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Objectives: The students will state actions

that can effect the environment. The students will demonstrate

Leave No Trace (LNT) practic-es

The students will build an LNT campfire, set up a shelter, se-lect a campsite, and learn about personal hygiene when camping.

The students will explain the 3 W’s of clothing and how this system works.

Equipment: 2 Sets of Wicking Layer (Pants/

Shirts) 2 Sets of Warm Layer (Pants/

Shirts) 2 Sets of Waterproof/Shell 2 Pair Gloves 2 Hats 2 Tarps 8 Strings Backpack Paper Clipboards Pencils Trowel Fire Kit (Kindling, Tinder, Pan)

Note to Teacher: In the field, you have a perfect op-portunity to show students the ef-fects of human impact. Being able to show the lack of vegetation around a disturbed area is a much more effective way to teach the “travel on durable surfaces” princi-ple than hypothetically explaining it. They will be more willing to ac-cept LNT principles if they can see how the environment can be im-pacted and how it affects their lives.

Concepts: Outdoor living skills are the skills necessary to keep people safe and comfortable when interacting with the out-

door environment.

There are many things that can be done to help minimize our impact on the environment.

Nature is a complex, intertwined system, the smallest damage can have extensive repercussions.

Outdoor Living Skills

Activities in Lesson: What Do You Take? (15 min) Clothing Relay (20 min) Selecting a Campsite (10 min) Shelter Building (30 min) LNT Campfire (20 min) The Wilderness Bathroom (10 min)

Time: 1 Hour 45 Minutes

Bulk Firewood- large size of wood used when making a fire, also referred to as fuel. Cat Hole– a hole dug in the ground to be used to bury hu-man waste when going to the bathroom in the woods. Giardia– any of various flagellat-ed, usually nonpathogenic proto-zoa of the genus Giardia that may be parasitic in the intestines of vertebrates including humans and most domestic animals. A suspected cause of diarrhea in humans. Hypothermia– abnormally low body temperature. Kindling- size of wood used in making a fire. This size of wood ranges in diameter from pencil lead to thumbnail. Leave No Trace- an outdoor eth-ic designed to assist individuals with their decisions when they travel, camp, and utilize public lands.

Mound Fire- a fire built on a mound of nutrient deficient soil, used to minimize the impact of fire to the earth. Pan Fire- a fire built in a pan, used to minimize the impact of fire to the earth. Riparian Zone- the banks of a river or stream. Tinder- size of wood used in making a fire. This size of wood is the size of a pencil and small-er in diameter. Wrist Wood- size of wood used in making a fire, typically the size of ones wrist in diameter.

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What Do You Take? (15 min) Materials: pencil, paper, clipboards 1. Begin by asking the students:

Has anyone been camping before? Where have you been camping? What types of things did you bring camping?

2. Break the students up into groups of two or three and hand out a pencil, paper, and clip-board to each group. Tell them to imagine they are going on a one-week campout on the north end of Bradford Woods. There are no access points and they will be hiking in and out, no cars, vans, etc. As a group, they should put to-gether a list of 10 essential items to put in their backpack. Let them know they do not need to be specific about certain things. For example, they do not need to list all of the different foods that they would take. “Food” in this case is ok and will only count as one item on the list. Dur-ing discussion encourage them to elaborate on each of these essentials. Give them a few minutes to work and then have them come back together to discuss their ideas. 2. Here are some ideas of what their list could contain: first aid kit, compass, map, water or a means to obtain it, food, clothing, knife, flash-light, shelter, whistle, sleeping bag, etc. 3. There are no right and wrong answers here; everybody's thoughts should be different. Ask the participants to explain the difference be-tween wants and needs. (Needs: function/survive, wants: comfort)

Because of different comfort levels could there be variation between peoples wants and needs? (Yes, for example, we have different tolerances to cold weather, cleanliness, etc.)

Do our choices of what to take on a camp-ing trip effect the environment before we even get there? (Yes, for example, repack-aging food can help with trash and litter. Dif-ferent soles on boots can affect the impact on soil and vegetation.)

How about once we get there? (Yes, for example, if we use a stove for cooking ra-ther than a fire, were the appropriate tools necessary to build an LNT campfire packed?)

4. Take time to discuss how you would pack a backpack.

Clothing Relay (20 min) Materials: 2 pairs of wicking, warm and water-proof layers, 2 pairs of gloves, 2 hats 1. Begin by explaining the concept of the 3 W’s of clothing. Talk about the use of cotton materi-als compared to synthetic/wool. 2. Divide the group into two teams. Then divide each team in half. Have each team face across from one another in a single file line (each team should look like they are about to play tug-o-war with the clothes being where the center of the rope would be). Each line should be at 10 yards apart from their teammates across from them. Put a pile of clothes on the ground in front of one of each team’s lines. 3. You will need to have a wicking top and bot-tom, a warm top and bottom (preferably syn-thetic or wool), an outer shell pants/jacket, gloves, and a hat for each team. These layers should be large enough for the participants to be able to put them on over existing layers. The object is to get the student at the head of the line to put on the layers in the correct order, say the name of the layer, and explain the layer’s function. Once all the layers are on, the student should run across the area to their teammate at the beginning of the other line, take all the lay-ers off and turn them over to the teammate who will repeat the process in its entirety. 4. After a team has won the race, ask the fol-lowing questions:

Why is layering important? (It allows for a greater range of comfort, and protects against the elements better.)

What is hypothermia? (It happens when your body begins to lose heat faster that it can produce it.)

How can you treat it? (The quicker you act the better chance of recovery. Get the victim out of the elements, into some type of shel-ter. Remove all wet clothes and replace with dry clothing. You can give them warm, not hot, liquids; preferably something like Jell-O that will offer the body quick fuel for produc-ing heat.)

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Selecting a Campsite (10 min) Materials: map 1. Create a hypothetical map to include hills, water, trees, etc. Have enough copies for 3 or 4 groups. Go over the map explaining the differ-ent features on it. Have each group select a spot on the map for their campsite and decide why they chose to put their site there. Come back together as a group to discuss their site selections. 2. After the students have discussed their campsite selection ask the following questions:

Has anyone heard of LNT? (Leave No Trace)

Does where we decide to have our campsite affect the environment? (Yes, damage to vegetation, previous usage, etc.)

Why do we not want to have our campsite close to water sources? (Because of the ri-parian zone. This zone acts as a buffer and by disturbing it you may limit it’s ability to act as a filter. It is any area of land that is within 200 feet of a water source.)

Why would a hard surface like slickrock be better for a campsite than the forest floor? (Studies have shown that surfaces most re-sistant to human impact are slickrock or rock outcroppings; gravel bars and sandy beaches; dry, grassy meadows; and open forest with a grassy understory.)

Shelter Building (30 min) Materials: 2 tarps, 8 pieces of string 1. Divide the group in half, and give each group a tarp and four strings. Have one group build a shelter big enough for the entire group and high enough to cook under (cooking shelter). Have the other group build a shelter that one or two people could sleep under during bad weather. Bring the groups together and present/discuss both shelters. 2. After each group has visited each others shelter ask the following questions:

Do you think your shelter would really serve its purpose?

How else could you make a shelter? What could you use to make a shelter if you

did not have a tarp? Was it easy to build your shelter because

you had people to help you? How could you have built your shelter if you

were alone?

3. A demonstration of the proper way to hang food should be given. Animals that gain access to our food in parks are becoming habituated and this is becoming a serious problem for campers and animals. In the Great Smoky Mountains, the black bears have become such a problem that shelters in the park have to be covered with chain link fence to protect hikers.

The LNT Campfire (20 min) Materials: sticks 1. Discuss what you need to have a fire. Dis-cuss the LNT principles of a campfire. Talk about the four different types of wood needed to build a fire (tinder, kindling, wrist wood, and fuel). First demonstrate how to make each of the three fires (lean-to, teepee & log cabin) 2. Then divide the students into small groups and have them set up a fire, making sure they remember to give their fire everything it needs were it to actually burn. They can choose be-tween the lean-to, teepee and the log cabin or they may try all three if they like. Reconvene as a large group and have each group present their design, explaining why they built it the way they did. Do not light each fire. 2. After each group has explained their fire, gather all the wood they used to set up their fires and build one fire for the group. If you do not have enough wood, have the students gath-er more wood. Once you have enough wood for your fire, build one in the fire pan, revisiting the essential elements of a fire. You will be the only person actually lighting a fire. 3. While building the pan fire, discuss how the mound fire is built. A fire pan may be too bulky to take on backpacking trips, so a mound fire may be more practical. 4. While building the fire you will light ask the following questions:

Why do we use the mound fire or fire pan? (To keep from damaging the ground be-neath, for example the organic material, vegetation, bacteria, roots, etc.)

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What are some other ways that fire can affect the environment? (Fires scar the earth permanently, smoke can scar rock faces for a long period.)

Why do we scatter the ashes instead of burying them in a cat hole? (Spreading them does not concentrate the effect, and will not be as noticeable to the next traveler.)

The Wilderness Bathroom (10 min) Materials: shovel 1. Begin by asking the students:

Why would we want to dig cat holes for hu-man solid waste? (So that our waste is not noticeable to other animals and people.)

Why is it important to build the cat hole 6 to 8 inches deep? (This layer of soil will break down the waste more quickly.)

Why do we not want to use soap in or around the water? (Some soap contains phosphates, which are powerful plant nutri-ents. This upsets the level of plant growth in a river, and is an unnatural process.)

Do we really need to pack out our toilet pa-per? (Toilet paper takes a long time to de-compose and is not the most pleasing thing to see scattered throughout the woods.)

2. Discuss some of the LNT ideas about hy-giene. This can be a difficult section to talk about, which is why it has become such a large problem.

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Evaluation √ Students can state actions that can effect

the environment. √ Students demonstrated Leave No Trace

(LNT) practices. √ Students built an LNT campfire.

√ Students set up a shelter.

√ Students select an appropriate campsite.

√ Students can list LNT personal hygiene.

√ Students can explain the 3 W’s of clothing

and how this system works.

Keep in Mind This module was designed as a LNT outdoor living skills module, not as a survival module. There are a lot of decisions that will change when a person’s life is in danger. For example, the debris shelter is a survival tool that is not low impact because of all of the sticks and leaves needed to build it. If you are in a surviv-al situation a debris shelter can be useful. How-ever, this module is a way for people to learn how they can help leave the environment as undisturbed as possible for the next person.

Back in the Classroom

Have a park ranger from a nearby park visit your class and discuss ways visitors to their park can leave as little mark as possible. Inves-tigate what other states are doing to reduce the impact in their parks. Write to the governing body for a particular park and suggest to them ways they can reduce the impact. Make a dis-play for your school that describes ways other students can help reduce the impact when they visit a park, even if it is in their neighborhood.

Notes

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America’s Recreational Habits Recreational use of America's wild lands has exploded in the past forty years. In 1974, total wilderness visitation was approximately 7 mil-lion-visitor days. In 1995, our wilderness lands hosted close to 20 million visitor-days per year. During a single night, as many as one thousand people have camped in one valley of Califor-nia's San Gorgonio Wilderness. Campsites in the Boundary Waters Canoe Area Wilderness of Minnesota have suffered an 80% loss of veg-etation (Cole and Hampton 1995). The World Health Organization estimates that the average adult produces about one liter, ap-proximately two pounds worth, of excreta (half of that is solid) per day. For the sake of discus-sion, consider the Great Smoky Mountains Na-tional Park. More than 100,000 backcountry overnight stays were counted in 1995. If most of those visitors stayed in the park for twenty-four hours, that means more than 100 tons of hu-man solid waste and urination was left in the backcountry of the Smokies in just twelve months (McGivney, 1998). This information is just one way to look at the importance of LNT principles. Most damage to wild lands is the result of lack of education, not malice. In fact, it would be difficult to find a more intelligent, caring group of individuals; most backcountry users are anxious to do the right thing. Yet good intentions alone have fall-en short. We must try and show children the importance caring for the environment during recreational experiences and let them make decisions on their own. Overcrowding is a big problem in our parks today, half of all wilder-ness use happens in only 10% of the total 100 million acres of designated wilderness. If we want our future generations to have the wilder-ness experience, we have to educate and prac-tice these principles now. As the amount of open space decreases, visita-tion at local, state, and national forests and parks increases exponentially. The impact peo-ple have on the land degrades the quality of the land making it unsuitable for camping or, per-haps more importantly, for the animals who rely on it for their habitat. Following minimum impact standards can greatly reduce the impact an in-dividual has on an area. People often relate

minimum impact techniques to camping, but there are many minimal things a person can do during a simple walk in the woods, or even with-in their homes. The idea of Leave No Trace was initiated by the U.S. Forest Service in order to provide outdoor recreators with practical information that would help minimize their environmental damage. The program has evolved and now combines the talents and expertise of four federal land man-agement agencies, the U.S. Forest Service, Bu-reau of Land Management, National Park Ser-vice, and U.S. Fish and Wildlife Service.

LNT Principles

Plan Ahead and Prepare

Travel and Camp on Durable Surfaces

Dispose of Waste Properly

Leave What You Find

Minimize Campfire Impacts

Respect Wildlife

Be Considerate of Other Visitors

Selecting a Camp Site using LNT Principles The perfect LNT campsite should always be located well out of view from the main trail and at least 200 feet (about 75 paces) from water sources. Studies have shown surfaces found most resistant to human impacts are slickrock or rock outcroppings; gravel bars and sandy beaches; dry, grassy meadows; and open for-est with a grassy understory. You will either be camping in a pristine area or one that is popu-lar. There are different criteria for selecting a campsite in each kind of area: Popular areas— whenever possible set up

your tent at an established campsite where impact from previous campers is clearly visi-ble. Established campsites typically contain a fire ring, and the ground shows signs of trampling from people and/or pack stock. If a site is so heavily used that the ground is barren and eroded, and tree roots are ex-posed, camp somewhere else so the land can heal.

Pristine areas— where no established campsites are available, camp at a spot that appears to have never been used before rather than in an area that shows modest signs of human disturbance. Make your

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The ideal low-impact fuel is loose twigs and

branches that are no thicker than your wrist.

Never break off branches from standing

trees even if they appear dead.

At established campsites, build your fire in

the primary fire ring to concentrate impact.

In a pristine area where there is no fire ring,

build a minimum-impact fire in a self-contained unit such as a fire pan or on a mound.

Eliminate unsightly charcoal by burning

wood all the way down to ash.

Once the fire is out, scatter the ash.

There are two popular types of LNT fires the pan fire and the mound fire: pan fire—needs to have a flame-resistant

metal tray with sides high enough (at least three inches) to contain wood and ashes Remove the top layer of topsoil and vegeta-tion and set it aside. Elevate the pan with a few rocks to protect the ground below from heat, which can kill vegetation. Construct the desired fire and burn it until there is only ash is left.

Mound fire—you will need a trowel, a large stuff sack, and a ground cloth. Locate min-eral soil if possible (streambeds, or any-place where soil is frequently disturbed by flooding) and use the trowel to fill the large stuff sack. Lay down your ground cloth (a large trash bag works fine) and begin spreading soil on it. Try and form a circular, flat mound at least 6 to 8 inches thick. The thickness of the mound is critical in prevent-ing any heat-caused damage to the surface beneath the ground cloth, and to keep the ground cloth from melting. Now construct a fire on top of the mound and light.

Both pan fires and mound fires should be kept small, using only small scraps of wood for fuel. Make sure the fire is completely out and then scatter the leftover ashes across a broad area away from the campsite. The ashes should be cool enough for you to run your hands through them. If you build a mound fire, return the min-eral soil to its original location. There are multiple ways to actually build a fire. The three illustrated in the back of this module are the lean-to, teepee, and the log cabin. You will need the four levels of wood for the fire.

camp on a highly durable or resilient sur-face, such as slickrock, gravel, or a grassy meadow. Only camp at a pristine site for one night, and then move on. If you are traveling with pack stock or in a large group (12 or more), avoid camping in pristine are-as altogether.

LNT Campfires Many people associate camping with sitting around a campfire at night and consider a trip incomplete without one. As we learn more and more of the impact caused by fires, many agen-cies have banned campfires altogether and limit campers’ cooking to backpacking stoves. Should you decide to build a fire, it is important to consider the following information and to leave as little trace as possible. Some reasons to build an LNT fire are:

Fire rings. These represent the most obvi-ous sign of human presence, and can prove to be an eye sore to the public. Passing travelers will often use a fire ring as a trash bin, increasing the sign of human presence significantly.

Soil Damage. Fires cause a great deal of damage to the environment. The heat from a fire permanently scars the landscape by altering the soil. Repeated fires within the ring destroy organic matter and sterilize the soil as deep as four inches. Building a fire within the fire ring will keep the damage centralized in one location.

Consumption of fuel. Another problem with campfires is their insatiable appetite for wood. Campsites in extremely popular and populated areas are usually left barren of fallen wood and nearby trees are typically stripped of branches lower than six feet. This can cause a shortage of homes for wildlife and rob the soil of its needed nutri-ents.

When constructing an LNT campfire:

Make sure it is legal to build a fire in the

area where you are camped.

Make sure there is no danger of it starting a

wildfire.

Make sure plenty of downed wood is availa-

ble for fuel, and that it is legal to collect wood.

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Tinder is the light, airy material that catches

fire quickly, burns hot, and burns long enough to catch the kindling on fire. This material MUST be absolutely dry. If you are in a situation where finding dry tinder is a problem sap from evergreens, pitch will burn even in a downpour. The oils found in the sassafras tree, which are flammable, will also burn even when wet.

Kindling is the next step in the building pro-

cess; these are small pieces if wood that range from the size of pencil lead to a pen-cil itself but no bigger.

Wrist Wood is next, and it will range from the size of a pencil to about the size of your wrist. It is good to have a decent supply of this wood because it is needed to have a fire hot/big enough to start the next level.

Bulk Firewood is too big to break and is on

what the fire will live. Illustration of a mound fire: Log Cabin Fire: tinder goes in the center and kindling over that. Tee-pee fire: tinder on the bottom and the kindling leans on it. Lean-to fire:

Shelter When choosing a place for shelter make sure there are no dead branches in the trees above,

often called “widow makers.” Make sure there are no dead trees near your campsite to pre-vent accidents from happening (example: if one were to fall on your shelter). A shelter, whether it is a tarp or tent, should be set on a durable surface. It should be set up at least 200 feet (approximately 75 paces) away from the near-est water source. There are several different tents available on the market: read the manu-facturers directions before leaving on a trip. Tarps can be set up in several different ways:

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Water There are several hazards that can be ingested from natural water sources. To avoid the inges-tion of these waterborne pathogens, you should boil, filter, or treat water before drinking it. One of the most common problems in our water sources today, is a protozoon called Giardia. Giardia is an intestinal parasite that remains active in the human body for varying lengths of time. Once you have ingested Giardia you are always a carrier. Giardia is transmitted through fecal matter and ingested orally, usually through water.

LNT Personal Hygiene and the Wilderness Bathroom Human Waste Disposal In regards to human waste, if there is an out-house provided, use it to concentrate impact. In most backcountry situations where there is no outhouse, burying your waste in a shallow cat hole is the best disposal method. The cat hole should be located at least 200 feet away from any water sources, campsites, and trails. Maximum conditions for decomposition are achieved when the hole is dug in organic soil, which is rich in microorganisms, and in a spot that is somewhat moist but receives a fair amount of sunlight. Use a trowel to dig a hole that is about 4 to 8 inches deep, and 4 to 6 inches in diameter. Once you have made a de-posit, throw in some soil and stir it all with a stick. Then place at least 2 inches of topsoil back in the hole and camouflage the site. Pack out toilet paper, or avoid the hassle by using a natural wiping alternative such as snow, leaves, or river stones. Tampons and disposable dia-pers must be packed out as well. Urine does not need to be buried, but avoid urinating on plants because animals are attracted to the salty liquid.

The proper way to pick up toilet paper is to pick it up using a bag as a glove, then pull the bag over your hand so paper is inside the bag and the hand does not touch the paper.

Washing With the exception of hand washing, bathing should be considered optional in the backcoun-try because it has inevitable environmental im-pacts. Any washing activities should take place at least 200 feet from natural water sources and, preferably, on a durable surface such as gravel or slickrock. If you use soap, make sure it is phosphate free and biodegradable. If you do not use soap, washing in a natural body of water is acceptable by LNT standards only if it is a large lake or river. Minimize tooth-brushing impact by using salt or baking soda instead of toothpaste.

The Three W's of Clothing The three W's of clothing stand for wicking, warm, and weatherproof. The function of this system is for the wicking layer to pull the moister away from the skin, the warmth layer is there to insulate, and the weatherproof layer is to keep out the wind, cold, rain, etc. Layering is important because it is very versatile. You get too hot you have the option of removing cloth-ing. Synthetic fabrics are important because even when they are wet they retain a great deal of their insulation qualities, unlike cotton that retains hardly any.

3 W’s Song (To the tune of “Do your ears hang low?”) Are your clothes picked well? Do they keep you nice and warm? Will they keep you safe and dry From a crazy weather storm Do they wick the sweat to the layer in between? Are your clothes picked well? Are you dressed alright if You had to stay the night? Did you bring non-cotton socks And a wicking pair of tights? Will you stay warm and dry

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Til the early morning light? Are you dressed alright? If you get real cold it can Make you really sick. Hypothermia it’s called And you won’t recover quick. If you wear your layers Wicking, warm, and waterproof Then you won’t get cold!

Hypothermia Hypothermia happens when your body begins to lose heat faster than it can produce it. When you begin to shiver, it is your body involuntarily trying to produce heat. This is a natural process and is not a bad process; just be aware of what your body wants to do. Hypothermia is most dangerous when the temperature is between the 30's and 50's (Fahrenheit). We are usually underdressed in this type of weather, and un-derestimate the power of being wet in this situa-tion. Some signs of hypothermia are uncontrol-lable fits of shivering, slurred speech, loss of feeling in arms and legs, and drowsiness. If you notice any of these signs the more quickly you act the better chance there is of recovery. Get the victim out of the elements, into some type of shelter. Remove all wet clothes and replace with dry clothing. You can give them warm, not hot, liquids, preferably something like Jell-O that will offer the body quick fuel for producing heat.

Proper Way to Hang Food

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Grade 3 English/ Language Arts 3.7.2 Connect and relate experiences and ideas to

those of a speaker. 3.7.3 Answer questions completely and appropri-

ately. 3.7.15 Follow three- and four-step oral directions.

Science 3.1.6 Give examples of how tools, such as automo-

biles, computers, and electric motors, have affected the way we live.

3.1.8 Describe how discarded products contribute to the problem of waste disposal and that recycling can help solve this problem.

3.2.5 Construct something used for performing a task out of paper, cardboard, wood, plastic, metal, or existing objects.

3.3.6 Describe ways human beings protect them-selves from adverse weather conditions.

3.4.6 Explain that people need water, food, air, waste removal, and a particular range of tem-peratures, just as other animals do.

3.6.3 Explain how a model of something is different from the real thing but can be used to learn something about the real thing.

Social Studies 3.2.5 Explain that people are citizens of their com-

munity, state, and nation and explain the im-portance of good citizenship.

Grade 4 English/ Language Arts 4.7.1 Ask thoughtful questions and respond orally to

relevant questions with appropriate elabora-tion.

4.7.4 Give precise directions and instructions.

Science 4.1.6 Explain that even a good design may fail even

though steps are taken ahead of time to reduce the likelihood of failure. 4.3.12 Investigate, observe, and explain that heat is

produced when one object rubs against anoth-er, such as one’s hands rubbing together.

4.6.1 Demonstrate that in an object consisting of many parts, the parts usually influence or in-teract with one another.

4.6.3 Recognize and describe how changes made to a model can help predict how the real thing can be altered.

Social Studies 4.3.2 The World in Spatial Terms: Estimate distanc-

es between two places on a map, using a scale of miles, and use cardinal and intermedi-

ate directions when referring to relative location.

Grade 5 English/ Language Arts

5.7.1 Ask questions that seek information not al-ready discussed.

5.7.2 Interpret a speaker’s verbal and nonverbal messages, purposes, and perspectives.

5.7.3 Make inferences or draw conclusions based on an oral report.

Science

5.1.5 Explain that technology extends the ability of people to make positive and /or negative changes in the world.

5.1.6 Explain how the solution to one problem, such as the use of pesticides in agriculture or the use of dumps for waste disposal, may create other problems.

5.4.5 Explain how changes in an organism’s habitat are sometimes beneficial and sometimes harmful.

Grade 6 English/ Language Arts

6.7.1 Relate the speaker’s verbal communication (such as word choice, pitch, feeling, and tone) to the nonverbal message (such as posture and gesture).

6.7.2 Identify the tone, mood, and emotion con-veyed in the oral communication.

6.7.3 Restate and carry out multiple-step oral in-structions and directions.

Science

6.3.12 Describe ways human beings protect them-selves from adverse weather conditions.

6.3.13 Analyze and give examples of the conse-quences of human impact on the physical en-vironment and evaluate ways in which technol-ogy influences human capacity to modify the physical environment.

6.3.17 Recognize and describe that energy is a property of many objects and is associated with heat, light, electricity, mechanical motion and sound.

6.4.13 Give examples of how human beings use technology to match or exceed many of the abilities of other species

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