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August Unit Study: Outdoor Survival
- Ashley Bobst
- Sep 14
- 5 min read
Updated: Sep 27
This month, our students explored the theme of outdoor survival and water through a mix of hands-on projects, science experiments, and real-world skills. They learned how the body uses water, recognized signs of dehydration, and discovered the importance of electrolytes through activities like cracking open coconuts and sampling coconut water. Students designed and tested their own water filtration systems, showing persistence as they revised and improved their models. They also studied the San people of southern Africa and connected cultural practices of water gathering to their own survival lessons. With our special guest, Brad Walker, USAF (Ret.), students practiced first aid, fire-starting, water purification, and compass navigation, putting their new skills to the test during a group hike. Alongside survival skills, they launched their ongoing project on the Rappahannock River ecosystem, beginning research on native animals and brainstorming ideas for sculptures made of clean, recycled materials. Seasonal activities like leaf scavenger hunts, fall nature collections, and even baking apple pies rounded out the month, giving students a balance of science, culture, creativity, and community.
We do not teach to standards, however here are standard connections we made in this unit:
Virginia SOL Connections: Science 3.5, 3.9, 4.5, 5.1, 6.7; History/Social Science WG.2, WG.4; Health 3.2, 4.2, 5.1
Science 3.5
The student will investigate and understand that aquatic and terrestrial ecosystems support a diversity of organisms. Key ideas include:
a) ecosystems are made of living and nonliving components of the environment; and
b) relationships exist among organisms in an ecosystem.
Science 3.9
The student will investigate and understand the water cycle and its relationship to life on Earth. Key concepts include:
a) processes of the water cycle, including evaporation, condensation, and precipitation;
b) importance of water; and
c) conservation of water.
Science 4.5
The student will investigate and understand how plants and animals (including humans) in an ecosystem interact with one another and with nonliving components. Key concepts include:
a) adaptations;
b) habitats;
c) niches; and
d) flow of energy in food webs.
Science 5.1
The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which they:
a) identify questions and problems that can be answered through scientific investigations;
b) plan and conduct investigations;
c) use appropriate tools and techniques to gather data;
d) analyze and interpret data;
e) develop and communicate explanations; and
f) evaluate the results of investigations.
Science 6.7
The student will investigate and understand natural processes and human interactions that affect watershed systems. Key concepts include:
a) health of ecosystems;
b) water monitoring;
c) river and stream processes;
d) wetlands;
e) watersheds; and
f) conservation issues.
WG.2
The student will apply history and social science skills to evaluate the significance of natural, human, and capital resources by:
a) comparing the distribution of major natural resources throughout world regions;
b) analyzing how the availability of resources affects the development of regions; and
c) evaluating the significance of natural, human, and capital resources in the development of world regions.
WG.4
The student will apply history and social science skills to evaluate the significance of natural, human, and capital resources by:
a) comparing the distribution of major natural resources throughout world regions;
b) analyzing how the availability of resources affects the development of regions; and
c) evaluating the significance of natural, human, and capital resources in the development of world regions.
Health 3.2
The student will describe health concepts and behaviors that prevent illness, disease, and injury, and that promote positive relationships. Key concepts include:
a) how the immune system defends against germs;
b) how physical activity, rest, and sleep affect health;
c) comparison of serving sizes of restaurant or packaged foods to the quantity of food needed to keep the body healthy; and
d) comparison of the serving sizes and added sugar content of foods served at meals and various family celebrations.
Health 4.2
The student will describe health concepts and behaviors that prevent illness, disease, and injury, and that promote positive relationships. Key concepts include:
a) how the immune system defends against germs;
b) how physical activity, rest, and sleep affect health;
c) comparison of serving sizes of restaurant or packaged foods to the quantity of food needed to keep the body healthy.
Health 5.1
The student will describe health concepts and behaviors that prevent illness, disease, and injury, and that promote positive relationships. Key concepts include:
a) how the immune system defends against germs;
b) how physical activity, rest, and sleep affect health;
c) comparison of serving sizes of restaurant or packaged foods to the quantity of food needed to keep the body healthy; and
d) comparison of the serving sizes and added sugar content of foods served at meals and various family celebrations.
Water & the Human Body
Learned how our bodies use water and signs of dehydration.
Discussed survival timelines: 3 weeks without food vs. 3 days without water.
Explored electrolytes (sodium, potassium, chloride, magnesium, calcium, phosphate, bicarbonates).
Hands-On Science Experiments
Collected pond water and designed filtration systems.
Revised designs for greater success with clearer water.
Compared natural electrolytes by cracking open coconuts, drinking coconut water, and tasting the flesh.
Cultural Connections
Studied the San people of southern Africa and how they collect water from Bi!bulb roots.
Located the San on Google Maps and watched videos on traditional water-gathering techniques.
STEM & Environmental Awareness
Launched our Big Project: Trash & the Rappahannock River Ecosystem.
Learned how litter impacts native wildlife.
Began researching a native animal to feature in a sculpture made of clean, recycled materials.
Explored Baltimore’s “Mr. Trash Wheel” as a real-world solution for pollution.
Outdoor Survival Skills
Practiced situational awareness and attention exercises.
Learned the survival “big three”: maintaining body temperature, finding clean water, and getting rest.
Practiced fire-starting methods and observed a filtering straw in action.
First aid with Mr. Brad: recovery position, CPR basics, handling choking, heat exhaustion, hypothermia, bleeding (with glove safety).
Geography & Navigation
Learned map and compass basics: compass rose, cardinal directions, true vs. magnetic north, contour lines.
Practiced orienting maps, pacing, and distance estimation by stride.
Explored topography with hands-on models.
Virtual field trip: used Google Maps to explore Disney World.
Hike: applied compass, pacing, and observation to navigate between stations.
Seasonal Connections
Learned about Meteorological vs. Astronomical Fall.
Leaf scavenger hunt and “Signs of Fall” nature collections.
Creative & Community Projects
Made mini apple pies and celebrated a birthday.
Created caterpillar habitats with live specimens.
Filmed a student-written survival-themed movie.
Stop-motion acorn characters and shared meals outdoors.
A huge thank you to our special guest, Brad Walker, USAF Special Operations Command (AFSOC), Special Tactics/Combat Controller (Retired), and Volunteer Firefighter for joining us to teach vital outdoor survival skills. Our students gained so much from your knowledge, hands-on guidance, and real-world experience, we are truly grateful for the time and expertise you shared with us!
