Field Trips to Haw River State Park
North Carolina state parks staff proudly offer numerous memorable field trip experiences for students and teachers. Explore science, history, social studies, and math through sampling stream life or climbing a mountain.
The Summit Environmental Education Center (SEEC) at Haw River State Park is an outdoor environmental education center that specializes in overnight field trips for school, scout or other groups of all ages. All courses and activities are designed to meet or exceed state and national standards for curriculum. Our courses are flexible and can be tailored to meet specific needs of teachers or group leaders.
Classes Offered
Animals are adapted to live in certain habitats, to avoid predators, to hunt or find food, to defend territory, and to attract mates. The owl, with its many adaptations, is the focus of the Animal Adaptations class. During the owl pellet dissection, students will compare and contrast the adaptations of owls with other animals. Through a discussion of habitats and ecological niches, students will realize how certain adaptations may give a species an advantage in the constant game of survival. Students will even create a rock owl to take back home.
Correlations
| 1.L.1.1 | 1st Grade Science – Life Science – Ecosystems | Recognize that plants and animals need air, water, light (plants only), space, food, and shelter and that these may be found in their environment. |
|---|---|---|
| 1.L.1.2 | 1st Grade Science – Life Science – Ecosystems | Give examples of how the needs of different plants and animals can be met by their environments in North Carolina or different places throughout the world. |
| 1.L.1.3 | 1st Grade Science – Life Science – Ecosystems | Summarize ways that humans protect their environment and/or improve conditions for the growth of the plants and animals that live there (e.g., reuse or recycle products to avoid littering). |
| 4.L.1.1 | 4th Grade Science – Life Science – Ecosystems | Give examples of changes in an organism's environment that are beneficial to it and some that are harmful. |
| 4.L.1.2 | 4th Grade Science – Life Science – Ecosystems | Explain how animals meet their needs by using behaviors in response to information received from the environment. |
| 4.L.1.4 | 4th Grade Science – Life Science – Ecosystems | Explain how differences among animals of the same population sometimes give individuals an advantage in surviving and reproducing in changing habitats. |
Bats have long been the object of fascination, mystery, and superstition. This is largely because bat activities are restricted mostly to twilight and darkness. When bats are seen, it is in dim evening light. This natural behavior has made bats the subject of misunderstanding and prejudice.
What do bats eat? Many bats are insectivorous; small bats can eat 2,000 insects every night. Can you imagine a world without bananas? In this class, students will investigate bat adaptations, myths, and the crucial role that bats play in the world's ecosystems.
Correlations
| 1.L.1.1 | 1st Grade Science – Life Science – Ecosystems | Recognize that plants and animals need air, water, light (plants only), space, food, and shelter and that these may be found in their environment. |
|---|---|---|
| 1.L.1.2 | 1st Grade Science – Life Science – Ecosystems | Give examples of how the needs of different plants and animals can be met by their environments in North Carolina or different places throughout the world. |
| 1.L.1.3 | 1st Grade Science – Life Science – Ecosystems | Summarize ways that humans protect their environment and/or improve conditions for the growth of the plants and animals that live there (e.g., reuse or recycle products to avoid littering). |
| 2.L.1.1 |
2nd Grade Science – Life Science – Structures and Functions of Living Organisms |
Summarize the life cycle of animals:
|
| 4.L.1.1 | 4th Grade Science – Life Science – Ecosystems | Give examples of changes in an organism's environment that are beneficial to it and some that are harmful. |
| 4.L.1.2 | 4th Grade Science – Life Science – Ecosystems | Explain how animals meet their needs by using behaviors in response to information received from the environment. |
| 4.L.1.4 | 4th Grade Science – Life Science – Ecosystems | Explain how differences among animals of the same population sometimes give individuals an advantage in surviving and reproducing in changing habitats. |
| 5.L.2.2 | 5th Grade Science – Life Science – Ecosystems | Classify the organisms within an ecosystem according to the function they serve: producers, consumers, or decomposers (biotic factors). |
| 5.L.2.3 | 5th Grade Science – Life Science – Ecosystems | Infer the effects that may result from the interconnected relationship of plants and animals to their ecosystem. |
| 6.L.2.1 | 6th Grade Science – Life Science – Ecosystems | Summarize how energy derived from the sun is used by plants to produce sugars (photosynthesis) and is transferred within food chains and food webs (terrestrial and aquatic) from producers to consumers to decomposers. |
| 8.L.3.1 | 8th Grade Science – Life Science – Ecosystems | Explain how factors such as food, water, shelter, and space affect populations in an ecosystem. |
| 8.L.3.2 | 8th Grade Science – Life Science – Ecosystems | Summarize the relationships among producers, consumers, and decomposers, including the positive and negative consequence of such interactions, including:
|
| Bio.2.1.1 | High School Biology – Life Science – Ecosystems | Compare the flow of energy and cycling of matter, such as water, carbon, nitrogen, and oxygen, through ecosystems, relating the significance of each to maintaining the health and sustainability of an ecosystem. |
| Bio.2.1.2 | High School Biology – Life Science – Ecosystems | Analyze the survival and reproductive success of organisms in terms of behavioral, structural, and reproductive adaptations. |
| Bio.2.1.3 | High School Biology – Life Science – Ecosystems | Explain various ways organisms interact with each other (including predation, competition, parasitism, mutualism) and with their environments, resulting in stability within ecosystems. |
| Bio.2.2.1 | High School Biology – Life Science – Ecosystems | Infer how human activities (including population growth, pollution, global warning, burning of fossil fuels, habitat destruction, and introduction of nonnative species) may impact the environment. |
| Bio.2.2.2 | High School Biology – Life Science – Ecosystems | Explain how the use, protection, and conservation of natural resources by humans impact the environment from one generation to the next. |
Students will get the chance to learn about the basic characteristics that set insects apart from other species in the animal kingdom. Students will also learn about different adaptations that have enabled insect survival for thousands of years. Students will receive hands-on experiences that will allow them to get a true understanding of adaptations specific to a certain species.
Correlations
| 1.L.1.1 | 1st Grade Science – Life Science – Ecosystems | Recognize that plants and animals need air, water, light (plants only), space, food, and shelter and that these may be found in their environment. |
|---|---|---|
| 1.L.1.2 | 1st Grade Science – Life Science – Ecosystems | Give examples of how the needs of different plants and animals can be met by their environments in North Carolina or different places throughout the world. |
| 2.L.1.1 |
2nd Grade Science – Life Science – Structures and Functions of Living Organisms |
Summarize the life cycle of animals:
|
| 2.L.1.2 | 2nd Grade Science – Life Science – Structures and Functions of Living Organisms | Compare life cycles of different animals such as, but not limited to, mealworms, ladybugs, crickets, guppies, or frogs. |
This offering is dependent upon the time of year and group size.
Eastern box turtles are the most common terrestrial turtle in the eastern United States. In the box turtle biology class, students will learn about the natural history of the eastern box turtle and about current research taking place across the state of North Carolina. This will be accomplished through observations, discussions, activities, and the use of radio telemetry equipment.
Correlations
| 2.L.1.1 |
2nd Grade Science – Life Science – Structures and Functions of Living Organisms |
Summarize the life cycle of animals:
|
|---|---|---|
| 4.L.1.1 | 4th Grade Science – Life Science – Ecosystems | Give examples of changes in an organism's environment that are beneficial to it and some that are harmful. |
| 4.L.1.2 | 4th Grade Science – Life Science – Ecosystems | Explain how animals meet their needs by using behaviors in response to information received from the environment. |
| 4.L.1.4 | 4th Grade Science – Life Science – Ecosystems | Explain how differences among animals of the same population sometimes give individuals an advantage in surviving and reproducing in changing habitats. |
| 5.L.2.2 | 5th Grade Science – Life Science – Ecosystems | Classify the organisms within an ecosystem according to the function they serve: producers, consumers, or decomposers (biotic factors). |
| 5.L.2.3 | 5th Grade Science – Life Science – Ecosystems | Infer the effects that may result from the interconnected relationship of plants and animals to their ecosystem. |
| 8.L.3.1 | 8th Grade Science – Life Science – Ecosystems | Explain how factors such as food, water, shelter, and space affect populations in an ecosystem. |
| 8.L.3.2 | 8th Grade Science – Life Science – Ecosystems | Summarize the relationships among producers, consumers, and decomposers, including the positive and negative consequence of such interactions, including:
|
| Bio.2.1.2 | High School Biology – Life Science – Ecosystems | Analyze the survival and reproductive success of organisms in terms of behavioral, structural, and reproductive adaptations. |
| Bio.2.2.1 | High School Biology – Life Science – Ecosystems | Infer how human activities (including population growth, pollution, global warning, burning of fossil fuels, habitat destruction, and introduction of nonnative species) may impact the environment. |
A campfire program will include a small group campfire experience, which includes marshmallows (for s'mores), campfire singalong, and/or skits. This program is a culminating event, which will be scheduled for the final night of a group's stay, and it is a great way to celebrate the environmental education experience and time together.
Correlations
| 4.ML.1.1 |
4th Grade Arts Education – Music – Musical Literacy |
Apply expressive qualities when singing or playing a varied repertoire of music representing genres and style from diverse cultures. |
|---|---|---|
| 4.ML.1.2 | 4th Grade Arts Education – Music – Musical Literacy | Execute the performance of vocal ostinatos, partner songs, counter-melodies, and rounds in two or more parts. |
| 5.ML.1.1 | 5th Grade Arts Education – Music – Musical Literacy | Illustrate independence and accuracy while singing and playing instruments within a group or ensemble. |
| 5.ML.1.2 | 5th Grade Arts Education – Music – Musical Literacy | Illustrate bending vocal timbres, matching dynamic levels, and responding to the gestures of a conductor while singing in groups. |
| 7.ML.1.1 | 7th Grade Arts Education – Music – Musical Literacy | Use developing tone and discriminating pitch when performing music. |
| 7.ML.1.3 | 7th Grade Arts Education – Music – Musical Literacy | Use expressive elements (such as accents, attacks, releases, and interpretation), while singing and/or playing a varied repertoire of music. |
| 7.MR.1.1 | 7th Grade Arts Education – Music – Musical Literacy | Execute specific gestures of a conductor in response to the various elements of music (such as meter, dynamics, phrasing, etc.) |
| 8.ML.1.1 | 8th Grade Arts Education – Music – Musical Literacy | Use characteristic tone and consistent pitch when performing music alone and collaboratively, in small and large ensembles, using a variety of music. |
| 8.ML.1.3 | 8th Grade Arts Education – Music – Musical Literacy | Interpret expressive elements, including dynamics, timbre, blending, accents, attacks, releases, phrasing, and interpretation, while singing and/or playing a varied repertoire of music with technical accuracy. |
| 8.MR.1.1 | 8th Grade Arts Education – Music – Musical Response | Interpret the gesture of a conductor when singing or playing an instrument. |
The traditional Cherokee way of life is based on the Seven Clan system. Students will learn about this system through a discovery hike and make a Cherokee Clans bracelet along the trail. Students will also compare the traditional Cherokee culture with today's Cherokee culture through interactive activities. They will understand how Cherokee storytelling reflects the lifestyle and beliefs of the Cherokee people of the past and the present.
Correlations
| 4.B.1.2 | 4th Grade Social Studies – Behavioral Sciences | Explain how the values and beliefs of various indigenous, religious, and racial groups have contributed to the development of North Carolina. |
|---|---|---|
| 4.H.1.2 | 4th Grade Social Studies – History | Summarize the changing roles of women, indigenous populations, and racial groups throughout the history of North Carolina. |
| 5.B.1.1 | 5th Grade Social Studies – Behavioral Sciences | Explain how traditions, social structure, and artistic expression have contributed to the unique identity of the United States. |
| 5.B.1.2 | 5th Grade Social Studies – Behavioral Sciences | Explain how the values and beliefs of various indigenous, religious, and racial groups have contributed to the development of American identity. |
| 5.G.1.4 | 5th Grade Social Studies – Geography | Explain the reasons for forced and voluntary migration to, from, and within the United States. |
| 5.H.1.1 | 5th Grade Social Studies – History | Explain how the experiences and achievements of women, minorities, indigenous groups, and marginalized people have contributed to change and innovation in the United States. |
| 5.H.1.2 | 5th Grade Social Studies – History | Summarize the changing roles of women, indigenous, racial, and other minority groups in the United States. |
| 8.B.1.1 | 8th Grade Social Studies – Behavioral Sciences | Determine how the relationship between different regional, social, ethnic, and racial groups have contributed to the development of North Carolina and the nation. |
| 8.B.1.2 | 8th Grade Social Studies – Behavioral Sciences | Explain how cultural values, practices, and the interactions of various indigenous, religious, and racial groups have influenced the development of North Carolina and the nation. |
Trees are amazing organisms that humans depend on in many ways. They play an extremely important role in the health and sustainability of the Earth. Trees can also fill each of us with awe. Their beauty, strength, diversity, and functionality continue to amaze, nurture, and connect us to our natural world.
Have you ever wondered what is happening inside of a tree? Have you ever held a tree cookie? In this class, students will investigate the workings of a tree through role-playing, build an understanding of tree identification using a dichotomous key, and discover a tree's history through direct observation.
Correlations
| 3.L.2.1 | 3rd Grade Science – Life Science – Ecosystems | Remember the function of the following structures as it relates to the survival of plants in their environments:
|
|---|---|---|
| 3.L.2.2 | 3rd Grade Science – Life Science – Ecosystems | Explain how environmental conditions determine how well plants survive and grow. |
| 5.L.2.2 |
5th GradeScience – Life Science – Ecosystems |
Classify the organisms within an ecosystem according to the function they serve: producers, consumers, or decomposers (biotic factors). |
| 6.L.1.2 | 6th Grade Science – Life Science – Structures and Functions of Living Organisms | Explain the significance of the processes of photosynthesis, respiration, and transpiration to the survival of green plants and other organisms. |
| 6.L.2.1 | 6th Grade Science – Life Science – Ecosystems | Summarize how energy derived from the sun is used by plants to produce sugars (photosynthesis) and is transferred within food chains and food webs (terrestrial and aquatic) from producers to consumers to decomposers. |
| 6.L.2.3 | 6th Grade Science – Life Science – Ecosystems | Summarize how the abiotic factors (such as temperature, water, sunlight, and soil quality) of biomes (freshwater, marine, forest, grasslands, desert, Tundra) affect the ability of organisms to grow, survive, and/or create their own food through photosynthesis. |
We are beginning to understand what happens on both a physical and subatomic level as we engage with nature. It has been scientifically shown that spending time immersed in nature reduces stress, lowers heart rates, lowers cortisol levels, decreases inflammation, boosts the immune system, improves mood, increases the ability to focus, jump-starts creativity, increases energy levels, and makes us more generous and compassionate.
In this course, students will learn how nature affects our physical, emotional, and physiological systems. Students will participate in specific nature-based experiences, applying that understanding to personal stress management strategies. These activities will focus on experiencing nature through the students' senses.
Correlations
| 6.MEH.2.1 | 6th Grade Healthful Living – Health Education – Mental and Emotional Health | Organize common responses to stressors based on the degree to which they are positive or negative and their likely health outcomes. |
|---|---|---|
| 6.MEH.2.2 | 6th Grade Healthful Living – Health Education – Mental and Emotional Health | Differentiate between positive and negative stress management strategies. |
| 7.MEH.2.1 | 7th Grade Healthful Living – Health Education – Mental and Emotional Health | Critique a variety of stress management techniques. |
| 7.MEH.2.2 | 7th Grade Healthful Living – Health Education – Mental and Emotional Health | Design a stress management plan that is appropriate for the situation and individual traits and skills. |
| 7.MEH.3.1 | 7th Grade Healthful Living – Health Education – Mental and Emotional Health | Identify resources that would be appropriate for treating common mental disorders. |
| 7.PCH.2.1 | 7th Grade Healthful Living – Health Education – Personal and Consumer Health | Analyze the immune system in terms of the organs, their functions, and their interrelationships. |
| 8.MEH.1.1 | 8th Grade Healthful Living – Health Education – Mental and Emotional Health | Evaluate stress management strategies based on personal experience. |
| 8.MEH.1.2 | 8th Grade Healthful Living – Health Education – Mental and Emotional Health | Design a plan to prevent stressors or manage the effects of stress. |
| 8.MEH.1.3 | 8th Grade Healthful Living – Health Education – Mental and Emotional Health | Design effective methods to deal with anxiety. |
| 8.PCH.3.1 | 8th Grade Healthful Living – Health Education – Personal and Consumer Health | Outline the potential health consequences of global environmental problems. |
Get lost! In this class, that is exactly what we will do. Easily integrated into units on geography, math, and science, our orienteering program is a great way to teach participants basic map, compass, and survival skills. Participants will navigate from one point to several others through Haw River State Park. It is like a big scavenger hunt in the woods, but so much more! Students will face mental challenges, learn lifetime skills, participate in exercise, and have loads of fun tromping on our trails.
Navigation is the core of orienteering, and it takes time to master. But participants will be well on their way after this challenging class. So grab your map, your compass, and your sense of adventure. Prepare to step "outside of the box" and into the world of orienteering as only Haw River State Park would teach it!
A special Night Orienteering course is available upon request.
Correlations
| 4.P.1.1 | 4th Grade Science – Physical Science – Forces and Motion | Explain how magnets interact with all things made of iron and with other magnets to produce motion without touching them. |
|---|---|---|
| 6.E.2.1 | 6th Grade – Earth Science – Earth Systems, Structures and Processes | Summarize the structure of the earth, including the layers, the mantle and core based on the relative position, composition and density. |
No need for a flashlight for this evening activity — just your sense of adventure! A night hike is a relaxing excursion into the misunderstood world of frogs, toads, owls, bats, spiders, deer, and other fascinating nocturnal creatures. Night hikers will have an evening full of fun, informative, and "eye-opening" activities. Students will learn to appreciate the darkness and become more in tune with their own special adaptations for dealing with the dark.
Correlations
| 4.L.1.2 | 4th Grade Science – Life Science – Ecosystems | Explain how animals meet their needs by using behaviors in response to information received from the environment. |
|---|---|---|
| 6.L.2.3 | 6th Grade Science – Life Science – Ecosystems | Summarize how the abiotic factors (such as temperature, water, sunlight, and soil quality) of biomes (freshwater, marine, forest, grasslands, desert, Tundra) affect the ability of organisms to grow, survive and/or create their own food through photosynthesis. |
Students will learn what amazing mammals call the Piedmont of North Carolina home and how these mammals are adapted for survival. This will be accomplished through observation, investigation, and classification activities, utilizing animal pelts and skulls. Students will also have the opportunity to look for animal signs along a park trail.
Correlations
| 4.L.1.2 | 4th Grade Science – Life Science – Ecosystems | Explain how animals meet their needs by using behaviors in response to information received from the environment. |
|---|---|---|
| 4.L.1.4 | 4th Grade Science – Life Science – Ecosystems | Explain how differences among animals of the same population sometimes give individuals an advantage in surviving and reproducing in changing habitats. |
| 5.L.2.2 | 5th Grade Science – Life Science – Ecosystems | Classify the organisms within an ecosystem according to the function they serve: producers, consumers, or decomposers (biotic factors). |
| 5.L.2.3 | 5th Grade Science – Life Science – Ecosystems | Infer the effects that may result from the interconnected relationship of plants and animals to their ecosystem. |
| 8.L.3.1 | 8th Grade Science – Life Science – Ecosystems | Explain how factors such as food, water, shelter, and space affect populations in an ecosystem. |
| 8.L.3.2 | 8th Grade Science – Life Science – Ecosystems | Summarize the relationships among producers, consumers, and decomposers, including the positive and negative consequences of such interactions, including:
|
| 8.L.3.3 | 8th Grade Science – Life Science – Ecosystems | Explain how the flow of energy within food webs is interconnected with the cycling of matter (including water, nitrogen, carbon dioxide, and oxygen). |
Fox / Bobcat / Rabbit is a game that simulates the basic ecological principles of predatory / prey relationships. In this game, students become foxes, rabbits, and bobcats. Rabbits are the primary consumers, the foxes are secondary consumers, and bobcats are the top predators. At the end of the game, we will discuss population dynamics and mutual dependence, as well as examine how overpopulation by a species impacts the environment.
| 4.L.1.2 | 4th Grade Science – Life Science – Ecosystems | Explain how animals meet their needs by using behaviors in response to information received from the environment. |
|---|---|---|
| 4.L.1.4 | 4th Grade Science – Life Science – Ecosystems | Explain how differences among animals of the same population sometimes give individuals an advantage in surviving and reproducing in changing habitats. |
| 5.L.2.2 | 5th Grade Science – Life Science – Ecosystems | Classify the organisms within an ecosystem according to the function they serve: producers, consumers, or decomposers (biotic factors). |
| 5.L.2.3 | 5th Grade Science – Life Science – Ecosystems | Infer the effects that may result from the interconnected relationship of plants and animals to their ecosystem. |
| 8.L.3.1 | 8th Grade Science – Life Science – Ecosystems | Explain how factors such as food, water, shelter and space affect populations in an ecosystem. |
| 8.L.3.2 | 8th Grade Science – Life Science – Ecosystems | Summarize the relationships among producers, consumers, and decomposers including the positive and negative consequences of such interactions including:
|
| 8.L.3.3 | 8th Grade Science – Life Science – Ecosystems | Explain how the flow of energy within food webs is interconnected with the cycling of matter (including water, nitrogen, carbon dioxide and oxygen). |
With this SEEC class, it is time to get your hands dirty. Students today are rarely given the opportunity to really investigate soils in a natural environment, and SEEC wants to change that.
Soil is an integral part of every ecosystem. It helps regulate water flower, sustains plant and animal life, filters potential pollutants, assists in the cycling of nutrients, and supports structures. There are many types of soils, all with a variety of properties that allow them to perform a variety of functions.
Students will study the importance of soil, how it is made, and its many properties. They will go on a soil scavenger hunt, visit a soil pit, and use clay to create a product with their own hands.
Correlations
| 1.E.2.1 | 1st Grade Science – Earth Science – Earth Systems, Structures, and Processes | Summarize the physical properties of Earth materials, including rocks, minerals, soils, and water that make them useful in different ways. |
|---|---|---|
| 1.E.2.2 | 1st Grade Science – Earth Science – Earth Systems, Structures, and Processes | Compare the properties of soil samples from different places, relating their capacity to retain water, nourish, and support the growth of certain plants. |
| 3.L.2.2 | 3rd Grade Science – Life Science – Ecosystems | Explain how environmental conditions determine how well plants survive and grow. |
| 3.L.2.4 | 3rd Grade Science – Life Science – Ecosystems | Explain how the basic properties (texture and capacity to hold water) and components (sand, clay, and humus) of soil determine the ability of soil to support the growth and survival of many plants. |
| 6.E.2.3 | 6th Grade Science – Earth Science – Earth Systems, Structures, and Processes | Explain how the formation of soil is related to the parent rock type and the environment in which it develops. |
| 6.E.2.4 | 6th Grade Science – Earth Science – Earth Systems, Structures, and Processes | Conclude that the good health of humans requires: monitoring the lithosphere, maintaining soil quality, and stewardship. |
| 6.L.2.3 | 6th Grade Science – Life Science – Ecosystems | Summarize how the abiotic factors (such as temperature, water, sunlight, and soil quality) of biomes (freshwater, marine, forest, grasslands, desert, Tundra) affect the ability of organisms to grow, survive, and/or create their own food through photosynthesis. |
Have you or your students ever had to cross a chocolate river or transport a "radioactive" meteorite? Come to the SEEC and you might have to do both! Whether you want your students to bond in the fall or to end the school year on a high note, SEEC's team building is the perfect class for you.
Team Building refers to all activities, games, initiatives, and elements involved in helping participants learn cooperative skills. At SEEC, we put together individualized programs that fit the needs of each group. We have adapted, created, and customized games and initiatives, each tailored to meet the specific needs of your students. Our experienced SEEC facilitators will take your group on a journey they will never forget. Each person will learn more about themselves and will form an unbreakable bond with their teammates.
Bonding is an important element for all groups. SEEC can lead icebreakers, goofy games, walks, hikes, discussions, and challenges for as short as three hours and for as long as a full day. SEEC's team building is also the perfect addition to any conference. Activities can be scheduled in 3-hour time blocks and are guaranteed to get your group thinking outside the box.
To schedule a detailed team building session with us, contact the SEEC staff at 336-342-6181 or at haw.river@ncparks.gov, at your earliest convenience. Be ready to answer the following questions?
- What do you want out of your team building session? For example: better communication skills, a sense of group identity, a break from your conference, or breaking down barriers and cliques.
- How much time can you schedule for your team building session?
- How many participants? Do you want them in large groups or small groups? Rotations?
Correlations
| 2.ICR.1.1 | 2nd Grade Healthful Living – Health Education – Interpersonal Communication and Relationships | Classify behaviors as helpful or hurtful to friendships. |
|---|---|---|
| 2.ICR.1.2 | 2nd Grade Healthful Living – Health Education – Interpersonal Communication and Relationships | Interpret the feelings of others and how to respond when angry or sad. |
| 2.ICR.1.3 | 2nd Grade Healthful Living – Health Education – Interpersonal Communication and Relationships | Explain why it is wrong to tease others. |
| PE.2.PR.4.1 | 2nd Grade Healthful Living – Physical Education – Personal / Social Responsibility | Explain the value of working cooperatively in group settings. |
| PE.2.PR.4.2 | 2nd Grade Healthful Living – Physical Education – Personal / Social Responsibility | Summarize the benefits of positive social interaction as to make activities more enjoyable. |
| PE.2.PR.4.3 | 2nd Grade Healthful Living – Physical Education – Personal / Social Responsibility | Use safe practices when engaging in physical education activities with little or no prompting. |
| 3.ICR.1.2 | 3rd Grade Healthful Living – Health Education – Interpersonal Communication and Relationships | Plan how to show compassion for all living things and respect for other people's property. |
| 3.ICR.1.4 | 3rd Grade Healthful Living – Health Education – Interpersonal Communication and Relationships | Illustrate how to effectively and respectfully express opinions that differ. |
| PE.3.PR.4.1 | 3rd Grade Healthful Living – Physical Education – Personal / Social Responsibility | Use self-control to demonstrate personal responsibility and respect for self and others. |
| PE.3.PR.4.2 | 3rd Grade Healthful Living – Physical Education – Personal / Social Responsibility | Use cooperation and communication skills to achieve common goals. |
| PE.3.PR.4.3 | 3rd Grade Healthful Living – Physical Education – Personal / Social Responsibility | Explain the importance of working productively with others. |
| 4.ICR.1.1 | 4th Grade Healthful Living – Health Education – Interpersonal Communication and Relationships | Explain the importance of showing respect for self and respect and empathy for others. |
| PE.4.PR.4.1 | 4th Grade Healthful Living – Physical Education – Personal / Social Responsibility | Use self-control through structure, expectations, and engagement to demonstrate personal responsibility and respect for self and others. |
| PE.4.PR.4.2 | 4th Grade Healthful Living – Physical Education – Personal / Social Responsibility | Use cooperation and communication skills to achieve common goals. |
| 5.ICR.1.4 | 5th Grade Healthful Living – Health Education – Interpersonal Communication and Relationships | Summarize how to solve problems and resolve conflict without avoidance or violence. |
| PE.5.PR.4.1 | 5th Grade Healthful Living – Physical Education – Personal / Social Responsibility | Use self-control to work independently in developing responsibility and respect for self and others. |
| PE.5.PR.4.2 | 5th Grade Healthful Living – Physical Education – Personal / Social Responsibility | Use cooperation and communication skills to achieve common goals. |
| 6.ICR.1.1 | 6th Grade Healthful Living – Health Education – Interpersonal Communication and Relationships | Classify behaviors as either productive or counterproductive to group functioning. |
| 6.ICR.1.2 | 6th Grade Healthful Living – Health Education – Interpersonal Communication and Relationships | Implement verbal and non-verbal communication skills that are effective for a variety of purposes and audiences. |
| 6.ICR.1.3 | 6th Grade Healthful Living – Health Education – Interpersonal Communication and Relationships | Use strategies to communicate care, consideration, and respect for others. |
| PE.6.PR.4.2 | 6th Grade Healthful Living – Physical Education – Personal / Social Responsibility | Analyze conflicts that arise in competitive activities to determine the most appropriate ways of resolving the conflicts. |
| PE.7.PR.4.2 | 7th Grade Healthful Living – Physical Education – Personal / Social Responsibility | Contrast between appropriate and inappropriate strategies to communicating ideas and feelings. |
| PE.7.PR.4.3 | 7th Grade Healthful Living – Physical Education – Personal / Social Responsibility | Understand the role of diversity in physical activity, respecting limitations and strengths of members of a variety of groups. |
| PE.8.PR.4.2 | 8th Grade Healthful Living – Physical Education – Personal / Social Responsibility | Exemplify well-developed cooperation skills to accomplish group goals in both cooperative and competitive situations. |
| 9.ICR.1.2 | 9th Grade Healthful Living – Health Education – Interpersonal Communication and Relationships | Classify negotiation and collaboration skills as helpful or harmful in solving problems or resolving conflicts. |
| 9.ICR.1.3 | 9th Grade Healthful Living – Health Education – Interpersonal Communication and Relationships | Illustrate strategies for resolving interpersonal conflict without harming self or others. |
| PE.9.PR.4.1 | 9th Grade Healthful Living – Physical Education – Personal / Social Responsibility | Implement leadership skills to promote responsibility in self and others. |
| PE.9.PR.4.2 | 9th Grade Healthful Living – Physical Education – Personal / Social Responsibility | Select the most appropriate way of responding and mediate to settle conflicts. |
From the pileated woodpecker hammering away at the trees to the croaking frogs, SEEC's signature class uses the wetlands as its teacher and discovery as its lesson plan. Through in-depth explorations of our wetlands, participants gain insights into the vital functions that freshwater ecosystems provide. Participants will get down and dirty and join the wonderful world of wetlands from a microhabitat point of view.
Correlations
| 1.L.1.1 | 1st Grade Science – Life Science – Ecosystems | Recognize that plants and animals need air, water, light (plants only), space, food, and shelter and that these may be found in their environment. |
|---|---|---|
| 1.L.1.2 | 1st Grade Science – Life Science – Ecosystems | Give examples of how the needs of different plants and animals can be met by their environments in North Carolina or different places throughout the world. |
| 1.L.1.3 | 1st Grade Science – Life Science – Ecosystems | Summarize ways that humans protect their environment and/or improve conditions for the growth of the plants and animals that live there (e.g., reuse or recycle products to avoid littering). |
| 2.L.1.1 | 2nd Grade Science – Life Science – Structures and Functions of Living Organisms | Summarize the life cycle on animals:
|
| 2.L.1.2 | 2nd Grade Science – Life Science – Structures and Functions of Living Organisms | Compare life cycles of different animals such as, but not limited to, mealworms, ladybugs, crickets, guppies, or frogs. |
| 3.L.2.2 | 3rd Grade Science – Life Science – Ecosystems | Explain how environmental conditions determine how well plants survive and grow. |
| 4.L.1.1 | 4th Grade – Life Science Science – Ecosystems | Give examples of changes in an organism's environment that are beneficial to it and some that are harmful. |
| 4.L.1.2 | 4th Grade Science – LifeScience – Ecosystems | Explain how animals meet their needs by using behaviors in response to information received from the environment. |
| 5.L.2.1 | 5th Grade Science – Life Science – Ecosystems | Compare the characteristics of several common ecosystems, including estuaries and salt marshes, oceans, lakes and ponds, forests, and grasslands. |
| 5.L.2.2 | 5th Grade Science – Life Science – Ecosystems | Classify the organisms within an ecosystem according to the function they serve: producers, consumers, or decomposers (biotic factors). |
| 5.L.2.3 | 5th Grade Science – Life Science – Ecosystems | Infer the effects that may result from the interconnected relationship of plants and animals to their ecosystem. |
| 6.L.2.1 | 6th Grade Science – Life Science – Ecosystems | Summarize how energy derived from the sun is used by plants to produce sugars (photosynthesis) and is transferred within food chains and food webs (terrestrial and aquatic) from producers to consumers to decomposers. |
| 6.L.2.3 | 6th Grade Science – LifeScience – Ecosystems | Summarize how the abiotic factors (such as temperature, water, sunlight, and soil quality) of biomes (freshwater, marine, forest, grasslands, desert, Tundra) affect the ability of organisms to grow, survive, and/or create their own food through photosynthesis. |
| 8.E.1.4 | 8th Grade Science – Earth Science – Earth Systems, Structures, and Processes | Conclude that the good health of humans requires:
|
| 8.L.3.1 | 8th Grade Science – Life Science– Ecosystems | Explain how factors such as food, water, shelter, and space affect populations in an ecosystem. |
| 8.L.3.2 | 8th Grade Science – Life Science – Ecosystems | Summarize the relationships among producers, consumers, and decomposers, including the positive and negative consequences of such interactions, including:
|
| EEn.2.2.1 | High School Earth / Environmental Science – Earth Science – Earth Systems, Structures, and Processes | Explain the consequences of human activities on the lithosphere (such as mining, deforestation, agriculture, overgrazing, urbanization, and land use) pas and present. |
| EEn.2.4.2 | High School Earth / Environmental Science – Earth Science – Earth Systems, Structures, and Processes | Evaluate human influences on water quality (ground and surface water pollution, wetland and estuary degradation, and salt water intrusion). |
| EEn.2.7.1 | High School Earth / Environmental Science – Earth Science – Earth Systems, Structures, and Processes | Explain how abiotic and biotic factors interact to create the various biomes in North Carolina. |
| Bio.2.1.1 | High School Biology – Life Science – Ecosystems | Compare the flow of energy and cycling of matter, such as water, carbon, nitrogen, and oxygen, through ecosystems relating the significance of each to maintaining the health and sustainability of an ecosystem. |
| Bio.2.1.2 | High School Biology – Life Science – Ecosystems | Analyze the survival and reproductive success of organisms in terms of behavioral, structural, and reproductive adaptations. |
| Bio.2.1.3 | High School Biology – Life Science – Ecosystems | Explain various ways organisms interact with each other (including predation, competition, parasitism, mutualism) and with their environments resulting in stability within ecosystems. |
| Bio.2.2.1 | High School Biology – Life Science –Ecosystems | Infer how human activities (including population growth, pollution, global warming, burning of fossil fuels, habitat destruction, and introduction of nonnative species) may impact the environment. |
| Bio.2.2.2 | High School Biology – Life Science – Ecosystems | Explain how the use, protection, and conservation of natural resources by humans impact the environment from one generation to the next. |
After safely collecting and identifying samples of detritus and macroinvertebrates, we will investigate them further on the big screen with the help of identification sheets and our projection microscope.
Correlations
| 1.L.1.1 | 1st Grade Science – Life Science – Ecosystems | Recognize that plants and animals need air, water, light (plants only), space, food, and shelter and that these may be found in their environment. |
|---|---|---|
| 1.L.1.2 | 1st Grade Science – Life Science – Ecosystems | Give examples of how the needs of different plants and animals can be met by their environments in North Carolina or different places throughout the world. |
| 2.L.1.1 | 2nd Grade Science – Life Science – Structures and Functions of Living Organisms | Summarize the life cycle on animals:
|
| 4.L.1.1 | 4th Grade Science – Life Science – Ecosystems | Give examples of changes in an organism's environment that are beneficial to it and some that are harmful. |
| 4.L.1.2 | 4th Grade Science – Life Science – Ecosystems | Explain how animals meet their needs by using behaviors in response to information received from the environment. |
| 5.L.2.2 | 5th Grade Science – Life Science – Ecosystems | Classify the organisms within an ecosystem according to the function they serve: producers, consumers, or decomposers (biotic factors). |
| 5.L.2.3 | 5th Grade Science – Life Science – Ecosystems | Infer the effects that may result from the interconnected relationship of plants and animals to their ecosystem. |
| 6.L.2.1 | 6th Grade Science – Life Science – Ecosystems | Summarize how energy derived from the sun is used by plants to produce sugars (photosynthesis) and is transferred within food chains and food webs (terrestrial and aquatic) from producers to consumers to decomposers. |
| 6.L.2.3 | 6th Grade Science – Life Science – Ecosystems | Summarize how the abiotic factors (such as temperature, water, sunlight, and soil quality) of biomes (freshwater, marine, forest, grasslands, desert, Tundra) affect the ability of organisms to grow, survive, and/or create their own food through photosynthesis. |
| 8.E.1.4 | 8th Grade Science – Earth Science – Earth Systems, Structures, and Processes | Conclude that the good health of humans requires:
|
| 8.L.3.1 | 8th Grade Science – Life Science – Ecosystems | Explain how factors such as food, water, shelter, and space affect populations in an ecosystem. |
| 8.L.3.2 | 8th Grade Science – Life Science –Ecosystems | Summarize the relationships among producers, consumers, and decomposers, including the positive and negative consequences of such interactions, including:
|
| EEn.2.4.2 | High School Earth / Environmental Science – Earth Science – Earth Systems, Structures, and Processes | Evaluate human influences on water quality (ground and surface water pollution, wetland and estuary degradation, and salt water intrusion). |
| Bio.2.1.2 | High School Biology – Life Science – Ecosystems | Analyze the survival and reproductive success of organisms in terms of behavioral, structural, and reproductive adaptations. |
| Bio.2.1.3 | High School Biology – Life Science – Ecosystems | Explain various ways organisms interact with each other (including predation, competition, parasitism, mutualism) and with their environments resulting in stability within ecosystems. |
| Bio.2.2.2 | High School Biology – Life Science – Ecosystems | Explain how the use, protection, and conservation of natural resources by humans impact the environment from one generation to the next. |
"Prepare for the worst; hope for the best."
Unless you are Survivorman or Bear Grylls, most people do not start off their trips expecting a "survival situation." More than likely, something has gone wrong and not according to plan. Therefore, in any trip preparation, planning for the worst case scenario is not a bad idea.
Our Wilderness Survival class will take students into the wilderness and get them thinking about extreme survival situations they might experience and the methods and techniques for surviving such situations. These techniques include building a fire, building a shelter, and just having basic wilderness know-how. The course also emphasizes the importance of teamwork in a survival situation and is an excellent teambuilding exercise.
Correlations
| PE.2.PR.4.1 | 2nd Grade Healthful Living – Physical Education – Personal / Social Responsibility | Explain the value of working cooperatively in group settings. |
|---|---|---|
| PE.3.PR.4.2 | 3rd Grade Healthful Living – Physical Education – Personal / Social Responsibility | Use cooperation and communication skills to achieve common goals. |
| PE.3.PR.4.3 | 3rd Grade Healthful Living – Physical Education – Personal / Social Responsibility | Explain the importance of working productively with others. |
| PE.4.PR.4.2 | 4th Grade Healthful Living – Physical Education – Personal / Social Responsibility | Use cooperation and communication skills to achieve common goals. |
| 5.ICR.1.4 | 5th Grade Healthful Living – Health Education – Interpersonal Communication and Relationships | Summarize how to solve problems and resolve conflict without avoidance or violence. |
| PE.5.PR.4.2 | 5th Grade Healthful Living – Physical Education – Personal / Social Responsibility | Use cooperation and communication skills to achieve common goals. |
| 6.ICR.1.1 | 6th Grade Healthful Living – Health Education – Interpersonal Communication and Relationships | Classify behaviors as either productive or counterproductive to group functioning. |
| PE.6.PR.4.2 | 6th Grade Healthful Living – Physical Education – Personal / Social Responsibility | Use well-developed cooperation skills to accomplish group goals in both cooperative and competitive situations. |
| PE.8.PR.4.2 | 8th Grade Healthful Living – Physical Education – Personal / Social Responsibility | Exemplify well-developed cooperation skills to accomplish group goals in both cooperative and competitive situations. |
| 9.ICR.1.2 | 9th Grade Healthful Living – Health Education – Interpersonal Communication and Relationships | Classify negotiation and collaboration skills as helpful or harmful in solving problems or resolving conflicts. |
| PE.9.PR.4.1 | 9th Grade Healthful Living – Physical Education – Personal / Social Responsibility | Implement leadership skills to promote responsibility in self and others. |
Program Schedules and Rates
Typical Day Program Schedule
| 9 a.m. | Welcome / Large Group Activity |
|---|---|
| 9:30 a.m. | Divide Into Groups / Name Games / Class 1 |
| 12 p.m. | Lunch |
| 1 p.m. | Class 2 |
| 3 p.m. | Large Group Activity |
| 4 p.m. | Departure |
Typical Extended Day Program Schedule
| 9 a.m. | Welcome / Large Group Activity |
|---|---|
| 9:30 a.m. | Divide Into Groups / Name Games / Class 1 |
| 12 p.m. | Lunch |
| 1 p.m. | Class 2 |
| 3 p.m. | Snack |
| 3:30 p.m. | Class 3 |
| 5:30 p.m. | Dinner |
| 6:30 p.m. | Evening Program |
| 8 p.m. | Campfire |
| 9 p.m. | Departure |
Rates
| Type of Program | Price Per Student |
|---|---|
| Day Program, without lunch | $17 |
| Day Program, with lunch | $23 |
Typical Overnight Program Schedule
| Day 1 | |
|---|---|
| 10 a.m. | Welcome / Large Group Activity |
| 10:30 a.m. | Divide Into Groups / Name Game / Class 1 |
| 12 p.m. | Lunch |
| 1 p.m. | Class 2 |
| 3 p.m. | Cabin Check-In |
| 4 p.m. | Class 3 |
| 6 p.m. | Dinner |
| 7 p.m. | Evening Program |
| 9 p.m. | Goodnight |
| Day 2 | |
|---|---|
| 8 a.m. | Breakfast |
| 8:30 a.m. | Cabin Clean-Up / Check-Out |
| 9 a.m. | Class 4 |
| 10:30 a.m. | Class 5 |
| 12 p.m. | Lunch |
| 1 p.m. | Departure |
Typical 2-Night / 3-Day Program Schedule
| Day 1 | |
|---|---|
| 10 a.m. | Welcome / Large Group Activity |
| 10:30 a.m. | Divide Into Groups / Name Game / Class 1 |
| 12 p.m. | Lunch |
| 1 p.m. | Class 2 |
| 3 p.m. | Cabin Check-In |
| 4 p.m. | Class 3 |
| 6 p.m. | Dinner |
| 7 p.m. | Evening Program |
| 9 p.m. | Goodnight |
| Day 2 | |
|---|---|
| 8 a.m. | Breakfast |
| 9 a.m. | Large Group Games |
| 10 a.m. | Class 4 |
| 12 p.m. | Lunch |
| 1 p.m. | Class 5 |
| 3 p.m. | Free Time (Monitored by Teachers) |
| 4 p.m. | Class 6 |
| 6 p.m. | Dinner |
| 7 p.m. | Night Class |
| 9 p.m. | Goodnight |
| Day 3 | |
|---|---|
| 8 a.m. | Breakfast |
| 8:30 a.m. | Cabin Clean-Up / Check-Out |
| 9 a.m. | Class 7 |
| 10:30 a.m. | Class 8 |
| 12 p.m. | Lunch |
| 1 p.m. | Departure |
Rates
| Type of Program | Price Per Student |
|---|---|
| Overnight, with 10 a.m. departure | $70 |
| Overnight, with 1 p.m. departure | $77 |
| 2-Night / 3-Day, with 10 a.m. departure | $110 |
| 2-Night / 3-Day, with 1 p.m. departure | $115 |