Camp Kawartha

Instincts for Survival: The Survival Game

Ever wonder why a squirrel is constantly on the lookout, head darting from side to side, nose twitching and ears scanning for sounds? All it takes is one moment of carelessness and a squirrel could find itself caught in the claws of a hungry red-tailed hawk. To survive means to be wary. In this fun and interactive game developed by a professor from the University of Waterloo, students experience firsthand the challenges that animals face while trying to survive. They learn to stalk, to find food and water and avoid disease and the hunter. Lots of rich ecological learning occurs as the game unfolds.

Season Availability: Fall, Winter, Spring

Feel free to contact us about modifying any of our outdoor education programs to suit older or younger students.

Grade 2 : Science Curriculum Links *

Understanding Life Systems: Growth and Changes in Animals

Overall Expectations
1.   assess ways in which animals have an impact on society and the environment, and ways in which humans have an impact upon animals and the places where they live;
2.   investigate similarities and differences in the characteristics of various animals;
3.   demonstrate an understanding that animals grow and change and have distinct characteristics.

Specific Expectations
1.1   identify positive and negative impacts that animals have on humans (society) and the environment, form an opinion about one of them, and suggest ways in which the impact can be minimized or enhanced
1.2   identify positive and negative impacts that different kinds of human activity have on animals and where they live (e.g., actions of animal lovers and groups that protect animals and their rights, the homeowner who wants a nice lawn, people who visit zoos and wildlife parks, pet owners), form an opinion about one of them, and suggest ways in which the impact can be minimized or enhanced
2.2   observe and compare the physical characteristics (e.g., fur or feathers; two legs or no legs) and the behavioural characteristics (e.g., predator or prey) of a variety of animals, including insects, using student-generated questions and a variety of methods and resources
2.5   investigate the ways in which a variety of animals adapt to their environment and/or to changes in their environment, using various methods
3.2   describe an adaptation as a characteristic body part, shape, or behaviour that helps a plant or animal survive in its environment
3.3   identify ways in which animals are helpful to, and ways in which they meet the needs of, living things, including humans, to explain why humans should protect animals and the places where they live

Grade 4 : Science Curriculum Links *

Understanding Life Systems: Habitats and Communities

Overall Expectations
1.   analyse the effects of human activities on habitats and communities;
3.   demonstrate an understanding of habitats and communities and the relationships among the plants and animals that live in them.

Specific Expectations
1.1   analyse the positive and negative impacts of human interactions with natural habitats and communities (e.g., human dependence on natural materials), taking different perspectives into account (e.g., the perspectives of a housing developer, a family in need of housing, an ecologist), and evaluate ways of minimizing the negative impacts
2.2   build food chains consisting of different plants and animals, including humans
2.5   use appropriate science and technology vocabulary, including habitat, population, community, adaptation, and food chain, in oral and written communication
3.1   demonstrate an understanding of habitats as areas that provide plants and animals with the necessities of life (e.g., food, water, air, space, and light)
3.2   demonstrate an understanding of food chains as systems in which energy from the sun is transferred to producers (plants) and then to consumers (animals)
3.3   identify factors (e.g., availability of water or food, amount of light, type of weather) that affect the ability of plants and animals to survive in a specific habitat
3.4   demonstrate an understanding of a community as a group of interacting species sharing a common habitat (e.g., the life in a meadow or in a patch of forest)
3.5   classify organisms, including humans, according to their role in a food chain (e.g., producer, consumer, decomposer) 3.6 identify animals that are carnivores, herbivores, or omnivores
3.9   demonstrate an understanding of why all habitats have limits to the number of plants and animals they can support

Grade 6 : Science Curriculum Links *

Understanding Life Systems: Biodiversity

Overall Expectations
3.   demonstrate an understanding of biodiversity, its contributions to the stability of natural systems, and its benefits to humans.

Specific Expectations
3.4   describe ways in which biodiversity within and among communities is important for maintaining the resilience of these communities
3.5   describe interrelationships within species, between species and between species and their environment

Grade 7 : Science Curriculum Links *

Understanding Life Systems: Interactions in the Environment

Overall Expectations
2.   investigate interactions within the environment, and identify factors that affect the balance between different components of an ecosystem;
3.   demonstrate an understanding of interactions between and among biotic and abiotic elements in the environment.

Specific Expectations
2.4   use appropriate science and technology vocabulary, including sustainability, biotic, ecosystem, community, population, and producer, in oral and written communication
3.1   demonstrate an understanding of an ecosystem (e.g., a log, a pond, a forest) as a system of interactions between living organisms and their environment
3.2   identify biotic and abiotic elements in an ecosystem, and describe the interactions between them
3.3   describe the roles and interactions of producers, consumers, and decomposers within an ecosystem
3.4   describe the transfer of energy in a food chain and explain the effects of the elimination of any part of the chain
3.5   describe how matter is cycled within the environment and explain how it promotes sustainability
3.7   explain why an ecosystem is limited in the number of living things (e.g., plants and animals, including humans) that it can support
3.8   describe ways in which human activities and technologies alter balances and interactions in the environment

* Curriculum links & expectations for this program are based on “The Ontario Curriculum, Grades 1-8: Science and Technology”