Expeditions are part of our daily lives. Most likely, our expeditions are more "routine" than crossing Lake Superior by kayak, but regardless of their simplicity, daily expeditions help us discover "new" information. In this activity, you will learn how to successfully design, develop, and execute an expedition. A minimum of two or three sessions will be necessary to develop this activity.

Materials

tape recorder

video recorder

camera

felt markers

pens/pencils

paper

first aid kit

any equipment needed for the environment (e.g., sunglasses, suntan lotion, rope, mittens, or hats)

any instruments or other equipment needed to perform experiments (e.g., thermometer, barometer, ruler)

Divide students into small "expedition teams." Have them draft a Planning Guide for Expeditions, using the one shown here as a model.

Brainstorm, as a class, possible destinations for the expeditions (e.g., the boiler room, the kitchen of the cafeteria, the chemistry supply room, the athletic equipment room, etc., or, a destination outside the immediate school area).

Establish how much time each expedition team will have and let them plan their own expedition by following the Planning Guide for Expeditions.

Before or on the selected expedition day, have each team share with the class where they are going and what they hope to find. Let the expedition begin! (Make sure the proper individuals on the school staff and community have been alerted that your explorers will be entering their territory.)

Have each team report back to the class about their expeditions, using written, oral, or videotaped presentations.

1. Was the expedition a successful one? What makes an expedition successful?
2. Review the general planing guide for expeditions. Does it need to be modified? How did this help make the expedition run smoothly?
3. What types of people become explorers? What characteristics must they have?

Invite an explorer to visit your class. (Your definition of "explorer" can be quite broad, including those who challenge their environments by mountain climbing, scuba diving, hang gliding, etc.) Have the explorer bring equipment, artifacts, and pictures of her or his adventures.

I. Expedition destination

A. Establish a point of departure and expected point of arrival.
B. Generate a planned route, complete with a map.
C. Estimate a time frame and create a timeline.

II. Expedition protocol

A. Outline the objectives of the expedition.
B. Determine what data will be collected and how it will be reported or recorded.
C. List items that will be included in the final report.
D. Discuss how to minimize anticipated risks.
E. Before traveling to your destination, get permission from appropriate authorities.

A. Select a "chief scientist" for the expedition.
B. Assign expedition duties to all members.
C. Design an expedition flag.
D. Draw an expedition map.
E. Compile an equipment list; gather the equipment.

A. Solicit financial support or arrange for donations of supplies and/or equipment.
B. Plan budget.
C. Arrange for publicity.
D. Obtain sponsors.

Reprinted by permission of Newton's Apple, a production of KTCA Twin Cities Public Television.

National Outdoor Leadership School: Expedition Planning