Intentions

Formative Grocery List Summative N/A

Prior to Students have created menus that Resources to Pens, penciles, shopping list outline
Lesson: contain 3 traditional foods and 2 Bring: Menus from WLD 1100
non traditional foods
5 minutes Combine 3 groups together (how ever many large groups that ends up
being)
Body:
10 minutes ● Activity 1: Creation of shopping list
o Small groups (2-3 students) will combined with 2 other
groups to create large groups of 6-9 people. In these
groups, students will outline all of the ingredients that they
need to purchase in order to create their dishes. They will
combine measurements of the same foods to create one
master list
▪ if all 3 groups need 3 tablespoons of baking powder,
they will say they need 9 tablespoons of baking
powder and will then just list 1 bottle of baking
powder
● Baking Powder (9 tbsp)
o This list will then be combined with the other groups lists
into one large master list, going through a process similar
to above
▪ if 4 large groups all need 3 or 4 stalks of celery, the
total number of stalks would be combined and
tallied
● Celery Stalks (21)
o After master list is created, students will divide it into
sections for each student to divide and conquer in the
grocery store when you go shopping on the large
culmination day.
● take in the master grocery lists to compare it to the menus students
have already handed in
WLD 2100
Grocery Shopping List
In your large group (6-9 people) you will compare your groups grocery list (items requried to make you rmenu
dishes). Use exact measurements when combining ingredients.
For Example:
A needs 3 tablespoons of butter
B needs 7 tablespoons of butter
C needs ¼ cup of butter
D needs 6 tablespoons of butter
\
all together you need 1 ¼ cup of butter
You will then write it like a recipe
For example:
1¼ cups of butter
13 stalks of celery
8 tomatoes
10 lbs beef or bison
After this, you will combine with the other large groups to create a whole class grocery shopping list. This will
be completed in the same fashion that you finished the above (medium group) list. This list needs to be typed
and printed out.
Note: Organize your master list by food type (fruits together, vegetables together, meat together, etc.)

Lesson 1 (2-3): creation of shopping list that combines everyone’s ingredients for a grand trip to the
super market

Outcome(s)
Learning Students will be able to store food appropriately
Intentions Students will be able to locate and purchase appropriate amounts of food

Formative Master list following Summative Food Storage
Assessment Food storage sheet Assessment

Prior to Students have created a master Resources to Master List
Lesson: list regarding the foods needed to Bring: Money
purchase to create their meals Bear Hangs
Coolers
Ice Packs
5 minutes This will be completed after school hours the day before the excursion
Students will load bus to go to grocery store
Body:
10 minutes ● Activity 1: Before Entering Store
o students are reminded to only purchase the required amount
of ingredients
o Receipts will be checked and anything “extra” will be a
cost on the students (ie. a pack of gum is bought, that
student then needs to reimburse school)
30 minutes ● Activity 2: Grocery Shopping
o students will be given portions of the grocery list (fruits,
veggies, meats, other)
o They are to find the required amount of foods and meet at a
reserved til.
o Once all students have completed their portion, the
ingredients can be rung through the cash register. (call
ahead to arrange a cashier to be reserved for 10 minutes)
● Activity 3: Proper storage
45 minutes o students need to follow their action plan of safe storage
procedures
o This will include preparing coolers with ice packages for
overnight storage of meats, preparing bear hang bags and
throwing them up properly.
● If not stored properly, food will be disposed of and students will
have to bring their own foods from hom

Lesson 1 (2-3): creation of shopping list that combines everyones ingredients for a grand trip to the
super market

Outcome(s)
Learning Students will be able to create 5 recipes using outdoor cooking methods
Intentions

Formative various steps followed in Summative Food completion
Assessment creation of food Assessment

Prior to students have created meal plans Resources to Ingredients
Lesson: which include recipes, outdoor Bring: Hangs
cooking processes, and safety Pots and Pans
and sanitation requirements wood
axes
foil
5 minutes This portion is to be conducted outside school hours in conjunction
with the WLD 1060, 1050, and 3020 culminating excursion to Head
Smashed In Buffalo Jump. This meal making will be completed at the
Government Camp Ground located on Highway 2 outside of Fort
Macleod.
Body:
30 minutes ● Activity 1: taking down storage
o Students will find out if their storage methods were
effective by taking the temperature of the foods that they
hung. If within the safe food levels, they will be permitted
to take their foods. If not within the safety regulations,
students will have to purchase their own “cold” foods
40 minutes ● Activity 2: Outdoor Cooking Set Up
o once at the campground, students are required to set up
their own outdoor cooking materials (solar, pit, gas, open
flame) in their small groups.
o Once deemed safe, they may begin cooking
180 minutes ● Activity 3: Cooking
o Students are reminded that they are cooking for the Elders
who helped them during the day and to ensure that their
food is edible.
o This will be done in potluck style
o They should gauge their time to ensure things are
completed around the same time and have methods of heat
capture and cold capture prepared to keep their dishes the
way they should be (hot foods hot, cold foods cold)
60 minutes ● Activity 4: Serving Food
o Students will serve their recipes to the Elders that were
present throughout the day at Head Smashed In Buffalo
Jump. This will include workers and Elders. (call ahead to
see how many staff members will be attending to adjust
food needed)
o Students may eat after others have been served
120 minutes ● Activity 5: Clean up
o Students are expected to leave no trace of cooking
o This will include following their minimization of waste
materials plan
o Materials used must be cleaned and sanitized prior to pack
up (burning off foods and washing using purified water)
● Students will write a reflection about this experience (including
WLD 1050, 1060, 3020)
WLD 3020: Wildlife Protection and Stewardship

Lesson 1 (1-5): introduction
Lesson 2 (1-5): HSIBJ
Lesson 3 (1-5): Culminating Action Plan

General WLD 3020: Wildlife Protection and Stewardship
Outcome(s)
Specific 1. Describe ways in which human populations and wildlife affect each other
Outcome(s) 2. Describe and compare strategies used to manage wildlife spaces and species
3. Demonstrate commitment to environmental responsibility through individual and shared
actions
4. Demonstrate basic competencies
5. Create a transitional strategy to accommodate personal changes and build personal values
Learning Students will be able to describe management strategies used to manage wildlife spaces and species
Intentions Students will be able to assess the impact of humans on wildlife spaces and species

Formative Mind Map Summative
Assessment Brainstorm sheet Assessment

Prior to This is an introduction lesson but Resources to Brain storming page
Lesson: students will pull in their own Bring:
backgrounds to add to class
discussion
5 minutes This is an introduction lesson. Give students required handouts
Body:
10 minutes ● Activity 1: “Funny” human and wildlife interaction videos
o introduced this idea through “funny” wildlife interaction
videos
o These videos will demonstrate the extent to which humans
have encroached on Wildlife
o https://www.wired.com/2014/12/this-week-in-wild-animals
-12/
20 minutes ● Activity 2: Reducing Humna-Wilflife Conflict
o https://www.youtube.com/watch?v=l8wKZc-mEOU
o While this video centers around Afircan and Asian
experiences, students will be able to translate this to North
America
o Have students write a mindmap of how Canadians and
Wildlife interact and which species are being reduced
because of this interaction (use their device to look up)
10 minutes ● Activity 3: Brainstorm a Plan
o Students will discuss and record ways in which they can
reduce their impact of Wildlife populations
● have students complete their brainstorming plan before the next
class
WLD 3020
Action Plan Outline
You are required to pick one plant species and one animal species that has been drastically impacted by human
interactions. You may use your device to research different species that you can use, try to focus on Alberta, but
you can use any plant and animal in North America to base your action plan off of. This outline will help you in
the creation of a “harm reduction” proposal.
Your Plant species name:
Where your plant is found:
What has human interaction done to your plant species?
Your Animal species name:
Where your animal is found:
What has human interaction done to your animal species?

What could the next steps be to reduce the harm humans are doing to your plant?
What could the next steps be to reduce the harm humans are doing to your animal?
WLD 3020: Wildlife Protection and Stewardship

Lesson 1 (1-5): introduction
Lesson 2 (1-5): HSIBJ
Lesson 3 (1-5): Culminating Action Plan

General WLD 3020: Wildlife Protection and Stewardship
Outcome(s) WLD 1050: People, Culture and Wildlife Heritage
Specific 1. Describe ways in which human populations and wildlife affect each other
Outcome(s) 2. Describe and compare strategies used to manage wildlife spaces and species
3. Demonstrate commitment to environmental responsibility through individual and shared
actions
5. Create a transitional strategy to accommodate personal changes and build personal values
-
1. Explain the status of Canadian Wildlife prior to 1900
2.Describe the effects of land use practices on wildlife prior to 1900
3. Explore management strategies that enable wildlife and society to coexist
4. Identify and explain how human activity affected the structure, behaviour and habitat of a
Canadian wildlife species
5. Describe the social, economic and environmental significance of wildlife
6. Explain how personal needs, wants, beliefs, and actions may influence wildlife and wildlife
habitats
8. Make personal connections
Learning Students will be able to explain the impact of humans on Plains animal populations and how materials
Intentions were used
Students will be able to create an action plan to reduce harm to wildlife spaces and species

Formative Questions, discussion Summative Action Plan

Prior to Students have researched and Resources to
Lesson: discussed the impact of people Bring: Action Plan Guideline
on plants and animals within Pens, Pencils
North America
Note: This is a jam packed day as students will head to Head Smashed In
Buffalo Jump to complete a day of intense programming provided by
the Jump and by invited guest speaker and Elders. This day is in
conjunction with WLD 2100. The students will be at HSIBJ from
9:00- 3:30 and will then go to the campground near the river to create
traditional foods for those who assisted them throughout the day.
Body:
120 minutes ● Activity 1: Living Off the Land
o The LOTL program is offered by Head Smashed In Buffalo
Jump ($3.00/student) and involved information about how
the Blackfoot were able to survive and thrive off of the land
in Southern Alberta and Saskatchewan down to Northern
Montana as well.
o Email ahead of time with the outcomes you wish your
students to achieve throughout this program (1-5 and 1-8)
and the staff will accommodate this request and center their
discussion around sustainability
100 minutes ● Activity 2: Lunch Break/ Self guided tour
o students will eat in the Lab (pre arrange this) and then will
perform a self guided tour using the Jump’s Scavenger
Hunt paper. This will guide them through the Pre Contact
times right through to Modern Day Blackfoot culture.
120 minutes ● Activity 3: Action Plan
o Students will begin to form their action plan that involves
steps required to maintain or restore certain areas of
Alberta including both plant and animal restoration.
o Students may use their devices and the Jump’s public wifi
to answer multiple questions centered around sustainability
o Students will also have access to Elders on site (Piita
Pikoan, Stan Knowlton, Kainaikowan, and Kiito Kii- phone
ahead to ensure that these four are booked. If not booked,
contact KiitoKii directly)
60 minutes ● Activity 4: Elders, stories
o Bring in Elder Many Guns to provide enrichment to the
students as he will tell stories of navigation, traditional
foods, cultural practices, and will likely smudge with the
kids (ask him before hand if he can alter his stories to
include these aspects)
● Students will go from HSIBJ to the campground located on
Highway 2 to create foods for those who helped them at HSIBJ
WLD 3020, WLD 1050

Culminating Assignment
Action Plan Proposal
Now that you have lived and breathed FNMI infused outdoor education, it is your job now to create an action
plan that could help restore a native plant and animal species to Alberta (or North America). This will draw
information from your past 11 weeks, both the theoretical information and the practical experiences you have
completed. This action plan will be voted on by the school and the class will then carry out the winning plan.
Therfore, this plan needs to be realistic. Please run your idea by the teacher prior to fully committing. You have
4 weeks to complete this assignment (four 45 minute classes)
Your proposal must include the following information:

❏ a brief history of your plant and animal species
❏ The benefit that it historically provided to the Indigenous group around it
❏ The cultural significance of these two species
❏ The economic significance of these two species later in its history
❏ The environmental importance of these species
❏ Explain how the growth of human population has negatively affected these species
❏ the impact of government decisions on the species
❏ An outline of the actual plan
❏ Intended outcome
❏ strategies to achieve the outcome
❏ changes in lifestyle to accommodate this species reboot proposal
❏ description of the role that individuals, the school, the community and/or the government will
play in your action plan
❏ any approximate funds required for the plan to be successful
❏ where/ how you intend to receive these funds (fundraise, grants, etc.)
Your proposal needs to be organized, polished, and presentable. You will set up a mini booth at a lunch hour in
4 weeks that displays your proposal. Students and teachers will cast their votes for the strategy that they would
like to see implemented.
The rest of the class will help you with the implementation of your proposal should it be chosen.
May the odds be ever in your favor.
If you have any questions or concerns, please come see me as soon as possible so we can resolve the issue at
hand.
WLD Outdoor Education Proposal Template

Plant Species:
Animal Species:
A brief history of your plant and animal species:
The benefit that it historically provided to the Indigenous group around it

The cultural significance of these two species
The economic significance of these two species later in its history
The environmental importance of these species (are they a keystone species?)

Explain how the growth of human population has negatively affected these species
the impact of government decisions on the species
An outline of the actual plan

Intended outcome(s) (at least 4)
1.
2.
3.
4.
strategies to achieve the intended outcome(s)
1.
2.
3.
4.
Required changes in lifestyle to accommodate this species reboot proposal

Description of the role that individuals, the school, the community and/or the government will play in
your action plan:
Any approximate funds required for the plan to be successful
Where/ how you intend to receive these funds (fundraise, grants, etc.)

Wilderness Cluster Course 1

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Wilderness Cluster Course 1

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Wilderness Cluster Course 45 minute “classes”

WLD 1100: Outdoor Cooking Theory

Lesson 1: Stage 1: Desired Results

Stage 2: Assessment Evidence

Stage 3: Learning Experience

Time: Content/Description Notes/Materials

WHMIS symbols (draw and describe):

WHMIS symbols (draw and describe):

Match the term to the picture

a. Open Fire d. solar

c. Gas (propane or white gas) f. Smoking

Use this checklist to ensure you have included everything:

❏ Googled foods from FNMI cultures

WLD 1100: Outdoor Cooking Theory

Lesson 2: Stage 1: Desired Results

Stage 2: Assessment Evidence

Stage 3: Learning Experience

❏ 2 ways to purify water

WLD 1100: Outdoor Cooking Theory

Lesson 3: Stage 1: Desired Results

Stage 2: Assessment Evidence

Stage 3: Learning Experience

WLD 1100: Outdoor Cooking Theory

Lesson 4: Stage 1: Desired Results

Stage 2: Assessment Evidence

Stage 3: Learning Experience

List any required supplies for your outdoor cooking experience:

List any required supplies for your outdoor cooking experience:

List any required supplies for your outdoor cooking experience:

List any required supplies for your outdoor cooking experience:

List any required supplies for your outdoor cooking experience:

List any required supplies for your outdoor cooking experience:

WLD 1100: Outdoor Cooking Theory

Lesson 5: Stage 1: Desired Results

Stage 2: Assessment Evidence

Stage 3: Learning Experience

Approximate Cooking Time:

Required Cooking Materials:

Second Recipe Name:

Approximate Cooking Time:

Required Cooking Materials:

Third Recipe Name:

Approximate Cooking Time:

Required Cooking Materials:

Fourth Recipe Name:

Approximate Cooking Time:

Required Cooking Materials:

Approximate Cooking Time:

Required Cooking Materials:

WLD 1100: Outdoor Cooking Theory

Lesson 6: Stage 1: Desired Results

Stage 2: Assessment Evidence

Stage 3: Learning Experience

4 cups all purpose flour

Prep: 15 minutes Cook: 15 minutes Ready in 30 minutes

1. Combine flour, salt, and baking powder. Stir in 1 1/2

To be served warm with fruit jam

When traditional staple foods were restricted and Indian Agents

WLD 2100: Outdoor Cooking Practice

Lesson 2 (2-5): trip to the super market

Lesson 3 (1-5): Food creation (culminating activity)

Stage 1: Desired Results

Stage 2: Assessment Evidence